«ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ»
КАК ОБЪЕКТ ЛИНГВОДИДАКТИКИ
Е.В. Потёмкина
Московский государственный университет имени М.В. Ломоносова,
филологический факультет
Данная статья посвящена понятию вторичной языковой личности в его связи с методикой преподавания иностранных языков, в том числе русского как иностранного. Описана модель языковой личности, основанная на работах Ю.Н. Караулова. Приводится одно из возможных определений понятия «вторичная языковая личность».
Ключевые слова: трехуровневая структура языковой личности, методика преподавания иностранных языков, вторичная языковая личность.
В современной науке вопрос о взаимодействии личности и языка носит междисциплинарный характер. Им занимаются лингвоперсонология, лингвокультурология, антропология, когнитивная лингвистика и др. науки, при этом основной остается идея взаимодетерминации языка и его носителя. Особый интерес составляет лингводидактическое освещение данного вопроса.
Как научная дисциплина, лингводидактика призвана определять основные закономерности процесса обучения иностранному языку с целью создания теоретической базы для оценки эффективности тех или иных методов обучения. Поэтому лингводидактика одновременно выполняет научно-теоретическую (исследование процесса обучения языку), конструктивно-моделирующую (совершенствование учебного процесса) и интегративную (объединение научных достижений в смежных направлениях гуманитарного знания) функции. Объектом лингводидактики является теоретическое обоснование процесса обучения языкам, т. е. концепции, механизмы конструирования процесса обучения, организационные формы обучения и др. В связи с этим интересно отметить динамические изменения в содержании объекта лингводидактики начиная со становления ее как дисциплины. Если раньше лингводидактика базировались на образе языка вне закономерностей, согласно которым проходит усвоение иностранного языка учащимися, а далее сместила свой акцент на формирование навыков речевой деятельности, то языковая личность (ЯЛ) стала объектом ее внимания лишь в последние годы (см. [8]). В соответствии с антропологическим подходом на современном этапе развития дисциплины все внимание исследователей концентрируется на роли и значении человеческого фактора в процессе обучения иностранным языкам. В данной работе мы будем говорить о лингводидактике и методике преподавания языка иностранным учащимся в связи с понятием вторичная языковая личность. Отметим, что выводы, сделанные в данной статье, основаны на работе с иностранными учащимися филологического профиля, поэтому было бы неправомерно распространять их на процесс обучения иных категорий учащихся, среди которых выделяют так называемых трудовых мигрантов России, учащихся из русских эмигрировавших семей и др.
Ошибочно определять цель изучения иностранного языка как возможность отдельного человека или группы людей общаться на двух языках – как способность к «адекватной коммуникации», так как такое определение отражает лишь одну из граней данного процесса. Двуязычие – это сложное, многоплановое явление, результатом которого является формирование отличной от «родной» ЯЛ. Таким образом, человек не столько общается на иностранном языке, сколько осознает себя, рефлектирует в рамках новой ЯЛ – т. е. тех знаний, стереотипов, интенций, образов и ассоциаций, которые усвоены им из новой языковой картины мира. Скажем немного о самом термине «вторичная языковая личность» (ВтЯЛ).
В основе любого процесса «использования» языка лежит понятие ЯЛ. Исходя из представлений Ю.Н. Караулова, автора концепции ЯЛ, мы подразумеваем под ЯЛ генетически обусловленную предрасположенность к созданию и манипулированию знаковыми системами. Другими словами, ЯЛ – это многокомпонентный набор языковых способностей и готовностей к осуществлению речевой деятельности (см. [3]). В рамках монолингвальной среды можно говорить о существовании соответствующей ЯЛ. В процессе же изучения и общения на иностранном языке функционирует ВтЯЛ. Данное преобразование происходит в силу того, что в процессе изучения иностранного языка учащийся открывает и создает для себя новую языковую картину мира – его языковое сознание «удваивается». Этот процесс происходит на базе родной ЯКМ, поэтому новая картина мира накладывается на уже имеющуюся и не существует независимо от нее, иначе нам бы пришлось говорить о «раздвоении личности». Термин вторичная подчеркивает иерархию личностей внутри одного индивида. Рассмотрим подробнее данное понятие.
По своему содержанию термин ВтЯЛ соотносится с понятием ЯЛ, которое в настоящее время является теоретической базой для целого научного направления – лингвоперсоналогии, начало которой положил Ю.Н. Караулов. Несмотря на то что данное понятие «разветвилось», образовав вокруг себя парадигму «речевая личность» (Ю.Е. Прохоров, Л.П. Клобукова), «коммуникативная личность» (В.В. Красных), «словарная ЯЛ» (В.И. Карасик), «диалектная ЯЛ», «полилектная и идиолектная личности» (В.П. Нерознак), «этносемантическая личность» (С.Г. Воркачев), «элитарная ЯЛ» (Т.В. Кочеткова, О.Б. Сиротинина) и пр., существующее в лингвистике и лингводидактике соотношение понятий первичная языковая личность, вторичная языковая личность и национальная языковая личность, так же как определения самой ЯЛ, представляется на сегодняшний день достаточно дискутируемой и сложной темой.
С нашей точки зрения, при определении понятия ВтЯЛ следует опираться прежде всего на исходную концепцию ЯЛ Ю.Н. Караулова – ее трехуровневую структуру, соотношение структурной и готовностной моделей, различение инвариантной и вариативной составляющих, поскольку первичная и вторичная ЯЛ имеют, очевидно, общие принципы формирования. Скажем подробнее о типологических чертах ЯЛ.
ЯЛ включает три уровня – лексикон, тезаурус и прагматикон, каждый из которых характеризуется набором единиц, отношений и стереотипных объединений.
Лексикон ЯЛ – это уровень обычной языковой семантики. Единицу этого уровня можно обозначить как «семантема». Для носителя языка этот уровень предполагает определенную степень владения обыденной грамматикой и лексикой, для его исследователя – традиционное описание формальных средств выражения значений. «Фигура» семантемы включает следующие компоненты: она обозначается некоторым знаком – лексической единицей (1), выражающей определенное лексическое значение (2), которому соответствует некоторый способ семантизации (3), синтагматический (4) и парадигматический контекст (5). Такой способ представления слова соотносится с многокомпонентной моделью лексического значения (Л.А. Новиков, И.П. Слесарева), которая в практике преподавания русского языка как иностранного находит широкое применение.
Единицы лексикона образуют достаточно устойчивую систему – ассоциативно-вербальную сеть ЯЛ. В качестве стереотипов, т. е. шаблонов использования, на этом уровне выступают стандартные словосочетания и модели предложений (пойти в кино, любить цветы, купить хлеба). Лексикон формирует словарный запас, поэтому уже на данном уровне мы можем говорить о такой характеристике ЯЛ и ВтЯЛ, как богатый или бедный словарный запас. В зависимости от уровня владения иностранным языком (в объеме лексического минимума I, II, III, IV сертификационных уровней) можно говорить об уровне сформированности лексикона ВтЯЛ.
Когнитивный уровень ЯЛ (тезаурус) – это система смыслов и образов. Этот уровень устройства ЯЛ и ее анализа предполагает расширение значения и переход к знаниям, а значит, охватывает интеллектуальную сферу, давая исследователю выход через язык, через процессы говорения и понимания – к знанию и сознанию. Единицами этого уровня являются более абстрактные (по сравнению с первым уровнем ЯЛ) понятия и идеи. Они складываются у каждой ЯЛ в картину мира, отражающую ее иерархию ценностей. На этом уровне семантика размывается, и на первое место выходит образ, возникающий не в семантике, а в системе знаний.
Знание в языке может выражаться различными типами когнем (единицами знаний), среди которых мы будем выделять: концепт, фрейм, мнему, идиому, топоним, прецедентный текст (ПТ) и др. В процессе изучения иностранного языка они и будут составлять основной корпус формирующегося тезауруса ВтЯЛ. Каждая из когнем также может быть представлена в виде пятикомпонентной «фигуры»: она обозначается некоторым знаком – лексической единицей (1), выражающей определенный смысл (2), которому соответствует некоторый способ представления знаний (3), соотносящийся со сферой знаний (4) и имеющий ядро и периферию (5), другими словами – активную и пассивную составляющие. Соответственно, в зависимости от типа когнемы выражаемый смысл и способ семантизации будут различными. Например, при включении в тезаурус ВтЯЛ концепта коммунальная квартира будет использоваться микротекст историко-культурологического характера, а также будет представлено ассоциативное поле, в который он включен (жить в коммуналке, «Покровские ворота», коридор, сосед и др.). При включении фрейма ходить на шашлыки будет дан сценарий обыденного поведения и также ассоциативное поле (природа, костер, майские праздники, дача и др.).
Единицы тезауруса, так же как и единицы лексикона, складываются в определенную сеть – семантические поля. В их основе – подчинительно-координативные отношения. В качестве стереотипов когнитивного уровня ЯЛ выступают генерализованные высказывания (ГВ) – общезначимые изречения, содержащие относительно простые житейские правила, формулы поведения и оценки, отражающие естественные нормы здравого смысла и базовые понятия НЯКМ: пословицы, афоризмы, сентенции, речевые штампы, клише и др. Примеры ГВ: Нельзя быть эгоистом; Знание – сила; Каждый понимает в меру своей испорченности; Краткость – сестра таланта. В рамках теории ВтЯЛ знание перечисленных стереотипов когнитивного уровня является важнейшим условием формирования языковой способности на основе создававшейся ситуации подвести итог разным аспектам размышлений и сформулировать те или иные обобщающие выводы.
Прагматикон ЯЛ обеспечивает переход от речевой деятельности к осмыслению деятельности реальной, которая и является конечной целью общения, т. е. выражает интенции говорящего, вследствие чего единицы этого уровня – прагмемы – формируют сеть коммуникативных потребностей. «Фигура» прагмемы выглядит следующим образом: она обозначается некоторым знаком – лексической единицей или другими средствами (1), выражающими эмоции или оценку с помощью нейтральной или стилистически маркированной лексики (2), которые обслуживают те или иные интенции (3) и соотносятся с рефлексией (4) и пресуппозицией (5). Последние носят яркий экстралингвистический характер: рефлексия связана с когнитивными механизмами речи – соотнесением нового опыта с уже имеющимся, а пресуппозиция предполагает общие для говорящих место, время, знание и оценку ситуации. В рамках методики преподавания русского как иностранного «фигура» прагмемы помогает эксплицировать значение таких трудно семантизируемых единиц, как модальные частицы – ведь, же, -то, -ка и др. Например, посредством категории рефлексии и пресуппозиции значение высказывания «Я же говорила!» можно эксплицировать как: я знаю, что ты об этом знаешь (рефлексия) + напоминание об общности этого знания (пресуппозиция) (см. [6]).
Прагмемы включают в себя оценочные и экспрессивные суждения, представления о цели и смысле жизни. Они достаточно сложны для классификации, так как могут быть вербализованы достаточно сложными языковыми средствами (междометиями, модальными частицами и др.), выражаться в подтексте (языковая игра, банальности и т. п.), посредством разговорных интонаций или стилизации, а также эксплицироваться только на уровне всего текста – через его композицию, мену точек зрения и т. д. В процессе изучения иностранного языка прагматическому аспекту, на наш взгляд, не уделяется достаточного внимания, что происходит, в частности, из-за сложности семантики языковых единиц, вербализующих прагматический компонент значения (модальных частиц, междометий). Одна из задач лингводидактики должна состоять в подробном описании механизмов функционирования и условий использования данных единиц. На занятиях с иностранными учащимися необходимо планомерно вводить наиболее употребительные частицы и их сочетания (же, да, ведь, уж, да хоть, ну да и др.) и междометия, в противном случае в речи иностранных учащихся повсеместно будут происходить коммуникативные сбои.
Лексикон, тезаурус и прагматикон формируют довольно четкую структуру ЯЛ. Каждый уровень характеризуется своим набором единиц, отношений и стереотипных объединений. При этом нельзя забывать, что ЯЛ – это открытая система. Ю.Н. Караулов в своих работах неоднократно подчеркивает, что предложенная модель является «принципиально незавершенной, способной к умножению своих составляющих» [3: 65]. Другая особенность этой системы – взаимосвязанность уровней. «Адекватность понимания определенной единицы текста может рассматриваться как с точки зрения ее семантики, так и в связи с ее когнитивным потенциалом, а также эмоционально-оценочной окрашенностью» – в зависимости от цели позиции исследователя (см. [6]).
В основе концепции ЯЛ лежит коммуникативно-деятельностный подход. Единицы каждого уровня значимы только с точки зрения того, какие речевые готовности они обеспечивают. Лексикон ЯЛ образует словарный запас говорящего. Сформированность этого уровня предполагает умение осуществить адекватный выбор языковых средств. Кроме того, на базе лексикона формируются элементарные правила русского языка, позволяющие строить словосочетания, соответствующие языковой норме. Владение тезаурусом обеспечивает умение определять тему высказывания, выражать свое мнение, готовность пользоваться внутренней речью, готовность производить и воспроизводить генерализованные высказывания и т. д. Прагматикон отвечает за коммуникативные потребности, за соответствие выбранных языковых средств условиям коммуникации, за использование подъязыков и регистров, за идентификацию банальностей и языковой игры, за прочтение подтекста. Если провести параллель с видами компетенций, определяемыми в методике РКИ, то лексикон будет обеспечивать языковую и дискурсивную, тезаурус – социокультурную (распознавание социокультурного контекста), страноведческую и предметную, прагматикон – иллокутивную (т. е. выражение говорящим различных интенций) и стратегическую компетенции.
Важной составляющей модели ЯЛ является выделение в ее структуре инвариантной и вариативной частей. По словам Л.В. Щербы, вариативным является подлинно индивидуальное, не вытекающее из языковой системы, то, что «не находит отклика и безвозвратно гибнет» [9: 27]. В процессе формирования ВтЯЛ усваиванию подлежит в первую очередь инвариантная часть русской ЯЛ. Для вербально-семантического уровня это будет общерусский языковой тип и устойчивая часть вербально-семантических ассоциаций. Сформированность общерусского языкового типа позволяет человеку идентифицировать отклонения от нормы, акцент в речи иностранца или разобрать детскую речь, не достигшую еще уровня литературного языка. «Между тем весьма важную составную часть языкового материала образуют именно неудачные высказывания с отметкой “так не говорят”» [9: 29], т. е. отрицательный языковой материал.
Для тезауруса инвариантную часть составляет базовая часть картины мира – основные понятия в иерархической системе ценностей и смыслов. Для прагматикона – устойчивые коммуникативные потребности и готовности, свидетельствующие о типологических особенностях речевого поведения.
Инвариантные смыслы ЯЛ, или «психоглоссы» русской ЯЛ, могут являться ориентиром при составлении лексических минимумов и государственных стандартов по РКИ. Например, на базовом уровне владения языком в области диалогической речи учащийся должен уметь понимать высказывание собеседника и определять его коммуникативные намерения, адекватно реагировать на его реплики и выражать свои коммуникативные интенции. Перечисленные умения напрямую связаны со сформированностью вербально-семантического и мотивационного уровней ЯЛ. Отметим, что структурная модель ЯЛ, предложенная Ю.Н. Карауловым, также может стать полезным источником при составлении лексических минимумов по РКИ, которые в данный момент включают в себя единицы только вербально-семантического уровня ЯЛ. Невключение единиц теауруса и прагматикона приводит к значительному сужению «каналов» формирования ВтЯЛ.
Основываясь на определении ЯЛ, мы предлагаем следующее лингводидактическое определение ВтЯЛ. Это – реализуемая средствами изучаемого языка структура языковой личности его носителя. При этом ключевым в определении является слово «структура», подразумевающая под собой три уровня, каждый из которых, как уже было сказано выше, характеризуется набором единиц, отношений и стереотипных объединений, без которых формирование ВтЯЛ не представляется возможным.
С момента своего появления термин «вторичная языковая личность» (впервые его использовала в 1990-х гг. И.И. Халеева, связав концепцию ЯЛ Ю.Н. Караулова с процессом обучения иностранному языку: «Переводя язык в статус “не-чужого”, мы ставим задачу формирования в профессиональном лингвисте черт вторичной языковой личности, способной проникать в “дух” изучаемого языка, в “плоть” культуры того народа, с которым должна осуществляться межкультурная коммуникация» [7: 278]) значительно укрепился в лингводидактической среде. В настоящее время формирование ВтЯЛ уже считается стратегической целью обучения иностранному языку и критерием его эффективности: «Результатом любого языкового образования должна явиться сформированная языковая личность, а результатом образования в области иностранных языков – вторичная языковая личность как показатель способности человека принимать полноценное участие в межкультурной коммуникации» [1: 65]. Однако методы формирования ВтЯЛ сводятся к следующему: «формирование вторичной языковой личности самым тесным образом связано с привитием учащемуся особой перцептивной способности постигать иную ментальность, иную стратегию и тактику жизни, а значит, иной способ осмысления информации, затрагивающий любые стороны этой жизни» (И.И. Халеева), «вторичная языковая личность формируется путем приобщения к русскому языку» (Р.А. Урханова), «вторичная языковая личность – это не просто ассимиляция вербально-семантического кода, это аккомодация собственного языкового сознания, расширение его, включение в него новых связей и отношений, присущих изучаемому иностранному языку» (Е. Шепунова), «главным признаком вторичной языковой личности является наличие языкового сознания (представлений, закрепленных во втором языке) и языкового самосознания (способности произвести собственную оценку текстов на иностранном языке)» (Г.С. Шашлова) и т. п. Нам представляется, что необходимо наконец задаться вопросом, в чем же заключается практическая значимость вышесказанного, т. е. что нового для совершенствования процесса изучения иностранного языка дает ввод понятия ВтЯЛ.
Из вышеописанной концепции Ю.Н. Караулова становится очевидно, что модель ЯЛ с самого начала ее возникновения имела лингводидактическую направленность, и теория ВтЯЛ является закономерным развитием предложенной Ю.Н. Карауловым модели. Тем не менее существующее в лингводидактике определение ВтЯЛ сводится к тому, что ВтЯЛ – это способность к адекватному общению на межкультурном уровне, и свидетельствует об очевидном обезличивании данного понятия. По сути, это определение отражает задачи обучения иностранному языку, но практически не может быть удовлетворительным, так как, как мы уже отмечали выше, способность – лишь одно из проявлений ЯЛ. Если человек учит иностранный язык, он, очевидно, стремится выучить его таким образом, чтобы на нем можно было адекватно общаться. Ю.Н. Караулов разработал понятие, которое прямо указывает на коммуникавно-деятельностный подход в обучении, однако хотелось бы подчеркнуть, что, кроме постулирования цели формирования в процессе обучения личности, концепция ЯЛ дает возможность осуществить интегративный подход к изучению личностных особенностей, находящих выражение в языке: единицам, относящимся к разным уровням ЯЛ и связанным различного рода отношениями, формированию соотносимых с этими единицами разноуровневых умений и навыков. Такой взгляд соответствует задачам комплексного обучения, объединяющего сознательный, функциональный и коммуникативный подходы. Кроме того, модель ЯЛ позволяет учитывать лингвокультурологические задачи обучения иностранному языку. Формирование ВтЯЛ представляет собой совокупность методических приемов, направленных на организацию в процессе обучения средств изучаемого языка: разноуровневых единиц, отношений и стереотипов. По нашему мнению, в качестве одного из эффективных методических приемов выступает метод составления многопараметрового комментария к художественному тексту, включающий в себя единицы всех уровней ЯЛ (см. [4; 5]), а также учет отрицательного материала и материалов ассоциативного словаря изучаемого языка и некоторые психолингвистические методики (метод лингвистического эксперимента, метод формирующего эксперимента). При этом одна из задач для преподавателя РКИ – сделать иностранных учащихся немного русскими.
В заключение отметим, что изучение иностранного языка не ведет к автоматическому формированию ВтЯЛ, так как, хотя человек обладает врожденной способностью быть ЯЛ, он еще должен ею стать (Г.И. Богин). Как отмечает И.А. Зимняя, второй язык даже в условиях языкового вуза не реализует всего объема функций (например, как средства осознания собственного «Я», рефлексии). Только длительное, специально направленное изучение иностранного языка может привести к выполнению им этих функций [2: 13–19].
Процесс формирования ВтЯЛ складывается из осознанного структурирования лексикона, тезауруса и прагматикона, имеющих в своем составе типовые элементы, которые способствуют становлению индивидуальных и коллективных особенностей ВтЯЛ.
Литература
1. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам. М., 2004.
2. 3имняя И.А. Психология обучения неродному языку. М., 1989.
3. Караулов Ю.Н. Русский язык и языковая личность. М., 2010.
4. Русская литература – XXI век: Хрестоматия для иностранных учащихся. Ч. 1 / Под ред. Е.А. Кузьминовой, И.В. Ружицкого. М., 2009.
5. Русская литература – XXI век: Хрестоматия для иностранных учащихся. Ч. 2 (в печати).
6. Ружицкий И.В. Концепция языковой личности: лингводидактический аспект // Мат-лы Всерос. науч.-практ. конф. «Словесник. Учитель. Личность». Чебоксары, 20 ноября 2009 г.
7. Халеева И.И. Вторичная языковая личность как реципиент инофонного текста // Язык – система. Язык – текст. Язык – способность. М., 1995. С. 277–286.
8. Халеева И.И. Основы теории обучения пониманию иноязычной речи (подготовка переводчиков). М., 1989.
9. Щерба Л.В. О трояком аспекте языковых явлений и об эксперименте в языкознании // Языковая система и речевая деятельность. М., 1974.
SECONDARY LANGUAGE PERSONALITY AS AN OBJECT
OF LINGVODIDACTICS
E.V. Potemkina
Lomonosov Moscow State University, Faculty of Philology
The paper focuses on the concept of a secondary language personality, particularly on its relationship to methodology of teaching foreign languages, including Russian as a Foreign Language. The author describes and analyzes the model of a linguistic personality, based on the works of Yuri N. Karaulov and presents a tentative definition of the secondary linguistic personality.
Key words: three-layer structure of language personality, methodology of teaching foreign languages, secondary language personality.
<p style="line-height: 100%">
<a href="https://www.elibrary.ru/item.asp?id=13568388"><b>"ЯЗЫКОВАЯ
ЛИЧНОСТЬ" КАК СТЕРЖНЕВОЕ СИСТЕМООБРАЗУЮЩЕЕ ФИЛОЛОГИЧЕСКОЕ
ПОНЯТИЕ</b></a><br/>
<font color="#00008f"><i>Бернштейн В.Л.,
Новикова Е.Н.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33412654">Вестник
Московского государственного лингвистического университета</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33412654&selid=13568388">№ 557</a><font color="#00008f">.
С. 104-110. </font>
</p>
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104 УДК 81’1
В. Л. Бернштейн, Е. Н. Новикова
«ЯЗЫКОВАЯ ЛИЧНОСТЬ» КАК СТЕРЖНЕВОЕ СИСТЕМООБРАЗУЮЩЕЕ ФИЛОЛОГИЧЕСКОЕ ПОНЯТИЕ
Статья посвящена исследованию основных теоретических положений концепта «языковая личность» и его трансформации в теории и методике обучения иностранным языкам. В статье подчеркивается, что в условиях глобализации современного мира успешное владение иностранным языком и способность к успешной межкультурной коммуникации являются неотъемлемой составляющей поликультурной личности. Ключевые слова: языковая личность; структура; системообразующий фактор; человеческий фактор; успешная коммуникация; личностное развитие; цель обучения; методика; усвоение второго языка; поликультурная личность. Современный антропоцентрический подход в языкознании базируется на познании человека через познание языка и формулируется Ю. Н. Карауловым следующим образом: «Нельзя познать сам по себе язык, не выйдя за его пределы, не обратившись к его творцу, носителю, пользователю – к человеку, к конкретной языковой личности» [5. С. 7]. Внимание к «человеческому фактору» в языке свидетельствует о важнейшем методологическом сдвиге, наметившемся в современной лингвистике: переход от лингвистики имманентной с ее установкой рассматривать язык в самом себе и для себя к лингвистике антропоцентрической, изучающей язык в тесной связи с человеком, его сознанием, мышлением, духовно-практической деятельностью. С начала 1980-х гг. в отечественном языковедении укрепилась психологическая составляющая, что повлекло включение в понятийный аппарат лингвистики новой категории – языковая личность [4. С. 58]. Современные исследователи рассматривают термин языковая личность как стержневое системообразующее интегративное лингвистическое понятие, объединяющее основные аспекты изучения языка: «Языковая личность… как вид полноценного представления личности, вмещает в себя и психологический, и социальный, и этический, и другие компоненты, но преломленные через ее язык, ее дискурс» [5. С. 7]. Лингводидактика не могла остаться в стороне от научных поисков антропоцентрической лингвистики и разрабатываемого ею концепта языковая личность, поскольку она исследует «содержательные компоненты образования, обучения, научения в их неразрывной связи с природой В. Л. Бернштейн, Е. Н. Новикова 105 языка и природой общения как социального феномена, детерминирующего деятельностную сущность речевых произведений, в основе которых лежат механизмы социального взаимодействия индивидов» [9. С. 199]. Лингводидактический аспект разработки понятия языковой личности можно соотнести с разработкой понятия личность в целом. Так, еще Ф. И. Буслаев строил методологические принципы своего труда «О преподавании отечественного языка» на представлениях о единстве родного языка с личностью обучаемого: «Родной язык так сросся с личностью каждого, что учить оному значит вместе с тем и развивать духовные способности учащегося» [3. С. 30]. А. А. Леонтьев рассматривал процесс обучения иностранному языку аналогично процессу обучения вообще с его личностно-образовательной функцией, способствующей развитию общеучебных умений [6]. Основными детерминантами личностного развития изучающих иностранный язык признаются речевая деятельность и общение в процессе коммуникативно направленного обучения. Исследователи рассматривают возможности развития общих качеств личности в процессе обучения иностранным языкам. В работах некоторых авторов приводятся доказательства того, что обнаруживается высокая корреляция параметров усвоения языка и языкового развития с качествами личности, характеризующими волевую и интеллектуальную сферу. Например, З. Н. Никитенко и О. М. Осиянова рассматривают в качестве цели лингвистического образования создание человека как индивидуальности [7]. Очевидно, что перечисленные установки ориентированы в основном на решение воспитательных задач, становление и развитие личности и обеспечение условий усвоения родного или иностранного языка. Можно сказать, что речь идет о социально-психологической стороне языковой личности. В современных исследованиях по лингводидактике акцентируется способ формирования языковой личности в процессе обучения родному и иностранному языкам: «До тех пор, пока модели обучения языку ограничиваются рамками системного представления самого языка и не вторгаются в структуру личности, языковой личности, они обречены оставаться чем-то внешним, чуждым по отношению к объекту обучения – языку» [5. С. 4]. Такой подход к обучению разрабатывал в 1980-х гг. Г. И. Богин. Он пришел к заключению о необходимости Вестник МГЛУ. Выпуск 557 106 иметь оценочный критерий, позволяющий ориентироваться при построении систем обучающих действий. По его мнению, ни язык, ни речь сами по себе не могут служить таким критерием – им может быть языковая личность, которая рассматривается с точки зрения готовности производить речевые поступки, создавать и принимать речевые произведения. Языковая личность характеризуется Г. И. Богиным как «тот, кто присваивает язык, т. е. тот, для кого язык есть речь» [1. С. 3], как многослойный и многокомпонентный набор языковых способностей, умений, готовностей к осуществлению речевых поступков разной степени сложности; поступков, которые разделяются по видам речевой деятельности и по уровням языка. Языковая личность представлена Г. И. Богиным в виде параметрической модели – «профессиограммы», отражающей уровни «естественного» развития речевой способности и «искусственного» формирования всех навыков, составляющих речевую способность. Г. И. Богин отмечал: «Какова бы ни была сложность языковой личности, ее нельзя сформировать, не имея предметного представления о ее структуре» [1. С. 3]. В исследованиях этого ученого сделаны важные выводы об особенностях педагогического подхода к проблеме языковой личности. 1. Педагогически сообразное рассмотрение языковой личности не требует изучения речевого процесса и соответствующих психических механизмов, что далеко увело бы от собственно педагогических задач. 2. Для педагогики важнее то, что языковая личность закономерным образом развивается от одного своего уровня к другому, а также то, что результат этого развития может быть описан в упорядоченной форме. 3. Упорядоченная форма есть структурная форма, умещающаяся в какую-то легко обозримую модель. Эта модель должна давать методисту знание о том, к каким речевым поступкам может быть готов или подготовлен носитель языка, что он может делать с языком. В данном случае языковая личность характеризуется не только тем, что она знает в языке, сколько тем, как она может пользоваться языком. Концепт языковая личность позволяет по-новому подойти к обоснованию основных методических категорий и новых методических подходов. Лингводидактика и методика обучения иностранным языкам выдвигают идею переориентации системы обучения иностранным языкам на личность обучаемого как субъекта этой системы. В. Л. Бернштейн, Е. Н. Новикова 107 Отсюда процесс обучения иностранным языкам в свете новых методологических решений есть процесс личностного развития обучаемого. Принципиально важными можно назвать два положения, возникшие и развивающиеся в рамках лингводидактического аспекта теории языковой личности. 1. Невозможно в отрыве от языковой личности, без учета ее многоуровневой организации, без обращения к принципам формирования и структуры, создать эффективную модель обучения языку. 2. Уровень языкового образования определяется не уровнем знаний о категориях языковой системы, а уровнем готовности обучаемого к полноценной речевой деятельности в устной и письменной форме. Определенная часть субстанциональных характеристик языка все же находит свое выражение в структуре языковой личности. Во многих случаях те средства, которые в структуре языка могут быть рассмотрены лишь дифференциально, выступают в структуре языковой личности как сходные реальности, функциональное рассмотрение которых оказывается совокупным и параллельным [2. С. 5]. Если вначале в лингводидактике при интерпретации концепта языковая личность акцентировалась речевая способность личности, то теперь подчеркивается не овладение языковой системой, отдельными знаниями, умениями и навыками в использовании языка, а формирование языковой личности, обладающей комплексом языковых способностей, умений и готовностей к осуществлению речевых поступков. Отсюда становится актуальной задача развивать у обучаемого способность и готовность осуществлять речевую деятельность на изучаемом языке и адекватно взаимодействовать с представителями иных культур и социумов. Для решения этой задачи в методической науке развивается новое направление – формирование «вторичной» языковой личности. Концепт вторичная языковая личность, введенный в отечественную лингводидактику И. И. Халеевой, означает языковую личность, формирующуюся в процессе обучения иностранным языкам. Он по-разному трактуется при более узком рассмотрении в теории и методике обучения иностранным языкам. Вторичная языковая личность определяется и как «совокупность способностей человека к иноязычному общению на межкультурном уровне, под которым понимается адекватное взаимодействие с представителями других культур» [4. С. 59]. При этом подчеркивается, что обучение иностранному языку должно быть направлено на приобщение обучаемых Вестник МГЛУ. Выпуск 557 108 к концептуальной системе лингвосоциума, а не только на овладение вербальным кодом иностранного языка. Вопрос о национальной обусловленности языковой личности был отмечен Ю. Н. Карауловым, который не использует термин «вторичная языковая личность», но подчеркивает, что языковая личность – «глубоко национальный феномен» [5. С. 48]. Связь языкового кода с менталитетом и национальным характером говорящего является сегодня общепризнанной и исследуется в таких научных сферах, как антропологическая лингвистика, этнолингвистика, лингвокультурология, межкультурная коммуникация. Такая точка зрения является характерной для современной теории вторичной языковой личности, разрабатываемой в методике обучения иностранным языкам. Здесь вторичная языковая личность – совокупность черт человека, которая складывается из овладения вербально-семантическим кодом изучаемого языка и концептуальной картиной мира, позволяющей человеку понять новую для него социальную действительность. Можно утверждать, что развитие у обучаемого свойств вторичной языковой личности, позволяющих ему быть эффективным участником межкультурной коммуникации, является стратегической целью обучения иностранному языку. Реализовать данную цель – значит не только развивать у обучаемого умения пользоваться соответствующей иноязычной «техникой», но и «вооружать» его колоссальной внеязыковой информацией, необходимой для адекватного общения и взаимопонимания на межкультурном уровне, а также развивать в нем качества, позволяющие осуществлять непосредственное и опосредованное общение с представителями иных культур [4. С. 59]. Основная задача методики обучения иностранным языкам в данном случае заключается в том, чтобы научить носителя образа мира одной социально-культурной общности понимать носителя иной лингвокультурной общности. В рамках межкультурного коммуникативного подхода к обучению иностранным языкам усвоение языка рассматривается не только как обретение средства кодирования концептов, не только как овладение собственно языковой системой, но и как обретение средства конвенциональной ориентации концептуальных систем [9]. В свете рассматриваемого подхода огромное значение имеет теория Ю. Н. Караулова об уровнях структуры языковой личности. В соответствии с положениями этой теории на первом, вербальносемантическом, уровне формирования языковой личности осуществВ. Л. Бернштейн, Е. Н. Новикова 109 ляется формирование вербально-семантического фонда иноязычной языковой личности. На втором, тезаурусном, уровне ставятся наиболее сложные задачи по формированию вторичной языковой личности. Предложенный Ю. Н. Карауловым тезаурусный, или лингвокогнитивный, уровень в теории обучения иностранным языкам дополнен И. И. Халеевой, которая предлагает рассматривать данный уровень на основе двух подуровней: тезаурус-1 и тезаурус-2. Тезаурус-1 напрямую связан с ассоциативно-вербальной сетью языка и означает способ формирования языкового сознания, восходящего к языковой картине мира. Тезаурус-2 нацелен на то, чтобы научить распознавать мотивы и установки личности, становление которой произошло в условиях другой лингвокультурной общности, и соотносится со знаниями о мире, формирующими когнитивное сознание и тем самым общую картину мира. По мнению И. И. Халеевой, результат обучения можно считать эффективным, если обучаемый достигает понимания сообщения и способен сделать коммуникативно релевантный смысловой вывод не только на основе декодирования языковой информации, но и за счет умения выстроить соответствующее предположение о том, что имел в виду отправитель информации, опирающийся на свою национальную систему образов и представлений [9. С. 88]. В процессе такого обучения изучаемый язык становится еще одним языком (и культурой), которые нужно не только изучать, но «пропускать» через себя, через свое мировидение. Сформированная соответствующим образом вторичная языковая личность, способная проникать в дух изучаемого языка и плоть культуры того народа, который говорит на этом языке, способна осуществлять межкультурную коммуникацию на должном уровне. Следовательно, учеными представленного направления рассматривается овладение языком не только как знаковой системой, но и соответствующей национально обусловленной концептосферой. Таким образом, наиболее важные идеи теории вторичной языковой личности, которые признаются всеми учеными, имеющими отношение к теории и методике обучения иностранным языкам, можно сформулировать так: 1) обучение иностранным языкам невозможно без ориентации учебного процесса на подготовку обучаемых к ситуации межкультурной коммуникации. В соответствии с этим важным компонентом обучения следует считать приобщение к национальной концептосфере; Вестник МГЛУ. Выпуск 557 110 2) наиболее сложной и важной задачей овладения культурой страны изучаемого языка является проникновение в когнитивную сферу его носителей и формирование представлений об этой когнитивной сфере в структуре языковой личности; 3) компоненты в структуре языковой личности тезаурус-1 и тезаурус-2 являются теми базовыми компонентами, без которых невозможно формирование языковой личности, способной к эффективному межкультурному общению. Тезаурус-2 соотносится со знаниями о мире, формирующими когнитивное сознание и тем самым общую картину мира. Ситуация глобализации вызывает необходимость пересмотра подходов к обучению иностранным языкам в свете поликультурной направленности. Постоянная трансформация понятия языковая личность объясняется как изменениями в структуре социума, так и требованиями, предъявляемыми социумом к системе образования. СПИСОК ЛИТЕРАТУРЫ 1. Богин Г. И. Концепция языковой личности: автореф. … д-ра пед. наук. – М., 1982. – 36 с. 2. Богин Г. И. Современная лингводидактика: Учебное пособие – Калинин : Изд-во КГУ, 1980. – 61 с. 3. Буслаев Ф. И. О преподавании отечественного языка. – М. : Просвещение, 1992. – 418 с. 4. Гальскова Н. Д. Современная методика обучения иностранным языкам. – М.: АРКТИ, 2004. – 165 с. 5. Караулов Ю. Н. Русский язык и языковая личность. – М. : Наука, 1987. – 236 с. 6. Леонтьев А. А. Основы психолингвистики. – М. : Смысл, 1997. – 287 с. 7. Никитенко З. Н., Осиянова О. М. К проблеме выделения культурного компонента в содержании обучения английскому языку в начальной школе Иностр. яз. в школе. –1993. – № 3. – С. 5–10. 8. Павиленис Р. И. Язык. Смысл. Понимание Язык. Наука. Философия. Логико-методологический и семиотический анализ. – Вильнюс: Мысль, 1986. – С. 212–289. 9. Халеева И. И. Основы теории обучения пониманию иноязычной речи (подготовка переводчиков). – М.: Высшая школа, 1989. – 227 с.
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"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-twitter tc-image-button\" viewBox=\"0 0 128 128\"><path fill-rule=\"evenodd\" d=\"M41.626 115.803A73.376 73.376 0 012 104.235c2.022.238 4.08.36 6.166.36 12.111 0 23.258-4.117 32.105-11.023-11.312-.208-20.859-7.653-24.148-17.883a25.98 25.98 0 0011.674-.441C15.971 72.881 7.061 62.474 7.061 49.997c0-.108 0-.216.002-.323a25.824 25.824 0 0011.709 3.22c-6.936-4.617-11.5-12.5-11.5-21.433 0-4.719 1.274-9.142 3.5-12.945 12.75 15.579 31.797 25.83 53.281 26.904-.44-1.884-.67-3.85-.67-5.868 0-14.22 11.575-25.75 25.852-25.75a25.865 25.865 0 0118.869 8.132 51.892 51.892 0 0016.415-6.248c-1.93 6.012-6.029 11.059-11.366 14.246A51.844 51.844 0 00128 25.878a52.428 52.428 0 01-12.9 13.33c.05 1.104.075 2.214.075 3.33 0 34.028-26 73.265-73.549 73.265\"/></svg>"
},
"$:/core/images/underline": {
"title": "$:/core/images/underline",
"tags": "$:/tags/Image",
"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-underline tc-image-button\" viewBox=\"0 0 128 128\"><path fill-rule=\"evenodd\" d=\"M7 117.421h114.248V128H7v-10.579zm97.871-18.525V0h-16.26v55.856c0 4.463-.605 8.576-1.816 12.338-1.212 3.762-3.03 7.046-5.452 9.851-2.423 2.806-5.452 4.974-9.086 6.504-3.635 1.53-7.939 2.296-12.912 2.296-6.25 0-11.159-1.786-14.73-5.356-3.57-3.571-5.356-8.417-5.356-14.538V0H23v65.038c0 5.356.542 10.234 1.626 14.633 1.084 4.4 2.965 8.194 5.643 11.382 2.678 3.188 6.185 5.643 10.52 7.365 4.337 1.721 9.756 2.582 16.26 2.582 7.27 0 13.582-1.435 18.938-4.304 5.356-2.87 9.755-7.365 13.199-13.486h.382v15.686h15.303z\"/></svg>"
},
"$:/core/images/unfold-all-button": {
"title": "$:/core/images/unfold-all-button",
"tags": "$:/tags/Image",
"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-unfold-all tc-image-button\" viewBox=\"0 0 128 128\"><g fill-rule=\"evenodd\"><rect width=\"128\" height=\"16\" rx=\"8\"/><rect width=\"128\" height=\"16\" y=\"64\" rx=\"8\"/><path d=\"M63.945 60.624c-2.05 0-4.101-.78-5.666-2.345L35.662 35.662c-3.125-3.125-3.13-8.195-.005-11.319 3.118-3.118 8.192-3.122 11.319.005L63.94 41.314l16.966-16.966c3.124-3.124 8.194-3.129 11.318-.005 3.118 3.118 3.122 8.192-.005 11.319L69.603 58.279a7.986 7.986 0 01-5.663 2.346zM64.004 124.565c-2.05 0-4.102-.78-5.666-2.345L35.721 99.603c-3.125-3.125-3.13-8.195-.005-11.319 3.118-3.118 8.191-3.122 11.318.005L64 105.255l16.966-16.966c3.124-3.124 8.194-3.129 11.318-.005 3.118 3.118 3.122 8.192-.005 11.319L69.662 122.22a7.986 7.986 0 01-5.663 2.346z\"/></g></svg>"
},
"$:/core/images/unfold-button": {
"title": "$:/core/images/unfold-button",
"tags": "$:/tags/Image",
"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-unfold tc-image-button\" viewBox=\"0 0 128 128\"><g fill-rule=\"evenodd\"><rect width=\"128\" height=\"16\" rx=\"8\"/><path d=\"M63.945 63.624c-2.05 0-4.101-.78-5.666-2.345L35.662 38.662c-3.125-3.125-3.13-8.195-.005-11.319 3.118-3.118 8.192-3.122 11.319.005L63.94 44.314l16.966-16.966c3.124-3.124 8.194-3.129 11.318-.005 3.118 3.118 3.122 8.192-.005 11.319L69.603 61.279a7.986 7.986 0 01-5.663 2.346zM64.004 105.682c-2.05.001-4.102-.78-5.666-2.344L35.721 80.721c-3.125-3.125-3.13-8.195-.005-11.319 3.118-3.118 8.191-3.122 11.318.005L64 86.373l16.966-16.966c3.124-3.125 8.194-3.13 11.318-.005 3.118 3.118 3.122 8.192-.005 11.319l-22.617 22.617a7.986 7.986 0 01-5.663 2.346z\"/></g></svg>"
},
"$:/core/images/unlocked-padlock": {
"title": "$:/core/images/unlocked-padlock",
"tags": "$:/tags/Image",
"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-unlocked-padlock tc-image-button\" viewBox=\"0 0 128 128\"><path fill-rule=\"evenodd\" d=\"M48.627 64H105v32.01C105 113.674 90.674 128 73.001 128H56C38.318 128 24 113.677 24 96.01V64h6.136c-10.455-12.651-27.364-35.788-4.3-55.142 24.636-20.672 45.835 4.353 55.777 16.201 9.943 11.85-2.676 22.437-12.457 9.892-9.78-12.545-21.167-24.146-33.207-14.043-12.041 10.104-1.757 22.36 8.813 34.958 2.467 2.94 3.641 5.732 3.865 8.134zm19.105 28.364A8.503 8.503 0 0064.5 76a8.5 8.5 0 00-3.498 16.25l-5.095 22.77H72.8l-5.07-22.656z\"/></svg>"
},
"$:/core/images/up-arrow": {
"title": "$:/core/images/up-arrow",
"created": "20150316000544368",
"modified": "20150316000831867",
"tags": "$:/tags/Image",
"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-up-arrow tc-image-button\" viewBox=\"0 0 128 128\"><path d=\"M63.892.281c2.027 0 4.054.77 5.6 2.316l55.98 55.98a7.92 7.92 0 010 11.196c-3.086 3.085-8.104 3.092-11.196 0L63.894 19.393 13.513 69.774a7.92 7.92 0 01-11.196 0c-3.085-3.086-3.092-8.105 0-11.196l55.98-55.98A7.892 7.892 0 0163.893.28z\"/></svg>"
},
"$:/core/images/video": {
"title": "$:/core/images/video",
"tags": "$:/tags/Image",
"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-video tc-image-button\" viewBox=\"0 0 128 128\"><path fill-rule=\"evenodd\" d=\"M64 12c-34.91 0-55.273 2.917-58.182 5.833C2.91 20.75 0 41.167 0 64.5c0 23.333 2.91 43.75 5.818 46.667C8.728 114.083 29.091 117 64 117c34.91 0 55.273-2.917 58.182-5.833C125.09 108.25 128 87.833 128 64.5c0-23.333-2.91-43.75-5.818-46.667C119.272 14.917 98.909 12 64 12zm-9.084 32.618c-3.813-2.542-6.905-.879-6.905 3.698v31.368c0 4.585 3.099 6.235 6.905 3.698l22.168-14.779c3.813-2.542 3.806-6.669 0-9.206L54.916 44.618z\"/></svg>"
},
"$:/core/images/warning": {
"title": "$:/core/images/warning",
"tags": "$:/tags/Image",
"text": "<svg width=\"22pt\" height=\"22pt\" class=\"tc-image-warning tc-image-button\" viewBox=\"0 0 128 128\"><path fill-rule=\"evenodd\" d=\"M57.072 11c3.079-5.333 10.777-5.333 13.856 0l55.426 96c3.079 5.333-.77 12-6.928 12H8.574c-6.158 0-10.007-6.667-6.928-12l55.426-96zM64 37c-4.418 0-8 3.582-8 7.994v28.012C56 77.421 59.59 81 64 81c4.418 0 8-3.582 8-7.994V44.994C72 40.579 68.41 37 64 37zm0 67a8 8 0 100-16 8 8 0 000 16z\"/></svg>"
},
"$:/language/Buttons/AdvancedSearch/Caption": {
"title": "$:/language/Buttons/AdvancedSearch/Caption",
"text": "advanced search"
},
"$:/language/Buttons/AdvancedSearch/Hint": {
"title": "$:/language/Buttons/AdvancedSearch/Hint",
"text": "Advanced search"
},
"$:/language/Buttons/Cancel/Caption": {
"title": "$:/language/Buttons/Cancel/Caption",
"text": "cancel"
},
"$:/language/Buttons/Cancel/Hint": {
"title": "$:/language/Buttons/Cancel/Hint",
"text": "Discard changes to this tiddler"
},
"$:/language/Buttons/Clone/Caption": {
"title": "$:/language/Buttons/Clone/Caption",
"text": "clone"
},
"$:/language/Buttons/Clone/Hint": {
"title": "$:/language/Buttons/Clone/Hint",
"text": "Clone this tiddler"
},
"$:/language/Buttons/Close/Caption": {
"title": "$:/language/Buttons/Close/Caption",
"text": "close"
},
"$:/language/Buttons/Close/Hint": {
"title": "$:/language/Buttons/Close/Hint",
"text": "Close this tiddler"
},
"$:/language/Buttons/CloseAll/Caption": {
"title": "$:/language/Buttons/CloseAll/Caption",
"text": "close all"
},
"$:/language/Buttons/CloseAll/Hint": {
"title": "$:/language/Buttons/CloseAll/Hint",
"text": "Close all tiddlers"
},
"$:/language/Buttons/CloseOthers/Caption": {
"title": "$:/language/Buttons/CloseOthers/Caption",
"text": "close others"
},
"$:/language/Buttons/CloseOthers/Hint": {
"title": "$:/language/Buttons/CloseOthers/Hint",
"text": "Close other tiddlers"
},
"$:/language/Buttons/ControlPanel/Caption": {
"title": "$:/language/Buttons/ControlPanel/Caption",
"text": "control panel"
},
"$:/language/Buttons/ControlPanel/Hint": {
"title": "$:/language/Buttons/ControlPanel/Hint",
"text": "Open control panel"
},
"$:/language/Buttons/CopyToClipboard/Caption": {
"title": "$:/language/Buttons/CopyToClipboard/Caption",
"text": "copy to clipboard"
},
"$:/language/Buttons/CopyToClipboard/Hint": {
"title": "$:/language/Buttons/CopyToClipboard/Hint",
"text": "Copy this text to the clipboard"
},
"$:/language/Buttons/Delete/Caption": {
"title": "$:/language/Buttons/Delete/Caption",
"text": "delete"
},
"$:/language/Buttons/Delete/Hint": {
"title": "$:/language/Buttons/Delete/Hint",
"text": "Delete this tiddler"
},
"$:/language/Buttons/Edit/Caption": {
"title": "$:/language/Buttons/Edit/Caption",
"text": "edit"
},
"$:/language/Buttons/Edit/Hint": {
"title": "$:/language/Buttons/Edit/Hint",
"text": "Edit this tiddler"
},
"$:/language/Buttons/Encryption/Caption": {
"title": "$:/language/Buttons/Encryption/Caption",
"text": "encryption"
},
"$:/language/Buttons/Encryption/Hint": {
"title": "$:/language/Buttons/Encryption/Hint",
"text": "Set or clear a password for saving this wiki"
},
"$:/language/Buttons/Encryption/ClearPassword/Caption": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Caption",
"text": "clear password"
},
"$:/language/Buttons/Encryption/ClearPassword/Hint": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Hint",
"text": "Clear the password and save this wiki without encryption"
},
"$:/language/Buttons/Encryption/SetPassword/Caption": {
"title": "$:/language/Buttons/Encryption/SetPassword/Caption",
"text": "set password"
},
"$:/language/Buttons/Encryption/SetPassword/Hint": {
"title": "$:/language/Buttons/Encryption/SetPassword/Hint",
"text": "Set a password for saving this wiki with encryption"
},
"$:/language/Buttons/ExportPage/Caption": {
"title": "$:/language/Buttons/ExportPage/Caption",
"text": "export all"
},
"$:/language/Buttons/ExportPage/Hint": {
"title": "$:/language/Buttons/ExportPage/Hint",
"text": "Export all tiddlers"
},
"$:/language/Buttons/ExportTiddler/Caption": {
"title": "$:/language/Buttons/ExportTiddler/Caption",
"text": "export tiddler"
},
"$:/language/Buttons/ExportTiddler/Hint": {
"title": "$:/language/Buttons/ExportTiddler/Hint",
"text": "Export tiddler"
},
"$:/language/Buttons/ExportTiddlers/Caption": {
"title": "$:/language/Buttons/ExportTiddlers/Caption",
"text": "export tiddlers"
},
"$:/language/Buttons/ExportTiddlers/Hint": {
"title": "$:/language/Buttons/ExportTiddlers/Hint",
"text": "Export tiddlers"
},
"$:/language/Buttons/SidebarSearch/Hint": {
"title": "$:/language/Buttons/SidebarSearch/Hint",
"text": "Select the sidebar search field"
},
"$:/language/Buttons/Fold/Caption": {
"title": "$:/language/Buttons/Fold/Caption",
"text": "fold tiddler"
},
"$:/language/Buttons/Fold/Hint": {
"title": "$:/language/Buttons/Fold/Hint",
"text": "Fold the body of this tiddler"
},
"$:/language/Buttons/Fold/FoldBar/Caption": {
"title": "$:/language/Buttons/Fold/FoldBar/Caption",
"text": "fold-bar"
},
"$:/language/Buttons/Fold/FoldBar/Hint": {
"title": "$:/language/Buttons/Fold/FoldBar/Hint",
"text": "Optional bars to fold and unfold tiddlers"
},
"$:/language/Buttons/Unfold/Caption": {
"title": "$:/language/Buttons/Unfold/Caption",
"text": "unfold tiddler"
},
"$:/language/Buttons/Unfold/Hint": {
"title": "$:/language/Buttons/Unfold/Hint",
"text": "Unfold the body of this tiddler"
},
"$:/language/Buttons/FoldOthers/Caption": {
"title": "$:/language/Buttons/FoldOthers/Caption",
"text": "fold other tiddlers"
},
"$:/language/Buttons/FoldOthers/Hint": {
"title": "$:/language/Buttons/FoldOthers/Hint",
"text": "Fold the bodies of other opened tiddlers"
},
"$:/language/Buttons/FoldAll/Caption": {
"title": "$:/language/Buttons/FoldAll/Caption",
"text": "fold all tiddlers"
},
"$:/language/Buttons/FoldAll/Hint": {
"title": "$:/language/Buttons/FoldAll/Hint",
"text": "Fold the bodies of all opened tiddlers"
},
"$:/language/Buttons/UnfoldAll/Caption": {
"title": "$:/language/Buttons/UnfoldAll/Caption",
"text": "unfold all tiddlers"
},
"$:/language/Buttons/UnfoldAll/Hint": {
"title": "$:/language/Buttons/UnfoldAll/Hint",
"text": "Unfold the bodies of all opened tiddlers"
},
"$:/language/Buttons/FullScreen/Caption": {
"title": "$:/language/Buttons/FullScreen/Caption",
"text": "full-screen"
},
"$:/language/Buttons/FullScreen/Hint": {
"title": "$:/language/Buttons/FullScreen/Hint",
"text": "Enter or leave full-screen mode"
},
"$:/language/Buttons/Help/Caption": {
"title": "$:/language/Buttons/Help/Caption",
"text": "help"
},
"$:/language/Buttons/Help/Hint": {
"title": "$:/language/Buttons/Help/Hint",
"text": "Show help panel"
},
"$:/language/Buttons/Import/Caption": {
"title": "$:/language/Buttons/Import/Caption",
"text": "import"
},
"$:/language/Buttons/Import/Hint": {
"title": "$:/language/Buttons/Import/Hint",
"text": "Import many types of file including text, image, TiddlyWiki or JSON"
},
"$:/language/Buttons/Info/Caption": {
"title": "$:/language/Buttons/Info/Caption",
"text": "info"
},
"$:/language/Buttons/Info/Hint": {
"title": "$:/language/Buttons/Info/Hint",
"text": "Show information for this tiddler"
},
"$:/language/Buttons/Home/Caption": {
"title": "$:/language/Buttons/Home/Caption",
"text": "home"
},
"$:/language/Buttons/Home/Hint": {
"title": "$:/language/Buttons/Home/Hint",
"text": "Open the default tiddlers"
},
"$:/language/Buttons/Language/Caption": {
"title": "$:/language/Buttons/Language/Caption",
"text": "language"
},
"$:/language/Buttons/Language/Hint": {
"title": "$:/language/Buttons/Language/Hint",
"text": "Choose the user interface language"
},
"$:/language/Buttons/Manager/Caption": {
"title": "$:/language/Buttons/Manager/Caption",
"text": "tiddler manager"
},
"$:/language/Buttons/Manager/Hint": {
"title": "$:/language/Buttons/Manager/Hint",
"text": "Open tiddler manager"
},
"$:/language/Buttons/More/Caption": {
"title": "$:/language/Buttons/More/Caption",
"text": "more"
},
"$:/language/Buttons/More/Hint": {
"title": "$:/language/Buttons/More/Hint",
"text": "More actions"
},
"$:/language/Buttons/NewHere/Caption": {
"title": "$:/language/Buttons/NewHere/Caption",
"text": "new here"
},
"$:/language/Buttons/NewHere/Hint": {
"title": "$:/language/Buttons/NewHere/Hint",
"text": "Create a new tiddler tagged with this one"
},
"$:/language/Buttons/NewJournal/Caption": {
"title": "$:/language/Buttons/NewJournal/Caption",
"text": "new journal"
},
"$:/language/Buttons/NewJournal/Hint": {
"title": "$:/language/Buttons/NewJournal/Hint",
"text": "Create a new journal tiddler"
},
"$:/language/Buttons/NewJournalHere/Caption": {
"title": "$:/language/Buttons/NewJournalHere/Caption",
"text": "new journal here"
},
"$:/language/Buttons/NewJournalHere/Hint": {
"title": "$:/language/Buttons/NewJournalHere/Hint",
"text": "Create a new journal tiddler tagged with this one"
},
"$:/language/Buttons/NewImage/Caption": {
"title": "$:/language/Buttons/NewImage/Caption",
"text": "new image"
},
"$:/language/Buttons/NewImage/Hint": {
"title": "$:/language/Buttons/NewImage/Hint",
"text": "Create a new image tiddler"
},
"$:/language/Buttons/NewMarkdown/Caption": {
"title": "$:/language/Buttons/NewMarkdown/Caption",
"text": "new Markdown tiddler"
},
"$:/language/Buttons/NewMarkdown/Hint": {
"title": "$:/language/Buttons/NewMarkdown/Hint",
"text": "Create a new Markdown tiddler"
},
"$:/language/Buttons/NewTiddler/Caption": {
"title": "$:/language/Buttons/NewTiddler/Caption",
"text": "new tiddler"
},
"$:/language/Buttons/NewTiddler/Hint": {
"title": "$:/language/Buttons/NewTiddler/Hint",
"text": "Create a new tiddler"
},
"$:/language/Buttons/OpenWindow/Caption": {
"title": "$:/language/Buttons/OpenWindow/Caption",
"text": "open in new window"
},
"$:/language/Buttons/OpenWindow/Hint": {
"title": "$:/language/Buttons/OpenWindow/Hint",
"text": "Open tiddler in new window"
},
"$:/language/Buttons/Palette/Caption": {
"title": "$:/language/Buttons/Palette/Caption",
"text": "palette"
},
"$:/language/Buttons/Palette/Hint": {
"title": "$:/language/Buttons/Palette/Hint",
"text": "Choose the colour palette"
},
"$:/language/Buttons/Permalink/Caption": {
"title": "$:/language/Buttons/Permalink/Caption",
"text": "permalink"
},
"$:/language/Buttons/Permalink/Hint": {
"title": "$:/language/Buttons/Permalink/Hint",
"text": "Set browser address bar to a direct link to this tiddler"
},
"$:/language/Buttons/Permaview/Caption": {
"title": "$:/language/Buttons/Permaview/Caption",
"text": "permaview"
},
"$:/language/Buttons/Permaview/Hint": {
"title": "$:/language/Buttons/Permaview/Hint",
"text": "Set browser address bar to a direct link to all the tiddlers in this story"
},
"$:/language/Buttons/Print/Caption": {
"title": "$:/language/Buttons/Print/Caption",
"text": "print page"
},
"$:/language/Buttons/Print/Hint": {
"title": "$:/language/Buttons/Print/Hint",
"text": "Print the current page"
},
"$:/language/Buttons/Refresh/Caption": {
"title": "$:/language/Buttons/Refresh/Caption",
"text": "refresh"
},
"$:/language/Buttons/Refresh/Hint": {
"title": "$:/language/Buttons/Refresh/Hint",
"text": "Perform a full refresh of the wiki"
},
"$:/language/Buttons/Save/Caption": {
"title": "$:/language/Buttons/Save/Caption",
"text": "ok"
},
"$:/language/Buttons/Save/Hint": {
"title": "$:/language/Buttons/Save/Hint",
"text": "Confirm changes to this tiddler"
},
"$:/language/Buttons/SaveWiki/Caption": {
"title": "$:/language/Buttons/SaveWiki/Caption",
"text": "save changes"
},
"$:/language/Buttons/SaveWiki/Hint": {
"title": "$:/language/Buttons/SaveWiki/Hint",
"text": "Save changes"
},
"$:/language/Buttons/StoryView/Caption": {
"title": "$:/language/Buttons/StoryView/Caption",
"text": "storyview"
},
"$:/language/Buttons/StoryView/Hint": {
"title": "$:/language/Buttons/StoryView/Hint",
"text": "Choose the story visualisation"
},
"$:/language/Buttons/HideSideBar/Caption": {
"title": "$:/language/Buttons/HideSideBar/Caption",
"text": "hide sidebar"
},
"$:/language/Buttons/HideSideBar/Hint": {
"title": "$:/language/Buttons/HideSideBar/Hint",
"text": "Hide sidebar"
},
"$:/language/Buttons/ShowSideBar/Caption": {
"title": "$:/language/Buttons/ShowSideBar/Caption",
"text": "show sidebar"
},
"$:/language/Buttons/ShowSideBar/Hint": {
"title": "$:/language/Buttons/ShowSideBar/Hint",
"text": "Show sidebar"
},
"$:/language/Buttons/TagManager/Caption": {
"title": "$:/language/Buttons/TagManager/Caption",
"text": "tag manager"
},
"$:/language/Buttons/TagManager/Hint": {
"title": "$:/language/Buttons/TagManager/Hint",
"text": "Open tag manager"
},
"$:/language/Buttons/Timestamp/Caption": {
"title": "$:/language/Buttons/Timestamp/Caption",
"text": "timestamps"
},
"$:/language/Buttons/Timestamp/Hint": {
"title": "$:/language/Buttons/Timestamp/Hint",
"text": "Choose whether modifications update timestamps"
},
"$:/language/Buttons/Timestamp/On/Caption": {
"title": "$:/language/Buttons/Timestamp/On/Caption",
"text": "timestamps are on"
},
"$:/language/Buttons/Timestamp/On/Hint": {
"title": "$:/language/Buttons/Timestamp/On/Hint",
"text": "Update timestamps when tiddlers are modified"
},
"$:/language/Buttons/Timestamp/Off/Caption": {
"title": "$:/language/Buttons/Timestamp/Off/Caption",
"text": "timestamps are off"
},
"$:/language/Buttons/Timestamp/Off/Hint": {
"title": "$:/language/Buttons/Timestamp/Off/Hint",
"text": "Don't update timestamps when tiddlers are modified"
},
"$:/language/Buttons/Theme/Caption": {
"title": "$:/language/Buttons/Theme/Caption",
"text": "theme"
},
"$:/language/Buttons/Theme/Hint": {
"title": "$:/language/Buttons/Theme/Hint",
"text": "Choose the display theme"
},
"$:/language/Buttons/Bold/Caption": {
"title": "$:/language/Buttons/Bold/Caption",
"text": "bold"
},
"$:/language/Buttons/Bold/Hint": {
"title": "$:/language/Buttons/Bold/Hint",
"text": "Apply bold formatting to selection"
},
"$:/language/Buttons/Clear/Caption": {
"title": "$:/language/Buttons/Clear/Caption",
"text": "clear"
},
"$:/language/Buttons/Clear/Hint": {
"title": "$:/language/Buttons/Clear/Hint",
"text": "Clear image to solid colour"
},
"$:/language/Buttons/EditorHeight/Caption": {
"title": "$:/language/Buttons/EditorHeight/Caption",
"text": "editor height"
},
"$:/language/Buttons/EditorHeight/Caption/Auto": {
"title": "$:/language/Buttons/EditorHeight/Caption/Auto",
"text": "Automatically adjust height to fit content"
},
"$:/language/Buttons/EditorHeight/Caption/Fixed": {
"title": "$:/language/Buttons/EditorHeight/Caption/Fixed",
"text": "Fixed height:"
},
"$:/language/Buttons/EditorHeight/Hint": {
"title": "$:/language/Buttons/EditorHeight/Hint",
"text": "Choose the height of the text editor"
},
"$:/language/Buttons/Excise/Caption": {
"title": "$:/language/Buttons/Excise/Caption",
"text": "excise"
},
"$:/language/Buttons/Excise/Caption/Excise": {
"title": "$:/language/Buttons/Excise/Caption/Excise",
"text": "Perform excision"
},
"$:/language/Buttons/Excise/Caption/MacroName": {
"title": "$:/language/Buttons/Excise/Caption/MacroName",
"text": "Macro name:"
},
"$:/language/Buttons/Excise/Caption/NewTitle": {
"title": "$:/language/Buttons/Excise/Caption/NewTitle",
"text": "Title of new tiddler:"
},
"$:/language/Buttons/Excise/Caption/Replace": {
"title": "$:/language/Buttons/Excise/Caption/Replace",
"text": "Replace excised text with:"
},
"$:/language/Buttons/Excise/Caption/Replace/Macro": {
"title": "$:/language/Buttons/Excise/Caption/Replace/Macro",
"text": "macro"
},
"$:/language/Buttons/Excise/Caption/Replace/Link": {
"title": "$:/language/Buttons/Excise/Caption/Replace/Link",
"text": "link"
},
"$:/language/Buttons/Excise/Caption/Replace/Transclusion": {
"title": "$:/language/Buttons/Excise/Caption/Replace/Transclusion",
"text": "transclusion"
},
"$:/language/Buttons/Excise/Caption/Tag": {
"title": "$:/language/Buttons/Excise/Caption/Tag",
"text": "Tag new tiddler with the title of this tiddler"
},
"$:/language/Buttons/Excise/Caption/TiddlerExists": {
"title": "$:/language/Buttons/Excise/Caption/TiddlerExists",
"text": "Warning: tiddler already exists"
},
"$:/language/Buttons/Excise/Hint": {
"title": "$:/language/Buttons/Excise/Hint",
"text": "Excise the selected text into a new tiddler"
},
"$:/language/Buttons/Heading1/Caption": {
"title": "$:/language/Buttons/Heading1/Caption",
"text": "heading 1"
},
"$:/language/Buttons/Heading1/Hint": {
"title": "$:/language/Buttons/Heading1/Hint",
"text": "Apply heading level 1 formatting to lines containing selection"
},
"$:/language/Buttons/Heading2/Caption": {
"title": "$:/language/Buttons/Heading2/Caption",
"text": "heading 2"
},
"$:/language/Buttons/Heading2/Hint": {
"title": "$:/language/Buttons/Heading2/Hint",
"text": "Apply heading level 2 formatting to lines containing selection"
},
"$:/language/Buttons/Heading3/Caption": {
"title": "$:/language/Buttons/Heading3/Caption",
"text": "heading 3"
},
"$:/language/Buttons/Heading3/Hint": {
"title": "$:/language/Buttons/Heading3/Hint",
"text": "Apply heading level 3 formatting to lines containing selection"
},
"$:/language/Buttons/Heading4/Caption": {
"title": "$:/language/Buttons/Heading4/Caption",
"text": "heading 4"
},
"$:/language/Buttons/Heading4/Hint": {
"title": "$:/language/Buttons/Heading4/Hint",
"text": "Apply heading level 4 formatting to lines containing selection"
},
"$:/language/Buttons/Heading5/Caption": {
"title": "$:/language/Buttons/Heading5/Caption",
"text": "heading 5"
},
"$:/language/Buttons/Heading5/Hint": {
"title": "$:/language/Buttons/Heading5/Hint",
"text": "Apply heading level 5 formatting to lines containing selection"
},
"$:/language/Buttons/Heading6/Caption": {
"title": "$:/language/Buttons/Heading6/Caption",
"text": "heading 6"
},
"$:/language/Buttons/Heading6/Hint": {
"title": "$:/language/Buttons/Heading6/Hint",
"text": "Apply heading level 6 formatting to lines containing selection"
},
"$:/language/Buttons/Italic/Caption": {
"title": "$:/language/Buttons/Italic/Caption",
"text": "italic"
},
"$:/language/Buttons/Italic/Hint": {
"title": "$:/language/Buttons/Italic/Hint",
"text": "Apply italic formatting to selection"
},
"$:/language/Buttons/LineWidth/Caption": {
"title": "$:/language/Buttons/LineWidth/Caption",
"text": "line width"
},
"$:/language/Buttons/LineWidth/Hint": {
"title": "$:/language/Buttons/LineWidth/Hint",
"text": "Set line width for painting"
},
"$:/language/Buttons/Link/Caption": {
"title": "$:/language/Buttons/Link/Caption",
"text": "link"
},
"$:/language/Buttons/Link/Hint": {
"title": "$:/language/Buttons/Link/Hint",
"text": "Create wikitext link"
},
"$:/language/Buttons/Linkify/Caption": {
"title": "$:/language/Buttons/Linkify/Caption",
"text": "wikilink"
},
"$:/language/Buttons/Linkify/Hint": {
"title": "$:/language/Buttons/Linkify/Hint",
"text": "Wrap selection in square brackets"
},
"$:/language/Buttons/ListBullet/Caption": {
"title": "$:/language/Buttons/ListBullet/Caption",
"text": "bulleted list"
},
"$:/language/Buttons/ListBullet/Hint": {
"title": "$:/language/Buttons/ListBullet/Hint",
"text": "Apply bulleted list formatting to lines containing selection"
},
"$:/language/Buttons/ListNumber/Caption": {
"title": "$:/language/Buttons/ListNumber/Caption",
"text": "numbered list"
},
"$:/language/Buttons/ListNumber/Hint": {
"title": "$:/language/Buttons/ListNumber/Hint",
"text": "Apply numbered list formatting to lines containing selection"
},
"$:/language/Buttons/MonoBlock/Caption": {
"title": "$:/language/Buttons/MonoBlock/Caption",
"text": "monospaced block"
},
"$:/language/Buttons/MonoBlock/Hint": {
"title": "$:/language/Buttons/MonoBlock/Hint",
"text": "Apply monospaced block formatting to lines containing selection"
},
"$:/language/Buttons/MonoLine/Caption": {
"title": "$:/language/Buttons/MonoLine/Caption",
"text": "monospaced"
},
"$:/language/Buttons/MonoLine/Hint": {
"title": "$:/language/Buttons/MonoLine/Hint",
"text": "Apply monospaced character formatting to selection"
},
"$:/language/Buttons/Opacity/Caption": {
"title": "$:/language/Buttons/Opacity/Caption",
"text": "opacity"
},
"$:/language/Buttons/Opacity/Hint": {
"title": "$:/language/Buttons/Opacity/Hint",
"text": "Set painting opacity"
},
"$:/language/Buttons/Paint/Caption": {
"title": "$:/language/Buttons/Paint/Caption",
"text": "paint colour"
},
"$:/language/Buttons/Paint/Hint": {
"title": "$:/language/Buttons/Paint/Hint",
"text": "Set painting colour"
},
"$:/language/Buttons/Picture/Caption": {
"title": "$:/language/Buttons/Picture/Caption",
"text": "picture"
},
"$:/language/Buttons/Picture/Hint": {
"title": "$:/language/Buttons/Picture/Hint",
"text": "Insert picture"
},
"$:/language/Buttons/Preview/Caption": {
"title": "$:/language/Buttons/Preview/Caption",
"text": "preview"
},
"$:/language/Buttons/Preview/Hint": {
"title": "$:/language/Buttons/Preview/Hint",
"text": "Show preview pane"
},
"$:/language/Buttons/PreviewType/Caption": {
"title": "$:/language/Buttons/PreviewType/Caption",
"text": "preview type"
},
"$:/language/Buttons/PreviewType/Hint": {
"title": "$:/language/Buttons/PreviewType/Hint",
"text": "Choose preview type"
},
"$:/language/Buttons/Quote/Caption": {
"title": "$:/language/Buttons/Quote/Caption",
"text": "quote"
},
"$:/language/Buttons/Quote/Hint": {
"title": "$:/language/Buttons/Quote/Hint",
"text": "Apply quoted text formatting to lines containing selection"
},
"$:/language/Buttons/RotateLeft/Caption": {
"title": "$:/language/Buttons/RotateLeft/Caption",
"text": "rotate left"
},
"$:/language/Buttons/RotateLeft/Hint": {
"title": "$:/language/Buttons/RotateLeft/Hint",
"text": "Rotate image left by 90 degrees"
},
"$:/language/Buttons/Size/Caption": {
"title": "$:/language/Buttons/Size/Caption",
"text": "image size"
},
"$:/language/Buttons/Size/Caption/Height": {
"title": "$:/language/Buttons/Size/Caption/Height",
"text": "Height:"
},
"$:/language/Buttons/Size/Caption/Resize": {
"title": "$:/language/Buttons/Size/Caption/Resize",
"text": "Resize image"
},
"$:/language/Buttons/Size/Caption/Width": {
"title": "$:/language/Buttons/Size/Caption/Width",
"text": "Width:"
},
"$:/language/Buttons/Size/Hint": {
"title": "$:/language/Buttons/Size/Hint",
"text": "Set image size"
},
"$:/language/Buttons/Stamp/Caption": {
"title": "$:/language/Buttons/Stamp/Caption",
"text": "stamp"
},
"$:/language/Buttons/Stamp/Caption/New": {
"title": "$:/language/Buttons/Stamp/Caption/New",
"text": "Add your own"
},
"$:/language/Buttons/Stamp/Hint": {
"title": "$:/language/Buttons/Stamp/Hint",
"text": "Insert a preconfigured snippet of text"
},
"$:/language/Buttons/Stamp/New/Title": {
"title": "$:/language/Buttons/Stamp/New/Title",
"text": "Name as shown in menu"
},
"$:/language/Buttons/Stamp/New/Text": {
"title": "$:/language/Buttons/Stamp/New/Text",
"text": "Text of snippet. (Remember to add a descriptive title in the caption field)."
},
"$:/language/Buttons/Strikethrough/Caption": {
"title": "$:/language/Buttons/Strikethrough/Caption",
"text": "strikethrough"
},
"$:/language/Buttons/Strikethrough/Hint": {
"title": "$:/language/Buttons/Strikethrough/Hint",
"text": "Apply strikethrough formatting to selection"
},
"$:/language/Buttons/Subscript/Caption": {
"title": "$:/language/Buttons/Subscript/Caption",
"text": "subscript"
},
"$:/language/Buttons/Subscript/Hint": {
"title": "$:/language/Buttons/Subscript/Hint",
"text": "Apply subscript formatting to selection"
},
"$:/language/Buttons/Superscript/Caption": {
"title": "$:/language/Buttons/Superscript/Caption",
"text": "superscript"
},
"$:/language/Buttons/Superscript/Hint": {
"title": "$:/language/Buttons/Superscript/Hint",
"text": "Apply superscript formatting to selection"
},
"$:/language/Buttons/ToggleSidebar/Hint": {
"title": "$:/language/Buttons/ToggleSidebar/Hint",
"text": "Toggle the sidebar visibility"
},
"$:/language/Buttons/Transcludify/Caption": {
"title": "$:/language/Buttons/Transcludify/Caption",
"text": "transclusion"
},
"$:/language/Buttons/Transcludify/Hint": {
"title": "$:/language/Buttons/Transcludify/Hint",
"text": "Wrap selection in curly brackets"
},
"$:/language/Buttons/Underline/Caption": {
"title": "$:/language/Buttons/Underline/Caption",
"text": "underline"
},
"$:/language/Buttons/Underline/Hint": {
"title": "$:/language/Buttons/Underline/Hint",
"text": "Apply underline formatting to selection"
},
"$:/language/ControlPanel/Advanced/Caption": {
"title": "$:/language/ControlPanel/Advanced/Caption",
"text": "Advanced"
},
"$:/language/ControlPanel/Advanced/Hint": {
"title": "$:/language/ControlPanel/Advanced/Hint",
"text": "Internal information about this TiddlyWiki"
},
"$:/language/ControlPanel/Appearance/Caption": {
"title": "$:/language/ControlPanel/Appearance/Caption",
"text": "Appearance"
},
"$:/language/ControlPanel/Appearance/Hint": {
"title": "$:/language/ControlPanel/Appearance/Hint",
"text": "Ways to customise the appearance of your TiddlyWiki."
},
"$:/language/ControlPanel/Basics/AnimDuration/Prompt": {
"title": "$:/language/ControlPanel/Basics/AnimDuration/Prompt",
"text": "Animation duration"
},
"$:/language/ControlPanel/Basics/AutoFocus/Prompt": {
"title": "$:/language/ControlPanel/Basics/AutoFocus/Prompt",
"text": "Default focus field for new tiddlers"
},
"$:/language/ControlPanel/Basics/Caption": {
"title": "$:/language/ControlPanel/Basics/Caption",
"text": "Basics"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint",
"text": "Use [[double square brackets]] for titles with spaces. Or you can choose to <$button set=\"$:/DefaultTiddlers\" setTo=\"[list[$:/StoryList]]\">retain story ordering</$button>"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt",
"text": "Default tiddlers"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint",
"text": "Choose which tiddlers are displayed at startup"
},
"$:/language/ControlPanel/Basics/Language/Prompt": {
"title": "$:/language/ControlPanel/Basics/Language/Prompt",
"text": "Hello! Current language:"
},
"$:/language/ControlPanel/Basics/NewJournal/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Title/Prompt",
"text": "Title of new journal tiddlers"
},
"$:/language/ControlPanel/Basics/NewJournal/Text/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Text/Prompt",
"text": "Text for new journal tiddlers"
},
"$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt",
"text": "Tags for new journal tiddlers"
},
"$:/language/ControlPanel/Basics/NewTiddler/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewTiddler/Title/Prompt",
"text": "Title of new tiddlers"
},
"$:/language/ControlPanel/Basics/NewTiddler/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewTiddler/Tags/Prompt",
"text": "Tags for new tiddlers"
},
"$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt",
"text": "Number of overridden shadow tiddlers"
},
"$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt",
"text": "Number of shadow tiddlers"
},
"$:/language/ControlPanel/Basics/Subtitle/Prompt": {
"title": "$:/language/ControlPanel/Basics/Subtitle/Prompt",
"text": "Subtitle"
},
"$:/language/ControlPanel/Basics/SystemTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/SystemTiddlers/Prompt",
"text": "Number of system tiddlers"
},
"$:/language/ControlPanel/Basics/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tags/Prompt",
"text": "Number of tags"
},
"$:/language/ControlPanel/Basics/Tiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tiddlers/Prompt",
"text": "Number of tiddlers"
},
"$:/language/ControlPanel/Basics/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/Title/Prompt",
"text": "Title of this ~TiddlyWiki"
},
"$:/language/ControlPanel/Basics/Username/Prompt": {
"title": "$:/language/ControlPanel/Basics/Username/Prompt",
"text": "Username for signing edits"
},
"$:/language/ControlPanel/Basics/Version/Prompt": {
"title": "$:/language/ControlPanel/Basics/Version/Prompt",
"text": "~TiddlyWiki version"
},
"$:/language/ControlPanel/EditorTypes/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Caption",
"text": "Editor Types"
},
"$:/language/ControlPanel/EditorTypes/Editor/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Editor/Caption",
"text": "Editor"
},
"$:/language/ControlPanel/EditorTypes/Hint": {
"title": "$:/language/ControlPanel/EditorTypes/Hint",
"text": "These tiddlers determine which editor is used to edit specific tiddler types."
},
"$:/language/ControlPanel/EditorTypes/Type/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Type/Caption",
"text": "Type"
},
"$:/language/ControlPanel/Info/Caption": {
"title": "$:/language/ControlPanel/Info/Caption",
"text": "Info"
},
"$:/language/ControlPanel/Info/Hint": {
"title": "$:/language/ControlPanel/Info/Hint",
"text": "Information about this TiddlyWiki"
},
"$:/language/ControlPanel/KeyboardShortcuts/Add/Prompt": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Add/Prompt",
"text": "Type shortcut here"
},
"$:/language/ControlPanel/KeyboardShortcuts/Add/Caption": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Add/Caption",
"text": "add shortcut"
},
"$:/language/ControlPanel/KeyboardShortcuts/Caption": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Caption",
"text": "Keyboard Shortcuts"
},
"$:/language/ControlPanel/KeyboardShortcuts/Hint": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Hint",
"text": "Manage keyboard shortcut assignments"
},
"$:/language/ControlPanel/KeyboardShortcuts/NoShortcuts/Caption": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/NoShortcuts/Caption",
"text": "No keyboard shortcuts assigned"
},
"$:/language/ControlPanel/KeyboardShortcuts/Remove/Hint": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Remove/Hint",
"text": "remove keyboard shortcut"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/All": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/All",
"text": "All platforms"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/Mac": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/Mac",
"text": "Macintosh platform only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/NonMac": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/NonMac",
"text": "Non-Macintosh platforms only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/Linux": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/Linux",
"text": "Linux platform only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/NonLinux": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/NonLinux",
"text": "Non-Linux platforms only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/Windows": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/Windows",
"text": "Windows platform only"
},
"$:/language/ControlPanel/KeyboardShortcuts/Platform/NonWindows": {
"title": "$:/language/ControlPanel/KeyboardShortcuts/Platform/NonWindows",
"text": "Non-Windows platforms only"
},
"$:/language/ControlPanel/LoadedModules/Caption": {
"title": "$:/language/ControlPanel/LoadedModules/Caption",
"text": "Loaded Modules"
},
"$:/language/ControlPanel/LoadedModules/Hint": {
"title": "$:/language/ControlPanel/LoadedModules/Hint",
"text": "These are the currently loaded tiddler modules linked to their source tiddlers. Any italicised modules lack a source tiddler, typically because they were setup during the boot process."
},
"$:/language/ControlPanel/Palette/Caption": {
"title": "$:/language/ControlPanel/Palette/Caption",
"text": "Palette"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Caption",
"text": "clone"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Prompt",
"text": "It is recommended that you clone this shadow palette before editing it"
},
"$:/language/ControlPanel/Palette/Editor/Delete/Hint": {
"title": "$:/language/ControlPanel/Palette/Editor/Delete/Hint",
"text": "delete this entry from the current palette"
},
"$:/language/ControlPanel/Palette/Editor/Names/External/Show": {
"title": "$:/language/ControlPanel/Palette/Editor/Names/External/Show",
"text": "Show color names that are not part of the current palette"
},
"$:/language/ControlPanel/Palette/Editor/Prompt/Modified": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt/Modified",
"text": "This shadow palette has been modified"
},
"$:/language/ControlPanel/Palette/Editor/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt",
"text": "Editing"
},
"$:/language/ControlPanel/Palette/Editor/Reset/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Reset/Caption",
"text": "reset"
},
"$:/language/ControlPanel/Palette/HideEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/HideEditor/Caption",
"text": "hide editor"
},
"$:/language/ControlPanel/Palette/Prompt": {
"title": "$:/language/ControlPanel/Palette/Prompt",
"text": "Current palette:"
},
"$:/language/ControlPanel/Palette/ShowEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/ShowEditor/Caption",
"text": "show editor"
},
"$:/language/ControlPanel/Parsing/Caption": {
"title": "$:/language/ControlPanel/Parsing/Caption",
"text": "Parsing"
},
"$:/language/ControlPanel/Parsing/Hint": {
"title": "$:/language/ControlPanel/Parsing/Hint",
"text": "Here you can globally disable/enable wiki parser rules. For changes to take effect, save and reload your wiki. Disabling certain parser rules can prevent <$text text=\"TiddlyWiki\"/> from functioning correctly. Use [[safe mode|https://tiddlywiki.com/#SafeMode]] to restore normal operation."
},
"$:/language/ControlPanel/Parsing/Block/Caption": {
"title": "$:/language/ControlPanel/Parsing/Block/Caption",
"text": "Block Parse Rules"
},
"$:/language/ControlPanel/Parsing/Inline/Caption": {
"title": "$:/language/ControlPanel/Parsing/Inline/Caption",
"text": "Inline Parse Rules"
},
"$:/language/ControlPanel/Parsing/Pragma/Caption": {
"title": "$:/language/ControlPanel/Parsing/Pragma/Caption",
"text": "Pragma Parse Rules"
},
"$:/language/ControlPanel/Plugins/Add/Caption": {
"title": "$:/language/ControlPanel/Plugins/Add/Caption",
"text": "Get more plugins"
},
"$:/language/ControlPanel/Plugins/Add/Hint": {
"title": "$:/language/ControlPanel/Plugins/Add/Hint",
"text": "Install plugins from the official library"
},
"$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint": {
"title": "$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint",
"text": "This plugin is already installed at version <$text text=<<installedVersion>>/>"
},
"$:/language/ControlPanel/Plugins/AlsoRequires": {
"title": "$:/language/ControlPanel/Plugins/AlsoRequires",
"text": "Also requires:"
},
"$:/language/ControlPanel/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Caption",
"text": "Plugins"
},
"$:/language/ControlPanel/Plugins/Disable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Disable/Caption",
"text": "disable"
},
"$:/language/ControlPanel/Plugins/Disable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Disable/Hint",
"text": "Disable this plugin when reloading page"
},
"$:/language/ControlPanel/Plugins/Disabled/Status": {
"title": "$:/language/ControlPanel/Plugins/Disabled/Status",
"text": "(disabled)"
},
"$:/language/ControlPanel/Plugins/Downgrade/Caption": {
"title": "$:/language/ControlPanel/Plugins/Downgrade/Caption",
"text": "downgrade"
},
"$:/language/ControlPanel/Plugins/Empty/Hint": {
"title": "$:/language/ControlPanel/Plugins/Empty/Hint",
"text": "None"
},
"$:/language/ControlPanel/Plugins/Enable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Enable/Caption",
"text": "enable"
},
"$:/language/ControlPanel/Plugins/Enable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Enable/Hint",
"text": "Enable this plugin when reloading page"
},
"$:/language/ControlPanel/Plugins/Install/Caption": {
"title": "$:/language/ControlPanel/Plugins/Install/Caption",
"text": "install"
},
"$:/language/ControlPanel/Plugins/Installed/Hint": {
"title": "$:/language/ControlPanel/Plugins/Installed/Hint",
"text": "Currently installed plugins:"
},
"$:/language/ControlPanel/Plugins/Languages/Caption": {
"title": "$:/language/ControlPanel/Plugins/Languages/Caption",
"text": "Languages"
},
"$:/language/ControlPanel/Plugins/Languages/Hint": {
"title": "$:/language/ControlPanel/Plugins/Languages/Hint",
"text": "Language pack plugins"
},
"$:/language/ControlPanel/Plugins/NoInfoFound/Hint": {
"title": "$:/language/ControlPanel/Plugins/NoInfoFound/Hint",
"text": "No ''\"<$text text=<<currentTab>>/>\"'' found"
},
"$:/language/ControlPanel/Plugins/NotInstalled/Hint": {
"title": "$:/language/ControlPanel/Plugins/NotInstalled/Hint",
"text": "This plugin is not currently installed"
},
"$:/language/ControlPanel/Plugins/OpenPluginLibrary": {
"title": "$:/language/ControlPanel/Plugins/OpenPluginLibrary",
"text": "open plugin library"
},
"$:/language/ControlPanel/Plugins/ClosePluginLibrary": {
"title": "$:/language/ControlPanel/Plugins/ClosePluginLibrary",
"text": "close plugin library"
},
"$:/language/ControlPanel/Plugins/PluginWillRequireReload": {
"title": "$:/language/ControlPanel/Plugins/PluginWillRequireReload",
"text": "(requires reload)"
},
"$:/language/ControlPanel/Plugins/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Caption",
"text": "Plugins"
},
"$:/language/ControlPanel/Plugins/Plugins/Hint": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Hint",
"text": "Plugins"
},
"$:/language/ControlPanel/Plugins/Reinstall/Caption": {
"title": "$:/language/ControlPanel/Plugins/Reinstall/Caption",
"text": "reinstall"
},
"$:/language/ControlPanel/Plugins/Themes/Caption": {
"title": "$:/language/ControlPanel/Plugins/Themes/Caption",
"text": "Themes"
},
"$:/language/ControlPanel/Plugins/Themes/Hint": {
"title": "$:/language/ControlPanel/Plugins/Themes/Hint",
"text": "Theme plugins"
},
"$:/language/ControlPanel/Plugins/Update/Caption": {
"title": "$:/language/ControlPanel/Plugins/Update/Caption",
"text": "update"
},
"$:/language/ControlPanel/Plugins/Updates/Caption": {
"title": "$:/language/ControlPanel/Plugins/Updates/Caption",
"text": "Updates"
},
"$:/language/ControlPanel/Plugins/Updates/Hint": {
"title": "$:/language/ControlPanel/Plugins/Updates/Hint",
"text": "Available updates to installed plugins"
},
"$:/language/ControlPanel/Plugins/Updates/UpdateAll/Caption": {
"title": "$:/language/ControlPanel/Plugins/Updates/UpdateAll/Caption",
"text": "Update <<update-count>> plugins"
},
"$:/language/ControlPanel/Plugins/SubPluginPrompt": {
"title": "$:/language/ControlPanel/Plugins/SubPluginPrompt",
"text": "With <<count>> sub-plugins available"
},
"$:/language/ControlPanel/Saving/Caption": {
"title": "$:/language/ControlPanel/Saving/Caption",
"text": "Saving"
},
"$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Description": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Description",
"text": "Permit automatic saving for the download saver"
},
"$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Hint": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/AutoSave/Hint",
"text": "Enable Autosave for Download Saver"
},
"$:/language/ControlPanel/Saving/DownloadSaver/Caption": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/Caption",
"text": "Download Saver"
},
"$:/language/ControlPanel/Saving/DownloadSaver/Hint": {
"title": "$:/language/ControlPanel/Saving/DownloadSaver/Hint",
"text": "These settings apply to the HTML5-compatible download saver"
},
"$:/language/ControlPanel/Saving/General/Caption": {
"title": "$:/language/ControlPanel/Saving/General/Caption",
"text": "General"
},
"$:/language/ControlPanel/Saving/General/Hint": {
"title": "$:/language/ControlPanel/Saving/General/Hint",
"text": "These settings apply to all the loaded savers"
},
"$:/language/ControlPanel/Saving/Hint": {
"title": "$:/language/ControlPanel/Saving/Hint",
"text": "Settings used for saving the entire TiddlyWiki as a single file via a saver module"
},
"$:/language/ControlPanel/Saving/GitService/Branch": {
"title": "$:/language/ControlPanel/Saving/GitService/Branch",
"text": "Target branch for saving"
},
"$:/language/ControlPanel/Saving/GitService/CommitMessage": {
"title": "$:/language/ControlPanel/Saving/GitService/CommitMessage",
"text": "Saved by TiddlyWiki"
},
"$:/language/ControlPanel/Saving/GitService/Description": {
"title": "$:/language/ControlPanel/Saving/GitService/Description",
"text": "These settings are only used when saving to <<service-name>>"
},
"$:/language/ControlPanel/Saving/GitService/Filename": {
"title": "$:/language/ControlPanel/Saving/GitService/Filename",
"text": "Filename of target file (e.g. `index.html`)"
},
"$:/language/ControlPanel/Saving/GitService/Path": {
"title": "$:/language/ControlPanel/Saving/GitService/Path",
"text": "Path to target file (e.g. `/wiki/`)"
},
"$:/language/ControlPanel/Saving/GitService/Repo": {
"title": "$:/language/ControlPanel/Saving/GitService/Repo",
"text": "Target repository (e.g. `Jermolene/TiddlyWiki5`)"
},
"$:/language/ControlPanel/Saving/GitService/ServerURL": {
"title": "$:/language/ControlPanel/Saving/GitService/ServerURL",
"text": "Server API URL"
},
"$:/language/ControlPanel/Saving/GitService/UserName": {
"title": "$:/language/ControlPanel/Saving/GitService/UserName",
"text": "Username"
},
"$:/language/ControlPanel/Saving/GitService/GitHub/Caption": {
"title": "$:/language/ControlPanel/Saving/GitService/GitHub/Caption",
"text": "~GitHub Saver"
},
"$:/language/ControlPanel/Saving/GitService/GitHub/Password": {
"title": "$:/language/ControlPanel/Saving/GitService/GitHub/Password",
"text": "Password, OAUTH token, or personal access token (see [[GitHub help page|https://help.github.com/en/articles/creating-a-personal-access-token-for-the-command-line]] for details)"
},
"$:/language/ControlPanel/Saving/GitService/GitLab/Caption": {
"title": "$:/language/ControlPanel/Saving/GitService/GitLab/Caption",
"text": "~GitLab Saver"
},
"$:/language/ControlPanel/Saving/GitService/GitLab/Password": {
"title": "$:/language/ControlPanel/Saving/GitService/GitLab/Password",
"text": "Personal access token for API (see [[GitLab help page|https://docs.gitlab.com/ee/user/profile/personal_access_tokens.html]] for details)"
},
"$:/language/ControlPanel/Saving/GitService/Gitea/Caption": {
"title": "$:/language/ControlPanel/Saving/GitService/Gitea/Caption",
"text": "Gitea Saver"
},
"$:/language/ControlPanel/Saving/GitService/Gitea/Password": {
"title": "$:/language/ControlPanel/Saving/GitService/Gitea/Password",
"text": "Personal access token for API (via Gitea’s web interface: `Settings | Applications | Generate New Token`)"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading",
"text": "Advanced Settings"
},
"$:/language/ControlPanel/Saving/TiddlySpot/BackupDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/BackupDir",
"text": "Backup Directory"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Backups": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Backups",
"text": "Backups"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Caption": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Caption",
"text": "~TiddlySpot Saver"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Description": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Description",
"text": "These settings are only used when saving to http://tiddlyspot.com or a compatible remote server"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Filename": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Filename",
"text": "Upload Filename"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Heading",
"text": "~TiddlySpot"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Hint": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Hint",
"text": "//The server URL defaults to `http://<wikiname>.tiddlyspot.com/store.cgi` and can be changed to use a custom server address, e.g. `http://example.com/store.php`.//"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Password": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Password",
"text": "Password"
},
"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/ServerURL",
"text": "Server URL"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UploadDir",
"text": "Upload Directory"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UserName": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UserName",
"text": "Wiki Name"
},
"$:/language/ControlPanel/Settings/AutoSave/Caption": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Caption",
"text": "Autosave"
},
"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Disabled/Description",
"text": "Do not save changes automatically"
},
"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Enabled/Description",
"text": "Save changes automatically"
},
"$:/language/ControlPanel/Settings/AutoSave/Hint": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Hint",
"text": "Attempt to automatically save changes during editing when using a supporting saver"
},
"$:/language/ControlPanel/Settings/CamelCase/Caption": {
"title": "$:/language/ControlPanel/Settings/CamelCase/Caption",
"text": "Camel Case Wiki Links"
},
"$:/language/ControlPanel/Settings/CamelCase/Hint": {
"title": "$:/language/ControlPanel/Settings/CamelCase/Hint",
"text": "You can globally disable automatic linking of ~CamelCase phrases. Requires reload to take effect"
},
"$:/language/ControlPanel/Settings/CamelCase/Description": {
"title": "$:/language/ControlPanel/Settings/CamelCase/Description",
"text": "Enable automatic ~CamelCase linking"
},
"$:/language/ControlPanel/Settings/Caption": {
"title": "$:/language/ControlPanel/Settings/Caption",
"text": "Settings"
},
"$:/language/ControlPanel/Settings/EditorToolbar/Caption": {
"title": "$:/language/ControlPanel/Settings/EditorToolbar/Caption",
"text": "Editor Toolbar"
},
"$:/language/ControlPanel/Settings/EditorToolbar/Hint": {
"title": "$:/language/ControlPanel/Settings/EditorToolbar/Hint",
"text": "Enable or disable the editor toolbar:"
},
"$:/language/ControlPanel/Settings/EditorToolbar/Description": {
"title": "$:/language/ControlPanel/Settings/EditorToolbar/Description",
"text": "Show editor toolbar"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Caption": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Caption",
"text": "Tiddler Info Panel Mode"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Hint": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Hint",
"text": "Control when the tiddler info panel closes:"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Popup/Description",
"text": "Tiddler info panel closes automatically"
},
"$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description": {
"title": "$:/language/ControlPanel/Settings/InfoPanelMode/Sticky/Description",
"text": "Tiddler info panel stays open until explicitly closed"
},
"$:/language/ControlPanel/Settings/Hint": {
"title": "$:/language/ControlPanel/Settings/Hint",
"text": "These settings let you customise the behaviour of TiddlyWiki."
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Caption",
"text": "Navigation Address Bar"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Hint",
"text": "Behaviour of the browser address bar when navigating to a tiddler:"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description",
"text": "Do not update the address bar"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description",
"text": "Include the target tiddler"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description",
"text": "Include the target tiddler and the current story sequence"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Caption",
"text": "Navigation History"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Hint",
"text": "Update browser history when navigating to a tiddler:"
},
"$:/language/ControlPanel/Settings/NavigationHistory/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/No/Description",
"text": "Do not update history"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description",
"text": "Update history"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption",
"text": "Permalink/permaview Mode"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Hint",
"text": "Choose how permalink/permaview is handled:"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/CopyToClipboard/Description",
"text": "Copy permalink/permaview URL to clipboard"
},
"$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/UpdateAddressBar/Description",
"text": "Update address bar with permalink/permaview URL"
},
"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption": {
"title": "$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption",
"text": "Performance Instrumentation"
},
"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint": {
"title": "$:/language/ControlPanel/Settings/PerformanceInstrumentation/Hint",
"text": "Displays performance statistics in the browser developer console. Requires reload to take effect"
},
"$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description": {
"title": "$:/language/ControlPanel/Settings/PerformanceInstrumentation/Description",
"text": "Enable performance instrumentation"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption",
"text": "Toolbar Button Style"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint",
"text": "Choose the style for toolbar buttons:"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless",
"text": "Borderless"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed",
"text": "Boxed"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded",
"text": "Rounded"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Caption",
"text": "Toolbar Buttons"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Hint",
"text": "Default toolbar button appearance:"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description",
"text": "Include icon"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description",
"text": "Include text"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption",
"text": "Default Sidebar Tab"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint",
"text": "Specify which sidebar tab is displayed by default"
},
"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption": {
"title": "$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption",
"text": "Default More Sidebar Tab"
},
"$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint": {
"title": "$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Hint",
"text": "Specify which More sidebar tab is displayed by default"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/Caption",
"text": "Tiddler Opening Behaviour"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint",
"text": "Navigation from //within// the story river"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint",
"text": "Navigation from //outside// the story river"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove",
"text": "Open above the current tiddler"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow",
"text": "Open below the current tiddler"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop",
"text": "Open at the top of the story river"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom",
"text": "Open at the bottom of the story river"
},
"$:/language/ControlPanel/Settings/TitleLinks/Caption": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Caption",
"text": "Tiddler Titles"
},
"$:/language/ControlPanel/Settings/TitleLinks/Hint": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Hint",
"text": "Optionally display tiddler titles as links"
},
"$:/language/ControlPanel/Settings/TitleLinks/No/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/No/Description",
"text": "Do not display tiddler titles as links"
},
"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Yes/Description",
"text": "Display tiddler titles as links"
},
"$:/language/ControlPanel/Settings/MissingLinks/Caption": {
"title": "$:/language/ControlPanel/Settings/MissingLinks/Caption",
"text": "Wiki Links"
},
"$:/language/ControlPanel/Settings/MissingLinks/Hint": {
"title": "$:/language/ControlPanel/Settings/MissingLinks/Hint",
"text": "Choose whether to link to tiddlers that do not exist yet"
},
"$:/language/ControlPanel/Settings/MissingLinks/Description": {
"title": "$:/language/ControlPanel/Settings/MissingLinks/Description",
"text": "Enable links to missing tiddlers"
},
"$:/language/ControlPanel/StoryView/Caption": {
"title": "$:/language/ControlPanel/StoryView/Caption",
"text": "Story View"
},
"$:/language/ControlPanel/StoryView/Prompt": {
"title": "$:/language/ControlPanel/StoryView/Prompt",
"text": "Current view:"
},
"$:/language/ControlPanel/Stylesheets/Caption": {
"title": "$:/language/ControlPanel/Stylesheets/Caption",
"text": "Stylesheets"
},
"$:/language/ControlPanel/Stylesheets/Expand/Caption": {
"title": "$:/language/ControlPanel/Stylesheets/Expand/Caption",
"text": "Expand All"
},
"$:/language/ControlPanel/Stylesheets/Hint": {
"title": "$:/language/ControlPanel/Stylesheets/Hint",
"text": "This is the rendered CSS of the current stylesheet tiddlers tagged with <<tag \"$:/tags/Stylesheet\">>"
},
"$:/language/ControlPanel/Stylesheets/Restore/Caption": {
"title": "$:/language/ControlPanel/Stylesheets/Restore/Caption",
"text": "Restore"
},
"$:/language/ControlPanel/Theme/Caption": {
"title": "$:/language/ControlPanel/Theme/Caption",
"text": "Theme"
},
"$:/language/ControlPanel/Theme/Prompt": {
"title": "$:/language/ControlPanel/Theme/Prompt",
"text": "Current theme:"
},
"$:/language/ControlPanel/TiddlerFields/Caption": {
"title": "$:/language/ControlPanel/TiddlerFields/Caption",
"text": "Tiddler Fields"
},
"$:/language/ControlPanel/TiddlerFields/Hint": {
"title": "$:/language/ControlPanel/TiddlerFields/Hint",
"text": "This is the full set of TiddlerFields in use in this wiki (including system tiddlers but excluding shadow tiddlers)."
},
"$:/language/ControlPanel/Toolbars/Caption": {
"title": "$:/language/ControlPanel/Toolbars/Caption",
"text": "Toolbars"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Caption",
"text": "Edit Toolbar"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Hint",
"text": "Choose which buttons are displayed for tiddlers in edit mode. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Toolbars/Hint": {
"title": "$:/language/ControlPanel/Toolbars/Hint",
"text": "Select which toolbar buttons are displayed"
},
"$:/language/ControlPanel/Toolbars/PageControls/Caption": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Caption",
"text": "Page Toolbar"
},
"$:/language/ControlPanel/Toolbars/PageControls/Hint": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Hint",
"text": "Choose which buttons are displayed on the main page toolbar. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Toolbars/EditorToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/EditorToolbar/Caption",
"text": "Editor Toolbar"
},
"$:/language/ControlPanel/Toolbars/EditorToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/EditorToolbar/Hint",
"text": "Choose which buttons are displayed in the editor toolbar. Note that some buttons will only appear when editing tiddlers of a certain type. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Caption",
"text": "View Toolbar"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Hint",
"text": "Choose which buttons are displayed for tiddlers in view mode. Drag and drop to change the ordering"
},
"$:/language/ControlPanel/Tools/Download/Full/Caption": {
"title": "$:/language/ControlPanel/Tools/Download/Full/Caption",
"text": "Download full wiki"
},
"$:/language/Date/DaySuffix/1": {
"title": "$:/language/Date/DaySuffix/1",
"text": "st"
},
"$:/language/Date/DaySuffix/2": {
"title": "$:/language/Date/DaySuffix/2",
"text": "nd"
},
"$:/language/Date/DaySuffix/3": {
"title": "$:/language/Date/DaySuffix/3",
"text": "rd"
},
"$:/language/Date/DaySuffix/4": {
"title": "$:/language/Date/DaySuffix/4",
"text": "th"
},
"$:/language/Date/DaySuffix/5": {
"title": "$:/language/Date/DaySuffix/5",
"text": "th"
},
"$:/language/Date/DaySuffix/6": {
"title": "$:/language/Date/DaySuffix/6",
"text": "th"
},
"$:/language/Date/DaySuffix/7": {
"title": "$:/language/Date/DaySuffix/7",
"text": "th"
},
"$:/language/Date/DaySuffix/8": {
"title": "$:/language/Date/DaySuffix/8",
"text": "th"
},
"$:/language/Date/DaySuffix/9": {
"title": "$:/language/Date/DaySuffix/9",
"text": "th"
},
"$:/language/Date/DaySuffix/10": {
"title": "$:/language/Date/DaySuffix/10",
"text": "th"
},
"$:/language/Date/DaySuffix/11": {
"title": "$:/language/Date/DaySuffix/11",
"text": "th"
},
"$:/language/Date/DaySuffix/12": {
"title": "$:/language/Date/DaySuffix/12",
"text": "th"
},
"$:/language/Date/DaySuffix/13": {
"title": "$:/language/Date/DaySuffix/13",
"text": "th"
},
"$:/language/Date/DaySuffix/14": {
"title": "$:/language/Date/DaySuffix/14",
"text": "th"
},
"$:/language/Date/DaySuffix/15": {
"title": "$:/language/Date/DaySuffix/15",
"text": "th"
},
"$:/language/Date/DaySuffix/16": {
"title": "$:/language/Date/DaySuffix/16",
"text": "th"
},
"$:/language/Date/DaySuffix/17": {
"title": "$:/language/Date/DaySuffix/17",
"text": "th"
},
"$:/language/Date/DaySuffix/18": {
"title": "$:/language/Date/DaySuffix/18",
"text": "th"
},
"$:/language/Date/DaySuffix/19": {
"title": "$:/language/Date/DaySuffix/19",
"text": "th"
},
"$:/language/Date/DaySuffix/20": {
"title": "$:/language/Date/DaySuffix/20",
"text": "th"
},
"$:/language/Date/DaySuffix/21": {
"title": "$:/language/Date/DaySuffix/21",
"text": "st"
},
"$:/language/Date/DaySuffix/22": {
"title": "$:/language/Date/DaySuffix/22",
"text": "nd"
},
"$:/language/Date/DaySuffix/23": {
"title": "$:/language/Date/DaySuffix/23",
"text": "rd"
},
"$:/language/Date/DaySuffix/24": {
"title": "$:/language/Date/DaySuffix/24",
"text": "th"
},
"$:/language/Date/DaySuffix/25": {
"title": "$:/language/Date/DaySuffix/25",
"text": "th"
},
"$:/language/Date/DaySuffix/26": {
"title": "$:/language/Date/DaySuffix/26",
"text": "th"
},
"$:/language/Date/DaySuffix/27": {
"title": "$:/language/Date/DaySuffix/27",
"text": "th"
},
"$:/language/Date/DaySuffix/28": {
"title": "$:/language/Date/DaySuffix/28",
"text": "th"
},
"$:/language/Date/DaySuffix/29": {
"title": "$:/language/Date/DaySuffix/29",
"text": "th"
},
"$:/language/Date/DaySuffix/30": {
"title": "$:/language/Date/DaySuffix/30",
"text": "th"
},
"$:/language/Date/DaySuffix/31": {
"title": "$:/language/Date/DaySuffix/31",
"text": "st"
},
"$:/language/Date/Long/Day/0": {
"title": "$:/language/Date/Long/Day/0",
"text": "Sunday"
},
"$:/language/Date/Long/Day/1": {
"title": "$:/language/Date/Long/Day/1",
"text": "Monday"
},
"$:/language/Date/Long/Day/2": {
"title": "$:/language/Date/Long/Day/2",
"text": "Tuesday"
},
"$:/language/Date/Long/Day/3": {
"title": "$:/language/Date/Long/Day/3",
"text": "Wednesday"
},
"$:/language/Date/Long/Day/4": {
"title": "$:/language/Date/Long/Day/4",
"text": "Thursday"
},
"$:/language/Date/Long/Day/5": {
"title": "$:/language/Date/Long/Day/5",
"text": "Friday"
},
"$:/language/Date/Long/Day/6": {
"title": "$:/language/Date/Long/Day/6",
"text": "Saturday"
},
"$:/language/Date/Long/Month/1": {
"title": "$:/language/Date/Long/Month/1",
"text": "January"
},
"$:/language/Date/Long/Month/2": {
"title": "$:/language/Date/Long/Month/2",
"text": "February"
},
"$:/language/Date/Long/Month/3": {
"title": "$:/language/Date/Long/Month/3",
"text": "March"
},
"$:/language/Date/Long/Month/4": {
"title": "$:/language/Date/Long/Month/4",
"text": "April"
},
"$:/language/Date/Long/Month/5": {
"title": "$:/language/Date/Long/Month/5",
"text": "May"
},
"$:/language/Date/Long/Month/6": {
"title": "$:/language/Date/Long/Month/6",
"text": "June"
},
"$:/language/Date/Long/Month/7": {
"title": "$:/language/Date/Long/Month/7",
"text": "July"
},
"$:/language/Date/Long/Month/8": {
"title": "$:/language/Date/Long/Month/8",
"text": "August"
},
"$:/language/Date/Long/Month/9": {
"title": "$:/language/Date/Long/Month/9",
"text": "September"
},
"$:/language/Date/Long/Month/10": {
"title": "$:/language/Date/Long/Month/10",
"text": "October"
},
"$:/language/Date/Long/Month/11": {
"title": "$:/language/Date/Long/Month/11",
"text": "November"
},
"$:/language/Date/Long/Month/12": {
"title": "$:/language/Date/Long/Month/12",
"text": "December"
},
"$:/language/Date/Period/am": {
"title": "$:/language/Date/Period/am",
"text": "am"
},
"$:/language/Date/Period/pm": {
"title": "$:/language/Date/Period/pm",
"text": "pm"
},
"$:/language/Date/Short/Day/0": {
"title": "$:/language/Date/Short/Day/0",
"text": "Sun"
},
"$:/language/Date/Short/Day/1": {
"title": "$:/language/Date/Short/Day/1",
"text": "Mon"
},
"$:/language/Date/Short/Day/2": {
"title": "$:/language/Date/Short/Day/2",
"text": "Tue"
},
"$:/language/Date/Short/Day/3": {
"title": "$:/language/Date/Short/Day/3",
"text": "Wed"
},
"$:/language/Date/Short/Day/4": {
"title": "$:/language/Date/Short/Day/4",
"text": "Thu"
},
"$:/language/Date/Short/Day/5": {
"title": "$:/language/Date/Short/Day/5",
"text": "Fri"
},
"$:/language/Date/Short/Day/6": {
"title": "$:/language/Date/Short/Day/6",
"text": "Sat"
},
"$:/language/Date/Short/Month/1": {
"title": "$:/language/Date/Short/Month/1",
"text": "Jan"
},
"$:/language/Date/Short/Month/2": {
"title": "$:/language/Date/Short/Month/2",
"text": "Feb"
},
"$:/language/Date/Short/Month/3": {
"title": "$:/language/Date/Short/Month/3",
"text": "Mar"
},
"$:/language/Date/Short/Month/4": {
"title": "$:/language/Date/Short/Month/4",
"text": "Apr"
},
"$:/language/Date/Short/Month/5": {
"title": "$:/language/Date/Short/Month/5",
"text": "May"
},
"$:/language/Date/Short/Month/6": {
"title": "$:/language/Date/Short/Month/6",
"text": "Jun"
},
"$:/language/Date/Short/Month/7": {
"title": "$:/language/Date/Short/Month/7",
"text": "Jul"
},
"$:/language/Date/Short/Month/8": {
"title": "$:/language/Date/Short/Month/8",
"text": "Aug"
},
"$:/language/Date/Short/Month/9": {
"title": "$:/language/Date/Short/Month/9",
"text": "Sep"
},
"$:/language/Date/Short/Month/10": {
"title": "$:/language/Date/Short/Month/10",
"text": "Oct"
},
"$:/language/Date/Short/Month/11": {
"title": "$:/language/Date/Short/Month/11",
"text": "Nov"
},
"$:/language/Date/Short/Month/12": {
"title": "$:/language/Date/Short/Month/12",
"text": "Dec"
},
"$:/language/RelativeDate/Future/Days": {
"title": "$:/language/RelativeDate/Future/Days",
"text": "<<period>> days from now"
},
"$:/language/RelativeDate/Future/Hours": {
"title": "$:/language/RelativeDate/Future/Hours",
"text": "<<period>> hours from now"
},
"$:/language/RelativeDate/Future/Minutes": {
"title": "$:/language/RelativeDate/Future/Minutes",
"text": "<<period>> minutes from now"
},
"$:/language/RelativeDate/Future/Months": {
"title": "$:/language/RelativeDate/Future/Months",
"text": "<<period>> months from now"
},
"$:/language/RelativeDate/Future/Second": {
"title": "$:/language/RelativeDate/Future/Second",
"text": "1 second from now"
},
"$:/language/RelativeDate/Future/Seconds": {
"title": "$:/language/RelativeDate/Future/Seconds",
"text": "<<period>> seconds from now"
},
"$:/language/RelativeDate/Future/Years": {
"title": "$:/language/RelativeDate/Future/Years",
"text": "<<period>> years from now"
},
"$:/language/RelativeDate/Past/Days": {
"title": "$:/language/RelativeDate/Past/Days",
"text": "<<period>> days ago"
},
"$:/language/RelativeDate/Past/Hours": {
"title": "$:/language/RelativeDate/Past/Hours",
"text": "<<period>> hours ago"
},
"$:/language/RelativeDate/Past/Minutes": {
"title": "$:/language/RelativeDate/Past/Minutes",
"text": "<<period>> minutes ago"
},
"$:/language/RelativeDate/Past/Months": {
"title": "$:/language/RelativeDate/Past/Months",
"text": "<<period>> months ago"
},
"$:/language/RelativeDate/Past/Second": {
"title": "$:/language/RelativeDate/Past/Second",
"text": "1 second ago"
},
"$:/language/RelativeDate/Past/Seconds": {
"title": "$:/language/RelativeDate/Past/Seconds",
"text": "<<period>> seconds ago"
},
"$:/language/RelativeDate/Past/Years": {
"title": "$:/language/RelativeDate/Past/Years",
"text": "<<period>> years ago"
},
"$:/language/Docs/ModuleTypes/allfilteroperator": {
"title": "$:/language/Docs/ModuleTypes/allfilteroperator",
"text": "A sub-operator for the ''all'' filter operator."
},
"$:/language/Docs/ModuleTypes/animation": {
"title": "$:/language/Docs/ModuleTypes/animation",
"text": "Animations that may be used with the RevealWidget."
},
"$:/language/Docs/ModuleTypes/authenticator": {
"title": "$:/language/Docs/ModuleTypes/authenticator",
"text": "Defines how requests are authenticated by the built-in HTTP server."
},
"$:/language/Docs/ModuleTypes/bitmapeditoroperation": {
"title": "$:/language/Docs/ModuleTypes/bitmapeditoroperation",
"text": "A bitmap editor toolbar operation."
},
"$:/language/Docs/ModuleTypes/command": {
"title": "$:/language/Docs/ModuleTypes/command",
"text": "Commands that can be executed under Node.js."
},
"$:/language/Docs/ModuleTypes/config": {
"title": "$:/language/Docs/ModuleTypes/config",
"text": "Data to be inserted into `$tw.config`."
},
"$:/language/Docs/ModuleTypes/filteroperator": {
"title": "$:/language/Docs/ModuleTypes/filteroperator",
"text": "Individual filter operator methods."
},
"$:/language/Docs/ModuleTypes/global": {
"title": "$:/language/Docs/ModuleTypes/global",
"text": "Global data to be inserted into `$tw`."
},
"$:/language/Docs/ModuleTypes/info": {
"title": "$:/language/Docs/ModuleTypes/info",
"text": "Publishes system information via the [[$:/temp/info-plugin]] pseudo-plugin."
},
"$:/language/Docs/ModuleTypes/isfilteroperator": {
"title": "$:/language/Docs/ModuleTypes/isfilteroperator",
"text": "Operands for the ''is'' filter operator."
},
"$:/language/Docs/ModuleTypes/library": {
"title": "$:/language/Docs/ModuleTypes/library",
"text": "Generic module type for general purpose JavaScript modules."
},
"$:/language/Docs/ModuleTypes/macro": {
"title": "$:/language/Docs/ModuleTypes/macro",
"text": "JavaScript macro definitions."
},
"$:/language/Docs/ModuleTypes/parser": {
"title": "$:/language/Docs/ModuleTypes/parser",
"text": "Parsers for different content types."
},
"$:/language/Docs/ModuleTypes/route": {
"title": "$:/language/Docs/ModuleTypes/route",
"text": "Defines how individual URL patterns are handled by the built-in HTTP server."
},
"$:/language/Docs/ModuleTypes/saver": {
"title": "$:/language/Docs/ModuleTypes/saver",
"text": "Savers handle different methods for saving files from the browser."
},
"$:/language/Docs/ModuleTypes/startup": {
"title": "$:/language/Docs/ModuleTypes/startup",
"text": "Startup functions."
},
"$:/language/Docs/ModuleTypes/storyview": {
"title": "$:/language/Docs/ModuleTypes/storyview",
"text": "Story views customise the animation and behaviour of list widgets."
},
"$:/language/Docs/ModuleTypes/texteditoroperation": {
"title": "$:/language/Docs/ModuleTypes/texteditoroperation",
"text": "A text editor toolbar operation."
},
"$:/language/Docs/ModuleTypes/tiddlerdeserializer": {
"title": "$:/language/Docs/ModuleTypes/tiddlerdeserializer",
"text": "Converts different content types into tiddlers."
},
"$:/language/Docs/ModuleTypes/tiddlerfield": {
"title": "$:/language/Docs/ModuleTypes/tiddlerfield",
"text": "Defines the behaviour of an individual tiddler field."
},
"$:/language/Docs/ModuleTypes/tiddlermethod": {
"title": "$:/language/Docs/ModuleTypes/tiddlermethod",
"text": "Adds methods to the `$tw.Tiddler` prototype."
},
"$:/language/Docs/ModuleTypes/upgrader": {
"title": "$:/language/Docs/ModuleTypes/upgrader",
"text": "Applies upgrade processing to tiddlers during an upgrade/import."
},
"$:/language/Docs/ModuleTypes/utils": {
"title": "$:/language/Docs/ModuleTypes/utils",
"text": "Adds methods to `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/utils-node": {
"title": "$:/language/Docs/ModuleTypes/utils-node",
"text": "Adds Node.js-specific methods to `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/widget": {
"title": "$:/language/Docs/ModuleTypes/widget",
"text": "Widgets encapsulate DOM rendering and refreshing."
},
"$:/language/Docs/ModuleTypes/wikimethod": {
"title": "$:/language/Docs/ModuleTypes/wikimethod",
"text": "Adds methods to `$tw.Wiki`."
},
"$:/language/Docs/ModuleTypes/wikirule": {
"title": "$:/language/Docs/ModuleTypes/wikirule",
"text": "Individual parser rules for the main WikiText parser."
},
"$:/language/Docs/PaletteColours/alert-background": {
"title": "$:/language/Docs/PaletteColours/alert-background",
"text": "Alert background"
},
"$:/language/Docs/PaletteColours/alert-border": {
"title": "$:/language/Docs/PaletteColours/alert-border",
"text": "Alert border"
},
"$:/language/Docs/PaletteColours/alert-highlight": {
"title": "$:/language/Docs/PaletteColours/alert-highlight",
"text": "Alert highlight"
},
"$:/language/Docs/PaletteColours/alert-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/alert-muted-foreground",
"text": "Alert muted foreground"
},
"$:/language/Docs/PaletteColours/background": {
"title": "$:/language/Docs/PaletteColours/background",
"text": "General background"
},
"$:/language/Docs/PaletteColours/blockquote-bar": {
"title": "$:/language/Docs/PaletteColours/blockquote-bar",
"text": "Blockquote bar"
},
"$:/language/Docs/PaletteColours/button-background": {
"title": "$:/language/Docs/PaletteColours/button-background",
"text": "Default button background"
},
"$:/language/Docs/PaletteColours/button-border": {
"title": "$:/language/Docs/PaletteColours/button-border",
"text": "Default button border"
},
"$:/language/Docs/PaletteColours/button-foreground": {
"title": "$:/language/Docs/PaletteColours/button-foreground",
"text": "Default button foreground"
},
"$:/language/Docs/PaletteColours/dirty-indicator": {
"title": "$:/language/Docs/PaletteColours/dirty-indicator",
"text": "Unsaved changes indicator"
},
"$:/language/Docs/PaletteColours/code-background": {
"title": "$:/language/Docs/PaletteColours/code-background",
"text": "Code background"
},
"$:/language/Docs/PaletteColours/code-border": {
"title": "$:/language/Docs/PaletteColours/code-border",
"text": "Code border"
},
"$:/language/Docs/PaletteColours/code-foreground": {
"title": "$:/language/Docs/PaletteColours/code-foreground",
"text": "Code foreground"
},
"$:/language/Docs/PaletteColours/download-background": {
"title": "$:/language/Docs/PaletteColours/download-background",
"text": "Download button background"
},
"$:/language/Docs/PaletteColours/download-foreground": {
"title": "$:/language/Docs/PaletteColours/download-foreground",
"text": "Download button foreground"
},
"$:/language/Docs/PaletteColours/dragger-background": {
"title": "$:/language/Docs/PaletteColours/dragger-background",
"text": "Dragger background"
},
"$:/language/Docs/PaletteColours/dragger-foreground": {
"title": "$:/language/Docs/PaletteColours/dragger-foreground",
"text": "Dragger foreground"
},
"$:/language/Docs/PaletteColours/dropdown-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-background",
"text": "Dropdown background"
},
"$:/language/Docs/PaletteColours/dropdown-border": {
"title": "$:/language/Docs/PaletteColours/dropdown-border",
"text": "Dropdown border"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background-selected",
"text": "Dropdown tab background for selected tabs"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background",
"text": "Dropdown tab background"
},
"$:/language/Docs/PaletteColours/dropzone-background": {
"title": "$:/language/Docs/PaletteColours/dropzone-background",
"text": "Dropzone background"
},
"$:/language/Docs/PaletteColours/external-link-background-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-background-hover",
"text": "External link background hover"
},
"$:/language/Docs/PaletteColours/external-link-background-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-background-visited",
"text": "External link background visited"
},
"$:/language/Docs/PaletteColours/external-link-background": {
"title": "$:/language/Docs/PaletteColours/external-link-background",
"text": "External link background"
},
"$:/language/Docs/PaletteColours/external-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-hover",
"text": "External link foreground hover"
},
"$:/language/Docs/PaletteColours/external-link-foreground-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-visited",
"text": "External link foreground visited"
},
"$:/language/Docs/PaletteColours/external-link-foreground": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground",
"text": "External link foreground"
},
"$:/language/Docs/PaletteColours/foreground": {
"title": "$:/language/Docs/PaletteColours/foreground",
"text": "General foreground"
},
"$:/language/Docs/PaletteColours/menubar-background": {
"title": "$:/language/Docs/PaletteColours/menubar-background",
"text": "Menu bar background"
},
"$:/language/Docs/PaletteColours/menubar-foreground": {
"title": "$:/language/Docs/PaletteColours/menubar-foreground",
"text": "Menu bar foreground"
},
"$:/language/Docs/PaletteColours/message-background": {
"title": "$:/language/Docs/PaletteColours/message-background",
"text": "Message box background"
},
"$:/language/Docs/PaletteColours/message-border": {
"title": "$:/language/Docs/PaletteColours/message-border",
"text": "Message box border"
},
"$:/language/Docs/PaletteColours/message-foreground": {
"title": "$:/language/Docs/PaletteColours/message-foreground",
"text": "Message box foreground"
},
"$:/language/Docs/PaletteColours/modal-backdrop": {
"title": "$:/language/Docs/PaletteColours/modal-backdrop",
"text": "Modal backdrop"
},
"$:/language/Docs/PaletteColours/modal-background": {
"title": "$:/language/Docs/PaletteColours/modal-background",
"text": "Modal background"
},
"$:/language/Docs/PaletteColours/modal-border": {
"title": "$:/language/Docs/PaletteColours/modal-border",
"text": "Modal border"
},
"$:/language/Docs/PaletteColours/modal-footer-background": {
"title": "$:/language/Docs/PaletteColours/modal-footer-background",
"text": "Modal footer background"
},
"$:/language/Docs/PaletteColours/modal-footer-border": {
"title": "$:/language/Docs/PaletteColours/modal-footer-border",
"text": "Modal footer border"
},
"$:/language/Docs/PaletteColours/modal-header-border": {
"title": "$:/language/Docs/PaletteColours/modal-header-border",
"text": "Modal header border"
},
"$:/language/Docs/PaletteColours/muted-foreground": {
"title": "$:/language/Docs/PaletteColours/muted-foreground",
"text": "General muted foreground"
},
"$:/language/Docs/PaletteColours/notification-background": {
"title": "$:/language/Docs/PaletteColours/notification-background",
"text": "Notification background"
},
"$:/language/Docs/PaletteColours/notification-border": {
"title": "$:/language/Docs/PaletteColours/notification-border",
"text": "Notification border"
},
"$:/language/Docs/PaletteColours/page-background": {
"title": "$:/language/Docs/PaletteColours/page-background",
"text": "Page background"
},
"$:/language/Docs/PaletteColours/pre-background": {
"title": "$:/language/Docs/PaletteColours/pre-background",
"text": "Preformatted code background"
},
"$:/language/Docs/PaletteColours/pre-border": {
"title": "$:/language/Docs/PaletteColours/pre-border",
"text": "Preformatted code border"
},
"$:/language/Docs/PaletteColours/primary": {
"title": "$:/language/Docs/PaletteColours/primary",
"text": "General primary"
},
"$:/language/Docs/PaletteColours/select-tag-background": {
"title": "$:/language/Docs/PaletteColours/select-tag-background",
"text": "`<select>` element background"
},
"$:/language/Docs/PaletteColours/select-tag-foreground": {
"title": "$:/language/Docs/PaletteColours/select-tag-foreground",
"text": "`<select>` element text"
},
"$:/language/Docs/PaletteColours/sidebar-button-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-button-foreground",
"text": "Sidebar button foreground"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover",
"text": "Sidebar controls foreground hover"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground",
"text": "Sidebar controls foreground"
},
"$:/language/Docs/PaletteColours/sidebar-foreground-shadow": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground-shadow",
"text": "Sidebar foreground shadow"
},
"$:/language/Docs/PaletteColours/sidebar-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground",
"text": "Sidebar foreground"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover",
"text": "Sidebar muted foreground hover"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground",
"text": "Sidebar muted foreground"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background-selected",
"text": "Sidebar tab background for selected tabs"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background",
"text": "Sidebar tab background"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border-selected",
"text": "Sidebar tab border for selected tabs"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border",
"text": "Sidebar tab border"
},
"$:/language/Docs/PaletteColours/sidebar-tab-divider": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-divider",
"text": "Sidebar tab divider"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected",
"text": "Sidebar tab foreground for selected tabs"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground",
"text": "Sidebar tab foreground"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover",
"text": "Sidebar tiddler link foreground hover"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground",
"text": "Sidebar tiddler link foreground"
},
"$:/language/Docs/PaletteColours/site-title-foreground": {
"title": "$:/language/Docs/PaletteColours/site-title-foreground",
"text": "Site title foreground"
},
"$:/language/Docs/PaletteColours/static-alert-foreground": {
"title": "$:/language/Docs/PaletteColours/static-alert-foreground",
"text": "Static alert foreground"
},
"$:/language/Docs/PaletteColours/tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/tab-background-selected",
"text": "Tab background for selected tabs"
},
"$:/language/Docs/PaletteColours/tab-background": {
"title": "$:/language/Docs/PaletteColours/tab-background",
"text": "Tab background"
},
"$:/language/Docs/PaletteColours/tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/tab-border-selected",
"text": "Tab border for selected tabs"
},
"$:/language/Docs/PaletteColours/tab-border": {
"title": "$:/language/Docs/PaletteColours/tab-border",
"text": "Tab border"
},
"$:/language/Docs/PaletteColours/tab-divider": {
"title": "$:/language/Docs/PaletteColours/tab-divider",
"text": "Tab divider"
},
"$:/language/Docs/PaletteColours/tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tab-foreground-selected",
"text": "Tab foreground for selected tabs"
},
"$:/language/Docs/PaletteColours/tab-foreground": {
"title": "$:/language/Docs/PaletteColours/tab-foreground",
"text": "Tab foreground"
},
"$:/language/Docs/PaletteColours/table-border": {
"title": "$:/language/Docs/PaletteColours/table-border",
"text": "Table border"
},
"$:/language/Docs/PaletteColours/table-footer-background": {
"title": "$:/language/Docs/PaletteColours/table-footer-background",
"text": "Table footer background"
},
"$:/language/Docs/PaletteColours/table-header-background": {
"title": "$:/language/Docs/PaletteColours/table-header-background",
"text": "Table header background"
},
"$:/language/Docs/PaletteColours/tag-background": {
"title": "$:/language/Docs/PaletteColours/tag-background",
"text": "Tag background"
},
"$:/language/Docs/PaletteColours/tag-foreground": {
"title": "$:/language/Docs/PaletteColours/tag-foreground",
"text": "Tag foreground"
},
"$:/language/Docs/PaletteColours/tiddler-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-background",
"text": "Tiddler background"
},
"$:/language/Docs/PaletteColours/tiddler-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-border",
"text": "Tiddler border"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover",
"text": "Tiddler controls foreground hover"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected",
"text": "Tiddler controls foreground for selected controls"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground",
"text": "Tiddler controls foreground"
},
"$:/language/Docs/PaletteColours/tiddler-editor-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-background",
"text": "Tiddler editor background"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border-image": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border-image",
"text": "Tiddler editor border image"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border",
"text": "Tiddler editor border"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-even": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-even",
"text": "Tiddler editor background for even fields"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-odd": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-odd",
"text": "Tiddler editor background for odd fields"
},
"$:/language/Docs/PaletteColours/tiddler-info-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-background",
"text": "Tiddler info panel background"
},
"$:/language/Docs/PaletteColours/tiddler-info-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-border",
"text": "Tiddler info panel border"
},
"$:/language/Docs/PaletteColours/tiddler-info-tab-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-tab-background",
"text": "Tiddler info panel tab background"
},
"$:/language/Docs/PaletteColours/tiddler-link-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-background",
"text": "Tiddler link background"
},
"$:/language/Docs/PaletteColours/tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-foreground",
"text": "Tiddler link foreground"
},
"$:/language/Docs/PaletteColours/tiddler-subtitle-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-subtitle-foreground",
"text": "Tiddler subtitle foreground"
},
"$:/language/Docs/PaletteColours/tiddler-title-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-title-foreground",
"text": "Tiddler title foreground"
},
"$:/language/Docs/PaletteColours/toolbar-new-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-new-button",
"text": "Toolbar 'new tiddler' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-options-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-options-button",
"text": "Toolbar 'options' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-save-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-save-button",
"text": "Toolbar 'save' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-info-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-info-button",
"text": "Toolbar 'info' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-edit-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-edit-button",
"text": "Toolbar 'edit' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-close-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-close-button",
"text": "Toolbar 'close' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-delete-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-delete-button",
"text": "Toolbar 'delete' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-cancel-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-cancel-button",
"text": "Toolbar 'cancel' button foreground"
},
"$:/language/Docs/PaletteColours/toolbar-done-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-done-button",
"text": "Toolbar 'done' button foreground"
},
"$:/language/Docs/PaletteColours/untagged-background": {
"title": "$:/language/Docs/PaletteColours/untagged-background",
"text": "Untagged pill background"
},
"$:/language/Docs/PaletteColours/very-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/very-muted-foreground",
"text": "Very muted foreground"
},
"$:/language/EditTemplate/Body/External/Hint": {
"title": "$:/language/EditTemplate/Body/External/Hint",
"text": "This tiddler shows content stored outside of the main TiddlyWiki file. You can edit the tags and fields but cannot directly edit the content itself"
},
"$:/language/EditTemplate/Body/Placeholder": {
"title": "$:/language/EditTemplate/Body/Placeholder",
"text": "Type the text for this tiddler"
},
"$:/language/EditTemplate/Body/Preview/Type/Output": {
"title": "$:/language/EditTemplate/Body/Preview/Type/Output",
"text": "output"
},
"$:/language/EditTemplate/Field/Remove/Caption": {
"title": "$:/language/EditTemplate/Field/Remove/Caption",
"text": "remove field"
},
"$:/language/EditTemplate/Field/Remove/Hint": {
"title": "$:/language/EditTemplate/Field/Remove/Hint",
"text": "Remove field"
},
"$:/language/EditTemplate/Field/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Field/Dropdown/Caption",
"text": "field list"
},
"$:/language/EditTemplate/Field/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Field/Dropdown/Hint",
"text": "Show field list"
},
"$:/language/EditTemplate/Fields/Add/Button": {
"title": "$:/language/EditTemplate/Fields/Add/Button",
"text": "add"
},
"$:/language/EditTemplate/Fields/Add/Button/Hint": {
"title": "$:/language/EditTemplate/Fields/Add/Button/Hint",
"text": "Add the new field to the tiddler"
},
"$:/language/EditTemplate/Fields/Add/Name/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Name/Placeholder",
"text": "field name"
},
"$:/language/EditTemplate/Fields/Add/Prompt": {
"title": "$:/language/EditTemplate/Fields/Add/Prompt",
"text": "Add a new field:"
},
"$:/language/EditTemplate/Fields/Add/Value/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Value/Placeholder",
"text": "field value"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/System": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/System",
"text": "System fields"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/User": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/User",
"text": "User fields"
},
"$:/language/EditTemplate/Shadow/Warning": {
"title": "$:/language/EditTemplate/Shadow/Warning",
"text": "This is a shadow tiddler. Any changes you make will override the default version from the plugin <<pluginLink>>"
},
"$:/language/EditTemplate/Shadow/OverriddenWarning": {
"title": "$:/language/EditTemplate/Shadow/OverriddenWarning",
"text": "This is a modified shadow tiddler. You can revert to the default version in the plugin <<pluginLink>> by deleting this tiddler"
},
"$:/language/EditTemplate/Tags/Add/Button": {
"title": "$:/language/EditTemplate/Tags/Add/Button",
"text": "add"
},
"$:/language/EditTemplate/Tags/Add/Button/Hint": {
"title": "$:/language/EditTemplate/Tags/Add/Button/Hint",
"text": "add tag"
},
"$:/language/EditTemplate/Tags/Add/Placeholder": {
"title": "$:/language/EditTemplate/Tags/Add/Placeholder",
"text": "tag name"
},
"$:/language/EditTemplate/Tags/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Caption",
"text": "tag list"
},
"$:/language/EditTemplate/Tags/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Hint",
"text": "Show tag list"
},
"$:/language/EditTemplate/Title/BadCharacterWarning": {
"title": "$:/language/EditTemplate/Title/BadCharacterWarning",
"text": "Warning: avoid using any of the characters <<bad-chars>> in tiddler titles"
},
"$:/language/EditTemplate/Title/Exists/Prompt": {
"title": "$:/language/EditTemplate/Title/Exists/Prompt",
"text": "Target tiddler already exists"
},
"$:/language/EditTemplate/Title/Relink/Prompt": {
"title": "$:/language/EditTemplate/Title/Relink/Prompt",
"text": "Update ''<$text text=<<fromTitle>>/>'' to ''<$text text=<<toTitle>>/>'' in the //tags// and //list// fields of other tiddlers"
},
"$:/language/EditTemplate/Title/References/Prompt": {
"title": "$:/language/EditTemplate/Title/References/Prompt",
"text": "The following references to this tiddler will not be automatically updated:"
},
"$:/language/EditTemplate/Type/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Type/Dropdown/Caption",
"text": "content type list"
},
"$:/language/EditTemplate/Type/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Type/Dropdown/Hint",
"text": "Show content type list"
},
"$:/language/EditTemplate/Type/Delete/Caption": {
"title": "$:/language/EditTemplate/Type/Delete/Caption",
"text": "delete content type"
},
"$:/language/EditTemplate/Type/Delete/Hint": {
"title": "$:/language/EditTemplate/Type/Delete/Hint",
"text": "Delete content type"
},
"$:/language/EditTemplate/Type/Placeholder": {
"title": "$:/language/EditTemplate/Type/Placeholder",
"text": "content type"
},
"$:/language/EditTemplate/Type/Prompt": {
"title": "$:/language/EditTemplate/Type/Prompt",
"text": "Type:"
},
"$:/language/Exporters/StaticRiver": {
"title": "$:/language/Exporters/StaticRiver",
"text": "Static HTML"
},
"$:/language/Exporters/JsonFile": {
"title": "$:/language/Exporters/JsonFile",
"text": "JSON file"
},
"$:/language/Exporters/CsvFile": {
"title": "$:/language/Exporters/CsvFile",
"text": "CSV file"
},
"$:/language/Exporters/TidFile": {
"title": "$:/language/Exporters/TidFile",
"text": "\".tid\" file"
},
"$:/language/Docs/Fields/_canonical_uri": {
"title": "$:/language/Docs/Fields/_canonical_uri",
"text": "The full URI of an external image tiddler"
},
"$:/language/Docs/Fields/bag": {
"title": "$:/language/Docs/Fields/bag",
"text": "The name of the bag from which a tiddler came"
},
"$:/language/Docs/Fields/caption": {
"title": "$:/language/Docs/Fields/caption",
"text": "The text to be displayed on a tab or button"
},
"$:/language/Docs/Fields/color": {
"title": "$:/language/Docs/Fields/color",
"text": "The CSS color value associated with a tiddler"
},
"$:/language/Docs/Fields/component": {
"title": "$:/language/Docs/Fields/component",
"text": "The name of the component responsible for an [[alert tiddler|AlertMechanism]]"
},
"$:/language/Docs/Fields/current-tiddler": {
"title": "$:/language/Docs/Fields/current-tiddler",
"text": "Used to cache the top tiddler in a [[history list|HistoryMechanism]]"
},
"$:/language/Docs/Fields/created": {
"title": "$:/language/Docs/Fields/created",
"text": "The date a tiddler was created"
},
"$:/language/Docs/Fields/creator": {
"title": "$:/language/Docs/Fields/creator",
"text": "The name of the person who created a tiddler"
},
"$:/language/Docs/Fields/dependents": {
"title": "$:/language/Docs/Fields/dependents",
"text": "For a plugin, lists the dependent plugin titles"
},
"$:/language/Docs/Fields/description": {
"title": "$:/language/Docs/Fields/description",
"text": "The descriptive text for a plugin, or a modal dialogue"
},
"$:/language/Docs/Fields/draft.of": {
"title": "$:/language/Docs/Fields/draft.of",
"text": "For draft tiddlers, contains the title of the tiddler of which this is a draft"
},
"$:/language/Docs/Fields/draft.title": {
"title": "$:/language/Docs/Fields/draft.title",
"text": "For draft tiddlers, contains the proposed new title of the tiddler"
},
"$:/language/Docs/Fields/footer": {
"title": "$:/language/Docs/Fields/footer",
"text": "The footer text for a wizard"
},
"$:/language/Docs/Fields/hide-body": {
"title": "$:/language/Docs/Fields/hide-body",
"text": "The view template will hide bodies of tiddlers if set to: ''yes''"
},
"$:/language/Docs/Fields/icon": {
"title": "$:/language/Docs/Fields/icon",
"text": "The title of the tiddler containing the icon associated with a tiddler"
},
"$:/language/Docs/Fields/library": {
"title": "$:/language/Docs/Fields/library",
"text": "Indicates that a tiddler should be saved as a JavaScript library if set to: ''yes''"
},
"$:/language/Docs/Fields/list": {
"title": "$:/language/Docs/Fields/list",
"text": "An ordered list of tiddler titles associated with a tiddler"
},
"$:/language/Docs/Fields/list-before": {
"title": "$:/language/Docs/Fields/list-before",
"text": "If set, the title of a tiddler before which this tiddler should be added to the ordered list of tiddler titles, or at the start of the list if this field is present but empty"
},
"$:/language/Docs/Fields/list-after": {
"title": "$:/language/Docs/Fields/list-after",
"text": "If set, the title of the tiddler after which this tiddler should be added to the ordered list of tiddler titles, or at the end of the list if this field is present but empty"
},
"$:/language/Docs/Fields/modified": {
"title": "$:/language/Docs/Fields/modified",
"text": "The date and time at which a tiddler was last modified"
},
"$:/language/Docs/Fields/modifier": {
"title": "$:/language/Docs/Fields/modifier",
"text": "The tiddler title associated with the person who last modified a tiddler"
},
"$:/language/Docs/Fields/name": {
"title": "$:/language/Docs/Fields/name",
"text": "The human readable name associated with a plugin tiddler"
},
"$:/language/Docs/Fields/plugin-priority": {
"title": "$:/language/Docs/Fields/plugin-priority",
"text": "A numerical value indicating the priority of a plugin tiddler"
},
"$:/language/Docs/Fields/plugin-type": {
"title": "$:/language/Docs/Fields/plugin-type",
"text": "The type of plugin in a plugin tiddler"
},
"$:/language/Docs/Fields/revision": {
"title": "$:/language/Docs/Fields/revision",
"text": "The revision of the tiddler held at the server"
},
"$:/language/Docs/Fields/released": {
"title": "$:/language/Docs/Fields/released",
"text": "Date of a TiddlyWiki release"
},
"$:/language/Docs/Fields/source": {
"title": "$:/language/Docs/Fields/source",
"text": "The source URL associated with a tiddler"
},
"$:/language/Docs/Fields/subtitle": {
"title": "$:/language/Docs/Fields/subtitle",
"text": "The subtitle text for a wizard"
},
"$:/language/Docs/Fields/tags": {
"title": "$:/language/Docs/Fields/tags",
"text": "A list of tags associated with a tiddler"
},
"$:/language/Docs/Fields/text": {
"title": "$:/language/Docs/Fields/text",
"text": "The body text of a tiddler"
},
"$:/language/Docs/Fields/throttle.refresh": {
"title": "$:/language/Docs/Fields/throttle.refresh",
"text": "If present, throttles refreshes of this tiddler"
},
"$:/language/Docs/Fields/title": {
"title": "$:/language/Docs/Fields/title",
"text": "The unique name of a tiddler"
},
"$:/language/Docs/Fields/toc-link": {
"title": "$:/language/Docs/Fields/toc-link",
"text": "Suppresses the tiddler's link in a Table of Contents tree if set to: ''no''"
},
"$:/language/Docs/Fields/type": {
"title": "$:/language/Docs/Fields/type",
"text": "The content type of a tiddler"
},
"$:/language/Docs/Fields/version": {
"title": "$:/language/Docs/Fields/version",
"text": "Version information for a plugin"
},
"$:/language/Docs/Fields/_is_skinny": {
"title": "$:/language/Docs/Fields/_is_skinny",
"text": "If present, indicates that the tiddler text field must be loaded from the server"
},
"$:/language/Filters/AllTiddlers": {
"title": "$:/language/Filters/AllTiddlers",
"text": "All tiddlers except system tiddlers"
},
"$:/language/Filters/RecentSystemTiddlers": {
"title": "$:/language/Filters/RecentSystemTiddlers",
"text": "Recently modified tiddlers, including system tiddlers"
},
"$:/language/Filters/RecentTiddlers": {
"title": "$:/language/Filters/RecentTiddlers",
"text": "Recently modified tiddlers"
},
"$:/language/Filters/AllTags": {
"title": "$:/language/Filters/AllTags",
"text": "All tags except system tags"
},
"$:/language/Filters/Missing": {
"title": "$:/language/Filters/Missing",
"text": "Missing tiddlers"
},
"$:/language/Filters/Drafts": {
"title": "$:/language/Filters/Drafts",
"text": "Draft tiddlers"
},
"$:/language/Filters/Orphans": {
"title": "$:/language/Filters/Orphans",
"text": "Orphan tiddlers"
},
"$:/language/Filters/SystemTiddlers": {
"title": "$:/language/Filters/SystemTiddlers",
"text": "System tiddlers"
},
"$:/language/Filters/ShadowTiddlers": {
"title": "$:/language/Filters/ShadowTiddlers",
"text": "Shadow tiddlers"
},
"$:/language/Filters/OverriddenShadowTiddlers": {
"title": "$:/language/Filters/OverriddenShadowTiddlers",
"text": "Overridden shadow tiddlers"
},
"$:/language/Filters/SessionTiddlers": {
"title": "$:/language/Filters/SessionTiddlers",
"text": "Tiddlers modified since the wiki was loaded"
},
"$:/language/Filters/SystemTags": {
"title": "$:/language/Filters/SystemTags",
"text": "System tags"
},
"$:/language/Filters/StoryList": {
"title": "$:/language/Filters/StoryList",
"text": "Tiddlers in the story river, excluding <$text text=\"$:/AdvancedSearch\"/>"
},
"$:/language/Filters/TypedTiddlers": {
"title": "$:/language/Filters/TypedTiddlers",
"text": "Non wiki-text tiddlers"
},
"GettingStarted": {
"title": "GettingStarted",
"text": "\\define lingo-base() $:/language/ControlPanel/Basics/\nWelcome to ~TiddlyWiki and the ~TiddlyWiki community\n\nBefore you start storing important information in ~TiddlyWiki it is vital to make sure that you can reliably save changes. See https://tiddlywiki.com/#GettingStarted for details\n\n!! Set up this ~TiddlyWiki\n\n<div class=\"tc-control-panel\">\n\n|<$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link> |<<lingo DefaultTiddlers/TopHint>><br> <$edit tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n</div>\n\nSee the [[control panel|$:/ControlPanel]] for more options.\n"
},
"$:/language/Help/build": {
"title": "$:/language/Help/build",
"description": "Automatically run configured commands",
"text": "Build the specified build targets for the current wiki. If no build targets are specified then all available targets will be built.\n\n```\n--build <target> [<target> ...]\n```\n\nBuild targets are defined in the `tiddlywiki.info` file of a wiki folder.\n\n"
},
"$:/language/Help/clearpassword": {
"title": "$:/language/Help/clearpassword",
"description": "Clear a password for subsequent crypto operations",
"text": "Clear the password for subsequent crypto operations\n\n```\n--clearpassword\n```\n"
},
"$:/language/Help/default": {
"title": "$:/language/Help/default",
"text": "\\define commandTitle()\n$:/language/Help/$(command)$\n\\end\n```\nusage: tiddlywiki [<wikifolder>] [--<command> [<args>...]...]\n```\n\nAvailable commands:\n\n<ul>\n<$list filter=\"[commands[]sort[title]]\" variable=\"command\">\n<li><$link to=<<commandTitle>>><$macrocall $name=\"command\" $type=\"text/plain\" $output=\"text/plain\"/></$link>: <$transclude tiddler=<<commandTitle>> field=\"description\"/></li>\n</$list>\n</ul>\n\nTo get detailed help on a command:\n\n```\ntiddlywiki --help <command>\n```\n"
},
"$:/language/Help/deletetiddlers": {
"title": "$:/language/Help/deletetiddlers",
"description": "Deletes a group of tiddlers",
"text": "<<.from-version \"5.1.20\">> Deletes a group of tiddlers identified by a filter.\n\n```\n--deletetiddlers <filter>\n```\n"
},
"$:/language/Help/editions": {
"title": "$:/language/Help/editions",
"description": "Lists the available editions of TiddlyWiki",
"text": "Lists the names and descriptions of the available editions. You can create a new wiki of a specified edition with the `--init` command.\n\n```\n--editions\n```\n"
},
"$:/language/Help/fetch": {
"title": "$:/language/Help/fetch",
"description": "Fetch tiddlers from wiki by URL",
"text": "Fetch one or more files over HTTP/HTTPS, and import the tiddlers matching a filter, optionally transforming the incoming titles.\n\n```\n--fetch file <url> <import-filter> <transform-filter>\n--fetch files <url-filter> <import-filter> <transform-filter>\n--fetch raw-file <url> <transform-filter>\n--fetch raw-files <url-filter> <transform-filter>\n```\n\nThe \"file\" and \"files\" variants fetch the specified files and attempt to import the tiddlers within them (the same processing as if the files were dragged into the browser window). The \"raw-file\" and \"raw-files\" variants fetch the specified files and then store the raw file data in tiddlers, without applying the import logic.\n\nWith the \"file\" and \"raw-file\" variants only a single file is fetched and the first parameter is the URL of the file to read.\n\nWith the \"files\" and \"raw-files\" variants, multiple files are fetched and the first parameter is a filter yielding a list of URLs of the files to read. For example, given a set of tiddlers tagged \"remote-server\" that have a field \"url\" the filter `[tag[remote-server]get[url]]` will retrieve all the available URLs.\n\nFor the \"file\" and \"files\" variants, the `<import-filter>` parameter specifies a filter determining which tiddlers are imported. It defaults to `[all[tiddlers]]` if not provided.\n\nFor all variants, the `<transform-filter>` parameter specifies an optional filter that transforms the titles of the imported tiddlers. For example, `[addprefix[$:/myimports/]]` would add the prefix `$:/myimports/` to each title.\n\nPreceding the `--fetch` command with `--verbose` will output progress information during the import.\n\nNote that TiddlyWiki will not fetch an older version of an already loaded plugin.\n\nThe following example retrieves all the non-system tiddlers from https://tiddlywiki.com and saves them to a JSON file:\n\n```\ntiddlywiki --verbose --fetch file \"https://tiddlywiki.com/\" \"[!is[system]]\" \"\" --rendertiddler \"$:/core/templates/exporters/JsonFile\" output.json text/plain \"\" exportFilter \"[!is[system]]\"\n```\n\nThe following example retrieves the \"favicon\" file from tiddlywiki.com and saves it in a file called \"output.ico\". Note that the intermediate tiddler \"Icon Tiddler\" is quoted in the \"--fetch\" command because it is being used as a transformation filter to replace the default title, while there are no quotes for the \"--savetiddler\" command because it is being used directly as a title.\n\n```\ntiddlywiki --verbose --fetch raw-file \"https://tiddlywiki.com/favicon.ico\" \"[[Icon Tiddler]]\" --savetiddler \"Icon Tiddler\" output.ico\n```\n\n"
},
"$:/language/Help/help": {
"title": "$:/language/Help/help",
"description": "Display help for TiddlyWiki commands",
"text": "Displays help text for a command:\n\n```\n--help [<command>]\n```\n\nIf the command name is omitted then a list of available commands is displayed.\n"
},
"$:/language/Help/import": {
"title": "$:/language/Help/import",
"description": "Import tiddlers from a file",
"text": "Import tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The deserializer must be explicitly specified, unlike the `load` command which infers the deserializer from the file extension.\n\n```\n--import <filepath> <deserializer> [<title>] [<encoding>]\n```\n\nThe deserializers in the core include:\n\n* application/javascript\n* application/json\n* application/x-tiddler\n* application/x-tiddler-html-div\n* application/x-tiddlers\n* text/html\n* text/plain\n\nThe title of the imported tiddler defaults to the filename.\n\nThe encoding defaults to \"utf8\", but can be \"base64\" for importing binary files.\n\nNote that TiddlyWiki will not import an older version of an already loaded plugin.\n"
},
"$:/language/Help/init": {
"title": "$:/language/Help/init",
"description": "Initialise a new wiki folder",
"text": "Initialise an empty [[WikiFolder|WikiFolders]] with a copy of the specified edition.\n\n```\n--init <edition> [<edition> ...]\n```\n\nFor example:\n\n```\ntiddlywiki ./MyWikiFolder --init empty\n```\n\nNote:\n\n* The wiki folder directory will be created if necessary\n* The \"edition\" defaults to ''empty''\n* The init command will fail if the wiki folder is not empty\n* The init command removes any `includeWikis` definitions in the edition's `tiddlywiki.info` file\n* When multiple editions are specified, editions initialised later will overwrite any files shared with earlier editions (so, the final `tiddlywiki.info` file will be copied from the last edition)\n* `--editions` returns a list of available editions\n"
},
"$:/language/Help/listen": {
"title": "$:/language/Help/listen",
"description": "Provides an HTTP server interface to TiddlyWiki",
"text": "Serves a wiki over HTTP.\n\nThe listen command uses NamedCommandParameters:\n\n```\n--listen [<name>=<value>]...\n```\n\nAll parameters are optional with safe defaults, and can be specified in any order. The recognised parameters are:\n\n* ''host'' - optional hostname to serve from (defaults to \"127.0.0.1\" aka \"localhost\")\n* ''path-prefix'' - optional prefix for paths\n* ''port'' - port number on which to listen; non-numeric values are interpreted as a system environment variable from which the port number is extracted (defaults to \"8080\")\n* ''credentials'' - pathname of credentials CSV file (relative to wiki folder)\n* ''anon-username'' - the username for signing edits for anonymous users\n* ''username'' - optional username for basic authentication\n* ''password'' - optional password for basic authentication\n* ''authenticated-user-header'' - optional name of header to be used for trusted authentication\n* ''readers'' - comma separated list of principals allowed to read from this wiki\n* ''writers'' - comma separated list of principals allowed to write to this wiki\n* ''csrf-disable'' - set to \"yes\" to disable CSRF checks (defaults to \"no\")\n* ''root-tiddler'' - the tiddler to serve at the root (defaults to \"$:/core/save/all\")\n* ''root-render-type'' - the content type to which the root tiddler should be rendered (defaults to \"text/plain\")\n* ''root-serve-type'' - the content type with which the root tiddler should be served (defaults to \"text/html\")\n* ''tls-cert'' - pathname of TLS certificate file (relative to wiki folder)\n* ''tls-key'' - pathname of TLS key file (relative to wiki folder)\n* ''debug-level'' - optional debug level; set to \"debug\" to view request details (defaults to \"none\")\n* ''gzip'' - set to \"yes\" to enable gzip compression for some http endpoints (defaults to \"no\")\n\nFor information on opening up your instance to the entire local network, and possible security concerns, see the WebServer tiddler at TiddlyWiki.com.\n\n"
},
"$:/language/Help/load": {
"title": "$:/language/Help/load",
"description": "Load tiddlers from a file",
"text": "Load tiddlers from TiddlyWiki (`.html`), `.tiddler`, `.tid`, `.json` or other local files. The processing applied to incoming files is determined by the file extension. Use the alternative `import` command if you need to specify the deserializer and encoding explicitly.\n\n```\n--load <filepath> [noerror]\n--load <dirpath> [noerror]\n```\n\nBy default, the load command raises an error if no tiddlers are found. The error can be suppressed by providing the optional \"noerror\" parameter.\n\nTo load tiddlers from an encrypted TiddlyWiki file you should first specify the password with the PasswordCommand. For example:\n\n```\ntiddlywiki ./MyWiki --password pa55w0rd --load my_encrypted_wiki.html\n```\n\nNote that TiddlyWiki will not load an older version of an already loaded plugin.\n"
},
"$:/language/Help/makelibrary": {
"title": "$:/language/Help/makelibrary",
"description": "Construct library plugin required by upgrade process",
"text": "Constructs the `$:/UpgradeLibrary` tiddler for the upgrade process.\n\nThe upgrade library is formatted as an ordinary plugin tiddler with the plugin type `library`. It contains a copy of each of the plugins, themes and language packs available within the TiddlyWiki5 repository.\n\nThis command is intended for internal use; it is only relevant to users constructing a custom upgrade procedure.\n\n```\n--makelibrary <title>\n```\n\nThe title argument defaults to `$:/UpgradeLibrary`.\n"
},
"$:/language/Help/notfound": {
"title": "$:/language/Help/notfound",
"text": "No such help item"
},
"$:/language/Help/output": {
"title": "$:/language/Help/output",
"description": "Set the base output directory for subsequent commands",
"text": "Sets the base output directory for subsequent commands. The default output directory is the `output` subdirectory of the edition directory.\n\n```\n--output <pathname>\n```\n\nIf the specified pathname is relative then it is resolved relative to the current working directory. For example `--output .` sets the output directory to the current working directory.\n\n"
},
"$:/language/Help/password": {
"title": "$:/language/Help/password",
"description": "Set a password for subsequent crypto operations",
"text": "Set a password for subsequent crypto operations\n\n```\n--password <password>\n```\n\n''Note'': This should not be used for serving TiddlyWiki with password protection. Instead, see the password option under the [[ServerCommand]].\n"
},
"$:/language/Help/render": {
"title": "$:/language/Help/render",
"description": "Renders individual tiddlers to files",
"text": "Render individual tiddlers identified by a filter and save the results to the specified files.\n\nOptionally, the title of a template tiddler can be specified. In this case, instead of directly rendering each tiddler, the template tiddler is rendered with the \"currentTiddler\" variable set to the title of the tiddler that is being rendered.\n\nA name and value for an additional variable may optionally also be specified.\n\n```\n--render <tiddler-filter> [<filename-filter>] [<render-type>] [<template>] [<name>] [<value>]\n```\n\n* ''tiddler-filter'': A filter identifying the tiddler(s) to be rendered\n* ''filename-filter'': Optional filter transforming tiddler titles into pathnames. If omitted, defaults to `[is[tiddler]addsuffix[.html]]`, which uses the unchanged tiddler title as the filename\n* ''render-type'': Optional render type: `text/html` (the default) returns the full HTML text and `text/plain` just returns the text content (ie it ignores HTML tags and other unprintable material)\n* ''template'': Optional template through which each tiddler is rendered\n* ''name'': Name of optional variable\n* ''value'': Value of optional variable\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nNotes:\n\n* The output directory is not cleared of any existing files\n* Any missing directories in the path to the filename are automatically created.\n* When referring to a tiddler with spaces in its title, take care to use both the quotes required by your shell and also TiddlyWiki's double square brackets : `--render \"[[Motovun Jack.jpg]]\"`\n* The filename filter is evaluated with the selected items being set to the title of the tiddler currently being rendered, allowing the title to be used as the basis for computing the filename. For example `[encodeuricomponent[]addprefix[static/]]` applies URI encoding to each title, and then adds the prefix `static/`\n* The `--render` command is a more flexible replacement for both the `--rendertiddler` and `--rendertiddlers` commands, which are deprecated\n\nExamples:\n\n* `--render \"[!is[system]]\" \"[encodeuricomponent[]addprefix[tiddlers/]addsuffix[.html]]\"` -- renders all non-system tiddlers as files in the subdirectory \"tiddlers\" with URL-encoded titles and the extension HTML\n\n"
},
"$:/language/Help/rendertiddler": {
"title": "$:/language/Help/rendertiddler",
"description": "Render an individual tiddler as a specified ContentType",
"text": "(Note: The `--rendertiddler` command is deprecated in favour of the new, more flexible `--render` command)\n\nRender an individual tiddler as a specified ContentType, defaulting to `text/html` and save it to the specified filename.\n\nOptionally the title of a template tiddler can be specified, in which case the template tiddler is rendered with the \"currentTiddler\" variable set to the tiddler that is being rendered (the first parameter value).\n\nA name and value for an additional variable may optionally also be specified.\n\n```\n--rendertiddler <title> <filename> [<type>] [<template>] [<name>] [<value>]\n```\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny missing directories in the path to the filename are automatically created.\n\nFor example, the following command saves all tiddlers matching the filter `[tag[done]]` to a JSON file titled `output.json` by employing the core template `$:/core/templates/exporters/JsonFile`.\n\n```\n--rendertiddler \"$:/core/templates/exporters/JsonFile\" output.json text/plain \"\" exportFilter \"[tag[done]]\"\n```\n"
},
"$:/language/Help/rendertiddlers": {
"title": "$:/language/Help/rendertiddlers",
"description": "Render tiddlers matching a filter to a specified ContentType",
"text": "(Note: The `--rendertiddlers` command is deprecated in favour of the new, more flexible `--render` command)\n\nRender a set of tiddlers matching a filter to separate files of a specified ContentType (defaults to `text/html`) and extension (defaults to `.html`).\n\n```\n--rendertiddlers <filter> <template> <pathname> [<type>] [<extension>] [\"noclean\"]\n```\n\nFor example:\n\n```\n--rendertiddlers [!is[system]] $:/core/templates/static.tiddler.html ./static text/plain\n```\n\nBy default, the pathname is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny files in the target directory are deleted unless the ''noclean'' flag is specified. The target directory is recursively created if it is missing.\n"
},
"$:/language/Help/save": {
"title": "$:/language/Help/save",
"description": "Saves individual raw tiddlers to files",
"text": "Saves individual tiddlers identified by a filter in their raw text or binary format to the specified files.\n\n```\n--save <tiddler-filter> <filename-filter>\n```\n\n* ''tiddler-filter'': A filter identifying the tiddler(s) to be saved\n* ''filename-filter'': Optional filter transforming tiddler titles into pathnames. If omitted, defaults to `[is[tiddler]]`, which uses the unchanged tiddler title as the filename\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nNotes:\n\n* The output directory is not cleared of any existing files\n* Any missing directories in the path to the filename are automatically created.\n* When saving a tiddler with spaces in its title, take care to use both the quotes required by your shell and also TiddlyWiki's double square brackets : `--save \"[[Motovun Jack.jpg]]\"`\n* The filename filter is evaluated with the selected items being set to the title of the tiddler currently being saved, allowing the title to be used as the basis for computing the filename. For example `[encodeuricomponent[]addprefix[static/]]` applies URI encoding to each title, and then adds the prefix `static/`\n* The `--save` command is a more flexible replacement for both the `--savetiddler` and `--savetiddlers` commands, which are deprecated\n\nExamples:\n\n* `--save \"[!is[system]is[image]]\" \"[encodeuricomponent[]addprefix[tiddlers/]]\"` -- saves all non-system image tiddlers as files in the subdirectory \"tiddlers\" with URL-encoded titles\n"
},
"$:/language/Help/savetiddler": {
"title": "$:/language/Help/savetiddler",
"description": "Saves a raw tiddler to a file",
"text": "(Note: The `--savetiddler` command is deprecated in favour of the new, more flexible `--save` command)\n\nSaves an individual tiddler in its raw text or binary format to the specified filename.\n\n```\n--savetiddler <title> <filename>\n```\n\nBy default, the filename is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nAny missing directories in the path to the filename are automatically created.\n"
},
"$:/language/Help/savetiddlers": {
"title": "$:/language/Help/savetiddlers",
"description": "Saves a group of raw tiddlers to a directory",
"text": "(Note: The `--savetiddlers` command is deprecated in favour of the new, more flexible `--save` command)\n\nSaves a group of tiddlers in their raw text or binary format to the specified directory.\n\n```\n--savetiddlers <filter> <pathname> [\"noclean\"]\n```\n\nBy default, the pathname is resolved relative to the `output` subdirectory of the edition directory. The `--output` command can be used to direct output to a different directory.\n\nThe output directory is cleared of existing files before saving the specified files. The deletion can be disabled by specifying the ''noclean'' flag.\n\nAny missing directories in the pathname are automatically created.\n"
},
"$:/language/Help/savewikifolder": {
"title": "$:/language/Help/savewikifolder",
"description": "Saves a wiki to a new wiki folder",
"text": "<<.from-version \"5.1.20\">> Saves the current wiki as a wiki folder, including tiddlers, plugins and configuration:\n\n```\n--savewikifolder <wikifolderpath> [<filter>]\n```\n\n* The target wiki folder must be empty or non-existent\n* The filter specifies which tiddlers should be included. It is optional, defaulting to `[all[tiddlers]]`\n* Plugins from the official plugin library are replaced with references to those plugins in the `tiddlywiki.info` file\n* Custom plugins are unpacked into their own folder\n\nA common usage is to convert a TiddlyWiki HTML file into a wiki folder:\n\n```\ntiddlywiki --load ./mywiki.html --savewikifolder ./mywikifolder\n```\n"
},
"$:/language/Help/server": {
"title": "$:/language/Help/server",
"description": "Provides an HTTP server interface to TiddlyWiki (deprecated in favour of the new listen command)",
"text": "Legacy command to serve a wiki over HTTP.\n\n```\n--server <port> <root-tiddler> <root-render-type> <root-serve-type> <username> <password> <host> <path-prefix> <debug-level>\n```\n\nThe parameters are:\n\n* ''port'' - port number on which to listen; non-numeric values are interpreted as a system environment variable from which the port number is extracted (defaults to \"8080\")\n* ''root-tiddler'' - the tiddler to serve at the root (defaults to \"$:/core/save/all\")\n* ''root-render-type'' - the content type to which the root tiddler should be rendered (defaults to \"text/plain\")\n* ''root-serve-type'' - the content type with which the root tiddler should be served (defaults to \"text/html\")\n* ''username'' - the default username for signing edits\n* ''password'' - optional password for basic authentication\n* ''host'' - optional hostname to serve from (defaults to \"127.0.0.1\" aka \"localhost\")\n* ''path-prefix'' - optional prefix for paths\n* ''debug-level'' - optional debug level; set to \"debug\" to view request details (defaults to \"none\")\n\nIf the password parameter is specified then the browser will prompt the user for the username and password. Note that the password is transmitted in plain text so this implementation should only be used on a trusted network or over HTTPS.\n\nFor example:\n\n```\n--server 8080 $:/core/save/all text/plain text/html MyUserName passw0rd\n```\n\nThe username and password can be specified as empty strings if you need to set the hostname or pathprefix and don't want to require a password.\n\n\n```\n--server 8080 $:/core/save/all text/plain text/html \"\" \"\" 192.168.0.245\n```\n\nUsing an address like this exposes your system to the local network. For information on opening up your instance to the entire local network, and possible security concerns, see the WebServer tiddler at TiddlyWiki.com.\n\nTo run multiple TiddlyWiki servers at the same time you'll need to put each one on a different port. It can be useful to use an environment variable to pass the port number to the Node.js process. This example references an environment variable called \"MY_PORT_NUMBER\":\n\n```\n--server MY_PORT_NUMBER $:/core/save/all text/plain text/html MyUserName passw0rd\n```\n"
},
"$:/language/Help/setfield": {
"title": "$:/language/Help/setfield",
"description": "Prepares external tiddlers for use",
"text": "//Note that this command is experimental and may change or be replaced before being finalised//\n\nSets the specified field of a group of tiddlers to the result of wikifying a template tiddler with the `currentTiddler` variable set to the tiddler.\n\n```\n--setfield <filter> <fieldname> <templatetitle> <rendertype>\n```\n\nThe parameters are:\n\n* ''filter'' - filter identifying the tiddlers to be affected\n* ''fieldname'' - the field to modify (defaults to \"text\")\n* ''templatetitle'' - the tiddler to wikify into the specified field. If blank or missing then the specified field is deleted\n* ''rendertype'' - the text type to render (defaults to \"text/plain\"; \"text/html\" can be used to include HTML tags)\n"
},
"$:/language/Help/unpackplugin": {
"title": "$:/language/Help/unpackplugin",
"description": "Unpack the payload tiddlers from a plugin",
"text": "Extract the payload tiddlers from a plugin, creating them as ordinary tiddlers:\n\n```\n--unpackplugin <title>\n```\n"
},
"$:/language/Help/verbose": {
"title": "$:/language/Help/verbose",
"description": "Triggers verbose output mode",
"text": "Triggers verbose output, useful for debugging\n\n```\n--verbose\n```\n"
},
"$:/language/Help/version": {
"title": "$:/language/Help/version",
"description": "Displays the version number of TiddlyWiki",
"text": "Displays the version number of TiddlyWiki.\n\n```\n--version\n```\n"
},
"$:/language/Import/Imported/Hint": {
"title": "$:/language/Import/Imported/Hint",
"text": "The following tiddlers were imported:"
},
"$:/language/Import/Listing/Cancel/Caption": {
"title": "$:/language/Import/Listing/Cancel/Caption",
"text": "Cancel"
},
"$:/language/Import/Listing/Hint": {
"title": "$:/language/Import/Listing/Hint",
"text": "These tiddlers are ready to import:"
},
"$:/language/Import/Listing/Import/Caption": {
"title": "$:/language/Import/Listing/Import/Caption",
"text": "Import"
},
"$:/language/Import/Listing/Select/Caption": {
"title": "$:/language/Import/Listing/Select/Caption",
"text": "Select"
},
"$:/language/Import/Listing/Status/Caption": {
"title": "$:/language/Import/Listing/Status/Caption",
"text": "Status"
},
"$:/language/Import/Listing/Title/Caption": {
"title": "$:/language/Import/Listing/Title/Caption",
"text": "Title"
},
"$:/language/Import/Listing/Preview": {
"title": "$:/language/Import/Listing/Preview",
"text": "Preview:"
},
"$:/language/Import/Listing/Preview/Text": {
"title": "$:/language/Import/Listing/Preview/Text",
"text": "Text"
},
"$:/language/Import/Listing/Preview/TextRaw": {
"title": "$:/language/Import/Listing/Preview/TextRaw",
"text": "Text (Raw)"
},
"$:/language/Import/Listing/Preview/Fields": {
"title": "$:/language/Import/Listing/Preview/Fields",
"text": "Fields"
},
"$:/language/Import/Listing/Preview/Diff": {
"title": "$:/language/Import/Listing/Preview/Diff",
"text": "Diff"
},
"$:/language/Import/Listing/Preview/DiffFields": {
"title": "$:/language/Import/Listing/Preview/DiffFields",
"text": "Diff (Fields)"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible",
"text": "Blocked incompatible or obsolete plugin"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Version": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Version",
"text": "Blocked plugin (due to incoming <<incoming>> being older than existing <<existing>>)"
},
"$:/language/Import/Upgrader/Plugins/Upgraded": {
"title": "$:/language/Import/Upgrader/Plugins/Upgraded",
"text": "Upgraded plugin from <<incoming>> to <<upgraded>>"
},
"$:/language/Import/Upgrader/State/Suppressed": {
"title": "$:/language/Import/Upgrader/State/Suppressed",
"text": "Blocked temporary state tiddler"
},
"$:/language/Import/Upgrader/System/Suppressed": {
"title": "$:/language/Import/Upgrader/System/Suppressed",
"text": "Blocked system tiddler"
},
"$:/language/Import/Upgrader/System/Warning": {
"title": "$:/language/Import/Upgrader/System/Warning",
"text": "Core module tiddler"
},
"$:/language/Import/Upgrader/System/Alert": {
"title": "$:/language/Import/Upgrader/System/Alert",
"text": "You are about to import a tiddler that will overwrite a core module tiddler. This is not recommended as it may make the system unstable"
},
"$:/language/Import/Upgrader/ThemeTweaks/Created": {
"title": "$:/language/Import/Upgrader/ThemeTweaks/Created",
"text": "Migrated theme tweak from <$text text=<<from>>/>"
},
"$:/language/AboveStory/ClassicPlugin/Warning": {
"title": "$:/language/AboveStory/ClassicPlugin/Warning",
"text": "It looks like you are trying to load a plugin designed for ~TiddlyWiki Classic. Please note that [[these plugins do not work with TiddlyWiki version 5.x.x|https://tiddlywiki.com/#TiddlyWikiClassic]]. ~TiddlyWiki Classic plugins detected:"
},
"$:/language/BinaryWarning/Prompt": {
"title": "$:/language/BinaryWarning/Prompt",
"text": "This tiddler contains binary data"
},
"$:/language/ClassicWarning/Hint": {
"title": "$:/language/ClassicWarning/Hint",
"text": "This tiddler is written in TiddlyWiki Classic wiki text format, which is not fully compatible with TiddlyWiki version 5. See https://tiddlywiki.com/static/Upgrading.html for more details."
},
"$:/language/ClassicWarning/Upgrade/Caption": {
"title": "$:/language/ClassicWarning/Upgrade/Caption",
"text": "upgrade"
},
"$:/language/CloseAll/Button": {
"title": "$:/language/CloseAll/Button",
"text": "close all"
},
"$:/language/ColourPicker/Recent": {
"title": "$:/language/ColourPicker/Recent",
"text": "Recent:"
},
"$:/language/ConfirmCancelTiddler": {
"title": "$:/language/ConfirmCancelTiddler",
"text": "Do you wish to discard changes to the tiddler \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmDeleteTiddler": {
"title": "$:/language/ConfirmDeleteTiddler",
"text": "Do you wish to delete the tiddler \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmOverwriteTiddler": {
"title": "$:/language/ConfirmOverwriteTiddler",
"text": "Do you wish to overwrite the tiddler \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmEditShadowTiddler": {
"title": "$:/language/ConfirmEditShadowTiddler",
"text": "You are about to edit a ShadowTiddler. Any changes will override the default system making future upgrades non-trivial. Are you sure you want to edit \"<$text text=<<title>>/>\"?"
},
"$:/language/Count": {
"title": "$:/language/Count",
"text": "count"
},
"$:/language/DefaultNewTiddlerTitle": {
"title": "$:/language/DefaultNewTiddlerTitle",
"text": "New Tiddler"
},
"$:/language/Diffs/CountMessage": {
"title": "$:/language/Diffs/CountMessage",
"text": "<<diff-count>> differences"
},
"$:/language/DropMessage": {
"title": "$:/language/DropMessage",
"text": "Drop here (or use the 'Escape' key to cancel)"
},
"$:/language/Encryption/Cancel": {
"title": "$:/language/Encryption/Cancel",
"text": "Cancel"
},
"$:/language/Encryption/ConfirmClearPassword": {
"title": "$:/language/Encryption/ConfirmClearPassword",
"text": "Do you wish to clear the password? This will remove the encryption applied when saving this wiki"
},
"$:/language/Encryption/PromptSetPassword": {
"title": "$:/language/Encryption/PromptSetPassword",
"text": "Set a new password for this TiddlyWiki"
},
"$:/language/Encryption/Username": {
"title": "$:/language/Encryption/Username",
"text": "Username"
},
"$:/language/Encryption/Password": {
"title": "$:/language/Encryption/Password",
"text": "Password"
},
"$:/language/Encryption/RepeatPassword": {
"title": "$:/language/Encryption/RepeatPassword",
"text": "Repeat password"
},
"$:/language/Encryption/PasswordNoMatch": {
"title": "$:/language/Encryption/PasswordNoMatch",
"text": "Passwords do not match"
},
"$:/language/Encryption/SetPassword": {
"title": "$:/language/Encryption/SetPassword",
"text": "Set password"
},
"$:/language/Error/Caption": {
"title": "$:/language/Error/Caption",
"text": "Error"
},
"$:/language/Error/EditConflict": {
"title": "$:/language/Error/EditConflict",
"text": "File changed on server"
},
"$:/language/Error/Filter": {
"title": "$:/language/Error/Filter",
"text": "Filter error"
},
"$:/language/Error/FilterSyntax": {
"title": "$:/language/Error/FilterSyntax",
"text": "Syntax error in filter expression"
},
"$:/language/Error/IsFilterOperator": {
"title": "$:/language/Error/IsFilterOperator",
"text": "Filter Error: Unknown operand for the 'is' filter operator"
},
"$:/language/Error/LoadingPluginLibrary": {
"title": "$:/language/Error/LoadingPluginLibrary",
"text": "Error loading plugin library"
},
"$:/language/Error/NetworkErrorAlert": {
"title": "$:/language/Error/NetworkErrorAlert",
"text": "`<h2>''Network Error''</h2>It looks like the connection to the server has been lost. This may indicate a problem with your network connection. Please attempt to restore network connectivity before continuing.<br><br>''Any unsaved changes will be automatically synchronised when connectivity is restored''.`"
},
"$:/language/Error/RecursiveTransclusion": {
"title": "$:/language/Error/RecursiveTransclusion",
"text": "Recursive transclusion error in transclude widget"
},
"$:/language/Error/RetrievingSkinny": {
"title": "$:/language/Error/RetrievingSkinny",
"text": "Error retrieving skinny tiddler list"
},
"$:/language/Error/SavingToTWEdit": {
"title": "$:/language/Error/SavingToTWEdit",
"text": "Error saving to TWEdit"
},
"$:/language/Error/WhileSaving": {
"title": "$:/language/Error/WhileSaving",
"text": "Error while saving"
},
"$:/language/Error/XMLHttpRequest": {
"title": "$:/language/Error/XMLHttpRequest",
"text": "XMLHttpRequest error code"
},
"$:/language/InternalJavaScriptError/Title": {
"title": "$:/language/InternalJavaScriptError/Title",
"text": "Internal JavaScript Error"
},
"$:/language/InternalJavaScriptError/Hint": {
"title": "$:/language/InternalJavaScriptError/Hint",
"text": "Well, this is embarrassing. It is recommended that you restart TiddlyWiki by refreshing your browser"
},
"$:/language/InvalidFieldName": {
"title": "$:/language/InvalidFieldName",
"text": "Illegal characters in field name \"<$text text=<<fieldName>>/>\". Fields can only contain lowercase letters, digits and the characters underscore (`_`), hyphen (`-`) and period (`.`)"
},
"$:/language/LazyLoadingWarning": {
"title": "$:/language/LazyLoadingWarning",
"text": "<p>Trying to load external content from ''<$text text={{!!_canonical_uri}}/>''</p><p>If this message doesn't disappear, either the tiddler content type doesn't match the type of the external content, or you may be using a browser that doesn't support external content for wikis loaded as standalone files. See https://tiddlywiki.com/#ExternalText</p>"
},
"$:/language/LoginToTiddlySpace": {
"title": "$:/language/LoginToTiddlySpace",
"text": "Login to TiddlySpace"
},
"$:/language/Manager/Controls/FilterByTag/None": {
"title": "$:/language/Manager/Controls/FilterByTag/None",
"text": "(none)"
},
"$:/language/Manager/Controls/FilterByTag/Prompt": {
"title": "$:/language/Manager/Controls/FilterByTag/Prompt",
"text": "Filter by tag:"
},
"$:/language/Manager/Controls/Order/Prompt": {
"title": "$:/language/Manager/Controls/Order/Prompt",
"text": "Reverse order"
},
"$:/language/Manager/Controls/Search/Placeholder": {
"title": "$:/language/Manager/Controls/Search/Placeholder",
"text": "Search"
},
"$:/language/Manager/Controls/Search/Prompt": {
"title": "$:/language/Manager/Controls/Search/Prompt",
"text": "Search:"
},
"$:/language/Manager/Controls/Show/Option/Tags": {
"title": "$:/language/Manager/Controls/Show/Option/Tags",
"text": "tags"
},
"$:/language/Manager/Controls/Show/Option/Tiddlers": {
"title": "$:/language/Manager/Controls/Show/Option/Tiddlers",
"text": "tiddlers"
},
"$:/language/Manager/Controls/Show/Prompt": {
"title": "$:/language/Manager/Controls/Show/Prompt",
"text": "Show:"
},
"$:/language/Manager/Controls/Sort/Prompt": {
"title": "$:/language/Manager/Controls/Sort/Prompt",
"text": "Sort by:"
},
"$:/language/Manager/Item/Colour": {
"title": "$:/language/Manager/Item/Colour",
"text": "Colour"
},
"$:/language/Manager/Item/Fields": {
"title": "$:/language/Manager/Item/Fields",
"text": "Fields"
},
"$:/language/Manager/Item/Icon/None": {
"title": "$:/language/Manager/Item/Icon/None",
"text": "(none)"
},
"$:/language/Manager/Item/Icon": {
"title": "$:/language/Manager/Item/Icon",
"text": "Icon"
},
"$:/language/Manager/Item/RawText": {
"title": "$:/language/Manager/Item/RawText",
"text": "Raw text"
},
"$:/language/Manager/Item/Tags": {
"title": "$:/language/Manager/Item/Tags",
"text": "Tags"
},
"$:/language/Manager/Item/Tools": {
"title": "$:/language/Manager/Item/Tools",
"text": "Tools"
},
"$:/language/Manager/Item/WikifiedText": {
"title": "$:/language/Manager/Item/WikifiedText",
"text": "Wikified text"
},
"$:/language/MissingTiddler/Hint": {
"title": "$:/language/MissingTiddler/Hint",
"text": "Missing tiddler \"<$text text=<<currentTiddler>>/>\" -- click {{||$:/core/ui/Buttons/edit}} to create"
},
"$:/language/No": {
"title": "$:/language/No",
"text": "No"
},
"$:/language/OfficialPluginLibrary": {
"title": "$:/language/OfficialPluginLibrary",
"text": "Official ~TiddlyWiki Plugin Library"
},
"$:/language/OfficialPluginLibrary/Hint": {
"title": "$:/language/OfficialPluginLibrary/Hint",
"text": "The official ~TiddlyWiki plugin library at tiddlywiki.com. Plugins, themes and language packs are maintained by the core team."
},
"$:/language/PluginReloadWarning": {
"title": "$:/language/PluginReloadWarning",
"text": "Please save {{$:/core/ui/Buttons/save-wiki}} and reload {{$:/core/ui/Buttons/refresh}} to allow changes to ~JavaScript plugins to take effect"
},
"$:/language/RecentChanges/DateFormat": {
"title": "$:/language/RecentChanges/DateFormat",
"text": "DDth MMM YYYY"
},
"$:/language/SystemTiddler/Tooltip": {
"title": "$:/language/SystemTiddler/Tooltip",
"text": "This is a system tiddler"
},
"$:/language/SystemTiddlers/Include/Prompt": {
"title": "$:/language/SystemTiddlers/Include/Prompt",
"text": "Include system tiddlers"
},
"$:/language/TagManager/Colour/Heading": {
"title": "$:/language/TagManager/Colour/Heading",
"text": "Colour"
},
"$:/language/TagManager/Count/Heading": {
"title": "$:/language/TagManager/Count/Heading",
"text": "Count"
},
"$:/language/TagManager/Icon/Heading": {
"title": "$:/language/TagManager/Icon/Heading",
"text": "Icon"
},
"$:/language/TagManager/Icons/None": {
"title": "$:/language/TagManager/Icons/None",
"text": "None"
},
"$:/language/TagManager/Info/Heading": {
"title": "$:/language/TagManager/Info/Heading",
"text": "Info"
},
"$:/language/TagManager/Tag/Heading": {
"title": "$:/language/TagManager/Tag/Heading",
"text": "Tag"
},
"$:/language/Tiddler/DateFormat": {
"title": "$:/language/Tiddler/DateFormat",
"text": "DDth MMM YYYY at hh12:0mmam"
},
"$:/language/UnsavedChangesWarning": {
"title": "$:/language/UnsavedChangesWarning",
"text": "You have unsaved changes in TiddlyWiki"
},
"$:/language/Yes": {
"title": "$:/language/Yes",
"text": "Yes"
},
"$:/language/Modals/Download": {
"title": "$:/language/Modals/Download",
"subtitle": "Download changes",
"footer": "<$button message=\"tm-close-tiddler\">Close</$button>",
"help": "https://tiddlywiki.com/static/DownloadingChanges.html",
"text": "Your browser only supports manual saving.\n\nTo save your modified wiki, right click on the download link below and select \"Download file\" or \"Save file\", and then choose the folder and filename.\n\n//You can marginally speed things up by clicking the link with the control key (Windows) or the options/alt key (Mac OS X). You will not be prompted for the folder or filename, but your browser is likely to give it an unrecognisable name -- you may need to rename the file to include an `.html` extension before you can do anything useful with it.//\n\nOn smartphones that do not allow files to be downloaded you can instead bookmark the link, and then sync your bookmarks to a desktop computer from where the wiki can be saved normally.\n"
},
"$:/language/Modals/SaveInstructions": {
"title": "$:/language/Modals/SaveInstructions",
"subtitle": "Save your work",
"footer": "<$button message=\"tm-close-tiddler\">Close</$button>",
"help": "https://tiddlywiki.com/static/SavingChanges.html",
"text": "Your changes to this wiki need to be saved as a ~TiddlyWiki HTML file.\n\n!!! Desktop browsers\n\n# Select ''Save As'' from the ''File'' menu\n# Choose a filename and location\n#* Some browsers also require you to explicitly specify the file saving format as ''Webpage, HTML only'' or similar\n# Close this tab\n\n!!! Smartphone browsers\n\n# Create a bookmark to this page\n#* If you've got iCloud or Google Sync set up then the bookmark will automatically sync to your desktop where you can open it and save it as above\n# Close this tab\n\n//If you open the bookmark again in Mobile Safari you will see this message again. If you want to go ahead and use the file, just click the ''close'' button below//\n"
},
"$:/config/NewJournal/Title": {
"title": "$:/config/NewJournal/Title",
"text": "DDth MMM YYYY"
},
"$:/config/NewJournal/Text": {
"title": "$:/config/NewJournal/Text",
"text": ""
},
"$:/config/NewJournal/Tags": {
"title": "$:/config/NewJournal/Tags",
"tags": "Journal"
},
"$:/language/Notifications/Save/Done": {
"title": "$:/language/Notifications/Save/Done",
"text": "Saved wiki"
},
"$:/language/Notifications/Save/Starting": {
"title": "$:/language/Notifications/Save/Starting",
"text": "Starting to save wiki"
},
"$:/language/Notifications/CopiedToClipboard/Succeeded": {
"title": "$:/language/Notifications/CopiedToClipboard/Succeeded",
"text": "Copied to clipboard!"
},
"$:/language/Notifications/CopiedToClipboard/Failed": {
"title": "$:/language/Notifications/CopiedToClipboard/Failed",
"text": "Failed to copy to clipboard!"
},
"$:/language/Search/DefaultResults/Caption": {
"title": "$:/language/Search/DefaultResults/Caption",
"text": "List"
},
"$:/language/Search/Filter/Caption": {
"title": "$:/language/Search/Filter/Caption",
"text": "Filter"
},
"$:/language/Search/Filter/Hint": {
"title": "$:/language/Search/Filter/Hint",
"text": "Search via a [[filter expression|https://tiddlywiki.com/static/Filters.html]]"
},
"$:/language/Search/Filter/Matches": {
"title": "$:/language/Search/Filter/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/Matches": {
"title": "$:/language/Search/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/Matches/All": {
"title": "$:/language/Search/Matches/All",
"text": "All matches:"
},
"$:/language/Search/Matches/Title": {
"title": "$:/language/Search/Matches/Title",
"text": "Title matches:"
},
"$:/language/Search/Search": {
"title": "$:/language/Search/Search",
"text": "Search"
},
"$:/language/Search/Search/TooShort": {
"title": "$:/language/Search/Search/TooShort",
"text": "Search text too short"
},
"$:/language/Search/Shadows/Caption": {
"title": "$:/language/Search/Shadows/Caption",
"text": "Shadows"
},
"$:/language/Search/Shadows/Hint": {
"title": "$:/language/Search/Shadows/Hint",
"text": "Search for shadow tiddlers"
},
"$:/language/Search/Shadows/Matches": {
"title": "$:/language/Search/Shadows/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/Standard/Caption": {
"title": "$:/language/Search/Standard/Caption",
"text": "Standard"
},
"$:/language/Search/Standard/Hint": {
"title": "$:/language/Search/Standard/Hint",
"text": "Search for standard tiddlers"
},
"$:/language/Search/Standard/Matches": {
"title": "$:/language/Search/Standard/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/Search/System/Caption": {
"title": "$:/language/Search/System/Caption",
"text": "System"
},
"$:/language/Search/System/Hint": {
"title": "$:/language/Search/System/Hint",
"text": "Search for system tiddlers"
},
"$:/language/Search/System/Matches": {
"title": "$:/language/Search/System/Matches",
"text": "//<small><<resultCount>> matches</small>//"
},
"$:/language/SideBar/All/Caption": {
"title": "$:/language/SideBar/All/Caption",
"text": "All"
},
"$:/language/SideBar/Contents/Caption": {
"title": "$:/language/SideBar/Contents/Caption",
"text": "Contents"
},
"$:/language/SideBar/Drafts/Caption": {
"title": "$:/language/SideBar/Drafts/Caption",
"text": "Drafts"
},
"$:/language/SideBar/Explorer/Caption": {
"title": "$:/language/SideBar/Explorer/Caption",
"text": "Explorer"
},
"$:/language/SideBar/Missing/Caption": {
"title": "$:/language/SideBar/Missing/Caption",
"text": "Missing"
},
"$:/language/SideBar/More/Caption": {
"title": "$:/language/SideBar/More/Caption",
"text": "More"
},
"$:/language/SideBar/Open/Caption": {
"title": "$:/language/SideBar/Open/Caption",
"text": "Open"
},
"$:/language/SideBar/Orphans/Caption": {
"title": "$:/language/SideBar/Orphans/Caption",
"text": "Orphans"
},
"$:/language/SideBar/Recent/Caption": {
"title": "$:/language/SideBar/Recent/Caption",
"text": "Recent"
},
"$:/language/SideBar/Shadows/Caption": {
"title": "$:/language/SideBar/Shadows/Caption",
"text": "Shadows"
},
"$:/language/SideBar/System/Caption": {
"title": "$:/language/SideBar/System/Caption",
"text": "System"
},
"$:/language/SideBar/Tags/Caption": {
"title": "$:/language/SideBar/Tags/Caption",
"text": "Tags"
},
"$:/language/SideBar/Tags/Untagged/Caption": {
"title": "$:/language/SideBar/Tags/Untagged/Caption",
"text": "untagged"
},
"$:/language/SideBar/Tools/Caption": {
"title": "$:/language/SideBar/Tools/Caption",
"text": "Tools"
},
"$:/language/SideBar/Types/Caption": {
"title": "$:/language/SideBar/Types/Caption",
"text": "Types"
},
"$:/SiteSubtitle": {
"title": "$:/SiteSubtitle",
"text": "a non-linear personal web notebook"
},
"$:/SiteTitle": {
"title": "$:/SiteTitle",
"text": "My ~TiddlyWiki"
},
"$:/language/Snippets/ListByTag": {
"title": "$:/language/Snippets/ListByTag",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "List of tiddlers by tag",
"text": "<<list-links \"[tag[task]sort[title]]\">>\n"
},
"$:/language/Snippets/MacroDefinition": {
"title": "$:/language/Snippets/MacroDefinition",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "Macro definition",
"text": "\\define macroName(param1:\"default value\",param2)\nText of the macro\n\\end\n"
},
"$:/language/Snippets/Table4x3": {
"title": "$:/language/Snippets/Table4x3",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "Table with 4 columns by 3 rows",
"text": "|! |!Alpha |!Beta |!Gamma |!Delta |\n|!One | | | | |\n|!Two | | | | |\n|!Three | | | | |\n"
},
"$:/language/Snippets/TableOfContents": {
"title": "$:/language/Snippets/TableOfContents",
"tags": "$:/tags/TextEditor/Snippet",
"caption": "Table of Contents",
"text": "<div class=\"tc-table-of-contents\">\n\n<<toc-selective-expandable 'TableOfContents'>>\n\n</div>"
},
"$:/language/ThemeTweaks/ThemeTweaks": {
"title": "$:/language/ThemeTweaks/ThemeTweaks",
"text": "Theme Tweaks"
},
"$:/language/ThemeTweaks/ThemeTweaks/Hint": {
"title": "$:/language/ThemeTweaks/ThemeTweaks/Hint",
"text": "You can tweak certain aspects of the ''Vanilla'' theme."
},
"$:/language/ThemeTweaks/Options": {
"title": "$:/language/ThemeTweaks/Options",
"text": "Options"
},
"$:/language/ThemeTweaks/Options/SidebarLayout": {
"title": "$:/language/ThemeTweaks/Options/SidebarLayout",
"text": "Sidebar layout"
},
"$:/language/ThemeTweaks/Options/SidebarLayout/Fixed-Fluid": {
"title": "$:/language/ThemeTweaks/Options/SidebarLayout/Fixed-Fluid",
"text": "Fixed story, fluid sidebar"
},
"$:/language/ThemeTweaks/Options/SidebarLayout/Fluid-Fixed": {
"title": "$:/language/ThemeTweaks/Options/SidebarLayout/Fluid-Fixed",
"text": "Fluid story, fixed sidebar"
},
"$:/language/ThemeTweaks/Options/StickyTitles": {
"title": "$:/language/ThemeTweaks/Options/StickyTitles",
"text": "Sticky titles"
},
"$:/language/ThemeTweaks/Options/StickyTitles/Hint": {
"title": "$:/language/ThemeTweaks/Options/StickyTitles/Hint",
"text": "Causes tiddler titles to \"stick\" to the top of the browser window"
},
"$:/language/ThemeTweaks/Options/CodeWrapping": {
"title": "$:/language/ThemeTweaks/Options/CodeWrapping",
"text": "Wrap long lines in code blocks"
},
"$:/language/ThemeTweaks/Settings": {
"title": "$:/language/ThemeTweaks/Settings",
"text": "Settings"
},
"$:/language/ThemeTweaks/Settings/FontFamily": {
"title": "$:/language/ThemeTweaks/Settings/FontFamily",
"text": "Font family"
},
"$:/language/ThemeTweaks/Settings/CodeFontFamily": {
"title": "$:/language/ThemeTweaks/Settings/CodeFontFamily",
"text": "Code font family"
},
"$:/language/ThemeTweaks/Settings/EditorFontFamily": {
"title": "$:/language/ThemeTweaks/Settings/EditorFontFamily",
"text": "Editor font family"
},
"$:/language/ThemeTweaks/Settings/BackgroundImage": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImage",
"text": "Page background image"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageAttachment": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageAttachment",
"text": "Page background image attachment"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Scroll": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Scroll",
"text": "Scroll with tiddlers"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Fixed": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageAttachment/Fixed",
"text": "Fixed to window"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize",
"text": "Page background image size"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize/Auto": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize/Auto",
"text": "Auto"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize/Cover": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize/Cover",
"text": "Cover"
},
"$:/language/ThemeTweaks/Settings/BackgroundImageSize/Contain": {
"title": "$:/language/ThemeTweaks/Settings/BackgroundImageSize/Contain",
"text": "Contain"
},
"$:/language/ThemeTweaks/Metrics": {
"title": "$:/language/ThemeTweaks/Metrics",
"text": "Sizes"
},
"$:/language/ThemeTweaks/Metrics/FontSize": {
"title": "$:/language/ThemeTweaks/Metrics/FontSize",
"text": "Font size"
},
"$:/language/ThemeTweaks/Metrics/LineHeight": {
"title": "$:/language/ThemeTweaks/Metrics/LineHeight",
"text": "Line height"
},
"$:/language/ThemeTweaks/Metrics/BodyFontSize": {
"title": "$:/language/ThemeTweaks/Metrics/BodyFontSize",
"text": "Font size for tiddler body"
},
"$:/language/ThemeTweaks/Metrics/BodyLineHeight": {
"title": "$:/language/ThemeTweaks/Metrics/BodyLineHeight",
"text": "Line height for tiddler body"
},
"$:/language/ThemeTweaks/Metrics/StoryLeft": {
"title": "$:/language/ThemeTweaks/Metrics/StoryLeft",
"text": "Story left position"
},
"$:/language/ThemeTweaks/Metrics/StoryLeft/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryLeft/Hint",
"text": "how far the left margin of the story river<br>(tiddler area) is from the left of the page"
},
"$:/language/ThemeTweaks/Metrics/StoryTop": {
"title": "$:/language/ThemeTweaks/Metrics/StoryTop",
"text": "Story top position"
},
"$:/language/ThemeTweaks/Metrics/StoryTop/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryTop/Hint",
"text": "how far the top margin of the story river<br>is from the top of the page"
},
"$:/language/ThemeTweaks/Metrics/StoryRight": {
"title": "$:/language/ThemeTweaks/Metrics/StoryRight",
"text": "Story right"
},
"$:/language/ThemeTweaks/Metrics/StoryRight/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryRight/Hint",
"text": "how far the left margin of the sidebar <br>is from the left of the page"
},
"$:/language/ThemeTweaks/Metrics/StoryWidth": {
"title": "$:/language/ThemeTweaks/Metrics/StoryWidth",
"text": "Story width"
},
"$:/language/ThemeTweaks/Metrics/StoryWidth/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/StoryWidth/Hint",
"text": "the overall width of the story river"
},
"$:/language/ThemeTweaks/Metrics/TiddlerWidth": {
"title": "$:/language/ThemeTweaks/Metrics/TiddlerWidth",
"text": "Tiddler width"
},
"$:/language/ThemeTweaks/Metrics/TiddlerWidth/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/TiddlerWidth/Hint",
"text": "within the story river"
},
"$:/language/ThemeTweaks/Metrics/SidebarBreakpoint": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarBreakpoint",
"text": "Sidebar breakpoint"
},
"$:/language/ThemeTweaks/Metrics/SidebarBreakpoint/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarBreakpoint/Hint",
"text": "the minimum page width at which the story<br>river and sidebar will appear side by side"
},
"$:/language/ThemeTweaks/Metrics/SidebarWidth": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarWidth",
"text": "Sidebar width"
},
"$:/language/ThemeTweaks/Metrics/SidebarWidth/Hint": {
"title": "$:/language/ThemeTweaks/Metrics/SidebarWidth/Hint",
"text": "the width of the sidebar in fluid-fixed layout"
},
"$:/language/TiddlerInfo/Advanced/Caption": {
"title": "$:/language/TiddlerInfo/Advanced/Caption",
"text": "Advanced"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint",
"text": "none"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Heading",
"text": "Plugin Details"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Hint",
"text": "This plugin contains the following shadow tiddlers:"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading",
"text": "Shadow Status"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint",
"text": "The tiddler <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> is not a shadow tiddler"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint",
"text": "The tiddler <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> is a shadow tiddler"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source",
"text": "It is defined in the plugin <$link to=<<pluginTiddler>>><$text text=<<pluginTiddler>>/></$link>"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint",
"text": "It is overridden by an ordinary tiddler"
},
"$:/language/TiddlerInfo/Fields/Caption": {
"title": "$:/language/TiddlerInfo/Fields/Caption",
"text": "Fields"
},
"$:/language/TiddlerInfo/List/Caption": {
"title": "$:/language/TiddlerInfo/List/Caption",
"text": "List"
},
"$:/language/TiddlerInfo/List/Empty": {
"title": "$:/language/TiddlerInfo/List/Empty",
"text": "This tiddler does not have a list"
},
"$:/language/TiddlerInfo/Listed/Caption": {
"title": "$:/language/TiddlerInfo/Listed/Caption",
"text": "Listed"
},
"$:/language/TiddlerInfo/Listed/Empty": {
"title": "$:/language/TiddlerInfo/Listed/Empty",
"text": "This tiddler is not listed by any others"
},
"$:/language/TiddlerInfo/References/Caption": {
"title": "$:/language/TiddlerInfo/References/Caption",
"text": "References"
},
"$:/language/TiddlerInfo/References/Empty": {
"title": "$:/language/TiddlerInfo/References/Empty",
"text": "No tiddlers link to this one"
},
"$:/language/TiddlerInfo/Tagging/Caption": {
"title": "$:/language/TiddlerInfo/Tagging/Caption",
"text": "Tagging"
},
"$:/language/TiddlerInfo/Tagging/Empty": {
"title": "$:/language/TiddlerInfo/Tagging/Empty",
"text": "No tiddlers are tagged with this one"
},
"$:/language/TiddlerInfo/Tools/Caption": {
"title": "$:/language/TiddlerInfo/Tools/Caption",
"text": "Tools"
},
"$:/language/Docs/Types/application/javascript": {
"title": "$:/language/Docs/Types/application/javascript",
"description": "JavaScript code",
"name": "application/javascript",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/application/json": {
"title": "$:/language/Docs/Types/application/json",
"description": "JSON data",
"name": "application/json",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/application/x-tiddler-dictionary": {
"title": "$:/language/Docs/Types/application/x-tiddler-dictionary",
"description": "Data dictionary",
"name": "application/x-tiddler-dictionary",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/image/gif": {
"title": "$:/language/Docs/Types/image/gif",
"description": "GIF image",
"name": "image/gif",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/jpeg": {
"title": "$:/language/Docs/Types/image/jpeg",
"description": "JPEG image",
"name": "image/jpeg",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/png": {
"title": "$:/language/Docs/Types/image/png",
"description": "PNG image",
"name": "image/png",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/svg+xml": {
"title": "$:/language/Docs/Types/image/svg+xml",
"description": "Structured Vector Graphics image",
"name": "image/svg+xml",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/image/x-icon": {
"title": "$:/language/Docs/Types/image/x-icon",
"description": "ICO format icon file",
"name": "image/x-icon",
"group": "Image",
"group-sort": "1"
},
"$:/language/Docs/Types/text/css": {
"title": "$:/language/Docs/Types/text/css",
"description": "Static stylesheet",
"name": "text/css",
"group": "Developer",
"group-sort": "2"
},
"$:/language/Docs/Types/text/html": {
"title": "$:/language/Docs/Types/text/html",
"description": "HTML markup",
"name": "text/html",
"group": "Text",
"group-sort": "0"
},
"$:/language/Docs/Types/text/plain": {
"title": "$:/language/Docs/Types/text/plain",
"description": "Plain text",
"name": "text/plain",
"group": "Text",
"group-sort": "0"
},
"$:/language/Docs/Types/text/vnd.tiddlywiki": {
"title": "$:/language/Docs/Types/text/vnd.tiddlywiki",
"description": "TiddlyWiki 5",
"name": "text/vnd.tiddlywiki",
"group": "Text",
"group-sort": "0"
},
"$:/language/Docs/Types/text/x-tiddlywiki": {
"title": "$:/language/Docs/Types/text/x-tiddlywiki",
"description": "TiddlyWiki Classic",
"name": "text/x-tiddlywiki",
"group": "Text",
"group-sort": "0"
},
"$:/languages/en-GB/icon": {
"title": "$:/languages/en-GB/icon",
"type": "image/svg+xml",
"text": "<svg xmlns=\"http://www.w3.org/2000/svg\" viewBox=\"0 0 60 30\" width=\"1200\" height=\"600\">\n<clipPath id=\"t\">\n\t<path d=\"M30,15 h30 v15 z v15 h-30 z h-30 v-15 z v-15 h30 z\"/>\n</clipPath>\n<path d=\"M0,0 v30 h60 v-30 z\" fill=\"#00247d\"/>\n<path d=\"M0,0 L60,30 M60,0 L0,30\" stroke=\"#fff\" stroke-width=\"6\"/>\n<path d=\"M0,0 L60,30 M60,0 L0,30\" clip-path=\"url(#t)\" stroke=\"#cf142b\" stroke-width=\"4\"/>\n<path d=\"M30,0 v30 M0,15 h60\" stroke=\"#fff\" stroke-width=\"10\"/>\n<path d=\"M30,0 v30 M0,15 h60\" stroke=\"#cf142b\" stroke-width=\"6\"/>\n</svg>\n"
},
"$:/languages/en-GB": {
"title": "$:/languages/en-GB",
"name": "en-GB",
"description": "English (British)",
"author": "JeremyRuston",
"core-version": ">=5.0.0\"",
"text": "Stub pseudo-plugin for the default language"
},
"$:/core/modules/commander.js": {
"title": "$:/core/modules/commander.js",
"text": "/*\\\ntitle: $:/core/modules/commander.js\ntype: application/javascript\nmodule-type: global\n\nThe $tw.Commander class is a command interpreter\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nParse a sequence of commands\n\tcommandTokens: an array of command string tokens\n\twiki: reference to the wiki store object\n\tstreams: {output:, error:}, each of which has a write(string) method\n\tcallback: a callback invoked as callback(err) where err is null if there was no error\n*/\nvar Commander = function(commandTokens,callback,wiki,streams) {\n\tvar path = require(\"path\");\n\tthis.commandTokens = commandTokens;\n\tthis.nextToken = 0;\n\tthis.callback = callback;\n\tthis.wiki = wiki;\n\tthis.streams = streams;\n\tthis.outputPath = path.resolve($tw.boot.wikiPath,$tw.config.wikiOutputSubDir);\n};\n\n/*\nLog a string if verbose flag is set\n*/\nCommander.prototype.log = function(str) {\n\tif(this.verbose) {\n\t\tthis.streams.output.write(str + \"\\n\");\n\t}\n};\n\n/*\nWrite a string if verbose flag is set\n*/\nCommander.prototype.write = function(str) {\n\tif(this.verbose) {\n\t\tthis.streams.output.write(str);\n\t}\n};\n\n/*\nAdd a string of tokens to the command queue\n*/\nCommander.prototype.addCommandTokens = function(commandTokens) {\n\tvar params = commandTokens.slice(0);\n\tparams.unshift(0);\n\tparams.unshift(this.nextToken);\n\tArray.prototype.splice.apply(this.commandTokens,params);\n};\n\n/*\nExecute the sequence of commands and invoke a callback on completion\n*/\nCommander.prototype.execute = function() {\n\tthis.executeNextCommand();\n};\n\n/*\nExecute the next command in the sequence\n*/\nCommander.prototype.executeNextCommand = function() {\n\tvar self = this;\n\t// Invoke the callback if there are no more commands\n\tif(this.nextToken >= this.commandTokens.length) {\n\t\tthis.callback(null);\n\t} else {\n\t\t// Get and check the command token\n\t\tvar commandName = this.commandTokens[this.nextToken++];\n\t\tif(commandName.substr(0,2) !== \"--\") {\n\t\t\tthis.callback(\"Missing command: \" + commandName);\n\t\t} else {\n\t\t\tcommandName = commandName.substr(2); // Trim off the --\n\t\t\t// Accumulate the parameters to the command\n\t\t\tvar params = [];\n\t\t\twhile(this.nextToken < this.commandTokens.length && \n\t\t\t\tthis.commandTokens[this.nextToken].substr(0,2) !== \"--\") {\n\t\t\t\tparams.push(this.commandTokens[this.nextToken++]);\n\t\t\t}\n\t\t\t// Get the command info\n\t\t\tvar command = $tw.commands[commandName],\n\t\t\t\tc,err;\n\t\t\tif(!command) {\n\t\t\t\tthis.callback(\"Unknown command: \" + commandName);\n\t\t\t} else {\n\t\t\t\tif(this.verbose) {\n\t\t\t\t\tthis.streams.output.write(\"Executing command: \" + commandName + \" \" + params.join(\" \") + \"\\n\");\n\t\t\t\t}\n\t\t\t\t// Parse named parameters if required\n\t\t\t\tif(command.info.namedParameterMode) {\n\t\t\t\t\tparams = this.extractNamedParameters(params,command.info.mandatoryParameters);\n\t\t\t\t\tif(typeof params === \"string\") {\n\t\t\t\t\t\treturn this.callback(params);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\tif(command.info.synchronous) {\n\t\t\t\t\t// Synchronous command\n\t\t\t\t\tc = new command.Command(params,this);\n\t\t\t\t\terr = c.execute();\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\tthis.callback(err);\n\t\t\t\t\t} else {\n\t\t\t\t\t\tthis.executeNextCommand();\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\t// Asynchronous command\n\t\t\t\t\tc = new command.Command(params,this,function(err) {\n\t\t\t\t\t\tif(err) {\n\t\t\t\t\t\t\tself.callback(err);\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\tself.executeNextCommand();\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t\terr = c.execute();\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\tthis.callback(err);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n};\n\n/*\nGiven an array of parameter strings `params` in name:value format, and an array of mandatory parameter names in `mandatoryParameters`, returns a hashmap of values or a string if error\n*/\nCommander.prototype.extractNamedParameters = function(params,mandatoryParameters) {\n\tmandatoryParameters = mandatoryParameters || [];\n\tvar errors = [],\n\t\tparamsByName = Object.create(null);\n\t// Extract the parameters\n\t$tw.utils.each(params,function(param) {\n\t\tvar index = param.indexOf(\"=\");\n\t\tif(index < 1) {\n\t\t\terrors.push(\"malformed named parameter: '\" + param + \"'\");\n\t\t}\n\t\tparamsByName[param.slice(0,index)] = $tw.utils.trim(param.slice(index+1));\n\t});\n\t// Check the mandatory parameters are present\n\t$tw.utils.each(mandatoryParameters,function(mandatoryParameter) {\n\t\tif(!$tw.utils.hop(paramsByName,mandatoryParameter)) {\n\t\t\terrors.push(\"missing mandatory parameter: '\" + mandatoryParameter + \"'\");\n\t\t}\n\t});\n\t// Return any errors\n\tif(errors.length > 0) {\n\t\treturn errors.join(\" and\\n\");\n\t} else {\n\t\treturn paramsByName;\t\t\n\t}\n};\n\nCommander.initCommands = function(moduleType) {\n\tmoduleType = moduleType || \"command\";\n\t$tw.commands = {};\n\t$tw.modules.forEachModuleOfType(moduleType,function(title,module) {\n\t\tvar c = $tw.commands[module.info.name] = {};\n\t\t// Add the methods defined by the module\n\t\tfor(var f in module) {\n\t\t\tif($tw.utils.hop(module,f)) {\n\t\t\t\tc[f] = module[f];\n\t\t\t}\n\t\t}\n\t});\n};\n\nexports.Commander = Commander;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/commands/build.js": {
"title": "$:/core/modules/commands/build.js",
"text": "/*\\\ntitle: $:/core/modules/commands/build.js\ntype: application/javascript\nmodule-type: command\n\nCommand to build a build target\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"build\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\t// Get the build targets defined in the wiki\n\tvar buildTargets = $tw.boot.wikiInfo.build;\n\tif(!buildTargets) {\n\t\treturn \"No build targets defined\";\n\t}\n\t// Loop through each of the specified targets\n\tvar targets;\n\tif(this.params.length > 0) {\n\t\ttargets = this.params;\n\t} else {\n\t\ttargets = Object.keys(buildTargets);\n\t}\n\tfor(var targetIndex=0; targetIndex<targets.length; targetIndex++) {\n\t\tvar target = targets[targetIndex],\n\t\t\tcommands = buildTargets[target];\n\t\tif(!commands) {\n\t\t\treturn \"Build target '\" + target + \"' not found\";\n\t\t}\n\t\t// Add the commands to the queue\n\t\tthis.commander.addCommandTokens(commands);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/clearpassword.js": {
"title": "$:/core/modules/commands/clearpassword.js",
"text": "/*\\\ntitle: $:/core/modules/commands/clearpassword.js\ntype: application/javascript\nmodule-type: command\n\nClear password for crypto operations\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"clearpassword\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\t$tw.crypto.setPassword(null);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/deletetiddlers.js": {
"title": "$:/core/modules/commands/deletetiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/commands/deletetiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to delete tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"deletetiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filter\";\n\t}\n\tvar self = this,\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\twiki.deleteTiddler(title);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/editions.js": {
"title": "$:/core/modules/commands/editions.js",
"text": "/*\\\ntitle: $:/core/modules/commands/editions.js\ntype: application/javascript\nmodule-type: command\n\nCommand to list the available editions\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"editions\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this;\n\t// Output the list\n\tthis.commander.streams.output.write(\"Available editions:\\n\\n\");\n\tvar editionInfo = $tw.utils.getEditionInfo();\n\t$tw.utils.each(editionInfo,function(info,name) {\n\t\tself.commander.streams.output.write(\" \" + name + \": \" + info.description + \"\\n\");\n\t});\n\tthis.commander.streams.output.write(\"\\n\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/fetch.js": {
"title": "$:/core/modules/commands/fetch.js",
"text": "/*\\\ntitle: $:/core/modules/commands/fetch.js\ntype: application/javascript\nmodule-type: command\n\nCommands to fetch external tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"fetch\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing subcommand and url\";\n\t}\n\tswitch(this.params[0]) {\n\t\tcase \"raw-file\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\traw: true,\n\t\t\t\turl: this.params[1],\n\t\t\t\ttransformFilter: this.params[2] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"file\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\turl: this.params[1],\n\t\t\t\timportFilter: this.params[2],\n\t\t\t\ttransformFilter: this.params[3] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"raw-files\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\traw: true,\n\t\t\t\turlFilter: this.params[1],\n\t\t\t\ttransformFilter: this.params[2] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t\tcase \"files\":\n\t\t\treturn this.fetchFiles({\n\t\t\t\turlFilter: this.params[1],\n\t\t\t\timportFilter: this.params[2],\n\t\t\t\ttransformFilter: this.params[3] || \"\",\n\t\t\t\tcallback: this.callback\n\t\t\t});\n\t\t\tbreak;\n\t}\n\treturn null;\n};\n\nCommand.prototype.fetchFiles = function(options) {\n\tvar self = this;\n\t// Get the list of URLs\n\tvar urls;\n\tif(options.url) {\n\t\turls = [options.url]\n\t} else if(options.urlFilter) {\n\t\turls = $tw.wiki.filterTiddlers(options.urlFilter);\n\t} else {\n\t\treturn \"Missing URL\";\n\t}\n\t// Process each URL in turn\n\tvar next = 0;\n\tvar getNextFile = function(err) {\n\t\tif(err) {\n\t\t\treturn options.callback(err);\n\t\t}\n\t\tif(next < urls.length) {\n\t\t\tself.fetchFile(urls[next++],options,getNextFile);\n\t\t} else {\n\t\t\toptions.callback(null);\n\t\t}\n\t};\n\tgetNextFile(null);\n\t// Success\n\treturn null;\n};\n\nCommand.prototype.fetchFile = function(url,options,callback,redirectCount) {\n\tif(redirectCount > 10) {\n\t\treturn callback(\"Error too many redirects retrieving \" + url);\n\t}\n\tvar self = this,\n\t\tlib = url.substr(0,8) === \"https://\" ? require(\"https\") : require(\"http\");\n\tlib.get(url).on(\"response\",function(response) {\n\t var type = (response.headers[\"content-type\"] || \"\").split(\";\")[0],\n\t \tdata = [];\n\t self.commander.write(\"Reading \" + url + \": \");\n\t response.on(\"data\",function(chunk) {\n\t data.push(chunk);\n\t self.commander.write(\".\");\n\t });\n\t response.on(\"end\",function() {\n\t self.commander.write(\"\\n\");\n\t if(response.statusCode === 200) {\n\t\t self.processBody(Buffer.concat(data),type,options,url);\n\t\t callback(null);\n\t } else {\n\t \tif(response.statusCode === 302 || response.statusCode === 303 || response.statusCode === 307) {\n\t \t\treturn self.fetchFile(response.headers.location,options,callback,redirectCount + 1);\n\t \t} else {\n\t\t \treturn callback(\"Error \" + response.statusCode + \" retrieving \" + url)\t \t\t\n\t \t}\n\t }\n\t \t});\n\t \tresponse.on(\"error\",function(e) {\n\t\t\tconsole.log(\"Error on GET request: \" + e);\n\t\t\tcallback(e);\n\t \t});\n\t});\n\treturn null;\n};\n\nCommand.prototype.processBody = function(body,type,options,url) {\n\tvar self = this;\n\t// Collect the tiddlers in a wiki\n\tvar incomingWiki = new $tw.Wiki();\n\tif(options.raw) {\n\t\tvar typeInfo = type ? $tw.config.contentTypeInfo[type] : null,\n\t\t\tencoding = typeInfo ? typeInfo.encoding : \"utf8\";\n\t\tincomingWiki.addTiddler(new $tw.Tiddler({\n\t\t\ttitle: url,\n\t\t\ttype: type,\n\t\t\ttext: body.toString(encoding)\n\t\t}));\n\t} else {\n\t\t// Deserialise the file to extract the tiddlers\n\t\tvar tiddlers = this.commander.wiki.deserializeTiddlers(type || \"text/html\",body.toString(\"utf8\"),{});\n\t\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\t\tincomingWiki.addTiddler(new $tw.Tiddler(tiddler));\n\t\t});\n\t}\n\t// Filter the tiddlers to select the ones we want\n\tvar filteredTitles = incomingWiki.filterTiddlers(options.importFilter || \"[all[tiddlers]]\");\n\t// Import the selected tiddlers\n\tvar count = 0;\n\tincomingWiki.each(function(tiddler,title) {\n\t\tif(filteredTitles.indexOf(title) !== -1) {\n\t\t\tvar newTiddler;\n\t\t\tif(options.transformFilter) {\n\t\t\t\tvar transformedTitle = (incomingWiki.filterTiddlers(options.transformFilter,null,self.commander.wiki.makeTiddlerIterator([title])) || [\"\"])[0];\n\t\t\t\tif(transformedTitle) {\n\t\t\t\t\tself.commander.log(\"Importing \" + title + \" as \" + transformedTitle)\n\t\t\t\t\tnewTiddler = new $tw.Tiddler(tiddler,{title: transformedTitle});\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tself.commander.log(\"Importing \" + title)\n\t\t\t\tnewTiddler = tiddler;\n\t\t\t}\n\t\t\tself.commander.wiki.importTiddler(newTiddler);\n\t\t\tcount++;\n\t\t}\n\t});\n\tself.commander.log(\"Imported \" + count + \" tiddlers\")\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/help.js": {
"title": "$:/core/modules/commands/help.js",
"text": "/*\\\ntitle: $:/core/modules/commands/help.js\ntype: application/javascript\nmodule-type: command\n\nHelp command\n\n\\*/\n(function(){\n\n/*jshint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"help\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar subhelp = this.params[0] || \"default\",\n\t\thelpBase = \"$:/language/Help/\",\n\t\ttext;\n\tif(!this.commander.wiki.getTiddler(helpBase + subhelp)) {\n\t\tsubhelp = \"notfound\";\n\t}\n\t// Wikify the help as formatted text (ie block elements generate newlines)\n\ttext = this.commander.wiki.renderTiddler(\"text/plain-formatted\",helpBase + subhelp);\n\t// Remove any leading linebreaks\n\ttext = text.replace(/^(\\r?\\n)*/g,\"\");\n\tthis.commander.streams.output.write(text);\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/import.js": {
"title": "$:/core/modules/commands/import.js",
"text": "/*\\\ntitle: $:/core/modules/commands/import.js\ntype: application/javascript\nmodule-type: command\n\nCommand to import tiddlers from a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"import\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 2) {\n\t\treturn \"Missing parameters\";\n\t}\n\tvar filename = self.params[0],\n\t\tdeserializer = self.params[1],\n\t\ttitle = self.params[2] || filename,\n\t\tencoding = self.params[3] || \"utf8\",\n\t\ttext = fs.readFileSync(filename,encoding),\n\t\ttiddlers = this.commander.wiki.deserializeTiddlers(null,text,{title: title},{deserializer: deserializer});\n\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\tself.commander.wiki.importTiddler(new $tw.Tiddler(tiddler));\n\t});\n\tthis.commander.log(tiddlers.length + \" tiddler(s) imported\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/init.js": {
"title": "$:/core/modules/commands/init.js",
"text": "/*\\\ntitle: $:/core/modules/commands/init.js\ntype: application/javascript\nmodule-type: command\n\nCommand to initialise an empty wiki folder\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"init\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tvar fs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\t// Check that we don't already have a valid wiki folder\n\tif($tw.boot.wikiTiddlersPath || ($tw.utils.isDirectory($tw.boot.wikiPath) && !$tw.utils.isDirectoryEmpty($tw.boot.wikiPath))) {\n\t\treturn \"Wiki folder is not empty\";\n\t}\n\t// Loop through each of the specified editions\n\tvar editions = this.params.length > 0 ? this.params : [\"empty\"];\n\tfor(var editionIndex=0; editionIndex<editions.length; editionIndex++) {\n\t\tvar editionName = editions[editionIndex];\n\t\t// Check the edition exists\n\t\tvar editionPath = $tw.findLibraryItem(editionName,$tw.getLibraryItemSearchPaths($tw.config.editionsPath,$tw.config.editionsEnvVar));\n\t\tif(!$tw.utils.isDirectory(editionPath)) {\n\t\t\treturn \"Edition '\" + editionName + \"' not found\";\n\t\t}\n\t\t// Copy the edition content\n\t\tvar err = $tw.utils.copyDirectory(editionPath,$tw.boot.wikiPath);\n\t\tif(!err) {\n\t\t\tthis.commander.streams.output.write(\"Copied edition '\" + editionName + \"' to \" + $tw.boot.wikiPath + \"\\n\");\n\t\t} else {\n\t\t\treturn err;\n\t\t}\n\t}\n\t// Tweak the tiddlywiki.info to remove any included wikis\n\tvar packagePath = $tw.boot.wikiPath + \"/tiddlywiki.info\",\n\t\tpackageJson = JSON.parse(fs.readFileSync(packagePath));\n\tdelete packageJson.includeWikis;\n\tfs.writeFileSync(packagePath,JSON.stringify(packageJson,null,$tw.config.preferences.jsonSpaces));\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/listen.js": {
"title": "$:/core/modules/commands/listen.js",
"text": "/*\\\ntitle: $:/core/modules/commands/listen.js\ntype: application/javascript\nmodule-type: command\n\nListen for HTTP requests and serve tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Server = require(\"$:/core/modules/server/server.js\").Server;\n\nexports.info = {\n\tname: \"listen\",\n\tsynchronous: true,\n\tnamedParameterMode: true,\n\tmandatoryParameters: [],\n};\n\nvar Command = function(params,commander,callback) {\n\tvar self = this;\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this;\n\tif(!$tw.boot.wikiTiddlersPath) {\n\t\t$tw.utils.warning(\"Warning: Wiki folder '\" + $tw.boot.wikiPath + \"' does not exist or is missing a tiddlywiki.info file\");\n\t}\n\t// Set up server\n\tthis.server = new Server({\n\t\twiki: this.commander.wiki,\n\t\tvariables: self.params\n\t});\n\tvar nodeServer = this.server.listen();\n\t$tw.hooks.invokeHook(\"th-server-command-post-start\",this.server,nodeServer,\"tiddlywiki\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/load.js": {
"title": "$:/core/modules/commands/load.js",
"text": "/*\\\ntitle: $:/core/modules/commands/load.js\ntype: application/javascript\nmodule-type: command\n\nCommand to load tiddlers from a file or directory\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"load\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar tiddlers = $tw.loadTiddlersFromPath(self.params[0]),\n\t\tcount = 0;\n\t$tw.utils.each(tiddlers,function(tiddlerInfo) {\n\t\t$tw.utils.each(tiddlerInfo.tiddlers,function(tiddler) {\n\t\t\tself.commander.wiki.importTiddler(new $tw.Tiddler(tiddler));\n\t\t\tcount++;\n\t\t});\n\t});\n\tif(!count && self.params[1] !== \"noerror\") {\n\t\tself.callback(\"No tiddlers found in file \\\"\" + self.params[0] + \"\\\"\");\n\t} else {\n\t\tself.callback(null);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/makelibrary.js": {
"title": "$:/core/modules/commands/makelibrary.js",
"text": "/*\\\ntitle: $:/core/modules/commands/makelibrary.js\ntype: application/javascript\nmodule-type: command\n\nCommand to pack all of the plugins in the library into a plugin tiddler of type \"library\"\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"makelibrary\",\n\tsynchronous: true\n};\n\nvar UPGRADE_LIBRARY_TITLE = \"$:/UpgradeLibrary\";\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar wiki = this.commander.wiki,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\tupgradeLibraryTitle = this.params[0] || UPGRADE_LIBRARY_TITLE,\n\t\ttiddlers = {};\n\t// Collect up the library plugins\n\tvar collectPlugins = function(folder) {\n\t\t\tvar pluginFolders = fs.readdirSync(folder);\n\t\t\tfor(var p=0; p<pluginFolders.length; p++) {\n\t\t\t\tif(!$tw.boot.excludeRegExp.test(pluginFolders[p])) {\n\t\t\t\t\tpluginFields = $tw.loadPluginFolder(path.resolve(folder,\"./\" + pluginFolders[p]));\n\t\t\t\t\tif(pluginFields && pluginFields.title) {\n\t\t\t\t\t\ttiddlers[pluginFields.title] = pluginFields;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t},\n\t\tcollectPublisherPlugins = function(folder) {\n\t\t\tvar publisherFolders = fs.readdirSync(folder);\n\t\t\tfor(var t=0; t<publisherFolders.length; t++) {\n\t\t\t\tif(!$tw.boot.excludeRegExp.test(publisherFolders[t])) {\n\t\t\t\t\tcollectPlugins(path.resolve(folder,\"./\" + publisherFolders[t]));\n\t\t\t\t}\n\t\t\t}\n\t\t};\n\t$tw.utils.each($tw.getLibraryItemSearchPaths($tw.config.pluginsPath,$tw.config.pluginsEnvVar),collectPublisherPlugins);\n\t$tw.utils.each($tw.getLibraryItemSearchPaths($tw.config.themesPath,$tw.config.themesEnvVar),collectPublisherPlugins);\n\t$tw.utils.each($tw.getLibraryItemSearchPaths($tw.config.languagesPath,$tw.config.languagesEnvVar),collectPlugins);\n\t// Save the upgrade library tiddler\n\tvar pluginFields = {\n\t\ttitle: upgradeLibraryTitle,\n\t\ttype: \"application/json\",\n\t\t\"plugin-type\": \"library\",\n\t\t\"text\": JSON.stringify({tiddlers: tiddlers})\n\t};\n\twiki.addTiddler(new $tw.Tiddler(pluginFields));\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/output.js": {
"title": "$:/core/modules/commands/output.js",
"text": "/*\\\ntitle: $:/core/modules/commands/output.js\ntype: application/javascript\nmodule-type: command\n\nCommand to set the default output location (defaults to current working directory)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"output\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tvar fs = require(\"fs\"),\n\t\tpath = require(\"path\");\n\tif(this.params.length < 1) {\n\t\treturn \"Missing output path\";\n\t}\n\tthis.commander.outputPath = path.resolve(process.cwd(),this.params[0]);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/password.js": {
"title": "$:/core/modules/commands/password.js",
"text": "/*\\\ntitle: $:/core/modules/commands/password.js\ntype: application/javascript\nmodule-type: command\n\nSave password for crypto operations\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"password\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing password\";\n\t}\n\t$tw.crypto.setPassword(this.params[0]);\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/render.js": {
"title": "$:/core/modules/commands/render.js",
"text": "/*\\\ntitle: $:/core/modules/commands/render.js\ntype: application/javascript\nmodule-type: command\n\nRender individual tiddlers and save the results to the specified files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"render\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing tiddler filter\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\ttiddlerFilter = this.params[0],\n\t\tfilenameFilter = this.params[1] || \"[is[tiddler]addsuffix[.html]]\",\n\t\ttype = this.params[2] || \"text/html\",\n\t\ttemplate = this.params[3],\n\t\tvarName = this.params[4],\n\t\tvarValue = this.params[5],\n\t\ttiddlers = wiki.filterTiddlers(tiddlerFilter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(template || title),\n\t\t\tvariables = {currentTiddler: title};\n\t\tif(varName) {\n\t\t\tvariables[varName] = varValue || \"\";\n\t\t}\n\t\tvar widgetNode = wiki.makeWidget(parser,{variables: variables}),\n\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\twidgetNode.render(container,null);\n\t\tvar text = type === \"text/html\" ? container.innerHTML : container.textContent,\n\t\t\tfilepath = path.resolve(self.commander.outputPath,wiki.filterTiddlers(filenameFilter,$tw.rootWidget,wiki.makeTiddlerIterator([title]))[0]);\n\t\tif(self.commander.verbose) {\n\t\t\tconsole.log(\"Rendering \\\"\" + title + \"\\\" to \\\"\" + filepath + \"\\\"\");\n\t\t}\n\t\t$tw.utils.createFileDirectories(filepath);\n\t\tfs.writeFileSync(filepath,text,\"utf8\");\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/rendertiddler.js": {
"title": "$:/core/modules/commands/rendertiddler.js",
"text": "/*\\\ntitle: $:/core/modules/commands/rendertiddler.js\ntype: application/javascript\nmodule-type: command\n\nCommand to render a tiddler and save it to a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"rendertiddler\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\ttitle = this.params[0],\n\t\tfilename = path.resolve(this.commander.outputPath,this.params[1]),\n\t\ttype = this.params[2] || \"text/html\",\n\t\ttemplate = this.params[3],\n\t\tname = this.params[4],\n\t\tvalue = this.params[5],\n\t\tvariables = {};\n\t$tw.utils.createFileDirectories(filename);\n\tif(template) {\n\t\tvariables.currentTiddler = title;\n\t\ttitle = template;\n\t}\n\tif(name && value) {\n\t\tvariables[name] = value;\n\t}\n\tfs.writeFile(filename,this.commander.wiki.renderTiddler(type,title,{variables: variables}),\"utf8\",function(err) {\n\t\tself.callback(err);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/rendertiddlers.js": {
"title": "$:/core/modules/commands/rendertiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/commands/rendertiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to render several tiddlers to a folder of files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"rendertiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\ttemplate = this.params[1],\n\t\toutputPath = this.commander.outputPath,\n\t\tpathname = path.resolve(outputPath,this.params[2]),\t\t\n\t\ttype = this.params[3] || \"text/html\",\n\t\textension = this.params[4] || \".html\",\n\t\tdeleteDirectory = (this.params[5] || \"\").toLowerCase() !== \"noclean\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\tif(deleteDirectory) {\n\t\t$tw.utils.deleteDirectory(pathname);\n\t}\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(template),\n\t\t\twidgetNode = wiki.makeWidget(parser,{variables: {currentTiddler: title}}),\n\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\twidgetNode.render(container,null);\n\t\tvar text = type === \"text/html\" ? container.innerHTML : container.textContent,\n\t\t\texportPath = null;\n\t\tif($tw.utils.hop($tw.macros,\"tv-get-export-path\")) {\n\t\t\tvar macroPath = $tw.macros[\"tv-get-export-path\"].run.apply(self,[title]);\n\t\t\tif(macroPath) {\n\t\t\t\texportPath = path.resolve(outputPath,macroPath + extension);\n\t\t\t}\n\t\t}\n\t\tvar finalPath = exportPath || path.resolve(pathname,encodeURIComponent(title) + extension);\n\t\t$tw.utils.createFileDirectories(finalPath);\n\t\tfs.writeFileSync(finalPath,text,\"utf8\");\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/save.js": {
"title": "$:/core/modules/commands/save.js",
"text": "/*\\\ntitle: $:/core/modules/commands/save.js\ntype: application/javascript\nmodule-type: command\n\nSaves individual tiddlers in their raw text or binary format to the specified files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"save\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename filter\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\ttiddlerFilter = this.params[0],\n\t\tfilenameFilter = this.params[1] || \"[is[tiddler]]\",\n\t\ttiddlers = wiki.filterTiddlers(tiddlerFilter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.commander.wiki.getTiddler(title),\n\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"},\n\t\t\tfilepath = path.resolve(self.commander.outputPath,wiki.filterTiddlers(filenameFilter,$tw.rootWidget,wiki.makeTiddlerIterator([title]))[0]);\n\t\tif(self.commander.verbose) {\n\t\t\tconsole.log(\"Saving \\\"\" + title + \"\\\" to \\\"\" + filepath + \"\\\"\");\n\t\t}\n\t\t$tw.utils.createFileDirectories(filepath);\n\t\tfs.writeFileSync(filepath,tiddler.fields.text,contentTypeInfo.encoding);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/savelibrarytiddlers.js": {
"title": "$:/core/modules/commands/savelibrarytiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/commands/savelibrarytiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the subtiddlers of a bundle tiddler as a series of JSON files\n\n--savelibrarytiddlers <tiddler> <pathname> <skinnylisting>\n\nThe tiddler identifies the bundle tiddler that contains the subtiddlers.\n\nThe pathname specifies the pathname to the folder in which the JSON files should be saved. The filename is the URL encoded title of the subtiddler.\n\nThe skinnylisting specifies the title of the tiddler to which a JSON catalogue of the subtiddlers will be saved. The JSON file contains the same data as the bundle tiddler but with the `text` field removed.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savelibrarytiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\tcontainerTitle = this.params[0],\n\t\tfilter = this.params[1],\n\t\tbasepath = this.params[2],\n\t\tskinnyListTitle = this.params[3];\n\t// Get the container tiddler as data\n\tvar containerData = self.commander.wiki.getTiddlerDataCached(containerTitle,undefined);\n\tif(!containerData) {\n\t\treturn \"'\" + containerTitle + \"' is not a tiddler bundle\";\n\t}\n\t// Filter the list of plugins\n\tvar pluginList = [];\n\t$tw.utils.each(containerData.tiddlers,function(tiddler,title) {\n\t\tpluginList.push(title);\n\t});\n\tvar filteredPluginList;\n\tif(filter) {\n\t\tfilteredPluginList = self.commander.wiki.filterTiddlers(filter,null,self.commander.wiki.makeTiddlerIterator(pluginList));\n\t} else {\n\t\tfilteredPluginList = pluginList;\n\t}\n\t// Iterate through the plugins\n\tvar skinnyList = [];\n\t$tw.utils.each(filteredPluginList,function(title) {\n\t\tvar tiddler = containerData.tiddlers[title];\n\t\t// Save each JSON file and collect the skinny data\n\t\tvar pathname = path.resolve(self.commander.outputPath,basepath + encodeURIComponent(title) + \".json\");\n\t\t$tw.utils.createFileDirectories(pathname);\n\t\tfs.writeFileSync(pathname,JSON.stringify(tiddler),\"utf8\");\n\t\t// Collect the skinny list data\n\t\tvar pluginTiddlers = JSON.parse(tiddler.text),\n\t\t\treadmeContent = (pluginTiddlers.tiddlers[title + \"/readme\"] || {}).text,\n\t\t\tdoesRequireReload = !!$tw.wiki.doesPluginInfoRequireReload(pluginTiddlers),\n\t\t\ticonTiddler = pluginTiddlers.tiddlers[title + \"/icon\"] || {},\n\t\t\ticonType = iconTiddler.type,\n\t\t\ticonText = iconTiddler.text,\n\t\t\ticonContent;\n\t\tif(iconType && iconText) {\n\t\t\ticonContent = $tw.utils.makeDataUri(iconText,iconType);\n\t\t}\n\t\tskinnyList.push($tw.utils.extend({},tiddler,{\n\t\t\ttext: undefined,\n\t\t\treadme: readmeContent,\n\t\t\t\"requires-reload\": doesRequireReload ? \"yes\" : \"no\",\n\t\t\ticon: iconContent\n\t\t}));\n\t});\n\t// Save the catalogue tiddler\n\tif(skinnyListTitle) {\n\t\tself.commander.wiki.setTiddlerData(skinnyListTitle,skinnyList);\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/savetiddler.js": {
"title": "$:/core/modules/commands/savetiddler.js",
"text": "/*\\\ntitle: $:/core/modules/commands/savetiddler.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the content of a tiddler to a file\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savetiddler\",\n\tsynchronous: false\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 2) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\ttitle = this.params[0],\n\t\tfilename = path.resolve(this.commander.outputPath,this.params[1]),\n\t\ttiddler = this.commander.wiki.getTiddler(title);\n\tif(tiddler) {\n\t\tvar type = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"};\n\t\t$tw.utils.createFileDirectories(filename);\n\t\tfs.writeFile(filename,tiddler.fields.text,contentTypeInfo.encoding,function(err) {\n\t\t\tself.callback(err);\n\t\t});\n\t} else {\n\t\treturn \"Missing tiddler: \" + title;\n\t}\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/savetiddlers.js": {
"title": "$:/core/modules/commands/savetiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/commands/savetiddlers.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save several tiddlers to a folder of files\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"savetiddlers\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing filename\";\n\t}\n\tvar self = this,\n\t\tfs = require(\"fs\"),\n\t\tpath = require(\"path\"),\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\tpathname = path.resolve(this.commander.outputPath,this.params[1]),\n\t\tdeleteDirectory = (this.params[2] || \"\").toLowerCase() !== \"noclean\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\tif(deleteDirectory) {\n\t\t$tw.utils.deleteDirectory(pathname);\n\t}\n\t$tw.utils.createDirectory(pathname);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.commander.wiki.getTiddler(title),\n\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\",\n\t\t\tcontentTypeInfo = $tw.config.contentTypeInfo[type] || {encoding: \"utf8\"},\n\t\t\tfilename = path.resolve(pathname,encodeURIComponent(title));\n\t\tfs.writeFileSync(filename,tiddler.fields.text,contentTypeInfo.encoding);\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/savewikifolder.js": {
"title": "$:/core/modules/commands/savewikifolder.js",
"text": "/*\\\ntitle: $:/core/modules/commands/savewikifolder.js\ntype: application/javascript\nmodule-type: command\n\nCommand to save the current wiki as a wiki folder\n\n--savewikifolder <wikifolderpath> [<filter>]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"savewikifolder\",\n\tsynchronous: true\n};\n\nvar fs,path;\nif($tw.node) {\n\tfs = require(\"fs\");\n\tpath = require(\"path\");\n}\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing wiki folder path\";\n\t}\n\tvar wikifoldermaker = new WikiFolderMaker(this.params[0],this.params[1],this.commander);\n\treturn wikifoldermaker.save();\n};\n\nfunction WikiFolderMaker(wikiFolderPath,wikiFilter,commander) {\n\tthis.wikiFolderPath = wikiFolderPath;\n\tthis.wikiFilter = wikiFilter || \"[all[tiddlers]]\";\n\tthis.commander = commander;\n\tthis.wiki = commander.wiki;\n\tthis.savedPaths = []; // So that we can detect filename clashes\n}\n\nWikiFolderMaker.prototype.log = function(str) {\n\tif(this.commander.verbose) {\n\t\tconsole.log(str);\n\t}\n};\n\nWikiFolderMaker.prototype.tiddlersToIgnore = [\n\t\"$:/boot/boot.css\",\n\t\"$:/boot/boot.js\",\n\t\"$:/boot/bootprefix.js\",\n\t\"$:/core\",\n\t\"$:/library/sjcl.js\",\n\t\"$:/temp/info-plugin\"\n];\n\n/*\nReturns null if successful, or an error string if there was an error\n*/\nWikiFolderMaker.prototype.save = function() {\n\tvar self = this;\n\t// Check that the output directory doesn't exist\n\tif(fs.existsSync(this.wikiFolderPath) && !$tw.utils.isDirectoryEmpty(this.wikiFolderPath)) {\n\t\treturn \"The unpackwiki command requires that the output wiki folder be empty\";\n\t}\n\t// Get the tiddlers from the source wiki\n\tvar tiddlerTitles = this.wiki.filterTiddlers(this.wikiFilter);\n\t// Initialise a new tiddlwiki.info file\n\tvar newWikiInfo = {};\n\t// Process each incoming tiddler in turn\n\t$tw.utils.each(tiddlerTitles,function(title) {\n\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\tif(tiddler) {\n\t\t\tif(self.tiddlersToIgnore.indexOf(title) !== -1) {\n\t\t\t\t// Ignore the core plugin and the ephemeral info plugin\n\t\t\t\tself.log(\"Ignoring tiddler: \" + title);\n\t\t\t} else {\n\t\t\t\tvar type = tiddler.fields.type,\n\t\t\t\t\tpluginType = tiddler.fields[\"plugin-type\"];\n\t\t\t\tif(type === \"application/json\" && pluginType) {\n\t\t\t\t\t// Plugin tiddler\n\t\t\t\t\tvar libraryDetails = self.findPluginInLibrary(title);\n\t\t\t\t\tif(libraryDetails) {\n\t\t\t\t\t\t// A plugin from the core library\n\t\t\t\t\t\tself.log(\"Adding built-in plugin: \" + libraryDetails.name);\n\t\t\t\t\t\tnewWikiInfo[libraryDetails.type] = newWikiInfo[libraryDetails.type] || [];\n\t\t\t\t\t\t$tw.utils.pushTop(newWikiInfo[libraryDetails.type],libraryDetails.name);\n\t\t\t\t\t} else {\n\t\t\t\t\t\t// A custom plugin\n\t\t\t\t\t\tself.log(\"Processing custom plugin: \" + title);\n\t\t\t\t\t\tself.saveCustomPlugin(tiddler);\n\t\t\t\t\t}\t\t\t\t\n\t\t\t\t} else {\n\t\t\t\t\t// Ordinary tiddler\n\t\t\t\t\tself.saveTiddler(\"tiddlers\",tiddler);\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\t// Save the tiddlywiki.info file\n\tthis.saveJSONFile(\"tiddlywiki.info\",newWikiInfo);\n\tself.log(\"Writing tiddlywiki.info: \" + JSON.stringify(newWikiInfo,null,$tw.config.preferences.jsonSpaces));\n\treturn null;\n};\n\n/*\nTest whether the specified tiddler is a plugin in the plugin library\n*/\nWikiFolderMaker.prototype.findPluginInLibrary = function(title) {\n\tvar parts = title.split(\"/\"),\n\t\tpluginPath, type, name;\n\tif(parts[0] === \"$:\") {\n\t\tif(parts[1] === \"languages\" && parts.length === 3) {\n\t\t\tpluginPath = \"languages\" + path.sep + parts[2];\n\t\t\ttype = parts[1];\n\t\t\tname = parts[2];\n\t\t} else if(parts[1] === \"plugins\" || parts[1] === \"themes\" && parts.length === 4) {\n\t\t\tpluginPath = parts[1] + path.sep + parts[2] + path.sep + parts[3];\n\t\t\ttype = parts[1];\n\t\t\tname = parts[2] + \"/\" + parts[3];\n\t\t}\n\t}\n\tif(pluginPath && type && name) {\n\t\tpluginPath = path.resolve($tw.boot.bootPath,\"..\",pluginPath);\n\t\tif(fs.existsSync(pluginPath)) {\n\t\t\treturn {\n\t\t\t\tpluginPath: pluginPath,\n\t\t\t\ttype: type,\n\t\t\t\tname: name\n\t\t\t};\n\t\t}\n\t}\n\treturn false;\n};\n\nWikiFolderMaker.prototype.saveCustomPlugin = function(pluginTiddler) {\n\tvar self = this,\n\t\tpluginTitle = pluginTiddler.fields.title,\n\t\ttitleParts = pluginTitle.split(\"/\"),\n\t\tdirectory = $tw.utils.generateTiddlerFilepath(titleParts[titleParts.length - 1],{\n\t\t\tdirectory: path.resolve(this.wikiFolderPath,pluginTiddler.fields[\"plugin-type\"] + \"s\")\n\t\t}),\n\t\tpluginInfo = pluginTiddler.getFieldStrings({exclude: [\"text\",\"type\"]});\n\tthis.saveJSONFile(directory + path.sep + \"plugin.info\",pluginInfo);\n\tself.log(\"Writing \" + directory + path.sep + \"plugin.info: \" + JSON.stringify(pluginInfo,null,$tw.config.preferences.jsonSpaces));\n\tvar pluginTiddlers = JSON.parse(pluginTiddler.fields.text).tiddlers; // A hashmap of tiddlers in the plugin\n\t$tw.utils.each(pluginTiddlers,function(tiddler) {\n\t\tself.saveTiddler(directory,new $tw.Tiddler(tiddler));\n\t});\n};\n\nWikiFolderMaker.prototype.saveTiddler = function(directory,tiddler) {\n\tvar fileInfo = $tw.utils.generateTiddlerFileInfo(tiddler,{\n\t\tdirectory: path.resolve(this.wikiFolderPath,directory),\n\t\twiki: this.wiki\n\t});\n\t$tw.utils.saveTiddlerToFileSync(tiddler,fileInfo);\n};\n\nWikiFolderMaker.prototype.saveJSONFile = function(filename,json) {\n\tthis.saveTextFile(filename,JSON.stringify(json,null,$tw.config.preferences.jsonSpaces));\n};\n\nWikiFolderMaker.prototype.saveTextFile = function(filename,data) {\n\tthis.saveFile(filename,\"utf8\",data);\n};\n\nWikiFolderMaker.prototype.saveFile = function(filename,encoding,data) {\n\tvar filepath = path.resolve(this.wikiFolderPath,filename);\n\t$tw.utils.createFileDirectories(filepath);\n\tfs.writeFileSync(filepath,data,encoding);\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/server.js": {
"title": "$:/core/modules/commands/server.js",
"text": "/*\\\ntitle: $:/core/modules/commands/server.js\ntype: application/javascript\nmodule-type: command\n\nDeprecated legacy command for serving tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Server = require(\"$:/core/modules/server/server.js\").Server;\n\nexports.info = {\n\tname: \"server\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tvar self = this;\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(!$tw.boot.wikiTiddlersPath) {\n\t\t$tw.utils.warning(\"Warning: Wiki folder '\" + $tw.boot.wikiPath + \"' does not exist or is missing a tiddlywiki.info file\");\n\t}\n\t// Set up server\n\tthis.server = new Server({\n\t\twiki: this.commander.wiki,\n\t\tvariables: {\n\t\t\tport: this.params[0],\n\t\t\thost: this.params[6],\n\t\t\t\"root-tiddler\": this.params[1],\n\t\t\t\"root-render-type\": this.params[2],\n\t\t\t\"root-serve-type\": this.params[3],\n\t\t\tusername: this.params[4],\n\t\t\tpassword: this.params[5],\n\t\t\t\"path-prefix\": this.params[7],\n\t\t\t\"debug-level\": this.params[8]\n\t\t}\n\t});\n\tvar nodeServer = this.server.listen();\n\t$tw.hooks.invokeHook(\"th-server-command-post-start\",this.server,nodeServer,\"tiddlywiki\");\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/setfield.js": {
"title": "$:/core/modules/commands/setfield.js",
"text": "/*\\\ntitle: $:/core/modules/commands/setfield.js\ntype: application/javascript\nmodule-type: command\n\nCommand to modify selected tiddlers to set a field to the text of a template tiddler that has been wikified with the selected tiddler as the current tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.info = {\n\tname: \"setfield\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 4) {\n\t\treturn \"Missing parameters\";\n\t}\n\tvar self = this,\n\t\twiki = this.commander.wiki,\n\t\tfilter = this.params[0],\n\t\tfieldname = this.params[1] || \"text\",\n\t\ttemplatetitle = this.params[2],\n\t\trendertype = this.params[3] || \"text/plain\",\n\t\ttiddlers = wiki.filterTiddlers(filter);\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar parser = wiki.parseTiddler(templatetitle),\n\t\t\tnewFields = {},\n\t\t\ttiddler = wiki.getTiddler(title);\n\t\tif(parser) {\n\t\t\tvar widgetNode = wiki.makeWidget(parser,{variables: {currentTiddler: title}});\n\t\t\tvar container = $tw.fakeDocument.createElement(\"div\");\n\t\t\twidgetNode.render(container,null);\n\t\t\tnewFields[fieldname] = rendertype === \"text/html\" ? container.innerHTML : container.textContent;\n\t\t} else {\n\t\t\tnewFields[fieldname] = undefined;\n\t\t}\n\t\twiki.addTiddler(new $tw.Tiddler(tiddler,newFields));\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/unpackplugin.js": {
"title": "$:/core/modules/commands/unpackplugin.js",
"text": "/*\\\ntitle: $:/core/modules/commands/unpackplugin.js\ntype: application/javascript\nmodule-type: command\n\nCommand to extract the shadow tiddlers from within a plugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"unpackplugin\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander,callback) {\n\tthis.params = params;\n\tthis.commander = commander;\n\tthis.callback = callback;\n};\n\nCommand.prototype.execute = function() {\n\tif(this.params.length < 1) {\n\t\treturn \"Missing plugin name\";\n\t}\n\tvar self = this,\n\t\ttitle = this.params[0],\n\t\tpluginData = this.commander.wiki.getTiddlerDataCached(title);\n\tif(!pluginData) {\n\t\treturn \"Plugin '\" + title + \"' not found\";\n\t}\n\t$tw.utils.each(pluginData.tiddlers,function(tiddler) {\n\t\tself.commander.wiki.addTiddler(new $tw.Tiddler(tiddler));\n\t});\n\treturn null;\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/verbose.js": {
"title": "$:/core/modules/commands/verbose.js",
"text": "/*\\\ntitle: $:/core/modules/commands/verbose.js\ntype: application/javascript\nmodule-type: command\n\nVerbose command\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"verbose\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tthis.commander.verbose = true;\n\t// Output the boot message log\n\tthis.commander.streams.output.write(\"Boot log:\\n \" + $tw.boot.logMessages.join(\"\\n \") + \"\\n\");\n\treturn null; // No error\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/commands/version.js": {
"title": "$:/core/modules/commands/version.js",
"text": "/*\\\ntitle: $:/core/modules/commands/version.js\ntype: application/javascript\nmodule-type: command\n\nVersion command\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.info = {\n\tname: \"version\",\n\tsynchronous: true\n};\n\nvar Command = function(params,commander) {\n\tthis.params = params;\n\tthis.commander = commander;\n};\n\nCommand.prototype.execute = function() {\n\tthis.commander.streams.output.write($tw.version + \"\\n\");\n\treturn null; // No error\n};\n\nexports.Command = Command;\n\n})();\n",
"type": "application/javascript",
"module-type": "command"
},
"$:/core/modules/config.js": {
"title": "$:/core/modules/config.js",
"text": "/*\\\ntitle: $:/core/modules/config.js\ntype: application/javascript\nmodule-type: config\n\nCore configuration constants\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.preferences = {};\n\nexports.preferences.notificationDuration = 3 * 1000;\nexports.preferences.jsonSpaces = 4;\n\nexports.textPrimitives = {\n\tupperLetter: \"[A-Z\\u00c0-\\u00d6\\u00d8-\\u00de\\u0150\\u0170]\",\n\tlowerLetter: \"[a-z\\u00df-\\u00f6\\u00f8-\\u00ff\\u0151\\u0171]\",\n\tanyLetter: \"[A-Za-z0-9\\u00c0-\\u00d6\\u00d8-\\u00de\\u00df-\\u00f6\\u00f8-\\u00ff\\u0150\\u0170\\u0151\\u0171]\",\n\tblockPrefixLetters:\t\"[A-Za-z0-9-_\\u00c0-\\u00d6\\u00d8-\\u00de\\u00df-\\u00f6\\u00f8-\\u00ff\\u0150\\u0170\\u0151\\u0171]\"\n};\n\nexports.textPrimitives.unWikiLink = \"~\";\nexports.textPrimitives.wikiLink = exports.textPrimitives.upperLetter + \"+\" +\n\texports.textPrimitives.lowerLetter + \"+\" +\n\texports.textPrimitives.upperLetter +\n\texports.textPrimitives.anyLetter + \"*\";\n\nexports.htmlEntities = {quot:34, amp:38, apos:39, lt:60, gt:62, nbsp:160, iexcl:161, cent:162, pound:163, curren:164, yen:165, brvbar:166, sect:167, uml:168, copy:169, ordf:170, laquo:171, not:172, shy:173, reg:174, macr:175, deg:176, plusmn:177, sup2:178, sup3:179, acute:180, micro:181, para:182, middot:183, cedil:184, sup1:185, ordm:186, raquo:187, frac14:188, frac12:189, frac34:190, iquest:191, Agrave:192, Aacute:193, Acirc:194, Atilde:195, Auml:196, Aring:197, AElig:198, Ccedil:199, Egrave:200, Eacute:201, Ecirc:202, Euml:203, Igrave:204, Iacute:205, Icirc:206, Iuml:207, ETH:208, Ntilde:209, Ograve:210, Oacute:211, Ocirc:212, Otilde:213, Ouml:214, times:215, Oslash:216, Ugrave:217, Uacute:218, Ucirc:219, Uuml:220, Yacute:221, THORN:222, szlig:223, agrave:224, aacute:225, acirc:226, atilde:227, auml:228, aring:229, aelig:230, ccedil:231, egrave:232, eacute:233, ecirc:234, euml:235, igrave:236, iacute:237, icirc:238, iuml:239, eth:240, ntilde:241, ograve:242, oacute:243, ocirc:244, otilde:245, ouml:246, divide:247, oslash:248, ugrave:249, uacute:250, ucirc:251, uuml:252, yacute:253, thorn:254, yuml:255, OElig:338, oelig:339, Scaron:352, scaron:353, Yuml:376, fnof:402, circ:710, tilde:732, Alpha:913, Beta:914, Gamma:915, Delta:916, Epsilon:917, Zeta:918, Eta:919, Theta:920, Iota:921, Kappa:922, Lambda:923, Mu:924, Nu:925, Xi:926, Omicron:927, Pi:928, Rho:929, Sigma:931, Tau:932, Upsilon:933, Phi:934, Chi:935, Psi:936, Omega:937, alpha:945, beta:946, gamma:947, delta:948, epsilon:949, zeta:950, eta:951, theta:952, iota:953, kappa:954, lambda:955, mu:956, nu:957, xi:958, omicron:959, pi:960, rho:961, sigmaf:962, sigma:963, tau:964, upsilon:965, phi:966, chi:967, psi:968, omega:969, thetasym:977, upsih:978, piv:982, ensp:8194, emsp:8195, thinsp:8201, zwnj:8204, zwj:8205, lrm:8206, rlm:8207, ndash:8211, mdash:8212, lsquo:8216, rsquo:8217, sbquo:8218, ldquo:8220, rdquo:8221, bdquo:8222, dagger:8224, Dagger:8225, bull:8226, hellip:8230, permil:8240, prime:8242, Prime:8243, lsaquo:8249, rsaquo:8250, oline:8254, frasl:8260, euro:8364, image:8465, weierp:8472, real:8476, trade:8482, alefsym:8501, larr:8592, uarr:8593, rarr:8594, darr:8595, harr:8596, crarr:8629, lArr:8656, uArr:8657, rArr:8658, dArr:8659, hArr:8660, forall:8704, part:8706, exist:8707, empty:8709, nabla:8711, isin:8712, notin:8713, ni:8715, prod:8719, sum:8721, minus:8722, lowast:8727, radic:8730, prop:8733, infin:8734, ang:8736, and:8743, or:8744, cap:8745, cup:8746, int:8747, there4:8756, sim:8764, cong:8773, asymp:8776, ne:8800, equiv:8801, le:8804, ge:8805, sub:8834, sup:8835, nsub:8836, sube:8838, supe:8839, oplus:8853, otimes:8855, perp:8869, sdot:8901, lceil:8968, rceil:8969, lfloor:8970, rfloor:8971, lang:9001, rang:9002, loz:9674, spades:9824, clubs:9827, hearts:9829, diams:9830 };\n\nexports.htmlVoidElements = \"area,base,br,col,command,embed,hr,img,input,keygen,link,meta,param,source,track,wbr\".split(\",\");\n\nexports.htmlBlockElements = \"address,article,aside,audio,blockquote,canvas,dd,div,dl,fieldset,figcaption,figure,footer,form,h1,h2,h3,h4,h5,h6,header,hgroup,hr,li,noscript,ol,output,p,pre,section,table,tfoot,ul,video\".split(\",\");\n\nexports.htmlUnsafeElements = \"script\".split(\",\");\n\n})();\n",
"type": "application/javascript",
"module-type": "config"
},
"$:/core/modules/deserializers.js": {
"title": "$:/core/modules/deserializers.js",
"text": "/*\\\ntitle: $:/core/modules/deserializers.js\ntype: application/javascript\nmodule-type: tiddlerdeserializer\n\nFunctions to deserialise tiddlers from a block of text\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nUtility function to parse an old-style tiddler DIV in a *.tid file. It looks like this:\n\n<div title=\"Title\" creator=\"JoeBloggs\" modifier=\"JoeBloggs\" created=\"201102111106\" modified=\"201102111310\" tags=\"myTag [[my long tag]]\">\n<pre>The text of the tiddler (without the expected HTML encoding).\n</pre>\n</div>\n\nNote that the field attributes are HTML encoded, but that the body of the <PRE> tag is not encoded.\n\nWhen these tiddler DIVs are encountered within a TiddlyWiki HTML file then the body is encoded in the usual way.\n*/\nvar parseTiddlerDiv = function(text /* [,fields] */) {\n\t// Slot together the default results\n\tvar result = {};\n\tif(arguments.length > 1) {\n\t\tfor(var f=1; f<arguments.length; f++) {\n\t\t\tvar fields = arguments[f];\n\t\t\tfor(var t in fields) {\n\t\t\t\tresult[t] = fields[t];\t\t\n\t\t\t}\n\t\t}\n\t}\n\t// Parse the DIV body\n\tvar startRegExp = /^\\s*<div\\s+([^>]*)>(\\s*<pre>)?/gi,\n\t\tendRegExp,\n\t\tmatch = startRegExp.exec(text);\n\tif(match) {\n\t\t// Old-style DIVs don't have the <pre> tag\n\t\tif(match[2]) {\n\t\t\tendRegExp = /<\\/pre>\\s*<\\/div>\\s*$/gi;\n\t\t} else {\n\t\t\tendRegExp = /<\\/div>\\s*$/gi;\n\t\t}\n\t\tvar endMatch = endRegExp.exec(text);\n\t\tif(endMatch) {\n\t\t\t// Extract the text\n\t\t\tresult.text = text.substring(match.index + match[0].length,endMatch.index);\n\t\t\t// Process the attributes\n\t\t\tvar attrRegExp = /\\s*([^=\\s]+)\\s*=\\s*(?:\"([^\"]*)\"|'([^']*)')/gi,\n\t\t\t\tattrMatch;\n\t\t\tdo {\n\t\t\t\tattrMatch = attrRegExp.exec(match[1]);\n\t\t\t\tif(attrMatch) {\n\t\t\t\t\tvar name = attrMatch[1];\n\t\t\t\t\tvar value = attrMatch[2] !== undefined ? attrMatch[2] : attrMatch[3];\n\t\t\t\t\tresult[name] = value;\n\t\t\t\t}\n\t\t\t} while(attrMatch);\n\t\t\treturn result;\n\t\t}\n\t}\n\treturn undefined;\n};\n\nexports[\"application/x-tiddler-html-div\"] = function(text,fields) {\n\treturn [parseTiddlerDiv(text,fields)];\n};\n\nexports[\"application/json\"] = function(text,fields) {\n\tvar incoming,\n\t\tresults = [];\n\ttry {\n\t\tincoming = JSON.parse(text);\n\t} catch(e) {\n\t\tincoming = [{\n\t\t\ttitle: \"JSON error: \" + e,\n\t\t\ttext: \"\"\n\t\t}]\n\t}\n\tif(!$tw.utils.isArray(incoming)) {\n\t\tincoming = [incoming];\n\t}\n\tfor(var t=0; t<incoming.length; t++) {\n\t\tvar incomingFields = incoming[t],\n\t\t\tfields = {};\n\t\tfor(var f in incomingFields) {\n\t\t\tif(typeof incomingFields[f] === \"string\") {\n\t\t\t\tfields[f] = incomingFields[f];\n\t\t\t}\n\t\t}\n\t\tresults.push(fields);\n\t}\n\treturn results;\n};\n\n/*\nParse an HTML file into tiddlers. There are three possibilities:\n# A TiddlyWiki classic HTML file containing `text/x-tiddlywiki` tiddlers\n# A TiddlyWiki5 HTML file containing `text/vnd.tiddlywiki` tiddlers\n# An ordinary HTML file\n*/\nexports[\"text/html\"] = function(text,fields) {\n\t// Check if we've got a store area\n\tvar storeAreaMarkerRegExp = /<div id=[\"']?storeArea['\"]?( style=[\"']?display:none;[\"']?)?>/gi,\n\t\tmatch = storeAreaMarkerRegExp.exec(text);\n\tif(match) {\n\t\t// If so, it's either a classic TiddlyWiki file or an unencrypted TW5 file\n\t\t// First read the normal tiddlers\n\t\tvar results = deserializeTiddlyWikiFile(text,storeAreaMarkerRegExp.lastIndex,!!match[1],fields);\n\t\t// Then any system tiddlers\n\t\tvar systemAreaMarkerRegExp = /<div id=[\"']?systemArea['\"]?( style=[\"']?display:none;[\"']?)?>/gi,\n\t\t\tsysMatch = systemAreaMarkerRegExp.exec(text);\n\t\tif(sysMatch) {\n\t\t\tresults.push.apply(results,deserializeTiddlyWikiFile(text,systemAreaMarkerRegExp.lastIndex,!!sysMatch[1],fields));\n\t\t}\n\t\treturn results;\n\t} else {\n\t\t// Check whether we've got an encrypted file\n\t\tvar encryptedStoreArea = $tw.utils.extractEncryptedStoreArea(text);\n\t\tif(encryptedStoreArea) {\n\t\t\t// If so, attempt to decrypt it using the current password\n\t\t\treturn $tw.utils.decryptStoreArea(encryptedStoreArea);\n\t\t} else {\n\t\t\t// It's not a TiddlyWiki so we'll return the entire HTML file as a tiddler\n\t\t\treturn deserializeHtmlFile(text,fields);\n\t\t}\n\t}\n};\n\nfunction deserializeHtmlFile(text,fields) {\n\tvar result = {};\n\t$tw.utils.each(fields,function(value,name) {\n\t\tresult[name] = value;\n\t});\n\tresult.text = text;\n\tresult.type = \"text/html\";\n\treturn [result];\n}\n\nfunction deserializeTiddlyWikiFile(text,storeAreaEnd,isTiddlyWiki5,fields) {\n\tvar results = [],\n\t\tendOfDivRegExp = /(<\\/div>\\s*)/gi,\n\t\tstartPos = storeAreaEnd,\n\t\tdefaultType = isTiddlyWiki5 ? undefined : \"text/x-tiddlywiki\";\n\tendOfDivRegExp.lastIndex = startPos;\n\tvar match = endOfDivRegExp.exec(text);\n\twhile(match) {\n\t\tvar endPos = endOfDivRegExp.lastIndex,\n\t\t\ttiddlerFields = parseTiddlerDiv(text.substring(startPos,endPos),fields,{type: defaultType});\n\t\tif(!tiddlerFields) {\n\t\t\tbreak;\n\t\t}\n\t\t$tw.utils.each(tiddlerFields,function(value,name) {\n\t\t\tif(typeof value === \"string\") {\n\t\t\t\ttiddlerFields[name] = $tw.utils.htmlDecode(value);\n\t\t\t}\n\t\t});\n\t\tif(tiddlerFields.text !== null) {\n\t\t\tresults.push(tiddlerFields);\n\t\t}\n\t\tstartPos = endPos;\n\t\tmatch = endOfDivRegExp.exec(text);\n\t}\n\treturn results;\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "tiddlerdeserializer"
},
"$:/core/modules/editor/engines/framed.js": {
"title": "$:/core/modules/editor/engines/framed.js",
"text": "/*\\\ntitle: $:/core/modules/editor/engines/framed.js\ntype: application/javascript\nmodule-type: library\n\nText editor engine based on a simple input or textarea within an iframe. This is done so that the selection is preserved even when clicking away from the textarea\n\n\\*/\n(function(){\n\n/*jslint node: true,browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HEIGHT_VALUE_TITLE = \"$:/config/TextEditor/EditorHeight/Height\";\n\nfunction FramedEngine(options) {\n\t// Save our options\n\toptions = options || {};\n\tthis.widget = options.widget;\n\tthis.value = options.value;\n\tthis.parentNode = options.parentNode;\n\tthis.nextSibling = options.nextSibling;\n\t// Create our hidden dummy text area for reading styles\n\tthis.dummyTextArea = this.widget.document.createElement(\"textarea\");\n\tif(this.widget.editClass) {\n\t\tthis.dummyTextArea.className = this.widget.editClass;\n\t}\n\tthis.dummyTextArea.setAttribute(\"hidden\",\"true\");\n\tthis.parentNode.insertBefore(this.dummyTextArea,this.nextSibling);\n\tthis.widget.domNodes.push(this.dummyTextArea);\n\t// Create the iframe\n\tthis.iframeNode = this.widget.document.createElement(\"iframe\");\n\tthis.parentNode.insertBefore(this.iframeNode,this.nextSibling);\n\tthis.iframeDoc = this.iframeNode.contentWindow.document;\n\t// (Firefox requires us to put some empty content in the iframe)\n\tthis.iframeDoc.open();\n\tthis.iframeDoc.write(\"\");\n\tthis.iframeDoc.close();\n\t// Style the iframe\n\tthis.iframeNode.className = this.dummyTextArea.className;\n\tthis.iframeNode.style.border = \"none\";\n\tthis.iframeNode.style.padding = \"0\";\n\tthis.iframeNode.style.resize = \"none\";\n\tthis.iframeNode.style[\"background-color\"] = this.widget.wiki.extractTiddlerDataItem(this.widget.wiki.getTiddlerText(\"$:/palette\"),\"tiddler-editor-background\");\n\tthis.iframeDoc.body.style.margin = \"0\";\n\tthis.iframeDoc.body.style.padding = \"0\";\n\tthis.widget.domNodes.push(this.iframeNode);\n\t// Construct the textarea or input node\n\tvar tag = this.widget.editTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"input\";\n\t}\n\tthis.domNode = this.iframeDoc.createElement(tag);\n\t// Set the text\n\tif(this.widget.editTag === \"textarea\") {\n\t\tthis.domNode.appendChild(this.iframeDoc.createTextNode(this.value));\n\t} else {\n\t\tthis.domNode.value = this.value;\n\t}\n\t// Set the attributes\n\tif(this.widget.editType) {\n\t\tthis.domNode.setAttribute(\"type\",this.widget.editType);\n\t}\n\tif(this.widget.editPlaceholder) {\n\t\tthis.domNode.setAttribute(\"placeholder\",this.widget.editPlaceholder);\n\t}\n\tif(this.widget.editSize) {\n\t\tthis.domNode.setAttribute(\"size\",this.widget.editSize);\n\t}\n\tif(this.widget.editRows) {\n\t\tthis.domNode.setAttribute(\"rows\",this.widget.editRows);\n\t}\n\tif(this.widget.editTabIndex) {\n\t\tthis.iframeNode.setAttribute(\"tabindex\",this.widget.editTabIndex);\n\t}\n\t// Copy the styles from the dummy textarea\n\tthis.copyStyles();\n\t// Add event listeners\n\t$tw.utils.addEventListeners(this.domNode,[\n\t\t{name: \"click\",handlerObject: this,handlerMethod: \"handleClickEvent\"},\n\t\t{name: \"input\",handlerObject: this,handlerMethod: \"handleInputEvent\"},\n\t\t{name: \"keydown\",handlerObject: this.widget,handlerMethod: \"handleKeydownEvent\"}\n\t]);\n\t// Insert the element into the DOM\n\tthis.iframeDoc.body.appendChild(this.domNode);\n}\n\n/*\nCopy styles from the dummy text area to the textarea in the iframe\n*/\nFramedEngine.prototype.copyStyles = function() {\n\t// Copy all styles\n\t$tw.utils.copyStyles(this.dummyTextArea,this.domNode);\n\t// Override the ones that should not be set the same as the dummy textarea\n\tthis.domNode.style.display = \"block\";\n\tthis.domNode.style.width = \"100%\";\n\tthis.domNode.style.margin = \"0\";\n\tthis.domNode.style[\"background-color\"] = this.widget.wiki.extractTiddlerDataItem(this.widget.wiki.getTiddlerText(\"$:/palette\"),\"tiddler-editor-background\");\n\t// In Chrome setting -webkit-text-fill-color overrides the placeholder text colour\n\tthis.domNode.style[\"-webkit-text-fill-color\"] = \"currentcolor\";\n};\n\n/*\nSet the text of the engine if it doesn't currently have focus\n*/\nFramedEngine.prototype.setText = function(text,type) {\n\tif(!this.domNode.isTiddlyWikiFakeDom) {\n\t\tif(this.domNode.ownerDocument.activeElement !== this.domNode) {\n\t\t\tthis.domNode.value = text;\n\t\t}\n\t\t// Fix the height if needed\n\t\tthis.fixHeight();\n\t}\n};\n\n/*\nGet the text of the engine\n*/\nFramedEngine.prototype.getText = function() {\n\treturn this.domNode.value;\n};\n\n/*\nFix the height of textarea to fit content\n*/\nFramedEngine.prototype.fixHeight = function() {\n\t// Make sure styles are updated\n\tthis.copyStyles();\n\t// Adjust height\n\tif(this.widget.editTag === \"textarea\") {\n\t\tif(this.widget.editAutoHeight) {\n\t\t\tif(this.domNode && !this.domNode.isTiddlyWikiFakeDom) {\n\t\t\t\tvar newHeight = $tw.utils.resizeTextAreaToFit(this.domNode,this.widget.editMinHeight);\n\t\t\t\tthis.iframeNode.style.height = (newHeight + 14) + \"px\"; // +14 for the border on the textarea\n\t\t\t}\n\t\t} else {\n\t\t\tvar fixedHeight = parseInt(this.widget.wiki.getTiddlerText(HEIGHT_VALUE_TITLE,\"400px\"),10);\n\t\t\tfixedHeight = Math.max(fixedHeight,20);\n\t\t\tthis.domNode.style.height = fixedHeight + \"px\";\n\t\t\tthis.iframeNode.style.height = (fixedHeight + 14) + \"px\";\n\t\t}\n\t}\n};\n\n/*\nFocus the engine node\n*/\nFramedEngine.prototype.focus = function() {\n\tif(this.domNode.focus && this.domNode.select) {\n\t\tthis.domNode.focus();\n\t\tthis.domNode.select();\n\t}\n};\n\n/*\nHandle a click\n*/\nFramedEngine.prototype.handleClickEvent = function(event) {\n\tthis.fixHeight();\n\treturn true;\n};\n\n/*\nHandle a dom \"input\" event which occurs when the text has changed\n*/\nFramedEngine.prototype.handleInputEvent = function(event) {\n\tthis.widget.saveChanges(this.getText());\n\tthis.fixHeight();\n\treturn true;\n};\n\n/*\nCreate a blank structure representing a text operation\n*/\nFramedEngine.prototype.createTextOperation = function() {\n\tvar operation = {\n\t\ttext: this.domNode.value,\n\t\tselStart: this.domNode.selectionStart,\n\t\tselEnd: this.domNode.selectionEnd,\n\t\tcutStart: null,\n\t\tcutEnd: null,\n\t\treplacement: null,\n\t\tnewSelStart: null,\n\t\tnewSelEnd: null\n\t};\n\toperation.selection = operation.text.substring(operation.selStart,operation.selEnd);\n\treturn operation;\n};\n\n/*\nExecute a text operation\n*/\nFramedEngine.prototype.executeTextOperation = function(operation) {\n\t// Perform the required changes to the text area and the underlying tiddler\n\tvar newText = operation.text;\n\tif(operation.replacement !== null) {\n\t\tnewText = operation.text.substring(0,operation.cutStart) + operation.replacement + operation.text.substring(operation.cutEnd);\n\t\t// Attempt to use a execCommand to modify the value of the control\n\t\tif(this.iframeDoc.queryCommandSupported(\"insertText\") && this.iframeDoc.queryCommandSupported(\"delete\") && !$tw.browser.isFirefox) {\n\t\t\tthis.domNode.focus();\n\t\t\tthis.domNode.setSelectionRange(operation.cutStart,operation.cutEnd);\n\t\t\tif(operation.replacement === \"\") {\n\t\t\t\tthis.iframeDoc.execCommand(\"delete\",false,\"\");\n\t\t\t} else {\n\t\t\t\tthis.iframeDoc.execCommand(\"insertText\",false,operation.replacement);\n\t\t\t}\n\t\t} else {\n\t\t\tthis.domNode.value = newText;\n\t\t}\n\t\tthis.domNode.focus();\n\t\tthis.domNode.setSelectionRange(operation.newSelStart,operation.newSelEnd);\n\t}\n\tthis.domNode.focus();\n\treturn newText;\n};\n\nexports.FramedEngine = FramedEngine;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/editor/engines/simple.js": {
"title": "$:/core/modules/editor/engines/simple.js",
"text": "/*\\\ntitle: $:/core/modules/editor/engines/simple.js\ntype: application/javascript\nmodule-type: library\n\nText editor engine based on a simple input or textarea tag\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HEIGHT_VALUE_TITLE = \"$:/config/TextEditor/EditorHeight/Height\";\n\nfunction SimpleEngine(options) {\n\t// Save our options\n\toptions = options || {};\n\tthis.widget = options.widget;\n\tthis.value = options.value;\n\tthis.parentNode = options.parentNode;\n\tthis.nextSibling = options.nextSibling;\n\t// Construct the textarea or input node\n\tvar tag = this.widget.editTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"input\";\n\t}\n\tthis.domNode = this.widget.document.createElement(tag);\n\t// Set the text\n\tif(this.widget.editTag === \"textarea\") {\n\t\tthis.domNode.appendChild(this.widget.document.createTextNode(this.value));\n\t} else {\n\t\tthis.domNode.value = this.value;\n\t}\n\t// Set the attributes\n\tif(this.widget.editType) {\n\t\tthis.domNode.setAttribute(\"type\",this.widget.editType);\n\t}\n\tif(this.widget.editPlaceholder) {\n\t\tthis.domNode.setAttribute(\"placeholder\",this.widget.editPlaceholder);\n\t}\n\tif(this.widget.editSize) {\n\t\tthis.domNode.setAttribute(\"size\",this.widget.editSize);\n\t}\n\tif(this.widget.editRows) {\n\t\tthis.domNode.setAttribute(\"rows\",this.widget.editRows);\n\t}\n\tif(this.widget.editClass) {\n\t\tthis.domNode.className = this.widget.editClass;\n\t}\n\tif(this.widget.editTabIndex) {\n\t\tthis.domNode.setAttribute(\"tabindex\",this.widget.editTabIndex);\n\t}\n\t// Add an input event handler\n\t$tw.utils.addEventListeners(this.domNode,[\n\t\t{name: \"focus\", handlerObject: this, handlerMethod: \"handleFocusEvent\"},\n\t\t{name: \"input\", handlerObject: this, handlerMethod: \"handleInputEvent\"}\n\t]);\n\t// Insert the element into the DOM\n\tthis.parentNode.insertBefore(this.domNode,this.nextSibling);\n\tthis.widget.domNodes.push(this.domNode);\n}\n\n/*\nSet the text of the engine if it doesn't currently have focus\n*/\nSimpleEngine.prototype.setText = function(text,type) {\n\tif(!this.domNode.isTiddlyWikiFakeDom) {\n\t\tif(this.domNode.ownerDocument.activeElement !== this.domNode || text === \"\") {\n\t\t\tthis.domNode.value = text;\n\t\t}\n\t\t// Fix the height if needed\n\t\tthis.fixHeight();\n\t}\n};\n\n/*\nGet the text of the engine\n*/\nSimpleEngine.prototype.getText = function() {\n\treturn this.domNode.value;\n};\n\n/*\nFix the height of textarea to fit content\n*/\nSimpleEngine.prototype.fixHeight = function() {\n\tif(this.widget.editTag === \"textarea\") {\n\t\tif(this.widget.editAutoHeight) {\n\t\t\tif(this.domNode && !this.domNode.isTiddlyWikiFakeDom) {\n\t\t\t\t$tw.utils.resizeTextAreaToFit(this.domNode,this.widget.editMinHeight);\n\t\t\t}\n\t\t} else {\n\t\t\tvar fixedHeight = parseInt(this.widget.wiki.getTiddlerText(HEIGHT_VALUE_TITLE,\"400px\"),10);\n\t\t\tfixedHeight = Math.max(fixedHeight,20);\n\t\t\tthis.domNode.style.height = fixedHeight + \"px\";\n\t\t}\n\t}\n};\n\n/*\nFocus the engine node\n*/\nSimpleEngine.prototype.focus = function() {\n\tif(this.domNode.focus && this.domNode.select) {\n\t\tthis.domNode.focus();\n\t\tthis.domNode.select();\n\t}\n};\n\n/*\nHandle a dom \"input\" event which occurs when the text has changed\n*/\nSimpleEngine.prototype.handleInputEvent = function(event) {\n\tthis.widget.saveChanges(this.getText());\n\tthis.fixHeight();\n\treturn true;\n};\n\n/*\nHandle a dom \"focus\" event\n*/\nSimpleEngine.prototype.handleFocusEvent = function(event) {\n\tif(this.widget.editFocusPopup) {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: this.domNode,\n\t\t\ttitle: this.widget.editFocusPopup,\n\t\t\twiki: this.widget.wiki,\n\t\t\tforce: true\n\t\t});\n\t}\n\treturn true;\n};\n\n/*\nCreate a blank structure representing a text operation\n*/\nSimpleEngine.prototype.createTextOperation = function() {\n\treturn null;\n};\n\n/*\nExecute a text operation\n*/\nSimpleEngine.prototype.executeTextOperation = function(operation) {\n};\n\nexports.SimpleEngine = SimpleEngine;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/editor/factory.js": {
"title": "$:/core/modules/editor/factory.js",
"text": "/*\\\ntitle: $:/core/modules/editor/factory.js\ntype: application/javascript\nmodule-type: library\n\nFactory for constructing text editor widgets with specified engines for the toolbar and non-toolbar cases\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar DEFAULT_MIN_TEXT_AREA_HEIGHT = \"100px\"; // Minimum height of textareas in pixels\n\n// Configuration tiddlers\nvar HEIGHT_MODE_TITLE = \"$:/config/TextEditor/EditorHeight/Mode\";\nvar ENABLE_TOOLBAR_TITLE = \"$:/config/TextEditor/EnableToolbar\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nfunction editTextWidgetFactory(toolbarEngine,nonToolbarEngine) {\n\n\tvar EditTextWidget = function(parseTreeNode,options) {\n\t\t// Initialise the editor operations if they've not been done already\n\t\tif(!this.editorOperations) {\n\t\t\tEditTextWidget.prototype.editorOperations = {};\n\t\t\t$tw.modules.applyMethods(\"texteditoroperation\",this.editorOperations);\n\t\t}\n\t\tthis.initialise(parseTreeNode,options);\n\t};\n\n\t/*\n\tInherit from the base widget class\n\t*/\n\tEditTextWidget.prototype = new Widget();\n\n\t/*\n\tRender this widget into the DOM\n\t*/\n\tEditTextWidget.prototype.render = function(parent,nextSibling) {\n\t\t// Save the parent dom node\n\t\tthis.parentDomNode = parent;\n\t\t// Compute our attributes\n\t\tthis.computeAttributes();\n\t\t// Execute our logic\n\t\tthis.execute();\n\t\t// Create the wrapper for the toolbar and render its content\n\t\tif(this.editShowToolbar) {\n\t\t\tthis.toolbarNode = this.document.createElement(\"div\");\n\t\t\tthis.toolbarNode.className = \"tc-editor-toolbar\";\n\t\t\tparent.insertBefore(this.toolbarNode,nextSibling);\n\t\t\tthis.renderChildren(this.toolbarNode,null);\n\t\t\tthis.domNodes.push(this.toolbarNode);\n\t\t}\n\t\t// Create our element\n\t\tvar editInfo = this.getEditInfo(),\n\t\t\tEngine = this.editShowToolbar ? toolbarEngine : nonToolbarEngine;\n\t\tthis.engine = new Engine({\n\t\t\t\twidget: this,\n\t\t\t\tvalue: editInfo.value,\n\t\t\t\ttype: editInfo.type,\n\t\t\t\tparentNode: parent,\n\t\t\t\tnextSibling: nextSibling\n\t\t\t});\n\t\t// Call the postRender hook\n\t\tif(this.postRender) {\n\t\t\tthis.postRender();\n\t\t}\n\t\t// Fix height\n\t\tthis.engine.fixHeight();\n\t\t// Focus if required\n\t\tif(this.editFocus === \"true\" || this.editFocus === \"yes\") {\n\t\t\tthis.engine.focus();\n\t\t}\n\t\t// Add widget message listeners\n\t\tthis.addEventListeners([\n\t\t\t{type: \"tm-edit-text-operation\", handler: \"handleEditTextOperationMessage\"}\n\t\t]);\n\t};\n\n\t/*\n\tGet the tiddler being edited and current value\n\t*/\n\tEditTextWidget.prototype.getEditInfo = function() {\n\t\t// Get the edit value\n\t\tvar self = this,\n\t\t\tvalue,\n\t\t\ttype = \"text/plain\",\n\t\t\tupdate;\n\t\tif(this.editIndex) {\n\t\t\tvalue = this.wiki.extractTiddlerDataItem(this.editTitle,this.editIndex,this.editDefault);\n\t\t\tupdate = function(value) {\n\t\t\t\tvar data = self.wiki.getTiddlerData(self.editTitle,{});\n\t\t\t\tif(data[self.editIndex] !== value) {\n\t\t\t\t\tdata[self.editIndex] = value;\n\t\t\t\t\tself.wiki.setTiddlerData(self.editTitle,data);\n\t\t\t\t}\n\t\t\t};\n\t\t} else {\n\t\t\t// Get the current tiddler and the field name\n\t\t\tvar tiddler = this.wiki.getTiddler(this.editTitle);\n\t\t\tif(tiddler) {\n\t\t\t\t// If we've got a tiddler, the value to display is the field string value\n\t\t\t\tvalue = tiddler.getFieldString(this.editField);\n\t\t\t\tif(this.editField === \"text\") {\n\t\t\t\t\ttype = tiddler.fields.type || \"text/vnd.tiddlywiki\";\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\t// Otherwise, we need to construct a default value for the editor\n\t\t\t\tswitch(this.editField) {\n\t\t\t\t\tcase \"text\":\n\t\t\t\t\t\tvalue = \"Type the text for the tiddler '\" + this.editTitle + \"'\";\n\t\t\t\t\t\ttype = \"text/vnd.tiddlywiki\";\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tcase \"title\":\n\t\t\t\t\t\tvalue = this.editTitle;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tdefault:\n\t\t\t\t\t\tvalue = \"\";\n\t\t\t\t\t\tbreak;\n\t\t\t\t}\n\t\t\t\tif(this.editDefault !== undefined) {\n\t\t\t\t\tvalue = this.editDefault;\n\t\t\t\t}\n\t\t\t}\n\t\t\tupdate = function(value) {\n\t\t\t\tvar tiddler = self.wiki.getTiddler(self.editTitle),\n\t\t\t\t\tupdateFields = {\n\t\t\t\t\t\ttitle: self.editTitle\n\t\t\t\t\t};\n\t\t\t\tupdateFields[self.editField] = value;\n\t\t\t\tself.wiki.addTiddler(new $tw.Tiddler(self.wiki.getCreationFields(),tiddler,updateFields,self.wiki.getModificationFields()));\n\t\t\t};\n\t\t}\n\t\tif(this.editType) {\n\t\t\ttype = this.editType;\n\t\t}\n\t\treturn {value: value || \"\", type: type, update: update};\n\t};\n\n\t/*\n\tHandle an edit text operation message from the toolbar\n\t*/\n\tEditTextWidget.prototype.handleEditTextOperationMessage = function(event) {\n\t\t// Prepare information about the operation\n\t\tvar operation = this.engine.createTextOperation();\n\t\t// Invoke the handler for the selected operation\n\t\tvar handler = this.editorOperations[event.param];\n\t\tif(handler) {\n\t\t\thandler.call(this,event,operation);\n\t\t}\n\t\t// Execute the operation via the engine\n\t\tvar newText = this.engine.executeTextOperation(operation);\n\t\t// Fix the tiddler height and save changes\n\t\tthis.engine.fixHeight();\n\t\tthis.saveChanges(newText);\n\t};\n\n\t/*\n\tCompute the internal state of the widget\n\t*/\n\tEditTextWidget.prototype.execute = function() {\n\t\t// Get our parameters\n\t\tthis.editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t\tthis.editField = this.getAttribute(\"field\",\"text\");\n\t\tthis.editIndex = this.getAttribute(\"index\");\n\t\tthis.editDefault = this.getAttribute(\"default\");\n\t\tthis.editClass = this.getAttribute(\"class\");\n\t\tthis.editPlaceholder = this.getAttribute(\"placeholder\");\n\t\tthis.editSize = this.getAttribute(\"size\");\n\t\tthis.editRows = this.getAttribute(\"rows\");\n\t\tthis.editAutoHeight = this.wiki.getTiddlerText(HEIGHT_MODE_TITLE,\"auto\");\n\t\tthis.editAutoHeight = this.getAttribute(\"autoHeight\",this.editAutoHeight === \"auto\" ? \"yes\" : \"no\") === \"yes\";\n\t\tthis.editMinHeight = this.getAttribute(\"minHeight\",DEFAULT_MIN_TEXT_AREA_HEIGHT);\n\t\tthis.editFocusPopup = this.getAttribute(\"focusPopup\");\n\t\tthis.editFocus = this.getAttribute(\"focus\");\n\t\tthis.editTabIndex = this.getAttribute(\"tabindex\");\n\t\t// Get the default editor element tag and type\n\t\tvar tag,type;\n\t\tif(this.editField === \"text\") {\n\t\t\ttag = \"textarea\";\n\t\t} else {\n\t\t\ttag = \"input\";\n\t\t\tvar fieldModule = $tw.Tiddler.fieldModules[this.editField];\n\t\t\tif(fieldModule && fieldModule.editTag) {\n\t\t\t\ttag = fieldModule.editTag;\n\t\t\t}\n\t\t\tif(fieldModule && fieldModule.editType) {\n\t\t\t\ttype = fieldModule.editType;\n\t\t\t}\n\t\t\ttype = type || \"text\";\n\t\t}\n\t\t// Get the rest of our parameters\n\t\tthis.editTag = this.getAttribute(\"tag\",tag) || \"input\";\n\t\tthis.editType = this.getAttribute(\"type\",type);\n\t\t// Make the child widgets\n\t\tthis.makeChildWidgets();\n\t\t// Determine whether to show the toolbar\n\t\tthis.editShowToolbar = this.wiki.getTiddlerText(ENABLE_TOOLBAR_TITLE,\"yes\");\n\t\tthis.editShowToolbar = (this.editShowToolbar === \"yes\") && !!(this.children && this.children.length > 0) && (!this.document.isTiddlyWikiFakeDom);\n\t};\n\n\t/*\n\tSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n\t*/\n\tEditTextWidget.prototype.refresh = function(changedTiddlers) {\n\t\tvar changedAttributes = this.computeAttributes();\n\t\t// Completely rerender if any of our attributes have changed\n\t\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes[\"default\"] || changedAttributes[\"class\"] || changedAttributes.placeholder || changedAttributes.size || changedAttributes.autoHeight || changedAttributes.minHeight || changedAttributes.focusPopup || changedAttributes.rows || changedAttributes.tabindex || changedTiddlers[HEIGHT_MODE_TITLE] || changedTiddlers[ENABLE_TOOLBAR_TITLE]) {\n\t\t\tthis.refreshSelf();\n\t\t\treturn true;\n\t\t} else if(changedTiddlers[this.editTitle]) {\n\t\t\tvar editInfo = this.getEditInfo();\n\t\t\tthis.updateEditor(editInfo.value,editInfo.type);\n\t\t}\n\t\tthis.engine.fixHeight();\n\t\tif(this.editShowToolbar) {\n\t\t\treturn this.refreshChildren(changedTiddlers);\n\t\t} else {\n\t\t\treturn false;\n\t\t}\n\t};\n\n\t/*\n\tUpdate the editor with new text. This method is separate from updateEditorDomNode()\n\tso that subclasses can override updateEditor() and still use updateEditorDomNode()\n\t*/\n\tEditTextWidget.prototype.updateEditor = function(text,type) {\n\t\tthis.updateEditorDomNode(text,type);\n\t};\n\n\t/*\n\tUpdate the editor dom node with new text\n\t*/\n\tEditTextWidget.prototype.updateEditorDomNode = function(text,type) {\n\t\tthis.engine.setText(text,type);\n\t};\n\n\t/*\n\tSave changes back to the tiddler store\n\t*/\n\tEditTextWidget.prototype.saveChanges = function(text) {\n\t\tvar editInfo = this.getEditInfo();\n\t\tif(text !== editInfo.value) {\n\t\t\teditInfo.update(text);\n\t\t}\n\t};\n\n\t/*\n\tHandle a dom \"keydown\" event, which we'll bubble up to our container for the keyboard widgets benefit\n\t*/\n\tEditTextWidget.prototype.handleKeydownEvent = function(event) {\n\t\t// Check for a keyboard shortcut\n\t\tif(this.toolbarNode) {\n\t\t\tvar shortcutElements = this.toolbarNode.querySelectorAll(\"[data-tw-keyboard-shortcut]\");\n\t\t\tfor(var index=0; index<shortcutElements.length; index++) {\n\t\t\t\tvar el = shortcutElements[index],\n\t\t\t\t\tshortcutData = el.getAttribute(\"data-tw-keyboard-shortcut\"),\n\t\t\t\t\tkeyInfoArray = $tw.keyboardManager.parseKeyDescriptors(shortcutData,{\n\t\t\t\t\t\twiki: this.wiki\n\t\t\t\t\t});\n\t\t\t\tif($tw.keyboardManager.checkKeyDescriptors(event,keyInfoArray)) {\n\t\t\t\t\tvar clickEvent = this.document.createEvent(\"Events\");\n\t\t\t\t clickEvent.initEvent(\"click\",true,false);\n\t\t\t\t el.dispatchEvent(clickEvent);\n\t\t\t\t\tevent.preventDefault();\n\t\t\t\t\tevent.stopPropagation();\n\t\t\t\t\treturn true;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t\t// Propogate the event to the container\n\t\tif(this.propogateKeydownEvent(event)) {\n\t\t\t// Ignore the keydown if it was already handled\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t\treturn true;\n\t\t}\n\t\t// Otherwise, process the keydown normally\n\t\treturn false;\n\t};\n\n\t/*\n\tPropogate keydown events to our container for the keyboard widgets benefit\n\t*/\n\tEditTextWidget.prototype.propogateKeydownEvent = function(event) {\n\t\tvar newEvent = this.document.createEventObject ? this.document.createEventObject() : this.document.createEvent(\"Events\");\n\t\tif(newEvent.initEvent) {\n\t\t\tnewEvent.initEvent(\"keydown\", true, true);\n\t\t}\n\t\tnewEvent.keyCode = event.keyCode;\n\t\tnewEvent.which = event.which;\n\t\tnewEvent.metaKey = event.metaKey;\n\t\tnewEvent.ctrlKey = event.ctrlKey;\n\t\tnewEvent.altKey = event.altKey;\n\t\tnewEvent.shiftKey = event.shiftKey;\n\t\treturn !this.parentDomNode.dispatchEvent(newEvent);\n\t};\n\n\treturn EditTextWidget;\n\n}\n\nexports.editTextWidgetFactory = editTextWidgetFactory;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/editor/operations/bitmap/clear.js": {
"title": "$:/core/modules/editor/operations/bitmap/clear.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/bitmap/clear.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to clear the image\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"clear\"] = function(event) {\n\tvar ctx = this.canvasDomNode.getContext(\"2d\");\n\tctx.globalAlpha = 1;\n\tctx.fillStyle = event.paramObject.colour || \"white\";\n\tctx.fillRect(0,0,this.canvasDomNode.width,this.canvasDomNode.height);\n\t// Save changes\n\tthis.strokeEnd();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "bitmapeditoroperation"
},
"$:/core/modules/editor/operations/bitmap/resize.js": {
"title": "$:/core/modules/editor/operations/bitmap/resize.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/bitmap/resize.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to resize the image\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"resize\"] = function(event) {\n\t// Get the new width\n\tvar newWidth = parseInt(event.paramObject.width || this.canvasDomNode.width,10),\n\t\tnewHeight = parseInt(event.paramObject.height || this.canvasDomNode.height,10);\n\t// Update if necessary\n\tif(newWidth > 0 && newHeight > 0 && !(newWidth === this.currCanvas.width && newHeight === this.currCanvas.height)) {\n\t\tthis.changeCanvasSize(newWidth,newHeight);\n\t}\n\t// Update the input controls\n\tthis.refreshToolbar();\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "bitmapeditoroperation"
},
"$:/core/modules/editor/operations/bitmap/rotate-left.js": {
"title": "$:/core/modules/editor/operations/bitmap/rotate-left.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/bitmap/rotate-left.js\ntype: application/javascript\nmodule-type: bitmapeditoroperation\n\nBitmap editor operation to rotate the image left by 90 degrees\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"rotate-left\"] = function(event) {\n\t// Rotate the canvas left by 90 degrees\n\tthis.rotateCanvasLeft();\n\t// Update the input controls\n\tthis.refreshToolbar();\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "bitmapeditoroperation"
},
"$:/core/modules/editor/operations/text/excise.js": {
"title": "$:/core/modules/editor/operations/text/excise.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/excise.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to excise the selection to a new tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"excise\"] = function(event,operation) {\n\tvar editTiddler = this.wiki.getTiddler(this.editTitle),\n\t\teditTiddlerTitle = this.editTitle;\n\tif(editTiddler && editTiddler.fields[\"draft.of\"]) {\n\t\teditTiddlerTitle = editTiddler.fields[\"draft.of\"];\n\t}\n\tvar excisionTitle = event.paramObject.title || this.wiki.generateNewTitle(\"New Excision\");\n\tthis.wiki.addTiddler(new $tw.Tiddler(\n\t\tthis.wiki.getCreationFields(),\n\t\tthis.wiki.getModificationFields(),\n\t\t{\n\t\t\ttitle: excisionTitle,\n\t\t\ttext: operation.selection,\n\t\t\ttags: event.paramObject.tagnew === \"yes\" ? [editTiddlerTitle] : []\n\t\t}\n\t));\n\toperation.replacement = excisionTitle;\n\tswitch(event.paramObject.type || \"transclude\") {\n\t\tcase \"transclude\":\n\t\t\toperation.replacement = \"{{\" + operation.replacement+ \"}}\";\n\t\t\tbreak;\n\t\tcase \"link\":\n\t\t\toperation.replacement = \"[[\" + operation.replacement+ \"]]\";\n\t\t\tbreak;\n\t\tcase \"macro\":\n\t\t\toperation.replacement = \"<<\" + (event.paramObject.macro || \"translink\") + \" \\\"\\\"\\\"\" + operation.replacement + \"\\\"\\\"\\\">>\";\n\t\t\tbreak;\n\t}\n\toperation.cutStart = operation.selStart;\n\toperation.cutEnd = operation.selEnd;\n\toperation.newSelStart = operation.selStart;\n\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/make-link.js": {
"title": "$:/core/modules/editor/operations/text/make-link.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/make-link.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to make a link\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"make-link\"] = function(event,operation) {\n\tif(operation.selection) {\n\t\toperation.replacement = \"[[\" + operation.selection + \"|\" + event.paramObject.text + \"]]\";\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t} else {\n\t\toperation.replacement = \"[[\" + event.paramObject.text + \"]]\";\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t}\n\toperation.newSelStart = operation.selStart + operation.replacement.length;\n\toperation.newSelEnd = operation.newSelStart;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/prefix-lines.js": {
"title": "$:/core/modules/editor/operations/text/prefix-lines.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/prefix-lines.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to add a prefix to the selected lines\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"prefix-lines\"] = function(event,operation) {\n\tvar targetCount = parseInt(event.paramObject.count + \"\",10);\n\t// Cut just past the preceding line break, or the start of the text\n\toperation.cutStart = $tw.utils.findPrecedingLineBreak(operation.text,operation.selStart);\n\t// Cut to just past the following line break, or to the end of the text\n\toperation.cutEnd = $tw.utils.findFollowingLineBreak(operation.text,operation.selEnd);\n\t// Compose the required prefix\n\tvar prefix = $tw.utils.repeat(event.paramObject.character,targetCount);\n\t// Process each line\n\tvar lines = operation.text.substring(operation.cutStart,operation.cutEnd).split(/\\r?\\n/mg);\n\t$tw.utils.each(lines,function(line,index) {\n\t\t// Remove and count any existing prefix characters\n\t\tvar count = 0;\n\t\twhile(line.charAt(0) === event.paramObject.character) {\n\t\t\tline = line.substring(1);\n\t\t\tcount++;\n\t\t}\n\t\t// Remove any whitespace\n\t\twhile(line.charAt(0) === \" \") {\n\t\t\tline = line.substring(1);\n\t\t}\n\t\t// We're done if we removed the exact required prefix, otherwise add it\n\t\tif(count !== targetCount) {\n\t\t\t// Apply the prefix\n\t\t\tline = prefix + \" \" + line;\n\t\t}\n\t\t// Save the modified line\n\t\tlines[index] = line;\n\t});\n\t// Stitch the replacement text together and set the selection\n\toperation.replacement = lines.join(\"\\n\");\n\tif(lines.length === 1) {\n\t\toperation.newSelStart = operation.cutStart + operation.replacement.length;\n\t\toperation.newSelEnd = operation.newSelStart;\n\t} else {\n\t\toperation.newSelStart = operation.cutStart;\n\t\toperation.newSelEnd = operation.newSelStart + operation.replacement.length;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/replace-all.js": {
"title": "$:/core/modules/editor/operations/text/replace-all.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/replace-all.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to replace the entire text\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"replace-all\"] = function(event,operation) {\n\toperation.cutStart = 0;\n\toperation.cutEnd = operation.text.length;\n\toperation.replacement = event.paramObject.text;\n\toperation.newSelStart = 0;\n\toperation.newSelEnd = operation.replacement.length;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/replace-selection.js": {
"title": "$:/core/modules/editor/operations/text/replace-selection.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/replace-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to replace the selection\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"replace-selection\"] = function(event,operation) {\n\toperation.replacement = event.paramObject.text;\n\toperation.cutStart = operation.selStart;\n\toperation.cutEnd = operation.selEnd;\n\toperation.newSelStart = operation.selStart;\n\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/save-selection.js": {
"title": "$:/core/modules/editor/operations/text/save-selection.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/save-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to save the current selection in a specified tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"save-selection\"] = function(event,operation) {\n\tvar tiddler = event.paramObject.tiddler,\n\t\tfield = event.paramObject.field || \"text\";\n\tif(tiddler && field) {\n\t\tthis.wiki.setText(tiddler,field,null,operation.text.substring(operation.selStart,operation.selEnd));\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/wrap-lines.js": {
"title": "$:/core/modules/editor/operations/text/wrap-lines.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/wrap-lines.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to wrap the selected lines with a prefix and suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"wrap-lines\"] = function(event,operation) {\n\t// Cut just past the preceding line break, or the start of the text\n\toperation.cutStart = $tw.utils.findPrecedingLineBreak(operation.text,operation.selStart);\n\t// Cut to just past the following line break, or to the end of the text\n\toperation.cutEnd = $tw.utils.findFollowingLineBreak(operation.text,operation.selEnd);\n\t// Add the prefix and suffix\n\toperation.replacement = event.paramObject.prefix + \"\\n\" +\n\t\t\t\toperation.text.substring(operation.cutStart,operation.cutEnd) + \"\\n\" +\n\t\t\t\tevent.paramObject.suffix + \"\\n\";\n\toperation.newSelStart = operation.cutStart + event.paramObject.prefix.length + 1;\n\toperation.newSelEnd = operation.newSelStart + (operation.cutEnd - operation.cutStart);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/editor/operations/text/wrap-selection.js": {
"title": "$:/core/modules/editor/operations/text/wrap-selection.js",
"text": "/*\\\ntitle: $:/core/modules/editor/operations/text/wrap-selection.js\ntype: application/javascript\nmodule-type: texteditoroperation\n\nText editor operation to wrap the selection with the specified prefix and suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports[\"wrap-selection\"] = function(event,operation) {\n\tif(operation.selStart === operation.selEnd) {\n\t\t// No selection; check if we're within the prefix/suffix\n\t\tif(operation.text.substring(operation.selStart - event.paramObject.prefix.length,operation.selStart + event.paramObject.suffix.length) === event.paramObject.prefix + event.paramObject.suffix) {\n\t\t\t// Remove the prefix and suffix\n\t\t\toperation.cutStart = operation.selStart - event.paramObject.prefix.length;\n\t\t\toperation.cutEnd = operation.selEnd + event.paramObject.suffix.length;\n\t\t\toperation.replacement = \"\";\n\t\t\toperation.newSelStart = operation.cutStart;\n\t\t\toperation.newSelEnd = operation.newSelStart;\n\t\t} else {\n\t\t\t// Wrap the cursor instead\n\t\t\toperation.cutStart = operation.selStart;\n\t\t\toperation.cutEnd = operation.selEnd;\n\t\t\toperation.replacement = event.paramObject.prefix + event.paramObject.suffix;\n\t\t\toperation.newSelStart = operation.selStart + event.paramObject.prefix.length;\n\t\t\toperation.newSelEnd = operation.newSelStart;\n\t\t}\n\t} else if(operation.text.substring(operation.selStart,operation.selStart + event.paramObject.prefix.length) === event.paramObject.prefix && operation.text.substring(operation.selEnd - event.paramObject.suffix.length,operation.selEnd) === event.paramObject.suffix) {\n\t\t// Prefix and suffix are already present, so remove them\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t\toperation.replacement = operation.selection.substring(event.paramObject.prefix.length,operation.selection.length - event.paramObject.suffix.length);\n\t\toperation.newSelStart = operation.selStart;\n\t\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n\t} else {\n\t\t// Add the prefix and suffix\n\t\toperation.cutStart = operation.selStart;\n\t\toperation.cutEnd = operation.selEnd;\n\t\toperation.replacement = event.paramObject.prefix + operation.selection + event.paramObject.suffix;\n\t\toperation.newSelStart = operation.selStart;\n\t\toperation.newSelEnd = operation.selStart + operation.replacement.length;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "texteditoroperation"
},
"$:/core/modules/filters/addprefix.js": {
"title": "$:/core/modules/filters/addprefix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/addprefix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for adding a prefix to each title in the list. This is\nespecially useful in contexts where only a filter expression is allowed\nand macro substitution isn't available.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.addprefix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(operator.operand + title);\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/addsuffix.js": {
"title": "$:/core/modules/filters/addsuffix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/addsuffix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for adding a suffix to each title in the list. This is\nespecially useful in contexts where only a filter expression is allowed\nand macro substitution isn't available.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.addsuffix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title + operator.operand);\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/after.js": {
"title": "$:/core/modules/filters/after.js",
"text": "/*\\\ntitle: $:/core/modules/filters/after.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler from the current list that is after the tiddler named in the operand.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.after = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tvar index = results.indexOf(operator.operand);\n\tif(index === -1 || index > (results.length - 2)) {\n\t\treturn [];\n\t} else {\n\t\treturn [results[index + 1]];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/all/current.js": {
"title": "$:/core/modules/filters/all/current.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/current.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[current]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.current = function(source,prefix,options) {\n\tvar currTiddlerTitle = options.widget && options.widget.getVariable(\"currentTiddler\");\n\tif(currTiddlerTitle) {\n\t\treturn [currTiddlerTitle];\n\t} else {\n\t\treturn [];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/missing.js": {
"title": "$:/core/modules/filters/all/missing.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/missing.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[missing]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.missing = function(source,prefix,options) {\n\treturn options.wiki.getMissingTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/orphans.js": {
"title": "$:/core/modules/filters/all/orphans.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/orphans.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[orphans]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.orphans = function(source,prefix,options) {\n\treturn options.wiki.getOrphanTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/shadows.js": {
"title": "$:/core/modules/filters/all/shadows.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/shadows.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[shadows]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.shadows = function(source,prefix,options) {\n\treturn options.wiki.allShadowTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/tags.js": {
"title": "$:/core/modules/filters/all/tags.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/tags.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[tags]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tags = function(source,prefix,options) {\n\treturn Object.keys(options.wiki.getTagMap());\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all/tiddlers.js": {
"title": "$:/core/modules/filters/all/tiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all/tiddlers.js\ntype: application/javascript\nmodule-type: allfilteroperator\n\nFilter function for [all[tiddlers]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tiddlers = function(source,prefix,options) {\n\treturn options.wiki.allTitles();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "allfilteroperator"
},
"$:/core/modules/filters/all.js": {
"title": "$:/core/modules/filters/all.js",
"text": "/*\\\ntitle: $:/core/modules/filters/all.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for selecting tiddlers\n\n[all[shadows+tiddlers]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar allFilterOperators;\n\nfunction getAllFilterOperators() {\n\tif(!allFilterOperators) {\n\t\tallFilterOperators = {};\n\t\t$tw.modules.applyMethods(\"allfilteroperator\",allFilterOperators);\n\t}\n\treturn allFilterOperators;\n}\n\n/*\nExport our filter function\n*/\nexports.all = function(source,operator,options) {\n\t// Get our suboperators\n\tvar allFilterOperators = getAllFilterOperators();\n\t// Cycle through the suboperators accumulating their results\n\tvar results = [],\n\t\tsubops = operator.operand.split(\"+\");\n\t// Check for common optimisations\n\tif(subops.length === 1 && subops[0] === \"\") {\n\t\treturn source;\n\t} else if(subops.length === 1 && subops[0] === \"tiddlers\") {\n\t\treturn options.wiki.each;\n\t} else if(subops.length === 1 && subops[0] === \"shadows\") {\n\t\treturn options.wiki.eachShadow;\n\t} else if(subops.length === 2 && subops[0] === \"tiddlers\" && subops[1] === \"shadows\") {\n\t\treturn options.wiki.eachTiddlerPlusShadows;\n\t} else if(subops.length === 2 && subops[0] === \"shadows\" && subops[1] === \"tiddlers\") {\n\t\treturn options.wiki.eachShadowPlusTiddlers;\n\t}\n\t// Do it the hard way\n\tfor(var t=0; t<subops.length; t++) {\n\t\tvar subop = allFilterOperators[subops[t]];\n\t\tif(subop) {\n\t\t\t$tw.utils.pushTop(results,subop(source,operator.prefix,options));\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/backlinks.js": {
"title": "$:/core/modules/filters/backlinks.js",
"text": "/*\\\ntitle: $:/core/modules/filters/backlinks.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning all the backlinks from a tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.backlinks = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.getTiddlerBacklinks(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/before.js": {
"title": "$:/core/modules/filters/before.js",
"text": "/*\\\ntitle: $:/core/modules/filters/before.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler from the current list that is before the tiddler named in the operand.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.before = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tvar index = results.indexOf(operator.operand);\n\tif(index <= 0) {\n\t\treturn [];\n\t} else {\n\t\treturn [results[index - 1]];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/commands.js": {
"title": "$:/core/modules/filters/commands.js",
"text": "/*\\\ntitle: $:/core/modules/filters/commands.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the commands available in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.commands = function(source,operator,options) {\n\tvar results = [];\n\t$tw.utils.each($tw.commands,function(commandInfo,name) {\n\t\tresults.push(name);\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/compare.js": {
"title": "$:/core/modules/filters/compare.js",
"text": "/*\\\ntitle: $:/core/modules/filters/compare.js\ntype: application/javascript\nmodule-type: filteroperator\n\nGeneral purpose comparison operator\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.compare = function(source,operator,options) {\n\tvar suffixes = operator.suffixes || [],\n\t\ttype = (suffixes[0] || [])[0],\n\t\tmode = (suffixes[1] || [])[0],\n\t\ttypeFn = types[type] || types.number,\n\t\tmodeFn = modes[mode] || modes.eq,\n\t\tinvert = operator.prefix === \"!\",\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tif(modeFn(typeFn(title,operator.operand)) !== invert) {\n\t\t\tresults.push(title);\n\t\t}\n\t});\n\treturn results;\n};\n\nvar types = {\n\t\"number\": function(a,b) {\n\t\treturn compare($tw.utils.parseNumber(a),$tw.utils.parseNumber(b));\n\t},\n\t\"integer\": function(a,b) {\n\t\treturn compare($tw.utils.parseInt(a),$tw.utils.parseInt(b));\n\t},\n\t\"string\": function(a,b) {\n\t\treturn compare(\"\" + a,\"\" +b);\n\t},\n\t\"date\": function(a,b) {\n\t\tvar dateA = $tw.utils.parseDate(a),\n\t\t\tdateB = $tw.utils.parseDate(b);\n\t\tif(!isFinite(dateA)) {\n\t\t\tdateA = new Date(0);\n\t\t}\n\t\tif(!isFinite(dateB)) {\n\t\t\tdateB = new Date(0);\n\t\t}\n\t\treturn compare(dateA,dateB);\n\t},\n\t\"version\": function(a,b) {\n\t\treturn $tw.utils.compareVersions(a,b);\n\t}\n};\n\nfunction compare(a,b) {\n\tif(a > b) {\n\t\treturn +1;\n\t} else if(a < b) {\n\t\treturn -1;\n\t} else {\n\t\treturn 0;\n\t}\n};\n\nvar modes = {\n\t\"eq\": function(value) {return value === 0;},\n\t\"ne\": function(value) {return value !== 0;},\n\t\"gteq\": function(value) {return value >= 0;},\n\t\"gt\": function(value) {return value > 0;},\n\t\"lteq\": function(value) {return value <= 0;},\n\t\"lt\": function(value) {return value < 0;}\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/contains.js": {
"title": "$:/core/modules/filters/contains.js",
"text": "/*\\\ntitle: $:/core/modules/filters/contains.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for finding values in array fields\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.contains = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldname = (operator.suffix || \"list\").toLowerCase();\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\tvar list = tiddler.getFieldList(fieldname);\n\t\t\t\tif(list.indexOf(operator.operand) === -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\tvar list = tiddler.getFieldList(fieldname);\n\t\t\t\tif(list.indexOf(operator.operand) !== -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/count.js": {
"title": "$:/core/modules/filters/count.js",
"text": "/*\\\ntitle: $:/core/modules/filters/count.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the number of entries in the current list.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.count = function(source,operator,options) {\n\tvar count = 0;\n\tsource(function(tiddler,title) {\n\t\tcount++;\n\t});\n\treturn [count + \"\"];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/days.js": {
"title": "$:/core/modules/filters/days.js",
"text": "/*\\\ntitle: $:/core/modules/filters/days.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects tiddlers with a specified date field within a specified date interval.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.days = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldName = operator.suffix || \"modified\",\n\t\tdayInterval = (parseInt(operator.operand,10)||0),\n\t\tdayIntervalSign = $tw.utils.sign(dayInterval),\n\t\ttargetTimeStamp = (new Date()).setHours(0,0,0,0) + 1000*60*60*24*dayInterval,\n\t\tisWithinDays = function(dateField) {\n\t\t\tvar sign = $tw.utils.sign(targetTimeStamp - (new Date(dateField)).setHours(0,0,0,0));\n\t\t\treturn sign === 0 || sign === dayIntervalSign;\n\t\t};\n\n\tif(operator.prefix === \"!\") {\n\t\ttargetTimeStamp = targetTimeStamp - 1000*60*60*24*dayIntervalSign;\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && tiddler.fields[fieldName]) {\n\t\t\t\tif(!isWithinDays($tw.utils.parseDate(tiddler.fields[fieldName]))) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && tiddler.fields[fieldName]) {\n\t\t\t\tif(isWithinDays($tw.utils.parseDate(tiddler.fields[fieldName]))) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/each.js": {
"title": "$:/core/modules/filters/each.js",
"text": "/*\\\ntitle: $:/core/modules/filters/each.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects one tiddler for each unique value of the specified field.\nWith suffix \"list\", selects all tiddlers that are values in a specified list field.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.each = function(source,operator,options) {\n\tvar results =[] ,\n\tvalue,values = {},\n\tfield = operator.operand || \"title\";\n\tif(operator.suffix === \"value\" && field === \"title\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!$tw.utils.hop(values,title)) {\n\t\t\t\tvalues[title] = true;\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else if(operator.suffix !== \"list-item\") {\n\t\tif(field === \"title\") {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler && !$tw.utils.hop(values,title)) {\n\t\t\t\t\tvalues[title] = true;\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvalue = tiddler.getFieldString(field);\n\t\t\t\t\tif(!$tw.utils.hop(values,value)) {\n\t\t\t\t\t\tvalues[value] = true;\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\t$tw.utils.each(\n\t\t\t\t\toptions.wiki.getTiddlerList(title,field),\n\t\t\t\t\tfunction(value) {\n\t\t\t\t\t\tif(!$tw.utils.hop(values,value)) {\n\t\t\t\t\t\t\tvalues[value] = true;\n\t\t\t\t\t\t\tresults.push(value);\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/eachday.js": {
"title": "$:/core/modules/filters/eachday.js",
"text": "/*\\\ntitle: $:/core/modules/filters/eachday.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects one tiddler for each unique day covered by the specified date field\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.eachday = function(source,operator,options) {\n\tvar results = [],\n\t\tvalues = [],\n\t\tfieldName = operator.operand || \"modified\";\n\t// Function to convert a date/time to a date integer\n\tvar toDate = function(value) {\n\t\tvalue = (new Date(value)).setHours(0,0,0,0);\n\t\treturn value+0;\n\t};\n\tsource(function(tiddler,title) {\n\t\tif(tiddler && tiddler.fields[fieldName]) {\n\t\t\tvar value = toDate($tw.utils.parseDate(tiddler.fields[fieldName]));\n\t\t\tif(values.indexOf(value) === -1) {\n\t\t\t\tvalues.push(value);\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/editiondescription.js": {
"title": "$:/core/modules/filters/editiondescription.js",
"text": "/*\\\ntitle: $:/core/modules/filters/editiondescription.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the descriptions of the specified edition names\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.editiondescription = function(source,operator,options) {\n\tvar results = [],\n\t\teditionInfo = $tw.utils.getEditionInfo();\n\tif(editionInfo) {\n\t\tsource(function(tiddler,title) {\n\t\t\tif($tw.utils.hop(editionInfo,title)) {\n\t\t\t\tresults.push(editionInfo[title].description || \"\");\t\t\t\t\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/editions.js": {
"title": "$:/core/modules/filters/editions.js",
"text": "/*\\\ntitle: $:/core/modules/filters/editions.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the available editions in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.editions = function(source,operator,options) {\n\tvar results = [],\n\t\teditionInfo = $tw.utils.getEditionInfo();\n\tif(editionInfo) {\n\t\t$tw.utils.each(editionInfo,function(info,name) {\n\t\t\tresults.push(name);\n\t\t});\n\t}\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/else.js": {
"title": "$:/core/modules/filters/else.js",
"text": "/*\\\ntitle: $:/core/modules/filters/else.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for replacing an empty input list with a constant, passing a non-empty input list straight through\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.else = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tif(results.length === 0) {\n\t\treturn [operator.operand];\n\t} else {\n\t\treturn results;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/decodeuricomponent.js": {
"title": "$:/core/modules/filters/decodeuricomponent.js",
"text": "/*\\\ntitle: $:/core/modules/filters/decodeuricomponent.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for applying decodeURIComponent() to each item.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter functions\n*/\n\nexports.decodeuricomponent = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar value = title;\n\t\ttry {\n\t\t\tvalue = decodeURIComponent(title);\n\t\t} catch(e) {\n\t\t}\n\t\tresults.push(value);\n\t});\n\treturn results;\n};\n\nexports.encodeuricomponent = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(encodeURIComponent(title));\n\t});\n\treturn results;\n};\n\nexports.decodeuri = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar value = title;\n\t\ttry {\n\t\t\tvalue = decodeURI(title);\n\t\t} catch(e) {\n\t\t}\n\t\tresults.push(value);\n\t});\n\treturn results;\n};\n\nexports.encodeuri = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(encodeURI(title));\n\t});\n\treturn results;\n};\n\nexports.decodehtml = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.htmlDecode(title));\n\t});\n\treturn results;\n};\n\nexports.encodehtml = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.htmlEncode(title));\n\t});\n\treturn results;\n};\n\nexports.stringify = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.stringify(title));\n\t});\n\treturn results;\n};\n\nexports.jsonstringify = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.jsonStringify(title));\n\t});\n\treturn results;\n};\n\nexports.escaperegexp = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push($tw.utils.escapeRegExp(title));\n\t});\n\treturn results;\n};\n\nexports.escapecss = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t// escape any character with a special meaning in CSS using CSS.escape()\n\t\tresults.push(CSS.escape(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/enlist.js": {
"title": "$:/core/modules/filters/enlist.js",
"text": "/*\\\ntitle: $:/core/modules/filters/enlist.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning its operand parsed as a list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.enlist = function(source,operator,options) {\n\tvar allowDuplicates = false;\n\tswitch(operator.suffix) {\n\t\tcase \"raw\":\n\t\t\tallowDuplicates = true;\n\t\t\tbreak;\n\t\tcase \"dedupe\":\n\t\t\tallowDuplicates = false;\n\t\t\tbreak;\n\t}\n\tvar list = $tw.utils.parseStringArray(operator.operand,allowDuplicates);\n\tif(operator.prefix === \"!\") {\n\t\tvar results = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t\treturn results;\n\t} else {\n\t\treturn list;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/field.js": {
"title": "$:/core/modules/filters/field.js",
"text": "/*\\\ntitle: $:/core/modules/filters/field.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for comparing fields for equality\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.field = function(source,operator,options) {\n\tvar results = [],indexedResults,\n\t\tfieldname = (operator.suffix || operator.operator || \"title\").toLowerCase();\n\tif(operator.prefix === \"!\") {\n\t\tif(operator.regexp) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && !operator.regexp.exec(text)) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && text !== operator.operand) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t} else {\n\t\tif(operator.regexp) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && !!operator.regexp.exec(text)) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tif(source.byField && operator.operand) {\n\t\t\t\tindexedResults = source.byField(fieldname,operator.operand);\n\t\t\t\tif(indexedResults) {\n\t\t\t\t\treturn indexedResults\n\t\t\t\t}\n\t\t\t}\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler) {\n\t\t\t\t\tvar text = tiddler.getFieldString(fieldname);\n\t\t\t\t\tif(text !== null && text === operator.operand) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/fields.js": {
"title": "$:/core/modules/filters/fields.js",
"text": "/*\\\ntitle: $:/core/modules/filters/fields.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the fields on the selected tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.fields = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldName,\n\t\tsuffixes = (operator.suffixes || [])[0] || [],\n\t\toperand = $tw.utils.parseStringArray(operator.operand);\n\t\n\tsource(function(tiddler,title) {\n\t\tif(tiddler) {\n\t\t\tif(suffixes.indexOf(\"include\") !== -1) {\n\t\t\t\tfor(fieldName in tiddler.fields) {\n\t\t\t\t\t(operand.indexOf(fieldName) !== -1) ? $tw.utils.pushTop(results,fieldName) : \"\";\n\t\t\t\t}\n\t\t\t} else if (suffixes.indexOf(\"exclude\") !== -1) {\n\t\t\t\tfor(fieldName in tiddler.fields) {\n\t\t\t\t\t(operand.indexOf(fieldName) !== -1) ? \"\" : $tw.utils.pushTop(results,fieldName);\n\t\t\t\t}\n\t\t\t} // else if\n\t\t\telse {\n\t\t\t\tfor(fieldName in tiddler.fields) {\n\t\t\t\t\t$tw.utils.pushTop(results,fieldName);\n\t\t\t\t}\n\t\t\t} // else\n\t\t} // if (tiddler)\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/get.js": {
"title": "$:/core/modules/filters/get.js",
"text": "/*\\\ntitle: $:/core/modules/filters/get.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for replacing tiddler titles by the value of the field specified in the operand.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.get = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tif(tiddler) {\n\t\t\tvar value = tiddler.getFieldString(operator.operand);\n\t\t\tif(value) {\n\t\t\t\tresults.push(value);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/getindex.js": {
"title": "$:/core/modules/filters/getindex.js",
"text": "/*\\\ntitle: $:/core/modules/filters/getindex.js\ntype: application/javascript\nmodule-type: filteroperator\n\nreturns the value at a given index of datatiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.getindex = function(source,operator,options) {\n\tvar data,title,results = [];\n\tif(operator.operand){\n\t\tsource(function(tiddler,title) {\n\t\t\ttitle = tiddler ? tiddler.fields.title : title;\n\t\t\tdata = options.wiki.extractTiddlerDataItem(tiddler,operator.operand);\n\t\t\tif(data) {\n\t\t\t\tresults.push(data);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/getvariable.js": {
"title": "$:/core/modules/filters/getvariable.js",
"text": "/*\\\ntitle: $:/core/modules/filters/getvariable.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for replacing input values by the value of the variable with the same name, or blank if the variable is missing\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.getvariable = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(options.widget.getVariable(title) || \"\");\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/has.js": {
"title": "$:/core/modules/filters/has.js",
"text": "/*\\\ntitle: $:/core/modules/filters/has.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking if a tiddler has the specified field or index\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.has = function(source,operator,options) {\n\tvar results = [],\n\t\tinvert = operator.prefix === \"!\";\n\n\tif(operator.suffix === \"field\") {\n\t\tif(invert) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(!tiddler || (tiddler && (!$tw.utils.hop(tiddler.fields,operator.operand)))) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler && $tw.utils.hop(tiddler.fields,operator.operand)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n\telse if(operator.suffix === \"index\") {\n\t\tif(invert) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(!tiddler || (tiddler && (!$tw.utils.hop($tw.wiki.getTiddlerDataCached(tiddler,Object.create(null)),operator.operand)))) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler && $tw.utils.hop($tw.wiki.getTiddlerDataCached(tiddler,Object.create(null)),operator.operand)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n\telse {\n\t\tif(invert) {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(!tiddler || !$tw.utils.hop(tiddler.fields,operator.operand) || (tiddler.fields[operator.operand] === \"\")) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddler && $tw.utils.hop(tiddler.fields,operator.operand) && !(tiddler.fields[operator.operand] === \"\" || tiddler.fields[operator.operand].length === 0)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\t\t\t\t\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/haschanged.js": {
"title": "$:/core/modules/filters/haschanged.js",
"text": "/*\\\ntitle: $:/core/modules/filters/haschanged.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returns tiddlers from the list that have a non-zero changecount.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.haschanged = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.getChangeCount(title) === 0) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.getChangeCount(title) > 0) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/indexes.js": {
"title": "$:/core/modules/filters/indexes.js",
"text": "/*\\\ntitle: $:/core/modules/filters/indexes.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the indexes of a data tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.indexes = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar data = options.wiki.getTiddlerDataCached(title);\n\t\tif(data) {\n\t\t\t$tw.utils.pushTop(results,Object.keys(data));\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/insertbefore.js": {
"title": "$:/core/modules/filters/insertbefore.js",
"text": "/*\\\ntitle: $:/core/modules/filters/insertbefore.js\ntype: application/javascript\nmodule-type: filteroperator\n\nInsert an item before another item in a list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nOrder a list\n*/\nexports.insertbefore = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\tvar target = options.widget && options.widget.getVariable(operator.suffix || \"currentTiddler\");\n\tif(target !== operator.operand) {\n\t\t// Remove the entry from the list if it is present\n\t\tvar pos = results.indexOf(operator.operand);\n\t\tif(pos !== -1) {\n\t\t\tresults.splice(pos,1);\n\t\t}\n\t\t// Insert the entry before the target marker\n\t\tpos = results.indexOf(target);\n\t\tif(pos !== -1) {\n\t\t\tresults.splice(pos,0,operator.operand);\n\t\t} else {\n\t\t\tresults.push(operator.operand);\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/is/binary.js": {
"title": "$:/core/modules/filters/is/binary.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/binary.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[binary]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.binary = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.isBinaryTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.isBinaryTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/blank.js": {
"title": "$:/core/modules/filters/is/blank.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/blank.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[blank]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.blank = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!title) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/current.js": {
"title": "$:/core/modules/filters/is/current.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/current.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[current]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.current = function(source,prefix,options) {\n\tvar results = [],\n\t\tcurrTiddlerTitle = options.widget && options.widget.getVariable(\"currentTiddler\");\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title !== currTiddlerTitle) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title === currTiddlerTitle) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/image.js": {
"title": "$:/core/modules/filters/is/image.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/image.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[image]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.image = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.isImageTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.isImageTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/missing.js": {
"title": "$:/core/modules/filters/is/missing.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/missing.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[missing]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.missing = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/orphan.js": {
"title": "$:/core/modules/filters/is/orphan.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/orphan.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[orphan]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.orphan = function(source,prefix,options) {\n\tvar results = [],\n\t\torphanTitles = options.wiki.getOrphanTitles();\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(orphanTitles.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(orphanTitles.indexOf(title) !== -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/shadow.js": {
"title": "$:/core/modules/filters/is/shadow.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/shadow.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[shadow]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.shadow = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.isShadowTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.isShadowTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/system.js": {
"title": "$:/core/modules/filters/is/system.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/system.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[system]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.system = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.isSystemTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.isSystemTiddler(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/tag.js": {
"title": "$:/core/modules/filters/is/tag.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/tag.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[tag]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tag = function(source,prefix,options) {\n\tvar results = [],\n\t\ttagMap = options.wiki.getTagMap();\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!$tw.utils.hop(tagMap,title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif($tw.utils.hop(tagMap,title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/tiddler.js": {
"title": "$:/core/modules/filters/is/tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/tiddler.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[tiddler]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tiddler = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(options.wiki.tiddlerExists(title)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is/variable.js": {
"title": "$:/core/modules/filters/is/variable.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is/variable.js\ntype: application/javascript\nmodule-type: isfilteroperator\n\nFilter function for [is[variable]]\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.variable = function(source,prefix,options) {\n\tvar results = [];\n\tif(prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!(title in options.widget.variables)) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title in options.widget.variables) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "isfilteroperator"
},
"$:/core/modules/filters/is.js": {
"title": "$:/core/modules/filters/is.js",
"text": "/*\\\ntitle: $:/core/modules/filters/is.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking tiddler properties\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar isFilterOperators;\n\nfunction getIsFilterOperators() {\n\tif(!isFilterOperators) {\n\t\tisFilterOperators = {};\n\t\t$tw.modules.applyMethods(\"isfilteroperator\",isFilterOperators);\n\t}\n\treturn isFilterOperators;\n}\n\n/*\nExport our filter function\n*/\nexports.is = function(source,operator,options) {\n\t// Dispatch to the correct isfilteroperator\n\tvar isFilterOperators = getIsFilterOperators();\n\tif(operator.operand) {\n\t\tvar isFilterOperator = isFilterOperators[operator.operand];\n\t\tif(isFilterOperator) {\n\t\t\treturn isFilterOperator(source,operator.prefix,options);\n\t\t} else {\n\t\t\treturn [$tw.language.getString(\"Error/IsFilterOperator\")];\n\t\t}\n\t} else {\n\t\t// Return all tiddlers if the operand is missing\n\t\tvar results = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.push(title);\n\t\t});\n\t\treturn results;\n\t}\n};\n\n})();",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/limit.js": {
"title": "$:/core/modules/filters/limit.js",
"text": "/*\\\ntitle: $:/core/modules/filters/limit.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for chopping the results to a specified maximum number of entries\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.limit = function(source,operator,options) {\n\tvar results = [];\n\t// Convert to an array\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\t// Slice the array if necessary\n\tvar limit = Math.min(results.length,parseInt(operator.operand,10));\n\tif(operator.prefix === \"!\") {\n\t\tresults = results.slice(-limit);\n\t} else {\n\t\tresults = results.slice(0,limit);\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/links.js": {
"title": "$:/core/modules/filters/links.js",
"text": "/*\\\ntitle: $:/core/modules/filters/links.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning all the links from a tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.links = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.getTiddlerLinks(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/list.js": {
"title": "$:/core/modules/filters/list.js",
"text": "/*\\\ntitle: $:/core/modules/filters/list.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddlers whose title is listed in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.list = function(source,operator,options) {\n\tvar results = [],\n\t\ttr = $tw.utils.parseTextReference(operator.operand),\n\t\tcurrTiddlerTitle = options.widget && options.widget.getVariable(\"currentTiddler\"),\n\t\tlist = options.wiki.getTiddlerList(tr.title || currTiddlerTitle,tr.field,tr.index);\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tresults = list;\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/listed.js": {
"title": "$:/core/modules/filters/listed.js",
"text": "/*\\\ntitle: $:/core/modules/filters/listed.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all tiddlers that have the selected tiddlers in a list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.listed = function(source,operator,options) {\n\tvar field = operator.operand || \"list\",\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.findListingsOfTiddler(title,field));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/listops.js": {
"title": "$:/core/modules/filters/listops.js",
"text": "/*\\\ntitle: $:/core/modules/filters/listops.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operators for manipulating the current selection list\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nOrder a list\n*/\nexports.order = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.operand.toLowerCase() === \"reverse\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.unshift(title);\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.push(title);\n\t\t});\n\t}\n\treturn results;\n};\n\n/*\nReverse list\n*/\nexports.reverse = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.unshift(title);\n\t});\n\treturn results;\n};\n\n/*\nFirst entry/entries in list\n*/\nexports.first = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(0,count);\n};\n\n/*\nLast entry/entries in list\n*/\nexports.last = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(-count);\n};\n\n/*\nAll but the first entry/entries of the list\n*/\nexports.rest = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(count);\n};\nexports.butfirst = exports.rest;\nexports.bf = exports.rest;\n\n/*\nAll but the last entry/entries of the list\n*/\nexports.butlast = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(0,-count);\n};\nexports.bl = exports.butlast;\n\n/*\nThe nth member of the list\n*/\nexports.nth = function(source,operator,options) {\n\tvar count = $tw.utils.getInt(operator.operand,1),\n\t\tresults = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results.slice(count - 1,count);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/lookup.js": {
"title": "$:/core/modules/filters/lookup.js",
"text": "/*\\\ntitle: $:/core/modules/filters/lookup.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that looks up values via a title prefix\n\n[lookup:<field>[<prefix>]]\n\nPrepends the prefix to the selected items and returns the specified field value\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.lookup = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(options.wiki.getTiddlerText(operator.operand + title) || options.wiki.getTiddlerText(operator.operand + operator.suffix));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/match.js": {
"title": "$:/core/modules/filters/match.js",
"text": "/*\\\ntitle: $:/core/modules/filters/match.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking if a title matches a string\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.match = function(source,operator,options) {\n\tvar results = [],\n\t\tsuffixes = (operator.suffixes || [])[0] || [];\n\tif(suffixes.indexOf(\"caseinsensitive\") !== -1) {\n\t\tif(operator.prefix === \"!\") {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(title.toLowerCase() !== (operator.operand || \"\").toLowerCase()) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(title.toLowerCase() === (operator.operand || \"\").toLowerCase()) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t} else {\n\t\tif(operator.prefix === \"!\") {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(title !== operator.operand) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(title === operator.operand) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/math.js": {
"title": "$:/core/modules/filters/math.js",
"text": "/*\\\ntitle: $:/core/modules/filters/math.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operators for math. Unary/binary operators work on each item in turn, and return a new item list.\n\nSum/product/maxall/minall operate on the entire list, returning a single item.\n\nNote that strings are converted to numbers automatically. Trailing non-digits are ignored.\n\n* \"\" converts to 0\n* \"12kk\" converts to 12\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.negate = makeNumericBinaryOperator(\n\tfunction(a) {return -a}\n);\n\nexports.abs = makeNumericBinaryOperator(\n\tfunction(a) {return Math.abs(a)}\n);\n\nexports.ceil = makeNumericBinaryOperator(\n\tfunction(a) {return Math.ceil(a)}\n);\n\nexports.floor = makeNumericBinaryOperator(\n\tfunction(a) {return Math.floor(a)}\n);\n\nexports.round = makeNumericBinaryOperator(\n\tfunction(a) {return Math.round(a)}\n);\n\nexports.trunc = makeNumericBinaryOperator(\n\tfunction(a) {return Math.trunc(a)}\n);\n\nexports.untrunc = makeNumericBinaryOperator(\n\tfunction(a) {return Math.ceil(Math.abs(a)) * Math.sign(a)}\n);\n\nexports.sign = makeNumericBinaryOperator(\n\tfunction(a) {return Math.sign(a)}\n);\n\nexports.add = makeNumericBinaryOperator(\n\tfunction(a,b) {return a + b;}\n);\n\nexports.subtract = makeNumericBinaryOperator(\n\tfunction(a,b) {return a - b;}\n);\n\nexports.multiply = makeNumericBinaryOperator(\n\tfunction(a,b) {return a * b;}\n);\n\nexports.divide = makeNumericBinaryOperator(\n\tfunction(a,b) {return a / b;}\n);\n\nexports.remainder = makeNumericBinaryOperator(\n\tfunction(a,b) {return a % b;}\n);\n\nexports.max = makeNumericBinaryOperator(\n\tfunction(a,b) {return Math.max(a,b);}\n);\n\nexports.min = makeNumericBinaryOperator(\n\tfunction(a,b) {return Math.min(a,b);}\n);\n\nexports.fixed = makeNumericBinaryOperator(\n\tfunction(a,b) {return Number.prototype.toFixed.call(a,Math.min(Math.max(b,0),100));}\n);\n\nexports.precision = makeNumericBinaryOperator(\n\tfunction(a,b) {return Number.prototype.toPrecision.call(a,Math.min(Math.max(b,1),100));}\n);\n\nexports.exponential = makeNumericBinaryOperator(\n\tfunction(a,b) {return Number.prototype.toExponential.call(a,Math.min(Math.max(b,0),100));}\n);\n\nexports.sum = makeNumericReducingOperator(\n\tfunction(accumulator,value) {return accumulator + value},\n\t0 // Initial value\n);\n\nexports.product = makeNumericReducingOperator(\n\tfunction(accumulator,value) {return accumulator * value},\n\t1 // Initial value\n);\n\nexports.maxall = makeNumericReducingOperator(\n\tfunction(accumulator,value) {return Math.max(accumulator,value)},\n\t-Infinity // Initial value\n);\n\nexports.minall = makeNumericReducingOperator(\n\tfunction(accumulator,value) {return Math.min(accumulator,value)},\n\tInfinity // Initial value\n);\n\nfunction makeNumericBinaryOperator(fnCalc) {\n\treturn function(source,operator,options) {\n\t\tvar result = [],\n\t\t\tnumOperand = $tw.utils.parseNumber(operator.operand);\n\t\tsource(function(tiddler,title) {\n\t\t\tresult.push($tw.utils.stringifyNumber(fnCalc($tw.utils.parseNumber(title),numOperand)));\n\t\t});\n\t\treturn result;\n\t};\n}\n\nfunction makeNumericReducingOperator(fnCalc,initialValue) {\n\tinitialValue = initialValue || 0;\n\treturn function(source,operator,options) {\n\t\tvar result = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tresult.push(title);\n\t\t});\n\t\treturn [$tw.utils.stringifyNumber(result.reduce(function(accumulator,currentValue) {\n\t\t\treturn fnCalc(accumulator,$tw.utils.parseNumber(currentValue));\n\t\t},initialValue))];\n\t};\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/minlength.js": {
"title": "$:/core/modules/filters/minlength.js",
"text": "/*\\\ntitle: $:/core/modules/filters/minlength.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for filtering out titles that don't meet the minimum length in the operand\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.minlength = function(source,operator,options) {\n\tvar results = [],\n\t\tminLength = parseInt(operator.operand || \"\",10) || 0;\n\tsource(function(tiddler,title) {\n\t\tif(title.length >= minLength) {\n\t\t\tresults.push(title);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/modules.js": {
"title": "$:/core/modules/filters/modules.js",
"text": "/*\\\ntitle: $:/core/modules/filters/modules.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the titles of the modules of a given type in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.modules = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.each($tw.modules.types[title],function(moduleInfo,moduleName) {\n\t\t\tresults.push(moduleName);\n\t\t});\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/moduletypes.js": {
"title": "$:/core/modules/filters/moduletypes.js",
"text": "/*\\\ntitle: $:/core/modules/filters/moduletypes.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the module types in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.moduletypes = function(source,operator,options) {\n\tvar results = [];\n\t$tw.utils.each($tw.modules.types,function(moduleInfo,type) {\n\t\tresults.push(type);\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/next.js": {
"title": "$:/core/modules/filters/next.js",
"text": "/*\\\ntitle: $:/core/modules/filters/next.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler whose title occurs next in the list supplied in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.next = function(source,operator,options) {\n\tvar results = [],\n\t\tlist = options.wiki.getTiddlerList(operator.operand);\n\tsource(function(tiddler,title) {\n\t\tvar match = list.indexOf(title);\n\t\t// increment match and then test if result is in range\n\t\tmatch++;\n\t\tif(match > 0 && match < list.length) {\n\t\t\tresults.push(list[match]);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/plugintiddlers.js": {
"title": "$:/core/modules/filters/plugintiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/filters/plugintiddlers.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the titles of the shadow tiddlers within a plugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.plugintiddlers = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar pluginInfo = options.wiki.getPluginInfo(title) || options.wiki.getTiddlerDataCached(title,{tiddlers:[]});\n\t\tif(pluginInfo && pluginInfo.tiddlers) {\n\t\t\t$tw.utils.each(pluginInfo.tiddlers,function(fields,title) {\n\t\t\t\tresults.push(title);\n\t\t\t});\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/prefix.js": {
"title": "$:/core/modules/filters/prefix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/prefix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking if a title starts with a prefix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.prefix = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(0,operator.operand.length) !== operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(0,operator.operand.length) === operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/previous.js": {
"title": "$:/core/modules/filters/previous.js",
"text": "/*\\\ntitle: $:/core/modules/filters/previous.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning the tiddler whose title occurs immediately prior in the list supplied in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.previous = function(source,operator,options) {\n\tvar results = [],\n\t\tlist = options.wiki.getTiddlerList(operator.operand);\n\tsource(function(tiddler,title) {\n\t\tvar match = list.indexOf(title);\n\t\t// increment match and then test if result is in range\n\t\tmatch--;\n\t\tif(match >= 0) {\n\t\t\tresults.push(list[match]);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/range.js": {
"title": "$:/core/modules/filters/range.js",
"text": "/*\\\ntitle: $:/core/modules/filters/range.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for generating a numeric range.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.range = function(source,operator,options) {\n\tvar results = [];\n\t// Split the operand into numbers delimited by these symbols\n\tvar parts = operator.operand.split(/[,:;]/g),\n\t\tbeg, end, inc, i, fixed = 0;\n\tfor (i=0; i<parts.length; i++) {\n\t\t// Validate real number\n\t\tif(!/^\\s*[+-]?((\\d+(\\.\\d*)?)|(\\.\\d+))\\s*$/.test(parts[i])) {\n\t\t\treturn [\"range: bad number \\\"\" + parts[i] + \"\\\"\"];\n\t\t}\n\t\t// Count digits; the most precise number determines decimal places in output.\n\t\tvar frac = /\\.\\d+/.exec(parts[i]);\n\t\tif(frac) {\n\t\t\tfixed = Math.max(fixed,frac[0].length-1);\n\t\t}\n\t\tparts[i] = parseFloat(parts[i]);\n\t}\n\tswitch(parts.length) {\n\t\tcase 1:\n\t\t\tend = parts[0];\n\t\t\tif (end >= 1) {\n\t\t\t\tbeg = 1;\n\t\t\t}\n\t\t\telse if (end <= -1) {\n\t\t\t\tbeg = -1;\n\t\t\t}\n\t\t\telse {\n\t\t\t\treturn [];\n\t\t\t}\n\t\t\tinc = 1;\n\t\t\tbreak;\n\t\tcase 2:\n\t\t\tbeg = parts[0];\n\t\t\tend = parts[1];\n\t\t\tinc = 1;\n\t\t\tbreak;\n\t\tcase 3:\n\t\t\tbeg = parts[0];\n\t\t\tend = parts[1];\n\t\t\tinc = Math.abs(parts[2]);\n\t\t\tbreak;\n\t}\n\tif(inc === 0) {\n\t\treturn [\"range: increment 0 causes infinite loop\"];\n\t}\n\t// May need to count backwards\n\tvar direction = ((end < beg) ? -1 : 1);\n\tinc *= direction;\n\t// Estimate number of resulting elements\n\tif((end - beg) / inc > 10000) {\n\t\treturn [\"range: too many steps (over 10K)\"];\n\t}\n\t// Avoid rounding error on last step\n\tend += direction * 0.5 * Math.pow(0.1,fixed);\n\tvar safety = 10010;\n\t// Enumerate the range\n\tif (end<beg) {\n\t\tfor(i=beg; i>end; i+=inc) {\n\t\t\tresults.push(i.toFixed(fixed));\n\t\t\tif(--safety<0) {\n\t\t\t\tbreak;\n\t\t\t}\n\t\t}\n\t} else {\n\t\tfor(i=beg; i<end; i+=inc) {\n\t\t\tresults.push(i.toFixed(fixed));\n\t\t\tif(--safety<0) {\n\t\t\t\tbreak;\n\t\t\t}\n\t\t}\n\t}\n\tif(safety<0) {\n\t\treturn [\"range: unexpectedly large output\"];\n\t}\n\t// Reverse?\n\tif(operator.prefix === \"!\") {\n\t\tresults.reverse();\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/regexp.js": {
"title": "$:/core/modules/filters/regexp.js",
"text": "/*\\\ntitle: $:/core/modules/filters/regexp.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for regexp matching\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.regexp = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldname = (operator.suffix || \"title\").toLowerCase(),\n\t\tregexpString, regexp, flags = \"\", match,\n\t\tgetFieldString = function(tiddler,title) {\n\t\t\tif(tiddler) {\n\t\t\t\treturn tiddler.getFieldString(fieldname);\n\t\t\t} else if(fieldname === \"title\") {\n\t\t\t\treturn title;\n\t\t\t} else {\n\t\t\t\treturn null;\n\t\t\t}\n\t\t};\n\t// Process flags and construct regexp\n\tregexpString = operator.operand;\n\tmatch = /^\\(\\?([gim]+)\\)/.exec(regexpString);\n\tif(match) {\n\t\tflags = match[1];\n\t\tregexpString = regexpString.substr(match[0].length);\n\t} else {\n\t\tmatch = /\\(\\?([gim]+)\\)$/.exec(regexpString);\n\t\tif(match) {\n\t\t\tflags = match[1];\n\t\t\tregexpString = regexpString.substr(0,regexpString.length - match[0].length);\n\t\t}\n\t}\n\ttry {\n\t\tregexp = new RegExp(regexpString,flags);\n\t} catch(e) {\n\t\treturn [\"\" + e];\n\t}\n\t// Process the incoming tiddlers\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tvar text = getFieldString(tiddler,title);\n\t\t\tif(text !== null) {\n\t\t\t\tif(!regexp.exec(text)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tvar text = getFieldString(tiddler,title);\n\t\t\tif(text !== null) {\n\t\t\t\tif(!!regexp.exec(text)) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/removeprefix.js": {
"title": "$:/core/modules/filters/removeprefix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/removeprefix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for removing a prefix from each title in the list. Titles that do not start with the prefix are removed.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.removeprefix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tif(title.substr(0,operator.operand.length) === operator.operand) {\n\t\t\tresults.push(title.substr(operator.operand.length));\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/removesuffix.js": {
"title": "$:/core/modules/filters/removesuffix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/removesuffix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for removing a suffix from each title in the list. Titles that do not end with the suffix are removed.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.removesuffix = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tif(title && title.substr(-operator.operand.length) === operator.operand) {\n\t\t\tresults.push(title.substr(0,title.length - operator.operand.length));\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/sameday.js": {
"title": "$:/core/modules/filters/sameday.js",
"text": "/*\\\ntitle: $:/core/modules/filters/sameday.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that selects tiddlers with a modified date field on the same day as the provided value.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.sameday = function(source,operator,options) {\n\tvar results = [],\n\t\tfieldName = operator.suffix || \"modified\",\n\t\ttargetDate = (new Date($tw.utils.parseDate(operator.operand))).setHours(0,0,0,0);\n\t// Function to convert a date/time to a date integer\n\tsource(function(tiddler,title) {\n\t\tif(tiddler) {\n\t\t\tif(tiddler.getFieldDay(fieldName) === targetDate) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/search.js": {
"title": "$:/core/modules/filters/search.js",
"text": "/*\\\ntitle: $:/core/modules/filters/search.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for searching for the text in the operand tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.search = function(source,operator,options) {\n\tvar invert = operator.prefix === \"!\";\n\tif(operator.suffixes) {\n\t\tvar hasFlag = function(flag) {\n\t\t\t\treturn (operator.suffixes[1] || []).indexOf(flag) !== -1;\n\t\t\t},\n\t\t\texcludeFields = false,\n\t\t\tfieldList = operator.suffixes[0] || [],\n\t\t\tfirstField = fieldList[0] || \"\", \n\t\t\tfirstChar = firstField.charAt(0),\n\t\t\tfields;\n\t\tif(firstChar === \"-\") {\n\t\t\tfields = [firstField.slice(1)].concat(fieldList.slice(1));\n\t\t\texcludeFields = true;\n\t\t} else if(fieldList[0] === \"*\"){\n\t\t\tfields = [];\n\t\t\texcludeFields = true;\n\t\t} else {\n\t\t\tfields = fieldList.slice(0);\n\t\t}\n\t\treturn options.wiki.search(operator.operand,{\n\t\t\tsource: source,\n\t\t\tinvert: invert,\n\t\t\tfield: fields,\n\t\t\texcludeField: excludeFields,\n\t\t\tcaseSensitive: hasFlag(\"casesensitive\"),\n\t\t\tliteral: hasFlag(\"literal\"),\n\t\t\twhitespace: hasFlag(\"whitespace\"),\n\t\t\tanchored: hasFlag(\"anchored\"),\n\t\t\tregexp: hasFlag(\"regexp\"),\n\t\t\twords: hasFlag(\"words\")\n\t\t});\n\t} else {\n\t\treturn options.wiki.search(operator.operand,{\n\t\t\tsource: source,\n\t\t\tinvert: invert\n\t\t});\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/shadowsource.js": {
"title": "$:/core/modules/filters/shadowsource.js",
"text": "/*\\\ntitle: $:/core/modules/filters/shadowsource.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the source plugins for shadow tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.shadowsource = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar source = options.wiki.getShadowSource(title);\n\t\tif(source) {\n\t\t\t$tw.utils.pushTop(results,source);\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/sort.js": {
"title": "$:/core/modules/filters/sort.js",
"text": "/*\\\ntitle: $:/core/modules/filters/sort.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for sorting\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.sort = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",false,false);\n\treturn results;\n};\n\nexports.nsort = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",false,true);\n\treturn results;\n};\n\nexports.sortan = function(source, operator, options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results, operator.operand || \"title\", operator.prefix === \"!\",false,false,true);\n\treturn results;\n};\n\nexports.sortcs = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",true,false);\n\treturn results;\n};\n\nexports.nsortcs = function(source,operator,options) {\n\tvar results = prepare_results(source);\n\toptions.wiki.sortTiddlers(results,operator.operand || \"title\",operator.prefix === \"!\",true,true);\n\treturn results;\n};\n\nvar prepare_results = function (source) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(title);\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/splitbefore.js": {
"title": "$:/core/modules/filters/splitbefore.js",
"text": "/*\\\ntitle: $:/core/modules/filters/splitbefore.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator that splits each result on the first occurance of the specified separator and returns the unique values.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.splitbefore = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar parts = title.split(operator.operand);\n\t\tif(parts.length === 1) {\n\t\t\t$tw.utils.pushTop(results,parts[0]);\n\t\t} else {\n\t\t\t$tw.utils.pushTop(results,parts[0] + operator.operand);\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/storyviews.js": {
"title": "$:/core/modules/filters/storyviews.js",
"text": "/*\\\ntitle: $:/core/modules/filters/storyviews.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the story views in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.storyviews = function(source,operator,options) {\n\tvar results = [],\n\t\tstoryviews = {};\n\t$tw.modules.applyMethods(\"storyview\",storyviews);\n\t$tw.utils.each(storyviews,function(info,name) {\n\t\tresults.push(name);\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/strings.js": {
"title": "$:/core/modules/filters/strings.js",
"text": "/*\\\ntitle: $:/core/modules/filters/strings.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operators for strings. Unary/binary operators work on each item in turn, and return a new item list.\n\nSum/product/maxall/minall operate on the entire list, returning a single item.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.length = makeStringBinaryOperator(\n\tfunction(a) {return [\"\" + (\"\" + a).length];}\n);\n\nexports.uppercase = makeStringBinaryOperator(\n\tfunction(a) {return [(\"\" + a).toUpperCase()];}\n);\n\nexports.lowercase = makeStringBinaryOperator(\n\tfunction(a) {return [(\"\" + a).toLowerCase()];}\n);\n\nexports.sentencecase = makeStringBinaryOperator(\n\tfunction(a) {return [$tw.utils.toSentenceCase(a)];}\n);\n\nexports.titlecase = makeStringBinaryOperator(\n\tfunction(a) {return [$tw.utils.toTitleCase(a)];}\n);\n\nexports.trim = makeStringBinaryOperator(\n\tfunction(a) {return [$tw.utils.trim(a)];}\n);\n\nexports.split = makeStringBinaryOperator(\n\tfunction(a,b) {return (\"\" + a).split(b);}\n);\n\nexports.join = makeStringReducingOperator(\n\tfunction(accumulator,value,operand) {\n\t\tif(accumulator === null) {\n\t\t\treturn value;\n\t\t} else {\n\t\t\treturn accumulator + operand + value;\n\t\t}\n\t},null\n);\n\nfunction makeStringBinaryOperator(fnCalc) {\n\treturn function(source,operator,options) {\n\t\tvar result = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tArray.prototype.push.apply(result,fnCalc(title,operator.operand || \"\"));\n\t\t});\n\t\treturn result;\n\t};\n}\n\nfunction makeStringReducingOperator(fnCalc,initialValue) {\n\treturn function(source,operator,options) {\n\t\tvar result = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tresult.push(title);\n\t\t});\n\t\treturn [result.reduce(function(accumulator,currentValue) {\n\t\t\treturn fnCalc(accumulator,currentValue,operator.operand || \"\");\n\t\t},initialValue) || \"\"];\n\t};\n}\n\nexports.splitregexp = function(source,operator,options) {\n\tvar result = [],\n\t\tsuffix = operator.suffix || \"\",\n\t\tflags = (suffix.indexOf(\"m\") !== -1 ? \"m\" : \"\") + (suffix.indexOf(\"i\") !== -1 ? \"i\" : \"\"),\n\t\tregExp;\n\ttry {\n\t\tregExp = new RegExp(operator.operand || \"\",flags);\t\t\n\t} catch(ex) {\n\t\treturn [\"RegExp error: \" + ex];\n\t}\n\tsource(function(tiddler,title) {\n\t\tArray.prototype.push.apply(result,title.split(regExp));\n\t});\t\t\n\treturn result;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/subfilter.js": {
"title": "$:/core/modules/filters/subfilter.js",
"text": "/*\\\ntitle: $:/core/modules/filters/subfilter.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning its operand evaluated as a filter\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.subfilter = function(source,operator,options) {\n\tvar list = options.wiki.filterTiddlers(operator.operand,options.widget,source);\n\tif(operator.prefix === \"!\") {\n\t\tvar results = [];\n\t\tsource(function(tiddler,title) {\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t\treturn results;\n\t} else {\n\t\treturn list;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/subtiddlerfields.js": {
"title": "$:/core/modules/filters/subtiddlerfields.js",
"text": "/*\\\ntitle: $:/core/modules/filters/subtiddlerfields.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the fields on the selected subtiddlers of the plugin named in the operand\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.subtiddlerfields = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tvar subtiddler = options.wiki.getSubTiddler(operator.operand,title);\n\t\tif(subtiddler) {\n\t\t\tfor(var fieldName in subtiddler.fields) {\n\t\t\t\t$tw.utils.pushTop(results,fieldName);\n\t\t\t}\n\t\t}\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/suffix.js": {
"title": "$:/core/modules/filters/suffix.js",
"text": "/*\\\ntitle: $:/core/modules/filters/suffix.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking if a title ends with a suffix\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.suffix = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(-operator.operand.length) !== operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(title.substr(-operator.operand.length) === operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/tag.js": {
"title": "$:/core/modules/filters/tag.js",
"text": "/*\\\ntitle: $:/core/modules/filters/tag.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for checking for the presence of a tag\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tag = function(source,operator,options) {\n\tvar results = [],indexedResults;\n\tif((operator.suffix || \"\").toLowerCase() === \"strict\" && !operator.operand) {\n\t\t// New semantics:\n\t\t// Always return copy of input if operator.operand is missing\n\t\tsource(function(tiddler,title) {\n\t\t\tresults.push(title);\n\t\t});\n\t} else {\n\t\t// Old semantics:\n\t\tvar tiddlers;\n\t\tif(operator.prefix === \"!\") {\n\t\t\t// Returns a copy of the input if operator.operand is missing\n\t\t\ttiddlers = options.wiki.getTiddlersWithTag(operator.operand);\n\t\t\tsource(function(tiddler,title) {\n\t\t\t\tif(tiddlers.indexOf(title) === -1) {\n\t\t\t\t\tresults.push(title);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\t// Returns empty results if operator.operand is missing\n\t\t\tif(source.byTag) {\n\t\t\t\tindexedResults = source.byTag(operator.operand);\n\t\t\t\tif(indexedResults) {\n\t\t\t\t\treturn indexedResults;\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\ttiddlers = options.wiki.getTiddlersWithTag(operator.operand);\n\t\t\t\tsource(function(tiddler,title) {\n\t\t\t\t\tif(tiddlers.indexOf(title) !== -1) {\n\t\t\t\t\t\tresults.push(title);\n\t\t\t\t\t}\n\t\t\t\t});\n\t\t\t\tresults = options.wiki.sortByList(results,operator.operand);\n\t\t\t}\n\t\t}\t\t\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/tagging.js": {
"title": "$:/core/modules/filters/tagging.js",
"text": "/*\\\ntitle: $:/core/modules/filters/tagging.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all tiddlers that are tagged with the selected tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tagging = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\t$tw.utils.pushTop(results,options.wiki.getTiddlersWithTag(title));\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/tags.js": {
"title": "$:/core/modules/filters/tags.js",
"text": "/*\\\ntitle: $:/core/modules/filters/tags.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all the tags of the selected tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.tags = function(source,operator,options) {\n\tvar tags = {};\n\tsource(function(tiddler,title) {\n\t\tvar t, length;\n\t\tif(tiddler && tiddler.fields.tags) {\n\t\t\tfor(t=0, length=tiddler.fields.tags.length; t<length; t++) {\n\t\t\t\ttags[tiddler.fields.tags[t]] = true;\n\t\t\t}\n\t\t}\n\t});\n\treturn Object.keys(tags);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/then.js": {
"title": "$:/core/modules/filters/then.js",
"text": "/*\\\ntitle: $:/core/modules/filters/then.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for replacing any titles with a constant\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.then = function(source,operator,options) {\n\tvar results = [];\n\tsource(function(tiddler,title) {\n\t\tresults.push(operator.operand);\n\t});\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/title.js": {
"title": "$:/core/modules/filters/title.js",
"text": "/*\\\ntitle: $:/core/modules/filters/title.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for comparing title fields for equality\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.title = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && tiddler.fields.title !== operator.operand) {\n\t\t\t\tresults.push(title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tresults.push(operator.operand);\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/untagged.js": {
"title": "$:/core/modules/filters/untagged.js",
"text": "/*\\\ntitle: $:/core/modules/filters/untagged.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator returning all the selected tiddlers that are untagged\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.untagged = function(source,operator,options) {\n\tvar results = [];\n\tif(operator.prefix === \"!\") {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(tiddler && $tw.utils.isArray(tiddler.fields.tags) && tiddler.fields.tags.length > 0) {\n\t\t\t\t$tw.utils.pushTop(results,title);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tsource(function(tiddler,title) {\n\t\t\tif(!tiddler || !tiddler.hasField(\"tags\") || ($tw.utils.isArray(tiddler.fields.tags) && tiddler.fields.tags.length === 0)) {\n\t\t\t\t$tw.utils.pushTop(results,title);\n\t\t\t}\n\t\t});\n\t}\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/variables.js": {
"title": "$:/core/modules/filters/variables.js",
"text": "/*\\\ntitle: $:/core/modules/filters/variables.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the active variables\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.variables = function(source,operator,options) {\n\tvar names = [];\n\tfor(var variable in options.widget.variables) {\n\t\tnames.push(variable);\n\t}\n\treturn names.sort();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/wikiparserrules.js": {
"title": "$:/core/modules/filters/wikiparserrules.js",
"text": "/*\\\ntitle: $:/core/modules/filters/wikiparserrules.js\ntype: application/javascript\nmodule-type: filteroperator\n\nFilter operator for returning the names of the wiki parser rules in this wiki\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nExport our filter function\n*/\nexports.wikiparserrules = function(source,operator,options) {\n\tvar results = [],\n\t\toperand = operator.operand;\n\t$tw.utils.each($tw.modules.types.wikirule,function(mod) {\n\t\tvar exp = mod.exports;\n\t\tif(!operand || exp.types[operand]) {\n\t\t\tresults.push(exp.name);\n\t\t}\n\t});\n\tresults.sort();\n\treturn results;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters/x-listops.js": {
"title": "$:/core/modules/filters/x-listops.js",
"text": "/*\\\ntitle: $:/core/modules/filters/x-listops.js\ntype: application/javascript\nmodule-type: filteroperator\n\nExtended filter operators to manipulate the current list.\n\n\\*/\n(function () {\n\n /*jslint node: true, browser: true */\n /*global $tw: false */\n \"use strict\";\n\n /*\n Fetch titles from the current list\n */\n var prepare_results = function (source) {\n var results = [];\n source(function (tiddler, title) {\n results.push(title);\n });\n return results;\n };\n\n /*\n Moves a number of items from the tail of the current list before the item named in the operand\n */\n exports.putbefore = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1);\n return (index === -1) ?\n results.slice(0, -1) :\n results.slice(0, index).concat(results.slice(-count)).concat(results.slice(index, -count));\n };\n\n /*\n Moves a number of items from the tail of the current list after the item named in the operand\n */\n exports.putafter = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1);\n return (index === -1) ?\n results.slice(0, -1) :\n results.slice(0, index + 1).concat(results.slice(-count)).concat(results.slice(index + 1, -count));\n };\n\n /*\n Replaces the item named in the operand with a number of items from the tail of the current list\n */\n exports.replace = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1);\n return (index === -1) ?\n results.slice(0, -count) :\n results.slice(0, index).concat(results.slice(-count)).concat(results.slice(index + 1, -count));\n };\n\n /*\n Moves a number of items from the tail of the current list to the head of the list\n */\n exports.putfirst = function (source, operator) {\n var results = prepare_results(source),\n count = $tw.utils.getInt(operator.suffix,1);\n return results.slice(-count).concat(results.slice(0, -count));\n };\n\n /*\n Moves a number of items from the head of the current list to the tail of the list\n */\n exports.putlast = function (source, operator) {\n var results = prepare_results(source),\n count = $tw.utils.getInt(operator.suffix,1);\n return results.slice(count).concat(results.slice(0, count));\n };\n\n /*\n Moves the item named in the operand a number of places forward or backward in the list\n */\n exports.move = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand),\n count = $tw.utils.getInt(operator.suffix,1),\n marker = results.splice(index, 1),\n offset = (index + count) > 0 ? index + count : 0;\n return results.slice(0, offset).concat(marker).concat(results.slice(offset));\n };\n\n /*\n Returns the items from the current list that are after the item named in the operand\n */\n exports.allafter = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand);\n return (index === -1) ? [] :\n (operator.suffix) ? results.slice(index) :\n results.slice(index + 1);\n };\n\n /*\n Returns the items from the current list that are before the item named in the operand\n */\n exports.allbefore = function (source, operator) {\n var results = prepare_results(source),\n index = results.indexOf(operator.operand);\n return (index === -1) ? [] :\n (operator.suffix) ? results.slice(0, index + 1) :\n results.slice(0, index);\n };\n\n /*\n Appends the items listed in the operand array to the tail of the current list\n */\n exports.append = function (source, operator) {\n var append = $tw.utils.parseStringArray(operator.operand, \"true\"),\n results = prepare_results(source),\n count = parseInt(operator.suffix) || append.length;\n return (append.length === 0) ? results :\n (operator.prefix) ? results.concat(append.slice(-count)) :\n results.concat(append.slice(0, count));\n };\n\n /*\n Prepends the items listed in the operand array to the head of the current list\n */\n exports.prepend = function (source, operator) {\n var prepend = $tw.utils.parseStringArray(operator.operand, \"true\"),\n results = prepare_results(source),\n count = $tw.utils.getInt(operator.suffix,prepend.length);\n return (prepend.length === 0) ? results :\n (operator.prefix) ? prepend.slice(-count).concat(results) :\n prepend.slice(0, count).concat(results);\n };\n\n /*\n Returns all items from the current list except the items listed in the operand array\n */\n exports.remove = function (source, operator) {\n var array = $tw.utils.parseStringArray(operator.operand, \"true\"),\n results = prepare_results(source),\n count = parseInt(operator.suffix) || array.length,\n p,\n len,\n index;\n len = array.length - 1;\n for (p = 0; p < count; ++p) {\n if (operator.prefix) {\n index = results.indexOf(array[len - p]);\n } else {\n index = results.indexOf(array[p]);\n }\n if (index !== -1) {\n results.splice(index, 1);\n }\n }\n return results;\n };\n\n /*\n Returns all items from the current list sorted in the order of the items in the operand array\n */\n exports.sortby = function (source, operator) {\n var results = prepare_results(source);\n if (!results || results.length < 2) {\n return results;\n }\n var lookup = $tw.utils.parseStringArray(operator.operand, \"true\");\n results.sort(function (a, b) {\n return lookup.indexOf(a) - lookup.indexOf(b);\n });\n return results;\n };\n\n /*\n Removes all duplicate items from the current list\n */\n exports.unique = function (source, operator) {\n var results = prepare_results(source);\n var set = results.reduce(function (a, b) {\n if (a.indexOf(b) < 0) {\n a.push(b);\n }\n return a;\n }, []);\n return set;\n };\n})();\n",
"type": "application/javascript",
"module-type": "filteroperator"
},
"$:/core/modules/filters.js": {
"title": "$:/core/modules/filters.js",
"text": "/*\\\ntitle: $:/core/modules/filters.js\ntype: application/javascript\nmodule-type: wikimethod\n\nAdds tiddler filtering methods to the $tw.Wiki object.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nParses an operation (i.e. a run) within a filter string\n\toperators: Array of array of operator nodes into which results should be inserted\n\tfilterString: filter string\n\tp: start position within the string\nReturns the new start position, after the parsed operation\n*/\nfunction parseFilterOperation(operators,filterString,p) {\n\tvar nextBracketPos, operator;\n\t// Skip the starting square bracket\n\tif(filterString.charAt(p++) !== \"[\") {\n\t\tthrow \"Missing [ in filter expression\";\n\t}\n\t// Process each operator in turn\n\tdo {\n\t\toperator = {};\n\t\t// Check for an operator prefix\n\t\tif(filterString.charAt(p) === \"!\") {\n\t\t\toperator.prefix = filterString.charAt(p++);\n\t\t}\n\t\t// Get the operator name\n\t\tnextBracketPos = filterString.substring(p).search(/[\\[\\{<\\/]/);\n\t\tif(nextBracketPos === -1) {\n\t\t\tthrow \"Missing [ in filter expression\";\n\t\t}\n\t\tnextBracketPos += p;\n\t\tvar bracket = filterString.charAt(nextBracketPos);\n\t\toperator.operator = filterString.substring(p,nextBracketPos);\n\t\t// Any suffix?\n\t\tvar colon = operator.operator.indexOf(':');\n\t\tif(colon > -1) {\n\t\t\t// The raw suffix for older filters\n\t\t\toperator.suffix = operator.operator.substring(colon + 1);\n\t\t\toperator.operator = operator.operator.substring(0,colon) || \"field\";\n\t\t\t// The processed suffix for newer filters\n\t\t\toperator.suffixes = [];\n\t\t\t$tw.utils.each(operator.suffix.split(\":\"),function(subsuffix) {\n\t\t\t\toperator.suffixes.push([]);\n\t\t\t\t$tw.utils.each(subsuffix.split(\",\"),function(entry) {\n\t\t\t\t\tentry = $tw.utils.trim(entry);\n\t\t\t\t\tif(entry) {\n\t\t\t\t\t\toperator.suffixes[operator.suffixes.length - 1].push(entry); \n\t\t\t\t\t}\n\t\t\t\t});\n\t\t\t});\n\t\t}\n\t\t// Empty operator means: title\n\t\telse if(operator.operator === \"\") {\n\t\t\toperator.operator = \"title\";\n\t\t}\n\n\t\tp = nextBracketPos + 1;\n\t\tswitch (bracket) {\n\t\t\tcase \"{\": // Curly brackets\n\t\t\t\toperator.indirect = true;\n\t\t\t\tnextBracketPos = filterString.indexOf(\"}\",p);\n\t\t\t\tbreak;\n\t\t\tcase \"[\": // Square brackets\n\t\t\t\tnextBracketPos = filterString.indexOf(\"]\",p);\n\t\t\t\tbreak;\n\t\t\tcase \"<\": // Angle brackets\n\t\t\t\toperator.variable = true;\n\t\t\t\tnextBracketPos = filterString.indexOf(\">\",p);\n\t\t\t\tbreak;\n\t\t\tcase \"/\": // regexp brackets\n\t\t\t\tvar rex = /^((?:[^\\\\\\/]*|\\\\.)*)\\/(?:\\(([mygi]+)\\))?/g,\n\t\t\t\t\trexMatch = rex.exec(filterString.substring(p));\n\t\t\t\tif(rexMatch) {\n\t\t\t\t\toperator.regexp = new RegExp(rexMatch[1], rexMatch[2]);\n// DEPRECATION WARNING\nconsole.log(\"WARNING: Filter\",operator.operator,\"has a deprecated regexp operand\",operator.regexp);\n\t\t\t\t\tnextBracketPos = p + rex.lastIndex - 1;\n\t\t\t\t}\n\t\t\t\telse {\n\t\t\t\t\tthrow \"Unterminated regular expression in filter expression\";\n\t\t\t\t}\n\t\t\t\tbreak;\n\t\t}\n\n\t\tif(nextBracketPos === -1) {\n\t\t\tthrow \"Missing closing bracket in filter expression\";\n\t\t}\n\t\tif(!operator.regexp) {\n\t\t\toperator.operand = filterString.substring(p,nextBracketPos);\n\t\t}\n\t\tp = nextBracketPos + 1;\n\n\t\t// Push this operator\n\t\toperators.push(operator);\n\t} while(filterString.charAt(p) !== \"]\");\n\t// Skip the ending square bracket\n\tif(filterString.charAt(p++) !== \"]\") {\n\t\tthrow \"Missing ] in filter expression\";\n\t}\n\t// Return the parsing position\n\treturn p;\n}\n\n/*\nParse a filter string\n*/\nexports.parseFilter = function(filterString) {\n\tfilterString = filterString || \"\";\n\tvar results = [], // Array of arrays of operator nodes {operator:,operand:}\n\t\tp = 0, // Current position in the filter string\n\t\tmatch;\n\tvar whitespaceRegExp = /(\\s+)/mg,\n\t\toperandRegExp = /((?:\\+|\\-|~|=)?)(?:(\\[)|(?:\"([^\"]*)\")|(?:'([^']*)')|([^\\s\\[\\]]+))/mg;\n\twhile(p < filterString.length) {\n\t\t// Skip any whitespace\n\t\twhitespaceRegExp.lastIndex = p;\n\t\tmatch = whitespaceRegExp.exec(filterString);\n\t\tif(match && match.index === p) {\n\t\t\tp = p + match[0].length;\n\t\t}\n\t\t// Match the start of the operation\n\t\tif(p < filterString.length) {\n\t\t\toperandRegExp.lastIndex = p;\n\t\t\tmatch = operandRegExp.exec(filterString);\n\t\t\tif(!match || match.index !== p) {\n\t\t\t\tthrow $tw.language.getString(\"Error/FilterSyntax\");\n\t\t\t}\n\t\t\tvar operation = {\n\t\t\t\tprefix: \"\",\n\t\t\t\toperators: []\n\t\t\t};\n\t\t\tif(match[1]) {\n\t\t\t\toperation.prefix = match[1];\n\t\t\t\tp++;\n\t\t\t}\n\t\t\tif(match[2]) { // Opening square bracket\n\t\t\t\tp = parseFilterOperation(operation.operators,filterString,p);\n\t\t\t} else {\n\t\t\t\tp = match.index + match[0].length;\n\t\t\t}\n\t\t\tif(match[3] || match[4] || match[5]) { // Double quoted string, single quoted string or unquoted title\n\t\t\t\toperation.operators.push(\n\t\t\t\t\t{operator: \"title\", operand: match[3] || match[4] || match[5]}\n\t\t\t\t);\n\t\t\t}\n\t\t\tresults.push(operation);\n\t\t}\n\t}\n\treturn results;\n};\n\nexports.getFilterOperators = function() {\n\tif(!this.filterOperators) {\n\t\t$tw.Wiki.prototype.filterOperators = {};\n\t\t$tw.modules.applyMethods(\"filteroperator\",this.filterOperators);\n\t}\n\treturn this.filterOperators;\n};\n\nexports.filterTiddlers = function(filterString,widget,source) {\n\tvar fn = this.compileFilter(filterString);\n\treturn fn.call(this,source,widget);\n};\n\n/*\nCompile a filter into a function with the signature fn(source,widget) where:\nsource: an iterator function for the source tiddlers, called source(iterator), where iterator is called as iterator(tiddler,title)\nwidget: an optional widget node for retrieving the current tiddler etc.\n*/\nexports.compileFilter = function(filterString) {\n\tvar filterParseTree;\n\ttry {\n\t\tfilterParseTree = this.parseFilter(filterString);\n\t} catch(e) {\n\t\treturn function(source,widget) {\n\t\t\treturn [$tw.language.getString(\"Error/Filter\") + \": \" + e];\n\t\t};\n\t}\n\t// Get the hashmap of filter operator functions\n\tvar filterOperators = this.getFilterOperators();\n\t// Assemble array of functions, one for each operation\n\tvar operationFunctions = [];\n\t// Step through the operations\n\tvar self = this;\n\t$tw.utils.each(filterParseTree,function(operation) {\n\t\t// Create a function for the chain of operators in the operation\n\t\tvar operationSubFunction = function(source,widget) {\n\t\t\tvar accumulator = source,\n\t\t\t\tresults = [],\n\t\t\t\tcurrTiddlerTitle = widget && widget.getVariable(\"currentTiddler\");\n\t\t\t$tw.utils.each(operation.operators,function(operator) {\n\t\t\t\tvar operand = operator.operand,\n\t\t\t\t\toperatorFunction;\n\t\t\t\tif(!operator.operator) {\n\t\t\t\t\toperatorFunction = filterOperators.title;\n\t\t\t\t} else if(!filterOperators[operator.operator]) {\n\t\t\t\t\toperatorFunction = filterOperators.field;\n\t\t\t\t} else {\n\t\t\t\t\toperatorFunction = filterOperators[operator.operator];\n\t\t\t\t}\n\t\t\t\tif(operator.indirect) {\n\t\t\t\t\toperand = self.getTextReference(operator.operand,\"\",currTiddlerTitle);\n\t\t\t\t}\n\t\t\t\tif(operator.variable) {\n\t\t\t\t\toperand = widget.getVariable(operator.operand,{defaultValue: \"\"});\n\t\t\t\t}\n\t\t\t\t// Invoke the appropriate filteroperator module\n\t\t\t\tresults = operatorFunction(accumulator,{\n\t\t\t\t\t\t\toperator: operator.operator,\n\t\t\t\t\t\t\toperand: operand,\n\t\t\t\t\t\t\tprefix: operator.prefix,\n\t\t\t\t\t\t\tsuffix: operator.suffix,\n\t\t\t\t\t\t\tsuffixes: operator.suffixes,\n\t\t\t\t\t\t\tregexp: operator.regexp\n\t\t\t\t\t\t},{\n\t\t\t\t\t\t\twiki: self,\n\t\t\t\t\t\t\twidget: widget\n\t\t\t\t\t\t});\n\t\t\t\tif($tw.utils.isArray(results)) {\n\t\t\t\t\taccumulator = self.makeTiddlerIterator(results);\n\t\t\t\t} else {\n\t\t\t\t\taccumulator = results;\n\t\t\t\t}\n\t\t\t});\n\t\t\tif($tw.utils.isArray(results)) {\n\t\t\t\treturn results;\n\t\t\t} else {\n\t\t\t\tvar resultArray = [];\n\t\t\t\tresults(function(tiddler,title) {\n\t\t\t\t\tresultArray.push(title);\n\t\t\t\t});\n\t\t\t\treturn resultArray;\n\t\t\t}\n\t\t};\n\t\t// Wrap the operator functions in a wrapper function that depends on the prefix\n\t\toperationFunctions.push((function() {\n\t\t\tswitch(operation.prefix || \"\") {\n\t\t\t\tcase \"\": // No prefix means that the operation is unioned into the result\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\t$tw.utils.pushTop(results,operationSubFunction(source,widget));\n\t\t\t\t\t};\n\t\t\t\tcase \"=\": // The results of the operation are pushed into the result without deduplication\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\tArray.prototype.push.apply(results,operationSubFunction(source,widget));\n\t\t\t\t\t};\n\t\t\t\tcase \"-\": // The results of this operation are removed from the main result\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\t$tw.utils.removeArrayEntries(results,operationSubFunction(source,widget));\n\t\t\t\t\t};\n\t\t\t\tcase \"+\": // This operation is applied to the main results so far\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\t// This replaces all the elements of the array, but keeps the actual array so that references to it are preserved\n\t\t\t\t\t\tsource = self.makeTiddlerIterator(results);\n\t\t\t\t\t\tresults.splice(0,results.length);\n\t\t\t\t\t\t$tw.utils.pushTop(results,operationSubFunction(source,widget));\n\t\t\t\t\t};\n\t\t\t\tcase \"~\": // This operation is unioned into the result only if the main result so far is empty\n\t\t\t\t\treturn function(results,source,widget) {\n\t\t\t\t\t\tif(results.length === 0) {\n\t\t\t\t\t\t\t// Main result so far is empty\n\t\t\t\t\t\t\t$tw.utils.pushTop(results,operationSubFunction(source,widget));\n\t\t\t\t\t\t}\n\t\t\t\t\t};\n\t\t\t}\n\t\t})());\n\t});\n\t// Return a function that applies the operations to a source iterator of tiddler titles\n\treturn $tw.perf.measure(\"filter: \" + filterString,function filterFunction(source,widget) {\n\t\tif(!source) {\n\t\t\tsource = self.each;\n\t\t} else if(typeof source === \"object\") { // Array or hashmap\n\t\t\tsource = self.makeTiddlerIterator(source);\n\t\t}\n\t\tvar results = [];\n\t\t$tw.utils.each(operationFunctions,function(operationFunction) {\n\t\t\toperationFunction(results,source,widget);\n\t\t});\n\t\treturn results;\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikimethod"
},
"$:/core/modules/indexers/backlinks-indexer.js": {
"title": "$:/core/modules/indexers/backlinks-indexer.js",
"text": "/*\\\ntitle: $:/core/modules/indexers/backlinks-indexer.js\ntype: application/javascript\nmodule-type: indexer\n\nIndexes the tiddlers' backlinks\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global modules: false */\n\"use strict\";\n\n\nfunction BacklinksIndexer(wiki) {\n\tthis.wiki = wiki;\n}\n\nBacklinksIndexer.prototype.init = function() {\n\tthis.index = null;\n}\n\nBacklinksIndexer.prototype.rebuild = function() {\n\tthis.index = null;\n}\n\nBacklinksIndexer.prototype._getLinks = function(tiddler) {\n\tvar parser = this.wiki.parseText(tiddler.fields.type, tiddler.fields.text, {});\n\tif(parser) {\n\t\treturn this.wiki.extractLinks(parser.tree);\n\t}\n\treturn [];\n}\n\nBacklinksIndexer.prototype.update = function(updateDescriptor) {\n\tif(!this.index) {\n\t\treturn;\n\t}\n\tvar newLinks = [],\n\t oldLinks = [],\n\t self = this;\n\tif(updateDescriptor.old.exists) {\n\t\toldLinks = this._getLinks(updateDescriptor.old.tiddler);\n\t}\n\tif(updateDescriptor.new.exists) {\n\t\tnewLinks = this._getLinks(updateDescriptor.new.tiddler);\n\t}\n\n\t$tw.utils.each(oldLinks,function(link) {\n\t\tif(self.index[link]) {\n\t\t\tdelete self.index[link][updateDescriptor.old.tiddler.fields.title];\n\t\t}\n\t});\n\t$tw.utils.each(newLinks,function(link) {\n\t\tif(!self.index[link]) {\n\t\t\tself.index[link] = Object.create(null);\n\t\t}\n\t\tself.index[link][updateDescriptor.new.tiddler.fields.title] = true;\n\t});\n}\n\nBacklinksIndexer.prototype.lookup = function(title) {\n\tif(!this.index) {\n\t\tthis.index = Object.create(null);\n\t\tvar self = this;\n\t\tthis.wiki.forEachTiddler(function(title,tiddler) {\n\t\t\tvar links = self._getLinks(tiddler);\n\t\t\t$tw.utils.each(links, function(link) {\n\t\t\t\tif(!self.index[link]) {\n\t\t\t\t\tself.index[link] = Object.create(null);\n\t\t\t\t}\n\t\t\t\tself.index[link][title] = true;\n\t\t\t});\n\t\t});\n\t}\n\tif(this.index[title]) {\n\t\treturn Object.keys(this.index[title]);\n\t} else {\n\t\treturn [];\n\t}\n}\n\nexports.BacklinksIndexer = BacklinksIndexer;\n\n})();\n",
"type": "application/javascript",
"module-type": "indexer"
},
"$:/core/modules/indexers/field-indexer.js": {
"title": "$:/core/modules/indexers/field-indexer.js",
"text": "/*\\\ntitle: $:/core/modules/indexers/field-indexer.js\ntype: application/javascript\nmodule-type: indexer\n\nIndexes the tiddlers with each field value\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global modules: false */\n\"use strict\";\n\nvar DEFAULT_MAXIMUM_INDEXED_VALUE_LENGTH = 128;\n\nfunction FieldIndexer(wiki) {\n\tthis.wiki = wiki;\n}\n\nFieldIndexer.prototype.init = function() {\n\tthis.index = null;\n\tthis.maxIndexedValueLength = DEFAULT_MAXIMUM_INDEXED_VALUE_LENGTH;\n\tthis.addIndexMethods();\n}\n\n// Provided for testing\nFieldIndexer.prototype.setMaxIndexedValueLength = function(length) {\n\tthis.index = null;\n\tthis.maxIndexedValueLength = length;\n};\n\nFieldIndexer.prototype.addIndexMethods = function() {\n\tvar self = this;\n\tthis.wiki.each.byField = function(name,value) {\n\t\tvar titles = self.wiki.allTitles(),\n\t\t\tlookup = self.lookup(name,value);\n\t\treturn lookup && lookup.filter(function(title) {\n\t\t\treturn titles.indexOf(title) !== -1;\n\t\t});\n\t};\n\tthis.wiki.eachShadow.byField = function(name,value) {\n\t\tvar titles = self.wiki.allShadowTitles(),\n\t\t\tlookup = self.lookup(name,value);\n\t\treturn lookup && lookup.filter(function(title) {\n\t\t\treturn titles.indexOf(title) !== -1;\n\t\t});\n\t};\n\tthis.wiki.eachTiddlerPlusShadows.byField = function(name,value) {\n\t\tvar lookup = self.lookup(name,value);\n\t\treturn lookup ? lookup.slice(0) : null;\n\t};\n\tthis.wiki.eachShadowPlusTiddlers.byField = function(name,value) {\n\t\tvar lookup = self.lookup(name,value);\n\t\treturn lookup ? lookup.slice(0) : null;\n\t};\n};\n\n/*\nTear down and then rebuild the index as if all tiddlers have changed\n*/\nFieldIndexer.prototype.rebuild = function() {\n\t// Invalidate the index so that it will be rebuilt when it is next used\n\tthis.index = null;\n};\n\n/*\nBuild the index for a particular field\n*/\nFieldIndexer.prototype.buildIndexForField = function(name) {\n\tvar self = this;\n\t// Hashmap by field name of hashmap by field value of array of tiddler titles\n\tthis.index = this.index || Object.create(null);\n\tthis.index[name] = Object.create(null);\n\tvar baseIndex = this.index[name];\n\t// Update the index for each tiddler\n\tthis.wiki.eachTiddlerPlusShadows(function(tiddler,title) {\n\t\tif(name in tiddler.fields) {\n\t\t\tvar value = tiddler.getFieldString(name);\n\t\t\t// Skip any values above the maximum length\n\t\t\tif(value.length < self.maxIndexedValueLength) {\n\t\t\t\tbaseIndex[value] = baseIndex[value] || [];\n\t\t\t\tbaseIndex[value].push(title);\n\t\t\t}\n\t\t}\n\t});\n};\n\n/*\nUpdate the index in the light of a tiddler value changing; note that the title must be identical. (Renames are handled as a separate delete and create)\nupdateDescriptor: {old: {tiddler: <tiddler>, shadow: <boolean>, exists: <boolean>},new: {tiddler: <tiddler>, shadow: <boolean>, exists: <boolean>}}\n*/\nFieldIndexer.prototype.update = function(updateDescriptor) {\n\tvar self = this;\n\t// Don't do anything if the index hasn't been built yet\n\tif(this.index === null) {\n\t\treturn;\n\t}\n\t// Remove the old tiddler from the index\n\tif(updateDescriptor.old.tiddler) {\n\t\t$tw.utils.each(this.index,function(indexEntry,name) {\n\t\t\tif(name in updateDescriptor.old.tiddler.fields) {\n\t\t\t\tvar value = updateDescriptor.old.tiddler.getFieldString(name),\n\t\t\t\t\ttiddlerList = indexEntry[value];\n\t\t\t\tif(tiddlerList) {\n\t\t\t\t\tvar index = tiddlerList.indexOf(updateDescriptor.old.tiddler.fields.title);\n\t\t\t\t\tif(index !== -1) {\n\t\t\t\t\t\ttiddlerList.splice(index,1);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\t// Add the new tiddler to the index\n\tif(updateDescriptor[\"new\"].tiddler) {\n\t\t$tw.utils.each(this.index,function(indexEntry,name) {\n\t\t\tif(name in updateDescriptor[\"new\"].tiddler.fields) {\n\t\t\t\tvar value = updateDescriptor[\"new\"].tiddler.getFieldString(name);\n\t\t\t\tif(value.length < self.maxIndexedValueLength) {\n\t\t\t\t\tindexEntry[value] = indexEntry[value] || [];\n\t\t\t\t\tindexEntry[value].push(updateDescriptor[\"new\"].tiddler.fields.title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\t\t\n\t}\n};\n\n// Lookup the given field returning a list of tiddler titles\nFieldIndexer.prototype.lookup = function(name,value) {\n\t// Fail the lookup if the value is too long\n\tif(value.length >= this.maxIndexedValueLength) {\n\t\treturn null;\n\t}\n\t// Update the index if it has yet to be built\n\tif(this.index === null || !this.index[name]) {\n\t\tthis.buildIndexForField(name);\n\t}\n\treturn this.index[name][value] || [];\n};\n\nexports.FieldIndexer = FieldIndexer;\n\n})();\n",
"type": "application/javascript",
"module-type": "indexer"
},
"$:/core/modules/indexers/tag-indexer.js": {
"title": "$:/core/modules/indexers/tag-indexer.js",
"text": "/*\\\ntitle: $:/core/modules/indexers/tag-indexer.js\ntype: application/javascript\nmodule-type: indexer\n\nIndexes the tiddlers with each tag\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global modules: false */\n\"use strict\";\n\nfunction TagIndexer(wiki) {\n\tthis.wiki = wiki;\n}\n\nTagIndexer.prototype.init = function() {\n\tthis.subIndexers = [\n\t\tnew TagSubIndexer(this,\"each\"),\n\t\tnew TagSubIndexer(this,\"eachShadow\"),\n\t\tnew TagSubIndexer(this,\"eachTiddlerPlusShadows\"),\n\t\tnew TagSubIndexer(this,\"eachShadowPlusTiddlers\")\n\t];\n\t$tw.utils.each(this.subIndexers,function(subIndexer) {\n\t\tsubIndexer.addIndexMethod();\n\t});\n};\n\nTagIndexer.prototype.rebuild = function() {\n\t$tw.utils.each(this.subIndexers,function(subIndexer) {\n\t\tsubIndexer.rebuild();\n\t});\n};\n\nTagIndexer.prototype.update = function(updateDescriptor) {\n\t$tw.utils.each(this.subIndexers,function(subIndexer) {\n\t\tsubIndexer.update(updateDescriptor);\n\t});\n};\n\nfunction TagSubIndexer(indexer,iteratorMethod) {\n\tthis.indexer = indexer;\n\tthis.iteratorMethod = iteratorMethod;\n\tthis.index = null; // Hashmap of tag title to {isSorted: bool, titles: [array]} or null if not yet initialised\n}\n\nTagSubIndexer.prototype.addIndexMethod = function() {\n\tvar self = this;\n\tthis.indexer.wiki[this.iteratorMethod].byTag = function(tag) {\n\t\treturn self.lookup(tag).slice(0);\n\t};\n};\n\nTagSubIndexer.prototype.rebuild = function() {\n\tvar self = this;\n\t// Hashmap by tag of array of {isSorted:, titles:[]}\n\tthis.index = Object.create(null);\n\t// Add all the tags\n\tthis.indexer.wiki[this.iteratorMethod](function(tiddler,title) {\n\t\t$tw.utils.each(tiddler.fields.tags,function(tag) {\n\t\t\tif(!self.index[tag]) {\n\t\t\t\tself.index[tag] = {isSorted: false, titles: [title]};\n\t\t\t} else {\n\t\t\t\tself.index[tag].titles.push(title);\n\t\t\t}\n\t\t});\t\t\n\t});\n};\n\nTagSubIndexer.prototype.update = function(updateDescriptor) {\n\tthis.index = null;\n};\n\nTagSubIndexer.prototype.lookup = function(tag) {\n\t// Update the index if it has yet to be built\n\tif(this.index === null) {\n\t\tthis.rebuild();\n\t}\n\tvar indexRecord = this.index[tag];\n\tif(indexRecord) {\n\t\tif(!indexRecord.isSorted) {\n\t\t\tif(this.indexer.wiki.sortByList) {\n\t\t\t\tindexRecord.titles = this.indexer.wiki.sortByList(indexRecord.titles,tag);\n\t\t\t}\t\t\t\n\t\t\tindexRecord.isSorted = true;\n\t\t}\n\t\treturn indexRecord.titles;\n\t} else {\n\t\treturn [];\n\t}\n};\n\n\nexports.TagIndexer = TagIndexer;\n\n})();\n",
"type": "application/javascript",
"module-type": "indexer"
},
"$:/core/modules/info/platform.js": {
"title": "$:/core/modules/info/platform.js",
"text": "/*\\\ntitle: $:/core/modules/info/platform.js\ntype: application/javascript\nmodule-type: info\n\nInitialise basic platform $:/info/ tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.getInfoTiddlerFields = function() {\n\tvar mapBoolean = function(value) {return value ? \"yes\" : \"no\";},\n\t\tinfoTiddlerFields = [];\n\t// Basics\n\tinfoTiddlerFields.push({title: \"$:/info/browser\", text: mapBoolean(!!$tw.browser)});\n\tinfoTiddlerFields.push({title: \"$:/info/node\", text: mapBoolean(!!$tw.node)});\n\tif($tw.browser) {\n\t\t// Document location\n\t\tvar setLocationProperty = function(name,value) {\n\t\t\t\tinfoTiddlerFields.push({title: \"$:/info/url/\" + name, text: value});\t\t\t\n\t\t\t},\n\t\t\tlocation = document.location;\n\t\tsetLocationProperty(\"full\", (location.toString()).split(\"#\")[0]);\n\t\tsetLocationProperty(\"host\", location.host);\n\t\tsetLocationProperty(\"hostname\", location.hostname);\n\t\tsetLocationProperty(\"protocol\", location.protocol);\n\t\tsetLocationProperty(\"port\", location.port);\n\t\tsetLocationProperty(\"pathname\", location.pathname);\n\t\tsetLocationProperty(\"search\", location.search);\n\t\tsetLocationProperty(\"origin\", location.origin);\n\t\t// Screen size\n\t\tinfoTiddlerFields.push({title: \"$:/info/browser/screen/width\", text: window.screen.width.toString()});\n\t\tinfoTiddlerFields.push({title: \"$:/info/browser/screen/height\", text: window.screen.height.toString()});\n\t\t// Language\n\t\tinfoTiddlerFields.push({title: \"$:/info/browser/language\", text: navigator.language || \"\"});\n\t}\n\treturn infoTiddlerFields;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "info"
},
"$:/core/modules/keyboard.js": {
"title": "$:/core/modules/keyboard.js",
"text": "/*\\\ntitle: $:/core/modules/keyboard.js\ntype: application/javascript\nmodule-type: global\n\nKeyboard handling utilities\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar namedKeys = {\n\t\"cancel\": 3,\n\t\"help\": 6,\n\t\"backspace\": 8,\n\t\"tab\": 9,\n\t\"clear\": 12,\n\t\"return\": 13,\n\t\"enter\": 13,\n\t\"pause\": 19,\n\t\"escape\": 27,\n\t\"space\": 32,\n\t\"page_up\": 33,\n\t\"page_down\": 34,\n\t\"end\": 35,\n\t\"home\": 36,\n\t\"left\": 37,\n\t\"up\": 38,\n\t\"right\": 39,\n\t\"down\": 40,\n\t\"printscreen\": 44,\n\t\"insert\": 45,\n\t\"delete\": 46,\n\t\"0\": 48,\n\t\"1\": 49,\n\t\"2\": 50,\n\t\"3\": 51,\n\t\"4\": 52,\n\t\"5\": 53,\n\t\"6\": 54,\n\t\"7\": 55,\n\t\"8\": 56,\n\t\"9\": 57,\n\t\"firefoxsemicolon\": 59,\n\t\"firefoxequals\": 61,\n\t\"a\": 65,\n\t\"b\": 66,\n\t\"c\": 67,\n\t\"d\": 68,\n\t\"e\": 69,\n\t\"f\": 70,\n\t\"g\": 71,\n\t\"h\": 72,\n\t\"i\": 73,\n\t\"j\": 74,\n\t\"k\": 75,\n\t\"l\": 76,\n\t\"m\": 77,\n\t\"n\": 78,\n\t\"o\": 79,\n\t\"p\": 80,\n\t\"q\": 81,\n\t\"r\": 82,\n\t\"s\": 83,\n\t\"t\": 84,\n\t\"u\": 85,\n\t\"v\": 86,\n\t\"w\": 87,\n\t\"x\": 88,\n\t\"y\": 89,\n\t\"z\": 90,\n\t\"numpad0\": 96,\n\t\"numpad1\": 97,\n\t\"numpad2\": 98,\n\t\"numpad3\": 99,\n\t\"numpad4\": 100,\n\t\"numpad5\": 101,\n\t\"numpad6\": 102,\n\t\"numpad7\": 103,\n\t\"numpad8\": 104,\n\t\"numpad9\": 105,\n\t\"multiply\": 106,\n\t\"add\": 107,\n\t\"separator\": 108,\n\t\"subtract\": 109,\n\t\"decimal\": 110,\n\t\"divide\": 111,\n\t\"f1\": 112,\n\t\"f2\": 113,\n\t\"f3\": 114,\n\t\"f4\": 115,\n\t\"f5\": 116,\n\t\"f6\": 117,\n\t\"f7\": 118,\n\t\"f8\": 119,\n\t\"f9\": 120,\n\t\"f10\": 121,\n\t\"f11\": 122,\n\t\"f12\": 123,\n\t\"f13\": 124,\n\t\"f14\": 125,\n\t\"f15\": 126,\n\t\"f16\": 127,\n\t\"f17\": 128,\n\t\"f18\": 129,\n\t\"f19\": 130,\n\t\"f20\": 131,\n\t\"f21\": 132,\n\t\"f22\": 133,\n\t\"f23\": 134,\n\t\"f24\": 135,\n\t\"firefoxminus\": 173,\n\t\"semicolon\": 186,\n\t\"equals\": 187,\n\t\"comma\": 188,\n\t\"dash\": 189,\n\t\"period\": 190,\n\t\"slash\": 191,\n\t\"backquote\": 192,\n\t\"openbracket\": 219,\n\t\"backslash\": 220,\n\t\"closebracket\": 221,\n\t\"quote\": 222\n};\n\nfunction KeyboardManager(options) {\n\tvar self = this;\n\toptions = options || \"\";\n\t// Save the named key hashmap\n\tthis.namedKeys = namedKeys;\n\t// Create a reverse mapping of code to keyname\n\tthis.keyNames = [];\n\t$tw.utils.each(namedKeys,function(keyCode,name) {\n\t\tself.keyNames[keyCode] = name.substr(0,1).toUpperCase() + name.substr(1);\n\t});\n\t// Save the platform-specific name of the \"meta\" key\n\tthis.metaKeyName = $tw.platform.isMac ? \"cmd-\" : \"win-\";\n\tthis.shortcutKeysList = [], // Stores the shortcut-key descriptors\n\tthis.shortcutActionList = [], // Stores the corresponding action strings\n\tthis.shortcutParsedList = []; // Stores the parsed key descriptors\n\tthis.lookupNames = [\"shortcuts\"];\n\tthis.lookupNames.push($tw.platform.isMac ? \"shortcuts-mac\" : \"shortcuts-not-mac\")\n\tthis.lookupNames.push($tw.platform.isWindows ? \"shortcuts-windows\" : \"shortcuts-not-windows\");\n\tthis.lookupNames.push($tw.platform.isLinux ? \"shortcuts-linux\" : \"shortcuts-not-linux\");\n\tthis.updateShortcutLists(this.getShortcutTiddlerList());\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tself.handleShortcutChanges(changes);\n\t});\n}\n\n/*\nReturn an array of keycodes for the modifier keys ctrl, shift, alt, meta\n*/\nKeyboardManager.prototype.getModifierKeys = function() {\n\treturn [\n\t\t16, // Shift\n\t\t17, // Ctrl\n\t\t18, // Alt\n\t\t20, // CAPS LOCK\n\t\t91, // Meta (left)\n\t\t93, // Meta (right)\n\t\t224 // Meta (Firefox)\n\t]\n};\n\n/*\nParses a key descriptor into the structure:\n{\n\tkeyCode: numeric keycode\n\tshiftKey: boolean\n\taltKey: boolean\n\tctrlKey: boolean\n\tmetaKey: boolean\n}\nKey descriptors have the following format:\n\tctrl+enter\n\tctrl+shift+alt+A\n*/\nKeyboardManager.prototype.parseKeyDescriptor = function(keyDescriptor) {\n\tvar components = keyDescriptor.split(/\\+|\\-/),\n\t\tinfo = {\n\t\t\tkeyCode: 0,\n\t\t\tshiftKey: false,\n\t\t\taltKey: false,\n\t\t\tctrlKey: false,\n\t\t\tmetaKey: false\n\t\t};\n\tfor(var t=0; t<components.length; t++) {\n\t\tvar s = components[t].toLowerCase(),\n\t\t\tc = s.charCodeAt(0);\n\t\t// Look for modifier keys\n\t\tif(s === \"ctrl\") {\n\t\t\tinfo.ctrlKey = true;\n\t\t} else if(s === \"shift\") {\n\t\t\tinfo.shiftKey = true;\n\t\t} else if(s === \"alt\") {\n\t\t\tinfo.altKey = true;\n\t\t} else if(s === \"meta\" || s === \"cmd\" || s === \"win\") {\n\t\t\tinfo.metaKey = true;\n\t\t}\n\t\t// Replace named keys with their code\n\t\tif(this.namedKeys[s]) {\n\t\t\tinfo.keyCode = this.namedKeys[s];\n\t\t}\n\t}\n\tif(info.keyCode) {\n\t\treturn info;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nParse a list of key descriptors into an array of keyInfo objects. The key descriptors can be passed as an array of strings or a space separated string\n*/\nKeyboardManager.prototype.parseKeyDescriptors = function(keyDescriptors,options) {\n\tvar self = this;\n\toptions = options || {};\n\toptions.stack = options.stack || [];\n\tvar wiki = options.wiki || $tw.wiki;\n\tif(typeof keyDescriptors === \"string\" && keyDescriptors === \"\") {\n\t\treturn [];\n\t}\n\tif(!$tw.utils.isArray(keyDescriptors)) {\n\t\tkeyDescriptors = keyDescriptors.split(\" \");\n\t}\n\tvar result = [];\n\t$tw.utils.each(keyDescriptors,function(keyDescriptor) {\n\t\t// Look for a named shortcut\n\t\tif(keyDescriptor.substr(0,2) === \"((\" && keyDescriptor.substr(-2,2) === \"))\") {\n\t\t\tif(options.stack.indexOf(keyDescriptor) === -1) {\n\t\t\t\toptions.stack.push(keyDescriptor);\n\t\t\t\tvar name = keyDescriptor.substring(2,keyDescriptor.length - 2),\n\t\t\t\t\tlookupName = function(configName) {\n\t\t\t\t\t\tvar keyDescriptors = wiki.getTiddlerText(\"$:/config/\" + configName + \"/\" + name);\n\t\t\t\t\t\tif(keyDescriptors) {\n\t\t\t\t\t\t\tresult.push.apply(result,self.parseKeyDescriptors(keyDescriptors,options));\n\t\t\t\t\t\t}\n\t\t\t\t\t};\n\t\t\t\t$tw.utils.each(self.lookupNames,function(platformDescriptor) {\n\t\t\t\t\tlookupName(platformDescriptor);\n\t\t\t\t});\n\t\t\t}\n\t\t} else {\n\t\t\tresult.push(self.parseKeyDescriptor(keyDescriptor));\n\t\t}\n\t});\n\treturn result;\n};\n\nKeyboardManager.prototype.getPrintableShortcuts = function(keyInfoArray) {\n\tvar self = this,\n\t\tresult = [];\n\t$tw.utils.each(keyInfoArray,function(keyInfo) {\n\t\tif(keyInfo) {\n\t\t\tresult.push((keyInfo.ctrlKey ? \"ctrl-\" : \"\") + \n\t\t\t\t (keyInfo.shiftKey ? \"shift-\" : \"\") + \n\t\t\t\t (keyInfo.altKey ? \"alt-\" : \"\") + \n\t\t\t\t (keyInfo.metaKey ? self.metaKeyName : \"\") + \n\t\t\t\t (self.keyNames[keyInfo.keyCode]));\n\t\t}\n\t});\n\treturn result;\n}\n\nKeyboardManager.prototype.checkKeyDescriptor = function(event,keyInfo) {\n\treturn keyInfo &&\n\t\t\tevent.keyCode === keyInfo.keyCode && \n\t\t\tevent.shiftKey === keyInfo.shiftKey && \n\t\t\tevent.altKey === keyInfo.altKey && \n\t\t\tevent.ctrlKey === keyInfo.ctrlKey && \n\t\t\tevent.metaKey === keyInfo.metaKey;\n};\n\nKeyboardManager.prototype.checkKeyDescriptors = function(event,keyInfoArray) {\n\tfor(var t=0; t<keyInfoArray.length; t++) {\n\t\tif(this.checkKeyDescriptor(event,keyInfoArray[t])) {\n\t\t\treturn true;\n\t\t}\n\t}\n\treturn false;\n};\n\nKeyboardManager.prototype.getShortcutTiddlerList = function() {\n\treturn $tw.wiki.getTiddlersWithTag(\"$:/tags/KeyboardShortcut\");\n};\n\nKeyboardManager.prototype.updateShortcutLists = function(tiddlerList) {\n\tthis.shortcutTiddlers = tiddlerList;\n\tfor(var i=0; i<tiddlerList.length; i++) {\n\t\tvar title = tiddlerList[i],\n\t\t\ttiddlerFields = $tw.wiki.getTiddler(title).fields;\n\t\tthis.shortcutKeysList[i] = tiddlerFields.key !== undefined ? tiddlerFields.key : undefined;\n\t\tthis.shortcutActionList[i] = tiddlerFields.text;\n\t\tthis.shortcutParsedList[i] = this.shortcutKeysList[i] !== undefined ? this.parseKeyDescriptors(this.shortcutKeysList[i]) : undefined;\n\t}\n};\n\nKeyboardManager.prototype.handleKeydownEvent = function(event) {\n\tvar key, action;\n\tfor(var i=0; i<this.shortcutTiddlers.length; i++) {\n\t\tif(this.shortcutParsedList[i] !== undefined && this.checkKeyDescriptors(event,this.shortcutParsedList[i])) {\n\t\t\tkey = this.shortcutParsedList[i];\n\t\t\taction = this.shortcutActionList[i];\n\t\t}\n\t}\n\tif(key !== undefined) {\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\t$tw.rootWidget.invokeActionString(action,$tw.rootWidget);\n\t\treturn true;\n\t}\n\treturn false;\n};\n\nKeyboardManager.prototype.detectNewShortcuts = function(changedTiddlers) {\n\tvar shortcutConfigTiddlers = [],\n\t\thandled = false;\n\t$tw.utils.each(this.lookupNames,function(platformDescriptor) {\n\t\tvar descriptorString = \"$:/config/\" + platformDescriptor + \"/\";\n\t\tObject.keys(changedTiddlers).forEach(function(configTiddler) {\n\t\t\tvar configString = configTiddler.substr(0, configTiddler.lastIndexOf(\"/\") + 1);\n\t\t\tif(configString === descriptorString) {\n\t\t\t\tshortcutConfigTiddlers.push(configTiddler);\n\t\t\t\thandled = true;\n\t\t\t}\n\t\t});\n\t});\n\tif(handled) {\n\t\treturn $tw.utils.hopArray(changedTiddlers,shortcutConfigTiddlers);\n\t} else {\n\t\treturn false;\n\t}\n};\n\nKeyboardManager.prototype.handleShortcutChanges = function(changedTiddlers) {\n\tvar newList = this.getShortcutTiddlerList();\n\tvar hasChanged = $tw.utils.hopArray(changedTiddlers,this.shortcutTiddlers) ? true :\n\t\t($tw.utils.hopArray(changedTiddlers,newList) ? true :\n\t\t(this.detectNewShortcuts(changedTiddlers))\n\t);\n\t// Re-cache shortcuts if something changed\n\tif(hasChanged) {\n\t\tthis.updateShortcutLists(newList);\n\t}\n};\n\nexports.KeyboardManager = KeyboardManager;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/language.js": {
"title": "$:/core/modules/language.js",
"text": "/*\\\ntitle: $:/core/modules/language.js\ntype: application/javascript\nmodule-type: global\n\nThe $tw.Language() manages translateable strings\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nCreate an instance of the language manager. Options include:\nwiki: wiki from which to retrieve translation tiddlers\n*/\nfunction Language(options) {\n\toptions = options || \"\";\n\tthis.wiki = options.wiki || $tw.wiki;\n}\n\n/*\nReturn a wikified translateable string. The title is automatically prefixed with \"$:/language/\"\nOptions include:\nvariables: optional hashmap of variables to supply to the language wikification\n*/\nLanguage.prototype.getString = function(title,options) {\n\toptions = options || {};\n\ttitle = \"$:/language/\" + title;\n\treturn this.wiki.renderTiddler(\"text/plain\",title,{variables: options.variables});\n};\n\n/*\nReturn a raw, unwikified translateable string. The title is automatically prefixed with \"$:/language/\"\n*/\nLanguage.prototype.getRawString = function(title) {\n\ttitle = \"$:/language/\" + title;\n\treturn this.wiki.getTiddlerText(title);\n};\n\nexports.Language = Language;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/macros/changecount.js": {
"title": "$:/core/modules/macros/changecount.js",
"text": "/*\\\ntitle: $:/core/modules/macros/changecount.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to return the changecount for the current tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"changecount\";\n\nexports.params = [];\n\n/*\nRun the macro\n*/\nexports.run = function() {\n\treturn this.wiki.getChangeCount(this.getVariable(\"currentTiddler\")) + \"\";\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/contrastcolour.js": {
"title": "$:/core/modules/macros/contrastcolour.js",
"text": "/*\\\ntitle: $:/core/modules/macros/contrastcolour.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to choose which of two colours has the highest contrast with a base colour\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"contrastcolour\";\n\nexports.params = [\n\t{name: \"target\"},\n\t{name: \"fallbackTarget\"},\n\t{name: \"colourA\"},\n\t{name: \"colourB\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(target,fallbackTarget,colourA,colourB) {\n\tvar rgbTarget = $tw.utils.parseCSSColor(target) || $tw.utils.parseCSSColor(fallbackTarget);\n\tif(!rgbTarget) {\n\t\treturn colourA;\n\t}\n\tvar rgbColourA = $tw.utils.parseCSSColor(colourA),\n\t\trgbColourB = $tw.utils.parseCSSColor(colourB);\n\tif(rgbColourA && !rgbColourB) {\n\t\treturn rgbColourA;\n\t}\n\tif(rgbColourB && !rgbColourA) {\n\t\treturn rgbColourB;\n\t}\n\tif(!rgbColourA && !rgbColourB) {\n\t\t// If neither colour is readable, return a crude inverse of the target\n\t\treturn [255 - rgbTarget[0],255 - rgbTarget[1],255 - rgbTarget[2],rgbTarget[3]];\n\t}\n\t// Colour brightness formula derived from http://www.w3.org/WAI/ER/WD-AERT/#color-contrast\n\tvar brightnessTarget = rgbTarget[0] * 0.299 + rgbTarget[1] * 0.587 + rgbTarget[2] * 0.114,\n\t\tbrightnessA = rgbColourA[0] * 0.299 + rgbColourA[1] * 0.587 + rgbColourA[2] * 0.114,\n\t\tbrightnessB = rgbColourB[0] * 0.299 + rgbColourB[1] * 0.587 + rgbColourB[2] * 0.114;\n\treturn Math.abs(brightnessTarget - brightnessA) > Math.abs(brightnessTarget - brightnessB) ? colourA : colourB;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/csvtiddlers.js": {
"title": "$:/core/modules/macros/csvtiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/macros/csvtiddlers.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to output tiddlers matching a filter to CSV\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"csvtiddlers\";\n\nexports.params = [\n\t{name: \"filter\"},\n\t{name: \"format\"},\n];\n\n/*\nRun the macro\n*/\nexports.run = function(filter,format) {\n\tvar self = this,\n\t\ttiddlers = this.wiki.filterTiddlers(filter),\n\t\ttiddler,\n\t\tfields = [],\n\t\tt,f;\n\t// Collect all the fields\n\tfor(t=0;t<tiddlers.length; t++) {\n\t\ttiddler = this.wiki.getTiddler(tiddlers[t]);\n\t\tfor(f in tiddler.fields) {\n\t\t\tif(fields.indexOf(f) === -1) {\n\t\t\t\tfields.push(f);\n\t\t\t}\n\t\t}\n\t}\n\t// Sort the fields and bring the standard ones to the front\n\tfields.sort();\n\t\"title text modified modifier created creator\".split(\" \").reverse().forEach(function(value,index) {\n\t\tvar p = fields.indexOf(value);\n\t\tif(p !== -1) {\n\t\t\tfields.splice(p,1);\n\t\t\tfields.unshift(value)\n\t\t}\n\t});\n\t// Output the column headings\n\tvar output = [], row = [];\n\tfields.forEach(function(value) {\n\t\trow.push(quoteAndEscape(value))\n\t});\n\toutput.push(row.join(\",\"));\n\t// Output each tiddler\n\tfor(var t=0;t<tiddlers.length; t++) {\n\t\trow = [];\n\t\ttiddler = this.wiki.getTiddler(tiddlers[t]);\n\t\t\tfor(f=0; f<fields.length; f++) {\n\t\t\t\trow.push(quoteAndEscape(tiddler ? tiddler.getFieldString(fields[f]) || \"\" : \"\"));\n\t\t\t}\n\t\toutput.push(row.join(\",\"));\n\t}\n\treturn output.join(\"\\n\");\n};\n\nfunction quoteAndEscape(value) {\n\treturn \"\\\"\" + value.replace(/\"/mg,\"\\\"\\\"\") + \"\\\"\";\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/displayshortcuts.js": {
"title": "$:/core/modules/macros/displayshortcuts.js",
"text": "/*\\\ntitle: $:/core/modules/macros/displayshortcuts.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to display a list of keyboard shortcuts in human readable form. Notably, it resolves named shortcuts like `((bold))` to the underlying keystrokes.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"displayshortcuts\";\n\nexports.params = [\n\t{name: \"shortcuts\"},\n\t{name: \"prefix\"},\n\t{name: \"separator\"},\n\t{name: \"suffix\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(shortcuts,prefix,separator,suffix) {\n\tvar shortcutArray = $tw.keyboardManager.getPrintableShortcuts($tw.keyboardManager.parseKeyDescriptors(shortcuts,{\n\t\twiki: this.wiki\n\t}));\n\tif(shortcutArray.length > 0) {\n\t\tshortcutArray.sort(function(a,b) {\n\t\t return a.toLowerCase().localeCompare(b.toLowerCase());\n\t\t})\n\t\treturn prefix + shortcutArray.join(separator) + suffix;\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/jsontiddler.js": {
"title": "$:/core/modules/macros/jsontiddler.js",
"text": "/*\\\ntitle: $:/core/modules/macros/jsontiddler.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to output a single tiddler to JSON\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"jsontiddler\";\n\nexports.params = [\n\t{name: \"title\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(title) {\n\ttitle = title || this.getVariable(\"currentTiddler\");\n\tvar tiddler = !!title && this.wiki.getTiddler(title),\n\t\tfields = new Object();\n\tif(tiddler) {\n\t\tfor(var field in tiddler.fields) {\n\t\t\tfields[field] = tiddler.getFieldString(field);\n\t\t}\n\t}\n\treturn JSON.stringify(fields,null,$tw.config.preferences.jsonSpaces);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/jsontiddlers.js": {
"title": "$:/core/modules/macros/jsontiddlers.js",
"text": "/*\\\ntitle: $:/core/modules/macros/jsontiddlers.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to output tiddlers matching a filter to JSON\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"jsontiddlers\";\n\nexports.params = [\n\t{name: \"filter\"},\n\t{name: \"spaces\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(filter,spaces) {\n\treturn this.wiki.getTiddlersAsJson(filter,$tw.utils.parseInt(spaces));\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/makedatauri.js": {
"title": "$:/core/modules/macros/makedatauri.js",
"text": "/*\\\ntitle: $:/core/modules/macros/makedatauri.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to convert a string of text to a data URI\n\n<<makedatauri text:\"Text to be converted\" type:\"text/vnd.tiddlywiki\">>\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"makedatauri\";\n\nexports.params = [\n\t{name: \"text\"},\n\t{name: \"type\"},\n\t{name: \"_canonical_uri\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(text,type,_canonical_uri) {\n\treturn $tw.utils.makeDataUri(text,type,_canonical_uri);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/now.js": {
"title": "$:/core/modules/macros/now.js",
"text": "/*\\\ntitle: $:/core/modules/macros/now.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to return a formatted version of the current time\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"now\";\n\nexports.params = [\n\t{name: \"format\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(format) {\n\treturn $tw.utils.formatDateString(new Date(),format || \"0hh:0mm, DDth MMM YYYY\");\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/qualify.js": {
"title": "$:/core/modules/macros/qualify.js",
"text": "/*\\\ntitle: $:/core/modules/macros/qualify.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to qualify a state tiddler title according\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"qualify\";\n\nexports.params = [\n\t{name: \"title\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(title) {\n\treturn title + \"-\" + this.getStateQualifier();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/resolvepath.js": {
"title": "$:/core/modules/macros/resolvepath.js",
"text": "/*\\\ntitle: $:/core/modules/macros/resolvepath.js\ntype: application/javascript\nmodule-type: macro\n\nResolves a relative path for an absolute rootpath.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"resolvepath\";\n\nexports.params = [\n\t{name: \"source\"},\n\t{name: \"root\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(source, root) {\n\treturn $tw.utils.resolvePath(source, root);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/unusedtitle.js": {
"title": "$:/core/modules/macros/unusedtitle.js",
"text": "/*\\\ntitle: $:/core/modules/macros/unusedtitle.js\ntype: application/javascript\nmodule-type: macro\nMacro to return a new title that is unused in the wiki. It can be given a name as a base.\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"unusedtitle\";\n\nexports.params = [\n\t{name: \"baseName\"},\n\t{name: \"options\"}\n];\n\n/*\nRun the macro\n*/\nexports.run = function(baseName, options) {\n\tif(!baseName) {\n\t\tbaseName = $tw.language.getString(\"DefaultNewTiddlerTitle\");\n\t}\n\treturn this.wiki.generateNewTitle(baseName, options);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/macros/version.js": {
"title": "$:/core/modules/macros/version.js",
"text": "/*\\\ntitle: $:/core/modules/macros/version.js\ntype: application/javascript\nmodule-type: macro\n\nMacro to return the TiddlyWiki core version number\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInformation about this macro\n*/\n\nexports.name = \"version\";\n\nexports.params = [];\n\n/*\nRun the macro\n*/\nexports.run = function() {\n\treturn $tw.version;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "macro"
},
"$:/core/modules/parsers/audioparser.js": {
"title": "$:/core/modules/parsers/audioparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/audioparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe audio parser parses an audio tiddler into an embeddable HTML element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar AudioParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"audio\",\n\t\t\tattributes: {\n\t\t\t\tcontrols: {type: \"string\", value: \"controls\"},\n\t\t\t\tstyle: {type: \"string\", value: \"width: 100%; object-fit: contain\"}\n\t\t\t}\n\t\t},\n\t\tsrc;\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\telement.attributes.src = {type: \"string\", value: \"data:\" + type + \";base64,\" + text};\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"audio/ogg\"] = AudioParser;\nexports[\"audio/mpeg\"] = AudioParser;\nexports[\"audio/mp3\"] = AudioParser;\nexports[\"audio/mp4\"] = AudioParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/binaryparser.js": {
"title": "$:/core/modules/parsers/binaryparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/binaryparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe binary parser parses a binary tiddler into a warning message and download link\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar BINARY_WARNING_MESSAGE = \"$:/core/ui/BinaryWarning\";\nvar EXPORT_BUTTON_IMAGE = \"$:/core/images/export-button\";\n\nvar BinaryParser = function(type,text,options) {\n\t// Transclude the binary data tiddler warning message\n\tvar warn = {\n\t\ttype: \"element\",\n\t\ttag: \"p\",\n\t\tchildren: [{\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: BINARY_WARNING_MESSAGE}\n\t\t\t}\n\t\t}]\n\t};\n\t// Create download link based on binary tiddler title\n\tvar link = {\n\t\ttype: \"element\",\n\t\ttag: \"a\",\n\t\tattributes: {\n\t\t\ttitle: {type: \"indirect\", textReference: \"!!title\"},\n\t\t\tdownload: {type: \"indirect\", textReference: \"!!title\"}\n\t\t},\n\t\tchildren: [{\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: EXPORT_BUTTON_IMAGE}\n\t\t\t}\n\t\t}]\n\t};\n\t// Set the link href to external or internal data URI\n\tif(options._canonical_uri) {\n\t\tlink.attributes.href = {\n\t\t\ttype: \"string\", \n\t\t\tvalue: options._canonical_uri\n\t\t};\n\t} else if(text) {\n\t\tlink.attributes.href = {\n\t\t\ttype: \"string\", \n\t\t\tvalue: \"data:\" + type + \";base64,\" + text\n\t\t};\n\t}\n\t// Combine warning message and download link in a div\n\tvar element = {\n\t\ttype: \"element\",\n\t\ttag: \"div\",\n\t\tattributes: {\n\t\t\tclass: {type: \"string\", value: \"tc-binary-warning\"}\n\t\t},\n\t\tchildren: [warn, link]\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"application/octet-stream\"] = BinaryParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/csvparser.js": {
"title": "$:/core/modules/parsers/csvparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/csvparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe CSV text parser processes CSV files into a table wrapped in a scrollable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar CsvParser = function(type,text,options) {\n\t// Table framework\n\tthis.tree = [{\n\t\t\"type\": \"scrollable\", \"children\": [{\n\t\t\t\"type\": \"element\", \"tag\": \"table\", \"children\": [{\n\t\t\t\t\"type\": \"element\", \"tag\": \"tbody\", \"children\": []\n\t\t\t}], \"attributes\": {\n\t\t\t\t\"class\": {\"type\": \"string\", \"value\": \"tc-csv-table\"}\n\t\t\t}\n\t\t}]\n\t}];\n\t// Split the text into lines\n\tvar lines = text.split(/\\r?\\n/mg),\n\t\ttag = \"th\";\n\tfor(var line=0; line<lines.length; line++) {\n\t\tvar lineText = lines[line];\n\t\tif(lineText) {\n\t\t\tvar row = {\n\t\t\t\t\t\"type\": \"element\", \"tag\": \"tr\", \"children\": []\n\t\t\t\t};\n\t\t\tvar columns = lineText.split(\",\");\n\t\t\tfor(var column=0; column<columns.length; column++) {\n\t\t\t\trow.children.push({\n\t\t\t\t\t\t\"type\": \"element\", \"tag\": tag, \"children\": [{\n\t\t\t\t\t\t\t\"type\": \"text\",\n\t\t\t\t\t\t\t\"text\": columns[column]\n\t\t\t\t\t\t}]\n\t\t\t\t\t});\n\t\t\t}\n\t\t\ttag = \"td\";\n\t\t\tthis.tree[0].children[0].children[0].children.push(row);\n\t\t}\n\t}\n};\n\nexports[\"text/csv\"] = CsvParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/htmlparser.js": {
"title": "$:/core/modules/parsers/htmlparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/htmlparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe HTML parser displays text as raw HTML\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar HtmlParser = function(type,text,options) {\n\tvar src;\n\tif(options._canonical_uri) {\n\t\tsrc = options._canonical_uri;\n\t} else if(text) {\n\t\tsrc = \"data:text/html;charset=utf-8,\" + encodeURIComponent(text);\n\t}\n\tthis.tree = [{\n\t\ttype: \"element\",\n\t\ttag: \"iframe\",\n\t\tattributes: {\n\t\t\tsrc: {type: \"string\", value: src},\n\t\t\tsandbox: {type: \"string\", value: \"\"}\n\t\t}\n\t}];\n};\n\nexports[\"text/html\"] = HtmlParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/imageparser.js": {
"title": "$:/core/modules/parsers/imageparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/imageparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe image parser parses an image into an embeddable HTML element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar ImageParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"img\",\n\t\t\tattributes: {}\n\t\t};\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\tif(type === \"image/svg+xml\" || type === \".svg\") {\n\t\t\telement.attributes.src = {type: \"string\", value: \"data:image/svg+xml,\" + encodeURIComponent(text)};\n\t\t} else {\n\t\t\telement.attributes.src = {type: \"string\", value: \"data:\" + type + \";base64,\" + text};\n\t\t}\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"image/svg+xml\"] = ImageParser;\nexports[\"image/jpg\"] = ImageParser;\nexports[\"image/jpeg\"] = ImageParser;\nexports[\"image/png\"] = ImageParser;\nexports[\"image/gif\"] = ImageParser;\nexports[\"image/webp\"] = ImageParser;\nexports[\"image/heic\"] = ImageParser;\nexports[\"image/heif\"] = ImageParser;\nexports[\"image/x-icon\"] = ImageParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/utils/parseutils.js": {
"title": "$:/core/modules/utils/parseutils.js",
"text": "/*\\\ntitle: $:/core/modules/utils/parseutils.js\ntype: application/javascript\nmodule-type: utils\n\nUtility functions concerned with parsing text into tokens.\n\nMost functions have the following pattern:\n\n* The parameters are:\n** `source`: the source string being parsed\n** `pos`: the current parse position within the string\n** Any further parameters are used to identify the token that is being parsed\n* The return value is:\n** null if the token was not found at the specified position\n** an object representing the token with the following standard fields:\n*** `type`: string indicating the type of the token\n*** `start`: start position of the token in the source string\n*** `end`: end position of the token in the source string\n*** Any further fields required to describe the token\n\nThe exception is `skipWhiteSpace`, which just returns the position after the whitespace.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nLook for a whitespace token. Returns null if not found, otherwise returns {type: \"whitespace\", start:, end:,}\n*/\nexports.parseWhiteSpace = function(source,pos) {\n\tvar p = pos,c;\n\twhile(true) {\n\t\tc = source.charAt(p);\n\t\tif((c === \" \") || (c === \"\\f\") || (c === \"\\n\") || (c === \"\\r\") || (c === \"\\t\") || (c === \"\\v\") || (c === \"\\u00a0\")) { // Ignores some obscure unicode spaces\n\t\t\tp++;\n\t\t} else {\n\t\t\tbreak;\n\t\t}\n\t}\n\tif(p === pos) {\n\t\treturn null;\n\t} else {\n\t\treturn {\n\t\t\ttype: \"whitespace\",\n\t\t\tstart: pos,\n\t\t\tend: p\n\t\t}\n\t}\n};\n\n/*\nConvenience wrapper for parseWhiteSpace. Returns the position after the whitespace\n*/\nexports.skipWhiteSpace = function(source,pos) {\n\tvar c;\n\twhile(true) {\n\t\tc = source.charAt(pos);\n\t\tif((c === \" \") || (c === \"\\f\") || (c === \"\\n\") || (c === \"\\r\") || (c === \"\\t\") || (c === \"\\v\") || (c === \"\\u00a0\")) { // Ignores some obscure unicode spaces\n\t\t\tpos++;\n\t\t} else {\n\t\t\treturn pos;\n\t\t}\n\t}\n};\n\n/*\nLook for a given string token. Returns null if not found, otherwise returns {type: \"token\", value:, start:, end:,}\n*/\nexports.parseTokenString = function(source,pos,token) {\n\tvar match = source.indexOf(token,pos) === pos;\n\tif(match) {\n\t\treturn {\n\t\t\ttype: \"token\",\n\t\t\tvalue: token,\n\t\t\tstart: pos,\n\t\t\tend: pos + token.length\n\t\t};\n\t}\n\treturn null;\n};\n\n/*\nLook for a token matching a regex. Returns null if not found, otherwise returns {type: \"regexp\", match:, start:, end:,}\n*/\nexports.parseTokenRegExp = function(source,pos,reToken) {\n\tvar node = {\n\t\ttype: \"regexp\",\n\t\tstart: pos\n\t};\n\treToken.lastIndex = pos;\n\tnode.match = reToken.exec(source);\n\tif(node.match && node.match.index === pos) {\n\t\tnode.end = pos + node.match[0].length;\n\t\treturn node;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nLook for a string literal. Returns null if not found, otherwise returns {type: \"string\", value:, start:, end:,}\n*/\nexports.parseStringLiteral = function(source,pos) {\n\tvar node = {\n\t\ttype: \"string\",\n\t\tstart: pos\n\t};\n\tvar reString = /(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\")|(?:'([^']*)')/g;\n\treString.lastIndex = pos;\n\tvar match = reString.exec(source);\n\tif(match && match.index === pos) {\n\t\tnode.value = match[1] !== undefined ? match[1] :(\n\t\t\tmatch[2] !== undefined ? match[2] : match[3] \n\t\t\t\t\t);\n\t\tnode.end = pos + match[0].length;\n\t\treturn node;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nLook for a macro invocation parameter. Returns null if not found, or {type: \"macro-parameter\", name:, value:, start:, end:}\n*/\nexports.parseMacroParameter = function(source,pos) {\n\tvar node = {\n\t\ttype: \"macro-parameter\",\n\t\tstart: pos\n\t};\n\t// Define our regexp\n\tvar reMacroParameter = /(?:([A-Za-z0-9\\-_]+)\\s*:)?(?:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\\s>\"'=]+)))/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the parameter\n\tvar token = $tw.utils.parseTokenRegExp(source,pos,reMacroParameter);\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Get the parameter details\n\tnode.value = token.match[2] !== undefined ? token.match[2] : (\n\t\t\t\t\ttoken.match[3] !== undefined ? token.match[3] : (\n\t\t\t\t\t\ttoken.match[4] !== undefined ? token.match[4] : (\n\t\t\t\t\t\t\ttoken.match[5] !== undefined ? token.match[5] : (\n\t\t\t\t\t\t\t\ttoken.match[6] !== undefined ? token.match[6] : (\n\t\t\t\t\t\t\t\t\t\"\"\n\t\t\t\t\t\t\t\t)\n\t\t\t\t\t\t\t)\n\t\t\t\t\t\t)\n\t\t\t\t\t)\n\t\t\t\t);\n\tif(token.match[1]) {\n\t\tnode.name = token.match[1];\n\t}\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n/*\nLook for a macro invocation. Returns null if not found, or {type: \"macrocall\", name:, parameters:, start:, end:}\n*/\nexports.parseMacroInvocation = function(source,pos) {\n\tvar node = {\n\t\ttype: \"macrocall\",\n\t\tstart: pos,\n\t\tparams: []\n\t};\n\t// Define our regexps\n\tvar reMacroName = /([^\\s>\"'=]+)/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a double less than sign\n\tvar token = $tw.utils.parseTokenString(source,pos,\"<<\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Get the macro name\n\tvar name = $tw.utils.parseTokenRegExp(source,pos,reMacroName);\n\tif(!name) {\n\t\treturn null;\n\t}\n\tnode.name = name.match[1];\n\tpos = name.end;\n\t// Process parameters\n\tvar parameter = $tw.utils.parseMacroParameter(source,pos);\n\twhile(parameter) {\n\t\tnode.params.push(parameter);\n\t\tpos = parameter.end;\n\t\t// Get the next parameter\n\t\tparameter = $tw.utils.parseMacroParameter(source,pos);\n\t}\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a double greater than sign\n\ttoken = $tw.utils.parseTokenString(source,pos,\">>\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n/*\nLook for an HTML attribute definition. Returns null if not found, otherwise returns {type: \"attribute\", name:, valueType: \"string|indirect|macro\", value:, start:, end:,}\n*/\nexports.parseAttribute = function(source,pos) {\n\tvar node = {\n\t\tstart: pos\n\t};\n\t// Define our regexps\n\tvar reAttributeName = /([^\\/\\s>\"'=]+)/g,\n\t\treUnquotedAttribute = /([^\\/\\s<>\"'=]+)/g,\n\t\treFilteredValue = /\\{\\{\\{(.+?)\\}\\}\\}/g,\n\t\treIndirectValue = /\\{\\{([^\\}]+)\\}\\}/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Get the attribute name\n\tvar name = $tw.utils.parseTokenRegExp(source,pos,reAttributeName);\n\tif(!name) {\n\t\treturn null;\n\t}\n\tnode.name = name.match[1];\n\tpos = name.end;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for an equals sign\n\tvar token = $tw.utils.parseTokenString(source,pos,\"=\");\n\tif(token) {\n\t\tpos = token.end;\n\t\t// Skip whitespace\n\t\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t\t// Look for a string literal\n\t\tvar stringLiteral = $tw.utils.parseStringLiteral(source,pos);\n\t\tif(stringLiteral) {\n\t\t\tpos = stringLiteral.end;\n\t\t\tnode.type = \"string\";\n\t\t\tnode.value = stringLiteral.value;\n\t\t} else {\n\t\t\t// Look for a filtered value\n\t\t\tvar filteredValue = $tw.utils.parseTokenRegExp(source,pos,reFilteredValue);\n\t\t\tif(filteredValue) {\n\t\t\t\tpos = filteredValue.end;\n\t\t\t\tnode.type = \"filtered\";\n\t\t\t\tnode.filter = filteredValue.match[1];\n\t\t\t} else {\n\t\t\t\t// Look for an indirect value\n\t\t\t\tvar indirectValue = $tw.utils.parseTokenRegExp(source,pos,reIndirectValue);\n\t\t\t\tif(indirectValue) {\n\t\t\t\t\tpos = indirectValue.end;\n\t\t\t\t\tnode.type = \"indirect\";\n\t\t\t\t\tnode.textReference = indirectValue.match[1];\n\t\t\t\t} else {\n\t\t\t\t\t// Look for a unquoted value\n\t\t\t\t\tvar unquotedValue = $tw.utils.parseTokenRegExp(source,pos,reUnquotedAttribute);\n\t\t\t\t\tif(unquotedValue) {\n\t\t\t\t\t\tpos = unquotedValue.end;\n\t\t\t\t\t\tnode.type = \"string\";\n\t\t\t\t\t\tnode.value = unquotedValue.match[1];\n\t\t\t\t\t} else {\n\t\t\t\t\t\t// Look for a macro invocation value\n\t\t\t\t\t\tvar macroInvocation = $tw.utils.parseMacroInvocation(source,pos);\n\t\t\t\t\t\tif(macroInvocation) {\n\t\t\t\t\t\t\tpos = macroInvocation.end;\n\t\t\t\t\t\t\tnode.type = \"macro\";\n\t\t\t\t\t\t\tnode.value = macroInvocation;\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\tnode.type = \"string\";\n\t\t\t\t\t\t\tnode.value = \"true\";\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t} else {\n\t\tnode.type = \"string\";\n\t\tnode.value = \"true\";\n\t}\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/parsers/pdfparser.js": {
"title": "$:/core/modules/parsers/pdfparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/pdfparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe PDF parser embeds a PDF viewer\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar ImageParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"embed\",\n\t\t\tattributes: {}\n\t\t},\n\t\tsrc;\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\telement.attributes.src = {type: \"string\", value: \"data:application/pdf;base64,\" + text};\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"application/pdf\"] = ImageParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/textparser.js": {
"title": "$:/core/modules/parsers/textparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/textparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe plain text parser processes blocks of source text into a degenerate parse tree consisting of a single text node\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar TextParser = function(type,text,options) {\n\tthis.tree = [{\n\t\ttype: \"codeblock\",\n\t\tattributes: {\n\t\t\tcode: {type: \"string\", value: text},\n\t\t\tlanguage: {type: \"string\", value: type}\n\t\t}\n\t}];\n};\n\nexports[\"text/plain\"] = TextParser;\nexports[\"text/x-tiddlywiki\"] = TextParser;\nexports[\"application/javascript\"] = TextParser;\nexports[\"application/json\"] = TextParser;\nexports[\"text/css\"] = TextParser;\nexports[\"application/x-tiddler-dictionary\"] = TextParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/videoparser.js": {
"title": "$:/core/modules/parsers/videoparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/videoparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe video parser parses a video tiddler into an embeddable HTML element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar VideoParser = function(type,text,options) {\n\tvar element = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"video\",\n\t\t\tattributes: {\n\t\t\t\tcontrols: {type: \"string\", value: \"controls\"},\n\t\t\t\tstyle: {type: \"string\", value: \"width: 100%; object-fit: contain\"}\n\t\t\t}\n\t\t},\n\t\tsrc;\n\tif(options._canonical_uri) {\n\t\telement.attributes.src = {type: \"string\", value: options._canonical_uri};\n\t} else if(text) {\n\t\telement.attributes.src = {type: \"string\", value: \"data:\" + type + \";base64,\" + text};\n\t}\n\tthis.tree = [element];\n};\n\nexports[\"video/ogg\"] = VideoParser;\nexports[\"video/webm\"] = VideoParser;\nexports[\"video/mp4\"] = VideoParser;\nexports[\"video/quicktime\"] = VideoParser;\n\n})();\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/wikiparser/rules/codeblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/codeblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/codeblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for code blocks. For example:\n\n```\n\t```\n\tThis text will not be //wikified//\n\t```\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"codeblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match and get language if defined\n\tthis.matchRegExp = /```([\\w-]*)\\r?\\n/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /(\\r?\\n```$)/mg;\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Look for the end of the block\n\treEnd.lastIndex = this.parser.pos;\n\tvar match = reEnd.exec(this.parser.source),\n\t\ttext;\n\t// Process the block\n\tif(match) {\n\t\ttext = this.parser.source.substring(this.parser.pos,match.index);\n\t\tthis.parser.pos = match.index + match[0].length;\n\t} else {\n\t\ttext = this.parser.source.substr(this.parser.pos);\n\t\tthis.parser.pos = this.parser.sourceLength;\n\t}\n\t// Return the $codeblock widget\n\treturn [{\n\t\t\ttype: \"codeblock\",\n\t\t\tattributes: {\n\t\t\t\t\tcode: {type: \"string\", value: text},\n\t\t\t\t\tlanguage: {type: \"string\", value: this.match[1]}\n\t\t\t}\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/codeinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/codeinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/codeinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for code runs. For example:\n\n```\n\tThis is a `code run`.\n\tThis is another ``code run``\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"codeinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(``?)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar reEnd = new RegExp(this.match[1], \"mg\");\n\t// Look for the end marker\n\treEnd.lastIndex = this.parser.pos;\n\tvar match = reEnd.exec(this.parser.source),\n\t\ttext;\n\t// Process the text\n\tif(match) {\n\t\ttext = this.parser.source.substring(this.parser.pos,match.index);\n\t\tthis.parser.pos = match.index + match[0].length;\n\t} else {\n\t\ttext = this.parser.source.substr(this.parser.pos);\n\t\tthis.parser.pos = this.parser.sourceLength;\n\t}\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"code\",\n\t\tchildren: [{\n\t\t\ttype: \"text\",\n\t\t\ttext: text\n\t\t}]\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/commentblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/commentblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/commentblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for HTML comments. For example:\n\n```\n<!-- This is a comment -->\n```\n\nNote that the syntax for comments is simplified to an opening \"<!--\" sequence and a closing \"-->\" sequence -- HTML itself implements a more complex format (see http://ostermiller.org/findhtmlcomment.html)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"commentblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\tthis.matchRegExp = /<!--/mg;\n\tthis.endMatchRegExp = /-->/mg;\n};\n\nexports.findNextMatch = function(startPos) {\n\tthis.matchRegExp.lastIndex = startPos;\n\tthis.match = this.matchRegExp.exec(this.parser.source);\n\tif(this.match) {\n\t\tthis.endMatchRegExp.lastIndex = startPos + this.match[0].length;\n\t\tthis.endMatch = this.endMatchRegExp.exec(this.parser.source);\n\t\tif(this.endMatch) {\n\t\t\treturn this.match.index;\n\t\t}\n\t}\n\treturn undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.endMatchRegExp.lastIndex;\n\t// Don't return any elements\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/commentinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/commentinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/commentinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for HTML comments. For example:\n\n```\n<!-- This is a comment -->\n```\n\nNote that the syntax for comments is simplified to an opening \"<!--\" sequence and a closing \"-->\" sequence -- HTML itself implements a more complex format (see http://ostermiller.org/findhtmlcomment.html)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"commentinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\tthis.matchRegExp = /<!--/mg;\n\tthis.endMatchRegExp = /-->/mg;\n};\n\nexports.findNextMatch = function(startPos) {\n\tthis.matchRegExp.lastIndex = startPos;\n\tthis.match = this.matchRegExp.exec(this.parser.source);\n\tif(this.match) {\n\t\tthis.endMatchRegExp.lastIndex = startPos + this.match[0].length;\n\t\tthis.endMatch = this.endMatchRegExp.exec(this.parser.source);\n\t\tif(this.endMatch) {\n\t\t\treturn this.match.index;\n\t\t}\n\t}\n\treturn undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.endMatchRegExp.lastIndex;\n\t// Don't return any elements\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/dash.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/dash.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/dash.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for dashes. For example:\n\n```\nThis is an en-dash: --\n\nThis is an em-dash: ---\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"dash\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /-{2,3}(?!-)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar dash = this.match[0].length === 2 ? \"–\" : \"—\";\n\treturn [{\n\t\ttype: \"entity\",\n\t\tentity: dash\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/bold.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/bold.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/bold.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - bold. For example:\n\n```\n\tThis is ''bold'' text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except bold \n\\rules only bold \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"bold\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /''/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/''/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"strong\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/italic.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/italic.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/italic.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - italic. For example:\n\n```\n\tThis is //italic// text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except italic\n\\rules only italic\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"italic\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\/\\//mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/\\/\\//mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"em\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/strikethrough.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/strikethrough.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/strikethrough.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - strikethrough. For example:\n\n```\n\tThis is ~~strikethrough~~ text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except strikethrough \n\\rules only strikethrough \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"strikethrough\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /~~/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/~~/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"strike\",\n\t\tchildren: tree\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/subscript.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/subscript.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/subscript.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - subscript. For example:\n\n```\n\tThis is ,,subscript,, text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except subscript \n\\rules only subscript \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"subscript\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /,,/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/,,/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"sub\",\n\t\tchildren: tree\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/superscript.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/superscript.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/superscript.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - superscript. For example:\n\n```\n\tThis is ^^superscript^^ text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except superscript \n\\rules only superscript \n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"superscript\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\^\\^/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/\\^\\^/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"sup\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/emphasis/underscore.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/emphasis/underscore.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/emphasis/underscore.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for emphasis - underscore. For example:\n\n```\n\tThis is __underscore__ text\n```\n\nThis wikiparser can be modified using the rules eg:\n\n```\n\\rules except underscore \n\\rules only underscore\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"underscore\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /__/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\n\t// Parse the run including the terminator\n\tvar tree = this.parser.parseInlineRun(/__/mg,{eatTerminator: true});\n\n\t// Return the classed span\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"u\",\n\t\tchildren: tree\n\t}];\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/entity.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/entity.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/entity.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for HTML entities. For example:\n\n```\n\tThis is a copyright symbol: ©\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"entity\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(&#?[a-zA-Z0-9]{2,8};)/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar entityString = this.match[1];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Return the entity\n\treturn [{type: \"entity\", entity: this.match[0]}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/extlink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/extlink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/extlink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for external links. For example:\n\n```\nAn external link: https://www.tiddlywiki.com/\n\nA suppressed external link: ~http://www.tiddlyspace.com/\n```\n\nExternal links can be suppressed by preceding them with `~`.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"extlink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /~?(?:file|http|https|mailto|ftp|irc|news|data|skype):[^\\s<>{}\\[\\]`|\"\\\\^]+(?:\\/|\\b)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Create the link unless it is suppressed\n\tif(this.match[0].substr(0,1) === \"~\") {\n\t\treturn [{type: \"text\", text: this.match[0].substr(1)}];\n\t} else {\n\t\treturn [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"a\",\n\t\t\tattributes: {\n\t\t\t\thref: {type: \"string\", value: this.match[0]},\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-tiddlylink-external\"},\n\t\t\t\ttarget: {type: \"string\", value: \"_blank\"},\n\t\t\t\trel: {type: \"string\", value: \"noopener noreferrer\"}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\", text: this.match[0]\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/filteredtranscludeblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/filteredtranscludeblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/filteredtranscludeblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for block-level filtered transclusion. For example:\n\n```\n{{{ [tag[docs]] }}}\n{{{ [tag[docs]] |tooltip}}}\n{{{ [tag[docs]] ||TemplateTitle}}}\n{{{ [tag[docs]] |tooltip||TemplateTitle}}}\n{{{ [tag[docs]] }}width:40;height:50;}.class.class\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"filteredtranscludeblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{\\{([^\\|]+?)(?:\\|([^\\|\\{\\}]+))?(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}([^\\}]*)\\}(?:\\.(\\S+))?(?:\\r?\\n|$)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar filter = this.match[1],\n\t\ttooltip = this.match[2],\n\t\ttemplate = $tw.utils.trim(this.match[3]),\n\t\tstyle = this.match[4],\n\t\tclasses = this.match[5];\n\t// Return the list widget\n\tvar node = {\n\t\ttype: \"list\",\n\t\tattributes: {\n\t\t\tfilter: {type: \"string\", value: filter}\n\t\t},\n\t\tisBlock: true\n\t};\n\tif(tooltip) {\n\t\tnode.attributes.tooltip = {type: \"string\", value: tooltip};\n\t}\n\tif(template) {\n\t\tnode.attributes.template = {type: \"string\", value: template};\n\t}\n\tif(style) {\n\t\tnode.attributes.style = {type: \"string\", value: style};\n\t}\n\tif(classes) {\n\t\tnode.attributes.itemClass = {type: \"string\", value: classes.split(\".\").join(\" \")};\n\t}\n\treturn [node];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/filteredtranscludeinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/filteredtranscludeinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/filteredtranscludeinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for inline filtered transclusion. For example:\n\n```\n{{{ [tag[docs]] }}}\n{{{ [tag[docs]] |tooltip}}}\n{{{ [tag[docs]] ||TemplateTitle}}}\n{{{ [tag[docs]] |tooltip||TemplateTitle}}}\n{{{ [tag[docs]] }}width:40;height:50;}.class.class\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"filteredtranscludeinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{\\{([^\\|]+?)(?:\\|([^\\|\\{\\}]+))?(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}([^\\}]*)\\}(?:\\.(\\S+))?/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar filter = this.match[1],\n\t\ttooltip = this.match[2],\n\t\ttemplate = $tw.utils.trim(this.match[3]),\n\t\tstyle = this.match[4],\n\t\tclasses = this.match[5];\n\t// Return the list widget\n\tvar node = {\n\t\ttype: \"list\",\n\t\tattributes: {\n\t\t\tfilter: {type: \"string\", value: filter}\n\t\t}\n\t};\n\tif(tooltip) {\n\t\tnode.attributes.tooltip = {type: \"string\", value: tooltip};\n\t}\n\tif(template) {\n\t\tnode.attributes.template = {type: \"string\", value: template};\n\t}\n\tif(style) {\n\t\tnode.attributes.style = {type: \"string\", value: style};\n\t}\n\tif(classes) {\n\t\tnode.attributes.itemClass = {type: \"string\", value: classes.split(\".\").join(\" \")};\n\t}\n\treturn [node];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/hardlinebreaks.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/hardlinebreaks.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/hardlinebreaks.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for marking areas with hard line breaks. For example:\n\n```\n\"\"\"\nThis is some text\nThat is set like\nIt is a Poem\nWhen it is\nClearly\nNot\n\"\"\"\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"hardlinebreaks\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\"\"\"(?:\\r?\\n)?/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /(\"\"\")|(\\r?\\n)/mg,\n\t\ttree = [],\n\t\tmatch;\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tdo {\n\t\t// Parse the run up to the terminator\n\t\ttree.push.apply(tree,this.parser.parseInlineRun(reEnd,{eatTerminator: false}));\n\t\t// Redo the terminator match\n\t\treEnd.lastIndex = this.parser.pos;\n\t\tmatch = reEnd.exec(this.parser.source);\n\t\tif(match) {\n\t\t\tthis.parser.pos = reEnd.lastIndex;\n\t\t\t// Add a line break if the terminator was a line break\n\t\t\tif(match[2]) {\n\t\t\t\ttree.push({type: \"element\", tag: \"br\"});\n\t\t\t}\n\t\t}\n\t} while(match && !match[1]);\n\t// Return the nodes\n\treturn tree;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/heading.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/heading.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/heading.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for headings\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"heading\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(!{1,6})/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar headingLevel = this.match[1].length;\n\t// Move past the !s\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse any classes, whitespace and then the heading itself\n\tvar classes = this.parser.parseClasses();\n\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\tvar tree = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t// Return the heading\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"h\" + headingLevel, \n\t\tattributes: {\n\t\t\t\"class\": {type: \"string\", value: classes.join(\" \")}\n\t\t},\n\t\tchildren: tree\n\t}];\n};\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/horizrule.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/horizrule.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/horizrule.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for rules. For example:\n\n```\n---\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"horizrule\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /-{3,}\\r?(?:\\n|$)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\treturn [{type: \"element\", tag: \"hr\"}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/html.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/html.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/html.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki rule for HTML elements and widgets. For example:\n\n{{{\n<aside>\nThis is an HTML5 aside element\n</aside>\n\n<$slider target=\"MyTiddler\">\nThis is a widget invocation\n</$slider>\n\n}}}\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"html\";\nexports.types = {inline: true, block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n};\n\nexports.findNextMatch = function(startPos) {\n\t// Find the next tag\n\tthis.nextTag = this.findNextTag(this.parser.source,startPos,{\n\t\trequireLineBreak: this.is.block\n\t});\n\treturn this.nextTag ? this.nextTag.start : undefined;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Retrieve the most recent match so that recursive calls don't overwrite it\n\tvar tag = this.nextTag;\n\tthis.nextTag = null;\n\t// Advance the parser position to past the tag\n\tthis.parser.pos = tag.end;\n\t// Check for an immediately following double linebreak\n\tvar hasLineBreak = !tag.isSelfClosing && !!$tw.utils.parseTokenRegExp(this.parser.source,this.parser.pos,/([^\\S\\n\\r]*\\r?\\n(?:[^\\S\\n\\r]*\\r?\\n|$))/g);\n\t// Set whether we're in block mode\n\ttag.isBlock = this.is.block || hasLineBreak;\n\t// Parse the body if we need to\n\tif(!tag.isSelfClosing && $tw.config.htmlVoidElements.indexOf(tag.tag) === -1) {\n\t\t\tvar reEndString = \"</\" + $tw.utils.escapeRegExp(tag.tag) + \">\",\n\t\t\t\treEnd = new RegExp(\"(\" + reEndString + \")\",\"mg\");\n\t\tif(hasLineBreak) {\n\t\t\ttag.children = this.parser.parseBlocks(reEndString);\n\t\t} else {\n\t\t\ttag.children = this.parser.parseInlineRun(reEnd);\n\t\t}\n\t\treEnd.lastIndex = this.parser.pos;\n\t\tvar endMatch = reEnd.exec(this.parser.source);\n\t\tif(endMatch && endMatch.index === this.parser.pos) {\n\t\t\tthis.parser.pos = endMatch.index + endMatch[0].length;\n\t\t}\n\t}\n\t// Return the tag\n\treturn [tag];\n};\n\n/*\nLook for an HTML tag. Returns null if not found, otherwise returns {type: \"element\", name:, attributes: [], isSelfClosing:, start:, end:,}\n*/\nexports.parseTag = function(source,pos,options) {\n\toptions = options || {};\n\tvar token,\n\t\tnode = {\n\t\t\ttype: \"element\",\n\t\t\tstart: pos,\n\t\t\tattributes: {}\n\t\t};\n\t// Define our regexps\n\tvar reTagName = /([a-zA-Z0-9\\-\\$]+)/g;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a less than sign\n\ttoken = $tw.utils.parseTokenString(source,pos,\"<\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Get the tag name\n\ttoken = $tw.utils.parseTokenRegExp(source,pos,reTagName);\n\tif(!token) {\n\t\treturn null;\n\t}\n\tnode.tag = token.match[1];\n\tif(node.tag.slice(1).indexOf(\"$\") !== -1) {\n\t\treturn null;\n\t}\n\tif(node.tag.charAt(0) === \"$\") {\n\t\tnode.type = node.tag.substr(1);\n\t}\n\tpos = token.end;\n\t// Check that the tag is terminated by a space, / or >\n\tif(!$tw.utils.parseWhiteSpace(source,pos) && !(source.charAt(pos) === \"/\") && !(source.charAt(pos) === \">\") ) {\n\t\treturn null;\n\t}\n\t// Process attributes\n\tvar attribute = $tw.utils.parseAttribute(source,pos);\n\twhile(attribute) {\n\t\tnode.attributes[attribute.name] = attribute;\n\t\tpos = attribute.end;\n\t\t// Get the next attribute\n\t\tattribute = $tw.utils.parseAttribute(source,pos);\n\t}\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for a closing slash\n\ttoken = $tw.utils.parseTokenString(source,pos,\"/\");\n\tif(token) {\n\t\tpos = token.end;\n\t\tnode.isSelfClosing = true;\n\t}\n\t// Look for a greater than sign\n\ttoken = $tw.utils.parseTokenString(source,pos,\">\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Check for a required line break\n\tif(options.requireLineBreak) {\n\t\ttoken = $tw.utils.parseTokenRegExp(source,pos,/([^\\S\\n\\r]*\\r?\\n(?:[^\\S\\n\\r]*\\r?\\n|$))/g);\n\t\tif(!token) {\n\t\t\treturn null;\n\t\t}\n\t}\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\nexports.findNextTag = function(source,pos,options) {\n\t// A regexp for finding candidate HTML tags\n\tvar reLookahead = /<([a-zA-Z\\-\\$]+)/g;\n\t// Find the next candidate\n\treLookahead.lastIndex = pos;\n\tvar match = reLookahead.exec(source);\n\twhile(match) {\n\t\t// Try to parse the candidate as a tag\n\t\tvar tag = this.parseTag(source,match.index,options);\n\t\t// Return success\n\t\tif(tag && this.isLegalTag(tag)) {\n\t\t\treturn tag;\n\t\t}\n\t\t// Look for the next match\n\t\treLookahead.lastIndex = match.index + 1;\n\t\tmatch = reLookahead.exec(source);\n\t}\n\t// Failed\n\treturn null;\n};\n\nexports.isLegalTag = function(tag) {\n\t// Widgets are always OK\n\tif(tag.type !== \"element\") {\n\t\treturn true;\n\t// If it's an HTML tag that starts with a dash then it's not legal\n\t} else if(tag.tag.charAt(0) === \"-\") {\n\t\treturn false;\n\t} else {\n\t\t// Otherwise it's OK\n\t\treturn true;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/image.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/image.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/image.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for embedding images. For example:\n\n```\n[img[https://tiddlywiki.com/fractalveg.jpg]]\n[img width=23 height=24 [https://tiddlywiki.com/fractalveg.jpg]]\n[img width={{!!width}} height={{!!height}} [https://tiddlywiki.com/fractalveg.jpg]]\n[img[Description of image|https://tiddlywiki.com/fractalveg.jpg]]\n[img[TiddlerTitle]]\n[img[Description of image|TiddlerTitle]]\n```\n\nGenerates the `<$image>` widget.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"image\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n};\n\nexports.findNextMatch = function(startPos) {\n\t// Find the next tag\n\tthis.nextImage = this.findNextImage(this.parser.source,startPos);\n\treturn this.nextImage ? this.nextImage.start : undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.nextImage.end;\n\tvar node = {\n\t\ttype: \"image\",\n\t\tattributes: this.nextImage.attributes\n\t};\n\treturn [node];\n};\n\n/*\nFind the next image from the current position\n*/\nexports.findNextImage = function(source,pos) {\n\t// A regexp for finding candidate HTML tags\n\tvar reLookahead = /(\\[img)/g;\n\t// Find the next candidate\n\treLookahead.lastIndex = pos;\n\tvar match = reLookahead.exec(source);\n\twhile(match) {\n\t\t// Try to parse the candidate as a tag\n\t\tvar tag = this.parseImage(source,match.index);\n\t\t// Return success\n\t\tif(tag) {\n\t\t\treturn tag;\n\t\t}\n\t\t// Look for the next match\n\t\treLookahead.lastIndex = match.index + 1;\n\t\tmatch = reLookahead.exec(source);\n\t}\n\t// Failed\n\treturn null;\n};\n\n/*\nLook for an image at the specified position. Returns null if not found, otherwise returns {type: \"image\", attributes: [], isSelfClosing:, start:, end:,}\n*/\nexports.parseImage = function(source,pos) {\n\tvar token,\n\t\tnode = {\n\t\t\ttype: \"image\",\n\t\t\tstart: pos,\n\t\t\tattributes: {}\n\t\t};\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the `[img`\n\ttoken = $tw.utils.parseTokenString(source,pos,\"[img\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Process attributes\n\tif(source.charAt(pos) !== \"[\") {\n\t\tvar attribute = $tw.utils.parseAttribute(source,pos);\n\t\twhile(attribute) {\n\t\t\tnode.attributes[attribute.name] = attribute;\n\t\t\tpos = attribute.end;\n\t\t\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t\t\tif(source.charAt(pos) !== \"[\") {\n\t\t\t\t// Get the next attribute\n\t\t\t\tattribute = $tw.utils.parseAttribute(source,pos);\n\t\t\t} else {\n\t\t\t\tattribute = null;\n\t\t\t}\n\t\t}\n\t}\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the `[` after the attributes\n\ttoken = $tw.utils.parseTokenString(source,pos,\"[\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Get the source up to the terminating `]]`\n\ttoken = $tw.utils.parseTokenRegExp(source,pos,/(?:([^|\\]]*?)\\|)?([^\\]]+?)\\]\\]/g);\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\tif(token.match[1]) {\n\t\tnode.attributes.tooltip = {type: \"string\", value: token.match[1].trim()};\n\t}\n\tnode.attributes.source = {type: \"string\", value: (token.match[2] || \"\").trim()};\n\t// Update the end position\n\tnode.end = pos;\n\treturn node;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/import.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/import.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/import.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for importing variable definitions\n\n```\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"import\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\import[^\\S\\n]/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\tvar self = this;\n\t// Move past the pragma invocation\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse the filter terminated by a line break\n\tvar reMatch = /(.*)(\\r?\\n)|$/mg;\n\treMatch.lastIndex = this.parser.pos;\n\tvar match = reMatch.exec(this.parser.source);\n\tthis.parser.pos = reMatch.lastIndex;\n\t// Parse tree nodes to return\n\treturn [{\n\t\ttype: \"importvariables\",\n\t\tattributes: {\n\t\t\tfilter: {type: \"string\", value: match[1]}\n\t\t},\n\t\tchildren: []\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/list.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/list.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/list.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for lists. For example:\n\n```\n* This is an unordered list\n* It has two items\n\n# This is a numbered list\n## With a subitem\n# And a third item\n\n; This is a term that is being defined\n: This is the definition of that term\n```\n\nNote that lists can be nested arbitrarily:\n\n```\n#** One\n#* Two\n#** Three\n#**** Four\n#**# Five\n#**## Six\n## Seven\n### Eight\n## Nine\n```\n\nA CSS class can be applied to a list item as follows:\n\n```\n* List item one\n*.active List item two has the class `active`\n* List item three\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"list\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /([\\*#;:>]+)/mg;\n};\n\nvar listTypes = {\n\t\"*\": {listTag: \"ul\", itemTag: \"li\"},\n\t\"#\": {listTag: \"ol\", itemTag: \"li\"},\n\t\";\": {listTag: \"dl\", itemTag: \"dt\"},\n\t\":\": {listTag: \"dl\", itemTag: \"dd\"},\n\t\">\": {listTag: \"blockquote\", itemTag: \"div\"}\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Array of parse tree nodes for the previous row of the list\n\tvar listStack = [];\n\t// Cycle through the items in the list\n\twhile(true) {\n\t\t// Match the list marker\n\t\tvar reMatch = /([\\*#;:>]+)/mg;\n\t\treMatch.lastIndex = this.parser.pos;\n\t\tvar match = reMatch.exec(this.parser.source);\n\t\tif(!match || match.index !== this.parser.pos) {\n\t\t\tbreak;\n\t\t}\n\t\t// Check whether the list type of the top level matches\n\t\tvar listInfo = listTypes[match[0].charAt(0)];\n\t\tif(listStack.length > 0 && listStack[0].tag !== listInfo.listTag) {\n\t\t\tbreak;\n\t\t}\n\t\t// Move past the list marker\n\t\tthis.parser.pos = match.index + match[0].length;\n\t\t// Walk through the list markers for the current row\n\t\tfor(var t=0; t<match[0].length; t++) {\n\t\t\tlistInfo = listTypes[match[0].charAt(t)];\n\t\t\t// Remove any stacked up element if we can't re-use it because the list type doesn't match\n\t\t\tif(listStack.length > t && listStack[t].tag !== listInfo.listTag) {\n\t\t\t\tlistStack.splice(t,listStack.length - t);\n\t\t\t}\n\t\t\t// Construct the list element or reuse the previous one at this level\n\t\t\tif(listStack.length <= t) {\n\t\t\t\tvar listElement = {type: \"element\", tag: listInfo.listTag, children: [\n\t\t\t\t\t{type: \"element\", tag: listInfo.itemTag, children: []}\n\t\t\t\t]};\n\t\t\t\t// Link this list element into the last child item of the parent list item\n\t\t\t\tif(t) {\n\t\t\t\t\tvar prevListItem = listStack[t-1].children[listStack[t-1].children.length-1];\n\t\t\t\t\tprevListItem.children.push(listElement);\n\t\t\t\t}\n\t\t\t\t// Save this element in the stack\n\t\t\t\tlistStack[t] = listElement;\n\t\t\t} else if(t === (match[0].length - 1)) {\n\t\t\t\tlistStack[t].children.push({type: \"element\", tag: listInfo.itemTag, children: []});\n\t\t\t}\n\t\t}\n\t\tif(listStack.length > match[0].length) {\n\t\t\tlistStack.splice(match[0].length,listStack.length - match[0].length);\n\t\t}\n\t\t// Process the body of the list item into the last list item\n\t\tvar lastListChildren = listStack[listStack.length-1].children,\n\t\t\tlastListItem = lastListChildren[lastListChildren.length-1],\n\t\t\tclasses = this.parser.parseClasses();\n\t\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\t\tvar tree = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t\tlastListItem.children.push.apply(lastListItem.children,tree);\n\t\tif(classes.length > 0) {\n\t\t\t$tw.utils.addClassToParseTreeNode(lastListItem,classes.join(\" \"));\n\t\t}\n\t\t// Consume any whitespace following the list item\n\t\tthis.parser.skipWhitespace();\n\t}\n\t// Return the root element of the list\n\treturn [listStack[0]];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/macrocallblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/macrocallblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/macrocallblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki rule for block macro calls\n\n```\n<<name value value2>>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"macrocallblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /<<([^>\\s]+)(?:\\s*)((?:[^>]|(?:>(?!>)))*?)>>(?:\\r?\\n|$)/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar macroName = this.match[1],\n\t\tparamString = this.match[2];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar params = [],\n\t\treParam = /\\s*(?:([A-Za-z0-9\\-_]+)\\s*:)?(?:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\"'\\s]+)))/mg,\n\t\tparamMatch = reParam.exec(paramString);\n\twhile(paramMatch) {\n\t\t// Process this parameter\n\t\tvar paramInfo = {\n\t\t\tvalue: paramMatch[2] || paramMatch[3] || paramMatch[4] || paramMatch[5] || paramMatch[6]\n\t\t};\n\t\tif(paramMatch[1]) {\n\t\t\tparamInfo.name = paramMatch[1];\n\t\t}\n\t\tparams.push(paramInfo);\n\t\t// Find the next match\n\t\tparamMatch = reParam.exec(paramString);\n\t}\n\treturn [{\n\t\ttype: \"macrocall\",\n\t\tname: macroName,\n\t\tparams: params,\n\t\tisBlock: true\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/macrocallinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/macrocallinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/macrocallinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki rule for macro calls\n\n```\n<<name value value2>>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"macrocallinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /<<([^\\s>]+)\\s*([\\s\\S]*?)>>/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get all the details of the match\n\tvar macroName = this.match[1],\n\t\tparamString = this.match[2];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\tvar params = [],\n\t\treParam = /\\s*(?:([A-Za-z0-9\\-_]+)\\s*:)?(?:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\"'\\s]+)))/mg,\n\t\tparamMatch = reParam.exec(paramString);\n\twhile(paramMatch) {\n\t\t// Process this parameter\n\t\tvar paramInfo = {\n\t\t\tvalue: paramMatch[2] || paramMatch[3] || paramMatch[4] || paramMatch[5]|| paramMatch[6]\n\t\t};\n\t\tif(paramMatch[1]) {\n\t\t\tparamInfo.name = paramMatch[1];\n\t\t}\n\t\tparams.push(paramInfo);\n\t\t// Find the next match\n\t\tparamMatch = reParam.exec(paramString);\n\t}\n\treturn [{\n\t\ttype: \"macrocall\",\n\t\tname: macroName,\n\t\tparams: params\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/macrodef.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/macrodef.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/macrodef.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for macro definitions\n\n```\n\\define name(param:defaultvalue,param2:defaultvalue)\ndefinition text, including $param$ markers\n\\end\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"macrodef\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\define\\s+([^(\\s]+)\\(\\s*([^)]*)\\)(\\s*\\r?\\n)?/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Move past the macro name and parameters\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse the parameters\n\tvar paramString = this.match[2],\n\t\tparams = [];\n\tif(paramString !== \"\") {\n\t\tvar reParam = /\\s*([A-Za-z0-9\\-_]+)(?:\\s*:\\s*(?:\"\"\"([\\s\\S]*?)\"\"\"|\"([^\"]*)\"|'([^']*)'|\\[\\[([^\\]]*)\\]\\]|([^\"'\\s]+)))?/mg,\n\t\t\tparamMatch = reParam.exec(paramString);\n\t\twhile(paramMatch) {\n\t\t\t// Save the parameter details\n\t\t\tvar paramInfo = {name: paramMatch[1]},\n\t\t\t\tdefaultValue = paramMatch[2] || paramMatch[3] || paramMatch[4] || paramMatch[5] || paramMatch[6];\n\t\t\tif(defaultValue) {\n\t\t\t\tparamInfo[\"default\"] = defaultValue;\n\t\t\t}\n\t\t\tparams.push(paramInfo);\n\t\t\t// Look for the next parameter\n\t\t\tparamMatch = reParam.exec(paramString);\n\t\t}\n\t}\n\t// Is this a multiline definition?\n\tvar reEnd;\n\tif(this.match[3]) {\n\t\t// If so, the end of the body is marked with \\end\n\t\treEnd = /(\\r?\\n\\\\end[^\\S\\n\\r]*(?:$|\\r?\\n))/mg;\n\t} else {\n\t\t// Otherwise, the end of the definition is marked by the end of the line\n\t\treEnd = /($|\\r?\\n)/mg;\n\t\t// Move past any whitespace\n\t\tthis.parser.pos = $tw.utils.skipWhiteSpace(this.parser.source,this.parser.pos);\n\t}\n\t// Find the end of the definition\n\treEnd.lastIndex = this.parser.pos;\n\tvar text,\n\t\tendMatch = reEnd.exec(this.parser.source);\n\tif(endMatch) {\n\t\ttext = this.parser.source.substring(this.parser.pos,endMatch.index);\n\t\tthis.parser.pos = endMatch.index + endMatch[0].length;\n\t} else {\n\t\t// We didn't find the end of the definition, so we'll make it blank\n\t\ttext = \"\";\n\t}\n\t// Save the macro definition\n\treturn [{\n\t\ttype: \"set\",\n\t\tattributes: {\n\t\t\tname: {type: \"string\", value: this.match[1]},\n\t\t\tvalue: {type: \"string\", value: text}\n\t\t},\n\t\tchildren: [],\n\t\tparams: params,\n\t\tisMacroDefinition: true\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/prettyextlink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/prettyextlink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/prettyextlink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for external links. For example:\n\n```\n[ext[https://tiddlywiki.com/fractalveg.jpg]]\n[ext[Tooltip|https://tiddlywiki.com/fractalveg.jpg]]\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"prettyextlink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n};\n\nexports.findNextMatch = function(startPos) {\n\t// Find the next tag\n\tthis.nextLink = this.findNextLink(this.parser.source,startPos);\n\treturn this.nextLink ? this.nextLink.start : undefined;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.nextLink.end;\n\treturn [this.nextLink];\n};\n\n/*\nFind the next link from the current position\n*/\nexports.findNextLink = function(source,pos) {\n\t// A regexp for finding candidate links\n\tvar reLookahead = /(\\[ext\\[)/g;\n\t// Find the next candidate\n\treLookahead.lastIndex = pos;\n\tvar match = reLookahead.exec(source);\n\twhile(match) {\n\t\t// Try to parse the candidate as a link\n\t\tvar link = this.parseLink(source,match.index);\n\t\t// Return success\n\t\tif(link) {\n\t\t\treturn link;\n\t\t}\n\t\t// Look for the next match\n\t\treLookahead.lastIndex = match.index + 1;\n\t\tmatch = reLookahead.exec(source);\n\t}\n\t// Failed\n\treturn null;\n};\n\n/*\nLook for an link at the specified position. Returns null if not found, otherwise returns {type: \"element\", tag: \"a\", attributes: [], isSelfClosing:, start:, end:,}\n*/\nexports.parseLink = function(source,pos) {\n\tvar token,\n\t\ttextNode = {\n\t\t\ttype: \"text\"\n\t\t},\n\t\tnode = {\n\t\t\ttype: \"element\",\n\t\t\ttag: \"a\",\n\t\t\tstart: pos,\n\t\t\tattributes: {\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-tiddlylink-external\"},\n\t\t\t},\n\t\t\tchildren: [textNode]\n\t\t};\n\t// Skip whitespace\n\tpos = $tw.utils.skipWhiteSpace(source,pos);\n\t// Look for the `[ext[`\n\ttoken = $tw.utils.parseTokenString(source,pos,\"[ext[\");\n\tif(!token) {\n\t\treturn null;\n\t}\n\tpos = token.end;\n\t// Look ahead for the terminating `]]`\n\tvar closePos = source.indexOf(\"]]\",pos);\n\tif(closePos === -1) {\n\t\treturn null;\n\t}\n\t// Look for a `|` separating the tooltip\n\tvar splitPos = source.indexOf(\"|\",pos);\n\tif(splitPos === -1 || splitPos > closePos) {\n\t\tsplitPos = null;\n\t}\n\t// Pull out the tooltip and URL\n\tvar tooltip, URL;\n\tif(splitPos) {\n\t\tURL = source.substring(splitPos + 1,closePos).trim();\n\t\ttextNode.text = source.substring(pos,splitPos).trim();\n\t} else {\n\t\tURL = source.substring(pos,closePos).trim();\n\t\ttextNode.text = URL;\n\t}\n\tnode.attributes.href = {type: \"string\", value: URL};\n\tnode.attributes.target = {type: \"string\", value: \"_blank\"};\n\tnode.attributes.rel = {type: \"string\", value: \"noopener noreferrer\"};\n\t// Update the end position\n\tnode.end = closePos + 2;\n\treturn node;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/prettylink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/prettylink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/prettylink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for pretty links. For example:\n\n```\n[[Introduction]]\n\n[[Link description|TiddlerTitle]]\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"prettylink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\[\\[(.*?)(?:\\|(.*?))?\\]\\]/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Process the link\n\tvar text = this.match[1],\n\t\tlink = this.match[2] || text;\n\tif($tw.utils.isLinkExternal(link)) {\n\t\treturn [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"a\",\n\t\t\tattributes: {\n\t\t\t\thref: {type: \"string\", value: link},\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-tiddlylink-external\"},\n\t\t\t\ttarget: {type: \"string\", value: \"_blank\"},\n\t\t\t\trel: {type: \"string\", value: \"noopener noreferrer\"}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\", text: text\n\t\t\t}]\n\t\t}];\n\t} else {\n\t\treturn [{\n\t\t\ttype: \"link\",\n\t\t\tattributes: {\n\t\t\t\tto: {type: \"string\", value: link}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\", text: text\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/quoteblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/quoteblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/quoteblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for quote blocks. For example:\n\n```\n\t<<<.optionalClass(es) optional cited from\n\ta quote\n\t<<<\n\t\n\t<<<.optionalClass(es)\n\ta quote\n\t<<< optional cited from\n```\n\nQuotes can be quoted by putting more <s\n\n```\n\t<<<\n\tQuote Level 1\n\t\n\t<<<<\n\tQuoteLevel 2\n\t<<<<\n\t\n\t<<<\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"quoteblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /(<<<+)/mg;\n};\n\nexports.parse = function() {\n\tvar classes = [\"tc-quote\"];\n\t// Get all the details of the match\n\tvar reEndString = \"^\" + this.match[1] + \"(?!<)\";\n\t// Move past the <s\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t\n\t// Parse any classes, whitespace and then the optional cite itself\n\tclasses.push.apply(classes, this.parser.parseClasses());\n\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\tvar cite = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t// before handling the cite, parse the body of the quote\n\tvar tree= this.parser.parseBlocks(reEndString);\n\t// If we got a cite, put it before the text\n\tif(cite.length > 0) {\n\t\ttree.unshift({\n\t\t\ttype: \"element\",\n\t\t\ttag: \"cite\",\n\t\t\tchildren: cite\n\t\t});\n\t}\n\t// Parse any optional cite\n\tthis.parser.skipWhitespace({treatNewlinesAsNonWhitespace: true});\n\tcite = this.parser.parseInlineRun(/(\\r?\\n)/mg);\n\t// If we got a cite, push it\n\tif(cite.length > 0) {\n\t\ttree.push({\n\t\t\ttype: \"element\",\n\t\t\ttag: \"cite\",\n\t\t\tchildren: cite\n\t\t});\n\t}\n\t// Return the blockquote element\n\treturn [{\n\t\ttype: \"element\",\n\t\ttag: \"blockquote\",\n\t\tattributes: {\n\t\t\tclass: { type: \"string\", value: classes.join(\" \") },\n\t\t},\n\t\tchildren: tree\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/rules.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/rules.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/rules.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for rules specifications\n\n```\n\\rules except ruleone ruletwo rulethree\n\\rules only ruleone ruletwo rulethree\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"rules\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\rules[^\\S\\n]/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Move past the pragma invocation\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse whitespace delimited tokens terminated by a line break\n\tvar reMatch = /[^\\S\\n]*(\\S+)|(\\r?\\n)/mg,\n\t\ttokens = [];\n\treMatch.lastIndex = this.parser.pos;\n\tvar match = reMatch.exec(this.parser.source);\n\twhile(match && match.index === this.parser.pos) {\n\t\tthis.parser.pos = reMatch.lastIndex;\n\t\t// Exit if we've got the line break\n\t\tif(match[2]) {\n\t\t\tbreak;\n\t\t}\n\t\t// Process the token\n\t\tif(match[1]) {\n\t\t\ttokens.push(match[1]);\n\t\t}\n\t\t// Match the next token\n\t\tmatch = reMatch.exec(this.parser.source);\n\t}\n\t// Process the tokens\n\tif(tokens.length > 0) {\n\t\tthis.parser.amendRules(tokens[0],tokens.slice(1));\n\t}\n\t// No parse tree nodes to return\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/styleblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/styleblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/styleblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for assigning styles and classes to paragraphs and other blocks. For example:\n\n```\n@@.myClass\n@@background-color:red;\nThis paragraph will have the CSS class `myClass`.\n\n* The `<ul>` around this list will also have the class `myClass`\n* List item 2\n\n@@\n```\n\nNote that classes and styles can be mixed subject to the rule that styles must precede classes. For example\n\n```\n@@.myFirstClass.mySecondClass\n@@width:100px;.myThirdClass\nThis is a paragraph\n@@\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"styleblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /@@((?:[^\\.\\r\\n\\s:]+:[^\\r\\n;]+;)+)?(?:\\.([^\\r\\n\\s]+))?\\r?\\n/mg;\n};\n\nexports.parse = function() {\n\tvar reEndString = \"^@@(?:\\\\r?\\\\n)?\";\n\tvar classes = [], styles = [];\n\tdo {\n\t\t// Get the class and style\n\t\tif(this.match[1]) {\n\t\t\tstyles.push(this.match[1]);\n\t\t}\n\t\tif(this.match[2]) {\n\t\t\tclasses.push(this.match[2].split(\".\").join(\" \"));\n\t\t}\n\t\t// Move past the match\n\t\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t\t// Look for another line of classes and styles\n\t\tthis.match = this.matchRegExp.exec(this.parser.source);\n\t} while(this.match && this.match.index === this.parser.pos);\n\t// Parse the body\n\tvar tree = this.parser.parseBlocks(reEndString);\n\tfor(var t=0; t<tree.length; t++) {\n\t\tif(classes.length > 0) {\n\t\t\t$tw.utils.addClassToParseTreeNode(tree[t],classes.join(\" \"));\n\t\t}\n\t\tif(styles.length > 0) {\n\t\t\t$tw.utils.addAttributeToParseTreeNode(tree[t],\"style\",styles.join(\"\"));\n\t\t}\n\t}\n\treturn tree;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/styleinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/styleinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/styleinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for assigning styles and classes to inline runs. For example:\n\n```\n@@.myClass This is some text with a class@@\n@@background-color:red;This is some text with a background colour@@\n@@width:100px;.myClass This is some text with a class and a width@@\n```\n\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"styleinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /@@((?:[^\\.\\r\\n\\s:]+:[^\\r\\n;]+;)+)?(\\.(?:[^\\r\\n\\s]+)\\s+)?/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /@@/g;\n\t// Get the styles and class\n\tvar stylesString = this.match[1],\n\t\tclassString = this.match[2] ? this.match[2].split(\".\").join(\" \") : undefined;\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse the run up to the terminator\n\tvar tree = this.parser.parseInlineRun(reEnd,{eatTerminator: true});\n\t// Return the classed span\n\tvar node = {\n\t\ttype: \"element\",\n\t\ttag: \"span\",\n\t\tattributes: {\n\t\t\t\"class\": {type: \"string\", value: \"tc-inline-style\"}\n\t\t},\n\t\tchildren: tree\n\t};\n\tif(classString) {\n\t\t$tw.utils.addClassToParseTreeNode(node,classString);\n\t}\n\tif(stylesString) {\n\t\t$tw.utils.addAttributeToParseTreeNode(node,\"style\",stylesString);\n\t}\n\treturn [node];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/syslink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/syslink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/syslink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for system tiddler links.\nCan be suppressed preceding them with `~`.\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"syslink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = new RegExp(\n\t\t\"~?\\\\$:\\\\/[\" +\n\t\t$tw.config.textPrimitives.anyLetter.substr(1,$tw.config.textPrimitives.anyLetter.length - 2) +\n\t\t\"\\/._-]+\",\n\t\t\"mg\"\n\t);\n};\n\nexports.parse = function() {\n\tvar match = this.match[0];\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Create the link unless it is suppressed\n\tif(match.substr(0,1) === \"~\") {\n\t\treturn [{type: \"text\", text: match.substr(1)}];\n\t} else {\n\t\treturn [{\n\t\t\ttype: \"link\",\n\t\t\tattributes: {\n\t\t\t\tto: {type: \"string\", value: match}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\",\n\t\t\t\ttext: match\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/table.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/table.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/table.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text block rule for tables.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"table\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\|(?:[^\\n]*)\\|(?:[fhck]?)\\r?(?:\\n|$)/mg;\n};\n\nvar processRow = function(prevColumns) {\n\tvar cellRegExp = /(?:\\|([^\\n\\|]*)\\|)|(\\|[fhck]?\\r?(?:\\n|$))/mg,\n\t\tcellTermRegExp = /((?:\\x20*)\\|)/mg,\n\t\ttree = [],\n\t\tcol = 0,\n\t\tcolSpanCount = 1,\n\t\tprevCell,\n\t\tvAlign;\n\t// Match a single cell\n\tcellRegExp.lastIndex = this.parser.pos;\n\tvar cellMatch = cellRegExp.exec(this.parser.source);\n\twhile(cellMatch && cellMatch.index === this.parser.pos) {\n\t\tif(cellMatch[1] === \"~\") {\n\t\t\t// Rowspan\n\t\t\tvar last = prevColumns[col];\n\t\t\tif(last) {\n\t\t\t\tlast.rowSpanCount++;\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(last.element,\"rowspan\",last.rowSpanCount);\n\t\t\t\tvAlign = $tw.utils.getAttributeValueFromParseTreeNode(last.element,\"valign\",\"center\");\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(last.element,\"valign\",vAlign);\n\t\t\t\tif(colSpanCount > 1) {\n\t\t\t\t\t$tw.utils.addAttributeToParseTreeNode(last.element,\"colspan\",colSpanCount);\n\t\t\t\t\tcolSpanCount = 1;\n\t\t\t\t}\n\t\t\t}\n\t\t\t// Move to just before the `|` terminating the cell\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t} else if(cellMatch[1] === \">\") {\n\t\t\t// Colspan\n\t\t\tcolSpanCount++;\n\t\t\t// Move to just before the `|` terminating the cell\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t} else if(cellMatch[1] === \"<\" && prevCell) {\n\t\t\tcolSpanCount = 1 + $tw.utils.getAttributeValueFromParseTreeNode(prevCell,\"colspan\",1);\n\t\t\t$tw.utils.addAttributeToParseTreeNode(prevCell,\"colspan\",colSpanCount);\n\t\t\tcolSpanCount = 1;\n\t\t\t// Move to just before the `|` terminating the cell\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t} else if(cellMatch[2]) {\n\t\t\t// End of row\n\t\t\tif(prevCell && colSpanCount > 1) {\n\t\t\t\tif(prevCell.attributes && prevCell.attributes && prevCell.attributes.colspan) {\n\t\t\t\t\t\tcolSpanCount += prevCell.attributes.colspan.value;\n\t\t\t\t} else {\n\t\t\t\t\tcolSpanCount -= 1;\n\t\t\t\t}\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(prevCell,\"colspan\",colSpanCount);\n\t\t\t}\n\t\t\tthis.parser.pos = cellRegExp.lastIndex - 1;\n\t\t\tbreak;\n\t\t} else {\n\t\t\t// For ordinary cells, step beyond the opening `|`\n\t\t\tthis.parser.pos++;\n\t\t\t// Look for a space at the start of the cell\n\t\t\tvar spaceLeft = false;\n\t\t\tvAlign = null;\n\t\t\tif(this.parser.source.substr(this.parser.pos).search(/^\\^([^\\^]|\\^\\^)/) === 0) {\n\t\t\t\tvAlign = \"top\";\n\t\t\t} else if(this.parser.source.substr(this.parser.pos).search(/^,([^,]|,,)/) === 0) {\n\t\t\t\tvAlign = \"bottom\";\n\t\t\t}\n\t\t\tif(vAlign) {\n\t\t\t\tthis.parser.pos++;\n\t\t\t}\n\t\t\tvar chr = this.parser.source.substr(this.parser.pos,1);\n\t\t\twhile(chr === \" \") {\n\t\t\t\tspaceLeft = true;\n\t\t\t\tthis.parser.pos++;\n\t\t\t\tchr = this.parser.source.substr(this.parser.pos,1);\n\t\t\t}\n\t\t\t// Check whether this is a heading cell\n\t\t\tvar cell;\n\t\t\tif(chr === \"!\") {\n\t\t\t\tthis.parser.pos++;\n\t\t\t\tcell = {type: \"element\", tag: \"th\", children: []};\n\t\t\t} else {\n\t\t\t\tcell = {type: \"element\", tag: \"td\", children: []};\n\t\t\t}\n\t\t\ttree.push(cell);\n\t\t\t// Record information about this cell\n\t\t\tprevCell = cell;\n\t\t\tprevColumns[col] = {rowSpanCount:1,element:cell};\n\t\t\t// Check for a colspan\n\t\t\tif(colSpanCount > 1) {\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"colspan\",colSpanCount);\n\t\t\t\tcolSpanCount = 1;\n\t\t\t}\n\t\t\t// Parse the cell\n\t\t\tcell.children = this.parser.parseInlineRun(cellTermRegExp,{eatTerminator: true});\n\t\t\t// Set the alignment for the cell\n\t\t\tif(vAlign) {\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"valign\",vAlign);\n\t\t\t}\n\t\t\tif(this.parser.source.substr(this.parser.pos - 2,1) === \" \") { // spaceRight\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"align\",spaceLeft ? \"center\" : \"left\");\n\t\t\t} else if(spaceLeft) {\n\t\t\t\t$tw.utils.addAttributeToParseTreeNode(cell,\"align\",\"right\");\n\t\t\t}\n\t\t\t// Move back to the closing `|`\n\t\t\tthis.parser.pos--;\n\t\t}\n\t\tcol++;\n\t\tcellRegExp.lastIndex = this.parser.pos;\n\t\tcellMatch = cellRegExp.exec(this.parser.source);\n\t}\n\treturn tree;\n};\n\nexports.parse = function() {\n\tvar rowContainerTypes = {\"c\":\"caption\", \"h\":\"thead\", \"\":\"tbody\", \"f\":\"tfoot\"},\n\t\ttable = {type: \"element\", tag: \"table\", children: []},\n\t\trowRegExp = /^\\|([^\\n]*)\\|([fhck]?)\\r?(?:\\n|$)/mg,\n\t\trowTermRegExp = /(\\|(?:[fhck]?)\\r?(?:\\n|$))/mg,\n\t\tprevColumns = [],\n\t\tcurrRowType,\n\t\trowContainer,\n\t\trowCount = 0;\n\t// Match the row\n\trowRegExp.lastIndex = this.parser.pos;\n\tvar rowMatch = rowRegExp.exec(this.parser.source);\n\twhile(rowMatch && rowMatch.index === this.parser.pos) {\n\t\tvar rowType = rowMatch[2];\n\t\t// Check if it is a class assignment\n\t\tif(rowType === \"k\") {\n\t\t\t$tw.utils.addClassToParseTreeNode(table,rowMatch[1]);\n\t\t\tthis.parser.pos = rowMatch.index + rowMatch[0].length;\n\t\t} else {\n\t\t\t// Otherwise, create a new row if this one is of a different type\n\t\t\tif(rowType !== currRowType) {\n\t\t\t\trowContainer = {type: \"element\", tag: rowContainerTypes[rowType], children: []};\n\t\t\t\ttable.children.push(rowContainer);\n\t\t\t\tcurrRowType = rowType;\n\t\t\t}\n\t\t\t// Is this a caption row?\n\t\t\tif(currRowType === \"c\") {\n\t\t\t\t// If so, move past the opening `|` of the row\n\t\t\t\tthis.parser.pos++;\n\t\t\t\t// Move the caption to the first row if it isn't already\n\t\t\t\tif(table.children.length !== 1) {\n\t\t\t\t\ttable.children.pop(); // Take rowContainer out of the children array\n\t\t\t\t\ttable.children.splice(0,0,rowContainer); // Insert it at the bottom\t\t\t\t\t\t\n\t\t\t\t}\n\t\t\t\t// Set the alignment - TODO: figure out why TW did this\n//\t\t\t\trowContainer.attributes.align = rowCount === 0 ? \"top\" : \"bottom\";\n\t\t\t\t// Parse the caption\n\t\t\t\trowContainer.children = this.parser.parseInlineRun(rowTermRegExp,{eatTerminator: true});\n\t\t\t} else {\n\t\t\t\t// Create the row\n\t\t\t\tvar theRow = {type: \"element\", tag: \"tr\", children: []};\n\t\t\t\t$tw.utils.addClassToParseTreeNode(theRow,rowCount%2 ? \"oddRow\" : \"evenRow\");\n\t\t\t\trowContainer.children.push(theRow);\n\t\t\t\t// Process the row\n\t\t\t\ttheRow.children = processRow.call(this,prevColumns);\n\t\t\t\tthis.parser.pos = rowMatch.index + rowMatch[0].length;\n\t\t\t\t// Increment the row count\n\t\t\t\trowCount++;\n\t\t\t}\n\t\t}\n\t\trowMatch = rowRegExp.exec(this.parser.source);\n\t}\n\treturn [table];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/transcludeblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/transcludeblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/transcludeblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for block-level transclusion. For example:\n\n```\n{{MyTiddler}}\n{{MyTiddler||TemplateTitle}}\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"transcludeblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{([^\\{\\}\\|]*)(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}(?:\\r?\\n|$)/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar template = $tw.utils.trim(this.match[2]),\n\t\ttextRef = $tw.utils.trim(this.match[1]);\n\t// Prepare the transclude widget\n\tvar transcludeNode = {\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {},\n\t\t\tisBlock: true\n\t\t};\n\t// Prepare the tiddler widget\n\tvar tr, targetTitle, targetField, targetIndex, tiddlerNode;\n\tif(textRef) {\n\t\ttr = $tw.utils.parseTextReference(textRef);\n\t\ttargetTitle = tr.title;\n\t\ttargetField = tr.field;\n\t\ttargetIndex = tr.index;\n\t\ttiddlerNode = {\n\t\t\ttype: \"tiddler\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: targetTitle}\n\t\t\t},\n\t\t\tisBlock: true,\n\t\t\tchildren: [transcludeNode]\n\t\t};\n\t}\n\tif(template) {\n\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: template};\n\t\tif(textRef) {\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t} else {\n\t\tif(textRef) {\n\t\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: targetTitle};\n\t\t\tif(targetField) {\n\t\t\t\ttranscludeNode.attributes.field = {type: \"string\", value: targetField};\n\t\t\t}\n\t\t\tif(targetIndex) {\n\t\t\t\ttranscludeNode.attributes.index = {type: \"string\", value: targetIndex};\n\t\t\t}\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/transcludeinline.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/transcludeinline.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/transcludeinline.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for inline-level transclusion. For example:\n\n```\n{{MyTiddler}}\n{{MyTiddler||TemplateTitle}}\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"transcludeinline\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\{\\{([^\\{\\}\\|]*)(?:\\|\\|([^\\|\\{\\}]+))?\\}\\}/mg;\n};\n\nexports.parse = function() {\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Get the match details\n\tvar template = $tw.utils.trim(this.match[2]),\n\t\ttextRef = $tw.utils.trim(this.match[1]);\n\t// Prepare the transclude widget\n\tvar transcludeNode = {\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {}\n\t\t};\n\t// Prepare the tiddler widget\n\tvar tr, targetTitle, targetField, targetIndex, tiddlerNode;\n\tif(textRef) {\n\t\ttr = $tw.utils.parseTextReference(textRef);\n\t\ttargetTitle = tr.title;\n\t\ttargetField = tr.field;\n\t\ttargetIndex = tr.index;\n\t\ttiddlerNode = {\n\t\t\ttype: \"tiddler\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: targetTitle}\n\t\t\t},\n\t\t\tchildren: [transcludeNode]\n\t\t};\n\t}\n\tif(template) {\n\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: template};\n\t\tif(textRef) {\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t} else {\n\t\tif(textRef) {\n\t\t\ttranscludeNode.attributes.tiddler = {type: \"string\", value: targetTitle};\n\t\t\tif(targetField) {\n\t\t\t\ttranscludeNode.attributes.field = {type: \"string\", value: targetField};\n\t\t\t}\n\t\t\tif(targetIndex) {\n\t\t\t\ttranscludeNode.attributes.index = {type: \"string\", value: targetIndex};\n\t\t\t}\n\t\t\treturn [tiddlerNode];\n\t\t} else {\n\t\t\treturn [transcludeNode];\n\t\t}\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/typedblock.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/typedblock.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/typedblock.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text rule for typed blocks. For example:\n\n```\n$$$.js\nThis will be rendered as JavaScript\n$$$\n\n$$$.svg\n<svg xmlns=\"http://www.w3.org/2000/svg\" width=\"150\" height=\"100\">\n <circle cx=\"100\" cy=\"50\" r=\"40\" stroke=\"black\" stroke-width=\"2\" fill=\"red\" />\n</svg>\n$$$\n\n$$$text/vnd.tiddlywiki>text/html\nThis will be rendered as an //HTML representation// of WikiText\n$$$\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.name = \"typedblock\";\nexports.types = {block: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /\\$\\$\\$([^ >\\r\\n]*)(?: *> *([^ \\r\\n]+))?\\r?\\n/mg;\n};\n\nexports.parse = function() {\n\tvar reEnd = /\\r?\\n\\$\\$\\$\\r?(?:\\n|$)/mg;\n\t// Save the type\n\tvar parseType = this.match[1],\n\t\trenderType = this.match[2];\n\t// Move past the match\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Look for the end of the block\n\treEnd.lastIndex = this.parser.pos;\n\tvar match = reEnd.exec(this.parser.source),\n\t\ttext;\n\t// Process the block\n\tif(match) {\n\t\ttext = this.parser.source.substring(this.parser.pos,match.index);\n\t\tthis.parser.pos = match.index + match[0].length;\n\t} else {\n\t\ttext = this.parser.source.substr(this.parser.pos);\n\t\tthis.parser.pos = this.parser.sourceLength;\n\t}\n\t// Parse the block according to the specified type\n\tvar parser = this.parser.wiki.parseText(parseType,text,{defaultType: \"text/plain\"});\n\t// If there's no render type, just return the parse tree\n\tif(!renderType) {\n\t\treturn parser.tree;\n\t} else {\n\t\t// Otherwise, render to the rendertype and return in a <PRE> tag\n\t\tvar widgetNode = this.parser.wiki.makeWidget(parser),\n\t\t\tcontainer = $tw.fakeDocument.createElement(\"div\");\n\t\twidgetNode.render(container,null);\n\t\ttext = renderType === \"text/html\" ? container.innerHTML : container.textContent;\n\t\treturn [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"pre\",\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\",\n\t\t\t\ttext: text\n\t\t\t}]\n\t\t}];\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/whitespace.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/whitespace.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/whitespace.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki pragma rule for whitespace specifications\n\n```\n\\whitespace trim\n\\whitespace notrim\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"whitespace\";\nexports.types = {pragma: true};\n\n/*\nInstantiate parse rule\n*/\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = /^\\\\whitespace[^\\S\\n]/mg;\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\tvar self = this;\n\t// Move past the pragma invocation\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// Parse whitespace delimited tokens terminated by a line break\n\tvar reMatch = /[^\\S\\n]*(\\S+)|(\\r?\\n)/mg,\n\t\ttokens = [];\n\treMatch.lastIndex = this.parser.pos;\n\tvar match = reMatch.exec(this.parser.source);\n\twhile(match && match.index === this.parser.pos) {\n\t\tthis.parser.pos = reMatch.lastIndex;\n\t\t// Exit if we've got the line break\n\t\tif(match[2]) {\n\t\t\tbreak;\n\t\t}\n\t\t// Process the token\n\t\tif(match[1]) {\n\t\t\ttokens.push(match[1]);\n\t\t}\n\t\t// Match the next token\n\t\tmatch = reMatch.exec(this.parser.source);\n\t}\n\t// Process the tokens\n\t$tw.utils.each(tokens,function(token) {\n\t\tswitch(token) {\n\t\t\tcase \"trim\":\n\t\t\t\tself.parser.configTrimWhiteSpace = true;\n\t\t\t\tbreak;\n\t\t\tcase \"notrim\":\n\t\t\t\tself.parser.configTrimWhiteSpace = false;\n\t\t\t\tbreak;\n\t\t}\n\t});\n\t// No parse tree nodes to return\n\treturn [];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/rules/wikilink.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/wikilink.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/wikilink.js\ntype: application/javascript\nmodule-type: wikirule\n\nWiki text inline rule for wiki links. For example:\n\n```\nAWikiLink\nAnotherLink\n~SuppressedLink\n```\n\nPrecede a camel case word with `~` to prevent it from being recognised as a link.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.name = \"wikilink\";\nexports.types = {inline: true};\n\nexports.init = function(parser) {\n\tthis.parser = parser;\n\t// Regexp to match\n\tthis.matchRegExp = new RegExp($tw.config.textPrimitives.unWikiLink + \"?\" + $tw.config.textPrimitives.wikiLink,\"mg\");\n};\n\n/*\nParse the most recent match\n*/\nexports.parse = function() {\n\t// Get the details of the match\n\tvar linkText = this.match[0];\n\t// Move past the macro call\n\tthis.parser.pos = this.matchRegExp.lastIndex;\n\t// If the link starts with the unwikilink character then just output it as plain text\n\tif(linkText.substr(0,1) === $tw.config.textPrimitives.unWikiLink) {\n\t\treturn [{type: \"text\", text: linkText.substr(1)}];\n\t}\n\t// If the link has been preceded with a blocked letter then don't treat it as a link\n\tif(this.match.index > 0) {\n\t\tvar preRegExp = new RegExp($tw.config.textPrimitives.blockPrefixLetters,\"mg\");\n\t\tpreRegExp.lastIndex = this.match.index-1;\n\t\tvar preMatch = preRegExp.exec(this.parser.source);\n\t\tif(preMatch && preMatch.index === this.match.index-1) {\n\t\t\treturn [{type: \"text\", text: linkText}];\n\t\t}\n\t}\n\treturn [{\n\t\ttype: \"link\",\n\t\tattributes: {\n\t\t\tto: {type: \"string\", value: linkText}\n\t\t},\n\t\tchildren: [{\n\t\t\ttype: \"text\",\n\t\t\ttext: linkText\n\t\t}]\n\t}];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "wikirule"
},
"$:/core/modules/parsers/wikiparser/wikiparser.js": {
"title": "$:/core/modules/parsers/wikiparser/wikiparser.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/wikiparser.js\ntype: application/javascript\nmodule-type: parser\n\nThe wiki text parser processes blocks of source text into a parse tree.\n\nThe parse tree is made up of nested arrays of these JavaScript objects:\n\n\t{type: \"element\", tag: <string>, attributes: {}, children: []} - an HTML element\n\t{type: \"text\", text: <string>} - a text node\n\t{type: \"entity\", value: <string>} - an entity\n\t{type: \"raw\", html: <string>} - raw HTML\n\nAttributes are stored as hashmaps of the following objects:\n\n\t{type: \"string\", value: <string>} - literal string\n\t{type: \"indirect\", textReference: <textReference>} - indirect through a text reference\n\t{type: \"macro\", macro: <TBD>} - indirect through a macro invocation\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar WikiParser = function(type,text,options) {\n\tthis.wiki = options.wiki;\n\tvar self = this;\n\t// Check for an externally linked tiddler\n\tif($tw.browser && (text || \"\") === \"\" && options._canonical_uri) {\n\t\tthis.loadRemoteTiddler(options._canonical_uri);\n\t\ttext = $tw.language.getRawString(\"LazyLoadingWarning\");\n\t}\n\t// Initialise the classes if we don't have them already\n\tif(!this.pragmaRuleClasses) {\n\t\tWikiParser.prototype.pragmaRuleClasses = $tw.modules.createClassesFromModules(\"wikirule\",\"pragma\",$tw.WikiRuleBase);\n\t\tthis.setupRules(WikiParser.prototype.pragmaRuleClasses,\"$:/config/WikiParserRules/Pragmas/\");\n\t}\n\tif(!this.blockRuleClasses) {\n\t\tWikiParser.prototype.blockRuleClasses = $tw.modules.createClassesFromModules(\"wikirule\",\"block\",$tw.WikiRuleBase);\n\t\tthis.setupRules(WikiParser.prototype.blockRuleClasses,\"$:/config/WikiParserRules/Block/\");\n\t}\n\tif(!this.inlineRuleClasses) {\n\t\tWikiParser.prototype.inlineRuleClasses = $tw.modules.createClassesFromModules(\"wikirule\",\"inline\",$tw.WikiRuleBase);\n\t\tthis.setupRules(WikiParser.prototype.inlineRuleClasses,\"$:/config/WikiParserRules/Inline/\");\n\t}\n\t// Save the parse text\n\tthis.type = type || \"text/vnd.tiddlywiki\";\n\tthis.source = text || \"\";\n\tthis.sourceLength = this.source.length;\n\t// Flag for ignoring whitespace\n\tthis.configTrimWhiteSpace = false;\n\t// Set current parse position\n\tthis.pos = 0;\n\t// Instantiate the pragma parse rules\n\tthis.pragmaRules = this.instantiateRules(this.pragmaRuleClasses,\"pragma\",0);\n\t// Instantiate the parser block and inline rules\n\tthis.blockRules = this.instantiateRules(this.blockRuleClasses,\"block\",0);\n\tthis.inlineRules = this.instantiateRules(this.inlineRuleClasses,\"inline\",0);\n\t// Parse any pragmas\n\tthis.tree = [];\n\tvar topBranch = this.parsePragmas();\n\t// Parse the text into inline runs or blocks\n\tif(options.parseAsInline) {\n\t\ttopBranch.push.apply(topBranch,this.parseInlineRun());\n\t} else {\n\t\ttopBranch.push.apply(topBranch,this.parseBlocks());\n\t}\n\t// Return the parse tree\n};\n\n/*\n*/\nWikiParser.prototype.loadRemoteTiddler = function(url) {\n\tvar self = this;\n\t$tw.utils.httpRequest({\n\t\turl: url,\n\t\ttype: \"GET\",\n\t\tcallback: function(err,data) {\n\t\t\tif(!err) {\n\t\t\t\tvar tiddlers = self.wiki.deserializeTiddlers(\".tid\",data,self.wiki.getCreationFields());\n\t\t\t\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\t\t\t\ttiddler[\"_canonical_uri\"] = url;\n\t\t\t\t});\n\t\t\t\tif(tiddlers) {\n\t\t\t\t\tself.wiki.addTiddlers(tiddlers);\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n};\n\n/*\n*/\nWikiParser.prototype.setupRules = function(proto,configPrefix) {\n\tvar self = this;\n\tif(!$tw.safemode) {\n\t\t$tw.utils.each(proto,function(object,name) {\n\t\t\tif(self.wiki.getTiddlerText(configPrefix + name,\"enable\") !== \"enable\") {\n\t\t\t\tdelete proto[name];\n\t\t\t}\n\t\t});\n\t}\n};\n\n/*\nInstantiate an array of parse rules\n*/\nWikiParser.prototype.instantiateRules = function(classes,type,startPos) {\n\tvar rulesInfo = [],\n\t\tself = this;\n\t$tw.utils.each(classes,function(RuleClass) {\n\t\t// Instantiate the rule\n\t\tvar rule = new RuleClass(self);\n\t\trule.is = {};\n\t\trule.is[type] = true;\n\t\trule.init(self);\n\t\tvar matchIndex = rule.findNextMatch(startPos);\n\t\tif(matchIndex !== undefined) {\n\t\t\trulesInfo.push({\n\t\t\t\trule: rule,\n\t\t\t\tmatchIndex: matchIndex\n\t\t\t});\n\t\t}\n\t});\n\treturn rulesInfo;\n};\n\n/*\nSkip any whitespace at the current position. Options are:\n\ttreatNewlinesAsNonWhitespace: true if newlines are NOT to be treated as whitespace\n*/\nWikiParser.prototype.skipWhitespace = function(options) {\n\toptions = options || {};\n\tvar whitespaceRegExp = options.treatNewlinesAsNonWhitespace ? /([^\\S\\n]+)/mg : /(\\s+)/mg;\n\twhitespaceRegExp.lastIndex = this.pos;\n\tvar whitespaceMatch = whitespaceRegExp.exec(this.source);\n\tif(whitespaceMatch && whitespaceMatch.index === this.pos) {\n\t\tthis.pos = whitespaceRegExp.lastIndex;\n\t}\n};\n\n/*\nGet the next match out of an array of parse rule instances\n*/\nWikiParser.prototype.findNextMatch = function(rules,startPos) {\n\t// Find the best matching rule by finding the closest match position\n\tvar matchingRule,\n\t\tmatchingRulePos = this.sourceLength;\n\t// Step through each rule\n\tfor(var t=0; t<rules.length; t++) {\n\t\tvar ruleInfo = rules[t];\n\t\t// Ask the rule to get the next match if we've moved past the current one\n\t\tif(ruleInfo.matchIndex !== undefined && ruleInfo.matchIndex < startPos) {\n\t\t\truleInfo.matchIndex = ruleInfo.rule.findNextMatch(startPos);\n\t\t}\n\t\t// Adopt this match if it's closer than the current best match\n\t\tif(ruleInfo.matchIndex !== undefined && ruleInfo.matchIndex <= matchingRulePos) {\n\t\t\tmatchingRule = ruleInfo;\n\t\t\tmatchingRulePos = ruleInfo.matchIndex;\n\t\t}\n\t}\n\treturn matchingRule;\n};\n\n/*\nParse any pragmas at the beginning of a block of parse text\n*/\nWikiParser.prototype.parsePragmas = function() {\n\tvar currentTreeBranch = this.tree;\n\twhile(true) {\n\t\t// Skip whitespace\n\t\tthis.skipWhitespace();\n\t\t// Check for the end of the text\n\t\tif(this.pos >= this.sourceLength) {\n\t\t\tbreak;\n\t\t}\n\t\t// Check if we've arrived at a pragma rule match\n\t\tvar nextMatch = this.findNextMatch(this.pragmaRules,this.pos);\n\t\t// If not, just exit\n\t\tif(!nextMatch || nextMatch.matchIndex !== this.pos) {\n\t\t\tbreak;\n\t\t}\n\t\t// Process the pragma rule\n\t\tvar subTree = nextMatch.rule.parse();\n\t\tif(subTree.length > 0) {\n\t\t\t// Quick hack; we only cope with a single parse tree node being returned, which is true at the moment\n\t\t\tcurrentTreeBranch.push.apply(currentTreeBranch,subTree);\n\t\t\tsubTree[0].children = [];\n\t\t\tcurrentTreeBranch = subTree[0].children;\n\t\t}\n\t}\n\treturn currentTreeBranch;\n};\n\n/*\nParse a block from the current position\n\tterminatorRegExpString: optional regular expression string that identifies the end of plain paragraphs. Must not include capturing parenthesis\n*/\nWikiParser.prototype.parseBlock = function(terminatorRegExpString) {\n\tvar terminatorRegExp = terminatorRegExpString ? new RegExp(\"(\" + terminatorRegExpString + \"|\\\\r?\\\\n\\\\r?\\\\n)\",\"mg\") : /(\\r?\\n\\r?\\n)/mg;\n\tthis.skipWhitespace();\n\tif(this.pos >= this.sourceLength) {\n\t\treturn [];\n\t}\n\t// Look for a block rule that applies at the current position\n\tvar nextMatch = this.findNextMatch(this.blockRules,this.pos);\n\tif(nextMatch && nextMatch.matchIndex === this.pos) {\n\t\treturn nextMatch.rule.parse();\n\t}\n\t// Treat it as a paragraph if we didn't find a block rule\n\treturn [{type: \"element\", tag: \"p\", children: this.parseInlineRun(terminatorRegExp)}];\n};\n\n/*\nParse a series of blocks of text until a terminating regexp is encountered or the end of the text\n\tterminatorRegExpString: terminating regular expression\n*/\nWikiParser.prototype.parseBlocks = function(terminatorRegExpString) {\n\tif(terminatorRegExpString) {\n\t\treturn this.parseBlocksTerminated(terminatorRegExpString);\n\t} else {\n\t\treturn this.parseBlocksUnterminated();\n\t}\n};\n\n/*\nParse a block from the current position to the end of the text\n*/\nWikiParser.prototype.parseBlocksUnterminated = function() {\n\tvar tree = [];\n\twhile(this.pos < this.sourceLength) {\n\t\ttree.push.apply(tree,this.parseBlock());\n\t}\n\treturn tree;\n};\n\n/*\nParse blocks of text until a terminating regexp is encountered\n*/\nWikiParser.prototype.parseBlocksTerminated = function(terminatorRegExpString) {\n\tvar terminatorRegExp = new RegExp(\"(\" + terminatorRegExpString + \")\",\"mg\"),\n\t\ttree = [];\n\t// Skip any whitespace\n\tthis.skipWhitespace();\n\t// Check if we've got the end marker\n\tterminatorRegExp.lastIndex = this.pos;\n\tvar match = terminatorRegExp.exec(this.source);\n\t// Parse the text into blocks\n\twhile(this.pos < this.sourceLength && !(match && match.index === this.pos)) {\n\t\tvar blocks = this.parseBlock(terminatorRegExpString);\n\t\ttree.push.apply(tree,blocks);\n\t\t// Skip any whitespace\n\t\tthis.skipWhitespace();\n\t\t// Check if we've got the end marker\n\t\tterminatorRegExp.lastIndex = this.pos;\n\t\tmatch = terminatorRegExp.exec(this.source);\n\t}\n\tif(match && match.index === this.pos) {\n\t\tthis.pos = match.index + match[0].length;\n\t}\n\treturn tree;\n};\n\n/*\nParse a run of text at the current position\n\tterminatorRegExp: a regexp at which to stop the run\n\toptions: see below\nOptions available:\n\teatTerminator: move the parse position past any encountered terminator (default false)\n*/\nWikiParser.prototype.parseInlineRun = function(terminatorRegExp,options) {\n\tif(terminatorRegExp) {\n\t\treturn this.parseInlineRunTerminated(terminatorRegExp,options);\n\t} else {\n\t\treturn this.parseInlineRunUnterminated(options);\n\t}\n};\n\nWikiParser.prototype.parseInlineRunUnterminated = function(options) {\n\tvar tree = [];\n\t// Find the next occurrence of an inline rule\n\tvar nextMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t// Loop around the matches until we've reached the end of the text\n\twhile(this.pos < this.sourceLength && nextMatch) {\n\t\t// Process the text preceding the run rule\n\t\tif(nextMatch.matchIndex > this.pos) {\n\t\t\tthis.pushTextWidget(tree,this.source.substring(this.pos,nextMatch.matchIndex));\n\t\t\tthis.pos = nextMatch.matchIndex;\n\t\t}\n\t\t// Process the run rule\n\t\ttree.push.apply(tree,nextMatch.rule.parse());\n\t\t// Look for the next run rule\n\t\tnextMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t}\n\t// Process the remaining text\n\tif(this.pos < this.sourceLength) {\n\t\tthis.pushTextWidget(tree,this.source.substr(this.pos));\n\t}\n\tthis.pos = this.sourceLength;\n\treturn tree;\n};\n\nWikiParser.prototype.parseInlineRunTerminated = function(terminatorRegExp,options) {\n\toptions = options || {};\n\tvar tree = [];\n\t// Find the next occurrence of the terminator\n\tterminatorRegExp.lastIndex = this.pos;\n\tvar terminatorMatch = terminatorRegExp.exec(this.source);\n\t// Find the next occurrence of a inlinerule\n\tvar inlineRuleMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t// Loop around until we've reached the end of the text\n\twhile(this.pos < this.sourceLength && (terminatorMatch || inlineRuleMatch)) {\n\t\t// Return if we've found the terminator, and it precedes any inline rule match\n\t\tif(terminatorMatch) {\n\t\t\tif(!inlineRuleMatch || inlineRuleMatch.matchIndex >= terminatorMatch.index) {\n\t\t\t\tif(terminatorMatch.index > this.pos) {\n\t\t\t\t\tthis.pushTextWidget(tree,this.source.substring(this.pos,terminatorMatch.index));\n\t\t\t\t}\n\t\t\t\tthis.pos = terminatorMatch.index;\n\t\t\t\tif(options.eatTerminator) {\n\t\t\t\t\tthis.pos += terminatorMatch[0].length;\n\t\t\t\t}\n\t\t\t\treturn tree;\n\t\t\t}\n\t\t}\n\t\t// Process any inline rule, along with the text preceding it\n\t\tif(inlineRuleMatch) {\n\t\t\t// Preceding text\n\t\t\tif(inlineRuleMatch.matchIndex > this.pos) {\n\t\t\t\tthis.pushTextWidget(tree,this.source.substring(this.pos,inlineRuleMatch.matchIndex));\n\t\t\t\tthis.pos = inlineRuleMatch.matchIndex;\n\t\t\t}\n\t\t\t// Process the inline rule\n\t\t\ttree.push.apply(tree,inlineRuleMatch.rule.parse());\n\t\t\t// Look for the next inline rule\n\t\t\tinlineRuleMatch = this.findNextMatch(this.inlineRules,this.pos);\n\t\t\t// Look for the next terminator match\n\t\t\tterminatorRegExp.lastIndex = this.pos;\n\t\t\tterminatorMatch = terminatorRegExp.exec(this.source);\n\t\t}\n\t}\n\t// Process the remaining text\n\tif(this.pos < this.sourceLength) {\n\t\tthis.pushTextWidget(tree,this.source.substr(this.pos));\n\t}\n\tthis.pos = this.sourceLength;\n\treturn tree;\n};\n\n/*\nPush a text widget onto an array, respecting the configTrimWhiteSpace setting\n*/\nWikiParser.prototype.pushTextWidget = function(array,text) {\n\tif(this.configTrimWhiteSpace) {\n\t\ttext = $tw.utils.trim(text);\n\t}\n\tif(text) {\n\t\tarray.push({type: \"text\", text: text});\t\t\n\t}\n};\n\n/*\nParse zero or more class specifiers `.classname`\n*/\nWikiParser.prototype.parseClasses = function() {\n\tvar classRegExp = /\\.([^\\s\\.]+)/mg,\n\t\tclassNames = [];\n\tclassRegExp.lastIndex = this.pos;\n\tvar match = classRegExp.exec(this.source);\n\twhile(match && match.index === this.pos) {\n\t\tthis.pos = match.index + match[0].length;\n\t\tclassNames.push(match[1]);\n\t\tmatch = classRegExp.exec(this.source);\n\t}\n\treturn classNames;\n};\n\n/*\nAmend the rules used by this instance of the parser\n\ttype: `only` keeps just the named rules, `except` keeps all but the named rules\n\tnames: array of rule names\n*/\nWikiParser.prototype.amendRules = function(type,names) {\n\tnames = names || [];\n\t// Define the filter function\n\tvar keepFilter;\n\tif(type === \"only\") {\n\t\tkeepFilter = function(name) {\n\t\t\treturn names.indexOf(name) !== -1;\n\t\t};\n\t} else if(type === \"except\") {\n\t\tkeepFilter = function(name) {\n\t\t\treturn names.indexOf(name) === -1;\n\t\t};\n\t} else {\n\t\treturn;\n\t}\n\t// Define a function to process each of our rule arrays\n\tvar processRuleArray = function(ruleArray) {\n\t\tfor(var t=ruleArray.length-1; t>=0; t--) {\n\t\t\tif(!keepFilter(ruleArray[t].rule.name)) {\n\t\t\t\truleArray.splice(t,1);\n\t\t\t}\n\t\t}\n\t};\n\t// Process each rule array\n\tprocessRuleArray(this.pragmaRules);\n\tprocessRuleArray(this.blockRules);\n\tprocessRuleArray(this.inlineRules);\n};\n\nexports[\"text/vnd.tiddlywiki\"] = WikiParser;\n\n})();\n\n",
"type": "application/javascript",
"module-type": "parser"
},
"$:/core/modules/parsers/wikiparser/rules/wikirulebase.js": {
"title": "$:/core/modules/parsers/wikiparser/rules/wikirulebase.js",
"text": "/*\\\ntitle: $:/core/modules/parsers/wikiparser/rules/wikirulebase.js\ntype: application/javascript\nmodule-type: global\n\nBase class for wiki parser rules\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nThis constructor is always overridden with a blank constructor, and so shouldn't be used\n*/\nvar WikiRuleBase = function() {\n};\n\n/*\nTo be overridden by individual rules\n*/\nWikiRuleBase.prototype.init = function(parser) {\n\tthis.parser = parser;\n};\n\n/*\nDefault implementation of findNextMatch uses RegExp matching\n*/\nWikiRuleBase.prototype.findNextMatch = function(startPos) {\n\tthis.matchRegExp.lastIndex = startPos;\n\tthis.match = this.matchRegExp.exec(this.parser.source);\n\treturn this.match ? this.match.index : undefined;\n};\n\nexports.WikiRuleBase = WikiRuleBase;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/pluginswitcher.js": {
"title": "$:/core/modules/pluginswitcher.js",
"text": "/*\\\ntitle: $:/core/modules/pluginswitcher.js\ntype: application/javascript\nmodule-type: global\n\nManages switching plugins for themes and languages.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\noptions:\nwiki: wiki store to be used\npluginType: type of plugin to be switched\ncontrollerTitle: title of tiddler used to control switching of this resource\ndefaultPlugins: array of default plugins to be used if nominated plugin isn't found\nonSwitch: callback when plugin is switched (single parameter is array of plugin titles)\n*/\nfunction PluginSwitcher(options) {\n\tthis.wiki = options.wiki;\n\tthis.pluginType = options.pluginType;\n\tthis.controllerTitle = options.controllerTitle;\n\tthis.defaultPlugins = options.defaultPlugins || [];\n\tthis.onSwitch = options.onSwitch;\n\t// Switch to the current plugin\n\tthis.switchPlugins();\n\t// Listen for changes to the selected plugin\n\tvar self = this;\n\tthis.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.utils.hop(changes,self.controllerTitle)) {\n\t\t\tself.switchPlugins();\n\t\t}\n\t});\n}\n\nPluginSwitcher.prototype.switchPlugins = function() {\n\t// Get the name of the current theme\n\tvar selectedPluginTitle = this.wiki.getTiddlerText(this.controllerTitle);\n\t// If it doesn't exist, then fallback to one of the default themes\n\tvar index = 0;\n\twhile(!this.wiki.getTiddler(selectedPluginTitle) && index < this.defaultPlugins.length) {\n\t\tselectedPluginTitle = this.defaultPlugins[index++];\n\t}\n\t// Accumulate the titles of the plugins that we need to load\n\tvar plugins = [],\n\t\tself = this,\n\t\taccumulatePlugin = function(title) {\n\t\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\t\tif(tiddler && tiddler.isPlugin() && plugins.indexOf(title) === -1) {\n\t\t\t\tplugins.push(title);\n\t\t\t\tvar pluginInfo = JSON.parse(self.wiki.getTiddlerText(title)),\n\t\t\t\t\tdependents = $tw.utils.parseStringArray(tiddler.fields.dependents || \"\");\n\t\t\t\t$tw.utils.each(dependents,function(title) {\n\t\t\t\t\taccumulatePlugin(title);\n\t\t\t\t});\n\t\t\t}\n\t\t};\n\taccumulatePlugin(selectedPluginTitle);\n\t// Read the plugin info for the incoming plugins\n\tvar changes = $tw.wiki.readPluginInfo(plugins);\n\t// Unregister any existing theme tiddlers\n\tvar unregisteredTiddlers = $tw.wiki.unregisterPluginTiddlers(this.pluginType);\n\t// Register any new theme tiddlers\n\tvar registeredTiddlers = $tw.wiki.registerPluginTiddlers(this.pluginType,plugins);\n\t// Unpack the current theme tiddlers\n\t$tw.wiki.unpackPluginTiddlers();\n\t// Call the switch handler\n\tif(this.onSwitch) {\n\t\tthis.onSwitch(plugins);\n\t}\n};\n\nexports.PluginSwitcher = PluginSwitcher;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/saver-handler.js": {
"title": "$:/core/modules/saver-handler.js",
"text": "/*\\\ntitle: $:/core/modules/saver-handler.js\ntype: application/javascript\nmodule-type: global\n\nThe saver handler tracks changes to the store and handles saving the entire wiki via saver modules.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nInstantiate the saver handler with the following options:\nwiki: wiki to be synced\ndirtyTracking: true if dirty tracking should be performed\n*/\nfunction SaverHandler(options) {\n\tvar self = this;\n\tthis.wiki = options.wiki;\n\tthis.dirtyTracking = options.dirtyTracking;\n\tthis.preloadDirty = options.preloadDirty || [];\n\tthis.pendingAutoSave = false;\n\t// Make a logger\n\tthis.logger = new $tw.utils.Logger(\"saver-handler\");\n\t// Initialise our savers\n\tif($tw.browser) {\n\t\tthis.initSavers();\n\t}\n\t// Only do dirty tracking if required\n\tif($tw.browser && this.dirtyTracking) {\n\t\t// Compile the dirty tiddler filter\n\t\tthis.filterFn = this.wiki.compileFilter(this.wiki.getTiddlerText(this.titleSyncFilter));\n\t\t// Count of changes that have not yet been saved\n\t\tvar filteredChanges = self.filterFn.call(self.wiki,function(iterator) {\n\t\t\t\t$tw.utils.each(self.preloadDirty,function(title) {\n\t\t\t\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\t\t\t\titerator(tiddler,title);\n\t\t\t\t});\n\t\t});\n\t\tthis.numChanges = filteredChanges.length;\n\t\t// Listen out for changes to tiddlers\n\t\tthis.wiki.addEventListener(\"change\",function(changes) {\n\t\t\t// Filter the changes so that we only count changes to tiddlers that we care about\n\t\t\tvar filteredChanges = self.filterFn.call(self.wiki,function(iterator) {\n\t\t\t\t$tw.utils.each(changes,function(change,title) {\n\t\t\t\t\tvar tiddler = self.wiki.getTiddler(title);\n\t\t\t\t\titerator(tiddler,title);\n\t\t\t\t});\n\t\t\t});\n\t\t\t// Adjust the number of changes\n\t\t\tself.numChanges += filteredChanges.length;\n\t\t\tself.updateDirtyStatus();\n\t\t\t// Do any autosave if one is pending and there's no more change events\n\t\t\tif(self.pendingAutoSave && self.wiki.getSizeOfTiddlerEventQueue() === 0) {\n\t\t\t\t// Check if we're dirty\n\t\t\t\tif(self.numChanges > 0) {\n\t\t\t\t\tself.saveWiki({\n\t\t\t\t\t\tmethod: \"autosave\",\n\t\t\t\t\t\tdownloadType: \"text/plain\"\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t\tself.pendingAutoSave = false;\n\t\t\t}\n\t\t});\n\t\t// Listen for the autosave event\n\t\t$tw.rootWidget.addEventListener(\"tm-auto-save-wiki\",function(event) {\n\t\t\t// Do the autosave unless there are outstanding tiddler change events\n\t\t\tif(self.wiki.getSizeOfTiddlerEventQueue() === 0) {\n\t\t\t\t// Check if we're dirty\n\t\t\t\tif(self.numChanges > 0) {\n\t\t\t\t\tself.saveWiki({\n\t\t\t\t\t\tmethod: \"autosave\",\n\t\t\t\t\t\tdownloadType: \"text/plain\"\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\t// Otherwise put ourselves in the \"pending autosave\" state and wait for the change event before we do the autosave\n\t\t\t\tself.pendingAutoSave = true;\n\t\t\t}\n\t\t});\n\t\t// Set up our beforeunload handler\n\t\t$tw.addUnloadTask(function(event) {\n\t\t\tvar confirmationMessage;\n\t\t\tif(self.isDirty()) {\n\t\t\t\tconfirmationMessage = $tw.language.getString(\"UnsavedChangesWarning\");\n\t\t\t\tevent.returnValue = confirmationMessage; // Gecko\n\t\t\t}\n\t\t\treturn confirmationMessage;\n\t\t});\n\t}\n\t// Install the save action handlers\n\tif($tw.browser) {\n\t\t$tw.rootWidget.addEventListener(\"tm-save-wiki\",function(event) {\n\t\t\tself.saveWiki({\n\t\t\t\ttemplate: event.param,\n\t\t\t\tdownloadType: \"text/plain\",\n\t\t\t\tvariables: event.paramObject\n\t\t\t});\n\t\t});\n\t\t$tw.rootWidget.addEventListener(\"tm-download-file\",function(event) {\n\t\t\tself.saveWiki({\n\t\t\t\tmethod: \"download\",\n\t\t\t\ttemplate: event.param,\n\t\t\t\tdownloadType: \"text/plain\",\n\t\t\t\tvariables: event.paramObject\n\t\t\t});\n\t\t});\n\t}\n}\n\nSaverHandler.prototype.titleSyncFilter = \"$:/config/SaverFilter\";\nSaverHandler.prototype.titleAutoSave = \"$:/config/AutoSave\";\nSaverHandler.prototype.titleSavedNotification = \"$:/language/Notifications/Save/Done\";\n\n/*\nSelect the appropriate saver modules and set them up\n*/\nSaverHandler.prototype.initSavers = function(moduleType) {\n\tmoduleType = moduleType || \"saver\";\n\t// Instantiate the available savers\n\tthis.savers = [];\n\tvar self = this;\n\t$tw.modules.forEachModuleOfType(moduleType,function(title,module) {\n\t\tif(module.canSave(self)) {\n\t\t\tself.savers.push(module.create(self.wiki));\n\t\t}\n\t});\n\t// Sort the savers into priority order\n\tthis.savers.sort(function(a,b) {\n\t\tif(a.info.priority < b.info.priority) {\n\t\t\treturn -1;\n\t\t} else {\n\t\t\tif(a.info.priority > b.info.priority) {\n\t\t\t\treturn +1;\n\t\t\t} else {\n\t\t\t\treturn 0;\n\t\t\t}\n\t\t}\n\t});\n};\n\n/*\nSave the wiki contents. Options are:\n\tmethod: \"save\", \"autosave\" or \"download\"\n\ttemplate: the tiddler containing the template to save\n\tdownloadType: the content type for the saved file\n*/\nSaverHandler.prototype.saveWiki = function(options) {\n\toptions = options || {};\n\tvar self = this,\n\t\tmethod = options.method || \"save\";\n\t// Ignore autosave if disabled\n\tif(method === \"autosave\" && this.wiki.getTiddlerText(this.titleAutoSave,\"yes\") !== \"yes\") {\n\t\treturn false;\n\t}\n\tvar\tvariables = options.variables || {},\n\t\ttemplate = options.template || \"$:/core/save/all\",\n\t\tdownloadType = options.downloadType || \"text/plain\",\n\t\ttext = this.wiki.renderTiddler(downloadType,template,options),\n\t\tcallback = function(err) {\n\t\t\tif(err) {\n\t\t\t\talert($tw.language.getString(\"Error/WhileSaving\") + \":\\n\\n\" + err);\n\t\t\t} else {\n\t\t\t\t// Clear the task queue if we're saving (rather than downloading)\n\t\t\t\tif(method !== \"download\") {\n\t\t\t\t\tself.numChanges = 0;\n\t\t\t\t\tself.updateDirtyStatus();\n\t\t\t\t}\n\t\t\t\t$tw.notifier.display(self.titleSavedNotification);\n\t\t\t\tif(options.callback) {\n\t\t\t\t\toptions.callback();\n\t\t\t\t}\n\t\t\t}\n\t\t};\n\t// Call the highest priority saver that supports this method\n\tfor(var t=this.savers.length-1; t>=0; t--) {\n\t\tvar saver = this.savers[t];\n\t\tif(saver.info.capabilities.indexOf(method) !== -1 && saver.save(text,method,callback,{variables: {filename: variables.filename}})) {\n\t\t\tthis.logger.log(\"Saving wiki with method\",method,\"through saver\",saver.info.name);\n\t\t\treturn true;\n\t\t}\n\t}\n\treturn false;\n};\n\n/*\nChecks whether the wiki is dirty (ie the window shouldn't be closed)\n*/\nSaverHandler.prototype.isDirty = function() {\n\treturn this.numChanges > 0;\n};\n\n/*\nUpdate the document body with the class \"tc-dirty\" if the wiki has unsaved/unsynced changes\n*/\nSaverHandler.prototype.updateDirtyStatus = function() {\n\tif($tw.browser) {\n\t\t$tw.utils.toggleClass(document.body,\"tc-dirty\",this.isDirty());\n\t}\n};\n\nexports.SaverHandler = SaverHandler;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/savers/andtidwiki.js": {
"title": "$:/core/modules/savers/andtidwiki.js",
"text": "/*\\\ntitle: $:/core/modules/savers/andtidwiki.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via the AndTidWiki Android app\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false, netscape: false, Components: false */\n\"use strict\";\n\nvar AndTidWiki = function(wiki) {\n};\n\nAndTidWiki.prototype.save = function(text,method,callback,options) {\n\tvar filename = options && options.variables ? options.variables.filename : null;\n\tif (method === \"download\") {\n\t\t// Support download\n\t\tif (window.twi.saveDownload) {\n\t\t\ttry {\n\t\t\t\twindow.twi.saveDownload(text,filename);\n\t\t\t} catch(err) {\n\t\t\t\tif (err.message === \"Method not found\") {\n\t\t\t\t\twindow.twi.saveDownload(text);\n\t\t\t\t}\n\t\t\t}\n\t\t} else {\n\t\t\tvar link = document.createElement(\"a\");\n\t\t\tlink.setAttribute(\"href\",\"data:text/plain,\" + encodeURIComponent(text));\n\t\t\tif (filename) {\n\t\t\t link.setAttribute(\"download\",filename);\n\t\t\t}\n\t\t\tdocument.body.appendChild(link);\n\t\t\tlink.click();\n\t\t\tdocument.body.removeChild(link);\n\t\t}\n\t} else if (window.twi.saveWiki) {\n\t\t// Direct save in Tiddloid\n\t\twindow.twi.saveWiki(text);\n\t} else {\n\t\t// Get the pathname of this document\n\t\tvar pathname = decodeURIComponent(document.location.toString().split(\"#\")[0]);\n\t\t// Strip the file://\n\t\tif(pathname.indexOf(\"file://\") === 0) {\n\t\t\tpathname = pathname.substr(7);\n\t\t}\n\t\t// Strip any query or location part\n\t\tvar p = pathname.indexOf(\"?\");\n\t\tif(p !== -1) {\n\t\t\tpathname = pathname.substr(0,p);\n\t\t}\n\t\tp = pathname.indexOf(\"#\");\n\t\tif(p !== -1) {\n\t\t\tpathname = pathname.substr(0,p);\n\t\t}\n\t\t// Save the file\n\t\twindow.twi.saveFile(pathname,text);\n\t}\n\t// Call the callback\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nAndTidWiki.prototype.info = {\n\tname: \"andtidwiki\",\n\tpriority: 1600,\n\tcapabilities: [\"save\", \"autosave\", \"download\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn !!window.twi && !!window.twi.saveFile;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new AndTidWiki(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/beaker.js": {
"title": "$:/core/modules/savers/beaker.js",
"text": "/*\\\ntitle: $:/core/modules/savers/beaker.js\ntype: application/javascript\nmodule-type: saver\n\nSaves files using the Beaker browser's (https://beakerbrowser.com) Dat protocol (https://datproject.org/)\nCompatible with beaker >= V0.7.2\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSet up the saver\n*/\nvar BeakerSaver = function(wiki) {\n\tthis.wiki = wiki;\n};\n\nBeakerSaver.prototype.save = function(text,method,callback) {\n\tvar dat = new DatArchive(\"\" + window.location),\n\t\tpathname = (\"\" + window.location.pathname).split(\"#\")[0];\n\tdat.stat(pathname).then(function(value) {\n\t\tif(value.isDirectory()) {\n\t\t\tpathname = pathname + \"/index.html\";\n\t\t}\n\t\tdat.writeFile(pathname,text,\"utf8\").then(function(value) {\n\t\t\tcallback(null);\n\t\t},function(reason) {\n\t\t\tcallback(\"Beaker Saver Write Error: \" + reason);\n\t\t});\n\t},function(reason) {\n\t\tcallback(\"Beaker Saver Stat Error: \" + reason);\n\t});\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nBeakerSaver.prototype.info = {\n\tname: \"beaker\",\n\tpriority: 3000,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn !!window.DatArchive && location.protocol===\"dat:\";\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new BeakerSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/download.js": {
"title": "$:/core/modules/savers/download.js",
"text": "/*\\\ntitle: $:/core/modules/savers/download.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via HTML5's download APIs\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar DownloadSaver = function(wiki) {\n};\n\nDownloadSaver.prototype.save = function(text,method,callback,options) {\n\toptions = options || {};\n\t// Get the current filename\n\tvar filename = options.variables.filename;\n\tif(!filename) {\n\t\tvar p = document.location.pathname.lastIndexOf(\"/\");\n\t\tif(p !== -1) {\n\t\t\t// We decode the pathname because document.location is URL encoded by the browser\n\t\t\tfilename = decodeURIComponent(document.location.pathname.substr(p+1));\n\t\t}\n\t}\n\tif(!filename) {\n\t\tfilename = \"tiddlywiki.html\";\n\t}\n\t// Set up the link\n\tvar link = document.createElement(\"a\");\n\tif(Blob !== undefined) {\n\t\tvar blob = new Blob([text], {type: \"text/html\"});\n\t\tlink.setAttribute(\"href\", URL.createObjectURL(blob));\n\t} else {\n\t\tlink.setAttribute(\"href\",\"data:text/html,\" + encodeURIComponent(text));\n\t}\n\tlink.setAttribute(\"download\",filename);\n\tdocument.body.appendChild(link);\n\tlink.click();\n\tdocument.body.removeChild(link);\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nDownloadSaver.prototype.info = {\n\tname: \"download\",\n\tpriority: 100\n};\n\nObject.defineProperty(DownloadSaver.prototype.info, \"capabilities\", {\n\tget: function() {\n\t\tvar capabilities = [\"save\", \"download\"];\n\t\tif(($tw.wiki.getTextReference(\"$:/config/DownloadSaver/AutoSave\") || \"\").toLowerCase() === \"yes\") {\n\t\t\tcapabilities.push(\"autosave\");\n\t\t}\n\t\treturn capabilities;\n\t}\n});\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn document.createElement(\"a\").download !== undefined;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new DownloadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/fsosaver.js": {
"title": "$:/core/modules/savers/fsosaver.js",
"text": "/*\\\ntitle: $:/core/modules/savers/fsosaver.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via MS FileSystemObject ActiveXObject\n\nNote: Since TiddlyWiki's markup contains the MOTW, the FileSystemObject normally won't be available. \nHowever, if the wiki is loaded as an .HTA file (Windows HTML Applications) then the FSO can be used.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar FSOSaver = function(wiki) {\n};\n\nFSOSaver.prototype.save = function(text,method,callback) {\n\t// Get the pathname of this document\n\tvar pathname = unescape(document.location.pathname);\n\t// Test for a Windows path of the form /x:\\blah...\n\tif(/^\\/[A-Z]\\:\\\\[^\\\\]+/i.test(pathname)) {\t// ie: ^/[a-z]:/[^/]+\n\t\t// Remove the leading slash\n\t\tpathname = pathname.substr(1);\n\t} else if(document.location.hostname !== \"\" && /^\\/\\\\[^\\\\]+\\\\[^\\\\]+/i.test(pathname)) {\t// test for \\\\server\\share\\blah... - ^/[^/]+/[^/]+\n\t\t// Remove the leading slash\n\t\tpathname = pathname.substr(1);\n\t\t// reconstruct UNC path\n\t\tpathname = \"\\\\\\\\\" + document.location.hostname + pathname;\n\t} else {\n\t\treturn false;\n\t}\n\t// Save the file (as UTF-16)\n\tvar fso = new ActiveXObject(\"Scripting.FileSystemObject\");\n\tvar file = fso.OpenTextFile(pathname,2,-1,-1);\n\tfile.Write(text);\n\tfile.Close();\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nFSOSaver.prototype.info = {\n\tname: \"FSOSaver\",\n\tpriority: 120,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\ttry {\n\t\treturn (window.location.protocol === \"file:\") && !!(new ActiveXObject(\"Scripting.FileSystemObject\"));\n\t} catch(e) { return false; }\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new FSOSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/gitea.js": {
"title": "$:/core/modules/savers/gitea.js",
"text": "/*\\\ntitle: $:/core/modules/savers/gitea.js\ntype: application/javascript\nmodule-type: saver\n\nSaves wiki by pushing a commit to the gitea\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar GiteaSaver = function(wiki) {\n\tthis.wiki = wiki;\n};\n\nGiteaSaver.prototype.save = function(text,method,callback) {\n\tvar self = this,\n\t\tusername = this.wiki.getTiddlerText(\"$:/Gitea/Username\"),\n\t\tpassword = $tw.utils.getPassword(\"Gitea\"),\n\t\trepo = this.wiki.getTiddlerText(\"$:/Gitea/Repo\"),\n\t\tpath = this.wiki.getTiddlerText(\"$:/Gitea/Path\",\"\"),\n\t\tfilename = this.wiki.getTiddlerText(\"$:/Gitea/Filename\"),\n\t\tbranch = this.wiki.getTiddlerText(\"$:/Gitea/Branch\") || \"master\",\n\t\tendpoint = this.wiki.getTiddlerText(\"$:/Gitea/ServerURL\") || \"https://gitea\",\n\t\theaders = {\n\t\t\t\"Accept\": \"application/json\",\n\t\t\t\"Content-Type\": \"application/json;charset=UTF-8\",\n\t\t\t\"Authorization\": \"Basic \" + window.btoa(username + \":\" + password)\n\t\t};\n\t// Bail if we don't have everything we need\n\tif(!username || !password || !repo || !path || !filename) {\n\t\treturn false;\n\t}\n\t// Make sure the path start and ends with a slash\n\tif(path.substring(0,1) !== \"/\") {\n\t\tpath = \"/\" + path;\n\t}\n\tif(path.substring(path.length - 1) !== \"/\") {\n\t\tpath = path + \"/\";\n\t}\n\t// Compose the base URI\n\tvar uri = endpoint + \"/repos/\" + repo + \"/contents\" + path;\n\t// Perform a get request to get the details (inc shas) of files in the same path as our file\n\t$tw.utils.httpRequest({\n\t\turl: uri,\n\t\ttype: \"GET\",\n\t\theaders: headers,\n\t\tdata: {\n\t\t\tref: branch\n\t\t},\n\t\tcallback: function(err,getResponseDataJson,xhr) {\n\t\t\tvar getResponseData,sha = \"\";\n\t\t\tif(err && xhr.status !== 404) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tvar use_put = true;\n\t\t\tif(xhr.status !== 404) {\n\t\t\t\tgetResponseData = JSON.parse(getResponseDataJson);\n\t\t\t\t$tw.utils.each(getResponseData,function(details) {\n\t\t\t\t\tif(details.name === filename) {\n\t\t\t\t\t\tsha = details.sha;\n\t\t\t\t\t}\n\t\t\t\t});\n\t\t\t\tif(sha === \"\"){\n\t\t\t\t\tuse_put = false;\n\t\t\t\t}\n\t\t\t}\n\t\t\tvar data = {\n\t\t\t\tmessage: $tw.language.getRawString(\"ControlPanel/Saving/GitService/CommitMessage\"),\n\t\t\t\tcontent: $tw.utils.base64Encode(text),\n\t\t\t\tsha: sha\n\t\t\t};\n\t\t\t$tw.utils.httpRequest({\n\t\t\t\turl: endpoint + \"/repos/\" + repo + \"/branches/\" + branch,\n\t\t\t\ttype: \"GET\",\n\t\t\t\theaders: headers,\n\t\t\t\tcallback: function(err,getResponseDataJson,xhr) {\n\t\t\t\t\tif(xhr.status === 404) {\n\t\t\t\t\t\tcallback(\"Please ensure the branch in the Gitea repo exists\");\n\t\t\t\t\t}else{\n\t\t\t\t\t\tdata[\"branch\"] = branch;\n\t\t\t\t\t\tself.upload(uri + filename, use_put?\"PUT\":\"POST\", headers, data, callback);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\treturn true;\n};\n\nGiteaSaver.prototype.upload = function(uri,method,headers,data,callback) {\n\t$tw.utils.httpRequest({\n\t\turl: uri,\n\t\ttype: method,\n\t\theaders: headers,\n\t\tdata: JSON.stringify(data),\n\t\tcallback: function(err,putResponseDataJson,xhr) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tvar putResponseData = JSON.parse(putResponseDataJson);\n\t\t\tcallback(null);\n\t\t}\n\t});\n};\n\n/*\nInformation about this saver\n*/\nGiteaSaver.prototype.info = {\n\tname: \"Gitea\",\n\tpriority: 2000,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new GiteaSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/github.js": {
"title": "$:/core/modules/savers/github.js",
"text": "/*\\\ntitle: $:/core/modules/savers/github.js\ntype: application/javascript\nmodule-type: saver\n\nSaves wiki by pushing a commit to the GitHub v3 REST API\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar GitHubSaver = function(wiki) {\n\tthis.wiki = wiki;\n};\n\nGitHubSaver.prototype.save = function(text,method,callback) {\n\tvar self = this,\n\t\tusername = this.wiki.getTiddlerText(\"$:/GitHub/Username\"),\n\t\tpassword = $tw.utils.getPassword(\"github\"),\n\t\trepo = this.wiki.getTiddlerText(\"$:/GitHub/Repo\"),\n\t\tpath = this.wiki.getTiddlerText(\"$:/GitHub/Path\",\"\"),\n\t\tfilename = this.wiki.getTiddlerText(\"$:/GitHub/Filename\"),\n\t\tbranch = this.wiki.getTiddlerText(\"$:/GitHub/Branch\") || \"master\",\n\t\tendpoint = this.wiki.getTiddlerText(\"$:/GitHub/ServerURL\") || \"https://api.github.com\",\n\t\theaders = {\n\t\t\t\"Accept\": \"application/vnd.github.v3+json\",\n\t\t\t\"Content-Type\": \"application/json;charset=UTF-8\",\n\t\t\t\"Authorization\": \"Basic \" + window.btoa(username + \":\" + password)\n\t\t};\n\t// Bail if we don't have everything we need\n\tif(!username || !password || !repo || !path || !filename) {\n\t\treturn false;\n\t}\n\t// Make sure the path start and ends with a slash\n\tif(path.substring(0,1) !== \"/\") {\n\t\tpath = \"/\" + path;\n\t}\n\tif(path.substring(path.length - 1) !== \"/\") {\n\t\tpath = path + \"/\";\n\t}\n\t// Compose the base URI\n\tvar uri = endpoint + \"/repos/\" + repo + \"/contents\" + path;\n\t// Perform a get request to get the details (inc shas) of files in the same path as our file\n\t$tw.utils.httpRequest({\n\t\turl: uri,\n\t\ttype: \"GET\",\n\t\theaders: headers,\n\t\tdata: {\n\t\t\tref: branch\n\t\t},\n\t\tcallback: function(err,getResponseDataJson,xhr) {\n\t\t\tvar getResponseData,sha = \"\";\n\t\t\tif(err && xhr.status !== 404) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tif(xhr.status !== 404) {\n\t\t\t\tgetResponseData = JSON.parse(getResponseDataJson);\n\t\t\t\t$tw.utils.each(getResponseData,function(details) {\n\t\t\t\t\tif(details.name === filename) {\n\t\t\t\t\t\tsha = details.sha;\n\t\t\t\t\t}\n\t\t\t\t});\n\t\t\t}\n\t\t\tvar data = {\n\t\t\t\tmessage: $tw.language.getRawString(\"ControlPanel/Saving/GitService/CommitMessage\"),\n\t\t\t\tcontent: $tw.utils.base64Encode(text),\n\t\t\t\tbranch: branch,\n\t\t\t\tsha: sha\n\t\t\t};\n\t\t\t// Perform a PUT request to save the file\n\t\t\t$tw.utils.httpRequest({\n\t\t\t\turl: uri + filename,\n\t\t\t\ttype: \"PUT\",\n\t\t\t\theaders: headers,\n\t\t\t\tdata: JSON.stringify(data),\n\t\t\t\tcallback: function(err,putResponseDataJson,xhr) {\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\treturn callback(err);\n\t\t\t\t\t}\n\t\t\t\t\tvar putResponseData = JSON.parse(putResponseDataJson);\n\t\t\t\t\tcallback(null);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nGitHubSaver.prototype.info = {\n\tname: \"github\",\n\tpriority: 2000,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new GitHubSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/gitlab.js": {
"title": "$:/core/modules/savers/gitlab.js",
"text": "/*\\\ntitle: $:/core/modules/savers/gitlab.js\ntype: application/javascript\nmodule-type: saver\n\nSaves wiki by pushing a commit to the GitLab REST API\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: true */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar GitLabSaver = function(wiki) {\n\tthis.wiki = wiki;\n};\n\nGitLabSaver.prototype.save = function(text,method,callback) {\n\t/* See https://docs.gitlab.com/ee/api/repository_files.html */\n\tvar self = this,\n\t\tusername = this.wiki.getTiddlerText(\"$:/GitLab/Username\"),\n\t\tpassword = $tw.utils.getPassword(\"gitlab\"),\n\t\trepo = this.wiki.getTiddlerText(\"$:/GitLab/Repo\"),\n\t\tpath = this.wiki.getTiddlerText(\"$:/GitLab/Path\",\"\"),\n\t\tfilename = this.wiki.getTiddlerText(\"$:/GitLab/Filename\"),\n\t\tbranch = this.wiki.getTiddlerText(\"$:/GitLab/Branch\") || \"master\",\n\t\tendpoint = this.wiki.getTiddlerText(\"$:/GitLab/ServerURL\") || \"https://gitlab.com/api/v4\",\n\t\theaders = {\n\t\t\t\"Content-Type\": \"application/json;charset=UTF-8\",\n\t\t\t\"Private-Token\": password\n\t\t};\n\t// Bail if we don't have everything we need\n\tif(!username || !password || !repo || !path || !filename) {\n\t\treturn false;\n\t}\n\t// Make sure the path start and ends with a slash\n\tif(path.substring(0,1) !== \"/\") {\n\t\tpath = \"/\" + path;\n\t}\n\tif(path.substring(path.length - 1) !== \"/\") {\n\t\tpath = path + \"/\";\n\t}\n\t// Compose the base URI\n\tvar uri = endpoint + \"/projects/\" + encodeURIComponent(repo) + \"/repository/\";\n\t// Perform a get request to get the details (inc shas) of files in the same path as our file\n\t$tw.utils.httpRequest({\n\t\turl: uri + \"tree/?path=\" + encodeURIComponent(path.replace(/^\\/+|\\/$/g, '')) + \"&branch=\" + encodeURIComponent(branch.replace(/^\\/+|\\/$/g, '')),\n\t\ttype: \"GET\",\n\t\theaders: headers,\n\t\tcallback: function(err,getResponseDataJson,xhr) {\n\t\t\tvar getResponseData,sha = \"\";\n\t\t\tif(err && xhr.status !== 404) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tvar requestType = \"POST\";\n\t\t\tif(xhr.status !== 404) {\n\t\t\t\tgetResponseData = JSON.parse(getResponseDataJson);\n\t\t\t\t$tw.utils.each(getResponseData,function(details) {\n\t\t\t\t\tif(details.name === filename) {\n\t\t\t\t\t\trequestType = \"PUT\";\n\t\t\t\t\t\tsha = details.sha;\n\t\t\t\t\t}\n\t\t\t\t});\n\t\t\t}\n\t\t\tvar data = {\n\t\t\t\tcommit_message: $tw.language.getRawString(\"ControlPanel/Saving/GitService/CommitMessage\"),\n\t\t\t\tcontent: text,\n\t\t\t\tbranch: branch,\n\t\t\t\tsha: sha\n\t\t\t};\n\t\t\t// Perform a request to save the file\n\t\t\t$tw.utils.httpRequest({\n\t\t\t\turl: uri + \"files/\" + encodeURIComponent(path.replace(/^\\/+/, '') + filename),\n\t\t\t\ttype: requestType,\n\t\t\t\theaders: headers,\n\t\t\t\tdata: JSON.stringify(data),\n\t\t\t\tcallback: function(err,putResponseDataJson,xhr) {\n\t\t\t\t\tif(err) {\n\t\t\t\t\t\treturn callback(err);\n\t\t\t\t\t}\n\t\t\t\t\tvar putResponseData = JSON.parse(putResponseDataJson);\n\t\t\t\t\tcallback(null);\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nGitLabSaver.prototype.info = {\n\tname: \"gitlab\",\n\tpriority: 2000,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new GitLabSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/manualdownload.js": {
"title": "$:/core/modules/savers/manualdownload.js",
"text": "/*\\\ntitle: $:/core/modules/savers/manualdownload.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via HTML5's download APIs\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Title of the tiddler containing the download message\nvar downloadInstructionsTitle = \"$:/language/Modals/Download\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar ManualDownloadSaver = function(wiki) {\n};\n\nManualDownloadSaver.prototype.save = function(text,method,callback) {\n\t$tw.modal.display(downloadInstructionsTitle,{\n\t\tdownloadLink: \"data:text/html,\" + encodeURIComponent(text)\n\t});\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nManualDownloadSaver.prototype.info = {\n\tname: \"manualdownload\",\n\tpriority: 0,\n\tcapabilities: [\"save\", \"download\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new ManualDownloadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/msdownload.js": {
"title": "$:/core/modules/savers/msdownload.js",
"text": "/*\\\ntitle: $:/core/modules/savers/msdownload.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via window.navigator.msSaveBlob()\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar MsDownloadSaver = function(wiki) {\n};\n\nMsDownloadSaver.prototype.save = function(text,method,callback) {\n\t// Get the current filename\n\tvar filename = \"tiddlywiki.html\",\n\t\tp = document.location.pathname.lastIndexOf(\"/\");\n\tif(p !== -1) {\n\t\tfilename = document.location.pathname.substr(p+1);\n\t}\n\t// Set up the link\n\tvar blob = new Blob([text], {type: \"text/html\"});\n\twindow.navigator.msSaveBlob(blob,filename);\n\t// Callback that we succeeded\n\tcallback(null);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nMsDownloadSaver.prototype.info = {\n\tname: \"msdownload\",\n\tpriority: 110,\n\tcapabilities: [\"save\", \"download\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn !!window.navigator.msSaveBlob;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new MsDownloadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/put.js": {
"title": "$:/core/modules/savers/put.js",
"text": "/*\\\ntitle: $:/core/modules/savers/put.js\ntype: application/javascript\nmodule-type: saver\n\nSaves wiki by performing a PUT request to the server\n\nWorks with any server which accepts a PUT request\nto the current URL, such as a WebDAV server.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nRetrieve ETag if available\n*/\nvar retrieveETag = function(self) {\n\tvar headers = {\n\t\tAccept: \"*/*;charset=UTF-8\"\n\t};\n\t$tw.utils.httpRequest({\n\t\turl: self.uri(),\n\t\ttype: \"HEAD\",\n\t\theaders: headers,\n\t\tcallback: function(err,data,xhr) {\n\t\t\tif(err) {\n\t\t\t\treturn;\n\t\t\t}\n\t\t\tvar etag = xhr.getResponseHeader(\"ETag\");\n\t\t\tif(!etag) {\n\t\t\t\treturn;\n\t\t\t}\n\t\t\tself.etag = etag.replace(/^W\\//,\"\");\n\t\t}\n\t});\n};\n\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar PutSaver = function(wiki) {\n\tthis.wiki = wiki;\n\tvar self = this;\n\tvar uri = this.uri();\n\t// Async server probe. Until probe finishes, save will fail fast\n\t// See also https://github.com/Jermolene/TiddlyWiki5/issues/2276\n\t$tw.utils.httpRequest({\n\t\turl: uri,\n\t\ttype: \"OPTIONS\",\n\t\tcallback: function(err,data,xhr) {\n\t\t\t// Check DAV header http://www.webdav.org/specs/rfc2518.html#rfc.section.9.1\n\t\t\tif(!err) {\n\t\t\t\tself.serverAcceptsPuts = xhr.status === 200 && !!xhr.getResponseHeader(\"dav\");\n\t\t\t}\n\t\t}\n\t});\n\tretrieveETag(this);\n};\n\nPutSaver.prototype.uri = function() {\n\treturn document.location.toString().split(\"#\")[0];\n};\n\n// TODO: in case of edit conflict\n// Prompt: Do you want to save over this? Y/N\n// Merging would be ideal, and may be possible using future generic merge flow\nPutSaver.prototype.save = function(text,method,callback) {\n\tif(!this.serverAcceptsPuts) {\n\t\treturn false;\n\t}\n\tvar self = this;\n\tvar headers = {\n\t\t\"Content-Type\": \"text/html;charset=UTF-8\"\n\t};\n\tif(this.etag) {\n\t\theaders[\"If-Match\"] = this.etag;\n\t}\n\t$tw.utils.httpRequest({\n\t\turl: this.uri(),\n\t\ttype: \"PUT\",\n\t\theaders: headers,\n\t\tdata: text,\n\t\tcallback: function(err,data,xhr) {\n\t\t\tif(err) {\n\t\t\t\t// response is textual: \"XMLHttpRequest error code: 412\"\n\t\t\t\tvar status = Number(err.substring(err.indexOf(':') + 2, err.length))\n\t\t\t\tif(status === 412) { // edit conflict\n\t\t\t\t\tvar message = $tw.language.getString(\"Error/EditConflict\");\n\t\t\t\t\tcallback(message);\n\t\t\t\t} else {\n\t\t\t\t\tcallback(err); // fail\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tself.etag = xhr.getResponseHeader(\"ETag\");\n\t\t\t\tif(self.etag == null) {\n\t\t\t\t\tretrieveETag(self);\n\t\t\t\t}\n\t\t\t\tcallback(null); // success\n\t\t\t}\n\t\t}\n\t});\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nPutSaver.prototype.info = {\n\tname: \"put\",\n\tpriority: 2000,\n\tcapabilities: [\"save\",\"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn /^https?:/.test(location.protocol);\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new PutSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/tiddlyfox.js": {
"title": "$:/core/modules/savers/tiddlyfox.js",
"text": "/*\\\ntitle: $:/core/modules/savers/tiddlyfox.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via the TiddlyFox file extension\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false, netscape: false, Components: false */\n\"use strict\";\n\nvar TiddlyFoxSaver = function(wiki) {\n};\n\nTiddlyFoxSaver.prototype.save = function(text,method,callback) {\n\tvar messageBox = document.getElementById(\"tiddlyfox-message-box\");\n\tif(messageBox) {\n\t\t// Get the pathname of this document\n\t\tvar pathname = document.location.toString().split(\"#\")[0];\n\t\t// Replace file://localhost/ with file:///\n\t\tif(pathname.indexOf(\"file://localhost/\") === 0) {\n\t\t\tpathname = \"file://\" + pathname.substr(16);\n\t\t}\n\t\t// Windows path file:///x:/blah/blah --> x:\\blah\\blah\n\t\tif(/^file\\:\\/\\/\\/[A-Z]\\:\\//i.test(pathname)) {\n\t\t\t// Remove the leading slash and convert slashes to backslashes\n\t\t\tpathname = pathname.substr(8).replace(/\\//g,\"\\\\\");\n\t\t// Firefox Windows network path file://///server/share/blah/blah --> //server/share/blah/blah\n\t\t} else if(pathname.indexOf(\"file://///\") === 0) {\n\t\t\tpathname = \"\\\\\\\\\" + unescape(pathname.substr(10)).replace(/\\//g,\"\\\\\");\n\t\t// Mac/Unix local path file:///path/path --> /path/path\n\t\t} else if(pathname.indexOf(\"file:///\") === 0) {\n\t\t\tpathname = unescape(pathname.substr(7));\n\t\t// Mac/Unix local path file:/path/path --> /path/path\n\t\t} else if(pathname.indexOf(\"file:/\") === 0) {\n\t\t\tpathname = unescape(pathname.substr(5));\n\t\t// Otherwise Windows networth path file://server/share/path/path --> \\\\server\\share\\path\\path\n\t\t} else {\n\t\t\tpathname = \"\\\\\\\\\" + unescape(pathname.substr(7)).replace(new RegExp(\"/\",\"g\"),\"\\\\\");\n\t\t}\n\t\t// Create the message element and put it in the message box\n\t\tvar message = document.createElement(\"div\");\n\t\tmessage.setAttribute(\"data-tiddlyfox-path\",decodeURIComponent(pathname));\n\t\tmessage.setAttribute(\"data-tiddlyfox-content\",text);\n\t\tmessageBox.appendChild(message);\n\t\t// Add an event handler for when the file has been saved\n\t\tmessage.addEventListener(\"tiddlyfox-have-saved-file\",function(event) {\n\t\t\tcallback(null);\n\t\t}, false);\n\t\t// Create and dispatch the custom event to the extension\n\t\tvar event = document.createEvent(\"Events\");\n\t\tevent.initEvent(\"tiddlyfox-save-file\",true,false);\n\t\tmessage.dispatchEvent(event);\n\t\treturn true;\n\t} else {\n\t\treturn false;\n\t}\n};\n\n/*\nInformation about this saver\n*/\nTiddlyFoxSaver.prototype.info = {\n\tname: \"tiddlyfox\",\n\tpriority: 1500,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new TiddlyFoxSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/tiddlyie.js": {
"title": "$:/core/modules/savers/tiddlyie.js",
"text": "/*\\\ntitle: $:/core/modules/savers/tiddlyie.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via Internet Explorer BHO extenion (TiddlyIE)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar TiddlyIESaver = function(wiki) {\n};\n\nTiddlyIESaver.prototype.save = function(text,method,callback) {\n\t// Check existence of TiddlyIE BHO extension (note: only works after document is complete)\n\tif(typeof(window.TiddlyIE) != \"undefined\") {\n\t\t// Get the pathname of this document\n\t\tvar pathname = unescape(document.location.pathname);\n\t\t// Test for a Windows path of the form /x:/blah...\n\t\tif(/^\\/[A-Z]\\:\\/[^\\/]+/i.test(pathname)) {\t// ie: ^/[a-z]:/[^/]+ (is this better?: ^/[a-z]:/[^/]+(/[^/]+)*\\.[^/]+ )\n\t\t\t// Remove the leading slash\n\t\t\tpathname = pathname.substr(1);\n\t\t\t// Convert slashes to backslashes\n\t\t\tpathname = pathname.replace(/\\//g,\"\\\\\");\n\t\t} else if(document.hostname !== \"\" && /^\\/[^\\/]+\\/[^\\/]+/i.test(pathname)) {\t// test for \\\\server\\share\\blah... - ^/[^/]+/[^/]+\n\t\t\t// Convert slashes to backslashes\n\t\t\tpathname = pathname.replace(/\\//g,\"\\\\\");\n\t\t\t// reconstruct UNC path\n\t\t\tpathname = \"\\\\\\\\\" + document.location.hostname + pathname;\n\t\t} else return false;\n\t\t// Prompt the user to save the file\n\t\twindow.TiddlyIE.save(pathname, text);\n\t\t// Callback that we succeeded\n\t\tcallback(null);\n\t\treturn true;\n\t} else {\n\t\treturn false;\n\t}\n};\n\n/*\nInformation about this saver\n*/\nTiddlyIESaver.prototype.info = {\n\tname: \"tiddlyiesaver\",\n\tpriority: 1500,\n\tcapabilities: [\"save\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn (window.location.protocol === \"file:\");\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new TiddlyIESaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/twedit.js": {
"title": "$:/core/modules/savers/twedit.js",
"text": "/*\\\ntitle: $:/core/modules/savers/twedit.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via the TWEdit iOS app\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false, netscape: false, Components: false */\n\"use strict\";\n\nvar TWEditSaver = function(wiki) {\n};\n\nTWEditSaver.prototype.save = function(text,method,callback) {\n\t// Bail if we're not running under TWEdit\n\tif(typeof DeviceInfo !== \"object\") {\n\t\treturn false;\n\t}\n\t// Get the pathname of this document\n\tvar pathname = decodeURIComponent(document.location.pathname);\n\t// Strip any query or location part\n\tvar p = pathname.indexOf(\"?\");\n\tif(p !== -1) {\n\t\tpathname = pathname.substr(0,p);\n\t}\n\tp = pathname.indexOf(\"#\");\n\tif(p !== -1) {\n\t\tpathname = pathname.substr(0,p);\n\t}\n\t// Remove the leading \"/Documents\" from path\n\tvar prefix = \"/Documents\";\n\tif(pathname.indexOf(prefix) === 0) {\n\t\tpathname = pathname.substr(prefix.length);\n\t}\n\t// Error handler\n\tvar errorHandler = function(event) {\n\t\t// Error\n\t\tcallback($tw.language.getString(\"Error/SavingToTWEdit\") + \": \" + event.target.error.code);\n\t};\n\t// Get the file system\n\twindow.requestFileSystem(LocalFileSystem.PERSISTENT,0,function(fileSystem) {\n\t\t// Now we've got the filesystem, get the fileEntry\n\t\tfileSystem.root.getFile(pathname, {create: true}, function(fileEntry) {\n\t\t\t// Now we've got the fileEntry, create the writer\n\t\t\tfileEntry.createWriter(function(writer) {\n\t\t\t\twriter.onerror = errorHandler;\n\t\t\t\twriter.onwrite = function() {\n\t\t\t\t\tcallback(null);\n\t\t\t\t};\n\t\t\t\twriter.position = 0;\n\t\t\t\twriter.write(text);\n\t\t\t},errorHandler);\n\t\t}, errorHandler);\n\t}, errorHandler);\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nTWEditSaver.prototype.info = {\n\tname: \"twedit\",\n\tpriority: 1600,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new TWEditSaver(wiki);\n};\n\n/////////////////////////// Hack\n// HACK: This ensures that TWEdit recognises us as a TiddlyWiki document\nif($tw.browser) {\n\twindow.version = {title: \"TiddlyWiki\"};\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/savers/upload.js": {
"title": "$:/core/modules/savers/upload.js",
"text": "/*\\\ntitle: $:/core/modules/savers/upload.js\ntype: application/javascript\nmodule-type: saver\n\nHandles saving changes via upload to a server.\n\nDesigned to be compatible with BidiX's UploadPlugin at http://tiddlywiki.bidix.info/#UploadPlugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSelect the appropriate saver module and set it up\n*/\nvar UploadSaver = function(wiki) {\n\tthis.wiki = wiki;\n};\n\nUploadSaver.prototype.save = function(text,method,callback) {\n\t// Get the various parameters we need\n\tvar backupDir = this.wiki.getTextReference(\"$:/UploadBackupDir\") || \".\",\n\t\tusername = this.wiki.getTextReference(\"$:/UploadName\"),\n\t\tpassword = $tw.utils.getPassword(\"upload\"),\n\t\tuploadDir = this.wiki.getTextReference(\"$:/UploadDir\") || \".\",\n\t\tuploadFilename = this.wiki.getTextReference(\"$:/UploadFilename\") || \"index.html\",\n\t\turl = this.wiki.getTextReference(\"$:/UploadURL\");\n\t// Bail out if we don't have the bits we need\n\tif(!username || username.toString().trim() === \"\" || !password || password.toString().trim() === \"\") {\n\t\treturn false;\n\t}\n\t// Construct the url if not provided\n\tif(!url) {\n\t\turl = \"http://\" + username + \".tiddlyspot.com/store.cgi\";\n\t}\n\t// Assemble the header\n\tvar boundary = \"---------------------------\" + \"AaB03x\";\t\n\tvar uploadFormName = \"UploadPlugin\";\n\tvar head = [];\n\thead.push(\"--\" + boundary + \"\\r\\nContent-disposition: form-data; name=\\\"UploadPlugin\\\"\\r\\n\");\n\thead.push(\"backupDir=\" + backupDir + \";user=\" + username + \";password=\" + password + \";uploaddir=\" + uploadDir + \";;\"); \n\thead.push(\"\\r\\n\" + \"--\" + boundary);\n\thead.push(\"Content-disposition: form-data; name=\\\"userfile\\\"; filename=\\\"\" + uploadFilename + \"\\\"\");\n\thead.push(\"Content-Type: text/html;charset=UTF-8\");\n\thead.push(\"Content-Length: \" + text.length + \"\\r\\n\");\n\thead.push(\"\");\n\t// Assemble the tail and the data itself\n\tvar tail = \"\\r\\n--\" + boundary + \"--\\r\\n\",\n\t\tdata = head.join(\"\\r\\n\") + text + tail;\n\t// Do the HTTP post\n\tvar http = new XMLHttpRequest();\n\thttp.open(\"POST\",url,true,username,password);\n\thttp.setRequestHeader(\"Content-Type\",\"multipart/form-data; charset=UTF-8; boundary=\" + boundary);\n\thttp.onreadystatechange = function() {\n\t\tif(http.readyState == 4 && http.status == 200) {\n\t\t\tif(http.responseText.substr(0,4) === \"0 - \") {\n\t\t\t\tcallback(null);\n\t\t\t} else {\n\t\t\t\tcallback(http.responseText);\n\t\t\t}\n\t\t}\n\t};\n\ttry {\n\t\thttp.send(data);\n\t} catch(ex) {\n\t\treturn callback($tw.language.getString(\"Error/Caption\") + \":\" + ex);\n\t}\n\t$tw.notifier.display(\"$:/language/Notifications/Save/Starting\");\n\treturn true;\n};\n\n/*\nInformation about this saver\n*/\nUploadSaver.prototype.info = {\n\tname: \"upload\",\n\tpriority: 2000,\n\tcapabilities: [\"save\", \"autosave\"]\n};\n\n/*\nStatic method that returns true if this saver is capable of working\n*/\nexports.canSave = function(wiki) {\n\treturn true;\n};\n\n/*\nCreate an instance of this saver\n*/\nexports.create = function(wiki) {\n\treturn new UploadSaver(wiki);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "saver"
},
"$:/core/modules/server/authenticators/basic.js": {
"title": "$:/core/modules/server/authenticators/basic.js",
"text": "/*\\\ntitle: $:/core/modules/server/authenticators/basic.js\ntype: application/javascript\nmodule-type: authenticator\n\nAuthenticator for WWW basic authentication\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nif($tw.node) {\n\tvar util = require(\"util\"),\n\t\tfs = require(\"fs\"),\n\t\turl = require(\"url\"),\n\t\tpath = require(\"path\");\n}\n\nfunction BasicAuthenticator(server) {\n\tthis.server = server;\n\tthis.credentialsData = [];\n}\n\n/*\nReturns true if the authenticator is active, false if it is inactive, or a string if there is an error\n*/\nBasicAuthenticator.prototype.init = function() {\n\t// Read the credentials data\n\tthis.credentialsFilepath = this.server.get(\"credentials\");\n\tif(this.credentialsFilepath) {\n\t\tvar resolveCredentialsFilepath = path.resolve($tw.boot.wikiPath,this.credentialsFilepath);\n\t\tif(fs.existsSync(resolveCredentialsFilepath) && !fs.statSync(resolveCredentialsFilepath).isDirectory()) {\n\t\t\tvar credentialsText = fs.readFileSync(resolveCredentialsFilepath,\"utf8\"),\n\t\t\t\tcredentialsData = $tw.utils.parseCsvStringWithHeader(credentialsText);\n\t\t\tif(typeof credentialsData === \"string\") {\n\t\t\t\treturn \"Error: \" + credentialsData + \" reading credentials from '\" + resolveCredentialsFilepath + \"'\";\n\t\t\t} else {\n\t\t\t\tthis.credentialsData = credentialsData;\n\t\t\t}\n\t\t} else {\n\t\t\treturn \"Error: Unable to load user credentials from '\" + resolveCredentialsFilepath + \"'\";\n\t\t}\n\t}\n\t// Add the hardcoded username and password if specified\n\tif(this.server.get(\"username\") && this.server.get(\"password\")) {\n\t\tthis.credentialsData = this.credentialsData || [];\n\t\tthis.credentialsData.push({\n\t\t\tusername: this.server.get(\"username\"),\n\t\t\tpassword: this.server.get(\"password\")\n\t\t});\n\t}\n\treturn this.credentialsData.length > 0;\n};\n\n/*\nReturns true if the request is authenticated and assigns the \"authenticatedUsername\" state variable.\nReturns false if the request couldn't be authenticated having sent an appropriate response to the browser\n*/\nBasicAuthenticator.prototype.authenticateRequest = function(request,response,state) {\n\t// Extract the incoming username and password from the request\n\tvar header = request.headers.authorization || \"\";\n\tif(!header && state.allowAnon) {\n\t\t// If there's no header and anonymous access is allowed then we don't set authenticatedUsername\n\t\treturn true;\n\t}\n\tvar token = header.split(/\\s+/).pop() || \"\",\n\t\tauth = $tw.utils.base64Decode(token),\n\t\tparts = auth.split(/:/),\n\t\tincomingUsername = parts[0],\n\t\tincomingPassword = parts[1];\n\t// Check that at least one of the credentials matches\n\tvar matchingCredentials = this.credentialsData.find(function(credential) {\n\t\treturn credential.username === incomingUsername && credential.password === incomingPassword;\n\t});\n\tif(matchingCredentials) {\n\t\t// If so, add the authenticated username to the request state\n\t\tstate.authenticatedUsername = incomingUsername;\n\t\treturn true;\n\t} else {\n\t\t// If not, return an authentication challenge\n\t\tresponse.writeHead(401,\"Authentication required\",{\n\t\t\t\"WWW-Authenticate\": 'Basic realm=\"Please provide your username and password to login to ' + state.server.servername + '\"'\n\t\t});\n\t\tresponse.end();\n\t\treturn false;\n\t}\n};\n\nexports.AuthenticatorClass = BasicAuthenticator;\n\n})();\n",
"type": "application/javascript",
"module-type": "authenticator"
},
"$:/core/modules/server/authenticators/header.js": {
"title": "$:/core/modules/server/authenticators/header.js",
"text": "/*\\\ntitle: $:/core/modules/server/authenticators/header.js\ntype: application/javascript\nmodule-type: authenticator\n\nAuthenticator for trusted header authentication\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction HeaderAuthenticator(server) {\n\tthis.server = server;\n\tthis.header = server.get(\"authenticated-user-header\");\n}\n\n/*\nReturns true if the authenticator is active, false if it is inactive, or a string if there is an error\n*/\nHeaderAuthenticator.prototype.init = function() {\n\treturn !!this.header;\n};\n\n/*\nReturns true if the request is authenticated and assigns the \"authenticatedUsername\" state variable.\nReturns false if the request couldn't be authenticated having sent an appropriate response to the browser\n*/\nHeaderAuthenticator.prototype.authenticateRequest = function(request,response,state) {\n\t// Otherwise, authenticate as the username in the specified header\n\tvar username = request.headers[this.header];\n\tif(!username && !state.allowAnon) {\n\t\tresponse.writeHead(401,\"Authorization header required to login to '\" + state.server.servername + \"'\");\n\t\tresponse.end();\n\t\treturn false;\n\t} else {\n\t\t// authenticatedUsername will be undefined for anonymous users\n\t\tstate.authenticatedUsername = username;\n\t\treturn true;\n\t}\n};\n\nexports.AuthenticatorClass = HeaderAuthenticator;\n\n})();\n",
"type": "application/javascript",
"module-type": "authenticator"
},
"$:/core/modules/server/routes/delete-tiddler.js": {
"title": "$:/core/modules/server/routes/delete-tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/delete-tiddler.js\ntype: application/javascript\nmodule-type: route\n\nDELETE /recipes/default/tiddlers/:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"DELETE\";\n\nexports.path = /^\\/bags\\/default\\/tiddlers\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]);\n\tstate.wiki.deleteTiddler(title);\n\tresponse.writeHead(204, \"OK\", {\n\t\t\"Content-Type\": \"text/plain\"\n\t});\n\tresponse.end();\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-favicon.js": {
"title": "$:/core/modules/server/routes/get-favicon.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-favicon.js\ntype: application/javascript\nmodule-type: route\n\nGET /favicon.ico\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/favicon.ico$/;\n\nexports.handler = function(request,response,state) {\n\tresponse.writeHead(200, {\"Content-Type\": \"image/x-icon\"});\n\tvar buffer = state.wiki.getTiddlerText(\"$:/favicon.ico\",\"\");\n\tresponse.end(buffer,\"base64\");\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-file.js": {
"title": "$:/core/modules/server/routes/get-file.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-file.js\ntype: application/javascript\nmodule-type: route\n\nGET /files/:filepath\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/files\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar path = require(\"path\"),\n\t\tfs = require(\"fs\"),\n\t\tutil = require(\"util\"),\n\t\tsuppliedFilename = decodeURIComponent(state.params[0]),\n\t\tfilename = path.resolve($tw.boot.wikiPath,\"files\",suppliedFilename),\n\t\textension = path.extname(filename);\n\tfs.readFile(filename,function(err,content) {\n\t\tvar status,content,type = \"text/plain\";\n\t\tif(err) {\n\t\t\tconsole.log(\"Error accessing file \" + filename + \": \" + err.toString());\n\t\t\tstatus = 404;\n\t\t\tcontent = \"File '\" + suppliedFilename + \"' not found\";\n\t\t} else {\n\t\t\tstatus = 200;\n\t\t\tcontent = content;\n\t\t\ttype = ($tw.config.fileExtensionInfo[extension] ? $tw.config.fileExtensionInfo[extension].type : \"application/octet-stream\");\n\t\t}\n\t\tresponse.writeHead(status,{\n\t\t\t\"Content-Type\": type\n\t\t});\n\t\tresponse.end(content);\n\t});\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-index.js": {
"title": "$:/core/modules/server/routes/get-index.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-index.js\ntype: application/javascript\nmodule-type: route\n\nGET /\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar zlib = require(\"zlib\");\n\nexports.method = \"GET\";\n\nexports.path = /^\\/$/;\n\nexports.handler = function(request,response,state) {\n\tvar acceptEncoding = request.headers[\"accept-encoding\"];\n\tif(!acceptEncoding) {\n\t\tacceptEncoding = \"\";\n\t}\n\tvar text = state.wiki.renderTiddler(state.server.get(\"root-render-type\"),state.server.get(\"root-tiddler\")),\n\t\tresponseHeaders = {\n\t\t\"Content-Type\": state.server.get(\"root-serve-type\")\n\t};\n\t/*\n\tIf the gzip=yes flag for `listen` is set, check if the user agent permits\n\tcompression. If so, compress our response. Note that we use the synchronous\n\tfunctions from zlib to stay in the imperative style. The current `Server`\n\tdoesn't depend on this, and we may just as well use the async versions.\n\t*/\n\tif(state.server.enableGzip) {\n\t\tif (/\\bdeflate\\b/.test(acceptEncoding)) {\n\t\t\tresponseHeaders[\"Content-Encoding\"] = \"deflate\";\n\t\t\ttext = zlib.deflateSync(text);\n\t\t} else if (/\\bgzip\\b/.test(acceptEncoding)) {\n\t\t\tresponseHeaders[\"Content-Encoding\"] = \"gzip\";\n\t\t\ttext = zlib.gzipSync(text);\n\t\t}\n\t}\n\tresponse.writeHead(200,responseHeaders);\n\tresponse.end(text);\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-login-basic.js": {
"title": "$:/core/modules/server/routes/get-login-basic.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-login-basic.js\ntype: application/javascript\nmodule-type: route\n\nGET /login-basic -- force a Basic Authentication challenge\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/login-basic$/;\n\nexports.handler = function(request,response,state) {\n\tif(!state.authenticatedUsername) {\n\t\t// Challenge if there's no username\n\t\tresponse.writeHead(401,{\n\t\t\t\"WWW-Authenticate\": 'Basic realm=\"Please provide your username and password to login to ' + state.server.servername + '\"'\n\t\t});\n\t\tresponse.end();\t\t\n\t} else {\n\t\t// Redirect to the root wiki if login worked\n\t\tresponse.writeHead(302,{\n\t\t\tLocation: \"/\"\n\t\t});\n\t\tresponse.end();\n\t}\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-status.js": {
"title": "$:/core/modules/server/routes/get-status.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-status.js\ntype: application/javascript\nmodule-type: route\n\nGET /status\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/status$/;\n\nexports.handler = function(request,response,state) {\n\tresponse.writeHead(200, {\"Content-Type\": \"application/json\"});\n\tvar text = JSON.stringify({\n\t\tusername: state.authenticatedUsername || state.server.get(\"anon-username\") || \"\",\n\t\tanonymous: !state.authenticatedUsername,\n\t\tread_only: !state.server.isAuthorized(\"writers\",state.authenticatedUsername),\n\t\tspace: {\n\t\t\trecipe: \"default\"\n\t\t},\n\t\ttiddlywiki_version: $tw.version\n\t});\n\tresponse.end(text,\"utf8\");\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-tiddler-html.js": {
"title": "$:/core/modules/server/routes/get-tiddler-html.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-tiddler-html.js\ntype: application/javascript\nmodule-type: route\n\nGET /:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/([^\\/]+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]),\n\t\ttiddler = state.wiki.getTiddler(title);\n\tif(tiddler) {\n\t\tvar renderType = tiddler.getFieldString(\"_render_type\"),\n\t\t\trenderTemplate = tiddler.getFieldString(\"_render_template\");\n\t\t// Tiddler fields '_render_type' and '_render_template' overwrite\n\t\t// system wide settings for render type and template\n\t\tif(state.wiki.isSystemTiddler(title)) {\n\t\t\trenderType = renderType || state.server.get(\"system-tiddler-render-type\");\n\t\t\trenderTemplate = renderTemplate || state.server.get(\"system-tiddler-render-template\");\n\t\t} else {\n\t\t\trenderType = renderType || state.server.get(\"tiddler-render-type\");\n\t\t\trenderTemplate = renderTemplate || state.server.get(\"tiddler-render-template\");\n\t\t}\n\t\tvar text = state.wiki.renderTiddler(renderType,renderTemplate,{parseAsInline: true, variables: {currentTiddler: title}});\n\t\t// Naughty not to set a content-type, but it's the easiest way to ensure the browser will see HTML pages as HTML, and accept plain text tiddlers as CSS or JS\n\t\tresponse.writeHead(200);\n\t\tresponse.end(text,\"utf8\");\n\t} else {\n\t\tresponse.writeHead(404);\n\t\tresponse.end();\n\t}\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-tiddler.js": {
"title": "$:/core/modules/server/routes/get-tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-tiddler.js\ntype: application/javascript\nmodule-type: route\n\nGET /recipes/default/tiddlers/:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/recipes\\/default\\/tiddlers\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]),\n\t\ttiddler = state.wiki.getTiddler(title),\n\t\ttiddlerFields = {},\n\t\tknownFields = [\n\t\t\t\"bag\", \"created\", \"creator\", \"modified\", \"modifier\", \"permissions\", \"recipe\", \"revision\", \"tags\", \"text\", \"title\", \"type\", \"uri\"\n\t\t];\n\tif(tiddler) {\n\t\t$tw.utils.each(tiddler.fields,function(field,name) {\n\t\t\tvar value = tiddler.getFieldString(name);\n\t\t\tif(knownFields.indexOf(name) !== -1) {\n\t\t\t\ttiddlerFields[name] = value;\n\t\t\t} else {\n\t\t\t\ttiddlerFields.fields = tiddlerFields.fields || {};\n\t\t\t\ttiddlerFields.fields[name] = value;\n\t\t\t}\n\t\t});\n\t\ttiddlerFields.revision = state.wiki.getChangeCount(title);\n\t\ttiddlerFields.bag = \"default\";\n\t\ttiddlerFields.type = tiddlerFields.type || \"text/vnd.tiddlywiki\";\n\t\tresponse.writeHead(200, {\"Content-Type\": \"application/json\"});\n\t\tresponse.end(JSON.stringify(tiddlerFields),\"utf8\");\n\t} else {\n\t\tresponse.writeHead(404);\n\t\tresponse.end();\n\t}\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/get-tiddlers-json.js": {
"title": "$:/core/modules/server/routes/get-tiddlers-json.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/get-tiddlers-json.js\ntype: application/javascript\nmodule-type: route\n\nGET /recipes/default/tiddlers/tiddlers.json?filter=<filter>\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar DEFAULT_FILTER = \"[all[tiddlers]!is[system]sort[title]]\";\n\nexports.method = \"GET\";\n\nexports.path = /^\\/recipes\\/default\\/tiddlers.json$/;\n\nexports.handler = function(request,response,state) {\n\tvar filter = state.queryParameters.filter || DEFAULT_FILTER;\n\tif($tw.wiki.getTiddlerText(\"$:/config/Server/AllowAllExternalFilters\") !== \"yes\") {\n\t\tif($tw.wiki.getTiddlerText(\"$:/config/Server/ExternalFilters/\" + filter) !== \"yes\") {\n\t\t\tconsole.log(\"Blocked attempt to GET /recipes/default/tiddlers/tiddlers.json with filter: \" + filter);\n\t\t\tresponse.writeHead(403);\n\t\t\tresponse.end();\n\t\t\treturn;\n\t\t}\n\t}\n\tvar excludeFields = (state.queryParameters.exclude || \"text\").split(\",\"),\n\t\ttitles = state.wiki.filterTiddlers(filter);\n\tresponse.writeHead(200, {\"Content-Type\": \"application/json\"});\n\tvar tiddlers = [];\n\t$tw.utils.each(titles,function(title) {\n\t\tvar tiddler = state.wiki.getTiddler(title);\n\t\tif(tiddler) {\n\t\t\tvar tiddlerFields = tiddler.getFieldStrings({exclude: excludeFields});\n\t\t\ttiddlerFields.revision = state.wiki.getChangeCount(title);\n\t\t\ttiddlerFields.type = tiddlerFields.type || \"text/vnd.tiddlywiki\";\n\t\t\ttiddlers.push(tiddlerFields);\n\t\t}\n\t});\n\tvar text = JSON.stringify(tiddlers);\n\tresponse.end(text,\"utf8\");\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/routes/put-tiddler.js": {
"title": "$:/core/modules/server/routes/put-tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/server/routes/put-tiddler.js\ntype: application/javascript\nmodule-type: route\n\nPUT /recipes/default/tiddlers/:title\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.method = \"PUT\";\n\nexports.path = /^\\/recipes\\/default\\/tiddlers\\/(.+)$/;\n\nexports.handler = function(request,response,state) {\n\tvar title = decodeURIComponent(state.params[0]),\n\tfields = JSON.parse(state.data);\n\t// Pull up any subfields in the `fields` object\n\tif(fields.fields) {\n\t\t$tw.utils.each(fields.fields,function(field,name) {\n\t\t\tfields[name] = field;\n\t\t});\n\t\tdelete fields.fields;\n\t}\n\t// Remove any revision field\n\tif(fields.revision) {\n\t\tdelete fields.revision;\n\t}\n\tstate.wiki.addTiddler(new $tw.Tiddler(state.wiki.getCreationFields(),fields,{title: title},state.wiki.getModificationFields()));\n\tvar changeCount = state.wiki.getChangeCount(title).toString();\n\tresponse.writeHead(204, \"OK\",{\n\t\tEtag: \"\\\"default/\" + encodeURIComponent(title) + \"/\" + changeCount + \":\\\"\",\n\t\t\"Content-Type\": \"text/plain\"\n\t});\n\tresponse.end();\n};\n\n}());\n",
"type": "application/javascript",
"module-type": "route"
},
"$:/core/modules/server/server.js": {
"title": "$:/core/modules/server/server.js",
"text": "/*\\\ntitle: $:/core/modules/server/server.js\ntype: application/javascript\nmodule-type: library\n\nServe tiddlers over http\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nif($tw.node) {\n\tvar util = require(\"util\"),\n\t\tfs = require(\"fs\"),\n\t\turl = require(\"url\"),\n\t\tpath = require(\"path\"),\n\t\tquerystring = require(\"querystring\");\n}\n\n/*\nA simple HTTP server with regexp-based routes\noptions: variables - optional hashmap of variables to set (a misnomer - they are really constant parameters)\n\t\t routes - optional array of routes to use\n\t\t wiki - reference to wiki object\n*/\nfunction Server(options) {\n\tvar self = this;\n\tthis.routes = options.routes || [];\n\tthis.authenticators = options.authenticators || [];\n\tthis.wiki = options.wiki;\n\tthis.servername = $tw.utils.transliterateToSafeASCII(this.wiki.getTiddlerText(\"$:/SiteTitle\") || \"TiddlyWiki5\");\n\t// Initialise the variables\n\tthis.variables = $tw.utils.extend({},this.defaultVariables);\n\tif(options.variables) {\n\t\tfor(var variable in options.variables) {\n\t\t\tif(options.variables[variable]) {\n\t\t\t\tthis.variables[variable] = options.variables[variable];\n\t\t\t}\n\t\t}\t\t\n\t}\n\t$tw.utils.extend({},this.defaultVariables,options.variables);\n\t// Initialise CSRF\n\tthis.csrfDisable = this.get(\"csrf-disable\") === \"yes\";\n\t// Initialize Gzip compression\n\tthis.enableGzip = this.get(\"gzip\") === \"yes\";\n\t// Initialise authorization\n\tvar authorizedUserName = (this.get(\"username\") && this.get(\"password\")) ? this.get(\"username\") : \"(anon)\";\n\tthis.authorizationPrincipals = {\n\t\treaders: (this.get(\"readers\") || authorizedUserName).split(\",\").map($tw.utils.trim),\n\t\twriters: (this.get(\"writers\") || authorizedUserName).split(\",\").map($tw.utils.trim)\n\t}\n\t// Load and initialise authenticators\n\t$tw.modules.forEachModuleOfType(\"authenticator\", function(title,authenticatorDefinition) {\n\t\t// console.log(\"Loading server route \" + title);\n\t\tself.addAuthenticator(authenticatorDefinition.AuthenticatorClass);\n\t});\n\t// Load route handlers\n\t$tw.modules.forEachModuleOfType(\"route\", function(title,routeDefinition) {\n\t\t// console.log(\"Loading server route \" + title);\n\t\tself.addRoute(routeDefinition);\n\t});\n\t// Initialise the http vs https\n\tthis.listenOptions = null;\n\tthis.protocol = \"http\";\n\tvar tlsKeyFilepath = this.get(\"tls-key\"),\n\t\ttlsCertFilepath = this.get(\"tls-cert\");\n\tif(tlsCertFilepath && tlsKeyFilepath) {\n\t\tthis.listenOptions = {\n\t\t\tkey: fs.readFileSync(path.resolve($tw.boot.wikiPath,tlsKeyFilepath),\"utf8\"),\n\t\t\tcert: fs.readFileSync(path.resolve($tw.boot.wikiPath,tlsCertFilepath),\"utf8\")\n\t\t};\n\t\tthis.protocol = \"https\";\n\t}\n\tthis.transport = require(this.protocol);\n}\n\nServer.prototype.defaultVariables = {\n\tport: \"8080\",\n\thost: \"127.0.0.1\",\n\t\"root-tiddler\": \"$:/core/save/all\",\n\t\"root-render-type\": \"text/plain\",\n\t\"root-serve-type\": \"text/html\",\n\t\"tiddler-render-type\": \"text/html\",\n\t\"tiddler-render-template\": \"$:/core/templates/server/static.tiddler.html\",\n\t\"system-tiddler-render-type\": \"text/plain\",\n\t\"system-tiddler-render-template\": \"$:/core/templates/wikified-tiddler\",\n\t\"debug-level\": \"none\",\n\t\"gzip\": \"no\"\n};\n\nServer.prototype.get = function(name) {\n\treturn this.variables[name];\n};\n\nServer.prototype.addRoute = function(route) {\n\tthis.routes.push(route);\n};\n\nServer.prototype.addAuthenticator = function(AuthenticatorClass) {\n\t// Instantiate and initialise the authenticator\n\tvar authenticator = new AuthenticatorClass(this),\n\t\tresult = authenticator.init();\n\tif(typeof result === \"string\") {\n\t\t$tw.utils.error(\"Error: \" + result);\n\t} else if(result) {\n\t\t// Only use the authenticator if it initialised successfully\n\t\tthis.authenticators.push(authenticator);\n\t}\n};\n\nServer.prototype.findMatchingRoute = function(request,state) {\n\tvar pathprefix = this.get(\"path-prefix\") || \"\";\n\tfor(var t=0; t<this.routes.length; t++) {\n\t\tvar potentialRoute = this.routes[t],\n\t\t\tpathRegExp = potentialRoute.path,\n\t\t\tpathname = state.urlInfo.pathname,\n\t\t\tmatch;\n\t\tif(pathprefix) {\n\t\t\tif(pathname.substr(0,pathprefix.length) === pathprefix) {\n\t\t\t\tpathname = pathname.substr(pathprefix.length) || \"/\";\n\t\t\t\tmatch = potentialRoute.path.exec(pathname);\n\t\t\t} else {\n\t\t\t\tmatch = false;\n\t\t\t}\n\t\t} else {\n\t\t\tmatch = potentialRoute.path.exec(pathname);\n\t\t}\n\t\tif(match && request.method === potentialRoute.method) {\n\t\t\tstate.params = [];\n\t\t\tfor(var p=1; p<match.length; p++) {\n\t\t\t\tstate.params.push(match[p]);\n\t\t\t}\n\t\t\treturn potentialRoute;\n\t\t}\n\t}\n\treturn null;\n};\n\nServer.prototype.methodMappings = {\n\t\"GET\": \"readers\",\n\t\"OPTIONS\": \"readers\",\n\t\"HEAD\": \"readers\",\n\t\"PUT\": \"writers\",\n\t\"POST\": \"writers\",\n\t\"DELETE\": \"writers\"\n};\n\n/*\nCheck whether a given user is authorized for the specified authorizationType (\"readers\" or \"writers\"). Pass null or undefined as the username to check for anonymous access\n*/\nServer.prototype.isAuthorized = function(authorizationType,username) {\n\tvar principals = this.authorizationPrincipals[authorizationType] || [];\n\treturn principals.indexOf(\"(anon)\") !== -1 || (username && (principals.indexOf(\"(authenticated)\") !== -1 || principals.indexOf(username) !== -1));\n}\n\nServer.prototype.requestHandler = function(request,response) {\n\t// Compose the state object\n\tvar self = this;\n\tvar state = {};\n\tstate.wiki = self.wiki;\n\tstate.server = self;\n\tstate.urlInfo = url.parse(request.url);\n\tstate.queryParameters = querystring.parse(state.urlInfo.query);\n\t// Get the principals authorized to access this resource\n\tvar authorizationType = this.methodMappings[request.method] || \"readers\";\n\t// Check for the CSRF header if this is a write\n\tif(!this.csrfDisable && authorizationType === \"writers\" && request.headers[\"x-requested-with\"] !== \"TiddlyWiki\") {\n\t\tresponse.writeHead(403,\"'X-Requested-With' header required to login to '\" + this.servername + \"'\");\n\t\tresponse.end();\n\t\treturn;\t\t\n\t}\n\t// Check whether anonymous access is granted\n\tstate.allowAnon = this.isAuthorized(authorizationType,null);\n\t// Authenticate with the first active authenticator\n\tif(this.authenticators.length > 0) {\n\t\tif(!this.authenticators[0].authenticateRequest(request,response,state)) {\n\t\t\t// Bail if we failed (the authenticator will have sent the response)\n\t\t\treturn;\n\t\t}\t\t\n\t}\n\t// Authorize with the authenticated username\n\tif(!this.isAuthorized(authorizationType,state.authenticatedUsername)) {\n\t\tresponse.writeHead(401,\"'\" + state.authenticatedUsername + \"' is not authorized to access '\" + this.servername + \"'\");\n\t\tresponse.end();\n\t\treturn;\n\t}\n\t// Find the route that matches this path\n\tvar route = self.findMatchingRoute(request,state);\n\t// Optionally output debug info\n\tif(self.get(\"debug-level\") !== \"none\") {\n\t\tconsole.log(\"Request path:\",JSON.stringify(state.urlInfo));\n\t\tconsole.log(\"Request headers:\",JSON.stringify(request.headers));\n\t\tconsole.log(\"authenticatedUsername:\",state.authenticatedUsername);\n\t}\n\t// Return a 404 if we didn't find a route\n\tif(!route) {\n\t\tresponse.writeHead(404);\n\t\tresponse.end();\n\t\treturn;\n\t}\n\t// Receive the request body if necessary and hand off to the route handler\n\tif(route.bodyFormat === \"stream\" || request.method === \"GET\" || request.method === \"HEAD\") {\n\t\t// Let the route handle the request stream itself\n\t\troute.handler(request,response,state);\n\t} else if(route.bodyFormat === \"string\" || !route.bodyFormat) {\n\t\t// Set the encoding for the incoming request\n\t\trequest.setEncoding(\"utf8\");\n\t\tvar data = \"\";\n\t\trequest.on(\"data\",function(chunk) {\n\t\t\tdata += chunk.toString();\n\t\t});\n\t\trequest.on(\"end\",function() {\n\t\t\tstate.data = data;\n\t\t\troute.handler(request,response,state);\n\t\t});\n\t} else if(route.bodyFormat === \"buffer\") {\n\t\tvar data = [];\n\t\trequest.on(\"data\",function(chunk) {\n\t\t\tdata.push(chunk);\n\t\t});\n\t\trequest.on(\"end\",function() {\n\t\t\tstate.data = Buffer.concat(data);\n\t\t\troute.handler(request,response,state);\n\t\t})\n\t} else {\n\t\tresponse.writeHead(400,\"Invalid bodyFormat \" + route.bodyFormat + \" in route \" + route.method + \" \" + route.path.source);\n\t\tresponse.end();\n\t}\n};\n\n/*\nListen for requests\nport: optional port number (falls back to value of \"port\" variable)\nhost: optional host address (falls back to value of \"host\" variable)\nprefix: optional prefix (falls back to value of \"path-prefix\" variable)\n*/\nServer.prototype.listen = function(port,host,prefix) {\n\tvar self = this;\n\t// Handle defaults for port and host\n\tport = port || this.get(\"port\");\n\thost = host || this.get(\"host\");\n\tprefix = prefix || this.get(\"path-prefix\") || \"\";\n\t// Check for the port being a string and look it up as an environment variable\n\tif(parseInt(port,10).toString() !== port) {\n\t\tport = process.env[port] || 8080;\n\t}\n\t// Warn if required plugins are missing\n\tif(!$tw.wiki.getTiddler(\"$:/plugins/tiddlywiki/tiddlyweb\") || !$tw.wiki.getTiddler(\"$:/plugins/tiddlywiki/filesystem\")) {\n\t\t$tw.utils.warning(\"Warning: Plugins required for client-server operation (\\\"tiddlywiki/filesystem\\\" and \\\"tiddlywiki/tiddlyweb\\\") are missing from tiddlywiki.info file\");\n\t}\n\t// Create the server\n\tvar server;\n\tif(this.listenOptions) {\n\t\tserver = this.transport.createServer(this.listenOptions,this.requestHandler.bind(this));\n\t} else {\n\t\tserver = this.transport.createServer(this.requestHandler.bind(this));\n\t}\n\t// Display the port number after we've started listening (the port number might have been specified as zero, in which case we will get an assigned port)\n\tserver.on(\"listening\",function() {\n\t\tvar address = server.address();\n\t\t$tw.utils.log(\"Serving on \" + self.protocol + \"://\" + address.address + \":\" + address.port + prefix,\"brown/orange\");\n\t\t$tw.utils.log(\"(press ctrl-C to exit)\",\"red\");\n\t});\n\t// Listen\n\treturn server.listen(port,host);\n};\n\nexports.Server = Server;\n\n})();\n",
"type": "application/javascript",
"module-type": "library"
},
"$:/core/modules/browser-messaging.js": {
"title": "$:/core/modules/browser-messaging.js",
"text": "/*\\\ntitle: $:/core/modules/browser-messaging.js\ntype: application/javascript\nmodule-type: startup\n\nBrowser message handling\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"browser-messaging\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\n/*\nLoad a specified url as an iframe and call the callback when it is loaded. If the url is already loaded then the existing iframe instance is used\n*/\nfunction loadIFrame(url,callback) {\n\t// Check if iframe already exists\n\tvar iframeInfo = $tw.browserMessaging.iframeInfoMap[url];\n\tif(iframeInfo) {\n\t\t// We've already got the iframe\n\t\tcallback(null,iframeInfo);\n\t} else {\n\t\t// Create the iframe and save it in the list\n\t\tvar iframe = document.createElement(\"iframe\");\n\t\tiframeInfo = {\n\t\t\turl: url,\n\t\t\tstatus: \"loading\",\n\t\t\tdomNode: iframe\n\t\t};\n\t\t$tw.browserMessaging.iframeInfoMap[url] = iframeInfo;\n\t\tsaveIFrameInfoTiddler(iframeInfo);\n\t\t// Add the iframe to the DOM and hide it\n\t\tiframe.style.display = \"none\";\n\t\tiframe.setAttribute(\"library\",\"true\");\n\t\tdocument.body.appendChild(iframe);\n\t\t// Set up onload\n\t\tiframe.onload = function() {\n\t\t\tiframeInfo.status = \"loaded\";\n\t\t\tsaveIFrameInfoTiddler(iframeInfo);\n\t\t\tcallback(null,iframeInfo);\n\t\t};\n\t\tiframe.onerror = function() {\n\t\t\tcallback(\"Cannot load iframe\");\n\t\t};\n\t\ttry {\n\t\t\tiframe.src = url;\n\t\t} catch(ex) {\n\t\t\tcallback(ex);\n\t\t}\n\t}\n}\n\n/*\nUnload library iframe for given url\n*/\nfunction unloadIFrame(url){\n\t$tw.utils.each(document.getElementsByTagName('iframe'), function(iframe) {\n\t\tif(iframe.getAttribute(\"library\") === \"true\" &&\n\t\t iframe.getAttribute(\"src\") === url) {\n\t\t\tiframe.parentNode.removeChild(iframe);\n\t\t}\n\t});\n}\n\nfunction saveIFrameInfoTiddler(iframeInfo) {\n\t$tw.wiki.addTiddler(new $tw.Tiddler($tw.wiki.getCreationFields(),{\n\t\ttitle: \"$:/temp/ServerConnection/\" + iframeInfo.url,\n\t\ttext: iframeInfo.status,\n\t\ttags: [\"$:/tags/ServerConnection\"],\n\t\turl: iframeInfo.url\n\t},$tw.wiki.getModificationFields()));\n}\n\nexports.startup = function() {\n\t// Initialise the store of iframes we've created\n\t$tw.browserMessaging = {\n\t\tiframeInfoMap: {} // Hashmap by URL of {url:,status:\"loading/loaded\",domNode:}\n\t};\n\t// Listen for widget messages to control loading the plugin library\n\t$tw.rootWidget.addEventListener(\"tm-load-plugin-library\",function(event) {\n\t\tvar paramObject = event.paramObject || {},\n\t\t\turl = paramObject.url;\n\t\tif(url) {\n\t\t\tloadIFrame(url,function(err,iframeInfo) {\n\t\t\t\tif(err) {\n\t\t\t\t\talert($tw.language.getString(\"Error/LoadingPluginLibrary\") + \": \" + url);\n\t\t\t\t} else {\n\t\t\t\t\tiframeInfo.domNode.contentWindow.postMessage({\n\t\t\t\t\t\tverb: \"GET\",\n\t\t\t\t\t\turl: \"recipes/library/tiddlers.json\",\n\t\t\t\t\t\tcookies: {\n\t\t\t\t\t\t\ttype: \"save-info\",\n\t\t\t\t\t\t\tinfoTitlePrefix: paramObject.infoTitlePrefix || \"$:/temp/RemoteAssetInfo/\",\n\t\t\t\t\t\t\turl: url\n\t\t\t\t\t\t}\n\t\t\t\t\t},\"*\");\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\t// Listen for widget messages to control unloading the plugin library\n\t$tw.rootWidget.addEventListener(\"tm-unload-plugin-library\",function(event) {\n\t\tvar paramObject = event.paramObject || {},\n\t\t\turl = paramObject.url;\n\t\t$tw.browserMessaging.iframeInfoMap[url] = undefined;\n\t\tif(url) {\n\t\t\tunloadIFrame(url);\n\t\t\t$tw.utils.each(\n\t\t\t\t$tw.wiki.filterTiddlers(\"[[$:/temp/ServerConnection/\" + url + \"]] [prefix[$:/temp/RemoteAssetInfo/\" + url + \"/]]\"),\n\t\t\t\tfunction(title) {\n\t\t\t\t\t$tw.wiki.deleteTiddler(title);\n\t\t\t\t}\n\t\t\t);\n\t\t}\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-load-plugin-from-library\",function(event) {\n\t\tvar paramObject = event.paramObject || {},\n\t\t\turl = paramObject.url,\n\t\t\ttitle = paramObject.title;\n\t\tif(url && title) {\n\t\t\tloadIFrame(url,function(err,iframeInfo) {\n\t\t\t\tif(err) {\n\t\t\t\t\talert($tw.language.getString(\"Error/LoadingPluginLibrary\") + \": \" + url);\n\t\t\t\t} else {\n\t\t\t\t\tiframeInfo.domNode.contentWindow.postMessage({\n\t\t\t\t\t\tverb: \"GET\",\n\t\t\t\t\t\turl: \"recipes/library/tiddlers/\" + encodeURIComponent(title) + \".json\",\n\t\t\t\t\t\tcookies: {\n\t\t\t\t\t\t\ttype: \"save-tiddler\",\n\t\t\t\t\t\t\turl: url\n\t\t\t\t\t\t}\n\t\t\t\t\t},\"*\");\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\t// Listen for window messages from other windows\n\twindow.addEventListener(\"message\",function listener(event){\n\t\t// console.log(\"browser-messaging: \",document.location.toString())\n\t\t// console.log(\"browser-messaging: Received message from\",event.origin);\n\t\t// console.log(\"browser-messaging: Message content\",event.data);\n\t\tswitch(event.data.verb) {\n\t\t\tcase \"GET-RESPONSE\":\n\t\t\t\tif(event.data.status.charAt(0) === \"2\") {\n\t\t\t\t\tif(event.data.cookies) {\n\t\t\t\t\t\tif(event.data.cookies.type === \"save-info\") {\n\t\t\t\t\t\t\tvar tiddlers = JSON.parse(event.data.body);\n\t\t\t\t\t\t\t$tw.utils.each(tiddlers,function(tiddler) {\n\t\t\t\t\t\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler($tw.wiki.getCreationFields(),tiddler,{\n\t\t\t\t\t\t\t\t\ttitle: event.data.cookies.infoTitlePrefix + event.data.cookies.url + \"/\" + tiddler.title,\n\t\t\t\t\t\t\t\t\t\"original-title\": tiddler.title,\n\t\t\t\t\t\t\t\t\ttext: \"\",\n\t\t\t\t\t\t\t\t\ttype: \"text/vnd.tiddlywiki\",\n\t\t\t\t\t\t\t\t\t\"original-type\": tiddler.type,\n\t\t\t\t\t\t\t\t\t\"plugin-type\": undefined,\n\t\t\t\t\t\t\t\t\t\"original-plugin-type\": tiddler[\"plugin-type\"],\n\t\t\t\t\t\t\t\t\t\"module-type\": undefined,\n\t\t\t\t\t\t\t\t\t\"original-module-type\": tiddler[\"module-type\"],\n\t\t\t\t\t\t\t\t\ttags: [\"$:/tags/RemoteAssetInfo\"],\n\t\t\t\t\t\t\t\t\t\"original-tags\": $tw.utils.stringifyList(tiddler.tags || []),\n\t\t\t\t\t\t\t\t\t\"server-url\": event.data.cookies.url\n\t\t\t\t\t\t\t\t},$tw.wiki.getModificationFields()));\n\t\t\t\t\t\t\t});\n\t\t\t\t\t\t} else if(event.data.cookies.type === \"save-tiddler\") {\n\t\t\t\t\t\t\tvar tiddler = JSON.parse(event.data.body);\n\t\t\t\t\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler(tiddler));\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\tbreak;\n\t\t}\n\t},false);\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/commands.js": {
"title": "$:/core/modules/startup/commands.js",
"text": "/*\\\ntitle: $:/core/modules/startup/commands.js\ntype: application/javascript\nmodule-type: startup\n\nCommand processing\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"commands\";\nexports.platforms = [\"node\"];\nexports.after = [\"story\"];\nexports.synchronous = false;\n\nexports.startup = function(callback) {\n\t// On the server, start a commander with the command line arguments\n\tvar commander = new $tw.Commander(\n\t\t$tw.boot.argv,\n\t\tfunction(err) {\n\t\t\tif(err) {\n\t\t\t\treturn $tw.utils.error(\"Error: \" + err);\n\t\t\t}\n\t\t\tcallback();\n\t\t},\n\t\t$tw.wiki,\n\t\t{output: process.stdout, error: process.stderr}\n\t);\n\tcommander.execute();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/CSSescape.js": {
"title": "$:/core/modules/startup/CSSescape.js",
"text": "/*\\\ntitle: $:/core/modules/startup/CSSescape.js\ntype: application/javascript\nmodule-type: startup\n\nPolyfill for CSS.escape()\n\n\\*/\n(function(root,factory){\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"css-escape\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\n/*! https://mths.be/cssescape v1.5.1 by @mathias | MIT license */\n// https://github.com/umdjs/umd/blob/master/returnExports.js\nexports.startup = factory(root);\n}(typeof global != 'undefined' ? global : this, function(root) {\n\n\tif (root.CSS && root.CSS.escape) {\n\t\treturn;\n\t}\n\n\t// https://drafts.csswg.org/cssom/#serialize-an-identifier\n\tvar cssEscape = function(value) {\n\t\tif (arguments.length == 0) {\n\t\t\tthrow new TypeError('`CSS.escape` requires an argument.');\n\t\t}\n\t\tvar string = String(value);\n\t\tvar length = string.length;\n\t\tvar index = -1;\n\t\tvar codeUnit;\n\t\tvar result = '';\n\t\tvar firstCodeUnit = string.charCodeAt(0);\n\t\twhile (++index < length) {\n\t\t\tcodeUnit = string.charCodeAt(index);\n\t\t\t// Note: there’s no need to special-case astral symbols, surrogate\n\t\t\t// pairs, or lone surrogates.\n\n\t\t\t// If the character is NULL (U+0000), then the REPLACEMENT CHARACTER\n\t\t\t// (U+FFFD).\n\t\t\tif (codeUnit == 0x0000) {\n\t\t\t\tresult += '\\uFFFD';\n\t\t\t\tcontinue;\n\t\t\t}\n\n\t\t\tif (\n\t\t\t\t// If the character is in the range [\\1-\\1F] (U+0001 to U+001F) or is\n\t\t\t\t// U+007F, […]\n\t\t\t\t(codeUnit >= 0x0001 && codeUnit <= 0x001F) || codeUnit == 0x007F ||\n\t\t\t\t// If the character is the first character and is in the range [0-9]\n\t\t\t\t// (U+0030 to U+0039), […]\n\t\t\t\t(index == 0 && codeUnit >= 0x0030 && codeUnit <= 0x0039) ||\n\t\t\t\t// If the character is the second character and is in the range [0-9]\n\t\t\t\t// (U+0030 to U+0039) and the first character is a `-` (U+002D), […]\n\t\t\t\t(\n\t\t\t\t\tindex == 1 &&\n\t\t\t\t\tcodeUnit >= 0x0030 && codeUnit <= 0x0039 &&\n\t\t\t\t\tfirstCodeUnit == 0x002D\n\t\t\t\t)\n\t\t\t) {\n\t\t\t\t// https://drafts.csswg.org/cssom/#escape-a-character-as-code-point\n\t\t\t\tresult += '\\\\' + codeUnit.toString(16) + ' ';\n\t\t\t\tcontinue;\n\t\t\t}\n\n\t\t\tif (\n\t\t\t\t// If the character is the first character and is a `-` (U+002D), and\n\t\t\t\t// there is no second character, […]\n\t\t\t\tindex == 0 &&\n\t\t\t\tlength == 1 &&\n\t\t\t\tcodeUnit == 0x002D\n\t\t\t) {\n\t\t\t\tresult += '\\\\' + string.charAt(index);\n\t\t\t\tcontinue;\n\t\t\t}\n\n\t\t\t// If the character is not handled by one of the above rules and is\n\t\t\t// greater than or equal to U+0080, is `-` (U+002D) or `_` (U+005F), or\n\t\t\t// is in one of the ranges [0-9] (U+0030 to U+0039), [A-Z] (U+0041 to\n\t\t\t// U+005A), or [a-z] (U+0061 to U+007A), […]\n\t\t\tif (\n\t\t\t\tcodeUnit >= 0x0080 ||\n\t\t\t\tcodeUnit == 0x002D ||\n\t\t\t\tcodeUnit == 0x005F ||\n\t\t\t\tcodeUnit >= 0x0030 && codeUnit <= 0x0039 ||\n\t\t\t\tcodeUnit >= 0x0041 && codeUnit <= 0x005A ||\n\t\t\t\tcodeUnit >= 0x0061 && codeUnit <= 0x007A\n\t\t\t) {\n\t\t\t\t// the character itself\n\t\t\t\tresult += string.charAt(index);\n\t\t\t\tcontinue;\n\t\t\t}\n\n\t\t\t// Otherwise, the escaped character.\n\t\t\t// https://drafts.csswg.org/cssom/#escape-a-character\n\t\t\tresult += '\\\\' + string.charAt(index);\n\n\t\t}\n\t\treturn result;\n\t};\n\n\tif (!root.CSS) {\n\t\troot.CSS = {};\n\t}\n\n\troot.CSS.escape = cssEscape;\n\n}));\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/favicon.js": {
"title": "$:/core/modules/startup/favicon.js",
"text": "/*\\\ntitle: $:/core/modules/startup/favicon.js\ntype: application/javascript\nmodule-type: startup\n\nFavicon handling\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"favicon\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\t\t\n// Favicon tiddler\nvar FAVICON_TITLE = \"$:/favicon.ico\";\n\nexports.startup = function() {\n\t// Set up the favicon\n\tsetFavicon();\n\t// Reset the favicon when the tiddler changes\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.utils.hop(changes,FAVICON_TITLE)) {\n\t\t\tsetFavicon();\n\t\t}\n\t});\n};\n\nfunction setFavicon() {\n\tvar tiddler = $tw.wiki.getTiddler(FAVICON_TITLE);\n\tif(tiddler) {\n\t\tvar faviconLink = document.getElementById(\"faviconLink\");\n\t\tfaviconLink.setAttribute(\"href\",\"data:\" + tiddler.fields.type + \";base64,\" + tiddler.fields.text);\n\t}\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/info.js": {
"title": "$:/core/modules/startup/info.js",
"text": "/*\\\ntitle: $:/core/modules/startup/info.js\ntype: application/javascript\nmodule-type: startup\n\nInitialise $:/info tiddlers via $:/temp/info-plugin pseudo-plugin\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"info\";\nexports.before = [\"startup\"];\nexports.after = [\"load-modules\"];\nexports.synchronous = true;\n\nvar TITLE_INFO_PLUGIN = \"$:/temp/info-plugin\";\n\nexports.startup = function() {\n\t// Collect up the info tiddlers\n\tvar infoTiddlerFields = {};\n\t// Give each info module a chance to fill in as many info tiddlers as they want\n\t$tw.modules.forEachModuleOfType(\"info\",function(title,moduleExports) {\n\t\tif(moduleExports && moduleExports.getInfoTiddlerFields) {\n\t\t\tvar tiddlerFieldsArray = moduleExports.getInfoTiddlerFields(infoTiddlerFields);\n\t\t\t$tw.utils.each(tiddlerFieldsArray,function(fields) {\n\t\t\t\tif(fields) {\n\t\t\t\t\tinfoTiddlerFields[fields.title] = fields;\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n\t// Bake the info tiddlers into a plugin. We use the non-standard plugin-type \"info\" because ordinary plugins are only registered asynchronously after being loaded dynamically\n\tvar fields = {\n\t\ttitle: TITLE_INFO_PLUGIN,\n\t\ttype: \"application/json\",\n\t\t\"plugin-type\": \"info\",\n\t\ttext: JSON.stringify({tiddlers: infoTiddlerFields},null,$tw.config.preferences.jsonSpaces)\n\t};\n\t$tw.wiki.addTiddler(new $tw.Tiddler(fields));\n\t$tw.wiki.readPluginInfo([TITLE_INFO_PLUGIN]);\n\t$tw.wiki.registerPluginTiddlers(\"info\");\n\t$tw.wiki.unpackPluginTiddlers();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/load-modules.js": {
"title": "$:/core/modules/startup/load-modules.js",
"text": "/*\\\ntitle: $:/core/modules/startup/load-modules.js\ntype: application/javascript\nmodule-type: startup\n\nLoad core modules\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"load-modules\";\nexports.synchronous = true;\n\nexports.startup = function() {\n\t// Load modules\n\t$tw.modules.applyMethods(\"utils\",$tw.utils);\n\tif($tw.node) {\n\t\t$tw.modules.applyMethods(\"utils-node\",$tw.utils);\n\t}\n\t$tw.modules.applyMethods(\"global\",$tw);\n\t$tw.modules.applyMethods(\"config\",$tw.config);\n\t$tw.Tiddler.fieldModules = $tw.modules.getModulesByTypeAsHashmap(\"tiddlerfield\");\n\t$tw.modules.applyMethods(\"tiddlermethod\",$tw.Tiddler.prototype);\n\t$tw.modules.applyMethods(\"wikimethod\",$tw.Wiki.prototype);\n\t$tw.wiki.addIndexersToWiki();\n\t$tw.modules.applyMethods(\"tiddlerdeserializer\",$tw.Wiki.tiddlerDeserializerModules);\n\t$tw.macros = $tw.modules.getModulesByTypeAsHashmap(\"macro\");\n\t$tw.wiki.initParsers();\n\t$tw.Commander.initCommands();\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/password.js": {
"title": "$:/core/modules/startup/password.js",
"text": "/*\\\ntitle: $:/core/modules/startup/password.js\ntype: application/javascript\nmodule-type: startup\n\nPassword handling\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"password\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\nexports.startup = function() {\n\t$tw.rootWidget.addEventListener(\"tm-set-password\",function(event) {\n\t\t$tw.passwordPrompt.createPrompt({\n\t\t\tserviceName: $tw.language.getString(\"Encryption/PromptSetPassword\"),\n\t\t\tnoUserName: true,\n\t\t\tsubmitText: $tw.language.getString(\"Encryption/SetPassword\"),\n\t\t\tcanCancel: true,\n\t\t\trepeatPassword: true,\n\t\t\tcallback: function(data) {\n\t\t\t\tif(data) {\n\t\t\t\t\t$tw.crypto.setPassword(data.password);\n\t\t\t\t}\n\t\t\t\treturn true; // Get rid of the password prompt\n\t\t\t}\n\t\t});\n\t});\n\t$tw.rootWidget.addEventListener(\"tm-clear-password\",function(event) {\n\t\tif($tw.browser) {\n\t\t\tif(!confirm($tw.language.getString(\"Encryption/ConfirmClearPassword\"))) {\n\t\t\t\treturn;\n\t\t\t}\n\t\t}\n\t\t$tw.crypto.setPassword(null);\n\t});\n\t// Ensure that $:/isEncrypted is maintained properly\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.utils.hop(changes,\"$:/isEncrypted\")) {\n\t\t\t$tw.crypto.updateCryptoStateTiddler();\n\t\t}\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/plugins.js": {
"title": "$:/core/modules/startup/plugins.js",
"text": "/*\\\ntitle: $:/core/modules/startup/plugins.js\ntype: application/javascript\nmodule-type: startup\n\nStartup logic concerned with managing plugins\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"plugins\";\nexports.after = [\"load-modules\"];\nexports.synchronous = true;\n\nvar TITLE_REQUIRE_RELOAD_DUE_TO_PLUGIN_CHANGE = \"$:/status/RequireReloadDueToPluginChange\";\n\nvar PREFIX_CONFIG_REGISTER_PLUGIN_TYPE = \"$:/config/RegisterPluginType/\";\n\nexports.startup = function() {\n\t$tw.wiki.addTiddler({title: TITLE_REQUIRE_RELOAD_DUE_TO_PLUGIN_CHANGE,text: \"no\"});\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tvar changesToProcess = [],\n\t\t\trequireReloadDueToPluginChange = false;\n\t\t$tw.utils.each(Object.keys(changes),function(title) {\n\t\t\tvar tiddler = $tw.wiki.getTiddler(title),\n\t\t\t\trequiresReload = $tw.wiki.doesPluginRequireReload(title);\n\t\t\tif(requiresReload) {\n\t\t\t\trequireReloadDueToPluginChange = true;\n\t\t\t} else if(tiddler) {\n\t\t\t\tvar pluginType = tiddler.fields[\"plugin-type\"];\n\t\t\t\tif($tw.wiki.getTiddlerText(PREFIX_CONFIG_REGISTER_PLUGIN_TYPE + (tiddler.fields[\"plugin-type\"] || \"\"),\"no\") === \"yes\") {\n\t\t\t\t\tchangesToProcess.push(title);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t\tif(requireReloadDueToPluginChange) {\n\t\t\t$tw.wiki.addTiddler({title: TITLE_REQUIRE_RELOAD_DUE_TO_PLUGIN_CHANGE,text: \"yes\"});\n\t\t}\n\t\t// Read or delete the plugin info of the changed tiddlers\n\t\tif(changesToProcess.length > 0) {\n\t\t\tvar changes = $tw.wiki.readPluginInfo(changesToProcess);\n\t\t\tif(changes.modifiedPlugins.length > 0 || changes.deletedPlugins.length > 0) {\n\t\t\t\t// (Re-)register any modified plugins\n\t\t\t\t$tw.wiki.registerPluginTiddlers(null,changes.modifiedPlugins);\n\t\t\t\t// Unregister any deleted plugins\n\t\t\t\t$tw.wiki.unregisterPluginTiddlers(null,changes.deletedPlugins);\n\t\t\t\t// Unpack the shadow tiddlers\n\t\t\t\t$tw.wiki.unpackPluginTiddlers();\n\t\t\t}\n\t\t}\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/render.js": {
"title": "$:/core/modules/startup/render.js",
"text": "/*\\\ntitle: $:/core/modules/startup/render.js\ntype: application/javascript\nmodule-type: startup\n\nTitle, stylesheet and page rendering\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"render\";\nexports.platforms = [\"browser\"];\nexports.after = [\"story\"];\nexports.synchronous = true;\n\n// Default story and history lists\nvar PAGE_TITLE_TITLE = \"$:/core/wiki/title\";\nvar PAGE_STYLESHEET_TITLE = \"$:/core/ui/PageStylesheet\";\nvar PAGE_TEMPLATE_TITLE = \"$:/core/ui/PageTemplate\";\n\n// Time (in ms) that we defer refreshing changes to draft tiddlers\nvar DRAFT_TIDDLER_TIMEOUT_TITLE = \"$:/config/Drafts/TypingTimeout\";\nvar THROTTLE_REFRESH_TIMEOUT = 400;\n\nexports.startup = function() {\n\t// Set up the title\n\t$tw.titleWidgetNode = $tw.wiki.makeTranscludeWidget(PAGE_TITLE_TITLE,{document: $tw.fakeDocument, parseAsInline: true});\n\t$tw.titleContainer = $tw.fakeDocument.createElement(\"div\");\n\t$tw.titleWidgetNode.render($tw.titleContainer,null);\n\tdocument.title = $tw.titleContainer.textContent;\n\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\tif($tw.titleWidgetNode.refresh(changes,$tw.titleContainer,null)) {\n\t\t\tdocument.title = $tw.titleContainer.textContent;\n\t\t}\n\t});\n\t// Set up the styles\n\t$tw.styleWidgetNode = $tw.wiki.makeTranscludeWidget(PAGE_STYLESHEET_TITLE,{document: $tw.fakeDocument});\n\t$tw.styleContainer = $tw.fakeDocument.createElement(\"style\");\n\t$tw.styleWidgetNode.render($tw.styleContainer,null);\n\t$tw.styleElement = document.createElement(\"style\");\n\t$tw.styleElement.innerHTML = $tw.styleContainer.textContent;\n\tdocument.head.insertBefore($tw.styleElement,document.head.firstChild);\n\t$tw.wiki.addEventListener(\"change\",$tw.perf.report(\"styleRefresh\",function(changes) {\n\t\tif($tw.styleWidgetNode.refresh(changes,$tw.styleContainer,null)) {\n\t\t\t$tw.styleElement.innerHTML = $tw.styleContainer.textContent;\n\t\t}\n\t}));\n\t// Display the $:/core/ui/PageTemplate tiddler to kick off the display\n\t$tw.perf.report(\"mainRender\",function() {\n\t\t$tw.pageWidgetNode = $tw.wiki.makeTranscludeWidget(PAGE_TEMPLATE_TITLE,{document: document, parentWidget: $tw.rootWidget});\n\t\t$tw.pageContainer = document.createElement(\"div\");\n\t\t$tw.utils.addClass($tw.pageContainer,\"tc-page-container-wrapper\");\n\t\tdocument.body.insertBefore($tw.pageContainer,document.body.firstChild);\n\t\t$tw.pageWidgetNode.render($tw.pageContainer,null);\n \t\t$tw.hooks.invokeHook(\"th-page-refreshed\");\n\t})();\n\t// Remove any splash screen elements\n\tvar removeList = document.querySelectorAll(\".tc-remove-when-wiki-loaded\");\n\t$tw.utils.each(removeList,function(removeItem) {\n\t\tif(removeItem.parentNode) {\n\t\t\tremoveItem.parentNode.removeChild(removeItem);\n\t\t}\n\t});\n\t// Prepare refresh mechanism\n\tvar deferredChanges = Object.create(null),\n\t\ttimerId;\n\tfunction refresh() {\n\t\t// Process the refresh\n\t\t$tw.hooks.invokeHook(\"th-page-refreshing\");\n\t\t$tw.pageWidgetNode.refresh(deferredChanges);\n\t\tdeferredChanges = Object.create(null);\n\t\t$tw.hooks.invokeHook(\"th-page-refreshed\");\n\t}\n\t// Add the change event handler\n\t$tw.wiki.addEventListener(\"change\",$tw.perf.report(\"mainRefresh\",function(changes) {\n\t\t// Check if only tiddlers that are throttled have changed\n\t\tvar onlyThrottledTiddlersHaveChanged = true;\n\t\tfor(var title in changes) {\n\t\t\tvar tiddler = $tw.wiki.getTiddler(title);\n\t\t\tif(!tiddler || !(tiddler.hasField(\"draft.of\") || tiddler.hasField(\"throttle.refresh\"))) {\n\t\t\t\tonlyThrottledTiddlersHaveChanged = false;\n\t\t\t}\n\t\t}\n\t\t// Defer the change if only drafts have changed\n\t\tif(timerId) {\n\t\t\tclearTimeout(timerId);\n\t\t}\n\t\ttimerId = null;\n\t\tif(onlyThrottledTiddlersHaveChanged) {\n\t\t\tvar timeout = parseInt($tw.wiki.getTiddlerText(DRAFT_TIDDLER_TIMEOUT_TITLE,\"\"),10);\n\t\t\tif(isNaN(timeout)) {\n\t\t\t\ttimeout = THROTTLE_REFRESH_TIMEOUT;\n\t\t\t}\n\t\t\ttimerId = setTimeout(refresh,timeout);\n\t\t\t$tw.utils.extend(deferredChanges,changes);\n\t\t} else {\n\t\t\t$tw.utils.extend(deferredChanges,changes);\n\t\t\trefresh();\n\t\t}\n\t}));\n\t// Fix up the link between the root widget and the page container\n\t$tw.rootWidget.domNodes = [$tw.pageContainer];\n\t$tw.rootWidget.children = [$tw.pageWidgetNode];\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/rootwidget.js": {
"title": "$:/core/modules/startup/rootwidget.js",
"text": "/*\\\ntitle: $:/core/modules/startup/rootwidget.js\ntype: application/javascript\nmodule-type: startup\n\nSetup the root widget and the core root widget handlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"rootwidget\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.before = [\"story\"];\nexports.synchronous = true;\n\nexports.startup = function() {\n\t// Install the modal message mechanism\n\t$tw.modal = new $tw.utils.Modal($tw.wiki);\n\t$tw.rootWidget.addEventListener(\"tm-modal\",function(event) {\n\t\t$tw.modal.display(event.param,{variables: event.paramObject, event: event});\n\t});\n\t// Install the notification mechanism\n\t$tw.notifier = new $tw.utils.Notifier($tw.wiki);\n\t$tw.rootWidget.addEventListener(\"tm-notify\",function(event) {\n\t\t$tw.notifier.display(event.param,{variables: event.paramObject});\n\t});\n\t// Install the copy-to-clipboard mechanism\n\t$tw.rootWidget.addEventListener(\"tm-copy-to-clipboard\",function(event) {\n\t\t$tw.utils.copyToClipboard(event.param);\n\t});\n\t// Install the tm-focus-selector message\n\t$tw.rootWidget.addEventListener(\"tm-focus-selector\",function(event) {\n\t\tvar selector = event.param || \"\",\n\t\t\telement;\n\t\ttry {\n\t\t\telement = document.querySelector(selector);\n\t\t} catch(e) {\n\t\t\tconsole.log(\"Error in selector: \",selector)\n\t\t}\n\t\tif(element && element.focus) {\n\t\t\telement.focus(event.paramObject);\n\t\t}\n\t});\n\t// Install the scroller\n\t$tw.pageScroller = new $tw.utils.PageScroller();\n\t$tw.rootWidget.addEventListener(\"tm-scroll\",function(event) {\n\t\t$tw.pageScroller.handleEvent(event);\n\t});\n\tvar fullscreen = $tw.utils.getFullScreenApis();\n\tif(fullscreen) {\n\t\t$tw.rootWidget.addEventListener(\"tm-full-screen\",function(event) {\n\t\t\tvar fullScreenDocument = event.event ? event.event.target.ownerDocument : document;\n\t\t\tif(event.param === \"enter\") {\n\t\t\t\tfullScreenDocument.documentElement[fullscreen._requestFullscreen](Element.ALLOW_KEYBOARD_INPUT);\n\t\t\t} else if(event.param === \"exit\") {\n\t\t\t\tfullScreenDocument[fullscreen._exitFullscreen]();\n\t\t\t} else {\n\t\t\t\tif(fullScreenDocument[fullscreen._fullscreenElement]) {\n\t\t\t\t\tfullScreenDocument[fullscreen._exitFullscreen]();\n\t\t\t\t} else {\n\t\t\t\t\tfullScreenDocument.documentElement[fullscreen._requestFullscreen](Element.ALLOW_KEYBOARD_INPUT);\n\t\t\t\t}\t\t\t\t\n\t\t\t}\n\t\t});\n\t}\n\t// If we're being viewed on a data: URI then give instructions for how to save\n\tif(document.location.protocol === \"data:\") {\n\t\t$tw.rootWidget.dispatchEvent({\n\t\t\ttype: \"tm-modal\",\n\t\t\tparam: \"$:/language/Modals/SaveInstructions\"\n\t\t});\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup.js": {
"title": "$:/core/modules/startup.js",
"text": "/*\\\ntitle: $:/core/modules/startup.js\ntype: application/javascript\nmodule-type: startup\n\nMiscellaneous startup logic for both the client and server.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"startup\";\nexports.after = [\"load-modules\"];\nexports.synchronous = true;\n\n// Set to `true` to enable performance instrumentation\nvar PERFORMANCE_INSTRUMENTATION_CONFIG_TITLE = \"$:/config/Performance/Instrumentation\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nexports.startup = function() {\n\tvar modules,n,m,f;\n\t// Minimal browser detection\n\tif($tw.browser) {\n\t\t$tw.browser.isIE = (/msie|trident/i.test(navigator.userAgent));\n\t\t$tw.browser.isFirefox = !!document.mozFullScreenEnabled;\n\t}\n\t// Platform detection\n\t$tw.platform = {};\n\tif($tw.browser) {\n\t\t$tw.platform.isMac = /Mac/.test(navigator.platform);\n\t\t$tw.platform.isWindows = /win/i.test(navigator.platform);\n\t\t$tw.platform.isLinux = /Linux/i.test(navigator.platform);\n\t} else {\n\t\tswitch(require(\"os\").platform()) {\n\t\t\tcase \"darwin\":\n\t\t\t\t$tw.platform.isMac = true;\n\t\t\t\tbreak;\n\t\t\tcase \"win32\":\n\t\t\t\t$tw.platform.isWindows = true;\n\t\t\t\tbreak;\n\t\t\tcase \"freebsd\":\n\t\t\t\t$tw.platform.isLinux = true;\n\t\t\t\tbreak;\n\t\t\tcase \"linux\":\n\t\t\t\t$tw.platform.isLinux = true;\n\t\t\t\tbreak;\n\t\t}\n\t}\n\t// Initialise version\n\t$tw.version = $tw.utils.extractVersionInfo();\n\t// Set up the performance framework\n\t$tw.perf = new $tw.Performance($tw.wiki.getTiddlerText(PERFORMANCE_INSTRUMENTATION_CONFIG_TITLE,\"no\") === \"yes\");\n\t// Create a root widget for attaching event handlers. By using it as the parentWidget for another widget tree, one can reuse the event handlers\n\t$tw.rootWidget = new widget.widget({\n\t\ttype: \"widget\",\n\t\tchildren: []\n\t},{\n\t\twiki: $tw.wiki,\n\t\tdocument: $tw.browser ? document : $tw.fakeDocument\n\t});\n\t// Execute any startup actions\n\tvar executeStartupTiddlers = function(tag) {\n\t\t$tw.utils.each($tw.wiki.filterTiddlers(\"[all[shadows+tiddlers]tag[\" + tag + \"]!has[draft.of]]\"),function(title) {\n\t\t\t$tw.rootWidget.invokeActionString($tw.wiki.getTiddlerText(title),$tw.rootWidget);\n\t\t});\n\t};\n\texecuteStartupTiddlers(\"$:/tags/StartupAction\");\n\tif($tw.browser) {\n\t\texecuteStartupTiddlers(\"$:/tags/StartupAction/Browser\");\t\t\n\t}\n\tif($tw.node) {\n\t\texecuteStartupTiddlers(\"$:/tags/StartupAction/Node\");\t\t\n\t}\n\t// Kick off the language manager and switcher\n\t$tw.language = new $tw.Language();\n\t$tw.languageSwitcher = new $tw.PluginSwitcher({\n\t\twiki: $tw.wiki,\n\t\tpluginType: \"language\",\n\t\tcontrollerTitle: \"$:/language\",\n\t\tdefaultPlugins: [\n\t\t\t\"$:/languages/en-GB\"\n\t\t],\n\t\tonSwitch: function(plugins) {\n\t\t\tif($tw.browser) {\n\t\t\t\tvar pluginTiddler = $tw.wiki.getTiddler(plugins[0]);\n\t\t\t\tif(pluginTiddler) {\n\t\t\t\t\tdocument.documentElement.setAttribute(\"dir\",pluginTiddler.getFieldString(\"text-direction\") || \"auto\");\n\t\t\t\t} else {\n\t\t\t\t\tdocument.documentElement.removeAttribute(\"dir\");\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\t// Kick off the theme manager\n\t$tw.themeManager = new $tw.PluginSwitcher({\n\t\twiki: $tw.wiki,\n\t\tpluginType: \"theme\",\n\t\tcontrollerTitle: \"$:/theme\",\n\t\tdefaultPlugins: [\n\t\t\t\"$:/themes/tiddlywiki/snowwhite\",\n\t\t\t\"$:/themes/tiddlywiki/vanilla\"\n\t\t]\n\t});\n\t// Kick off the keyboard manager\n\t$tw.keyboardManager = new $tw.KeyboardManager();\n\t// Listen for shortcuts\n\tif($tw.browser) {\n\t\t$tw.utils.addEventListeners(document,[{\n\t\t\tname: \"keydown\",\n\t\t\thandlerObject: $tw.keyboardManager,\n\t\t\thandlerMethod: \"handleKeydownEvent\"\n\t\t}]);\n\t}\n\t// Clear outstanding tiddler store change events to avoid an unnecessary refresh cycle at startup\n\t$tw.wiki.clearTiddlerEventQueue();\n\t// Find a working syncadaptor\n\t$tw.syncadaptor = undefined;\n\t$tw.modules.forEachModuleOfType(\"syncadaptor\",function(title,module) {\n\t\tif(!$tw.syncadaptor && module.adaptorClass) {\n\t\t\t$tw.syncadaptor = new module.adaptorClass({wiki: $tw.wiki});\n\t\t}\n\t});\n\t// Set up the syncer object if we've got a syncadaptor\n\tif($tw.syncadaptor) {\n\t\t$tw.syncer = new $tw.Syncer({wiki: $tw.wiki, syncadaptor: $tw.syncadaptor});\n\t}\n\t// Setup the saver handler\n\t$tw.saverHandler = new $tw.SaverHandler({\n\t\twiki: $tw.wiki,\n\t\tdirtyTracking: !$tw.syncadaptor,\n\t\tpreloadDirty: $tw.boot.preloadDirty || []\n\t});\n\t// Host-specific startup\n\tif($tw.browser) {\n\t\t// Install the popup manager\n\t\t$tw.popup = new $tw.utils.Popup();\n\t\t// Install the animator\n\t\t$tw.anim = new $tw.utils.Animator();\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/story.js": {
"title": "$:/core/modules/startup/story.js",
"text": "/*\\\ntitle: $:/core/modules/startup/story.js\ntype: application/javascript\nmodule-type: startup\n\nLoad core modules\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"story\";\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\n// Default story and history lists\nvar DEFAULT_STORY_TITLE = \"$:/StoryList\";\nvar DEFAULT_HISTORY_TITLE = \"$:/HistoryList\";\n\n// Default tiddlers\nvar DEFAULT_TIDDLERS_TITLE = \"$:/DefaultTiddlers\";\n\n// Config\nvar CONFIG_UPDATE_ADDRESS_BAR = \"$:/config/Navigation/UpdateAddressBar\"; // Can be \"no\", \"permalink\", \"permaview\"\nvar CONFIG_UPDATE_HISTORY = \"$:/config/Navigation/UpdateHistory\"; // Can be \"yes\" or \"no\"\nvar CONFIG_PERMALINKVIEW_COPY_TO_CLIPBOARD = \"$:/config/Navigation/Permalinkview/CopyToClipboard\"; // Can be \"yes\" (default) or \"no\"\nvar CONFIG_PERMALINKVIEW_UPDATE_ADDRESS_BAR = \"$:/config/Navigation/Permalinkview/UpdateAddressBar\"; // Can be \"yes\" (default) or \"no\"\n\n\n// Links to help, if there is no param\nvar HELP_OPEN_EXTERNAL_WINDOW = \"http://tiddlywiki.com/#WidgetMessage%3A%20tm-open-external-window\";\n\nexports.startup = function() {\n\t// Open startup tiddlers\n\topenStartupTiddlers({\n\t\tdisableHistory: $tw.boot.disableStartupNavigation\n\t});\n\tif($tw.browser) {\n\t\t// Set up location hash update\n\t\t$tw.wiki.addEventListener(\"change\",function(changes) {\n\t\t\tif($tw.utils.hop(changes,DEFAULT_STORY_TITLE) || $tw.utils.hop(changes,DEFAULT_HISTORY_TITLE)) {\n\t\t\t\tupdateLocationHash({\n\t\t\t\t\tupdateAddressBar: $tw.wiki.getTiddlerText(CONFIG_UPDATE_ADDRESS_BAR,\"permaview\").trim(),\n\t\t\t\t\tupdateHistory: $tw.wiki.getTiddlerText(CONFIG_UPDATE_HISTORY,\"no\").trim()\n\t\t\t\t});\n\t\t\t}\n\t\t});\n\t\t// Listen for changes to the browser location hash\n\t\twindow.addEventListener(\"hashchange\",function() {\n\t\t\tvar hash = $tw.utils.getLocationHash();\n\t\t\tif(hash !== $tw.locationHash) {\n\t\t\t\t$tw.locationHash = hash;\n\t\t\t\topenStartupTiddlers({defaultToCurrentStory: true});\n\t\t\t}\n\t\t},false);\n\t\t// Listen for the tm-browser-refresh message\n\t\t$tw.rootWidget.addEventListener(\"tm-browser-refresh\",function(event) {\n\t\t\twindow.location.reload(true);\n\t\t});\n\t\t// Listen for tm-open-external-window message\n\t\t$tw.rootWidget.addEventListener(\"tm-open-external-window\",function(event) {\n\t\t\tvar paramObject = event.paramObject || {},\n\t\t\t\tstrUrl = event.param || HELP_OPEN_EXTERNAL_WINDOW,\n\t\t\t\tstrWindowName = paramObject.windowName,\n\t\t\t\tstrWindowFeatures = paramObject.windowFeatures;\n\t\t\twindow.open(strUrl, strWindowName, strWindowFeatures);\n\t\t});\n\t\t// Listen for the tm-print message\n\t\t$tw.rootWidget.addEventListener(\"tm-print\",function(event) {\n\t\t\t(event.event.view || window).print();\n\t\t});\n\t\t// Listen for the tm-home message\n\t\t$tw.rootWidget.addEventListener(\"tm-home\",function(event) {\n\t\t\twindow.location.hash = \"\";\n\t\t\tvar storyFilter = $tw.wiki.getTiddlerText(DEFAULT_TIDDLERS_TITLE),\n\t\t\t\tstoryList = $tw.wiki.filterTiddlers(storyFilter);\n\t\t\t//invoke any hooks that might change the default story list\n\t\t\tstoryList = $tw.hooks.invokeHook(\"th-opening-default-tiddlers-list\",storyList);\n\t\t\t$tw.wiki.addTiddler({title: DEFAULT_STORY_TITLE, text: \"\", list: storyList},$tw.wiki.getModificationFields());\n\t\t\tif(storyList[0]) {\n\t\t\t\t$tw.wiki.addToHistory(storyList[0]);\n\t\t\t}\n\t\t});\n\t\t// Listen for the tm-permalink message\n\t\t$tw.rootWidget.addEventListener(\"tm-permalink\",function(event) {\n\t\t\tupdateLocationHash({\n\t\t\t\tupdateAddressBar: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_UPDATE_ADDRESS_BAR,\"yes\").trim() === \"yes\" ? \"permalink\" : \"none\",\n\t\t\t\tupdateHistory: $tw.wiki.getTiddlerText(CONFIG_UPDATE_HISTORY,\"no\").trim(),\n\t\t\t\ttargetTiddler: event.param || event.tiddlerTitle,\n\t\t\t\tcopyToClipboard: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_COPY_TO_CLIPBOARD,\"yes\").trim() === \"yes\" ? \"permalink\" : \"none\"\n\t\t\t});\n\t\t});\n\t\t// Listen for the tm-permaview message\n\t\t$tw.rootWidget.addEventListener(\"tm-permaview\",function(event) {\n\t\t\tupdateLocationHash({\n\t\t\t\tupdateAddressBar: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_UPDATE_ADDRESS_BAR,\"yes\").trim() === \"yes\" ? \"permaview\" : \"none\",\n\t\t\t\tupdateHistory: $tw.wiki.getTiddlerText(CONFIG_UPDATE_HISTORY,\"no\").trim(),\n\t\t\t\ttargetTiddler: event.param || event.tiddlerTitle,\n\t\t\t\tcopyToClipboard: $tw.wiki.getTiddlerText(CONFIG_PERMALINKVIEW_COPY_TO_CLIPBOARD,\"yes\").trim() === \"yes\" ? \"permaview\" : \"none\"\n\t\t\t});\t\t\t\t\n\t\t});\n\t}\n};\n\n/*\nProcess the location hash to open the specified tiddlers. Options:\ndisableHistory: if true $:/History is NOT updated\ndefaultToCurrentStory: If true, the current story is retained as the default, instead of opening the default tiddlers\n*/\nfunction openStartupTiddlers(options) {\n\toptions = options || {};\n\t// Work out the target tiddler and the story filter. \"null\" means \"unspecified\"\n\tvar target = null,\n\t\tstoryFilter = null;\n\tif($tw.locationHash.length > 1) {\n\t\tvar hash = $tw.locationHash.substr(1),\n\t\t\tsplit = hash.indexOf(\":\");\n\t\tif(split === -1) {\n\t\t\ttarget = decodeURIComponent(hash.trim());\n\t\t} else {\n\t\t\ttarget = decodeURIComponent(hash.substr(0,split).trim());\n\t\t\tstoryFilter = decodeURIComponent(hash.substr(split + 1).trim());\n\t\t}\n\t}\n\t// If the story wasn't specified use the current tiddlers or a blank story\n\tif(storyFilter === null) {\n\t\tif(options.defaultToCurrentStory) {\n\t\t\tvar currStoryList = $tw.wiki.getTiddlerList(DEFAULT_STORY_TITLE);\n\t\t\tstoryFilter = $tw.utils.stringifyList(currStoryList);\n\t\t} else {\n\t\t\tif(target && target !== \"\") {\n\t\t\t\tstoryFilter = \"\";\n\t\t\t} else {\n\t\t\t\tstoryFilter = $tw.wiki.getTiddlerText(DEFAULT_TIDDLERS_TITLE);\n\t\t\t}\n\t\t}\n\t}\n\t// Process the story filter to get the story list\n\tvar storyList = $tw.wiki.filterTiddlers(storyFilter);\n\t// Invoke any hooks that want to change the default story list\n\tstoryList = $tw.hooks.invokeHook(\"th-opening-default-tiddlers-list\",storyList);\n\t// If the target tiddler isn't included then splice it in at the top\n\tif(target && storyList.indexOf(target) === -1) {\n\t\tstoryList.unshift(target);\n\t}\n\t// Save the story list\n\t$tw.wiki.addTiddler({title: DEFAULT_STORY_TITLE, text: \"\", list: storyList},$tw.wiki.getModificationFields());\n\t// Update history\n\tif(!options.disableHistory) {\n\t\t// If a target tiddler was specified add it to the history stack\n\t\tif(target && target !== \"\") {\n\t\t\t// The target tiddler doesn't need double square brackets, but we'll silently remove them if they're present\n\t\t\tif(target.indexOf(\"[[\") === 0 && target.substr(-2) === \"]]\") {\n\t\t\t\ttarget = target.substr(2,target.length - 4);\n\t\t\t}\n\t\t\t$tw.wiki.addToHistory(target);\n\t\t} else if(storyList.length > 0) {\n\t\t\t$tw.wiki.addToHistory(storyList[0]);\n\t\t}\t\t\n\t}\n}\n\n/*\noptions: See below\noptions.updateAddressBar: \"permalink\", \"permaview\" or \"no\" (defaults to \"permaview\")\noptions.updateHistory: \"yes\" or \"no\" (defaults to \"no\")\noptions.copyToClipboard: \"permalink\", \"permaview\" or \"no\" (defaults to \"no\")\noptions.targetTiddler: optional title of target tiddler for permalink\n*/\nfunction updateLocationHash(options) {\n\t// Get the story and the history stack\n\tvar storyList = $tw.wiki.getTiddlerList(DEFAULT_STORY_TITLE),\n\t\thistoryList = $tw.wiki.getTiddlerData(DEFAULT_HISTORY_TITLE,[]),\n\t\ttargetTiddler = \"\";\n\tif(options.targetTiddler) {\n\t\ttargetTiddler = options.targetTiddler;\n\t} else {\n\t\t// The target tiddler is the one at the top of the stack\n\t\tif(historyList.length > 0) {\n\t\t\ttargetTiddler = historyList[historyList.length-1].title;\n\t\t}\n\t\t// Blank the target tiddler if it isn't present in the story\n\t\tif(storyList.indexOf(targetTiddler) === -1) {\n\t\t\ttargetTiddler = \"\";\n\t\t}\n\t}\n\t// Assemble the location hash\n\tswitch(options.updateAddressBar) {\n\t\tcase \"permalink\":\n\t\t\t$tw.locationHash = \"#\" + encodeURIComponent(targetTiddler);\n\t\t\tbreak;\n\t\tcase \"permaview\":\n\t\t\t$tw.locationHash = \"#\" + encodeURIComponent(targetTiddler) + \":\" + encodeURIComponent($tw.utils.stringifyList(storyList));\n\t\t\tbreak;\n\t}\n\t// Copy URL to the clipboard\n\tswitch(options.copyToClipboard) {\n\t\tcase \"permalink\":\n\t\t\t$tw.utils.copyToClipboard($tw.utils.getLocationPath() + \"#\" + encodeURIComponent(targetTiddler));\n\t\t\tbreak;\n\t\tcase \"permaview\":\n\t\t\t$tw.utils.copyToClipboard($tw.utils.getLocationPath() + \"#\" + encodeURIComponent(targetTiddler) + \":\" + encodeURIComponent($tw.utils.stringifyList(storyList)));\n\t\t\tbreak;\n\t}\n\t// Only change the location hash if we must, thus avoiding unnecessary onhashchange events\n\tif($tw.utils.getLocationHash() !== $tw.locationHash) {\n\t\tif(options.updateHistory === \"yes\") {\n\t\t\t// Assign the location hash so that history is updated\n\t\t\twindow.location.hash = $tw.locationHash;\n\t\t} else {\n\t\t\t// We use replace so that browser history isn't affected\n\t\t\twindow.location.replace(window.location.toString().split(\"#\")[0] + $tw.locationHash);\n\t\t}\n\t}\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/startup/windows.js": {
"title": "$:/core/modules/startup/windows.js",
"text": "/*\\\ntitle: $:/core/modules/startup/windows.js\ntype: application/javascript\nmodule-type: startup\n\nSetup root widget handlers for the messages concerned with opening external browser windows\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Export name and synchronous status\nexports.name = \"windows\";\nexports.platforms = [\"browser\"];\nexports.after = [\"startup\"];\nexports.synchronous = true;\n\n// Global to keep track of open windows (hashmap by title)\nvar windows = {};\n\nexports.startup = function() {\n\t// Handle open window message\n\t$tw.rootWidget.addEventListener(\"tm-open-window\",function(event) {\n\t\t// Get the parameters\n\t\tvar refreshHandler,\n\t\t\ttitle = event.param || event.tiddlerTitle,\n\t\t\tparamObject = event.paramObject || {},\n\t\t\twindowTitle = paramObject.windowTitle || title,\n\t\t\ttemplate = paramObject.template || \"$:/core/templates/single.tiddler.window\",\n\t\t\twidth = paramObject.width || \"700\",\n\t\t\theight = paramObject.height || \"600\",\n\t\t\tvariables = $tw.utils.extend({},paramObject,{currentTiddler: title});\n\t\t// Open the window\n\t\tvar srcWindow,\n\t\t srcDocument;\n\t\t// In case that popup blockers deny opening a new window\n\t\ttry {\n\t\t\tsrcWindow = window.open(\"\",\"external-\" + title,\"scrollbars,width=\" + width + \",height=\" + height),\n\t\t\tsrcDocument = srcWindow.document;\n\t\t}\n\t\tcatch(e) {\n\t\t\treturn;\n\t\t}\n\t\twindows[title] = srcWindow;\n\t\t// Check for reopening the same window\n\t\tif(srcWindow.haveInitialisedWindow) {\n\t\t\treturn;\n\t\t}\n\t\t// Initialise the document\n\t\tsrcDocument.write(\"<html><head></head><body class='tc-body tc-single-tiddler-window'></body></html>\");\n\t\tsrcDocument.close();\n\t\tsrcDocument.title = windowTitle;\n\t\tsrcWindow.addEventListener(\"beforeunload\",function(event) {\n\t\t\tdelete windows[title];\n\t\t\t$tw.wiki.removeEventListener(\"change\",refreshHandler);\n\t\t},false);\n\t\t// Set up the styles\n\t\tvar styleWidgetNode = $tw.wiki.makeTranscludeWidget(\"$:/core/ui/PageStylesheet\",{\n\t\t\t\tdocument: $tw.fakeDocument,\n\t\t\t\tvariables: variables,\n\t\t\t\timportPageMacros: true}),\n\t\t\tstyleContainer = $tw.fakeDocument.createElement(\"style\");\n\t\tstyleWidgetNode.render(styleContainer,null);\n\t\tvar styleElement = srcDocument.createElement(\"style\");\n\t\tstyleElement.innerHTML = styleContainer.textContent;\n\t\tsrcDocument.head.insertBefore(styleElement,srcDocument.head.firstChild);\n\t\t// Render the text of the tiddler\n\t\tvar parser = $tw.wiki.parseTiddler(template),\n\t\t\twidgetNode = $tw.wiki.makeWidget(parser,{document: srcDocument, parentWidget: $tw.rootWidget, variables: variables});\n\t\twidgetNode.render(srcDocument.body,srcDocument.body.firstChild);\n\t\t// Function to handle refreshes\n\t\trefreshHandler = function(changes) {\n\t\t\tif(styleWidgetNode.refresh(changes,styleContainer,null)) {\n\t\t\t\tstyleElement.innerHTML = styleContainer.textContent;\n\t\t\t}\n\t\t\twidgetNode.refresh(changes);\n\t\t};\n\t\t$tw.wiki.addEventListener(\"change\",refreshHandler);\n\t\t// Listen for keyboard shortcuts\n\t\t$tw.utils.addEventListeners(srcDocument,[{\n\t\t\tname: \"keydown\",\n\t\t\thandlerObject: $tw.keyboardManager,\n\t\t\thandlerMethod: \"handleKeydownEvent\"\n\t\t},{\n\t\t\tname: \"click\",\n\t\t\thandlerObject: $tw.popup,\n\t\t\thandlerMethod: \"handleEvent\"\n\t\t}]);\n\t\tsrcWindow.haveInitialisedWindow = true;\n\t});\n\t// Close open windows when unloading main window\n\t$tw.addUnloadTask(function() {\n\t\t$tw.utils.each(windows,function(win) {\n\t\t\twin.close();\n\t\t});\n\t});\n\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "startup"
},
"$:/core/modules/story.js": {
"title": "$:/core/modules/story.js",
"text": "/*\\\ntitle: $:/core/modules/story.js\ntype: application/javascript\nmodule-type: global\n\nLightweight object for managing interactions with the story and history lists.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nConstruct Story object with options:\nwiki: reference to wiki object to use to resolve tiddler titles\nstoryTitle: title of story list tiddler\nhistoryTitle: title of history list tiddler\n*/\nfunction Story(options) {\n\toptions = options || {};\n\tthis.wiki = options.wiki || $tw.wiki;\n\tthis.storyTitle = options.storyTitle || \"$:/StoryList\";\n\tthis.historyTitle = options.historyTitle || \"$:/HistoryList\";\n};\n\nStory.prototype.navigateTiddler = function(navigateTo,navigateFromTitle,navigateFromClientRect) {\n\tthis.addToStory(navigateTo,navigateFromTitle);\n\tthis.addToHistory(navigateTo,navigateFromClientRect);\n};\n\nStory.prototype.getStoryList = function() {\n\treturn this.wiki.getTiddlerList(this.storyTitle) || [];\n};\n\nStory.prototype.addToStory = function(navigateTo,navigateFromTitle,options) {\n\toptions = options || {};\n\tvar storyList = this.getStoryList();\n\t// See if the tiddler is already there\n\tvar slot = storyList.indexOf(navigateTo);\n\t// Quit if it already exists in the story river\n\tif(slot >= 0) {\n\t\treturn;\n\t}\n\t// First we try to find the position of the story element we navigated from\n\tvar fromIndex = storyList.indexOf(navigateFromTitle);\n\tif(fromIndex >= 0) {\n\t\t// The tiddler is added from inside the river\n\t\t// Determine where to insert the tiddler; Fallback is \"below\"\n\t\tswitch(options.openLinkFromInsideRiver) {\n\t\t\tcase \"top\":\n\t\t\t\tslot = 0;\n\t\t\t\tbreak;\n\t\t\tcase \"bottom\":\n\t\t\t\tslot = storyList.length;\n\t\t\t\tbreak;\n\t\t\tcase \"above\":\n\t\t\t\tslot = fromIndex;\n\t\t\t\tbreak;\n\t\t\tcase \"below\": // Intentional fall-through\n\t\t\tdefault:\n\t\t\t\tslot = fromIndex + 1;\n\t\t\t\tbreak;\n\t\t}\n\t} else {\n\t\t// The tiddler is opened from outside the river. Determine where to insert the tiddler; default is \"top\"\n\t\tif(options.openLinkFromOutsideRiver === \"bottom\") {\n\t\t\t// Insert at bottom\n\t\t\tslot = storyList.length;\n\t\t} else {\n\t\t\t// Insert at top\n\t\t\tslot = 0;\n\t\t}\n\t}\n\t// Add the tiddler\n\tstoryList.splice(slot,0,navigateTo);\n\t// Save the story\n\tthis.saveStoryList(storyList);\n};\n\nStory.prototype.saveStoryList = function(storyList) {\n\tvar storyTiddler = this.wiki.getTiddler(this.storyTitle);\n\tthis.wiki.addTiddler(new $tw.Tiddler(\n\t\tthis.wiki.getCreationFields(),\n\t\t{title: this.storyTitle},\n\t\tstoryTiddler,\n\t\t{list: storyList},\n\t\tthis.wiki.getModificationFields()\n\t));\n};\n\nStory.prototype.addToHistory = function(navigateTo,navigateFromClientRect) {\n\tvar titles = $tw.utils.isArray(navigateTo) ? navigateTo : [navigateTo];\n\t// Add a new record to the top of the history stack\n\tvar historyList = this.wiki.getTiddlerData(this.historyTitle,[]);\n\t$tw.utils.each(titles,function(title) {\n\t\thistoryList.push({title: title, fromPageRect: navigateFromClientRect});\n\t});\n\tthis.wiki.setTiddlerData(this.historyTitle,historyList,{\"current-tiddler\": titles[titles.length-1]});\n};\n\nStory.prototype.storyCloseTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyCloseAllTiddlers = function() {\n// TBD\n};\n\nStory.prototype.storyCloseOtherTiddlers = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyEditTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyDeleteTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storySaveTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyCancelTiddler = function(targetTitle) {\n// TBD\n};\n\nStory.prototype.storyNewTiddler = function(targetTitle) {\n// TBD\n};\n\nexports.Story = Story;\n\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/storyviews/classic.js": {
"title": "$:/core/modules/storyviews/classic.js",
"text": "/*\\\ntitle: $:/core/modules/storyviews/classic.js\ntype: application/javascript\nmodule-type: storyview\n\nViews the story as a linear sequence\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar easing = \"cubic-bezier(0.645, 0.045, 0.355, 1)\"; // From http://easings.net/#easeInOutCubic\n\nvar ClassicStoryView = function(listWidget) {\n\tthis.listWidget = listWidget;\n};\n\nClassicStoryView.prototype.navigateTo = function(historyInfo) {\n\tvar duration = $tw.utils.getAnimationDuration()\n\tvar listElementIndex = this.listWidget.findListItem(0,historyInfo.title);\n\tif(listElementIndex === undefined) {\n\t\treturn;\n\t}\n\tvar listItemWidget = this.listWidget.children[listElementIndex],\n\t\ttargetElement = listItemWidget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\tif(duration) {\n\t\t// Scroll the node into view\n\t\tthis.listWidget.dispatchEvent({type: \"tm-scroll\", target: targetElement});\t\n\t} else {\n\t\ttargetElement.scrollIntoView();\n\t}\n};\n\nClassicStoryView.prototype.insert = function(widget) {\n\tvar duration = $tw.utils.getAnimationDuration();\n\tif(duration) {\n\t\tvar targetElement = widget.findFirstDomNode();\n\t\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\t\tif(!(targetElement instanceof Element)) {\n\t\t\treturn;\n\t\t}\n\t\t// Get the current height of the tiddler\n\t\tvar computedStyle = window.getComputedStyle(targetElement),\n\t\t\tcurrMarginBottom = parseInt(computedStyle.marginBottom,10),\n\t\t\tcurrMarginTop = parseInt(computedStyle.marginTop,10),\n\t\t\tcurrHeight = targetElement.offsetHeight + currMarginTop;\n\t\t// Reset the margin once the transition is over\n\t\tsetTimeout(function() {\n\t\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t\t{transition: \"none\"},\n\t\t\t\t{marginBottom: \"\"}\n\t\t\t]);\n\t\t},duration);\n\t\t// Set up the initial position of the element\n\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t{transition: \"none\"},\n\t\t\t{marginBottom: (-currHeight) + \"px\"},\n\t\t\t{opacity: \"0.0\"}\n\t\t]);\n\t\t$tw.utils.forceLayout(targetElement);\n\t\t// Transition to the final position\n\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t{transition: \"opacity \" + duration + \"ms \" + easing + \", \" +\n\t\t\t\t\t\t\"margin-bottom \" + duration + \"ms \" + easing},\n\t\t\t{marginBottom: currMarginBottom + \"px\"},\n\t\t\t{opacity: \"1.0\"}\n\t]);\n\t}\n};\n\nClassicStoryView.prototype.remove = function(widget) {\n\tvar duration = $tw.utils.getAnimationDuration();\n\tif(duration) {\n\t\tvar targetElement = widget.findFirstDomNode(),\n\t\t\tremoveElement = function() {\n\t\t\t\twidget.removeChildDomNodes();\n\t\t\t};\n\t\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\t\tif(!(targetElement instanceof Element)) {\n\t\t\tremoveElement();\n\t\t\treturn;\n\t\t}\n\t\t// Get the current height of the tiddler\n\t\tvar currWidth = targetElement.offsetWidth,\n\t\t\tcomputedStyle = window.getComputedStyle(targetElement),\n\t\t\tcurrMarginBottom = parseInt(computedStyle.marginBottom,10),\n\t\t\tcurrMarginTop = parseInt(computedStyle.marginTop,10),\n\t\t\tcurrHeight = targetElement.offsetHeight + currMarginTop;\n\t\t// Remove the dom nodes of the widget at the end of the transition\n\t\tsetTimeout(removeElement,duration);\n\t\t// Animate the closure\n\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t{transition: \"none\"},\n\t\t\t{transform: \"translateX(0px)\"},\n\t\t\t{marginBottom: currMarginBottom + \"px\"},\n\t\t\t{opacity: \"1.0\"}\n\t\t]);\n\t\t$tw.utils.forceLayout(targetElement);\n\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", \" +\n\t\t\t\t\t\t\"opacity \" + duration + \"ms \" + easing + \", \" +\n\t\t\t\t\t\t\"margin-bottom \" + duration + \"ms \" + easing},\n\t\t\t{transform: \"translateX(-\" + currWidth + \"px)\"},\n\t\t\t{marginBottom: (-currHeight) + \"px\"},\n\t\t\t{opacity: \"0.0\"}\n\t\t]);\n\t} else {\n\t\twidget.removeChildDomNodes();\n\t}\n};\n\nexports.classic = ClassicStoryView;\n\n})();",
"type": "application/javascript",
"module-type": "storyview"
},
"$:/core/modules/storyviews/pop.js": {
"title": "$:/core/modules/storyviews/pop.js",
"text": "/*\\\ntitle: $:/core/modules/storyviews/pop.js\ntype: application/javascript\nmodule-type: storyview\n\nAnimates list insertions and removals\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar PopStoryView = function(listWidget) {\n\tthis.listWidget = listWidget;\n};\n\nPopStoryView.prototype.navigateTo = function(historyInfo) {\n\tvar listElementIndex = this.listWidget.findListItem(0,historyInfo.title);\n\tif(listElementIndex === undefined) {\n\t\treturn;\n\t}\n\tvar listItemWidget = this.listWidget.children[listElementIndex],\n\t\ttargetElement = listItemWidget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Scroll the node into view\n\tthis.listWidget.dispatchEvent({type: \"tm-scroll\", target: targetElement});\n};\n\nPopStoryView.prototype.insert = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Reset once the transition is over\n\tsetTimeout(function() {\n\t\t$tw.utils.setStyle(targetElement,[\n\t\t\t{transition: \"none\"},\n\t\t\t{transform: \"none\"}\n\t\t]);\n\t\t$tw.utils.setStyle(widget.document.body,[\n\t\t\t{\"overflow-x\": \"\"}\n\t\t]);\n\t},duration);\n\t// Prevent the page from overscrolling due to the zoom factor\n\t$tw.utils.setStyle(widget.document.body,[\n\t\t{\"overflow-x\": \"hidden\"}\n\t]);\n\t// Set up the initial position of the element\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: \"none\"},\n\t\t{transform: \"scale(2)\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n\t$tw.utils.forceLayout(targetElement);\n\t// Transition to the final position\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{transform: \"scale(1)\"},\n\t\t{opacity: \"1.0\"}\n\t]);\n};\n\nPopStoryView.prototype.remove = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\tremoveElement = function() {\n\t\t\tif(targetElement && targetElement.parentNode) {\n\t\t\t\twidget.removeChildDomNodes();\n\t\t\t}\n\t\t};\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\tremoveElement();\n\t\treturn;\n\t}\n\t// Remove the element at the end of the transition\n\tsetTimeout(removeElement,duration);\n\t// Animate the closure\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: \"none\"},\n\t\t{transform: \"scale(1)\"},\n\t\t{opacity: \"1.0\"}\n\t]);\n\t$tw.utils.forceLayout(targetElement);\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{transform: \"scale(0.1)\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n};\n\nexports.pop = PopStoryView;\n\n})();\n",
"type": "application/javascript",
"module-type": "storyview"
},
"$:/core/modules/storyviews/zoomin.js": {
"title": "$:/core/modules/storyviews/zoomin.js",
"text": "/*\\\ntitle: $:/core/modules/storyviews/zoomin.js\ntype: application/javascript\nmodule-type: storyview\n\nZooms between individual tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar easing = \"cubic-bezier(0.645, 0.045, 0.355, 1)\"; // From http://easings.net/#easeInOutCubic\n\nvar ZoominListView = function(listWidget) {\n\tvar self = this;\n\tthis.listWidget = listWidget;\n\t// Get the index of the tiddler that is at the top of the history\n\tvar history = this.listWidget.wiki.getTiddlerDataCached(this.listWidget.historyTitle,[]),\n\t\ttargetTiddler;\n\tif(history.length > 0) {\n\t\ttargetTiddler = history[history.length-1].title;\n\t}\n\t// Make all the tiddlers position absolute, and hide all but the top (or first) one\n\t$tw.utils.each(this.listWidget.children,function(itemWidget,index) {\n\t\tvar domNode = itemWidget.findFirstDomNode();\n\t\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\t\tif(!(domNode instanceof Element)) {\n\t\t\treturn;\n\t\t}\n\t\tif((targetTiddler && targetTiddler !== itemWidget.parseTreeNode.itemTitle) || (!targetTiddler && index)) {\n\t\t\tdomNode.style.display = \"none\";\n\t\t} else {\n\t\t\tself.currentTiddlerDomNode = domNode;\n\t\t}\n\t\t$tw.utils.addClass(domNode,\"tc-storyview-zoomin-tiddler\");\n\t});\n};\n\nZoominListView.prototype.navigateTo = function(historyInfo) {\n\tvar duration = $tw.utils.getAnimationDuration(),\n\t\tlistElementIndex = this.listWidget.findListItem(0,historyInfo.title);\n\tif(listElementIndex === undefined) {\n\t\treturn;\n\t}\n\tvar listItemWidget = this.listWidget.children[listElementIndex],\n\t\ttargetElement = listItemWidget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Make the new tiddler be position absolute and visible so that we can measure it\n\t$tw.utils.addClass(targetElement,\"tc-storyview-zoomin-tiddler\");\n\t$tw.utils.setStyle(targetElement,[\n\t\t{display: \"block\"},\n\t\t{transformOrigin: \"0 0\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t{transition: \"none\"},\n\t\t{opacity: \"0.0\"}\n\t]);\n\t// Get the position of the source node, or use the centre of the window as the source position\n\tvar sourceBounds = historyInfo.fromPageRect || {\n\t\t\tleft: window.innerWidth/2 - 2,\n\t\t\ttop: window.innerHeight/2 - 2,\n\t\t\twidth: window.innerWidth/8,\n\t\t\theight: window.innerHeight/8\n\t\t};\n\t// Try to find the title node in the target tiddler\n\tvar titleDomNode = findTitleDomNode(listItemWidget) || listItemWidget.findFirstDomNode(),\n\t\tzoomBounds = titleDomNode.getBoundingClientRect();\n\t// Compute the transform for the target tiddler to make the title lie over the source rectange\n\tvar targetBounds = targetElement.getBoundingClientRect(),\n\t\tscale = sourceBounds.width / zoomBounds.width,\n\t\tx = sourceBounds.left - targetBounds.left - (zoomBounds.left - targetBounds.left) * scale,\n\t\ty = sourceBounds.top - targetBounds.top - (zoomBounds.top - targetBounds.top) * scale;\n\t// Transform the target tiddler to its starting position\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transform: \"translateX(\" + x + \"px) translateY(\" + y + \"px) scale(\" + scale + \")\"}\n\t]);\n\t// Force layout\n\t$tw.utils.forceLayout(targetElement);\n\t// Apply the ending transitions with a timeout to ensure that the previously applied transformations are applied first\n\tvar self = this,\n\t\tprevCurrentTiddler = this.currentTiddlerDomNode;\n\tthis.currentTiddlerDomNode = targetElement;\n\t// Transform the target tiddler to its natural size\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t{opacity: \"1.0\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t{zIndex: \"500\"},\n\t]);\n\t// Transform the previous tiddler out of the way and then hide it\n\tif(prevCurrentTiddler && prevCurrentTiddler !== targetElement) {\n\t\tscale = zoomBounds.width / sourceBounds.width;\n\t\tx = zoomBounds.left - targetBounds.left - (sourceBounds.left - targetBounds.left) * scale;\n\t\ty = zoomBounds.top - targetBounds.top - (sourceBounds.top - targetBounds.top) * scale;\n\t\t$tw.utils.setStyle(prevCurrentTiddler,[\n\t\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t\t{opacity: \"0.0\"},\n\t\t\t{transformOrigin: \"0 0\"},\n\t\t\t{transform: \"translateX(\" + x + \"px) translateY(\" + y + \"px) scale(\" + scale + \")\"},\n\t\t\t{zIndex: \"0\"}\n\t\t]);\n\t\t// Hide the tiddler when the transition has finished\n\t\tsetTimeout(function() {\n\t\t\tif(self.currentTiddlerDomNode !== prevCurrentTiddler) {\n\t\t\t\tprevCurrentTiddler.style.display = \"none\";\n\t\t\t}\n\t\t},duration);\n\t}\n\t// Scroll the target into view\n//\t$tw.pageScroller.scrollIntoView(targetElement);\n};\n\n/*\nFind the first child DOM node of a widget that has the class \"tc-title\"\n*/\nfunction findTitleDomNode(widget,targetClass) {\n\ttargetClass = targetClass || \"tc-title\";\n\tvar domNode = widget.findFirstDomNode();\n\tif(domNode && domNode.querySelector) {\n\t\treturn domNode.querySelector(\".\" + targetClass);\n\t}\n\treturn null;\n}\n\nZoominListView.prototype.insert = function(widget) {\n\tvar targetElement = widget.findFirstDomNode();\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\treturn;\n\t}\n\t// Make the newly inserted node position absolute and hidden\n\t$tw.utils.addClass(targetElement,\"tc-storyview-zoomin-tiddler\");\n\t$tw.utils.setStyle(targetElement,[\n\t\t{display: \"none\"}\n\t]);\n};\n\nZoominListView.prototype.remove = function(widget) {\n\tvar targetElement = widget.findFirstDomNode(),\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\tremoveElement = function() {\n\t\t\twidget.removeChildDomNodes();\n\t\t};\n\t// Abandon if the list entry isn't a DOM element (it might be a text node)\n\tif(!(targetElement instanceof Element)) {\n\t\tremoveElement();\n\t\treturn;\n\t}\n\t// Abandon if hidden\n\tif(targetElement.style.display != \"block\" ) {\n\t\tremoveElement();\n\t\treturn;\n\t}\n\t// Set up the tiddler that is being closed\n\t$tw.utils.addClass(targetElement,\"tc-storyview-zoomin-tiddler\");\n\t$tw.utils.setStyle(targetElement,[\n\t\t{display: \"block\"},\n\t\t{transformOrigin: \"50% 50%\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t{transition: \"none\"},\n\t\t{zIndex: \"0\"}\n\t]);\n\t// We'll move back to the previous or next element in the story\n\tvar toWidget = widget.previousSibling();\n\tif(!toWidget) {\n\t\ttoWidget = widget.nextSibling();\n\t}\n\tvar toWidgetDomNode = toWidget && toWidget.findFirstDomNode();\n\t// Set up the tiddler we're moving back in\n\tif(toWidgetDomNode) {\n\t\t$tw.utils.addClass(toWidgetDomNode,\"tc-storyview-zoomin-tiddler\");\n\t\t$tw.utils.setStyle(toWidgetDomNode,[\n\t\t\t{display: \"block\"},\n\t\t\t{transformOrigin: \"50% 50%\"},\n\t\t\t{transform: \"translateX(0px) translateY(0px) scale(10)\"},\n\t\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t\t{opacity: \"0\"},\n\t\t\t{zIndex: \"500\"}\n\t\t]);\n\t\tthis.currentTiddlerDomNode = toWidgetDomNode;\n\t}\n\t// Animate them both\n\t// Force layout\n\t$tw.utils.forceLayout(this.listWidget.parentDomNode);\n\t// First, the tiddler we're closing\n\t$tw.utils.setStyle(targetElement,[\n\t\t{transformOrigin: \"50% 50%\"},\n\t\t{transform: \"translateX(0px) translateY(0px) scale(0.1)\"},\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms \" + easing + \", opacity \" + duration + \"ms \" + easing},\n\t\t{opacity: \"0\"},\n\t\t{zIndex: \"0\"}\n\t]);\n\tsetTimeout(removeElement,duration);\n\t// Now the tiddler we're going back to\n\tif(toWidgetDomNode) {\n\t\t$tw.utils.setStyle(toWidgetDomNode,[\n\t\t\t{transform: \"translateX(0px) translateY(0px) scale(1)\"},\n\t\t\t{opacity: \"1\"}\n\t\t]);\n\t}\n\treturn true; // Indicate that we'll delete the DOM node\n};\n\nexports.zoomin = ZoominListView;\n\n})();\n",
"type": "application/javascript",
"module-type": "storyview"
},
"$:/core/modules/syncer.js": {
"title": "$:/core/modules/syncer.js",
"text": "/*\\\ntitle: $:/core/modules/syncer.js\ntype: application/javascript\nmodule-type: global\n\nThe syncer tracks changes to the store and synchronises them to a remote data store represented as a \"sync adaptor\"\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nDefaults\n*/\nSyncer.prototype.titleIsLoggedIn = \"$:/status/IsLoggedIn\";\nSyncer.prototype.titleIsAnonymous = \"$:/status/IsAnonymous\";\nSyncer.prototype.titleIsReadOnly = \"$:/status/IsReadOnly\";\nSyncer.prototype.titleUserName = \"$:/status/UserName\";\nSyncer.prototype.titleSyncFilter = \"$:/config/SyncFilter\";\nSyncer.prototype.titleSyncPollingInterval = \"$:/config/SyncPollingInterval\";\nSyncer.prototype.titleSyncDisableLazyLoading = \"$:/config/SyncDisableLazyLoading\";\nSyncer.prototype.titleSavedNotification = \"$:/language/Notifications/Save/Done\";\nSyncer.prototype.titleSyncThrottleInterval = \"$:/config/SyncThrottleInterval\";\nSyncer.prototype.taskTimerInterval = 1 * 1000; // Interval for sync timer\nSyncer.prototype.throttleInterval = 1 * 1000; // Defer saving tiddlers if they've changed in the last 1s...\nSyncer.prototype.errorRetryInterval = 5 * 1000; // Interval to retry after an error\nSyncer.prototype.fallbackInterval = 10 * 1000; // Unless the task is older than 10s\nSyncer.prototype.pollTimerInterval = 60 * 1000; // Interval for polling for changes from the adaptor\n\n/*\nInstantiate the syncer with the following options:\nsyncadaptor: reference to syncadaptor to be used\nwiki: wiki to be synced\n*/\nfunction Syncer(options) {\n\tvar self = this;\n\tthis.wiki = options.wiki;\n\t// Save parameters\n\tthis.syncadaptor = options.syncadaptor;\n\tthis.disableUI = !!options.disableUI;\n\tthis.titleIsLoggedIn = options.titleIsLoggedIn || this.titleIsLoggedIn;\n\tthis.titleUserName = options.titleUserName || this.titleUserName;\n\tthis.titleSyncFilter = options.titleSyncFilter || this.titleSyncFilter;\n\tthis.titleSavedNotification = options.titleSavedNotification || this.titleSavedNotification;\n\tthis.taskTimerInterval = options.taskTimerInterval || this.taskTimerInterval;\n\tthis.throttleInterval = options.throttleInterval || parseInt(this.wiki.getTiddlerText(this.titleSyncThrottleInterval,\"\"),10) || this.throttleInterval;\n\tthis.errorRetryInterval = options.errorRetryInterval || this.errorRetryInterval;\n\tthis.fallbackInterval = options.fallbackInterval || this.fallbackInterval;\n\tthis.pollTimerInterval = options.pollTimerInterval || parseInt(this.wiki.getTiddlerText(this.titleSyncPollingInterval,\"\"),10) || this.pollTimerInterval;\n\tthis.logging = \"logging\" in options ? options.logging : true;\n\t// Make a logger\n\tthis.logger = new $tw.utils.Logger(\"syncer\" + ($tw.browser ? \"-browser\" : \"\") + ($tw.node ? \"-server\" : \"\") + (this.syncadaptor.name ? (\"-\" + this.syncadaptor.name) : \"\"),{\n\t\tcolour: \"cyan\",\n\t\tenable: this.logging,\n\t\tsaveHistory: true\n\t});\n\t// Make another logger for connection errors\n\tthis.loggerConnection = new $tw.utils.Logger(\"syncer\" + ($tw.browser ? \"-browser\" : \"\") + ($tw.node ? \"-server\" : \"\") + (this.syncadaptor.name ? (\"-\" + this.syncadaptor.name) : \"\") + \"-connection\",{\n\t\tcolour: \"cyan\",\n\t\tenable: this.logging\n\t});\n\t// Ask the syncadaptor to use the main logger\n\tif(this.syncadaptor.setLoggerSaveBuffer) {\n\t\tthis.syncadaptor.setLoggerSaveBuffer(this.logger);\n\t}\n\t// Compile the dirty tiddler filter\n\tthis.filterFn = this.wiki.compileFilter(this.wiki.getTiddlerText(this.titleSyncFilter));\n\t// Record information for known tiddlers\n\tthis.readTiddlerInfo();\n\tthis.titlesToBeLoaded = {}; // Hashmap of titles of tiddlers that need loading from the server\n\tthis.titlesHaveBeenLazyLoaded = {}; // Hashmap of titles of tiddlers that have already been lazily loaded from the server\n\t// Timers\n\tthis.taskTimerId = null; // Timer for task dispatch\n\tthis.pollTimerId = null; // Timer for polling server\n\t// Number of outstanding requests\n\tthis.numTasksInProgress = 0;\n\t// Listen out for changes to tiddlers\n\tthis.wiki.addEventListener(\"change\",function(changes) {\n\t\t// Filter the changes to just include ones that are being synced\n\t\tvar filteredChanges = self.getSyncedTiddlers(function(callback) {\n\t\t\t$tw.utils.each(changes,function(change,title) {\n\t\t\t\tvar tiddler = self.wiki.tiddlerExists(title) && self.wiki.getTiddler(title);\n\t\t\t\tcallback(tiddler,title);\n\t\t\t});\n\t\t});\n\t\tif(filteredChanges.length > 0) {\n\t\t\tself.processTaskQueue();\n\t\t} else {\n\t\t\t// Look for deletions of tiddlers we're already syncing\t\n\t\t\tvar outstandingDeletion = false\n\t\t\t$tw.utils.each(changes,function(change,title,object) {\n\t\t\t\tif(change.deleted && $tw.utils.hop(self.tiddlerInfo,title)) {\n\t\t\t\t\toutstandingDeletion = true;\n\t\t\t\t}\n\t\t\t});\n\t\t\tif(outstandingDeletion) {\n\t\t\t\tself.processTaskQueue();\n\t\t\t}\n\t\t}\n\t});\n\t// Browser event handlers\n\tif($tw.browser && !this.disableUI) {\n\t\t// Set up our beforeunload handler\n\t\t$tw.addUnloadTask(function(event) {\n\t\t\tvar confirmationMessage;\n\t\t\tif(self.isDirty()) {\n\t\t\t\tconfirmationMessage = $tw.language.getString(\"UnsavedChangesWarning\");\n\t\t\t\tevent.returnValue = confirmationMessage; // Gecko\n\t\t\t}\n\t\t\treturn confirmationMessage;\n\t\t});\n\t\t// Listen out for login/logout/refresh events in the browser\n\t\t$tw.rootWidget.addEventListener(\"tm-login\",function() {\n\t\t\tself.handleLoginEvent();\n\t\t});\n\t\t$tw.rootWidget.addEventListener(\"tm-logout\",function() {\n\t\t\tself.handleLogoutEvent();\n\t\t});\n\t\t$tw.rootWidget.addEventListener(\"tm-server-refresh\",function() {\n\t\t\tself.handleRefreshEvent();\n\t\t});\n\t\t$tw.rootWidget.addEventListener(\"tm-copy-syncer-logs-to-clipboard\",function() {\n\t\t\t$tw.utils.copyToClipboard($tw.utils.getSystemInfo() + \"\\n\\nLog:\\n\" + self.logger.getBuffer());\n\t\t});\n\t}\n\t// Listen out for lazyLoad events\n\tif(!this.disableUI && $tw.wiki.getTiddlerText(this.titleSyncDisableLazyLoading) !== \"yes\") {\n\t\tthis.wiki.addEventListener(\"lazyLoad\",function(title) {\n\t\t\tself.handleLazyLoadEvent(title);\n\t\t});\t\t\n\t}\n\t// Get the login status\n\tthis.getStatus(function(err,isLoggedIn) {\n\t\t// Do a sync from the server\n\t\tself.syncFromServer();\n\t});\n}\n\n/*\nShow a generic network error alert\n*/\nSyncer.prototype.displayError = function(msg,err) {\n\tif(err === ($tw.language.getString(\"Error/XMLHttpRequest\") + \": 0\")) {\n\t\tthis.loggerConnection.alert($tw.language.getString(\"Error/NetworkErrorAlert\"));\n\t\tthis.logger.log(msg + \":\",err);\n\t} else {\n\t\tthis.logger.alert(msg + \":\",err);\n\t}\n};\n\n/*\nReturn an array of the tiddler titles that are subjected to syncing\n*/\nSyncer.prototype.getSyncedTiddlers = function(source) {\n\treturn this.filterFn.call(this.wiki,source);\n};\n\n/*\nReturn an array of the tiddler titles that are subjected to syncing\n*/\nSyncer.prototype.getTiddlerRevision = function(title) {\n\tif(this.syncadaptor && this.syncadaptor.getTiddlerRevision) {\n\t\treturn this.syncadaptor.getTiddlerRevision(title);\n\t} else {\n\t\treturn this.wiki.getTiddler(title).fields.revision;\t\n\t} \n};\n\n/*\nRead (or re-read) the latest tiddler info from the store\n*/\nSyncer.prototype.readTiddlerInfo = function() {\n\t// Hashmap by title of {revision:,changeCount:,adaptorInfo:}\n\t// \"revision\" is the revision of the tiddler last seen on the server, and \"changecount\" is the corresponding local changecount\n\tthis.tiddlerInfo = {};\n\t// Record information for known tiddlers\n\tvar self = this,\n\t\ttiddlers = this.getSyncedTiddlers();\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.wiki.tiddlerExists(title) && self.wiki.getTiddler(title);\n\t\tself.tiddlerInfo[title] = {\n\t\t\trevision: self.getTiddlerRevision(title),\n\t\t\tadaptorInfo: self.syncadaptor && self.syncadaptor.getTiddlerInfo(tiddler),\n\t\t\tchangeCount: self.wiki.getChangeCount(title)\n\t\t};\n\t});\n};\n\n/*\nChecks whether the wiki is dirty (ie the window shouldn't be closed)\n*/\nSyncer.prototype.isDirty = function() {\n\tthis.logger.log(\"Checking dirty status\");\n\t// Check tiddlers that are in the store and included in the filter function\n\tvar titles = this.getSyncedTiddlers();\n\tfor(var index=0; index<titles.length; index++) {\n\t\tvar title = titles[index],\n\t\t\ttiddlerInfo = this.tiddlerInfo[title];\n\t\tif(this.wiki.tiddlerExists(title)) {\n\t\t\tif(tiddlerInfo) {\n\t\t\t\t// If the tiddler is known on the server and has been modified locally then it needs to be saved to the server\n\t\t\t\tif($tw.wiki.getChangeCount(title) > tiddlerInfo.changeCount) {\n\t\t\t\t\treturn true;\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\t// If the tiddler isn't known on the server then it needs to be saved to the server\n\t\t\t\treturn true;\n\t\t\t}\n\t\t}\n\t}\n\t// Check tiddlers that are known from the server but not currently in the store\n\ttitles = Object.keys(this.tiddlerInfo);\n\tfor(index=0; index<titles.length; index++) {\n\t\tif(!this.wiki.tiddlerExists(titles[index])) {\n\t\t\t// There must be a pending delete\n\t\t\treturn true;\n\t\t}\n\t}\n\treturn false;\n};\n\n/*\nUpdate the document body with the class \"tc-dirty\" if the wiki has unsaved/unsynced changes\n*/\nSyncer.prototype.updateDirtyStatus = function() {\n\tif($tw.browser && !this.disableUI) {\n\t\tvar dirty = this.isDirty();\n\t\t$tw.utils.toggleClass(document.body,\"tc-dirty\",dirty);\n\t\tif(!dirty) {\n\t\t\tthis.loggerConnection.clearAlerts();\n\t\t}\n\t}\n};\n\n/*\nSave an incoming tiddler in the store, and updates the associated tiddlerInfo\n*/\nSyncer.prototype.storeTiddler = function(tiddlerFields) {\n\t// Save the tiddler\n\tvar tiddler = new $tw.Tiddler(tiddlerFields);\n\tthis.wiki.addTiddler(tiddler);\n\t// Save the tiddler revision and changeCount details\n\tthis.tiddlerInfo[tiddlerFields.title] = {\n\t\trevision: this.getTiddlerRevision(tiddlerFields.title),\n\t\tadaptorInfo: this.syncadaptor.getTiddlerInfo(tiddler),\n\t\tchangeCount: this.wiki.getChangeCount(tiddlerFields.title)\n\t};\n};\n\nSyncer.prototype.getStatus = function(callback) {\n\tvar self = this;\n\t// Check if the adaptor supports getStatus()\n\tif(this.syncadaptor && this.syncadaptor.getStatus) {\n\t\t// Mark us as not logged in\n\t\tthis.wiki.addTiddler({title: this.titleIsLoggedIn,text: \"no\"});\n\t\t// Get login status\n\t\tthis.syncadaptor.getStatus(function(err,isLoggedIn,username,isReadOnly,isAnonymous) {\n\t\t\tif(err) {\n\t\t\t\tself.logger.alert(err);\n\t\t\t} else {\n\t\t\t\t// Set the various status tiddlers\n\t\t\t\tself.wiki.addTiddler({title: self.titleIsReadOnly,text: isReadOnly ? \"yes\" : \"no\"});\n\t\t\t\tself.wiki.addTiddler({title: self.titleIsAnonymous,text: isAnonymous ? \"yes\" : \"no\"});\n\t\t\t\tself.wiki.addTiddler({title: self.titleIsLoggedIn,text: isLoggedIn ? \"yes\" : \"no\"});\n\t\t\t\tif(isLoggedIn) {\n\t\t\t\t\tself.wiki.addTiddler({title: self.titleUserName,text: username || \"\"});\n\t\t\t\t}\n\t\t\t}\n\t\t\t// Invoke the callback\n\t\t\tif(callback) {\n\t\t\t\tcallback(err,isLoggedIn,username);\n\t\t\t}\n\t\t});\n\t} else {\n\t\tcallback(null,true,\"UNAUTHENTICATED\");\n\t}\n};\n\n/*\nSynchronise from the server by reading the skinny tiddler list and queuing up loads for any tiddlers that we don't already have up to date\n*/\nSyncer.prototype.syncFromServer = function() {\n\tvar self = this,\n\t\tcancelNextSync = function() {\n\t\t\tif(self.pollTimerId) {\n\t\t\t\tclearTimeout(self.pollTimerId);\n\t\t\t\tself.pollTimerId = null;\n\t\t\t}\n\t\t},\n\t\ttriggerNextSync = function() {\n\t\t\tself.pollTimerId = setTimeout(function() {\n\t\t\t\tself.pollTimerId = null;\n\t\t\t\tself.syncFromServer.call(self);\n\t\t\t},self.pollTimerInterval);\n\t\t};\n\tif(this.syncadaptor && this.syncadaptor.getUpdatedTiddlers) {\n\t\tthis.logger.log(\"Retrieving updated tiddler list\");\n\t\tcancelNextSync();\n\t\tthis.syncadaptor.getUpdatedTiddlers(self,function(err,updates) {\n\t\t\ttriggerNextSync();\n\t\t\tif(err) {\n\t\t\t\tself.displayError($tw.language.getString(\"Error/RetrievingSkinny\"),err);\n\t\t\t\treturn;\n\t\t\t}\n\t\t\tif(updates) {\n\t\t\t\t$tw.utils.each(updates.modifications,function(title) {\n\t\t\t\t\tself.titlesToBeLoaded[title] = true;\n\t\t\t\t});\n\t\t\t\t$tw.utils.each(updates.deletions,function(title) {\n\t\t\t\t\tdelete self.tiddlerInfo[title];\n\t\t\t\t\tself.logger.log(\"Deleting tiddler missing from server:\",title);\n\t\t\t\t\tself.wiki.deleteTiddler(title);\n\t\t\t\t});\n\t\t\t\tif(updates.modifications.length > 0 || updates.deletions.length > 0) {\n\t\t\t\t\tself.processTaskQueue();\n\t\t\t\t}\t\t\t\t\n\t\t\t}\n\t\t});\n\t} else if(this.syncadaptor && this.syncadaptor.getSkinnyTiddlers) {\n\t\tthis.logger.log(\"Retrieving skinny tiddler list\");\n\t\tcancelNextSync();\n\t\tthis.syncadaptor.getSkinnyTiddlers(function(err,tiddlers) {\n\t\t\ttriggerNextSync();\n\t\t\t// Check for errors\n\t\t\tif(err) {\n\t\t\t\tself.displayError($tw.language.getString(\"Error/RetrievingSkinny\"),err);\n\t\t\t\treturn;\n\t\t\t}\n\t\t\t// Keep track of which tiddlers we already know about have been reported this time\n\t\t\tvar previousTitles = Object.keys(self.tiddlerInfo);\n\t\t\t// Process each incoming tiddler\n\t\t\tfor(var t=0; t<tiddlers.length; t++) {\n\t\t\t\t// Get the incoming tiddler fields, and the existing tiddler\n\t\t\t\tvar tiddlerFields = tiddlers[t],\n\t\t\t\t\tincomingRevision = tiddlerFields.revision + \"\",\n\t\t\t\t\ttiddler = self.wiki.tiddlerExists(tiddlerFields.title) && self.wiki.getTiddler(tiddlerFields.title),\n\t\t\t\t\ttiddlerInfo = self.tiddlerInfo[tiddlerFields.title],\n\t\t\t\t\tcurrRevision = tiddlerInfo ? tiddlerInfo.revision : null,\n\t\t\t\t\tindexInPreviousTitles = previousTitles.indexOf(tiddlerFields.title);\n\t\t\t\tif(indexInPreviousTitles !== -1) {\n\t\t\t\t\tpreviousTitles.splice(indexInPreviousTitles,1);\n\t\t\t\t}\n\t\t\t\t// Ignore the incoming tiddler if it's the same as the revision we've already got\n\t\t\t\tif(currRevision !== incomingRevision) {\n\t\t\t\t\t// Only load the skinny version if we don't already have a fat version of the tiddler\n\t\t\t\t\tif(!tiddler || tiddler.fields.text === undefined) {\n\t\t\t\t\t\tself.storeTiddler(tiddlerFields);\n\t\t\t\t\t}\n\t\t\t\t\t// Do a full load of this tiddler\n\t\t\t\t\tself.titlesToBeLoaded[tiddlerFields.title] = true;\n\t\t\t\t}\n\t\t\t}\n\t\t\t// Delete any tiddlers that were previously reported but missing this time\n\t\t\t$tw.utils.each(previousTitles,function(title) {\n\t\t\t\tdelete self.tiddlerInfo[title];\n\t\t\t\tself.logger.log(\"Deleting tiddler missing from server:\",title);\n\t\t\t\tself.wiki.deleteTiddler(title);\n\t\t\t});\n\t\t\tself.processTaskQueue();\n\t\t});\n\t}\n};\n\n/*\nForce load a tiddler from the server\n*/\nSyncer.prototype.enqueueLoadTiddler = function(title) {\n\tthis.titlesToBeLoaded[title] = true;\n\tthis.processTaskQueue();\n};\n\n/*\nLazily load a skinny tiddler if we can\n*/\nSyncer.prototype.handleLazyLoadEvent = function(title) {\n\t// Ignore if the syncadaptor doesn't handle it\n\tif(!this.syncadaptor.supportsLazyLoading) {\n\t\treturn;\n\t}\n\t// Don't lazy load the same tiddler twice\n\tif(!this.titlesHaveBeenLazyLoaded[title]) {\n\t\t// Don't lazy load if the tiddler isn't included in the sync filter\n\t\tif(this.getSyncedTiddlers().indexOf(title) !== -1) {\n\t\t\t// Mark the tiddler as needing loading, and having already been lazily loaded\n\t\t\tthis.titlesToBeLoaded[title] = true;\n\t\t\tthis.titlesHaveBeenLazyLoaded[title] = true;\n\t\t}\n\t}\n};\n\n/*\nDispay a password prompt and allow the user to login\n*/\nSyncer.prototype.handleLoginEvent = function() {\n\tvar self = this;\n\tthis.getStatus(function(err,isLoggedIn,username) {\n\t\tif(!err && !isLoggedIn) {\n\t\t\t$tw.passwordPrompt.createPrompt({\n\t\t\t\tserviceName: $tw.language.getString(\"LoginToTiddlySpace\"),\n\t\t\t\tcallback: function(data) {\n\t\t\t\t\tself.login(data.username,data.password,function(err,isLoggedIn) {\n\t\t\t\t\t\tself.syncFromServer();\n\t\t\t\t\t});\n\t\t\t\t\treturn true; // Get rid of the password prompt\n\t\t\t\t}\n\t\t\t});\n\t\t}\n\t});\n};\n\n/*\nAttempt to login to TiddlyWeb.\n\tusername: username\n\tpassword: password\n\tcallback: invoked with arguments (err,isLoggedIn)\n*/\nSyncer.prototype.login = function(username,password,callback) {\n\tthis.logger.log(\"Attempting to login as\",username);\n\tvar self = this;\n\tif(this.syncadaptor.login) {\n\t\tthis.syncadaptor.login(username,password,function(err) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tself.getStatus(function(err,isLoggedIn,username) {\n\t\t\t\tif(callback) {\n\t\t\t\t\tcallback(err,isLoggedIn);\n\t\t\t\t}\n\t\t\t});\n\t\t});\n\t} else {\n\t\tcallback(null,true);\n\t}\n};\n\n/*\nAttempt to log out of TiddlyWeb\n*/\nSyncer.prototype.handleLogoutEvent = function() {\n\tthis.logger.log(\"Attempting to logout\");\n\tvar self = this;\n\tif(this.syncadaptor.logout) {\n\t\tthis.syncadaptor.logout(function(err) {\n\t\t\tif(err) {\n\t\t\t\tself.logger.alert(err);\n\t\t\t} else {\n\t\t\t\tself.getStatus();\n\t\t\t}\n\t\t});\n\t}\n};\n\n/*\nImmediately refresh from the server\n*/\nSyncer.prototype.handleRefreshEvent = function() {\n\tthis.syncFromServer();\n};\n\n/*\nProcess the next task\n*/\nSyncer.prototype.processTaskQueue = function() {\n\tvar self = this;\n\t// Only process a task if the sync adaptor is fully initialised and we're not already performing\n\t// a task. If we are already performing a task then we'll dispatch the next one when it completes\n\tif((!this.syncadaptor.isReady || this.syncadaptor.isReady()) && this.numTasksInProgress === 0) {\n\t\t// Choose the next task to perform\n\t\tvar task = this.chooseNextTask();\n\t\t// Perform the task if we had one\n\t\tif(typeof task === \"object\" && task !== null) {\n\t\t\tthis.numTasksInProgress += 1;\n\t\t\ttask.run(function(err) {\n\t\t\t\tself.numTasksInProgress -= 1;\n\t\t\t\tif(err) {\n\t\t\t\t\tself.displayError(\"Sync error while processing \" + task.type + \" of '\" + task.title + \"'\",err);\n\t\t\t\t\tself.updateDirtyStatus();\n\t\t\t\t\tself.triggerTimeout(self.errorRetryInterval);\n\t\t\t\t} else {\n\t\t\t\t\tself.updateDirtyStatus();\n\t\t\t\t\t// Process the next task\n\t\t\t\t\tself.processTaskQueue.call(self);\t\t\t\t\t\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\t// No task is ready so update the status\n\t\t\tthis.updateDirtyStatus();\n\t\t\t// And trigger a timeout if there is a pending task\n\t\t\tif(task === true) {\n\t\t\t\tthis.triggerTimeout();\t\t\t\t\n\t\t\t}\n\t\t}\n\t} else {\n\t\tthis.updateDirtyStatus();\t\t\n\t}\n};\n\nSyncer.prototype.triggerTimeout = function(interval) {\n\tvar self = this;\n\tif(!this.taskTimerId) {\n\t\tthis.taskTimerId = setTimeout(function() {\n\t\t\tself.taskTimerId = null;\n\t\t\tself.processTaskQueue.call(self);\n\t\t},interval || self.taskTimerInterval);\n\t}\n};\n\n/*\nChoose the next sync task. We prioritise saves, then deletes, then loads from the server\n\nReturns either a task object, null if there's no upcoming tasks, or the boolean true if there are pending tasks that aren't yet due\n*/\nSyncer.prototype.chooseNextTask = function() {\n\tvar thresholdLastSaved = (new Date()) - this.throttleInterval,\n\t\thavePending = null;\n\t// First we look for tiddlers that have been modified locally and need saving back to the server\n\tvar titles = this.getSyncedTiddlers();\n\tfor(var index=0; index<titles.length; index++) {\n\t\tvar title = titles[index],\n\t\t\ttiddler = this.wiki.tiddlerExists(title) && this.wiki.getTiddler(title),\n\t\t\ttiddlerInfo = this.tiddlerInfo[title];\n\t\tif(tiddler) {\n\t\t\t// If the tiddler is not known on the server, or has been modified locally no more recently than the threshold then it needs to be saved to the server\n\t\t\tvar hasChanged = !tiddlerInfo || $tw.wiki.getChangeCount(title) > tiddlerInfo.changeCount,\n\t\t\t\tisReadyToSave = !tiddlerInfo || !tiddlerInfo.timestampLastSaved || tiddlerInfo.timestampLastSaved < thresholdLastSaved;\n\t\t\tif(hasChanged) {\n\t\t\t\tif(isReadyToSave) {\n\t\t\t\t\treturn new SaveTiddlerTask(this,title); \t\t\t\t\t\n\t\t\t\t} else {\n\t\t\t\t\thavePending = true;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n\t// Second, we check tiddlers that are known from the server but not currently in the store, and so need deleting on the server\n\ttitles = Object.keys(this.tiddlerInfo);\n\tfor(index=0; index<titles.length; index++) {\n\t\ttitle = titles[index];\n\t\ttiddlerInfo = this.tiddlerInfo[title];\n\t\ttiddler = this.wiki.tiddlerExists(title) && this.wiki.getTiddler(title);\n\t\tif(!tiddler) {\n\t\t\treturn new DeleteTiddlerTask(this,title);\n\t\t}\n\t}\n\t// Check for tiddlers that need loading\n\ttitle = Object.keys(this.titlesToBeLoaded)[0];\n\tif(title) {\n\t\tdelete this.titlesToBeLoaded[title];\n\t\treturn new LoadTiddlerTask(this,title);\n\t}\n\t// No tasks are ready\n\treturn havePending;\n};\n\nfunction SaveTiddlerTask(syncer,title) {\n\tthis.syncer = syncer;\n\tthis.title = title;\n\tthis.type = \"save\";\n}\n\nSaveTiddlerTask.prototype.run = function(callback) {\n\tvar self = this,\n\t\tchangeCount = this.syncer.wiki.getChangeCount(this.title),\n\t\ttiddler = this.syncer.wiki.tiddlerExists(this.title) && this.syncer.wiki.getTiddler(this.title);\n\tthis.syncer.logger.log(\"Dispatching 'save' task:\",this.title);\n\tif(tiddler) {\n\t\tthis.syncer.syncadaptor.saveTiddler(tiddler,function(err,adaptorInfo,revision) {\n\t\t\t// If there's an error, exit without changing any internal state\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\t// Adjust the info stored about this tiddler\n\t\t\tself.syncer.tiddlerInfo[self.title] = {\n\t\t\t\tchangeCount: changeCount,\n\t\t\t\tadaptorInfo: adaptorInfo,\n\t\t\t\trevision: revision,\n\t\t\t\ttimestampLastSaved: new Date()\n\t\t\t};\n\t\t\t// Invoke the callback\n\t\t\tcallback(null);\n\t\t});\n\t} else {\n\t\tthis.syncer.logger.log(\" Not Dispatching 'save' task:\",this.title,\"tiddler does not exist\");\n\t\t$tw.utils.nextTick(callback(null));\n\t}\n};\n\nfunction DeleteTiddlerTask(syncer,title) {\n\tthis.syncer = syncer;\n\tthis.title = title;\n\tthis.type = \"delete\";\n}\n\nDeleteTiddlerTask.prototype.run = function(callback) {\n\tvar self = this;\n\tthis.syncer.logger.log(\"Dispatching 'delete' task:\",this.title);\n\tthis.syncer.syncadaptor.deleteTiddler(this.title,function(err) {\n\t\t// If there's an error, exit without changing any internal state\n\t\tif(err) {\n\t\t\treturn callback(err);\n\t\t}\n\t\t// Remove the info stored about this tiddler\n\t\tdelete self.syncer.tiddlerInfo[self.title];\n\t\t// Invoke the callback\n\t\tcallback(null);\n\t},{\n\t\ttiddlerInfo: self.syncer.tiddlerInfo[this.title]\n\t});\n};\n\nfunction LoadTiddlerTask(syncer,title) {\n\tthis.syncer = syncer;\n\tthis.title = title;\n\tthis.type = \"load\";\n}\n\nLoadTiddlerTask.prototype.run = function(callback) {\n\tvar self = this;\n\tthis.syncer.logger.log(\"Dispatching 'load' task:\",this.title);\n\tthis.syncer.syncadaptor.loadTiddler(this.title,function(err,tiddlerFields) {\n\t\t// If there's an error, exit without changing any internal state\n\t\tif(err) {\n\t\t\treturn callback(err);\n\t\t}\n\t\t// Update the info stored about this tiddler\n\t\tif(tiddlerFields) {\n\t\t\tself.syncer.storeTiddler(tiddlerFields);\n\t\t}\n\t\t// Invoke the callback\n\t\tcallback(null);\n\t});\n};\n\nexports.Syncer = Syncer;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/tiddler.js": {
"title": "$:/core/modules/tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/tiddler.js\ntype: application/javascript\nmodule-type: tiddlermethod\n\nExtension methods for the $tw.Tiddler object (constructor and methods required at boot time are in boot/boot.js)\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.hasTag = function(tag) {\n\treturn this.fields.tags && this.fields.tags.indexOf(tag) !== -1;\n};\n\nexports.isPlugin = function() {\n\treturn this.fields.type === \"application/json\" && this.hasField(\"plugin-type\");\n};\n\nexports.isDraft = function() {\n\treturn this.hasField(\"draft.of\");\n};\n\nexports.getFieldString = function(field) {\n\tvar value = this.fields[field];\n\t// Check for a missing field\n\tif(value === undefined || value === null) {\n\t\treturn \"\";\n\t}\n\t// Parse the field with the associated module (if any)\n\tvar fieldModule = $tw.Tiddler.fieldModules[field];\n\tif(fieldModule && fieldModule.stringify) {\n\t\treturn fieldModule.stringify.call(this,value);\n\t} else {\n\t\treturn value.toString();\n\t}\n};\n\n/*\nGet the value of a field as a list\n*/\nexports.getFieldList = function(field) {\n\tvar value = this.fields[field];\n\t// Check for a missing field\n\tif(value === undefined || value === null) {\n\t\treturn [];\n\t}\n\treturn $tw.utils.parseStringArray(value);\n};\n\n/*\nGet all the fields as a hashmap of strings. Options:\n\texclude: an array of field names to exclude\n*/\nexports.getFieldStrings = function(options) {\n\toptions = options || {};\n\tvar exclude = options.exclude || [];\n\tvar fields = {};\n\tfor(var field in this.fields) {\n\t\tif($tw.utils.hop(this.fields,field)) {\n\t\t\tif(exclude.indexOf(field) === -1) {\n\t\t\t\tfields[field] = this.getFieldString(field);\n\t\t\t}\n\t\t}\n\t}\n\treturn fields;\n};\n\n/*\nGet all the fields as a name:value block. Options:\n\texclude: an array of field names to exclude\n*/\nexports.getFieldStringBlock = function(options) {\n\toptions = options || {};\n\tvar exclude = options.exclude || [],\n\t\tfields = Object.keys(this.fields).sort(),\n\t\tresult = [];\n\tfor(var t=0; t<fields.length; t++) {\n\t\tvar field = fields[t];\n\t\tif(exclude.indexOf(field) === -1) {\n\t\t\tresult.push(field + \": \" + this.getFieldString(field));\n\t\t}\n\t}\n\treturn result.join(\"\\n\");\n};\n\nexports.getFieldDay = function(field) {\n\tif(this.cache && this.cache.day && $tw.utils.hop(this.cache.day,field) ) {\n\t\treturn this.cache.day[field];\n\t}\n\tvar day = \"\";\n\tif(this.fields[field]) {\n\t\tday = (new Date($tw.utils.parseDate(this.fields[field]))).setHours(0,0,0,0);\n\t}\n\tthis.cache.day = this.cache.day || {};\n\tthis.cache.day[field] = day;\n\treturn day;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "tiddlermethod"
},
"$:/core/modules/upgraders/plugins.js": {
"title": "$:/core/modules/upgraders/plugins.js",
"text": "/*\\\ntitle: $:/core/modules/upgraders/plugins.js\ntype: application/javascript\nmodule-type: upgrader\n\nUpgrader module that checks that plugins are newer than any already installed version\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar UPGRADE_LIBRARY_TITLE = \"$:/UpgradeLibrary\";\n\nvar BLOCKED_PLUGINS = {\n\t\"$:/themes/tiddlywiki/stickytitles\": {\n\t\tversions: [\"*\"]\n\t},\n\t\"$:/plugins/tiddlywiki/fullscreen\": {\n\t\tversions: [\"*\"]\n\t}\n};\n\nexports.upgrade = function(wiki,titles,tiddlers) {\n\tvar self = this,\n\t\tmessages = {},\n\t\tupgradeLibrary,\n\t\tgetLibraryTiddler = function(title) {\n\t\t\tif(!upgradeLibrary) {\n\t\t\t\tupgradeLibrary = wiki.getTiddlerData(UPGRADE_LIBRARY_TITLE,{});\n\t\t\t\tupgradeLibrary.tiddlers = upgradeLibrary.tiddlers || {};\n\t\t\t}\n\t\t\treturn upgradeLibrary.tiddlers[title];\n\t\t};\n\n\t// Go through all the incoming tiddlers\n\t$tw.utils.each(titles,function(title) {\n\t\tvar incomingTiddler = tiddlers[title];\n\t\t// Check if we're dealing with a plugin\n\t\tif(incomingTiddler && incomingTiddler[\"plugin-type\"]) {\n\t\t\t// Check whether the plugin contains JS modules\n\t\t\tvar requiresReload = $tw.wiki.doesPluginInfoRequireReload(JSON.parse(incomingTiddler.text)) ? ($tw.wiki.getTiddlerText(\"$:/language/ControlPanel/Plugins/PluginWillRequireReload\") + \" \") : \"\";\n\t\t\tmessages[title] = requiresReload;\n\t\t\tif(incomingTiddler.version) {\n\t\t\t\t// Upgrade the incoming plugin if it is in the upgrade library\n\t\t\t\tvar libraryTiddler = getLibraryTiddler(title);\n\t\t\t\tif(libraryTiddler && libraryTiddler[\"plugin-type\"] && libraryTiddler.version) {\n\t\t\t\t\ttiddlers[title] = libraryTiddler;\n\t\t\t\t\tmessages[title] = requiresReload + $tw.language.getString(\"Import/Upgrader/Plugins/Upgraded\",{variables: {incoming: incomingTiddler.version, upgraded: libraryTiddler.version}});\n\t\t\t\t\treturn;\n\t\t\t\t}\n\t\t\t\t// Suppress the incoming plugin if it is older than the currently installed one\n\t\t\t\tvar existingTiddler = wiki.getTiddler(title);\n\t\t\t\tif(existingTiddler && existingTiddler.hasField(\"plugin-type\") && existingTiddler.hasField(\"version\")) {\n\t\t\t\t\t// Reject the incoming plugin by blanking all its fields\n\t\t\t\t\tif($tw.utils.checkVersions(existingTiddler.fields.version,incomingTiddler.version)) {\n\t\t\t\t\t\ttiddlers[title] = Object.create(null);\n\t\t\t\t\t\tmessages[title] = requiresReload + $tw.language.getString(\"Import/Upgrader/Plugins/Suppressed/Version\",{variables: {incoming: incomingTiddler.version, existing: existingTiddler.fields.version}});\n\t\t\t\t\t\treturn;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t\t// Check whether the plugin is on the blocked list\n\t\t\tvar blockInfo = BLOCKED_PLUGINS[title];\n\t\t\tif(blockInfo) {\n\t\t\t\tif(blockInfo.versions.indexOf(\"*\") !== -1 || (incomingTiddler.version && blockInfo.versions.indexOf(incomingTiddler.version) !== -1)) {\n\t\t\t\t\ttiddlers[title] = Object.create(null);\n\t\t\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/Plugins/Suppressed/Incompatible\");\n\t\t\t\t\treturn;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\treturn messages;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "upgrader"
},
"$:/core/modules/upgraders/system.js": {
"title": "$:/core/modules/upgraders/system.js",
"text": "/*\\\ntitle: $:/core/modules/upgraders/system.js\ntype: application/javascript\nmodule-type: upgrader\n\nUpgrader module that suppresses certain system tiddlers that shouldn't be imported\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar DONT_IMPORT_LIST = [\"$:/StoryList\",\"$:/HistoryList\"],\n\tDONT_IMPORT_PREFIX_LIST = [\"$:/temp/\",\"$:/state/\",\"$:/Import\"],\n\tWARN_IMPORT_PREFIX_LIST = [\"$:/core/modules/\"];\n\nexports.upgrade = function(wiki,titles,tiddlers) {\n\tvar self = this,\n\t\tmessages = {},\n\t\tshowAlert = false;\n\t// Check for tiddlers on our list\n\t$tw.utils.each(titles,function(title) {\n\t\tif(DONT_IMPORT_LIST.indexOf(title) !== -1) {\n\t\t\ttiddlers[title] = Object.create(null);\n\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/System/Suppressed\");\n\t\t} else {\n\t\t\tfor(var t=0; t<DONT_IMPORT_PREFIX_LIST.length; t++) {\n\t\t\t\tvar prefix = DONT_IMPORT_PREFIX_LIST[t];\n\t\t\t\tif(title.substr(0,prefix.length) === prefix) {\n\t\t\t\t\ttiddlers[title] = Object.create(null);\n\t\t\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/State/Suppressed\");\n\t\t\t\t}\n\t\t\t}\n\t\t\tfor(var t=0; t<WARN_IMPORT_PREFIX_LIST.length; t++) {\n\t\t\t\tvar prefix = WARN_IMPORT_PREFIX_LIST[t];\n\t\t\t\tif(title.substr(0,prefix.length) === prefix && wiki.isShadowTiddler(title)) {\n\t\t\t\t\tshowAlert = true;\n\t\t\t\t\tmessages[title] = $tw.language.getString(\"Import/Upgrader/System/Warning\");\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\tif(showAlert) {\n\t\tvar logger = new $tw.utils.Logger(\"import\");\n\t\tlogger.alert($tw.language.getString(\"Import/Upgrader/System/Alert\"));\n\t}\n\treturn messages;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "upgrader"
},
"$:/core/modules/upgraders/themetweaks.js": {
"title": "$:/core/modules/upgraders/themetweaks.js",
"text": "/*\\\ntitle: $:/core/modules/upgraders/themetweaks.js\ntype: application/javascript\nmodule-type: upgrader\n\nUpgrader module that handles the change in theme tweak storage introduced in 5.0.14-beta.\n\nPreviously, theme tweaks were stored in two data tiddlers:\n\n* $:/themes/tiddlywiki/vanilla/metrics\n* $:/themes/tiddlywiki/vanilla/settings\n\nNow, each tweak is stored in its own separate tiddler.\n\nThis upgrader copies any values from the old format to the new. The old data tiddlers are not deleted in case they have been used to store additional indexes.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar MAPPINGS = {\n\t\"$:/themes/tiddlywiki/vanilla/metrics\": {\n\t\t\"fontsize\": \"$:/themes/tiddlywiki/vanilla/metrics/fontsize\",\n\t\t\"lineheight\": \"$:/themes/tiddlywiki/vanilla/metrics/lineheight\",\n\t\t\"storyleft\": \"$:/themes/tiddlywiki/vanilla/metrics/storyleft\",\n\t\t\"storytop\": \"$:/themes/tiddlywiki/vanilla/metrics/storytop\",\n\t\t\"storyright\": \"$:/themes/tiddlywiki/vanilla/metrics/storyright\",\n\t\t\"storywidth\": \"$:/themes/tiddlywiki/vanilla/metrics/storywidth\",\n\t\t\"tiddlerwidth\": \"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth\"\n\t},\n\t\"$:/themes/tiddlywiki/vanilla/settings\": {\n\t\t\"fontfamily\": \"$:/themes/tiddlywiki/vanilla/settings/fontfamily\"\n\t}\n};\n\nexports.upgrade = function(wiki,titles,tiddlers) {\n\tvar self = this,\n\t\tmessages = {};\n\t// Check for tiddlers on our list\n\t$tw.utils.each(titles,function(title) {\n\t\tvar mapping = MAPPINGS[title];\n\t\tif(mapping) {\n\t\t\tvar tiddler = new $tw.Tiddler(tiddlers[title]),\n\t\t\t\ttiddlerData = wiki.getTiddlerDataCached(tiddler,{});\n\t\t\tfor(var index in mapping) {\n\t\t\t\tvar mappedTitle = mapping[index];\n\t\t\t\tif(!tiddlers[mappedTitle] || tiddlers[mappedTitle].title !== mappedTitle) {\n\t\t\t\t\ttiddlers[mappedTitle] = {\n\t\t\t\t\t\ttitle: mappedTitle,\n\t\t\t\t\t\ttext: tiddlerData[index]\n\t\t\t\t\t};\n\t\t\t\t\tmessages[mappedTitle] = $tw.language.getString(\"Import/Upgrader/ThemeTweaks/Created\",{variables: {\n\t\t\t\t\t\tfrom: title + \"##\" + index\n\t\t\t\t\t}});\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t});\n\treturn messages;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "upgrader"
},
"$:/core/modules/utils/base64-utf8/base64-utf8.module.js": {
"text": "(function(){// From https://gist.github.com/Nijikokun/5192472\n//\n// UTF8 Module\n//\n// Cleaner and modularized utf-8 encoding and decoding library for javascript.\n//\n// copyright: MIT\n// author: Nijiko Yonskai, @nijikokun, nijikokun@gmail.com\n!function(r,e,o,t){void 0!==o.module&&o.module.exports?o.module.exports=e.apply(o):void 0!==o.define&&\"function\"===o.define&&o.define.amd?define(\"utf8\",[],e):o.utf8=e.apply(o)}(0,function(){return{encode:function(r){if(\"string\"!=typeof r)return r;r=r.replace(/\\r\\n/g,\"\\n\");for(var e,o=\"\",t=0;t<r.length;t++)(e=r.charCodeAt(t))<128?o+=String.fromCharCode(e):e>127&&e<2048?(o+=String.fromCharCode(e>>6|192),o+=String.fromCharCode(63&e|128)):(o+=String.fromCharCode(e>>12|224),o+=String.fromCharCode(e>>6&63|128),o+=String.fromCharCode(63&e|128));return o},decode:function(r){if(\"string\"!=typeof r)return r;for(var e=\"\",o=0,t=0;o<r.length;)(t=r.charCodeAt(o))<128?(e+=String.fromCharCode(t),o++):t>191&&t<224?(e+=String.fromCharCode((31&t)<<6|63&r.charCodeAt(o+1)),o+=2):(e+=String.fromCharCode((15&t)<<12|(63&r.charCodeAt(o+1))<<6|63&r.charCodeAt(o+2)),o+=3);return e}}},this),function(r,e,o,t){if(void 0!==o.module&&o.module.exports){if(t&&o.require)for(var n=0;n<t.length;n++)o[t[n]]=o.require(t[n]);o.module.exports=e.apply(o)}else void 0!==o.define&&\"function\"===o.define&&o.define.amd?define(\"base64\",t||[],e):o.base64=e.apply(o)}(0,function(r){var e=r||this.utf8,o=\"ABCDEFGHIJKLMNOPQRSTUVWXYZabcdefghijklmnopqrstuvwxyz0123456789+/=\";return{encode:function(r){if(void 0===e)throw{error:\"MissingMethod\",message:\"UTF8 Module is missing.\"};if(\"string\"!=typeof r)return r;r=e.encode(r);for(var t,n,i,d,f,a,h,c=\"\",u=0;u<r.length;)d=(t=r.charCodeAt(u++))>>2,f=(3&t)<<4|(n=r.charCodeAt(u++))>>4,a=(15&n)<<2|(i=r.charCodeAt(u++))>>6,h=63&i,isNaN(n)?a=h=64:isNaN(i)&&(h=64),c+=o.charAt(d)+o.charAt(f)+o.charAt(a)+o.charAt(h);return c},decode:function(r){if(void 0===e)throw{error:\"MissingMethod\",message:\"UTF8 Module is missing.\"};if(\"string\"!=typeof r)return r;r=r.replace(/[^A-Za-z0-9\\+\\/\\=]/g,\"\");for(var t,n,i,d,f,a,h=\"\",c=0;c<r.length;)t=o.indexOf(r.charAt(c++))<<2|(d=o.indexOf(r.charAt(c++)))>>4,n=(15&d)<<4|(f=o.indexOf(r.charAt(c++)))>>2,i=(3&f)<<6|(a=o.indexOf(r.charAt(c++))),h+=String.fromCharCode(t),64!=f&&(h+=String.fromCharCode(n)),64!=a&&(h+=String.fromCharCode(i));return e.decode(h)}}},this,[\"utf8\"]);}).call(exports);",
"type": "application/javascript",
"title": "$:/core/modules/utils/base64-utf8/base64-utf8.module.js",
"module-type": "library"
},
"$:/core/modules/utils/crypto.js": {
"title": "$:/core/modules/utils/crypto.js",
"text": "/*\\\ntitle: $:/core/modules/utils/crypto.js\ntype: application/javascript\nmodule-type: utils\n\nUtility functions related to crypto.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nLook for an encrypted store area in the text of a TiddlyWiki file\n*/\nexports.extractEncryptedStoreArea = function(text) {\n\tvar encryptedStoreAreaStartMarker = \"<pre id=\\\"encryptedStoreArea\\\" type=\\\"text/plain\\\" style=\\\"display:none;\\\">\",\n\t\tencryptedStoreAreaStart = text.indexOf(encryptedStoreAreaStartMarker);\n\tif(encryptedStoreAreaStart !== -1) {\n\t\tvar encryptedStoreAreaEnd = text.indexOf(\"</pre>\",encryptedStoreAreaStart);\n\t\tif(encryptedStoreAreaEnd !== -1) {\n\t\t\treturn $tw.utils.htmlDecode(text.substring(encryptedStoreAreaStart + encryptedStoreAreaStartMarker.length,encryptedStoreAreaEnd-1));\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nAttempt to extract the tiddlers from an encrypted store area using the current password. If the password is not provided then the password in the password store will be used\n*/\nexports.decryptStoreArea = function(encryptedStoreArea,password) {\n\tvar decryptedText = $tw.crypto.decrypt(encryptedStoreArea,password);\n\tif(decryptedText) {\n\t\tvar json = JSON.parse(decryptedText),\n\t\t\ttiddlers = [];\n\t\tfor(var title in json) {\n\t\t\tif(title !== \"$:/isEncrypted\") {\n\t\t\t\ttiddlers.push(json[title]);\n\t\t\t}\n\t\t}\n\t\treturn tiddlers;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n\n/*\nAttempt to extract the tiddlers from an encrypted store area using the current password. If that fails, the user is prompted for a password.\nencryptedStoreArea: text of the TiddlyWiki encrypted store area\ncallback: function(tiddlers) called with the array of decrypted tiddlers\n\nThe following configuration settings are supported:\n\n$tw.config.usePasswordVault: causes any password entered by the user to also be put into the system password vault\n*/\nexports.decryptStoreAreaInteractive = function(encryptedStoreArea,callback,options) {\n\t// Try to decrypt with the current password\n\tvar tiddlers = $tw.utils.decryptStoreArea(encryptedStoreArea);\n\tif(tiddlers) {\n\t\tcallback(tiddlers);\n\t} else {\n\t\t// Prompt for a new password and keep trying\n\t\t$tw.passwordPrompt.createPrompt({\n\t\t\tserviceName: \"Enter a password to decrypt the imported TiddlyWiki\",\n\t\t\tnoUserName: true,\n\t\t\tcanCancel: true,\n\t\t\tsubmitText: \"Decrypt\",\n\t\t\tcallback: function(data) {\n\t\t\t\t// Exit if the user cancelled\n\t\t\t\tif(!data) {\n\t\t\t\t\treturn false;\n\t\t\t\t}\n\t\t\t\t// Attempt to decrypt the tiddlers\n\t\t\t\tvar tiddlers = $tw.utils.decryptStoreArea(encryptedStoreArea,data.password);\n\t\t\t\tif(tiddlers) {\n\t\t\t\t\tif($tw.config.usePasswordVault) {\n\t\t\t\t\t\t$tw.crypto.setPassword(data.password);\n\t\t\t\t\t}\n\t\t\t\t\tcallback(tiddlers);\n\t\t\t\t\t// Exit and remove the password prompt\n\t\t\t\t\treturn true;\n\t\t\t\t} else {\n\t\t\t\t\t// We didn't decrypt everything, so continue to prompt for password\n\t\t\t\t\treturn false;\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/csv.js": {
"title": "$:/core/modules/utils/csv.js",
"text": "/*\\\ntitle: $:/core/modules/utils/csv.js\ntype: application/javascript\nmodule-type: utils\n\nA barebones CSV parser\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nParse a CSV string with a header row and return an array of hashmaps.\n*/\nexports.parseCsvStringWithHeader = function(text,options) {\n\toptions = options || {};\n\tvar separator = options.separator || \",\",\n\t\trows = text.split(/\\r?\\n/mg).map(function(row) {\n\t\t\treturn $tw.utils.trim(row);\n\t\t}).filter(function(row) {\n\t\t\treturn row !== \"\";\n\t\t});\n\tif(rows.length < 1) {\n\t\treturn \"Missing header row\";\n\t}\n\tvar headings = rows[0].split(separator),\n\t\tresults = [];\n\tfor(var row=1; row<rows.length; row++) {\n\t\tvar columns = rows[row].split(separator),\n\t\t\tcolumnResult = Object.create(null);\n\t\tif(columns.length !== headings.length) {\n\t\t\treturn \"Malformed CSV row '\" + rows[row] + \"'\";\n\t\t}\n\t\tfor(var column=0; column<columns.length; column++) {\n\t\t\tvar columnName = headings[column];\n\t\t\tcolumnResult[columnName] = $tw.utils.trim(columns[column] || \"\");\n\t\t}\n\t\tresults.push(columnResult);\t\t\t\n\t}\n\treturn results;\n}\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/diff-match-patch/diff_match_patch.js": {
"text": "(function(){function diff_match_patch(){this.Diff_Timeout=1;this.Diff_EditCost=4;this.Match_Threshold=.5;this.Match_Distance=1E3;this.Patch_DeleteThreshold=.5;this.Patch_Margin=4;this.Match_MaxBits=32}var DIFF_DELETE=-1,DIFF_INSERT=1,DIFF_EQUAL=0;\ndiff_match_patch.prototype.diff_main=function(a,b,c,d){\"undefined\"==typeof d&&(d=0>=this.Diff_Timeout?Number.MAX_VALUE:(new Date).getTime()+1E3*this.Diff_Timeout);if(null==a||null==b)throw Error(\"Null input. (diff_main)\");if(a==b)return a?[[DIFF_EQUAL,a]]:[];\"undefined\"==typeof c&&(c=!0);var e=c,f=this.diff_commonPrefix(a,b);c=a.substring(0,f);a=a.substring(f);b=b.substring(f);f=this.diff_commonSuffix(a,b);var g=a.substring(a.length-f);a=a.substring(0,a.length-f);b=b.substring(0,b.length-f);a=this.diff_compute_(a,\nb,e,d);c&&a.unshift([DIFF_EQUAL,c]);g&&a.push([DIFF_EQUAL,g]);this.diff_cleanupMerge(a);return a};\ndiff_match_patch.prototype.diff_compute_=function(a,b,c,d){if(!a)return[[DIFF_INSERT,b]];if(!b)return[[DIFF_DELETE,a]];var e=a.length>b.length?a:b,f=a.length>b.length?b:a,g=e.indexOf(f);return-1!=g?(c=[[DIFF_INSERT,e.substring(0,g)],[DIFF_EQUAL,f],[DIFF_INSERT,e.substring(g+f.length)]],a.length>b.length&&(c[0][0]=c[2][0]=DIFF_DELETE),c):1==f.length?[[DIFF_DELETE,a],[DIFF_INSERT,b]]:(e=this.diff_halfMatch_(a,b))?(b=e[1],f=e[3],a=e[4],e=this.diff_main(e[0],e[2],c,d),c=this.diff_main(b,f,c,d),e.concat([[DIFF_EQUAL,\na]],c)):c&&100<a.length&&100<b.length?this.diff_lineMode_(a,b,d):this.diff_bisect_(a,b,d)};\ndiff_match_patch.prototype.diff_lineMode_=function(a,b,c){var d=this.diff_linesToChars_(a,b);a=d.chars1;b=d.chars2;d=d.lineArray;a=this.diff_main(a,b,!1,c);this.diff_charsToLines_(a,d);this.diff_cleanupSemantic(a);a.push([DIFF_EQUAL,\"\"]);for(var e=d=b=0,f=\"\",g=\"\";b<a.length;){switch(a[b][0]){case DIFF_INSERT:e++;g+=a[b][1];break;case DIFF_DELETE:d++;f+=a[b][1];break;case DIFF_EQUAL:if(1<=d&&1<=e){a.splice(b-d-e,d+e);b=b-d-e;d=this.diff_main(f,g,!1,c);for(e=d.length-1;0<=e;e--)a.splice(b,0,d[e]);b+=\nd.length}d=e=0;g=f=\"\"}b++}a.pop();return a};\ndiff_match_patch.prototype.diff_bisect_=function(a,b,c){for(var d=a.length,e=b.length,f=Math.ceil((d+e)/2),g=2*f,h=Array(g),l=Array(g),k=0;k<g;k++)h[k]=-1,l[k]=-1;h[f+1]=0;l[f+1]=0;k=d-e;for(var m=0!=k%2,p=0,x=0,w=0,q=0,t=0;t<f&&!((new Date).getTime()>c);t++){for(var v=-t+p;v<=t-x;v+=2){var n=f+v;var r=v==-t||v!=t&&h[n-1]<h[n+1]?h[n+1]:h[n-1]+1;for(var y=r-v;r<d&&y<e&&a.charAt(r)==b.charAt(y);)r++,y++;h[n]=r;if(r>d)x+=2;else if(y>e)p+=2;else if(m&&(n=f+k-v,0<=n&&n<g&&-1!=l[n])){var u=d-l[n];if(r>=\nu)return this.diff_bisectSplit_(a,b,r,y,c)}}for(v=-t+w;v<=t-q;v+=2){n=f+v;u=v==-t||v!=t&&l[n-1]<l[n+1]?l[n+1]:l[n-1]+1;for(r=u-v;u<d&&r<e&&a.charAt(d-u-1)==b.charAt(e-r-1);)u++,r++;l[n]=u;if(u>d)q+=2;else if(r>e)w+=2;else if(!m&&(n=f+k-v,0<=n&&n<g&&-1!=h[n]&&(r=h[n],y=f+r-n,u=d-u,r>=u)))return this.diff_bisectSplit_(a,b,r,y,c)}}return[[DIFF_DELETE,a],[DIFF_INSERT,b]]};\ndiff_match_patch.prototype.diff_bisectSplit_=function(a,b,c,d,e){var f=a.substring(0,c),g=b.substring(0,d);a=a.substring(c);b=b.substring(d);f=this.diff_main(f,g,!1,e);e=this.diff_main(a,b,!1,e);return f.concat(e)};\ndiff_match_patch.prototype.diff_linesToChars_=function(a,b){function c(a){for(var b=\"\",c=0,f=-1,g=d.length;f<a.length-1;){f=a.indexOf(\"\\n\",c);-1==f&&(f=a.length-1);var h=a.substring(c,f+1);c=f+1;(e.hasOwnProperty?e.hasOwnProperty(h):void 0!==e[h])?b+=String.fromCharCode(e[h]):(b+=String.fromCharCode(g),e[h]=g,d[g++]=h)}return b}var d=[],e={};d[0]=\"\";var f=c(a),g=c(b);return{chars1:f,chars2:g,lineArray:d}};\ndiff_match_patch.prototype.diff_charsToLines_=function(a,b){for(var c=0;c<a.length;c++){for(var d=a[c][1],e=[],f=0;f<d.length;f++)e[f]=b[d.charCodeAt(f)];a[c][1]=e.join(\"\")}};diff_match_patch.prototype.diff_commonPrefix=function(a,b){if(!a||!b||a.charAt(0)!=b.charAt(0))return 0;for(var c=0,d=Math.min(a.length,b.length),e=d,f=0;c<e;)a.substring(f,e)==b.substring(f,e)?f=c=e:d=e,e=Math.floor((d-c)/2+c);return e};\ndiff_match_patch.prototype.diff_commonSuffix=function(a,b){if(!a||!b||a.charAt(a.length-1)!=b.charAt(b.length-1))return 0;for(var c=0,d=Math.min(a.length,b.length),e=d,f=0;c<e;)a.substring(a.length-e,a.length-f)==b.substring(b.length-e,b.length-f)?f=c=e:d=e,e=Math.floor((d-c)/2+c);return e};\ndiff_match_patch.prototype.diff_commonOverlap_=function(a,b){var c=a.length,d=b.length;if(0==c||0==d)return 0;c>d?a=a.substring(c-d):c<d&&(b=b.substring(0,c));c=Math.min(c,d);if(a==b)return c;d=0;for(var e=1;;){var f=a.substring(c-e);f=b.indexOf(f);if(-1==f)return d;e+=f;if(0==f||a.substring(c-e)==b.substring(0,e))d=e,e++}};\ndiff_match_patch.prototype.diff_halfMatch_=function(a,b){function c(a,b,c){for(var d=a.substring(c,c+Math.floor(a.length/4)),e=-1,g=\"\",h,k,l,m;-1!=(e=b.indexOf(d,e+1));){var p=f.diff_commonPrefix(a.substring(c),b.substring(e)),u=f.diff_commonSuffix(a.substring(0,c),b.substring(0,e));g.length<u+p&&(g=b.substring(e-u,e)+b.substring(e,e+p),h=a.substring(0,c-u),k=a.substring(c+p),l=b.substring(0,e-u),m=b.substring(e+p))}return 2*g.length>=a.length?[h,k,l,m,g]:null}if(0>=this.Diff_Timeout)return null;\nvar d=a.length>b.length?a:b,e=a.length>b.length?b:a;if(4>d.length||2*e.length<d.length)return null;var f=this,g=c(d,e,Math.ceil(d.length/4));d=c(d,e,Math.ceil(d.length/2));if(g||d)g=d?g?g[4].length>d[4].length?g:d:d:g;else return null;if(a.length>b.length){d=g[0];e=g[1];var h=g[2];var l=g[3]}else h=g[0],l=g[1],d=g[2],e=g[3];return[d,e,h,l,g[4]]};\ndiff_match_patch.prototype.diff_cleanupSemantic=function(a){for(var b=!1,c=[],d=0,e=null,f=0,g=0,h=0,l=0,k=0;f<a.length;)a[f][0]==DIFF_EQUAL?(c[d++]=f,g=l,h=k,k=l=0,e=a[f][1]):(a[f][0]==DIFF_INSERT?l+=a[f][1].length:k+=a[f][1].length,e&&e.length<=Math.max(g,h)&&e.length<=Math.max(l,k)&&(a.splice(c[d-1],0,[DIFF_DELETE,e]),a[c[d-1]+1][0]=DIFF_INSERT,d--,d--,f=0<d?c[d-1]:-1,k=l=h=g=0,e=null,b=!0)),f++;b&&this.diff_cleanupMerge(a);this.diff_cleanupSemanticLossless(a);for(f=1;f<a.length;){if(a[f-1][0]==\nDIFF_DELETE&&a[f][0]==DIFF_INSERT){b=a[f-1][1];c=a[f][1];d=this.diff_commonOverlap_(b,c);e=this.diff_commonOverlap_(c,b);if(d>=e){if(d>=b.length/2||d>=c.length/2)a.splice(f,0,[DIFF_EQUAL,c.substring(0,d)]),a[f-1][1]=b.substring(0,b.length-d),a[f+1][1]=c.substring(d),f++}else if(e>=b.length/2||e>=c.length/2)a.splice(f,0,[DIFF_EQUAL,b.substring(0,e)]),a[f-1][0]=DIFF_INSERT,a[f-1][1]=c.substring(0,c.length-e),a[f+1][0]=DIFF_DELETE,a[f+1][1]=b.substring(e),f++;f++}f++}};\ndiff_match_patch.prototype.diff_cleanupSemanticLossless=function(a){function b(a,b){if(!a||!b)return 6;var c=a.charAt(a.length-1),d=b.charAt(0),e=c.match(diff_match_patch.nonAlphaNumericRegex_),f=d.match(diff_match_patch.nonAlphaNumericRegex_),g=e&&c.match(diff_match_patch.whitespaceRegex_),h=f&&d.match(diff_match_patch.whitespaceRegex_);c=g&&c.match(diff_match_patch.linebreakRegex_);d=h&&d.match(diff_match_patch.linebreakRegex_);var k=c&&a.match(diff_match_patch.blanklineEndRegex_),l=d&&b.match(diff_match_patch.blanklineStartRegex_);\nreturn k||l?5:c||d?4:e&&!g&&h?3:g||h?2:e||f?1:0}for(var c=1;c<a.length-1;){if(a[c-1][0]==DIFF_EQUAL&&a[c+1][0]==DIFF_EQUAL){var d=a[c-1][1],e=a[c][1],f=a[c+1][1],g=this.diff_commonSuffix(d,e);if(g){var h=e.substring(e.length-g);d=d.substring(0,d.length-g);e=h+e.substring(0,e.length-g);f=h+f}g=d;h=e;for(var l=f,k=b(d,e)+b(e,f);e.charAt(0)===f.charAt(0);){d+=e.charAt(0);e=e.substring(1)+f.charAt(0);f=f.substring(1);var m=b(d,e)+b(e,f);m>=k&&(k=m,g=d,h=e,l=f)}a[c-1][1]!=g&&(g?a[c-1][1]=g:(a.splice(c-\n1,1),c--),a[c][1]=h,l?a[c+1][1]=l:(a.splice(c+1,1),c--))}c++}};diff_match_patch.nonAlphaNumericRegex_=/[^a-zA-Z0-9]/;diff_match_patch.whitespaceRegex_=/\\s/;diff_match_patch.linebreakRegex_=/[\\r\\n]/;diff_match_patch.blanklineEndRegex_=/\\n\\r?\\n$/;diff_match_patch.blanklineStartRegex_=/^\\r?\\n\\r?\\n/;\ndiff_match_patch.prototype.diff_cleanupEfficiency=function(a){for(var b=!1,c=[],d=0,e=null,f=0,g=!1,h=!1,l=!1,k=!1;f<a.length;)a[f][0]==DIFF_EQUAL?(a[f][1].length<this.Diff_EditCost&&(l||k)?(c[d++]=f,g=l,h=k,e=a[f][1]):(d=0,e=null),l=k=!1):(a[f][0]==DIFF_DELETE?k=!0:l=!0,e&&(g&&h&&l&&k||e.length<this.Diff_EditCost/2&&3==g+h+l+k)&&(a.splice(c[d-1],0,[DIFF_DELETE,e]),a[c[d-1]+1][0]=DIFF_INSERT,d--,e=null,g&&h?(l=k=!0,d=0):(d--,f=0<d?c[d-1]:-1,l=k=!1),b=!0)),f++;b&&this.diff_cleanupMerge(a)};\ndiff_match_patch.prototype.diff_cleanupMerge=function(a){a.push([DIFF_EQUAL,\"\"]);for(var b=0,c=0,d=0,e=\"\",f=\"\",g;b<a.length;)switch(a[b][0]){case DIFF_INSERT:d++;f+=a[b][1];b++;break;case DIFF_DELETE:c++;e+=a[b][1];b++;break;case DIFF_EQUAL:1<c+d?(0!==c&&0!==d&&(g=this.diff_commonPrefix(f,e),0!==g&&(0<b-c-d&&a[b-c-d-1][0]==DIFF_EQUAL?a[b-c-d-1][1]+=f.substring(0,g):(a.splice(0,0,[DIFF_EQUAL,f.substring(0,g)]),b++),f=f.substring(g),e=e.substring(g)),g=this.diff_commonSuffix(f,e),0!==g&&(a[b][1]=f.substring(f.length-\ng)+a[b][1],f=f.substring(0,f.length-g),e=e.substring(0,e.length-g))),0===c?a.splice(b-d,c+d,[DIFF_INSERT,f]):0===d?a.splice(b-c,c+d,[DIFF_DELETE,e]):a.splice(b-c-d,c+d,[DIFF_DELETE,e],[DIFF_INSERT,f]),b=b-c-d+(c?1:0)+(d?1:0)+1):0!==b&&a[b-1][0]==DIFF_EQUAL?(a[b-1][1]+=a[b][1],a.splice(b,1)):b++,c=d=0,f=e=\"\"}\"\"===a[a.length-1][1]&&a.pop();c=!1;for(b=1;b<a.length-1;)a[b-1][0]==DIFF_EQUAL&&a[b+1][0]==DIFF_EQUAL&&(a[b][1].substring(a[b][1].length-a[b-1][1].length)==a[b-1][1]?(a[b][1]=a[b-1][1]+a[b][1].substring(0,\na[b][1].length-a[b-1][1].length),a[b+1][1]=a[b-1][1]+a[b+1][1],a.splice(b-1,1),c=!0):a[b][1].substring(0,a[b+1][1].length)==a[b+1][1]&&(a[b-1][1]+=a[b+1][1],a[b][1]=a[b][1].substring(a[b+1][1].length)+a[b+1][1],a.splice(b+1,1),c=!0)),b++;c&&this.diff_cleanupMerge(a)};\ndiff_match_patch.prototype.diff_xIndex=function(a,b){var c=0,d=0,e=0,f=0,g;for(g=0;g<a.length;g++){a[g][0]!==DIFF_INSERT&&(c+=a[g][1].length);a[g][0]!==DIFF_DELETE&&(d+=a[g][1].length);if(c>b)break;e=c;f=d}return a.length!=g&&a[g][0]===DIFF_DELETE?f:f+(b-e)};\ndiff_match_patch.prototype.diff_prettyHtml=function(a){for(var b=[],c=/&/g,d=/</g,e=/>/g,f=/\\n/g,g=0;g<a.length;g++){var h=a[g][0],l=a[g][1].replace(c,\"&\").replace(d,\"<\").replace(e,\">\").replace(f,\"¶<br>\");switch(h){case DIFF_INSERT:b[g]='<ins style=\"background:#e6ffe6;\">'+l+\"</ins>\";break;case DIFF_DELETE:b[g]='<del style=\"background:#ffe6e6;\">'+l+\"</del>\";break;case DIFF_EQUAL:b[g]=\"<span>\"+l+\"</span>\"}}return b.join(\"\")};\ndiff_match_patch.prototype.diff_text1=function(a){for(var b=[],c=0;c<a.length;c++)a[c][0]!==DIFF_INSERT&&(b[c]=a[c][1]);return b.join(\"\")};diff_match_patch.prototype.diff_text2=function(a){for(var b=[],c=0;c<a.length;c++)a[c][0]!==DIFF_DELETE&&(b[c]=a[c][1]);return b.join(\"\")};\ndiff_match_patch.prototype.diff_levenshtein=function(a){for(var b=0,c=0,d=0,e=0;e<a.length;e++){var f=a[e][1];switch(a[e][0]){case DIFF_INSERT:c+=f.length;break;case DIFF_DELETE:d+=f.length;break;case DIFF_EQUAL:b+=Math.max(c,d),d=c=0}}return b+=Math.max(c,d)};\ndiff_match_patch.prototype.diff_toDelta=function(a){for(var b=[],c=0;c<a.length;c++)switch(a[c][0]){case DIFF_INSERT:b[c]=\"+\"+encodeURI(a[c][1]);break;case DIFF_DELETE:b[c]=\"-\"+a[c][1].length;break;case DIFF_EQUAL:b[c]=\"=\"+a[c][1].length}return b.join(\"\\t\").replace(/%20/g,\" \")};\ndiff_match_patch.prototype.diff_fromDelta=function(a,b){for(var c=[],d=0,e=0,f=b.split(/\\t/g),g=0;g<f.length;g++){var h=f[g].substring(1);switch(f[g].charAt(0)){case \"+\":try{c[d++]=[DIFF_INSERT,decodeURI(h)]}catch(k){throw Error(\"Illegal escape in diff_fromDelta: \"+h);}break;case \"-\":case \"=\":var l=parseInt(h,10);if(isNaN(l)||0>l)throw Error(\"Invalid number in diff_fromDelta: \"+h);h=a.substring(e,e+=l);\"=\"==f[g].charAt(0)?c[d++]=[DIFF_EQUAL,h]:c[d++]=[DIFF_DELETE,h];break;default:if(f[g])throw Error(\"Invalid diff operation in diff_fromDelta: \"+\nf[g]);}}if(e!=a.length)throw Error(\"Delta length (\"+e+\") does not equal source text length (\"+a.length+\").\");return c};diff_match_patch.prototype.match_main=function(a,b,c){if(null==a||null==b||null==c)throw Error(\"Null input. (match_main)\");c=Math.max(0,Math.min(c,a.length));return a==b?0:a.length?a.substring(c,c+b.length)==b?c:this.match_bitap_(a,b,c):-1};\ndiff_match_patch.prototype.match_bitap_=function(a,b,c){function d(a,d){var e=a/b.length,g=Math.abs(c-d);return f.Match_Distance?e+g/f.Match_Distance:g?1:e}if(b.length>this.Match_MaxBits)throw Error(\"Pattern too long for this browser.\");var e=this.match_alphabet_(b),f=this,g=this.Match_Threshold,h=a.indexOf(b,c);-1!=h&&(g=Math.min(d(0,h),g),h=a.lastIndexOf(b,c+b.length),-1!=h&&(g=Math.min(d(0,h),g)));var l=1<<b.length-1;h=-1;for(var k,m,p=b.length+a.length,x,w=0;w<b.length;w++){k=0;for(m=p;k<m;)d(w,\nc+m)<=g?k=m:p=m,m=Math.floor((p-k)/2+k);p=m;k=Math.max(1,c-m+1);var q=Math.min(c+m,a.length)+b.length;m=Array(q+2);for(m[q+1]=(1<<w)-1;q>=k;q--){var t=e[a.charAt(q-1)];m[q]=0===w?(m[q+1]<<1|1)&t:(m[q+1]<<1|1)&t|(x[q+1]|x[q])<<1|1|x[q+1];if(m[q]&l&&(t=d(w,q-1),t<=g))if(g=t,h=q-1,h>c)k=Math.max(1,2*c-h);else break}if(d(w+1,c)>g)break;x=m}return h};\ndiff_match_patch.prototype.match_alphabet_=function(a){for(var b={},c=0;c<a.length;c++)b[a.charAt(c)]=0;for(c=0;c<a.length;c++)b[a.charAt(c)]|=1<<a.length-c-1;return b};\ndiff_match_patch.prototype.patch_addContext_=function(a,b){if(0!=b.length){for(var c=b.substring(a.start2,a.start2+a.length1),d=0;b.indexOf(c)!=b.lastIndexOf(c)&&c.length<this.Match_MaxBits-this.Patch_Margin-this.Patch_Margin;)d+=this.Patch_Margin,c=b.substring(a.start2-d,a.start2+a.length1+d);d+=this.Patch_Margin;(c=b.substring(a.start2-d,a.start2))&&a.diffs.unshift([DIFF_EQUAL,c]);(d=b.substring(a.start2+a.length1,a.start2+a.length1+d))&&a.diffs.push([DIFF_EQUAL,d]);a.start1-=c.length;a.start2-=\nc.length;a.length1+=c.length+d.length;a.length2+=c.length+d.length}};\ndiff_match_patch.prototype.patch_make=function(a,b,c){if(\"string\"==typeof a&&\"string\"==typeof b&&\"undefined\"==typeof c){var d=a;b=this.diff_main(d,b,!0);2<b.length&&(this.diff_cleanupSemantic(b),this.diff_cleanupEfficiency(b))}else if(a&&\"object\"==typeof a&&\"undefined\"==typeof b&&\"undefined\"==typeof c)b=a,d=this.diff_text1(b);else if(\"string\"==typeof a&&b&&\"object\"==typeof b&&\"undefined\"==typeof c)d=a;else if(\"string\"==typeof a&&\"string\"==typeof b&&c&&\"object\"==typeof c)d=a,b=c;else throw Error(\"Unknown call format to patch_make.\");\nif(0===b.length)return[];c=[];a=new diff_match_patch.patch_obj;for(var e=0,f=0,g=0,h=d,l=0;l<b.length;l++){var k=b[l][0],m=b[l][1];e||k===DIFF_EQUAL||(a.start1=f,a.start2=g);switch(k){case DIFF_INSERT:a.diffs[e++]=b[l];a.length2+=m.length;d=d.substring(0,g)+m+d.substring(g);break;case DIFF_DELETE:a.length1+=m.length;a.diffs[e++]=b[l];d=d.substring(0,g)+d.substring(g+m.length);break;case DIFF_EQUAL:m.length<=2*this.Patch_Margin&&e&&b.length!=l+1?(a.diffs[e++]=b[l],a.length1+=m.length,a.length2+=m.length):\nm.length>=2*this.Patch_Margin&&e&&(this.patch_addContext_(a,h),c.push(a),a=new diff_match_patch.patch_obj,e=0,h=d,f=g)}k!==DIFF_INSERT&&(f+=m.length);k!==DIFF_DELETE&&(g+=m.length)}e&&(this.patch_addContext_(a,h),c.push(a));return c};\ndiff_match_patch.prototype.patch_deepCopy=function(a){for(var b=[],c=0;c<a.length;c++){var d=a[c],e=new diff_match_patch.patch_obj;e.diffs=[];for(var f=0;f<d.diffs.length;f++)e.diffs[f]=d.diffs[f].slice();e.start1=d.start1;e.start2=d.start2;e.length1=d.length1;e.length2=d.length2;b[c]=e}return b};\ndiff_match_patch.prototype.patch_apply=function(a,b){if(0==a.length)return[b,[]];a=this.patch_deepCopy(a);var c=this.patch_addPadding(a);b=c+b+c;this.patch_splitMax(a);for(var d=0,e=[],f=0;f<a.length;f++){var g=a[f].start2+d,h=this.diff_text1(a[f].diffs),l=-1;if(h.length>this.Match_MaxBits){var k=this.match_main(b,h.substring(0,this.Match_MaxBits),g);-1!=k&&(l=this.match_main(b,h.substring(h.length-this.Match_MaxBits),g+h.length-this.Match_MaxBits),-1==l||k>=l)&&(k=-1)}else k=this.match_main(b,h,\ng);if(-1==k)e[f]=!1,d-=a[f].length2-a[f].length1;else if(e[f]=!0,d=k-g,g=-1==l?b.substring(k,k+h.length):b.substring(k,l+this.Match_MaxBits),h==g)b=b.substring(0,k)+this.diff_text2(a[f].diffs)+b.substring(k+h.length);else if(g=this.diff_main(h,g,!1),h.length>this.Match_MaxBits&&this.diff_levenshtein(g)/h.length>this.Patch_DeleteThreshold)e[f]=!1;else{this.diff_cleanupSemanticLossless(g);h=0;var m;for(l=0;l<a[f].diffs.length;l++){var p=a[f].diffs[l];p[0]!==DIFF_EQUAL&&(m=this.diff_xIndex(g,h));p[0]===\nDIFF_INSERT?b=b.substring(0,k+m)+p[1]+b.substring(k+m):p[0]===DIFF_DELETE&&(b=b.substring(0,k+m)+b.substring(k+this.diff_xIndex(g,h+p[1].length)));p[0]!==DIFF_DELETE&&(h+=p[1].length)}}}b=b.substring(c.length,b.length-c.length);return[b,e]};\ndiff_match_patch.prototype.patch_addPadding=function(a){for(var b=this.Patch_Margin,c=\"\",d=1;d<=b;d++)c+=String.fromCharCode(d);for(d=0;d<a.length;d++)a[d].start1+=b,a[d].start2+=b;d=a[0];var e=d.diffs;if(0==e.length||e[0][0]!=DIFF_EQUAL)e.unshift([DIFF_EQUAL,c]),d.start1-=b,d.start2-=b,d.length1+=b,d.length2+=b;else if(b>e[0][1].length){var f=b-e[0][1].length;e[0][1]=c.substring(e[0][1].length)+e[0][1];d.start1-=f;d.start2-=f;d.length1+=f;d.length2+=f}d=a[a.length-1];e=d.diffs;0==e.length||e[e.length-\n1][0]!=DIFF_EQUAL?(e.push([DIFF_EQUAL,c]),d.length1+=b,d.length2+=b):b>e[e.length-1][1].length&&(f=b-e[e.length-1][1].length,e[e.length-1][1]+=c.substring(0,f),d.length1+=f,d.length2+=f);return c};\ndiff_match_patch.prototype.patch_splitMax=function(a){for(var b=this.Match_MaxBits,c=0;c<a.length;c++)if(!(a[c].length1<=b)){var d=a[c];a.splice(c--,1);for(var e=d.start1,f=d.start2,g=\"\";0!==d.diffs.length;){var h=new diff_match_patch.patch_obj,l=!0;h.start1=e-g.length;h.start2=f-g.length;\"\"!==g&&(h.length1=h.length2=g.length,h.diffs.push([DIFF_EQUAL,g]));for(;0!==d.diffs.length&&h.length1<b-this.Patch_Margin;){g=d.diffs[0][0];var k=d.diffs[0][1];g===DIFF_INSERT?(h.length2+=k.length,f+=k.length,h.diffs.push(d.diffs.shift()),\nl=!1):g===DIFF_DELETE&&1==h.diffs.length&&h.diffs[0][0]==DIFF_EQUAL&&k.length>2*b?(h.length1+=k.length,e+=k.length,l=!1,h.diffs.push([g,k]),d.diffs.shift()):(k=k.substring(0,b-h.length1-this.Patch_Margin),h.length1+=k.length,e+=k.length,g===DIFF_EQUAL?(h.length2+=k.length,f+=k.length):l=!1,h.diffs.push([g,k]),k==d.diffs[0][1]?d.diffs.shift():d.diffs[0][1]=d.diffs[0][1].substring(k.length))}g=this.diff_text2(h.diffs);g=g.substring(g.length-this.Patch_Margin);k=this.diff_text1(d.diffs).substring(0,\nthis.Patch_Margin);\"\"!==k&&(h.length1+=k.length,h.length2+=k.length,0!==h.diffs.length&&h.diffs[h.diffs.length-1][0]===DIFF_EQUAL?h.diffs[h.diffs.length-1][1]+=k:h.diffs.push([DIFF_EQUAL,k]));l||a.splice(++c,0,h)}}};diff_match_patch.prototype.patch_toText=function(a){for(var b=[],c=0;c<a.length;c++)b[c]=a[c];return b.join(\"\")};\ndiff_match_patch.prototype.patch_fromText=function(a){var b=[];if(!a)return b;a=a.split(\"\\n\");for(var c=0,d=/^@@ -(\\d+),?(\\d*) \\+(\\d+),?(\\d*) @@$/;c<a.length;){var e=a[c].match(d);if(!e)throw Error(\"Invalid patch string: \"+a[c]);var f=new diff_match_patch.patch_obj;b.push(f);f.start1=parseInt(e[1],10);\"\"===e[2]?(f.start1--,f.length1=1):\"0\"==e[2]?f.length1=0:(f.start1--,f.length1=parseInt(e[2],10));f.start2=parseInt(e[3],10);\"\"===e[4]?(f.start2--,f.length2=1):\"0\"==e[4]?f.length2=0:(f.start2--,f.length2=\nparseInt(e[4],10));for(c++;c<a.length;){e=a[c].charAt(0);try{var g=decodeURI(a[c].substring(1))}catch(h){throw Error(\"Illegal escape in patch_fromText: \"+g);}if(\"-\"==e)f.diffs.push([DIFF_DELETE,g]);else if(\"+\"==e)f.diffs.push([DIFF_INSERT,g]);else if(\" \"==e)f.diffs.push([DIFF_EQUAL,g]);else if(\"@\"==e)break;else if(\"\"!==e)throw Error('Invalid patch mode \"'+e+'\" in: '+g);c++}}return b};diff_match_patch.patch_obj=function(){this.diffs=[];this.start2=this.start1=null;this.length2=this.length1=0};\ndiff_match_patch.patch_obj.prototype.toString=function(){for(var a=[\"@@ -\"+(0===this.length1?this.start1+\",0\":1==this.length1?this.start1+1:this.start1+1+\",\"+this.length1)+\" +\"+(0===this.length2?this.start2+\",0\":1==this.length2?this.start2+1:this.start2+1+\",\"+this.length2)+\" @@\\n\"],b,c=0;c<this.diffs.length;c++){switch(this.diffs[c][0]){case DIFF_INSERT:b=\"+\";break;case DIFF_DELETE:b=\"-\";break;case DIFF_EQUAL:b=\" \"}a[c+1]=b+encodeURI(this.diffs[c][1])+\"\\n\"}return a.join(\"\").replace(/%20/g,\" \")};\nthis.diff_match_patch=diff_match_patch;this.DIFF_DELETE=DIFF_DELETE;this.DIFF_INSERT=DIFF_INSERT;this.DIFF_EQUAL=DIFF_EQUAL;\n}).call(exports);",
"type": "application/javascript",
"title": "$:/core/modules/utils/diff-match-patch/diff_match_patch.js",
"module-type": "library"
},
"$:/core/modules/utils/dom/animations/slide.js": {
"title": "$:/core/modules/utils/dom/animations/slide.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/animations/slide.js\ntype: application/javascript\nmodule-type: animation\n\nA simple slide animation that varies the height of the element\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction slideOpen(domNode,options) {\n\toptions = options || {};\n\tvar duration = options.duration || $tw.utils.getAnimationDuration();\n\t// Get the current height of the domNode\n\tvar computedStyle = window.getComputedStyle(domNode),\n\t\tcurrMarginBottom = parseInt(computedStyle.marginBottom,10),\n\t\tcurrMarginTop = parseInt(computedStyle.marginTop,10),\n\t\tcurrPaddingBottom = parseInt(computedStyle.paddingBottom,10),\n\t\tcurrPaddingTop = parseInt(computedStyle.paddingTop,10),\n\t\tcurrHeight = domNode.offsetHeight;\n\t// Reset the margin once the transition is over\n\tsetTimeout(function() {\n\t\t$tw.utils.setStyle(domNode,[\n\t\t\t{transition: \"none\"},\n\t\t\t{marginBottom: \"\"},\n\t\t\t{marginTop: \"\"},\n\t\t\t{paddingBottom: \"\"},\n\t\t\t{paddingTop: \"\"},\n\t\t\t{height: \"auto\"},\n\t\t\t{opacity: \"\"}\n\t\t]);\n\t\tif(options.callback) {\n\t\t\toptions.callback();\n\t\t}\n\t},duration);\n\t// Set up the initial position of the element\n\t$tw.utils.setStyle(domNode,[\n\t\t{transition: \"none\"},\n\t\t{marginTop: \"0px\"},\n\t\t{marginBottom: \"0px\"},\n\t\t{paddingTop: \"0px\"},\n\t\t{paddingBottom: \"0px\"},\n\t\t{height: \"0px\"},\n\t\t{opacity: \"0\"}\n\t]);\n\t$tw.utils.forceLayout(domNode);\n\t// Transition to the final position\n\t$tw.utils.setStyle(domNode,[\n\t\t{transition: \"margin-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"margin-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"height \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{marginBottom: currMarginBottom + \"px\"},\n\t\t{marginTop: currMarginTop + \"px\"},\n\t\t{paddingBottom: currPaddingBottom + \"px\"},\n\t\t{paddingTop: currPaddingTop + \"px\"},\n\t\t{height: currHeight + \"px\"},\n\t\t{opacity: \"1\"}\n\t]);\n}\n\nfunction slideClosed(domNode,options) {\n\toptions = options || {};\n\tvar duration = options.duration || $tw.utils.getAnimationDuration(),\n\t\tcurrHeight = domNode.offsetHeight;\n\t// Clear the properties we've set when the animation is over\n\tsetTimeout(function() {\n\t\t$tw.utils.setStyle(domNode,[\n\t\t\t{transition: \"none\"},\n\t\t\t{marginBottom: \"\"},\n\t\t\t{marginTop: \"\"},\n\t\t\t{paddingBottom: \"\"},\n\t\t\t{paddingTop: \"\"},\n\t\t\t{height: \"auto\"},\n\t\t\t{opacity: \"\"}\n\t\t]);\n\t\tif(options.callback) {\n\t\t\toptions.callback();\n\t\t}\n\t},duration);\n\t// Set up the initial position of the element\n\t$tw.utils.setStyle(domNode,[\n\t\t{height: currHeight + \"px\"},\n\t\t{opacity: \"1\"}\n\t]);\n\t$tw.utils.forceLayout(domNode);\n\t// Transition to the final position\n\t$tw.utils.setStyle(domNode,[\n\t\t{transition: \"margin-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"margin-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-top \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"padding-bottom \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"height \" + duration + \"ms ease-in-out, \" +\n\t\t\t\t\t\"opacity \" + duration + \"ms ease-in-out\"},\n\t\t{marginTop: \"0px\"},\n\t\t{marginBottom: \"0px\"},\n\t\t{paddingTop: \"0px\"},\n\t\t{paddingBottom: \"0px\"},\n\t\t{height: \"0px\"},\n\t\t{opacity: \"0\"}\n\t]);\n}\n\nexports.slide = {\n\topen: slideOpen,\n\tclose: slideClosed\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "animation"
},
"$:/core/modules/utils/dom/animator.js": {
"title": "$:/core/modules/utils/dom/animator.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/animator.js\ntype: application/javascript\nmodule-type: utils\n\nOrchestrates animations and transitions\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction Animator() {\n\t// Get the registered animation modules\n\tthis.animations = {};\n\t$tw.modules.applyMethods(\"animation\",this.animations);\n}\n\nAnimator.prototype.perform = function(type,domNode,options) {\n\toptions = options || {};\n\t// Find an animation that can handle this type\n\tvar chosenAnimation;\n\t$tw.utils.each(this.animations,function(animation,name) {\n\t\tif($tw.utils.hop(animation,type)) {\n\t\t\tchosenAnimation = animation[type];\n\t\t}\n\t});\n\tif(!chosenAnimation) {\n\t\tchosenAnimation = function(domNode,options) {\n\t\t\tif(options.callback) {\n\t\t\t\toptions.callback();\n\t\t\t}\n\t\t};\n\t}\n\t// Call the animation\n\tchosenAnimation(domNode,options);\n};\n\nexports.Animator = Animator;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/browser.js": {
"title": "$:/core/modules/utils/dom/browser.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/browser.js\ntype: application/javascript\nmodule-type: utils\n\nBrowser feature detection\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nSet style properties of an element\n\telement: dom node\n\tstyles: ordered array of {name: value} pairs\n*/\nexports.setStyle = function(element,styles) {\n\tif(element.nodeType === 1) { // Element.ELEMENT_NODE\n\t\tfor(var t=0; t<styles.length; t++) {\n\t\t\tfor(var styleName in styles[t]) {\n\t\t\t\telement.style[$tw.utils.convertStyleNameToPropertyName(styleName)] = styles[t][styleName];\n\t\t\t}\n\t\t}\n\t}\n};\n\n/*\nConverts a standard CSS property name into the local browser-specific equivalent. For example:\n\t\"background-color\" --> \"backgroundColor\"\n\t\"transition\" --> \"webkitTransition\"\n*/\n\nvar styleNameCache = {}; // We'll cache the style name conversions\n\nexports.convertStyleNameToPropertyName = function(styleName) {\n\t// Return from the cache if we can\n\tif(styleNameCache[styleName]) {\n\t\treturn styleNameCache[styleName];\n\t}\n\t// Convert it by first removing any hyphens\n\tvar propertyName = $tw.utils.unHyphenateCss(styleName);\n\t// Then check if it needs a prefix\n\tif($tw.browser && document.body.style[propertyName] === undefined) {\n\t\tvar prefixes = [\"O\",\"MS\",\"Moz\",\"webkit\"];\n\t\tfor(var t=0; t<prefixes.length; t++) {\n\t\t\tvar prefixedName = prefixes[t] + propertyName.substr(0,1).toUpperCase() + propertyName.substr(1);\n\t\t\tif(document.body.style[prefixedName] !== undefined) {\n\t\t\t\tpropertyName = prefixedName;\n\t\t\t\tbreak;\n\t\t\t}\n\t\t}\n\t}\n\t// Put it in the cache too\n\tstyleNameCache[styleName] = propertyName;\n\treturn propertyName;\n};\n\n/*\nConverts a JS format CSS property name back into the dashed form used in CSS declarations. For example:\n\t\"backgroundColor\" --> \"background-color\"\n\t\"webkitTransform\" --> \"-webkit-transform\"\n*/\nexports.convertPropertyNameToStyleName = function(propertyName) {\n\t// Rehyphenate the name\n\tvar styleName = $tw.utils.hyphenateCss(propertyName);\n\t// If there's a webkit prefix, add a dash (other browsers have uppercase prefixes, and so get the dash automatically)\n\tif(styleName.indexOf(\"webkit\") === 0) {\n\t\tstyleName = \"-\" + styleName;\n\t} else if(styleName.indexOf(\"-m-s\") === 0) {\n\t\tstyleName = \"-ms\" + styleName.substr(4);\n\t}\n\treturn styleName;\n};\n\n/*\nRound trip a stylename to a property name and back again. For example:\n\t\"transform\" --> \"webkitTransform\" --> \"-webkit-transform\"\n*/\nexports.roundTripPropertyName = function(propertyName) {\n\treturn $tw.utils.convertPropertyNameToStyleName($tw.utils.convertStyleNameToPropertyName(propertyName));\n};\n\n/*\nConverts a standard event name into the local browser specific equivalent. For example:\n\t\"animationEnd\" --> \"webkitAnimationEnd\"\n*/\n\nvar eventNameCache = {}; // We'll cache the conversions\n\nvar eventNameMappings = {\n\t\"transitionEnd\": {\n\t\tcorrespondingCssProperty: \"transition\",\n\t\tmappings: {\n\t\t\ttransition: \"transitionend\",\n\t\t\tOTransition: \"oTransitionEnd\",\n\t\t\tMSTransition: \"msTransitionEnd\",\n\t\t\tMozTransition: \"transitionend\",\n\t\t\twebkitTransition: \"webkitTransitionEnd\"\n\t\t}\n\t},\n\t\"animationEnd\": {\n\t\tcorrespondingCssProperty: \"animation\",\n\t\tmappings: {\n\t\t\tanimation: \"animationend\",\n\t\t\tOAnimation: \"oAnimationEnd\",\n\t\t\tMSAnimation: \"msAnimationEnd\",\n\t\t\tMozAnimation: \"animationend\",\n\t\t\twebkitAnimation: \"webkitAnimationEnd\"\n\t\t}\n\t}\n};\n\nexports.convertEventName = function(eventName) {\n\tif(eventNameCache[eventName]) {\n\t\treturn eventNameCache[eventName];\n\t}\n\tvar newEventName = eventName,\n\t\tmappings = eventNameMappings[eventName];\n\tif(mappings) {\n\t\tvar convertedProperty = $tw.utils.convertStyleNameToPropertyName(mappings.correspondingCssProperty);\n\t\tif(mappings.mappings[convertedProperty]) {\n\t\t\tnewEventName = mappings.mappings[convertedProperty];\n\t\t}\n\t}\n\t// Put it in the cache too\n\teventNameCache[eventName] = newEventName;\n\treturn newEventName;\n};\n\n/*\nReturn the names of the fullscreen APIs\n*/\nexports.getFullScreenApis = function() {\n\tvar d = document,\n\t\tdb = d.body,\n\t\tresult = {\n\t\t\"_requestFullscreen\": db.webkitRequestFullscreen !== undefined ? \"webkitRequestFullscreen\" :\n\t\t\t\t\t\t\tdb.mozRequestFullScreen !== undefined ? \"mozRequestFullScreen\" :\n\t\t\t\t\t\t\tdb.msRequestFullscreen !== undefined ? \"msRequestFullscreen\" :\n\t\t\t\t\t\t\tdb.requestFullscreen !== undefined ? \"requestFullscreen\" : \"\",\n\t\t\"_exitFullscreen\": d.webkitExitFullscreen !== undefined ? \"webkitExitFullscreen\" :\n\t\t\t\t\t\t\td.mozCancelFullScreen !== undefined ? \"mozCancelFullScreen\" :\n\t\t\t\t\t\t\td.msExitFullscreen !== undefined ? \"msExitFullscreen\" :\n\t\t\t\t\t\t\td.exitFullscreen !== undefined ? \"exitFullscreen\" : \"\",\n\t\t\"_fullscreenElement\": d.webkitFullscreenElement !== undefined ? \"webkitFullscreenElement\" :\n\t\t\t\t\t\t\td.mozFullScreenElement !== undefined ? \"mozFullScreenElement\" :\n\t\t\t\t\t\t\td.msFullscreenElement !== undefined ? \"msFullscreenElement\" :\n\t\t\t\t\t\t\td.fullscreenElement !== undefined ? \"fullscreenElement\" : \"\",\n\t\t\"_fullscreenChange\": d.webkitFullscreenElement !== undefined ? \"webkitfullscreenchange\" :\n\t\t\t\t\t\t\td.mozFullScreenElement !== undefined ? \"mozfullscreenchange\" :\n\t\t\t\t\t\t\td.msFullscreenElement !== undefined ? \"MSFullscreenChange\" :\n\t\t\t\t\t\t\td.fullscreenElement !== undefined ? \"fullscreenchange\" : \"\"\n\t};\n\tif(!result._requestFullscreen || !result._exitFullscreen || !result._fullscreenElement || !result._fullscreenChange) {\n\t\treturn null;\n\t} else {\n\t\treturn result;\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/csscolorparser.js": {
"title": "$:/core/modules/utils/dom/csscolorparser.js",
"text": "// (c) Dean McNamee <dean@gmail.com>, 2012.\n//\n// https://github.com/deanm/css-color-parser-js\n//\n// Permission is hereby granted, free of charge, to any person obtaining a copy\n// of this software and associated documentation files (the \"Software\"), to\n// deal in the Software without restriction, including without limitation the\n// rights to use, copy, modify, merge, publish, distribute, sublicense, and/or\n// sell copies of the Software, and to permit persons to whom the Software is\n// furnished to do so, subject to the following conditions:\n//\n// The above copyright notice and this permission notice shall be included in\n// all copies or substantial portions of the Software.\n//\n// THE SOFTWARE IS PROVIDED \"AS IS\", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR\n// IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY,\n// FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE\n// AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER\n// LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING\n// FROM, OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS\n// IN THE SOFTWARE.\n\n// http://www.w3.org/TR/css3-color/\nvar kCSSColorTable = {\n \"transparent\": [0,0,0,0], \"aliceblue\": [240,248,255,1],\n \"antiquewhite\": [250,235,215,1], \"aqua\": [0,255,255,1],\n \"aquamarine\": [127,255,212,1], \"azure\": [240,255,255,1],\n \"beige\": [245,245,220,1], \"bisque\": [255,228,196,1],\n \"black\": [0,0,0,1], \"blanchedalmond\": [255,235,205,1],\n \"blue\": [0,0,255,1], \"blueviolet\": [138,43,226,1],\n \"brown\": [165,42,42,1], \"burlywood\": [222,184,135,1],\n \"cadetblue\": [95,158,160,1], \"chartreuse\": [127,255,0,1],\n \"chocolate\": [210,105,30,1], \"coral\": [255,127,80,1],\n \"cornflowerblue\": [100,149,237,1], \"cornsilk\": [255,248,220,1],\n \"crimson\": [220,20,60,1], \"cyan\": [0,255,255,1],\n \"darkblue\": [0,0,139,1], \"darkcyan\": [0,139,139,1],\n \"darkgoldenrod\": [184,134,11,1], \"darkgray\": [169,169,169,1],\n \"darkgreen\": [0,100,0,1], \"darkgrey\": [169,169,169,1],\n \"darkkhaki\": [189,183,107,1], \"darkmagenta\": [139,0,139,1],\n \"darkolivegreen\": [85,107,47,1], \"darkorange\": [255,140,0,1],\n \"darkorchid\": [153,50,204,1], \"darkred\": [139,0,0,1],\n \"darksalmon\": [233,150,122,1], \"darkseagreen\": [143,188,143,1],\n \"darkslateblue\": [72,61,139,1], \"darkslategray\": [47,79,79,1],\n \"darkslategrey\": [47,79,79,1], \"darkturquoise\": [0,206,209,1],\n \"darkviolet\": [148,0,211,1], \"deeppink\": [255,20,147,1],\n \"deepskyblue\": [0,191,255,1], \"dimgray\": [105,105,105,1],\n \"dimgrey\": [105,105,105,1], \"dodgerblue\": [30,144,255,1],\n \"firebrick\": [178,34,34,1], \"floralwhite\": [255,250,240,1],\n \"forestgreen\": [34,139,34,1], \"fuchsia\": [255,0,255,1],\n \"gainsboro\": [220,220,220,1], \"ghostwhite\": [248,248,255,1],\n \"gold\": [255,215,0,1], \"goldenrod\": [218,165,32,1],\n \"gray\": [128,128,128,1], \"green\": [0,128,0,1],\n \"greenyellow\": [173,255,47,1], \"grey\": [128,128,128,1],\n \"honeydew\": [240,255,240,1], \"hotpink\": [255,105,180,1],\n \"indianred\": [205,92,92,1], \"indigo\": [75,0,130,1],\n \"ivory\": [255,255,240,1], \"khaki\": [240,230,140,1],\n \"lavender\": [230,230,250,1], \"lavenderblush\": [255,240,245,1],\n \"lawngreen\": [124,252,0,1], \"lemonchiffon\": [255,250,205,1],\n \"lightblue\": [173,216,230,1], \"lightcoral\": [240,128,128,1],\n \"lightcyan\": [224,255,255,1], \"lightgoldenrodyellow\": [250,250,210,1],\n \"lightgray\": [211,211,211,1], \"lightgreen\": [144,238,144,1],\n \"lightgrey\": [211,211,211,1], \"lightpink\": [255,182,193,1],\n \"lightsalmon\": [255,160,122,1], \"lightseagreen\": [32,178,170,1],\n \"lightskyblue\": [135,206,250,1], \"lightslategray\": [119,136,153,1],\n \"lightslategrey\": [119,136,153,1], \"lightsteelblue\": [176,196,222,1],\n \"lightyellow\": [255,255,224,1], \"lime\": [0,255,0,1],\n \"limegreen\": [50,205,50,1], \"linen\": [250,240,230,1],\n \"magenta\": [255,0,255,1], \"maroon\": [128,0,0,1],\n \"mediumaquamarine\": [102,205,170,1], \"mediumblue\": [0,0,205,1],\n \"mediumorchid\": [186,85,211,1], \"mediumpurple\": [147,112,219,1],\n \"mediumseagreen\": [60,179,113,1], \"mediumslateblue\": [123,104,238,1],\n \"mediumspringgreen\": [0,250,154,1], \"mediumturquoise\": [72,209,204,1],\n \"mediumvioletred\": [199,21,133,1], \"midnightblue\": [25,25,112,1],\n \"mintcream\": [245,255,250,1], \"mistyrose\": [255,228,225,1],\n \"moccasin\": [255,228,181,1], \"navajowhite\": [255,222,173,1],\n \"navy\": [0,0,128,1], \"oldlace\": [253,245,230,1],\n \"olive\": [128,128,0,1], \"olivedrab\": [107,142,35,1],\n \"orange\": [255,165,0,1], \"orangered\": [255,69,0,1],\n \"orchid\": [218,112,214,1], \"palegoldenrod\": [238,232,170,1],\n \"palegreen\": [152,251,152,1], \"paleturquoise\": [175,238,238,1],\n \"palevioletred\": [219,112,147,1], \"papayawhip\": [255,239,213,1],\n \"peachpuff\": [255,218,185,1], \"peru\": [205,133,63,1],\n \"pink\": [255,192,203,1], \"plum\": [221,160,221,1],\n \"powderblue\": [176,224,230,1], \"purple\": [128,0,128,1],\n \"red\": [255,0,0,1], \"rosybrown\": [188,143,143,1],\n \"royalblue\": [65,105,225,1], \"saddlebrown\": [139,69,19,1],\n \"salmon\": [250,128,114,1], \"sandybrown\": [244,164,96,1],\n \"seagreen\": [46,139,87,1], \"seashell\": [255,245,238,1],\n \"sienna\": [160,82,45,1], \"silver\": [192,192,192,1],\n \"skyblue\": [135,206,235,1], \"slateblue\": [106,90,205,1],\n \"slategray\": [112,128,144,1], \"slategrey\": [112,128,144,1],\n \"snow\": [255,250,250,1], \"springgreen\": [0,255,127,1],\n \"steelblue\": [70,130,180,1], \"tan\": [210,180,140,1],\n \"teal\": [0,128,128,1], \"thistle\": [216,191,216,1],\n \"tomato\": [255,99,71,1], \"turquoise\": [64,224,208,1],\n \"violet\": [238,130,238,1], \"wheat\": [245,222,179,1],\n \"white\": [255,255,255,1], \"whitesmoke\": [245,245,245,1],\n \"yellow\": [255,255,0,1], \"yellowgreen\": [154,205,50,1]}\n\nfunction clamp_css_byte(i) { // Clamp to integer 0 .. 255.\n i = Math.round(i); // Seems to be what Chrome does (vs truncation).\n return i < 0 ? 0 : i > 255 ? 255 : i;\n}\n\nfunction clamp_css_float(f) { // Clamp to float 0.0 .. 1.0.\n return f < 0 ? 0 : f > 1 ? 1 : f;\n}\n\nfunction parse_css_int(str) { // int or percentage.\n if (str[str.length - 1] === '%')\n return clamp_css_byte(parseFloat(str) / 100 * 255);\n return clamp_css_byte(parseInt(str));\n}\n\nfunction parse_css_float(str) { // float or percentage.\n if (str[str.length - 1] === '%')\n return clamp_css_float(parseFloat(str) / 100);\n return clamp_css_float(parseFloat(str));\n}\n\nfunction css_hue_to_rgb(m1, m2, h) {\n if (h < 0) h += 1;\n else if (h > 1) h -= 1;\n\n if (h * 6 < 1) return m1 + (m2 - m1) * h * 6;\n if (h * 2 < 1) return m2;\n if (h * 3 < 2) return m1 + (m2 - m1) * (2/3 - h) * 6;\n return m1;\n}\n\nfunction parseCSSColor(css_str) {\n // Remove all whitespace, not compliant, but should just be more accepting.\n var str = css_str.replace(/ /g, '').toLowerCase();\n\n // Color keywords (and transparent) lookup.\n if (str in kCSSColorTable) return kCSSColorTable[str].slice(); // dup.\n\n // #abc and #abc123 syntax.\n if (str[0] === '#') {\n if (str.length === 4) {\n var iv = parseInt(str.substr(1), 16); // TODO(deanm): Stricter parsing.\n if (!(iv >= 0 && iv <= 0xfff)) return null; // Covers NaN.\n return [((iv & 0xf00) >> 4) | ((iv & 0xf00) >> 8),\n (iv & 0xf0) | ((iv & 0xf0) >> 4),\n (iv & 0xf) | ((iv & 0xf) << 4),\n 1];\n } else if (str.length === 7) {\n var iv = parseInt(str.substr(1), 16); // TODO(deanm): Stricter parsing.\n if (!(iv >= 0 && iv <= 0xffffff)) return null; // Covers NaN.\n return [(iv & 0xff0000) >> 16,\n (iv & 0xff00) >> 8,\n iv & 0xff,\n 1];\n }\n\n return null;\n }\n\n var op = str.indexOf('('), ep = str.indexOf(')');\n if (op !== -1 && ep + 1 === str.length) {\n var fname = str.substr(0, op);\n var params = str.substr(op+1, ep-(op+1)).split(',');\n var alpha = 1; // To allow case fallthrough.\n switch (fname) {\n case 'rgba':\n if (params.length !== 4) return null;\n alpha = parse_css_float(params.pop());\n // Fall through.\n case 'rgb':\n if (params.length !== 3) return null;\n return [parse_css_int(params[0]),\n parse_css_int(params[1]),\n parse_css_int(params[2]),\n alpha];\n case 'hsla':\n if (params.length !== 4) return null;\n alpha = parse_css_float(params.pop());\n // Fall through.\n case 'hsl':\n if (params.length !== 3) return null;\n var h = (((parseFloat(params[0]) % 360) + 360) % 360) / 360; // 0 .. 1\n // NOTE(deanm): According to the CSS spec s/l should only be\n // percentages, but we don't bother and let float or percentage.\n var s = parse_css_float(params[1]);\n var l = parse_css_float(params[2]);\n var m2 = l <= 0.5 ? l * (s + 1) : l + s - l * s;\n var m1 = l * 2 - m2;\n return [clamp_css_byte(css_hue_to_rgb(m1, m2, h+1/3) * 255),\n clamp_css_byte(css_hue_to_rgb(m1, m2, h) * 255),\n clamp_css_byte(css_hue_to_rgb(m1, m2, h-1/3) * 255),\n alpha];\n default:\n return null;\n }\n }\n\n return null;\n}\n\ntry { exports.parseCSSColor = parseCSSColor } catch(e) { }\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom.js": {
"title": "$:/core/modules/utils/dom.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom.js\ntype: application/javascript\nmodule-type: utils\n\nVarious static DOM-related utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nDetermines whether element 'a' contains element 'b'\nCode thanks to John Resig, http://ejohn.org/blog/comparing-document-position/\n*/\nexports.domContains = function(a,b) {\n\treturn a.contains ?\n\t\ta !== b && a.contains(b) :\n\t\t!!(a.compareDocumentPosition(b) & 16);\n};\n\nexports.removeChildren = function(node) {\n\twhile(node.hasChildNodes()) {\n\t\tnode.removeChild(node.firstChild);\n\t}\n};\n\nexports.hasClass = function(el,className) {\n\treturn el && el.className && el.className.toString().split(\" \").indexOf(className) !== -1;\n};\n\nexports.addClass = function(el,className) {\n\tvar c = el.className.split(\" \");\n\tif(c.indexOf(className) === -1) {\n\t\tc.push(className);\n\t\tel.className = c.join(\" \");\n\t}\n};\n\nexports.removeClass = function(el,className) {\n\tvar c = el.className.split(\" \"),\n\t\tp = c.indexOf(className);\n\tif(p !== -1) {\n\t\tc.splice(p,1);\n\t\tel.className = c.join(\" \");\n\t}\n};\n\nexports.toggleClass = function(el,className,status) {\n\tif(status === undefined) {\n\t\tstatus = !exports.hasClass(el,className);\n\t}\n\tif(status) {\n\t\texports.addClass(el,className);\n\t} else {\n\t\texports.removeClass(el,className);\n\t}\n};\n\n/*\nGet the first parent element that has scrollbars or use the body as fallback.\n*/\nexports.getScrollContainer = function(el) {\n\tvar doc = el.ownerDocument;\n\twhile(el.parentNode) {\t\n\t\tel = el.parentNode;\n\t\tif(el.scrollTop) {\n\t\t\treturn el;\n\t\t}\n\t}\n\treturn doc.body;\n};\n\n/*\nGet the scroll position of the viewport\nReturns:\n\t{\n\t\tx: horizontal scroll position in pixels,\n\t\ty: vertical scroll position in pixels\n\t}\n*/\nexports.getScrollPosition = function(srcWindow) {\n\tvar scrollWindow = srcWindow || window;\n\tif(\"scrollX\" in scrollWindow) {\n\t\treturn {x: scrollWindow.scrollX, y: scrollWindow.scrollY};\n\t} else {\n\t\treturn {x: scrollWindow.document.documentElement.scrollLeft, y: scrollWindow.document.documentElement.scrollTop};\n\t}\n};\n\n/*\nAdjust the height of a textarea to fit its content, preserving scroll position, and return the height\n*/\nexports.resizeTextAreaToFit = function(domNode,minHeight) {\n\t// Get the scroll container and register the current scroll position\n\tvar container = $tw.utils.getScrollContainer(domNode),\n\t\tscrollTop = container.scrollTop;\n // Measure the specified minimum height\n\tdomNode.style.height = minHeight;\n\tvar measuredHeight = domNode.offsetHeight || parseInt(minHeight,10);\n\t// Set its height to auto so that it snaps to the correct height\n\tdomNode.style.height = \"auto\";\n\t// Calculate the revised height\n\tvar newHeight = Math.max(domNode.scrollHeight + domNode.offsetHeight - domNode.clientHeight,measuredHeight);\n\t// Only try to change the height if it has changed\n\tif(newHeight !== domNode.offsetHeight) {\n\t\tdomNode.style.height = newHeight + \"px\";\n\t\t// Make sure that the dimensions of the textarea are recalculated\n\t\t$tw.utils.forceLayout(domNode);\n\t\t// Set the container to the position we registered at the beginning\n\t\tcontainer.scrollTop = scrollTop;\n\t}\n\treturn newHeight;\n};\n\n/*\nGets the bounding rectangle of an element in absolute page coordinates\n*/\nexports.getBoundingPageRect = function(element) {\n\tvar scrollPos = $tw.utils.getScrollPosition(element.ownerDocument.defaultView),\n\t\tclientRect = element.getBoundingClientRect();\n\treturn {\n\t\tleft: clientRect.left + scrollPos.x,\n\t\twidth: clientRect.width,\n\t\tright: clientRect.right + scrollPos.x,\n\t\ttop: clientRect.top + scrollPos.y,\n\t\theight: clientRect.height,\n\t\tbottom: clientRect.bottom + scrollPos.y\n\t};\n};\n\n/*\nSaves a named password in the browser\n*/\nexports.savePassword = function(name,password) {\n\tvar done = false;\n\ttry {\n\t\twindow.localStorage.setItem(\"tw5-password-\" + name,password);\n\t\tdone = true;\n\t} catch(e) {\n\t}\n\tif(!done) {\n\t\t$tw.savedPasswords = $tw.savedPasswords || Object.create(null);\n\t\t$tw.savedPasswords[name] = password;\n\t}\n};\n\n/*\nRetrieve a named password from the browser\n*/\nexports.getPassword = function(name) {\n\tvar value;\n\ttry {\n\t\tvalue = window.localStorage.getItem(\"tw5-password-\" + name);\n\t} catch(e) {\n\t}\n\tif(value !== undefined) {\n\t\treturn value;\n\t} else {\n\t\treturn ($tw.savedPasswords || Object.create(null))[name] || \"\";\n\t}\n};\n\n/*\nForce layout of a dom node and its descendents\n*/\nexports.forceLayout = function(element) {\n\tvar dummy = element.offsetWidth;\n};\n\n/*\nPulse an element for debugging purposes\n*/\nexports.pulseElement = function(element) {\n\t// Event handler to remove the class at the end\n\telement.addEventListener($tw.browser.animationEnd,function handler(event) {\n\t\telement.removeEventListener($tw.browser.animationEnd,handler,false);\n\t\t$tw.utils.removeClass(element,\"pulse\");\n\t},false);\n\t// Apply the pulse class\n\t$tw.utils.removeClass(element,\"pulse\");\n\t$tw.utils.forceLayout(element);\n\t$tw.utils.addClass(element,\"pulse\");\n};\n\n/*\nAttach specified event handlers to a DOM node\ndomNode: where to attach the event handlers\nevents: array of event handlers to be added (see below)\nEach entry in the events array is an object with these properties:\nhandlerFunction: optional event handler function\nhandlerObject: optional event handler object\nhandlerMethod: optionally specifies object handler method name (defaults to `handleEvent`)\n*/\nexports.addEventListeners = function(domNode,events) {\n\t$tw.utils.each(events,function(eventInfo) {\n\t\tvar handler;\n\t\tif(eventInfo.handlerFunction) {\n\t\t\thandler = eventInfo.handlerFunction;\n\t\t} else if(eventInfo.handlerObject) {\n\t\t\tif(eventInfo.handlerMethod) {\n\t\t\t\thandler = function(event) {\n\t\t\t\t\teventInfo.handlerObject[eventInfo.handlerMethod].call(eventInfo.handlerObject,event);\n\t\t\t\t};\t\n\t\t\t} else {\n\t\t\t\thandler = eventInfo.handlerObject;\n\t\t\t}\n\t\t}\n\t\tdomNode.addEventListener(eventInfo.name,handler,false);\n\t});\n};\n\n/*\nGet the computed styles applied to an element as an array of strings of individual CSS properties\n*/\nexports.getComputedStyles = function(domNode) {\n\tvar textAreaStyles = window.getComputedStyle(domNode,null),\n\t\tstyleDefs = [],\n\t\tname;\n\tfor(var t=0; t<textAreaStyles.length; t++) {\n\t\tname = textAreaStyles[t];\n\t\tstyleDefs.push(name + \": \" + textAreaStyles.getPropertyValue(name) + \";\");\n\t}\n\treturn styleDefs;\n};\n\n/*\nApply a set of styles passed as an array of strings of individual CSS properties\n*/\nexports.setStyles = function(domNode,styleDefs) {\n\tdomNode.style.cssText = styleDefs.join(\"\");\n};\n\n/*\nCopy the computed styles from a source element to a destination element\n*/\nexports.copyStyles = function(srcDomNode,dstDomNode) {\n\t$tw.utils.setStyles(dstDomNode,$tw.utils.getComputedStyles(srcDomNode));\n};\n\n/*\nCopy plain text to the clipboard on browsers that support it\n*/\nexports.copyToClipboard = function(text,options) {\n\toptions = options || {};\n\tvar textArea = document.createElement(\"textarea\");\n\ttextArea.style.position = \"fixed\";\n\ttextArea.style.top = 0;\n\ttextArea.style.left = 0;\n\ttextArea.style.fontSize = \"12pt\";\n\ttextArea.style.width = \"2em\";\n\ttextArea.style.height = \"2em\";\n\ttextArea.style.padding = 0;\n\ttextArea.style.border = \"none\";\n\ttextArea.style.outline = \"none\";\n\ttextArea.style.boxShadow = \"none\";\n\ttextArea.style.background = \"transparent\";\n\ttextArea.value = text;\n\tdocument.body.appendChild(textArea);\n\ttextArea.select();\n\ttextArea.setSelectionRange(0,text.length);\n\tvar succeeded = false;\n\ttry {\n\t\tsucceeded = document.execCommand(\"copy\");\n\t} catch (err) {\n\t}\n\tif(!options.doNotNotify) {\n\t\t$tw.notifier.display(succeeded ? \"$:/language/Notifications/CopiedToClipboard/Succeeded\" : \"$:/language/Notifications/CopiedToClipboard/Failed\");\n\t}\n\tdocument.body.removeChild(textArea);\n};\n\nexports.getLocationPath = function() {\n\treturn window.location.toString().split(\"#\")[0];\n};\n\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/dragndrop.js": {
"title": "$:/core/modules/utils/dom/dragndrop.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/dragndrop.js\ntype: application/javascript\nmodule-type: utils\n\nBrowser data transfer utilities, used with the clipboard and drag and drop\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nOptions:\n\ndomNode: dom node to make draggable\ndragImageType: \"pill\" or \"dom\"\ndragTiddlerFn: optional function to retrieve the title of tiddler to drag\ndragFilterFn: optional function to retreive the filter defining a list of tiddlers to drag\nwidget: widget to use as the contect for the filter\n*/\nexports.makeDraggable = function(options) {\n\tvar dragImageType = options.dragImageType || \"dom\",\n\t\tdragImage,\n\t\tdomNode = options.domNode;\n\t// Make the dom node draggable (not necessary for anchor tags)\n\tif((domNode.tagName || \"\").toLowerCase() !== \"a\") {\n\t\tdomNode.setAttribute(\"draggable\",\"true\");\t\t\n\t}\n\t// Add event handlers\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"dragstart\", handlerFunction: function(event) {\n\t\t\tif(event.dataTransfer === undefined) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t\t// Collect the tiddlers being dragged\n\t\t\tvar dragTiddler = options.dragTiddlerFn && options.dragTiddlerFn(),\n\t\t\t\tdragFilter = options.dragFilterFn && options.dragFilterFn(),\n\t\t\t\ttitles = dragTiddler ? [dragTiddler] : [],\n\t\t\t \tstartActions = options.startActions;\n\t\t\tif(dragFilter) {\n\t\t\t\ttitles.push.apply(titles,options.widget.wiki.filterTiddlers(dragFilter,options.widget));\n\t\t\t}\n\t\t\tvar titleString = $tw.utils.stringifyList(titles);\n\t\t\t// Check that we've something to drag\n\t\t\tif(titles.length > 0 && event.target === domNode) {\n\t\t\t\t// Mark the drag in progress\n\t\t\t\t$tw.dragInProgress = domNode;\n\t\t\t\t// Set the dragging class on the element being dragged\n\t\t\t\t$tw.utils.addClass(event.target,\"tc-dragging\");\n\t\t\t\t// Invoke drag-start actions if given\n\t\t\t\tif(startActions !== undefined) {\n\t\t\t\t\toptions.widget.invokeActionString(startActions,options.widget,event,{actionTiddler: titleString});\n\t\t\t\t}\n\t\t\t\t// Create the drag image elements\n\t\t\t\tdragImage = options.widget.document.createElement(\"div\");\n\t\t\t\tdragImage.className = \"tc-tiddler-dragger\";\n\t\t\t\tvar inner = options.widget.document.createElement(\"div\");\n\t\t\t\tinner.className = \"tc-tiddler-dragger-inner\";\n\t\t\t\tinner.appendChild(options.widget.document.createTextNode(\n\t\t\t\t\ttitles.length === 1 ? \n\t\t\t\t\t\ttitles[0] :\n\t\t\t\t\t\ttitles.length + \" tiddlers\"\n\t\t\t\t));\n\t\t\t\tdragImage.appendChild(inner);\n\t\t\t\toptions.widget.document.body.appendChild(dragImage);\n\t\t\t\t// Set the data transfer properties\n\t\t\t\tvar dataTransfer = event.dataTransfer;\n\t\t\t\t// Set up the image\n\t\t\t\tdataTransfer.effectAllowed = \"all\";\n\t\t\t\tif(dataTransfer.setDragImage) {\n\t\t\t\t\tif(dragImageType === \"pill\") {\n\t\t\t\t\t\tdataTransfer.setDragImage(dragImage.firstChild,-16,-16);\n\t\t\t\t\t} else {\n\t\t\t\t\t\tvar r = domNode.getBoundingClientRect();\n\t\t\t\t\t\tdataTransfer.setDragImage(domNode,event.clientX-r.left,event.clientY-r.top);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// Set up the data transfer\n\t\t\t\tif(dataTransfer.clearData) {\n\t\t\t\t\tdataTransfer.clearData();\t\t\t\t\t\n\t\t\t\t}\n\t\t\t\tvar jsonData = [];\n\t\t\t\tif(titles.length > 1) {\n\t\t\t\t\ttitles.forEach(function(title) {\n\t\t\t\t\t\tjsonData.push(options.widget.wiki.getTiddlerAsJson(title));\n\t\t\t\t\t});\n\t\t\t\t\tjsonData = \"[\" + jsonData.join(\",\") + \"]\";\n\t\t\t\t} else {\n\t\t\t\t\tjsonData = options.widget.wiki.getTiddlerAsJson(titles[0]);\n\t\t\t\t}\n\t\t\t\t// IE doesn't like these content types\n\t\t\t\tif(!$tw.browser.isIE) {\n\t\t\t\t\tdataTransfer.setData(\"text/vnd.tiddler\",jsonData);\n\t\t\t\t\tdataTransfer.setData(\"text/plain\",titleString);\n\t\t\t\t\tdataTransfer.setData(\"text/x-moz-url\",\"data:text/vnd.tiddler,\" + encodeURIComponent(jsonData));\n\t\t\t\t}\n\t\t\t\tdataTransfer.setData(\"URL\",\"data:text/vnd.tiddler,\" + encodeURIComponent(jsonData));\n\t\t\t\tdataTransfer.setData(\"Text\",titleString);\n\t\t\t\tevent.stopPropagation();\n\t\t\t}\n\t\t\treturn false;\n\t\t}},\n\t\t{name: \"dragend\", handlerFunction: function(event) {\n\t\t\tif(event.target === domNode) {\n\t\t\t\t// Collect the tiddlers being dragged\n\t\t\t\tvar dragTiddler = options.dragTiddlerFn && options.dragTiddlerFn(),\n\t\t\t\t\tdragFilter = options.dragFilterFn && options.dragFilterFn(),\n\t\t\t\t\ttitles = dragTiddler ? [dragTiddler] : [],\n\t\t\t \t\tendActions = options.endActions;\n\t\t\t\tif(dragFilter) {\n\t\t\t\t\ttitles.push.apply(titles,options.widget.wiki.filterTiddlers(dragFilter,options.widget));\n\t\t\t\t}\n\t\t\t\tvar titleString = $tw.utils.stringifyList(titles);\n\t\t\t\t$tw.dragInProgress = null;\n\t\t\t\t// Invoke drag-end actions if given\n\t\t\t\tif(endActions !== undefined) {\n\t\t\t\t\toptions.widget.invokeActionString(endActions,options.widget,event,{actionTiddler: titleString});\n\t\t\t\t}\n\t\t\t\t// Remove the dragging class on the element being dragged\n\t\t\t\t$tw.utils.removeClass(event.target,\"tc-dragging\");\n\t\t\t\t// Delete the drag image element\n\t\t\t\tif(dragImage) {\n\t\t\t\t\tdragImage.parentNode.removeChild(dragImage);\n\t\t\t\t\tdragImage = null;\n\t\t\t\t}\n\t\t\t}\n\t\t\treturn false;\n\t\t}}\n\t]);\n};\n\nexports.importDataTransfer = function(dataTransfer,fallbackTitle,callback) {\n\t// Try each provided data type in turn\n\tif($tw.log.IMPORT) {\n\t\tconsole.log(\"Available data types:\");\n\t\tfor(var type=0; type<dataTransfer.types.length; type++) {\n\t\t\tconsole.log(\"type\",dataTransfer.types[type],dataTransfer.getData(dataTransfer.types[type]))\n\t\t}\n\t}\n\tfor(var t=0; t<importDataTypes.length; t++) {\n\t\tif(!$tw.browser.isIE || importDataTypes[t].IECompatible) {\n\t\t\t// Get the data\n\t\t\tvar dataType = importDataTypes[t];\n\t\t\t\tvar data = dataTransfer.getData(dataType.type);\n\t\t\t// Import the tiddlers in the data\n\t\t\tif(data !== \"\" && data !== null) {\n\t\t\t\tif($tw.log.IMPORT) {\n\t\t\t\t\tconsole.log(\"Importing data type '\" + dataType.type + \"', data: '\" + data + \"'\")\n\t\t\t\t}\n\t\t\t\tvar tiddlerFields = dataType.toTiddlerFieldsArray(data,fallbackTitle);\n\t\t\t\tcallback(tiddlerFields);\n\t\t\t\treturn;\n\t\t\t}\n\t\t}\n\t}\n};\n\nvar importDataTypes = [\n\t{type: \"text/vnd.tiddler\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn parseJSONTiddlers(data,fallbackTitle);\n\t}},\n\t{type: \"URL\", IECompatible: true, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\t// Check for tiddler data URI\n\t\tvar match = decodeURIComponent(data).match(/^data\\:text\\/vnd\\.tiddler,(.*)/i);\n\t\tif(match) {\n\t\t\treturn parseJSONTiddlers(match[1],fallbackTitle);\n\t\t} else {\n\t\t\treturn [{title: fallbackTitle, text: data}]; // As URL string\n\t\t}\n\t}},\n\t{type: \"text/x-moz-url\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\t// Check for tiddler data URI\n\t\tvar match = decodeURIComponent(data).match(/^data\\:text\\/vnd\\.tiddler,(.*)/i);\n\t\tif(match) {\n\t\t\treturn parseJSONTiddlers(match[1],fallbackTitle);\n\t\t} else {\n\t\t\treturn [{title: fallbackTitle, text: data}]; // As URL string\n\t\t}\n\t}},\n\t{type: \"text/html\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}},\n\t{type: \"text/plain\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}},\n\t{type: \"Text\", IECompatible: true, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}},\n\t{type: \"text/uri-list\", IECompatible: false, toTiddlerFieldsArray: function(data,fallbackTitle) {\n\t\treturn [{title: fallbackTitle, text: data}];\n\t}}\n];\n\nfunction parseJSONTiddlers(json,fallbackTitle) {\n\tvar data = JSON.parse(json);\n\tif(!$tw.utils.isArray(data)) {\n\t\tdata = [data];\n\t}\n\tdata.forEach(function(fields) {\n\t\tfields.title = fields.title || fallbackTitle;\n\t});\n\treturn data;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/http.js": {
"title": "$:/core/modules/utils/dom/http.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/http.js\ntype: application/javascript\nmodule-type: utils\n\nBrowser HTTP support\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nA quick and dirty HTTP function; to be refactored later. Options are:\n\turl: URL to retrieve\n\theaders: hashmap of headers to send\n\ttype: GET, PUT, POST etc\n\tcallback: function invoked with (err,data,xhr)\n\treturnProp: string name of the property to return as first argument of callback\n*/\nexports.httpRequest = function(options) {\n\tvar type = options.type || \"GET\",\n\t\turl = options.url,\n\t\theaders = options.headers || {accept: \"application/json\"},\n\t\treturnProp = options.returnProp || \"responseText\",\n\t\trequest = new XMLHttpRequest(),\n\t\tdata = \"\",\n\t\tf,results;\n\t// Massage the data hashmap into a string\n\tif(options.data) {\n\t\tif(typeof options.data === \"string\") { // Already a string\n\t\t\tdata = options.data;\n\t\t} else { // A hashmap of strings\n\t\t\tresults = [];\n\t\t\t$tw.utils.each(options.data,function(dataItem,dataItemTitle) {\n\t\t\t\tresults.push(dataItemTitle + \"=\" + encodeURIComponent(dataItem));\n\t\t\t});\n\t\t\tif(type === \"GET\" || type === \"HEAD\") {\n\t\t\t\turl += \"?\" + results.join(\"&\");\n\t\t\t} else {\n\t\t\t\tdata = results.join(\"&\");\n\t\t\t}\n\t\t}\n\t}\n\t// Set up the state change handler\n\trequest.onreadystatechange = function() {\n\t\tif(this.readyState === 4) {\n\t\t\tif(this.status === 200 || this.status === 201 || this.status === 204) {\n\t\t\t\t// Success!\n\t\t\t\toptions.callback(null,this[returnProp],this);\n\t\t\t\treturn;\n\t\t\t}\n\t\t// Something went wrong\n\t\toptions.callback($tw.language.getString(\"Error/XMLHttpRequest\") + \": \" + this.status,null,this);\n\t\t}\n\t};\n\t// Make the request\n\trequest.open(type,url,true);\n\tif(headers) {\n\t\t$tw.utils.each(headers,function(header,headerTitle,object) {\n\t\t\trequest.setRequestHeader(headerTitle,header);\n\t\t});\n\t}\n\tif(data && !$tw.utils.hop(headers,\"Content-type\")) {\n\t\trequest.setRequestHeader(\"Content-type\",\"application/x-www-form-urlencoded; charset=UTF-8\");\n\t}\n\tif(!$tw.utils.hop(headers,\"X-Requested-With\")) {\n\t\trequest.setRequestHeader(\"X-Requested-With\",\"TiddlyWiki\");\n\t}\n\ttry {\n\t\trequest.send(data);\n\t} catch(e) {\n\t\toptions.callback(e,null,this);\n\t}\n\treturn request;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/keyboard.js": {
"title": "$:/core/modules/utils/dom/keyboard.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/keyboard.js\ntype: application/javascript\nmodule-type: utils\n\nKeyboard utilities; now deprecated. Instead, use $tw.keyboardManager\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n[\"parseKeyDescriptor\",\"checkKeyDescriptor\"].forEach(function(method) {\n\texports[method] = function() {\n\t\tif($tw.keyboardManager) {\n\t\t\treturn $tw.keyboardManager[method].apply($tw.keyboardManager,Array.prototype.slice.call(arguments,0));\n\t\t} else {\n\t\t\treturn null\n\t\t}\n\t};\n});\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/modal.js": {
"title": "$:/core/modules/utils/dom/modal.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/modal.js\ntype: application/javascript\nmodule-type: utils\n\nModal message mechanism\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nvar Modal = function(wiki) {\n\tthis.wiki = wiki;\n\tthis.modalCount = 0;\n};\n\n/*\nDisplay a modal dialogue\n\ttitle: Title of tiddler to display\n\toptions: see below\nOptions include:\n\tdownloadLink: Text of a big download link to include\n*/\nModal.prototype.display = function(title,options) {\n\toptions = options || {};\n\tthis.srcDocument = options.variables && (options.variables.rootwindow === \"true\" ||\n\t\t\t\toptions.variables.rootwindow === \"yes\") ? document :\n\t\t\t\t(options.event.event && options.event.event.target ? options.event.event.target.ownerDocument : document);\n\tthis.srcWindow = this.srcDocument.defaultView;\n\tvar self = this,\n\t\trefreshHandler,\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\ttiddler = this.wiki.getTiddler(title);\n\t// Don't do anything if the tiddler doesn't exist\n\tif(!tiddler) {\n\t\treturn;\n\t}\n\t// Create the variables\n\tvar variables = $tw.utils.extend({currentTiddler: title},options.variables);\n\t// Create the wrapper divs\n\tvar wrapper = this.srcDocument.createElement(\"div\"),\n\t\tmodalBackdrop = this.srcDocument.createElement(\"div\"),\n\t\tmodalWrapper = this.srcDocument.createElement(\"div\"),\n\t\tmodalHeader = this.srcDocument.createElement(\"div\"),\n\t\theaderTitle = this.srcDocument.createElement(\"h3\"),\n\t\tmodalBody = this.srcDocument.createElement(\"div\"),\n\t\tmodalLink = this.srcDocument.createElement(\"a\"),\n\t\tmodalFooter = this.srcDocument.createElement(\"div\"),\n\t\tmodalFooterHelp = this.srcDocument.createElement(\"span\"),\n\t\tmodalFooterButtons = this.srcDocument.createElement(\"span\");\n\t// Up the modal count and adjust the body class\n\tthis.modalCount++;\n\tthis.adjustPageClass();\n\t// Add classes\n\t$tw.utils.addClass(wrapper,\"tc-modal-wrapper\");\n\tif(tiddler.fields && tiddler.fields.class) {\n\t\t$tw.utils.addClass(wrapper,tiddler.fields.class);\n\t}\n\t$tw.utils.addClass(modalBackdrop,\"tc-modal-backdrop\");\n\t$tw.utils.addClass(modalWrapper,\"tc-modal\");\n\t$tw.utils.addClass(modalHeader,\"tc-modal-header\");\n\t$tw.utils.addClass(modalBody,\"tc-modal-body\");\n\t$tw.utils.addClass(modalFooter,\"tc-modal-footer\");\n\t// Join them together\n\twrapper.appendChild(modalBackdrop);\n\twrapper.appendChild(modalWrapper);\n\tmodalHeader.appendChild(headerTitle);\n\tmodalWrapper.appendChild(modalHeader);\n\tmodalWrapper.appendChild(modalBody);\n\tmodalFooter.appendChild(modalFooterHelp);\n\tmodalFooter.appendChild(modalFooterButtons);\n\tmodalWrapper.appendChild(modalFooter);\n\t// Render the title of the message\n\tvar headerWidgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tfield: \"subtitle\",\n\t\tmode: \"inline\",\n\t\tchildren: [{\n\t\t\ttype: \"text\",\n\t\t\tattributes: {\n\t\t\t\ttext: {\n\t\t\t\t\ttype: \"string\",\n\t\t\t\t\tvalue: title\n\t\t}}}],\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: this.srcDocument,\n\t\tvariables: variables,\n\t\timportPageMacros: true\n\t});\n\theaderWidgetNode.render(headerTitle,null);\n\t// Render the body of the message\n\tvar bodyWidgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: this.srcDocument,\n\t\tvariables: variables,\n\t\timportPageMacros: true\n\t});\n\tbodyWidgetNode.render(modalBody,null);\n\t// Setup the link if present\n\tif(options.downloadLink) {\n\t\tmodalLink.href = options.downloadLink;\n\t\tmodalLink.appendChild(this.srcDocument.createTextNode(\"Right-click to save changes\"));\n\t\tmodalBody.appendChild(modalLink);\n\t}\n\t// Render the footer of the message\n\tif(tiddler.fields && tiddler.fields.help) {\n\t\tvar link = this.srcDocument.createElement(\"a\");\n\t\tlink.setAttribute(\"href\",tiddler.fields.help);\n\t\tlink.setAttribute(\"target\",\"_blank\");\n\t\tlink.setAttribute(\"rel\",\"noopener noreferrer\");\n\t\tlink.appendChild(this.srcDocument.createTextNode(\"Help\"));\n\t\tmodalFooterHelp.appendChild(link);\n\t\tmodalFooterHelp.style.float = \"left\";\n\t}\n\tvar footerWidgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tfield: \"footer\",\n\t\tmode: \"inline\",\n\t\tchildren: [{\n\t\t\ttype: \"button\",\n\t\t\tattributes: {\n\t\t\t\tmessage: {\n\t\t\t\t\ttype: \"string\",\n\t\t\t\t\tvalue: \"tm-close-tiddler\"\n\t\t\t\t}\n\t\t\t},\n\t\t\tchildren: [{\n\t\t\t\ttype: \"text\",\n\t\t\t\tattributes: {\n\t\t\t\t\ttext: {\n\t\t\t\t\t\ttype: \"string\",\n\t\t\t\t\t\tvalue: $tw.language.getString(\"Buttons/Close/Caption\")\n\t\t\t}}}\n\t\t]}],\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: this.srcDocument,\n\t\tvariables: variables,\n\t\timportPageMacros: true\n\t});\n\tfooterWidgetNode.render(modalFooterButtons,null);\n\t// Set up the refresh handler\n\trefreshHandler = function(changes) {\n\t\theaderWidgetNode.refresh(changes,modalHeader,null);\n\t\tbodyWidgetNode.refresh(changes,modalBody,null);\n\t\tfooterWidgetNode.refresh(changes,modalFooterButtons,null);\n\t};\n\tthis.wiki.addEventListener(\"change\",refreshHandler);\n\t// Add the close event handler\n\tvar closeHandler = function(event) {\n\t\t// Remove our refresh handler\n\t\tself.wiki.removeEventListener(\"change\",refreshHandler);\n\t\t// Decrease the modal count and adjust the body class\n\t\tself.modalCount--;\n\t\tself.adjustPageClass();\n\t\t// Force layout and animate the modal message away\n\t\t$tw.utils.forceLayout(modalBackdrop);\n\t\t$tw.utils.forceLayout(modalWrapper);\n\t\t$tw.utils.setStyle(modalBackdrop,[\n\t\t\t{opacity: \"0\"}\n\t\t]);\n\t\t$tw.utils.setStyle(modalWrapper,[\n\t\t\t{transform: \"translateY(\" + self.srcWindow.innerHeight + \"px)\"}\n\t\t]);\n\t\t// Set up an event for the transition end\n\t\tself.srcWindow.setTimeout(function() {\n\t\t\tif(wrapper.parentNode) {\n\t\t\t\t// Remove the modal message from the DOM\n\t\t\t\tself.srcDocument.body.removeChild(wrapper);\n\t\t\t}\n\t\t},duration);\n\t\t// Don't let anyone else handle the tm-close-tiddler message\n\t\treturn false;\n\t};\n\theaderWidgetNode.addEventListener(\"tm-close-tiddler\",closeHandler,false);\n\tbodyWidgetNode.addEventListener(\"tm-close-tiddler\",closeHandler,false);\n\tfooterWidgetNode.addEventListener(\"tm-close-tiddler\",closeHandler,false);\n\t// Set the initial styles for the message\n\t$tw.utils.setStyle(modalBackdrop,[\n\t\t{opacity: \"0\"}\n\t]);\n\t$tw.utils.setStyle(modalWrapper,[\n\t\t{transformOrigin: \"0% 0%\"},\n\t\t{transform: \"translateY(\" + (-this.srcWindow.innerHeight) + \"px)\"}\n\t]);\n\t// Put the message into the document\n\tthis.srcDocument.body.appendChild(wrapper);\n\t// Set up animation for the styles\n\t$tw.utils.setStyle(modalBackdrop,[\n\t\t{transition: \"opacity \" + duration + \"ms ease-out\"}\n\t]);\n\t$tw.utils.setStyle(modalWrapper,[\n\t\t{transition: $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out\"}\n\t]);\n\t// Force layout\n\t$tw.utils.forceLayout(modalBackdrop);\n\t$tw.utils.forceLayout(modalWrapper);\n\t// Set final animated styles\n\t$tw.utils.setStyle(modalBackdrop,[\n\t\t{opacity: \"0.7\"}\n\t]);\n\t$tw.utils.setStyle(modalWrapper,[\n\t\t{transform: \"translateY(0px)\"}\n\t]);\n};\n\nModal.prototype.adjustPageClass = function() {\n\tvar windowContainer = $tw.pageContainer ? ($tw.pageContainer === this.srcDocument.body.firstChild ? $tw.pageContainer : this.srcDocument.body.firstChild) : null;\n\tif(windowContainer) {\n\t\t$tw.utils.toggleClass(windowContainer,\"tc-modal-displayed\",this.modalCount > 0);\n\t}\n};\n\nexports.Modal = Modal;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/notifier.js": {
"title": "$:/core/modules/utils/dom/notifier.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/notifier.js\ntype: application/javascript\nmodule-type: utils\n\nNotifier mechanism\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nvar Notifier = function(wiki) {\n\tthis.wiki = wiki;\n};\n\n/*\nDisplay a notification\n\ttitle: Title of tiddler containing the notification text\n\toptions: see below\nOptions include:\n*/\nNotifier.prototype.display = function(title,options) {\n\toptions = options || {};\n\t// Create the wrapper divs\n\tvar self = this,\n\t\tnotification = document.createElement(\"div\"),\n\t\ttiddler = this.wiki.getTiddler(title),\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t\trefreshHandler;\n\t// Don't do anything if the tiddler doesn't exist\n\tif(!tiddler) {\n\t\treturn;\n\t}\n\t// Add classes\n\t$tw.utils.addClass(notification,\"tc-notification\");\n\t// Create the variables\n\tvar variables = $tw.utils.extend({currentTiddler: title},options.variables);\n\t// Render the body of the notification\n\tvar widgetNode = this.wiki.makeTranscludeWidget(title,{\n\t\tparentWidget: $tw.rootWidget,\n\t\tdocument: document,\n\t\tvariables: variables,\n\t\timportPageMacros: true});\n\twidgetNode.render(notification,null);\n\trefreshHandler = function(changes) {\n\t\twidgetNode.refresh(changes,notification,null);\n\t};\n\tthis.wiki.addEventListener(\"change\",refreshHandler);\n\t// Set the initial styles for the notification\n\t$tw.utils.setStyle(notification,[\n\t\t{opacity: \"0\"},\n\t\t{transformOrigin: \"0% 0%\"},\n\t\t{transform: \"translateY(\" + (-window.innerHeight) + \"px)\"},\n\t\t{transition: \"opacity \" + duration + \"ms ease-out, \" + $tw.utils.roundTripPropertyName(\"transform\") + \" \" + duration + \"ms ease-in-out\"}\n\t]);\n\t// Add the notification to the DOM\n\tdocument.body.appendChild(notification);\n\t// Force layout\n\t$tw.utils.forceLayout(notification);\n\t// Set final animated styles\n\t$tw.utils.setStyle(notification,[\n\t\t{opacity: \"1.0\"},\n\t\t{transform: \"translateY(0px)\"}\n\t]);\n\t// Set a timer to remove the notification\n\twindow.setTimeout(function() {\n\t\t// Remove our change event handler\n\t\tself.wiki.removeEventListener(\"change\",refreshHandler);\n\t\t// Force layout and animate the notification away\n\t\t$tw.utils.forceLayout(notification);\n\t\t$tw.utils.setStyle(notification,[\n\t\t\t{opacity: \"0.0\"},\n\t\t\t{transform: \"translateX(\" + (notification.offsetWidth) + \"px)\"}\n\t\t]);\n\t\t// Remove the modal message from the DOM once the transition ends\n\t\tsetTimeout(function() {\n\t\t\tif(notification.parentNode) {\n\t\t\t\tdocument.body.removeChild(notification);\n\t\t\t}\n\t\t},duration);\n\t},$tw.config.preferences.notificationDuration);\n};\n\nexports.Notifier = Notifier;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/popup.js": {
"title": "$:/core/modules/utils/dom/popup.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/popup.js\ntype: application/javascript\nmodule-type: utils\n\nModule that creates a $tw.utils.Popup object prototype that manages popups in the browser\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nCreates a Popup object with these options:\n\trootElement: the DOM element to which the popup zapper should be attached\n*/\nvar Popup = function(options) {\n\toptions = options || {};\n\tthis.rootElement = options.rootElement || document.documentElement;\n\tthis.popups = []; // Array of {title:,wiki:,domNode:} objects\n};\n\n/*\nTrigger a popup open or closed. Parameters are in a hashmap:\n\ttitle: title of the tiddler where the popup details are stored\n\tdomNode: dom node to which the popup will be positioned (one of domNode or domNodeRect is required)\n\tdomNodeRect: rectangle to which the popup will be positioned\n\twiki: wiki\n\tforce: if specified, forces the popup state to true or false (instead of toggling it)\n\tfloating: if true, skips registering the popup, meaning that it will need manually clearing\n*/\nPopup.prototype.triggerPopup = function(options) {\n\t// Check if this popup is already active\n\tvar index = this.findPopup(options.title);\n\t// Compute the new state\n\tvar state = index === -1;\n\tif(options.force !== undefined) {\n\t\tstate = options.force;\n\t}\n\t// Show or cancel the popup according to the new state\n\tif(state) {\n\t\tthis.show(options);\n\t} else {\n\t\tthis.cancel(index);\n\t}\n};\n\nPopup.prototype.findPopup = function(title) {\n\tvar index = -1;\n\tfor(var t=0; t<this.popups.length; t++) {\n\t\tif(this.popups[t].title === title) {\n\t\t\tindex = t;\n\t\t}\n\t}\n\treturn index;\n};\n\nPopup.prototype.handleEvent = function(event) {\n\tif(event.type === \"click\") {\n\t\t// Find out what was clicked on\n\t\tvar info = this.popupInfo(event.target),\n\t\t\tcancelLevel = info.popupLevel - 1;\n\t\t// Don't remove the level that was clicked on if we clicked on a handle\n\t\tif(info.isHandle) {\n\t\t\tcancelLevel++;\n\t\t}\n\t\t// Cancel\n\t\tthis.cancel(cancelLevel);\n\t}\n};\n\n/*\nFind the popup level containing a DOM node. Returns:\npopupLevel: count of the number of nested popups containing the specified element\nisHandle: true if the specified element is within a popup handle\n*/\nPopup.prototype.popupInfo = function(domNode) {\n\tvar isHandle = false,\n\t\tpopupCount = 0,\n\t\tnode = domNode;\n\t// First check ancestors to see if we're within a popup handle\n\twhile(node) {\n\t\tif($tw.utils.hasClass(node,\"tc-popup-handle\")) {\n\t\t\tisHandle = true;\n\t\t\tpopupCount++;\n\t\t}\n\t\tif($tw.utils.hasClass(node,\"tc-popup-keep\")) {\n\t\t\tisHandle = true;\n\t\t}\n\t\tnode = node.parentNode;\n\t}\n\t// Then count the number of ancestor popups\n\tnode = domNode;\n\twhile(node) {\n\t\tif($tw.utils.hasClass(node,\"tc-popup\")) {\n\t\t\tpopupCount++;\n\t\t}\n\t\tnode = node.parentNode;\n\t}\n\tvar info = {\n\t\tpopupLevel: popupCount,\n\t\tisHandle: isHandle\n\t};\n\treturn info;\n};\n\n/*\nDisplay a popup by adding it to the stack\n*/\nPopup.prototype.show = function(options) {\n\t// Find out what was clicked on\n\tvar info = this.popupInfo(options.domNode);\n\t// Cancel any higher level popups\n\tthis.cancel(info.popupLevel);\n\n\t// Store the popup details if not already there\n\tif(!options.floating && this.findPopup(options.title) === -1) {\n\t\tthis.popups.push({\n\t\t\ttitle: options.title,\n\t\t\twiki: options.wiki,\n\t\t\tdomNode: options.domNode,\n\t\t\tnoStateReference: options.noStateReference\n\t\t});\n\t}\n\t// Set the state tiddler\n\tvar rect;\n\tif(options.domNodeRect) {\n\t\trect = options.domNodeRect;\n\t} else {\n\t\trect = {\n\t\t\tleft: options.domNode.offsetLeft,\n\t\t\ttop: options.domNode.offsetTop,\n\t\t\twidth: options.domNode.offsetWidth,\n\t\t\theight: options.domNode.offsetHeight\n\t\t};\n\t}\n\tvar popupRect = \"(\" + rect.left + \",\" + rect.top + \",\" + \n\t\t\t\trect.width + \",\" + rect.height + \")\";\n\tif(options.noStateReference) {\n\t\toptions.wiki.setText(options.title,\"text\",undefined,popupRect);\n\t} else {\n\t\toptions.wiki.setTextReference(options.title,popupRect);\n\t}\n\t// Add the click handler if we have any popups\n\tif(this.popups.length > 0) {\n\t\tthis.rootElement.addEventListener(\"click\",this,true);\t\t\n\t}\n};\n\n/*\nCancel all popups at or above a specified level or DOM node\nlevel: popup level to cancel (0 cancels all popups)\n*/\nPopup.prototype.cancel = function(level) {\n\tvar numPopups = this.popups.length;\n\tlevel = Math.max(0,Math.min(level,numPopups));\n\tfor(var t=level; t<numPopups; t++) {\n\t\tvar popup = this.popups.pop();\n\t\tif(popup.title) {\n\t\t\tif(popup.noStateReference) {\n\t\t\t\tpopup.wiki.deleteTiddler(popup.title);\n\t\t\t} else {\n\t\t\t\tpopup.wiki.deleteTiddler($tw.utils.parseTextReference(popup.title).title);\n \t\t}\n\t\t}\n\t}\n\tif(this.popups.length === 0) {\n\t\tthis.rootElement.removeEventListener(\"click\",this,false);\n\t}\n};\n\n/*\nReturns true if the specified title and text identifies an active popup\n*/\nPopup.prototype.readPopupState = function(text) {\n\tvar popupLocationRegExp = /^\\((-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+)\\)$/;\n\treturn popupLocationRegExp.test(text);\n};\n\nexports.Popup = Popup;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/dom/scroller.js": {
"title": "$:/core/modules/utils/dom/scroller.js",
"text": "/*\\\ntitle: $:/core/modules/utils/dom/scroller.js\ntype: application/javascript\nmodule-type: utils\n\nModule that creates a $tw.utils.Scroller object prototype that manages scrolling in the browser\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nEvent handler for when the `tm-scroll` event hits the document body\n*/\nvar PageScroller = function() {\n\tthis.idRequestFrame = null;\n\tthis.requestAnimationFrame = window.requestAnimationFrame ||\n\t\twindow.webkitRequestAnimationFrame ||\n\t\twindow.mozRequestAnimationFrame ||\n\t\tfunction(callback) {\n\t\t\treturn window.setTimeout(callback, 1000/60);\n\t\t};\n\tthis.cancelAnimationFrame = window.cancelAnimationFrame ||\n\t\twindow.webkitCancelAnimationFrame ||\n\t\twindow.webkitCancelRequestAnimationFrame ||\n\t\twindow.mozCancelAnimationFrame ||\n\t\twindow.mozCancelRequestAnimationFrame ||\n\t\tfunction(id) {\n\t\t\twindow.clearTimeout(id);\n\t\t};\n};\n\nPageScroller.prototype.isScrolling = function() {\n\treturn this.idRequestFrame !== null;\n}\n\nPageScroller.prototype.cancelScroll = function(srcWindow) {\n\tif(this.idRequestFrame) {\n\t\tthis.cancelAnimationFrame.call(srcWindow,this.idRequestFrame);\n\t\tthis.idRequestFrame = null;\n\t}\n};\n\n/*\nHandle an event\n*/\nPageScroller.prototype.handleEvent = function(event) {\n\tif(event.type === \"tm-scroll\") {\n\t\treturn this.scrollIntoView(event.target);\n\t}\n\treturn true;\n};\n\n/*\nHandle a scroll event hitting the page document\n*/\nPageScroller.prototype.scrollIntoView = function(element,callback) {\n\tvar self = this,\n\t\tduration = $tw.utils.getAnimationDuration(),\n\t srcWindow = element ? element.ownerDocument.defaultView : window;\n\t// Now get ready to scroll the body\n\tthis.cancelScroll(srcWindow);\n\tthis.startTime = Date.now();\n\t// Get the height of any position:fixed toolbars\n\tvar toolbar = srcWindow.document.querySelector(\".tc-adjust-top-of-scroll\"),\n\t\toffset = 0;\n\tif(toolbar) {\n\t\toffset = toolbar.offsetHeight;\n\t}\n\t// Get the client bounds of the element and adjust by the scroll position\n\tvar getBounds = function() {\n\t\t\tvar clientBounds = typeof callback === 'function' ? callback() : element.getBoundingClientRect(),\n\t\t\t\tscrollPosition = $tw.utils.getScrollPosition(srcWindow);\n\t\t\treturn {\n\t\t\t\tleft: clientBounds.left + scrollPosition.x,\n\t\t\t\ttop: clientBounds.top + scrollPosition.y - offset,\n\t\t\t\twidth: clientBounds.width,\n\t\t\t\theight: clientBounds.height\n\t\t\t};\n\t\t},\n\t\t// We'll consider the horizontal and vertical scroll directions separately via this function\n\t\t// targetPos/targetSize - position and size of the target element\n\t\t// currentPos/currentSize - position and size of the current scroll viewport\n\t\t// returns: new position of the scroll viewport\n\t\tgetEndPos = function(targetPos,targetSize,currentPos,currentSize) {\n\t\t\tvar newPos = targetPos;\n\t\t\t// If we are scrolling within 50 pixels of the top/left then snap to zero\n\t\t\tif(newPos < 50) {\n\t\t\t\tnewPos = 0;\n\t\t\t}\n\t\t\treturn newPos;\n\t\t},\n\t\tdrawFrame = function drawFrame() {\n\t\t\tvar t;\n\t\t\tif(duration <= 0) {\n\t\t\t\tt = 1;\n\t\t\t} else {\n\t\t\t\tt = ((Date.now()) - self.startTime) / duration;\t\n\t\t\t}\n\t\t\tif(t >= 1) {\n\t\t\t\tself.cancelScroll(srcWindow);\n\t\t\t\tt = 1;\n\t\t\t}\n\t\t\tt = $tw.utils.slowInSlowOut(t);\n\t\t\tvar scrollPosition = $tw.utils.getScrollPosition(srcWindow),\n\t\t\t\tbounds = getBounds(),\n\t\t\t\tendX = getEndPos(bounds.left,bounds.width,scrollPosition.x,srcWindow.innerWidth),\n\t\t\t\tendY = getEndPos(bounds.top,bounds.height,scrollPosition.y,srcWindow.innerHeight);\n\t\t\tsrcWindow.scrollTo(scrollPosition.x + (endX - scrollPosition.x) * t,scrollPosition.y + (endY - scrollPosition.y) * t);\n\t\t\tif(t < 1) {\n\t\t\t\tself.idRequestFrame = self.requestAnimationFrame.call(srcWindow,drawFrame);\n\t\t\t}\n\t\t};\n\tdrawFrame();\n};\n\nexports.PageScroller = PageScroller;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/edition-info.js": {
"title": "$:/core/modules/utils/edition-info.js",
"text": "/*\\\ntitle: $:/core/modules/utils/edition-info.js\ntype: application/javascript\nmodule-type: utils-node\n\nInformation about the available editions\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar fs = require(\"fs\"),\n\tpath = require(\"path\");\n\nvar editionInfo;\n\nexports.getEditionInfo = function() {\n\tif(!editionInfo) {\n\t\t// Enumerate the edition paths\n\t\tvar editionPaths = $tw.getLibraryItemSearchPaths($tw.config.editionsPath,$tw.config.editionsEnvVar);\n\t\teditionInfo = {};\n\t\tfor(var editionIndex=0; editionIndex<editionPaths.length; editionIndex++) {\n\t\t\tvar editionPath = editionPaths[editionIndex];\n\t\t\t// Enumerate the folders\n\t\t\tvar entries = fs.readdirSync(editionPath);\n\t\t\tfor(var entryIndex=0; entryIndex<entries.length; entryIndex++) {\n\t\t\t\tvar entry = entries[entryIndex];\n\t\t\t\t// Check if directories have a valid tiddlywiki.info\n\t\t\t\tif(!editionInfo[entry] && $tw.utils.isDirectory(path.resolve(editionPath,entry))) {\n\t\t\t\t\tvar info;\n\t\t\t\t\ttry {\n\t\t\t\t\t\tinfo = JSON.parse(fs.readFileSync(path.resolve(editionPath,entry,\"tiddlywiki.info\"),\"utf8\"));\n\t\t\t\t\t} catch(ex) {\n\t\t\t\t\t}\n\t\t\t\t\tif(info) {\n\t\t\t\t\t\teditionInfo[entry] = info;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n\treturn editionInfo;\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils-node"
},
"$:/core/modules/utils/fakedom.js": {
"title": "$:/core/modules/utils/fakedom.js",
"text": "/*\\\ntitle: $:/core/modules/utils/fakedom.js\ntype: application/javascript\nmodule-type: global\n\nA barebones implementation of DOM interfaces needed by the rendering mechanism.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Sequence number used to enable us to track objects for testing\nvar sequenceNumber = null;\n\nvar bumpSequenceNumber = function(object) {\n\tif(sequenceNumber !== null) {\n\t\tobject.sequenceNumber = sequenceNumber++;\n\t}\n};\n\nvar TW_TextNode = function(text) {\n\tbumpSequenceNumber(this);\n\tthis.textContent = text + \"\";\n};\n\nObject.defineProperty(TW_TextNode.prototype, \"nodeType\", {\n\tget: function() {\n\t\treturn 3;\n\t}\n});\n\nObject.defineProperty(TW_TextNode.prototype, \"formattedTextContent\", {\n\tget: function() {\n\t\treturn this.textContent.replace(/(\\r?\\n)/g,\"\");\n\t}\n});\n\nvar TW_Element = function(tag,namespace) {\n\tbumpSequenceNumber(this);\n\tthis.isTiddlyWikiFakeDom = true;\n\tthis.tag = tag;\n\tthis.attributes = {};\n\tthis.isRaw = false;\n\tthis.children = [];\n\tthis._style = {};\n\tthis.namespaceURI = namespace || \"http://www.w3.org/1999/xhtml\";\n};\n\nObject.defineProperty(TW_Element.prototype, \"style\", {\n\tget: function() {\n\t\treturn this._style;\n\t},\n\tset: function(str) {\n\t\tvar self = this;\n\t\tstr = str || \"\";\n\t\t$tw.utils.each(str.split(\";\"),function(declaration) {\n\t\t\tvar parts = declaration.split(\":\"),\n\t\t\t\tname = $tw.utils.trim(parts[0]),\n\t\t\t\tvalue = $tw.utils.trim(parts[1]);\n\t\t\tif(name && value) {\n\t\t\t\tself._style[$tw.utils.convertStyleNameToPropertyName(name)] = value;\n\t\t\t}\n\t\t});\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"nodeType\", {\n\tget: function() {\n\t\treturn 1;\n\t}\n});\n\nTW_Element.prototype.getAttribute = function(name) {\n\tif(this.isRaw) {\n\t\tthrow \"Cannot getAttribute on a raw TW_Element\";\n\t}\n\treturn this.attributes[name];\n};\n\nTW_Element.prototype.setAttribute = function(name,value) {\n\tif(this.isRaw) {\n\t\tthrow \"Cannot setAttribute on a raw TW_Element\";\n\t}\n\tthis.attributes[name] = value + \"\";\n};\n\nTW_Element.prototype.setAttributeNS = function(namespace,name,value) {\n\tthis.setAttribute(name,value);\n};\n\nTW_Element.prototype.removeAttribute = function(name) {\n\tif(this.isRaw) {\n\t\tthrow \"Cannot removeAttribute on a raw TW_Element\";\n\t}\n\tif($tw.utils.hop(this.attributes,name)) {\n\t\tdelete this.attributes[name];\n\t}\n};\n\nTW_Element.prototype.appendChild = function(node) {\n\tthis.children.push(node);\n\tnode.parentNode = this;\n};\n\nTW_Element.prototype.insertBefore = function(node,nextSibling) {\n\tif(nextSibling) {\n\t\tvar p = this.children.indexOf(nextSibling);\n\t\tif(p !== -1) {\n\t\t\tthis.children.splice(p,0,node);\n\t\t\tnode.parentNode = this;\n\t\t} else {\n\t\t\tthis.appendChild(node);\n\t\t}\n\t} else {\n\t\tthis.appendChild(node);\n\t}\n};\n\nTW_Element.prototype.removeChild = function(node) {\n\tvar p = this.children.indexOf(node);\n\tif(p !== -1) {\n\t\tthis.children.splice(p,1);\n\t}\n};\n\nTW_Element.prototype.hasChildNodes = function() {\n\treturn !!this.children.length;\n};\n\nObject.defineProperty(TW_Element.prototype, \"childNodes\", {\n\tget: function() {\n\t\treturn this.children;\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"firstChild\", {\n\tget: function() {\n\t\treturn this.children[0];\n\t}\n});\n\nTW_Element.prototype.addEventListener = function(type,listener,useCapture) {\n\t// Do nothing\n};\n\nObject.defineProperty(TW_Element.prototype, \"tagName\", {\n\tget: function() {\n\t\treturn this.tag || \"\";\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"className\", {\n\tget: function() {\n\t\treturn this.attributes[\"class\"] || \"\";\n\t},\n\tset: function(value) {\n\t\tthis.attributes[\"class\"] = value + \"\";\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"value\", {\n\tget: function() {\n\t\treturn this.attributes.value || \"\";\n\t},\n\tset: function(value) {\n\t\tthis.attributes.value = value + \"\";\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"outerHTML\", {\n\tget: function() {\n\t\tvar output = [],attr,a,v;\n\t\toutput.push(\"<\",this.tag);\n\t\tif(this.attributes) {\n\t\t\tattr = [];\n\t\t\tfor(a in this.attributes) {\n\t\t\t\tattr.push(a);\n\t\t\t}\n\t\t\tattr.sort();\n\t\t\tfor(a=0; a<attr.length; a++) {\n\t\t\t\tv = this.attributes[attr[a]];\n\t\t\t\tif(v !== undefined) {\n\t\t\t\t\toutput.push(\" \",attr[a],\"=\\\"\",$tw.utils.htmlEncode(v),\"\\\"\");\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t\tif(this._style) {\n\t\t\tvar style = [];\n\t\t\tfor(var s in this._style) {\n\t\t\t\tstyle.push($tw.utils.convertPropertyNameToStyleName(s) + \":\" + this._style[s] + \";\");\n\t\t\t}\n\t\t\tif(style.length > 0) {\n\t\t\t\toutput.push(\" style=\\\"\",style.join(\"\"),\"\\\"\");\n\t\t\t}\n\t\t}\n\t\toutput.push(\">\");\n\t\tif($tw.config.htmlVoidElements.indexOf(this.tag) === -1) {\n\t\t\toutput.push(this.innerHTML);\n\t\t\toutput.push(\"</\",this.tag,\">\");\n\t\t}\n\t\treturn output.join(\"\");\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"innerHTML\", {\n\tget: function() {\n\t\tif(this.isRaw) {\n\t\t\treturn this.rawHTML;\n\t\t} else {\n\t\t\tvar b = [];\n\t\t\t$tw.utils.each(this.children,function(node) {\n\t\t\t\tif(node instanceof TW_Element) {\n\t\t\t\t\tb.push(node.outerHTML);\n\t\t\t\t} else if(node instanceof TW_TextNode) {\n\t\t\t\t\tb.push($tw.utils.htmlEncode(node.textContent));\n\t\t\t\t}\n\t\t\t});\n\t\t\treturn b.join(\"\");\n\t\t}\n\t},\n\tset: function(value) {\n\t\tthis.isRaw = true;\n\t\tthis.rawHTML = value;\n\t\tthis.rawTextContent = null;\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"textInnerHTML\", {\n\tset: function(value) {\n\t\tif(this.isRaw) {\n\t\t\tthis.rawTextContent = value;\n\t\t} else {\n\t\t\tthrow \"Cannot set textInnerHTML of a non-raw TW_Element\";\n\t\t}\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"textContent\", {\n\tget: function() {\n\t\tif(this.isRaw) {\n\t\t\tif(this.rawTextContent === null) {\n\t\t\t\treturn \"\";\n\t\t\t} else {\n\t\t\t\treturn this.rawTextContent;\n\t\t\t}\n\t\t} else {\n\t\t\tvar b = [];\n\t\t\t$tw.utils.each(this.children,function(node) {\n\t\t\t\tb.push(node.textContent);\n\t\t\t});\n\t\t\treturn b.join(\"\");\n\t\t}\n\t},\n\tset: function(value) {\n\t\tthis.children = [new TW_TextNode(value)];\n\t}\n});\n\nObject.defineProperty(TW_Element.prototype, \"formattedTextContent\", {\n\tget: function() {\n\t\tif(this.isRaw) {\n\t\t\treturn \"\";\n\t\t} else {\n\t\t\tvar b = [],\n\t\t\t\tisBlock = $tw.config.htmlBlockElements.indexOf(this.tag) !== -1;\n\t\t\tif(isBlock) {\n\t\t\t\tb.push(\"\\n\");\n\t\t\t}\n\t\t\tif(this.tag === \"li\") {\n\t\t\t\tb.push(\"* \");\n\t\t\t}\n\t\t\t$tw.utils.each(this.children,function(node) {\n\t\t\t\tb.push(node.formattedTextContent);\n\t\t\t});\n\t\t\tif(isBlock) {\n\t\t\t\tb.push(\"\\n\");\n\t\t\t}\n\t\t\treturn b.join(\"\");\n\t\t}\n\t}\n});\n\nvar document = {\n\tsetSequenceNumber: function(value) {\n\t\tsequenceNumber = value;\n\t},\n\tcreateElementNS: function(namespace,tag) {\n\t\treturn new TW_Element(tag,namespace);\n\t},\n\tcreateElement: function(tag) {\n\t\treturn new TW_Element(tag);\n\t},\n\tcreateTextNode: function(text) {\n\t\treturn new TW_TextNode(text);\n\t},\n\tcompatMode: \"CSS1Compat\", // For KaTeX to know that we're not a browser in quirks mode\n\tisTiddlyWikiFakeDom: true\n};\n\nexports.fakeDocument = document;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/utils/filesystem.js": {
"title": "$:/core/modules/utils/filesystem.js",
"text": "/*\\\ntitle: $:/core/modules/utils/filesystem.js\ntype: application/javascript\nmodule-type: utils-node\n\nFile system utilities\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar fs = require(\"fs\"),\n\tpath = require(\"path\");\n\n/*\nRecursively (and synchronously) copy a directory and all its content\n*/\nexports.copyDirectory = function(srcPath,dstPath) {\n\t// Remove any trailing path separators\n\tsrcPath = $tw.utils.removeTrailingSeparator(srcPath);\n\tdstPath = $tw.utils.removeTrailingSeparator(dstPath);\n\t// Create the destination directory\n\tvar err = $tw.utils.createDirectory(dstPath);\n\tif(err) {\n\t\treturn err;\n\t}\n\t// Function to copy a folder full of files\n\tvar copy = function(srcPath,dstPath) {\n\t\tvar srcStats = fs.lstatSync(srcPath),\n\t\t\tdstExists = fs.existsSync(dstPath);\n\t\tif(srcStats.isFile()) {\n\t\t\t$tw.utils.copyFile(srcPath,dstPath);\n\t\t} else if(srcStats.isDirectory()) {\n\t\t\tvar items = fs.readdirSync(srcPath);\n\t\t\tfor(var t=0; t<items.length; t++) {\n\t\t\t\tvar item = items[t],\n\t\t\t\t\terr = copy(srcPath + path.sep + item,dstPath + path.sep + item);\n\t\t\t\tif(err) {\n\t\t\t\t\treturn err;\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t};\n\tcopy(srcPath,dstPath);\n\treturn null;\n};\n\n/*\nCopy a file\n*/\nvar FILE_BUFFER_LENGTH = 64 * 1024,\n\tfileBuffer;\n\nexports.copyFile = function(srcPath,dstPath) {\n\t// Create buffer if required\n\tif(!fileBuffer) {\n\t\tfileBuffer = Buffer.alloc(FILE_BUFFER_LENGTH);\n\t}\n\t// Create any directories in the destination\n\t$tw.utils.createDirectory(path.dirname(dstPath));\n\t// Copy the file\n\tvar srcFile = fs.openSync(srcPath,\"r\"),\n\t\tdstFile = fs.openSync(dstPath,\"w\"),\n\t\tbytesRead = 1,\n\t\tpos = 0;\n\twhile (bytesRead > 0) {\n\t\tbytesRead = fs.readSync(srcFile,fileBuffer,0,FILE_BUFFER_LENGTH,pos);\n\t\tfs.writeSync(dstFile,fileBuffer,0,bytesRead);\n\t\tpos += bytesRead;\n\t}\n\tfs.closeSync(srcFile);\n\tfs.closeSync(dstFile);\n\treturn null;\n};\n\n/*\nRemove trailing path separator\n*/\nexports.removeTrailingSeparator = function(dirPath) {\n\tvar len = dirPath.length;\n\tif(dirPath.charAt(len-1) === path.sep) {\n\t\tdirPath = dirPath.substr(0,len-1);\n\t}\n\treturn dirPath;\n};\n\n/*\nRecursively create a directory\n*/\nexports.createDirectory = function(dirPath) {\n\tif(dirPath.substr(dirPath.length-1,1) !== path.sep) {\n\t\tdirPath = dirPath + path.sep;\n\t}\n\tvar pos = 1;\n\tpos = dirPath.indexOf(path.sep,pos);\n\twhile(pos !== -1) {\n\t\tvar subDirPath = dirPath.substr(0,pos);\n\t\tif(!$tw.utils.isDirectory(subDirPath)) {\n\t\t\ttry {\n\t\t\t\tfs.mkdirSync(subDirPath);\n\t\t\t} catch(e) {\n\t\t\t\treturn \"Error creating directory '\" + subDirPath + \"'\";\n\t\t\t}\n\t\t}\n\t\tpos = dirPath.indexOf(path.sep,pos + 1);\n\t}\n\treturn null;\n};\n\n/*\nRecursively create directories needed to contain a specified file\n*/\nexports.createFileDirectories = function(filePath) {\n\treturn $tw.utils.createDirectory(path.dirname(filePath));\n};\n\n/*\nRecursively delete a directory\n*/\nexports.deleteDirectory = function(dirPath) {\n\tif(fs.existsSync(dirPath)) {\n\t\tvar entries = fs.readdirSync(dirPath);\n\t\tfor(var entryIndex=0; entryIndex<entries.length; entryIndex++) {\n\t\t\tvar currPath = dirPath + path.sep + entries[entryIndex];\n\t\t\tif(fs.lstatSync(currPath).isDirectory()) {\n\t\t\t\t$tw.utils.deleteDirectory(currPath);\n\t\t\t} else {\n\t\t\t\tfs.unlinkSync(currPath);\n\t\t\t}\n\t\t}\n\tfs.rmdirSync(dirPath);\n\t}\n\treturn null;\n};\n\n/*\nCheck if a path identifies a directory\n*/\nexports.isDirectory = function(dirPath) {\n\treturn fs.existsSync(dirPath) && fs.statSync(dirPath).isDirectory();\n};\n\n/*\nCheck if a path identifies a directory that is empty\n*/\nexports.isDirectoryEmpty = function(dirPath) {\n\tif(!$tw.utils.isDirectory(dirPath)) {\n\t\treturn false;\n\t}\n\tvar files = fs.readdirSync(dirPath),\n\t\tempty = true;\n\t$tw.utils.each(files,function(file,index) {\n\t\tif(file.charAt(0) !== \".\") {\n\t\t\tempty = false;\n\t\t}\n\t});\n\treturn empty;\n};\n\n/*\nRecursively delete a tree of empty directories\n*/\nexports.deleteEmptyDirs = function(dirpath,callback) {\n\tvar self = this;\n\tfs.readdir(dirpath,function(err,files) {\n\t\tif(err) {\n\t\t\treturn callback(err);\n\t\t}\n\t\tif(files.length > 0) {\n\t\t\treturn callback(null);\n\t\t}\n\t\tfs.rmdir(dirpath,function(err) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tself.deleteEmptyDirs(path.dirname(dirpath),callback);\n\t\t});\n\t});\n};\n\n/*\nCreate a fileInfo object for saving a tiddler:\n\tfilepath: the absolute path to the file containing the tiddler\n\ttype: the type of the tiddler file (NOT the type of the tiddler)\n\thasMetaFile: true if the file also has a companion .meta file\nOptions include:\n\tdirectory: absolute path of root directory to which we are saving\n\tpathFilters: optional array of filters to be used to generate the base path\n\twiki: optional wiki for evaluating the pathFilters\n*/\nexports.generateTiddlerFileInfo = function(tiddler,options) {\n\tvar fileInfo = {};\n\t// Check if the tiddler has any unsafe fields that can't be expressed in a .tid or .meta file: containing control characters, or leading/trailing whitespace\n\tvar hasUnsafeFields = false;\n\t$tw.utils.each(tiddler.getFieldStrings(),function(value,fieldName) {\n\t\tif(fieldName !== \"text\") {\n\t\t\thasUnsafeFields = hasUnsafeFields || /[\\x00-\\x1F]/mg.test(value);\n\t\t\thasUnsafeFields = hasUnsafeFields || ($tw.utils.trim(value) !== value);\n\t\t}\n\t});\n\t// Check for field values \n\tif(hasUnsafeFields) {\n\t\t// Save as a JSON file\n\t\tfileInfo.type = \"application/json\";\n\t\tfileInfo.hasMetaFile = false;\n\t} else {\n\t\t// Save as a .tid or a text/binary file plus a .meta file\n\t\tvar tiddlerType = tiddler.fields.type || \"text/vnd.tiddlywiki\";\n\t\tif(tiddlerType === \"text/vnd.tiddlywiki\") {\n\t\t\t// Save as a .tid file\n\t\t\tfileInfo.type = \"application/x-tiddler\";\n\t\t\tfileInfo.hasMetaFile = false;\n\t\t} else {\n\t\t\t// Save as a text/binary file and a .meta file\n\t\t\tfileInfo.type = tiddlerType;\n\t\t\tfileInfo.hasMetaFile = true;\n\t\t}\n\t}\n\t// Take the file extension from the tiddler content type\n\tvar contentTypeInfo = $tw.config.contentTypeInfo[fileInfo.type] || {extension: \"\"};\n\t// Generate the filepath\n\tfileInfo.filepath = $tw.utils.generateTiddlerFilepath(tiddler.fields.title,{\n\t\textension: contentTypeInfo.extension,\n\t\tdirectory: options.directory,\n\t\tpathFilters: options.pathFilters,\n\t\twiki: options.wiki\n\t});\n\treturn fileInfo;\n};\n\n/*\nGenerate the filepath for saving a tiddler\nOptions include:\n\textension: file extension to be added the finished filepath\n\tdirectory: absolute path of root directory to which we are saving\n\tpathFilters: optional array of filters to be used to generate the base path\n\twiki: optional wiki for evaluating the pathFilters\n*/\nexports.generateTiddlerFilepath = function(title,options) {\n\tvar self = this,\n\t\tdirectory = options.directory || \"\",\n\t\textension = options.extension || \"\",\n\t\tfilepath;\n\t// Check if any of the pathFilters applies\n\tif(options.pathFilters && options.wiki) {\n\t\t$tw.utils.each(options.pathFilters,function(filter) {\n\t\t\tif(!filepath) {\n\t\t\t\tvar source = options.wiki.makeTiddlerIterator([title]),\n\t\t\t\t\tresult = options.wiki.filterTiddlers(filter,null,source);\n\t\t\t\tif(result.length > 0) {\n\t\t\t\t\tfilepath = result[0];\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n\t// If not, generate a base pathname\n\tif(!filepath) {\n\t\tfilepath = title;\n\t\t// If the filepath already ends in the extension then remove it\n\t\tif(filepath.substring(filepath.length - extension.length) === extension) {\n\t\t\tfilepath = filepath.substring(0,filepath.length - extension.length);\n\t\t}\n\t\t// Remove any forward or backward slashes so we don't create directories\n\t\tfilepath = filepath.replace(/\\/|\\\\/g,\"_\");\n\t}\n\t// Don't let the filename start with a dot because such files are invisible on *nix\n\tfilepath = filepath.replace(/^\\./g,\"_\");\n\t// Remove any characters that can't be used in cross-platform filenames\n\tfilepath = $tw.utils.transliterate(filepath.replace(/<|>|\\:|\\\"|\\||\\?|\\*|\\^/g,\"_\"));\n\t// Truncate the filename if it is too long\n\tif(filepath.length > 200) {\n\t\tfilepath = filepath.substr(0,200);\n\t}\n\t// If the resulting filename is blank (eg because the title is just punctuation characters)\n\tif(!filepath) {\n\t\t// ...then just use the character codes of the title\n\t\tfilepath = \"\";\t\n\t\t$tw.utils.each(title.split(\"\"),function(char) {\n\t\t\tif(filepath) {\n\t\t\t\tfilepath += \"-\";\n\t\t\t}\n\t\t\tfilepath += char.charCodeAt(0).toString();\n\t\t});\n\t}\n\t// Add a uniquifier if the file already exists\n\tvar fullPath,\n\t\tcount = 0;\n\tdo {\n\t\tfullPath = path.resolve(directory,filepath + (count ? \"_\" + count : \"\") + extension);\n\t\tcount++;\n\t} while(fs.existsSync(fullPath));\n\t// Return the full path to the file\n\treturn fullPath;\n};\n\n/*\nSave a tiddler to a file described by the fileInfo:\n\tfilepath: the absolute path to the file containing the tiddler\n\ttype: the type of the tiddler file (NOT the type of the tiddler)\n\thasMetaFile: true if the file also has a companion .meta file\n*/\nexports.saveTiddlerToFile = function(tiddler,fileInfo,callback) {\n\t$tw.utils.createDirectory(path.dirname(fileInfo.filepath));\n\tif(fileInfo.hasMetaFile) {\n\t\t// Save the tiddler as a separate body and meta file\n\t\tvar typeInfo = $tw.config.contentTypeInfo[tiddler.fields.type || \"text/plain\"] || {encoding: \"utf8\"};\n\t\tfs.writeFile(fileInfo.filepath,tiddler.fields.text,typeInfo.encoding,function(err) {\n\t\t\tif(err) {\n\t\t\t\treturn callback(err);\n\t\t\t}\n\t\t\tfs.writeFile(fileInfo.filepath + \".meta\",tiddler.getFieldStringBlock({exclude: [\"text\",\"bag\"]}),\"utf8\",callback);\n\t\t});\n\t} else {\n\t\t// Save the tiddler as a self contained templated file\n\t\tif(fileInfo.type === \"application/x-tiddler\") {\n\t\t\tfs.writeFile(fileInfo.filepath,tiddler.getFieldStringBlock({exclude: [\"text\",\"bag\"]}) + (!!tiddler.fields.text ? \"\\n\\n\" + tiddler.fields.text : \"\"),\"utf8\",callback);\n\t\t} else {\n\t\t\tfs.writeFile(fileInfo.filepath,JSON.stringify([tiddler.getFieldStrings({exclude: [\"bag\"]})],null,$tw.config.preferences.jsonSpaces),\"utf8\",callback);\n\t\t}\n\t}\n};\n\n/*\nSave a tiddler to a file described by the fileInfo:\n\tfilepath: the absolute path to the file containing the tiddler\n\ttype: the type of the tiddler file (NOT the type of the tiddler)\n\thasMetaFile: true if the file also has a companion .meta file\n*/\nexports.saveTiddlerToFileSync = function(tiddler,fileInfo) {\n\t$tw.utils.createDirectory(path.dirname(fileInfo.filepath));\n\tif(fileInfo.hasMetaFile) {\n\t\t// Save the tiddler as a separate body and meta file\n\t\tvar typeInfo = $tw.config.contentTypeInfo[tiddler.fields.type || \"text/plain\"] || {encoding: \"utf8\"};\n\t\tfs.writeFileSync(fileInfo.filepath,tiddler.fields.text,typeInfo.encoding);\n\t\tfs.writeFileSync(fileInfo.filepath + \".meta\",tiddler.getFieldStringBlock({exclude: [\"text\",\"bag\"]}),\"utf8\");\n\t} else {\n\t\t// Save the tiddler as a self contained templated file\n\t\tif(fileInfo.type === \"application/x-tiddler\") {\n\t\t\tfs.writeFileSync(fileInfo.filepath,tiddler.getFieldStringBlock({exclude: [\"text\",\"bag\"]}) + (!!tiddler.fields.text ? \"\\n\\n\" + tiddler.fields.text : \"\"),\"utf8\");\n\t\t} else {\n\t\t\tfs.writeFileSync(fileInfo.filepath,JSON.stringify([tiddler.getFieldStrings({exclude: [\"bag\"]})],null,$tw.config.preferences.jsonSpaces),\"utf8\");\n\t\t}\n\t}\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils-node"
},
"$:/core/modules/utils/logger.js": {
"title": "$:/core/modules/utils/logger.js",
"text": "/*\\\ntitle: $:/core/modules/utils/logger.js\ntype: application/javascript\nmodule-type: utils\n\nA basic logging implementation\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar ALERT_TAG = \"$:/tags/Alert\";\n\n/*\nMake a new logger\n*/\nfunction Logger(componentName,options) {\n\toptions = options || {};\n\tthis.componentName = componentName || \"\";\n\tthis.colour = options.colour || \"white\";\n\tthis.enable = \"enable\" in options ? options.enable : true;\n\tthis.save = \"save\" in options ? options.save : true;\n\tthis.saveLimit = options.saveLimit || 100 * 1024;\n\tthis.saveBufferLogger = this;\n\tthis.buffer = \"\";\n\tthis.alertCount = 0;\n}\n\nLogger.prototype.setSaveBuffer = function(logger) {\n\tthis.saveBufferLogger = logger;\n};\n\n/*\nLog a message\n*/\nLogger.prototype.log = function(/* args */) {\n\tvar self = this;\n\tif(this.enable) {\n\t\tif(this.saveBufferLogger.save) {\n\t\t\tthis.saveBufferLogger.buffer += $tw.utils.formatDateString(new Date(),\"YYYY MM DD 0hh:0mm:0ss.0XXX\") + \":\";\n\t\t\t$tw.utils.each(Array.prototype.slice.call(arguments,0),function(arg,index) {\n\t\t\t\tself.saveBufferLogger.buffer += \" \" + arg;\n\t\t\t});\n\t\t\tthis.saveBufferLogger.buffer += \"\\n\";\n\t\t\tthis.saveBufferLogger.buffer = this.saveBufferLogger.buffer.slice(-this.saveBufferLogger.saveLimit);\t\t\t\n\t\t}\n\t\tif(console !== undefined && console.log !== undefined) {\n\t\t\treturn Function.apply.call(console.log, console, [$tw.utils.terminalColour(this.colour),this.componentName + \":\"].concat(Array.prototype.slice.call(arguments,0)).concat($tw.utils.terminalColour()));\n\t\t}\n\t} \n};\n\n/*\nRead the message buffer\n*/\nLogger.prototype.getBuffer = function() {\n\treturn this.saveBufferLogger.buffer;\n};\n\n/*\nLog a structure as a table\n*/\nLogger.prototype.table = function(value) {\n\t(console.table || console.log)(value);\n};\n\n/*\nAlert a message\n*/\nLogger.prototype.alert = function(/* args */) {\n\tif(this.enable) {\n\t\t// Prepare the text of the alert\n\t\tvar text = Array.prototype.join.call(arguments,\" \");\n\t\t// Create alert tiddlers in the browser\n\t\tif($tw.browser) {\n\t\t\t// Check if there is an existing alert with the same text and the same component\n\t\t\tvar existingAlerts = $tw.wiki.getTiddlersWithTag(ALERT_TAG),\n\t\t\t\talertFields,\n\t\t\t\texistingCount,\n\t\t\t\tself = this;\n\t\t\t$tw.utils.each(existingAlerts,function(title) {\n\t\t\t\tvar tiddler = $tw.wiki.getTiddler(title);\n\t\t\t\tif(tiddler.fields.text === text && tiddler.fields.component === self.componentName && tiddler.fields.modified && (!alertFields || tiddler.fields.modified < alertFields.modified)) {\n\t\t\t\t\t\talertFields = $tw.utils.extend({},tiddler.fields);\n\t\t\t\t}\n\t\t\t});\n\t\t\tif(alertFields) {\n\t\t\t\texistingCount = alertFields.count || 1;\n\t\t\t} else {\n\t\t\t\talertFields = {\n\t\t\t\t\ttitle: $tw.wiki.generateNewTitle(\"$:/temp/alerts/alert\",{prefix: \"\"}),\n\t\t\t\t\ttext: text,\n\t\t\t\t\ttags: [ALERT_TAG],\n\t\t\t\t\tcomponent: this.componentName\n\t\t\t\t};\n\t\t\t\texistingCount = 0;\n\t\t\t\tthis.alertCount += 1;\n\t\t\t}\n\t\t\talertFields.modified = new Date();\n\t\t\tif(++existingCount > 1) {\n\t\t\t\talertFields.count = existingCount;\n\t\t\t} else {\n\t\t\t\talertFields.count = undefined;\n\t\t\t}\n\t\t\t$tw.wiki.addTiddler(new $tw.Tiddler(alertFields));\n\t\t\t// Log the alert as well\n\t\t\tthis.log.apply(this,Array.prototype.slice.call(arguments,0));\n\t\t} else {\n\t\t\t// Print an orange message to the console if not in the browser\n\t\t\tconsole.error(\"\\x1b[1;33m\" + text + \"\\x1b[0m\");\n\t\t}\t\t\n\t}\n};\n\n/*\nClear outstanding alerts\n*/\nLogger.prototype.clearAlerts = function() {\n\tvar self = this;\n\tif($tw.browser && this.alertCount > 0) {\n\t\t$tw.utils.each($tw.wiki.getTiddlersWithTag(ALERT_TAG),function(title) {\n\t\t\tvar tiddler = $tw.wiki.getTiddler(title);\n\t\t\tif(tiddler.fields.component === self.componentName) {\n\t\t\t\t$tw.wiki.deleteTiddler(title);\n\t\t\t}\n\t\t});\n\t\tthis.alertCount = 0;\n\t}\n};\n\nexports.Logger = Logger;\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/parsetree.js": {
"title": "$:/core/modules/utils/parsetree.js",
"text": "/*\\\ntitle: $:/core/modules/utils/parsetree.js\ntype: application/javascript\nmodule-type: utils\n\nParse tree utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nexports.addAttributeToParseTreeNode = function(node,name,value) {\n\tnode.attributes = node.attributes || {};\n\tnode.attributes[name] = {type: \"string\", value: value};\n};\n\nexports.getAttributeValueFromParseTreeNode = function(node,name,defaultValue) {\n\tif(node.attributes && node.attributes[name] && node.attributes[name].value !== undefined) {\n\t\treturn node.attributes[name].value;\n\t}\n\treturn defaultValue;\n};\n\nexports.addClassToParseTreeNode = function(node,classString) {\n\tvar classes = [];\n\tnode.attributes = node.attributes || {};\n\tnode.attributes[\"class\"] = node.attributes[\"class\"] || {type: \"string\", value: \"\"};\n\tif(node.attributes[\"class\"].type === \"string\") {\n\t\tif(node.attributes[\"class\"].value !== \"\") {\n\t\t\tclasses = node.attributes[\"class\"].value.split(\" \");\n\t\t}\n\t\tif(classString !== \"\") {\n\t\t\t$tw.utils.pushTop(classes,classString.split(\" \"));\n\t\t}\n\t\tnode.attributes[\"class\"].value = classes.join(\" \");\n\t}\n};\n\nexports.addStyleToParseTreeNode = function(node,name,value) {\n\t\tnode.attributes = node.attributes || {};\n\t\tnode.attributes.style = node.attributes.style || {type: \"string\", value: \"\"};\n\t\tif(node.attributes.style.type === \"string\") {\n\t\t\tnode.attributes.style.value += name + \":\" + value + \";\";\n\t\t}\n};\n\nexports.findParseTreeNode = function(nodeArray,search) {\n\tfor(var t=0; t<nodeArray.length; t++) {\n\t\tif(nodeArray[t].type === search.type && nodeArray[t].tag === search.tag) {\n\t\t\treturn nodeArray[t];\n\t\t}\n\t}\n\treturn undefined;\n};\n\n/*\nHelper to get the text of a parse tree node or array of nodes\n*/\nexports.getParseTreeText = function getParseTreeText(tree) {\n\tvar output = [];\n\tif($tw.utils.isArray(tree)) {\n\t\t$tw.utils.each(tree,function(node) {\n\t\t\toutput.push(getParseTreeText(node));\n\t\t});\n\t} else {\n\t\tif(tree.type === \"text\") {\n\t\t\toutput.push(tree.text);\n\t\t}\n\t\tif(tree.children) {\n\t\t\treturn getParseTreeText(tree.children);\n\t\t}\n\t}\n\treturn output.join(\"\");\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/performance.js": {
"title": "$:/core/modules/utils/performance.js",
"text": "/*\\\ntitle: $:/core/modules/utils/performance.js\ntype: application/javascript\nmodule-type: global\n\nPerformance measurement.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nfunction Performance(enabled) {\n\tthis.enabled = !!enabled;\n\tthis.measures = {}; // Hashmap by measurement name of {time:, invocations:}\n\tthis.logger = new $tw.utils.Logger(\"performance\");\n\tthis.showGreeting();\n}\n\nPerformance.prototype.showGreeting = function() {\n\tif($tw.browser) {\n\t\tthis.logger.log(\"Execute $tw.perf.log(); to see filter execution timings\");\t\t\n\t}\n};\n\n/*\nWrap performance reporting around a top level function\n*/\nPerformance.prototype.report = function(name,fn) {\n\tvar self = this;\n\tif(this.enabled) {\n\t\treturn function() {\n\t\t\tvar startTime = $tw.utils.timer(),\n\t\t\t\tresult = fn.apply(this,arguments);\n\t\t\tself.logger.log(name + \": \" + $tw.utils.timer(startTime).toFixed(2) + \"ms\");\n\t\t\treturn result;\n\t\t};\n\t} else {\n\t\treturn fn;\n\t}\n};\n\nPerformance.prototype.log = function() {\n\tvar self = this,\n\t\ttotalTime = 0,\n\t\torderedMeasures = Object.keys(this.measures).sort(function(a,b) {\n\t\t\tif(self.measures[a].time > self.measures[b].time) {\n\t\t\t\treturn -1;\n\t\t\t} else if (self.measures[a].time < self.measures[b].time) {\n\t\t\t\treturn + 1;\n\t\t\t} else {\n\t\t\t\treturn 0;\n\t\t\t}\n\t\t});\n\t$tw.utils.each(orderedMeasures,function(name) {\n\t\ttotalTime += self.measures[name].time;\n\t});\n\tvar results = []\n\t$tw.utils.each(orderedMeasures,function(name) {\n\t\tvar measure = self.measures[name];\n\t\tresults.push({name: name,invocations: measure.invocations, avgTime: measure.time / measure.invocations, totalTime: measure.time, percentTime: (measure.time / totalTime) * 100})\n\t});\n\tself.logger.table(results);\n};\n\n/*\nWrap performance measurements around a subfunction\n*/\nPerformance.prototype.measure = function(name,fn) {\n\tvar self = this;\n\tif(this.enabled) {\n\t\treturn function() {\n\t\t\tvar startTime = $tw.utils.timer(),\n\t\t\t\tresult = fn.apply(this,arguments);\n\t\t\tif(!(name in self.measures)) {\n\t\t\t\tself.measures[name] = {time: 0, invocations: 0};\n\t\t\t}\n\t\t\tself.measures[name].time += $tw.utils.timer(startTime);\n\t\t\tself.measures[name].invocations++;\n\t\t\treturn result;\n\t\t};\n\t} else {\n\t\treturn fn;\n\t}\n};\n\nexports.Performance = Performance;\n\n})();\n",
"type": "application/javascript",
"module-type": "global"
},
"$:/core/modules/utils/pluginmaker.js": {
"title": "$:/core/modules/utils/pluginmaker.js",
"text": "/*\\\ntitle: $:/core/modules/utils/pluginmaker.js\ntype: application/javascript\nmodule-type: utils\n\nA quick and dirty way to pack up plugins within the browser.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nRepack a plugin, and then delete any non-shadow payload tiddlers\n*/\nexports.repackPlugin = function(title,additionalTiddlers,excludeTiddlers) {\n\tadditionalTiddlers = additionalTiddlers || [];\n\texcludeTiddlers = excludeTiddlers || [];\n\t// Get the plugin tiddler\n\tvar pluginTiddler = $tw.wiki.getTiddler(title);\n\tif(!pluginTiddler) {\n\t\tthrow \"No such tiddler as \" + title;\n\t}\n\t// Extract the JSON\n\tvar jsonPluginTiddler;\n\ttry {\n\t\tjsonPluginTiddler = JSON.parse(pluginTiddler.fields.text);\n\t} catch(e) {\n\t\tthrow \"Cannot parse plugin tiddler \" + title + \"\\n\" + $tw.language.getString(\"Error/Caption\") + \": \" + e;\n\t}\n\t// Get the list of tiddlers\n\tvar tiddlers = Object.keys(jsonPluginTiddler.tiddlers);\n\t// Add the additional tiddlers\n\t$tw.utils.pushTop(tiddlers,additionalTiddlers);\n\t// Remove any excluded tiddlers\n\tfor(var t=tiddlers.length-1; t>=0; t--) {\n\t\tif(excludeTiddlers.indexOf(tiddlers[t]) !== -1) {\n\t\t\ttiddlers.splice(t,1);\n\t\t}\n\t}\n\t// Pack up the tiddlers into a block of JSON\n\tvar plugins = {};\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = $tw.wiki.getTiddler(title),\n\t\t\tfields = {};\n\t\t$tw.utils.each(tiddler.fields,function (value,name) {\n\t\t\tfields[name] = tiddler.getFieldString(name);\n\t\t});\n\t\tplugins[title] = fields;\n\t});\n\t// Retrieve and bump the version number\n\tvar pluginVersion = $tw.utils.parseVersion(pluginTiddler.getFieldString(\"version\") || \"0.0.0\") || {\n\t\t\tmajor: \"0\",\n\t\t\tminor: \"0\",\n\t\t\tpatch: \"0\"\n\t\t};\n\tpluginVersion.patch++;\n\tvar version = pluginVersion.major + \".\" + pluginVersion.minor + \".\" + pluginVersion.patch;\n\tif(pluginVersion.prerelease) {\n\t\tversion += \"-\" + pluginVersion.prerelease;\n\t}\n\tif(pluginVersion.build) {\n\t\tversion += \"+\" + pluginVersion.build;\n\t}\n\t// Save the tiddler\n\t$tw.wiki.addTiddler(new $tw.Tiddler(pluginTiddler,{text: JSON.stringify({tiddlers: plugins},null,4), version: version}));\n\t// Delete any non-shadow constituent tiddlers\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tif($tw.wiki.tiddlerExists(title)) {\n\t\t\t$tw.wiki.deleteTiddler(title);\n\t\t}\n\t});\n\t// Trigger an autosave\n\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n\t// Return a heartwarming confirmation\n\treturn \"Plugin \" + title + \" successfully saved\";\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/transliterate.js": {
"title": "$:/core/modules/utils/transliterate.js",
"text": "/*\\\ntitle: $:/core/modules/utils/transliterate.js\ntype: application/javascript\nmodule-type: utils\n\nTransliteration static utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nTransliterate string to ASCII\n\n(Some pairs taken from http://semplicewebsites.com/removing-accents-javascript)\n*/\nexports.transliterationPairs = 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:\"o\",\n\t\"ṓ\":\"o\",\n\t\"ṑ\":\"o\",\n\t\"ǫ\":\"o\",\n\t\"ǭ\":\"o\",\n\t\"ø\":\"o\",\n\t\"ǿ\":\"o\",\n\t\"õ\":\"o\",\n\t\"ṍ\":\"o\",\n\t\"ṏ\":\"o\",\n\t\"ȭ\":\"o\",\n\t\"ƣ\":\"oi\",\n\t\"ꝏ\":\"oo\",\n\t\"ɛ\":\"e\",\n\t\"ᶓ\":\"e\",\n\t\"ɔ\":\"o\",\n\t\"ᶗ\":\"o\",\n\t\"ȣ\":\"ou\",\n\t\"ṕ\":\"p\",\n\t\"ṗ\":\"p\",\n\t\"ꝓ\":\"p\",\n\t\"ƥ\":\"p\",\n\t\"ᵱ\":\"p\",\n\t\"ᶈ\":\"p\",\n\t\"ꝕ\":\"p\",\n\t\"ᵽ\":\"p\",\n\t\"ꝑ\":\"p\",\n\t\"ꝙ\":\"q\",\n\t\"ʠ\":\"q\",\n\t\"ɋ\":\"q\",\n\t\"ꝗ\":\"q\",\n\t\"ŕ\":\"r\",\n\t\"ř\":\"r\",\n\t\"ŗ\":\"r\",\n\t\"ṙ\":\"r\",\n\t\"ṛ\":\"r\",\n\t\"ṝ\":\"r\",\n\t\"ȑ\":\"r\",\n\t\"ɾ\":\"r\",\n\t\"ᵳ\":\"r\",\n\t\"ȓ\":\"r\",\n\t\"ṟ\":\"r\",\n\t\"ɼ\":\"r\",\n\t\"ᵲ\":\"r\",\n\t\"ᶉ\":\"r\",\n\t\"ɍ\":\"r\",\n\t\"ɽ\":\"r\",\n\t\"ↄ\":\"c\",\n\t\"ꜿ\":\"c\",\n\t\"ɘ\":\"e\",\n\t\"ɿ\":\"r\",\n\t\"ś\":\"s\",\n\t\"ṥ\":\"s\",\n\t\"š\":\"s\",\n\t\"ṧ\":\"s\",\n\t\"ş\":\"s\",\n\t\"ŝ\":\"s\",\n\t\"ș\":\"s\",\n\t\"ṡ\":\"s\",\n\t\"ṣ\":\"s\",\n\t\"ṩ\":\"s\",\n\t\"ʂ\":\"s\",\n\t\"ᵴ\":\"s\",\n\t\"ᶊ\":\"s\",\n\t\"ȿ\":\"s\",\n\t\"ɡ\":\"g\",\n\t\"ᴑ\":\"o\",\n\t\"ᴓ\":\"o\",\n\t\"ᴝ\":\"u\",\n\t\"ť\":\"t\",\n\t\"ţ\":\"t\",\n\t\"ṱ\":\"t\",\n\t\"ț\":\"t\",\n\t\"ȶ\":\"t\",\n\t\"ẗ\":\"t\",\n\t\"ⱦ\":\"t\",\n\t\"ṫ\":\"t\",\n\t\"ṭ\":\"t\",\n\t\"ƭ\":\"t\",\n\t\"ṯ\":\"t\",\n\t\"ᵵ\":\"t\",\n\t\"ƫ\":\"t\",\n\t\"ʈ\":\"t\",\n\t\"ŧ\":\"t\",\n\t\"ᵺ\":\"th\",\n\t\"ɐ\":\"a\",\n\t\"ᴂ\":\"ae\",\n\t\"ǝ\":\"e\",\n\t\"ᵷ\":\"g\",\n\t\"ɥ\":\"h\",\n\t\"ʮ\":\"h\",\n\t\"ʯ\":\"h\",\n\t\"ᴉ\":\"i\",\n\t\"ʞ\":\"k\",\n\t\"ꞁ\":\"l\",\n\t\"ɯ\":\"m\",\n\t\"ɰ\":\"m\",\n\t\"ᴔ\":\"oe\",\n\t\"ɹ\":\"r\",\n\t\"ɻ\":\"r\",\n\t\"ɺ\":\"r\",\n\t\"ⱹ\":\"r\",\n\t\"ʇ\":\"t\",\n\t\"ʌ\":\"v\",\n\t\"ʍ\":\"w\",\n\t\"ʎ\":\"y\",\n\t\"ꜩ\":\"tz\",\n\t\"ú\":\"u\",\n\t\"ŭ\":\"u\",\n\t\"ǔ\":\"u\",\n\t\"û\":\"u\",\n\t\"ṷ\":\"u\",\n\t\"ü\":\"u\",\n\t\"ǘ\":\"u\",\n\t\"ǚ\":\"u\",\n\t\"ǜ\":\"u\",\n\t\"ǖ\":\"u\",\n\t\"ṳ\":\"u\",\n\t\"ụ\":\"u\",\n\t\"ű\":\"u\",\n\t\"ȕ\":\"u\",\n\t\"ù\":\"u\",\n\t\"ủ\":\"u\",\n\t\"ư\":\"u\",\n\t\"ứ\":\"u\",\n\t\"ự\":\"u\",\n\t\"ừ\":\"u\",\n\t\"ử\":\"u\",\n\t\"ữ\":\"u\",\n\t\"ȗ\":\"u\",\n\t\"ū\":\"u\",\n\t\"ṻ\":\"u\",\n\t\"ų\":\"u\",\n\t\"ᶙ\":\"u\",\n\t\"ů\":\"u\",\n\t\"ũ\":\"u\",\n\t\"ṹ\":\"u\",\n\t\"ṵ\":\"u\",\n\t\"ᵫ\":\"ue\",\n\t\"ꝸ\":\"um\",\n\t\"ⱴ\":\"v\",\n\t\"ꝟ\":\"v\",\n\t\"ṿ\":\"v\",\n\t\"ʋ\":\"v\",\n\t\"ᶌ\":\"v\",\n\t\"ⱱ\":\"v\",\n\t\"ṽ\":\"v\",\n\t\"ꝡ\":\"vy\",\n\t\"ẃ\":\"w\",\n\t\"ŵ\":\"w\",\n\t\"ẅ\":\"w\",\n\t\"ẇ\":\"w\",\n\t\"ẉ\":\"w\",\n\t\"ẁ\":\"w\",\n\t\"ⱳ\":\"w\",\n\t\"ẘ\":\"w\",\n\t\"ẍ\":\"x\",\n\t\"ẋ\":\"x\",\n\t\"ᶍ\":\"x\",\n\t\"ý\":\"y\",\n\t\"ŷ\":\"y\",\n\t\"ÿ\":\"y\",\n\t\"ẏ\":\"y\",\n\t\"ỵ\":\"y\",\n\t\"ỳ\":\"y\",\n\t\"ƴ\":\"y\",\n\t\"ỷ\":\"y\",\n\t\"ỿ\":\"y\",\n\t\"ȳ\":\"y\",\n\t\"ẙ\":\"y\",\n\t\"ɏ\":\"y\",\n\t\"ỹ\":\"y\",\n\t\"ź\":\"z\",\n\t\"ž\":\"z\",\n\t\"ẑ\":\"z\",\n\t\"ʑ\":\"z\",\n\t\"ⱬ\":\"z\",\n\t\"ż\":\"z\",\n\t\"ẓ\":\"z\",\n\t\"ȥ\":\"z\",\n\t\"ẕ\":\"z\",\n\t\"ᵶ\":\"z\",\n\t\"ᶎ\":\"z\",\n\t\"ʐ\":\"z\",\n\t\"ƶ\":\"z\",\n\t\"ɀ\":\"z\",\n\t\"ff\":\"ff\",\n\t\"ffi\":\"ffi\",\n\t\"ffl\":\"ffl\",\n\t\"fi\":\"fi\",\n\t\"fl\":\"fl\",\n\t\"ij\":\"ij\",\n\t\"œ\":\"oe\",\n\t\"st\":\"st\",\n\t\"ₐ\":\"a\",\n\t\"ₑ\":\"e\",\n\t\"ᵢ\":\"i\",\n\t\"ⱼ\":\"j\",\n\t\"ₒ\":\"o\",\n\t\"ᵣ\":\"r\",\n\t\"ᵤ\":\"u\",\n\t\"ᵥ\":\"v\",\n\t\"ₓ\":\"x\",\n\t\"Ё\":\"YO\",\n\t\"Й\":\"I\",\n\t\"Ц\":\"TS\",\n\t\"У\":\"U\",\n\t\"К\":\"K\",\n\t\"Е\":\"E\",\n\t\"Н\":\"N\",\n\t\"Г\":\"G\",\n\t\"Ш\":\"SH\",\n\t\"Щ\":\"SCH\",\n\t\"З\":\"Z\",\n\t\"Х\":\"H\",\n\t\"Ъ\":\"'\",\n\t\"ё\":\"yo\",\n\t\"й\":\"i\",\n\t\"ц\":\"ts\",\n\t\"у\":\"u\",\n\t\"к\":\"k\",\n\t\"е\":\"e\",\n\t\"н\":\"n\",\n\t\"г\":\"g\",\n\t\"ш\":\"sh\",\n\t\"щ\":\"sch\",\n\t\"з\":\"z\",\n\t\"х\":\"h\",\n\t\"ъ\":\"'\",\n\t\"Ф\":\"F\",\n\t\"Ы\":\"I\",\n\t\"В\":\"V\",\n\t\"А\":\"a\",\n\t\"П\":\"P\",\n\t\"Р\":\"R\",\n\t\"О\":\"O\",\n\t\"Л\":\"L\",\n\t\"Д\":\"D\",\n\t\"Ж\":\"ZH\",\n\t\"Э\":\"E\",\n\t\"ф\":\"f\",\n\t\"ы\":\"i\",\n\t\"в\":\"v\",\n\t\"а\":\"a\",\n\t\"п\":\"p\",\n\t\"р\":\"r\",\n\t\"о\":\"o\",\n\t\"л\":\"l\",\n\t\"д\":\"d\",\n\t\"ж\":\"zh\",\n\t\"э\":\"e\",\n\t\"Я\":\"Ya\",\n\t\"Ч\":\"CH\",\n\t\"С\":\"S\",\n\t\"М\":\"M\",\n\t\"И\":\"I\",\n\t\"Т\":\"T\",\n\t\"Ь\":\"'\",\n\t\"Б\":\"B\",\n\t\"Ю\":\"YU\",\n\t\"я\":\"ya\",\n\t\"ч\":\"ch\",\n\t\"с\":\"s\",\n\t\"м\":\"m\",\n\t\"и\":\"i\",\n\t\"т\":\"t\",\n\t\"ь\":\"'\",\n\t\"б\":\"b\",\n\t\"ю\":\"yu\"\n};\n\nexports.transliterate = function(str) {\n\treturn str.replace(/[^A-Za-z0-9\\[\\] ]/g,function(ch) {\n\t\treturn exports.transliterationPairs[ch] || ch\n\t});\n};\n\nexports.transliterateToSafeASCII = function(str) {\n\treturn str.replace(/[^\\x00-\\x7F]/g,function(ch) {\n\t\treturn exports.transliterationPairs[ch] || \"\"\n\t});\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/utils/utils.js": {
"title": "$:/core/modules/utils/utils.js",
"text": "/*\\\ntitle: $:/core/modules/utils/utils.js\ntype: application/javascript\nmodule-type: utils\n\nVarious static utility functions.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar base64utf8 = require(\"$:/core/modules/utils/base64-utf8/base64-utf8.module.js\");\n\n/*\nDisplay a message, in colour if we're on a terminal\n*/\nexports.log = function(text,colour) {\n\tconsole.log($tw.node ? exports.terminalColour(colour) + text + exports.terminalColour() : text);\n};\n\nexports.terminalColour = function(colour) {\n\tif(!$tw.browser && $tw.node && process.stdout.isTTY) {\n\t\tif(colour) {\n\t\t\tvar code = exports.terminalColourLookup[colour];\n\t\t\tif(code) {\n\t\t\t\treturn \"\\x1b[\" + code + \"m\";\n\t\t\t}\n\t\t} else {\n\t\t\treturn \"\\x1b[0m\"; // Cancel colour\n\t\t}\n\t}\n\treturn \"\";\n};\n\nexports.terminalColourLookup = {\n\t\"black\": \"0;30\",\n\t\"red\": \"0;31\",\n\t\"green\": \"0;32\",\n\t\"brown/orange\": \"0;33\",\n\t\"blue\": \"0;34\",\n\t\"purple\": \"0;35\",\n\t\"cyan\": \"0;36\",\n\t\"light gray\": \"0;37\"\n};\n\n/*\nDisplay a warning, in colour if we're on a terminal\n*/\nexports.warning = function(text) {\n\texports.log(text,\"brown/orange\");\n};\n\n/*\nReturn the integer represented by the str (string).\nReturn the dflt (default) parameter if str is not a base-10 number.\n*/\nexports.getInt = function(str,deflt) {\n\tvar i = parseInt(str,10);\n\treturn isNaN(i) ? deflt : i;\n}\n\n/*\nRepeatedly replaces a substring within a string. Like String.prototype.replace, but without any of the default special handling of $ sequences in the replace string\n*/\nexports.replaceString = function(text,search,replace) {\n\treturn text.replace(search,function() {\n\t\treturn replace;\n\t});\n};\n\n/*\nRepeats a string\n*/\nexports.repeat = function(str,count) {\n\tvar result = \"\";\n\tfor(var t=0;t<count;t++) {\n\t\tresult += str;\n\t}\n\treturn result;\n};\n\n/*\nTrim whitespace from the start and end of a string\nThanks to Steven Levithan, http://blog.stevenlevithan.com/archives/faster-trim-javascript\n*/\nexports.trim = function(str) {\n\tif(typeof str === \"string\") {\n\t\treturn str.replace(/^\\s\\s*/, '').replace(/\\s\\s*$/, '');\n\t} else {\n\t\treturn str;\n\t}\n};\n\n/*\nConvert a string to sentence case (ie capitalise first letter)\n*/\nexports.toSentenceCase = function(str) {\n\treturn (str || \"\").replace(/^\\S/, function(c) {return c.toUpperCase();});\n}\n\n/*\nConvert a string to title case (ie capitalise each initial letter)\n*/\nexports.toTitleCase = function(str) {\n\treturn (str || \"\").replace(/(^|\\s)\\S/g, function(c) {return c.toUpperCase();});\n}\n\t\n/*\nFind the line break preceding a given position in a string\nReturns position immediately after that line break, or the start of the string\n*/\nexports.findPrecedingLineBreak = function(text,pos) {\n\tvar result = text.lastIndexOf(\"\\n\",pos - 1);\n\tif(result === -1) {\n\t\tresult = 0;\n\t} else {\n\t\tresult++;\n\t\tif(text.charAt(result) === \"\\r\") {\n\t\t\tresult++;\n\t\t}\n\t}\n\treturn result;\n};\n\n/*\nFind the line break following a given position in a string\n*/\nexports.findFollowingLineBreak = function(text,pos) {\n\t// Cut to just past the following line break, or to the end of the text\n\tvar result = text.indexOf(\"\\n\",pos);\n\tif(result === -1) {\n\t\tresult = text.length;\n\t} else {\n\t\tif(text.charAt(result) === \"\\r\") {\n\t\t\tresult++;\n\t\t}\n\t}\n\treturn result;\n};\n\n/*\nReturn the number of keys in an object\n*/\nexports.count = function(object) {\n\treturn Object.keys(object || {}).length;\n};\n\n/*\nDetermine whether an array-item is an object-property\n*/\nexports.hopArray = function(object,array) {\n\tfor(var i=0; i<array.length; i++) {\n\t\tif($tw.utils.hop(object,array[i])) {\n\t\t\treturn true;\n\t\t}\n\t}\n\treturn false;\n};\n\n/*\nRemove entries from an array\n\tarray: array to modify\n\tvalue: a single value to remove, or an array of values to remove\n*/\nexports.removeArrayEntries = function(array,value) {\n\tvar t,p;\n\tif($tw.utils.isArray(value)) {\n\t\tfor(t=0; t<value.length; t++) {\n\t\t\tp = array.indexOf(value[t]);\n\t\t\tif(p !== -1) {\n\t\t\t\tarray.splice(p,1);\n\t\t\t}\n\t\t}\n\t} else {\n\t\tp = array.indexOf(value);\n\t\tif(p !== -1) {\n\t\t\tarray.splice(p,1);\n\t\t}\n\t}\n};\n\n/*\nCheck whether any members of a hashmap are present in another hashmap\n*/\nexports.checkDependencies = function(dependencies,changes) {\n\tvar hit = false;\n\t$tw.utils.each(changes,function(change,title) {\n\t\tif($tw.utils.hop(dependencies,title)) {\n\t\t\thit = true;\n\t\t}\n\t});\n\treturn hit;\n};\n\nexports.extend = function(object /* [, src] */) {\n\t$tw.utils.each(Array.prototype.slice.call(arguments, 1), function(source) {\n\t\tif(source) {\n\t\t\tfor(var property in source) {\n\t\t\t\tobject[property] = source[property];\n\t\t\t}\n\t\t}\n\t});\n\treturn object;\n};\n\nexports.deepCopy = function(object) {\n\tvar result,t;\n\tif($tw.utils.isArray(object)) {\n\t\t// Copy arrays\n\t\tresult = object.slice(0);\n\t} else if(typeof object === \"object\") {\n\t\tresult = {};\n\t\tfor(t in object) {\n\t\t\tif(object[t] !== undefined) {\n\t\t\t\tresult[t] = $tw.utils.deepCopy(object[t]);\n\t\t\t}\n\t\t}\n\t} else {\n\t\tresult = object;\n\t}\n\treturn result;\n};\n\nexports.extendDeepCopy = function(object,extendedProperties) {\n\tvar result = $tw.utils.deepCopy(object),t;\n\tfor(t in extendedProperties) {\n\t\tif(extendedProperties[t] !== undefined) {\n\t\t\tresult[t] = $tw.utils.deepCopy(extendedProperties[t]);\n\t\t}\n\t}\n\treturn result;\n};\n\nexports.deepFreeze = function deepFreeze(object) {\n\tvar property, key;\n\tif(object) {\n\t\tObject.freeze(object);\n\t\tfor(key in object) {\n\t\t\tproperty = object[key];\n\t\t\tif($tw.utils.hop(object,key) && (typeof property === \"object\") && !Object.isFrozen(property)) {\n\t\t\t\tdeepFreeze(property);\n\t\t\t}\n\t\t}\n\t}\n};\n\nexports.slowInSlowOut = function(t) {\n\treturn (1 - ((Math.cos(t * Math.PI) + 1) / 2));\n};\n\nexports.formatDateString = function(date,template) {\n\tvar result = \"\",\n\t\tt = template,\n\t\tmatches = [\n\t\t\t[/^0hh12/, function() {\n\t\t\t\treturn $tw.utils.pad($tw.utils.getHours12(date));\n\t\t\t}],\n\t\t\t[/^wYYYY/, function() {\n\t\t\t\treturn $tw.utils.getYearForWeekNo(date);\n\t\t\t}],\n\t\t\t[/^hh12/, function() {\n\t\t\t\treturn $tw.utils.getHours12(date);\n\t\t\t}],\n\t\t\t[/^DDth/, function() {\n\t\t\t\treturn date.getDate() + $tw.utils.getDaySuffix(date);\n\t\t\t}],\n\t\t\t[/^YYYY/, function() {\n\t\t\t\treturn date.getFullYear();\n\t\t\t}],\n\t\t\t[/^0hh/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getHours());\n\t\t\t}],\n\t\t\t[/^0mm/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getMinutes());\n\t\t\t}],\n\t\t\t[/^0ss/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getSeconds());\n\t\t\t}],\n\t\t\t[/^0XXX/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getMilliseconds(),3);\n\t\t\t}],\n\t\t\t[/^0DD/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getDate());\n\t\t\t}],\n\t\t\t[/^0MM/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getMonth()+1);\n\t\t\t}],\n\t\t\t[/^0WW/, function() {\n\t\t\t\treturn $tw.utils.pad($tw.utils.getWeek(date));\n\t\t\t}],\n\t\t\t[/^ddd/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Short/Day/\" + date.getDay());\n\t\t\t}],\n\t\t\t[/^mmm/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Short/Month/\" + (date.getMonth() + 1));\n\t\t\t}],\n\t\t\t[/^DDD/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Long/Day/\" + date.getDay());\n\t\t\t}],\n\t\t\t[/^MMM/, function() {\n\t\t\t\treturn $tw.language.getString(\"Date/Long/Month/\" + (date.getMonth() + 1));\n\t\t\t}],\n\t\t\t[/^TZD/, function() {\n\t\t\t\tvar tz = date.getTimezoneOffset(),\n\t\t\t\tatz = Math.abs(tz);\n\t\t\t\treturn (tz < 0 ? '+' : '-') + $tw.utils.pad(Math.floor(atz / 60)) + ':' + $tw.utils.pad(atz % 60);\n\t\t\t}],\n\t\t\t[/^wYY/, function() {\n\t\t\t\treturn $tw.utils.pad($tw.utils.getYearForWeekNo(date) - 2000);\n\t\t\t}],\n\t\t\t[/^[ap]m/, function() {\n\t\t\t\treturn $tw.utils.getAmPm(date).toLowerCase();\n\t\t\t}],\n\t\t\t[/^hh/, function() {\n\t\t\t\treturn date.getHours();\n\t\t\t}],\n\t\t\t[/^mm/, function() {\n\t\t\t\treturn date.getMinutes();\n\t\t\t}],\n\t\t\t[/^ss/, function() {\n\t\t\t\treturn date.getSeconds();\n\t\t\t}],\n\t\t\t[/^XXX/, function() {\n\t\t\t\treturn date.getMilliseconds();\n\t\t\t}],\n\t\t\t[/^[AP]M/, function() {\n\t\t\t\treturn $tw.utils.getAmPm(date).toUpperCase();\n\t\t\t}],\n\t\t\t[/^DD/, function() {\n\t\t\t\treturn date.getDate();\n\t\t\t}],\n\t\t\t[/^MM/, function() {\n\t\t\t\treturn date.getMonth() + 1;\n\t\t\t}],\n\t\t\t[/^WW/, function() {\n\t\t\t\treturn $tw.utils.getWeek(date);\n\t\t\t}],\n\t\t\t[/^YY/, function() {\n\t\t\t\treturn $tw.utils.pad(date.getFullYear() - 2000);\n\t\t\t}]\n\t\t];\n\t// If the user wants everything in UTC, shift the datestamp\n\t// Optimize for format string that essentially means\n\t// 'return raw UTC (tiddlywiki style) date string.'\n\tif(t.indexOf(\"[UTC]\") == 0 ) {\n\t\tif(t == \"[UTC]YYYY0MM0DD0hh0mm0ssXXX\")\n\t\t\treturn $tw.utils.stringifyDate(new Date());\n\t\tvar offset = date.getTimezoneOffset() ; // in minutes\n\t\tdate = new Date(date.getTime()+offset*60*1000) ;\n\t\tt = t.substr(5) ;\n\t}\n\twhile(t.length){\n\t\tvar matchString = \"\";\n\t\t$tw.utils.each(matches, function(m) {\n\t\t\tvar match = m[0].exec(t);\n\t\t\tif(match) {\n\t\t\t\tmatchString = m[1].call();\n\t\t\t\tt = t.substr(match[0].length);\n\t\t\t\treturn false;\n\t\t\t}\n\t\t});\n\t\tif(matchString) {\n\t\t\tresult += matchString;\n\t\t} else {\n\t\t\tresult += t.charAt(0);\n\t\t\tt = t.substr(1);\n\t\t}\n\t}\n\tresult = result.replace(/\\\\(.)/g,\"$1\");\n\treturn result;\n};\n\nexports.getAmPm = function(date) {\n\treturn $tw.language.getString(\"Date/Period/\" + (date.getHours() >= 12 ? \"pm\" : \"am\"));\n};\n\nexports.getDaySuffix = function(date) {\n\treturn $tw.language.getString(\"Date/DaySuffix/\" + date.getDate());\n};\n\nexports.getWeek = function(date) {\n\tvar dt = new Date(date.getTime());\n\tvar d = dt.getDay();\n\tif(d === 0) {\n\t\td = 7; // JavaScript Sun=0, ISO Sun=7\n\t}\n\tdt.setTime(dt.getTime() + (4 - d) * 86400000);// shift day to Thurs of same week to calculate weekNo\n\tvar x = new Date(dt.getFullYear(),0,1);\n\tvar n = Math.floor((dt.getTime() - x.getTime()) / 86400000);\n\treturn Math.floor(n / 7) + 1;\n};\n\nexports.getYearForWeekNo = function(date) {\n\tvar dt = new Date(date.getTime());\n\tvar d = dt.getDay();\n\tif(d === 0) {\n\t\td = 7; // JavaScript Sun=0, ISO Sun=7\n\t}\n\tdt.setTime(dt.getTime() + (4 - d) * 86400000);// shift day to Thurs of same week\n\treturn dt.getFullYear();\n};\n\nexports.getHours12 = function(date) {\n\tvar h = date.getHours();\n\treturn h > 12 ? h-12 : ( h > 0 ? h : 12 );\n};\n\n/*\nConvert a date delta in milliseconds into a string representation of \"23 seconds ago\", \"27 minutes ago\" etc.\n\tdelta: delta in milliseconds\nReturns an object with these members:\n\tdescription: string describing the delta period\n\tupdatePeriod: time in millisecond until the string will be inaccurate\n*/\nexports.getRelativeDate = function(delta) {\n\tvar futurep = false;\n\tif(delta < 0) {\n\t\tdelta = -1 * delta;\n\t\tfuturep = true;\n\t}\n\tvar units = [\n\t\t{name: \"Years\", duration: 365 * 24 * 60 * 60 * 1000},\n\t\t{name: \"Months\", duration: (365/12) * 24 * 60 * 60 * 1000},\n\t\t{name: \"Days\", duration: 24 * 60 * 60 * 1000},\n\t\t{name: \"Hours\", duration: 60 * 60 * 1000},\n\t\t{name: \"Minutes\", duration: 60 * 1000},\n\t\t{name: \"Seconds\", duration: 1000}\n\t];\n\tfor(var t=0; t<units.length; t++) {\n\t\tvar result = Math.floor(delta / units[t].duration);\n\t\tif(result >= 2) {\n\t\t\treturn {\n\t\t\t\tdelta: delta,\n\t\t\t\tdescription: $tw.language.getString(\n\t\t\t\t\t\"RelativeDate/\" + (futurep ? \"Future\" : \"Past\") + \"/\" + units[t].name,\n\t\t\t\t\t{variables:\n\t\t\t\t\t\t{period: result.toString()}\n\t\t\t\t\t}\n\t\t\t\t),\n\t\t\t\tupdatePeriod: units[t].duration\n\t\t\t};\n\t\t}\n\t}\n\treturn {\n\t\tdelta: delta,\n\t\tdescription: $tw.language.getString(\n\t\t\t\"RelativeDate/\" + (futurep ? \"Future\" : \"Past\") + \"/Second\",\n\t\t\t{variables:\n\t\t\t\t{period: \"1\"}\n\t\t\t}\n\t\t),\n\t\tupdatePeriod: 1000\n\t};\n};\n\n// Convert & to \"&\", < to \"<\", > to \">\", \" to \""\"\nexports.htmlEncode = function(s) {\n\tif(s) {\n\t\treturn s.toString().replace(/&/mg,\"&\").replace(/</mg,\"<\").replace(/>/mg,\">\").replace(/\\\"/mg,\""\");\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\n// Converts all HTML entities to their character equivalents\nexports.entityDecode = function(s) {\n\tvar converter = String.fromCodePoint || String.fromCharCode,\n\t\te = s.substr(1,s.length-2), // Strip the & and the ;\n\t\tc;\n\tif(e.charAt(0) === \"#\") {\n\t\tif(e.charAt(1) === \"x\" || e.charAt(1) === \"X\") {\n\t\t\tc = parseInt(e.substr(2),16);\n\t\t} else {\n\t\t\tc = parseInt(e.substr(1),10);\n\t\t}\n\t\tif(isNaN(c)) {\n\t\t\treturn s;\n\t\t} else {\n\t\t\treturn converter(c);\n\t\t}\n\t} else {\n\t\tc = $tw.config.htmlEntities[e];\n\t\tif(c) {\n\t\t\treturn converter(c);\n\t\t} else {\n\t\t\treturn s; // Couldn't convert it as an entity, just return it raw\n\t\t}\n\t}\n};\n\nexports.unescapeLineBreaks = function(s) {\n\treturn s.replace(/\\\\n/mg,\"\\n\").replace(/\\\\b/mg,\" \").replace(/\\\\s/mg,\"\\\\\").replace(/\\r/mg,\"\");\n};\n\n/*\n * Returns an escape sequence for given character. Uses \\x for characters <=\n * 0xFF to save space, \\u for the rest.\n *\n * The code needs to be in sync with th code template in the compilation\n * function for \"action\" nodes.\n */\n// Copied from peg.js, thanks to David Majda\nexports.escape = function(ch) {\n\tvar charCode = ch.charCodeAt(0);\n\tif(charCode <= 0xFF) {\n\t\treturn '\\\\x' + $tw.utils.pad(charCode.toString(16).toUpperCase());\n\t} else {\n\t\treturn '\\\\u' + $tw.utils.pad(charCode.toString(16).toUpperCase(),4);\n\t}\n};\n\n// Turns a string into a legal JavaScript string\n// Copied from peg.js, thanks to David Majda\nexports.stringify = function(s) {\n\t/*\n\t* ECMA-262, 5th ed., 7.8.4: All characters may appear literally in a string\n\t* literal except for the closing quote character, backslash, carriage return,\n\t* line separator, paragraph separator, and line feed. Any character may\n\t* appear in the form of an escape sequence.\n\t*\n\t* For portability, we also escape all non-ASCII characters.\n\t*/\n\treturn (s || \"\")\n\t\t.replace(/\\\\/g, '\\\\\\\\') // backslash\n\t\t.replace(/\"/g, '\\\\\"') // double quote character\n\t\t.replace(/'/g, \"\\\\'\") // single quote character\n\t\t.replace(/\\r/g, '\\\\r') // carriage return\n\t\t.replace(/\\n/g, '\\\\n') // line feed\n\t\t.replace(/[\\x00-\\x1f\\x80-\\uFFFF]/g, exports.escape); // non-ASCII characters\n};\n\n// Turns a string into a legal JSON string\n// Derived from peg.js, thanks to David Majda\nexports.jsonStringify = function(s) {\n\t// See http://www.json.org/\n\treturn (s || \"\")\n\t\t.replace(/\\\\/g, '\\\\\\\\') // backslash\n\t\t.replace(/\"/g, '\\\\\"') // double quote character\n\t\t.replace(/\\r/g, '\\\\r') // carriage return\n\t\t.replace(/\\n/g, '\\\\n') // line feed\n\t\t.replace(/\\x08/g, '\\\\b') // backspace\n\t\t.replace(/\\x0c/g, '\\\\f') // formfeed\n\t\t.replace(/\\t/g, '\\\\t') // tab\n\t\t.replace(/[\\x00-\\x1f\\x80-\\uFFFF]/g,function(s) {\n\t\t\treturn '\\\\u' + $tw.utils.pad(s.charCodeAt(0).toString(16).toUpperCase(),4);\n\t\t}); // non-ASCII characters\n};\n\n/*\nEscape the RegExp special characters with a preceding backslash\n*/\nexports.escapeRegExp = function(s) {\n return s.replace(/[\\-\\/\\\\\\^\\$\\*\\+\\?\\.\\(\\)\\|\\[\\]\\{\\}]/g, '\\\\$&');\n};\n\n// Checks whether a link target is external, i.e. not a tiddler title\nexports.isLinkExternal = function(to) {\n\tvar externalRegExp = /^(?:file|http|https|mailto|ftp|irc|news|data|skype):[^\\s<>{}\\[\\]`|\"\\\\^]+(?:\\/|\\b)/i;\n\treturn externalRegExp.test(to);\n};\n\nexports.nextTick = function(fn) {\n/*global window: false */\n\tif(typeof process === \"undefined\") {\n\t\t// Apparently it would be faster to use postMessage - http://dbaron.org/log/20100309-faster-timeouts\n\t\twindow.setTimeout(fn,4);\n\t} else {\n\t\tprocess.nextTick(fn);\n\t}\n};\n\n/*\nConvert a hyphenated CSS property name into a camel case one\n*/\nexports.unHyphenateCss = function(propName) {\n\treturn propName.replace(/-([a-z])/gi, function(match0,match1) {\n\t\treturn match1.toUpperCase();\n\t});\n};\n\n/*\nConvert a camelcase CSS property name into a dashed one (\"backgroundColor\" --> \"background-color\")\n*/\nexports.hyphenateCss = function(propName) {\n\treturn propName.replace(/([A-Z])/g, function(match0,match1) {\n\t\treturn \"-\" + match1.toLowerCase();\n\t});\n};\n\n/*\nParse a text reference of one of these forms:\n* title\n* !!field\n* title!!field\n* title##index\n* etc\nReturns an object with the following fields, all optional:\n* title: tiddler title\n* field: tiddler field name\n* index: JSON property index\n*/\nexports.parseTextReference = function(textRef) {\n\t// Separate out the title, field name and/or JSON indices\n\tvar reTextRef = /(?:(.*?)!!(.+))|(?:(.*?)##(.+))|(.*)/mg,\n\t\tmatch = reTextRef.exec(textRef),\n\t\tresult = {};\n\tif(match && reTextRef.lastIndex === textRef.length) {\n\t\t// Return the parts\n\t\tif(match[1]) {\n\t\t\tresult.title = match[1];\n\t\t}\n\t\tif(match[2]) {\n\t\t\tresult.field = match[2];\n\t\t}\n\t\tif(match[3]) {\n\t\t\tresult.title = match[3];\n\t\t}\n\t\tif(match[4]) {\n\t\t\tresult.index = match[4];\n\t\t}\n\t\tif(match[5]) {\n\t\t\tresult.title = match[5];\n\t\t}\n\t} else {\n\t\t// If we couldn't parse it\n\t\tresult.title = textRef\n\t}\n\treturn result;\n};\n\n/*\nChecks whether a string is a valid fieldname\n*/\nexports.isValidFieldName = function(name) {\n\tif(!name || typeof name !== \"string\") {\n\t\treturn false;\n\t}\n\tname = name.toLowerCase().trim();\n\tvar fieldValidatorRegEx = /^[a-z0-9\\-\\._]+$/mg;\n\treturn fieldValidatorRegEx.test(name);\n};\n\n/*\nExtract the version number from the meta tag or from the boot file\n*/\n\n// Browser version\nexports.extractVersionInfo = function() {\n\tif($tw.packageInfo) {\n\t\treturn $tw.packageInfo.version;\n\t} else {\n\t\tvar metatags = document.getElementsByTagName(\"meta\");\n\t\tfor(var t=0; t<metatags.length; t++) {\n\t\t\tvar m = metatags[t];\n\t\t\tif(m.name === \"tiddlywiki-version\") {\n\t\t\t\treturn m.content;\n\t\t\t}\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nGet the animation duration in ms\n*/\nexports.getAnimationDuration = function() {\n\treturn parseInt($tw.wiki.getTiddlerText(\"$:/config/AnimationDuration\",\"400\"),10) || 0;\n};\n\n/*\nHash a string to a number\nDerived from http://stackoverflow.com/a/15710692\n*/\nexports.hashString = function(str) {\n\treturn str.split(\"\").reduce(function(a,b) {\n\t\ta = ((a << 5) - a) + b.charCodeAt(0);\n\t\treturn a & a;\n\t},0);\n};\n\n/*\nDecode a base64 string\n*/\nexports.base64Decode = function(string64) {\n\treturn base64utf8.base64.decode.call(base64utf8,string64);\n};\n\n/*\nEncode a string to base64\n*/\nexports.base64Encode = function(string64) {\n\treturn base64utf8.base64.encode.call(base64utf8,string64);\n};\n\n/*\nConvert a hashmap into a tiddler dictionary format sequence of name:value pairs\n*/\nexports.makeTiddlerDictionary = function(data) {\n\tvar output = [];\n\tfor(var name in data) {\n\t\toutput.push(name + \": \" + data[name]);\n\t}\n\treturn output.join(\"\\n\");\n};\n\n/*\nHigh resolution microsecond timer for profiling\n*/\nexports.timer = function(base) {\n\tvar m;\n\tif($tw.node) {\n\t\tvar r = process.hrtime();\n\t\tm = r[0] * 1e3 + (r[1] / 1e6);\n\t} else if(window.performance) {\n\t\tm = performance.now();\n\t} else {\n\t\tm = Date.now();\n\t}\n\tif(typeof base !== \"undefined\") {\n\t\tm = m - base;\n\t}\n\treturn m;\n};\n\n/*\nConvert text and content type to a data URI\n*/\nexports.makeDataUri = function(text,type,_canonical_uri) {\n\ttype = type || \"text/vnd.tiddlywiki\";\n\tvar typeInfo = $tw.config.contentTypeInfo[type] || $tw.config.contentTypeInfo[\"text/plain\"],\n\t\tisBase64 = typeInfo.encoding === \"base64\",\n\t\tparts = [];\n\tif(_canonical_uri) {\n\t\tparts.push(_canonical_uri);\n\t} else {\n\t\tparts.push(\"data:\");\n\t\tparts.push(type);\n\t\tparts.push(isBase64 ? \";base64\" : \"\");\n\t\tparts.push(\",\");\n\t\tparts.push(isBase64 ? text : encodeURIComponent(text));\t\t\n\t}\n\treturn parts.join(\"\");\n};\n\n/*\nUseful for finding out the fully escaped CSS selector equivalent to a given tag. For example:\n\n$tw.utils.tagToCssSelector(\"$:/tags/Stylesheet\") --> tc-tagged-\\%24\\%3A\\%2Ftags\\%2FStylesheet\n*/\nexports.tagToCssSelector = function(tagName) {\n\treturn \"tc-tagged-\" + encodeURIComponent(tagName).replace(/[!\"#$%&'()*+,\\-./:;<=>?@[\\\\\\]^`{\\|}~,]/mg,function(c) {\n\t\treturn \"\\\\\" + c;\n\t});\n};\n\n/*\nIE does not have sign function\n*/\nexports.sign = Math.sign || function(x) {\n\tx = +x; // convert to a number\n\tif (x === 0 || isNaN(x)) {\n\t\treturn x;\n\t}\n\treturn x > 0 ? 1 : -1;\n};\n\n/*\nIE does not have an endsWith function\n*/\nexports.strEndsWith = function(str,ending,position) {\n\tif(str.endsWith) {\n\t\treturn str.endsWith(ending,position);\n\t} else {\n\t\tif (typeof position !== 'number' || !isFinite(position) || Math.floor(position) !== position || position > str.length) {\n\t\t\tposition = str.length;\n\t\t}\n\t\tposition -= ending.length;\n\t\tvar lastIndex = str.indexOf(ending, position);\n\t\treturn lastIndex !== -1 && lastIndex === position;\n\t}\n};\n\n/*\nReturn system information useful for debugging\n*/\nexports.getSystemInfo = function(str,ending,position) {\n\tvar results = [],\n\t\tsave = function(desc,value) {\n\t\t\tresults.push(desc + \": \" + value);\n\t\t};\n\tif($tw.browser) {\n\t\tsave(\"User Agent\",navigator.userAgent);\n\t\tsave(\"Online Status\",window.navigator.onLine);\n\t}\n\tif($tw.node) {\n\t\tsave(\"Node Version\",process.version);\n\t}\n\treturn results.join(\"\\n\");\n};\n\nexports.parseNumber = function(str) {\n\treturn parseFloat(str) || 0;\n};\n\nexports.parseInt = function(str) {\n\treturn parseInt(str,10) || 0;\n};\n\nexports.stringifyNumber = function(num) {\n\treturn num + \"\";\n};\n\n})();\n",
"type": "application/javascript",
"module-type": "utils"
},
"$:/core/modules/widgets/action-createtiddler.js": {
"title": "$:/core/modules/widgets/action-createtiddler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-createtiddler.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to create a new tiddler with a unique name and specified fields.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw:false, require:false, exports:false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CreateTiddlerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCreateTiddlerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCreateTiddlerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nCreateTiddlerWidget.prototype.execute = function() {\n\tthis.actionBaseTitle = this.getAttribute(\"$basetitle\");\n\tthis.hasBase = !!this.actionBaseTitle;\n\tthis.actionSaveTitle = this.getAttribute(\"$savetitle\");\n\tthis.actionSaveDraftTitle = this.getAttribute(\"$savedrafttitle\");\n\tthis.actionTimestamp = this.getAttribute(\"$timestamp\",\"yes\") === \"yes\";\n\t//Following params are new since 5.1.22\n\tthis.actionTemplate = this.getAttribute(\"$template\");\n\tthis.useTemplate = !!this.actionTemplate;\n\tthis.actionOverwrite = this.getAttribute(\"$overwrite\",\"no\");\n\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nCreateTiddlerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif($tw.utils.count(changedAttributes) > 0) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nCreateTiddlerWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar title = this.wiki.getTiddlerText(\"$:/language/DefaultNewTiddlerTitle\"), // Get the initial new-tiddler title\n\t\tfields = {},\n\t\tcreationFields,\n\t\tmodificationFields;\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tfields[name] = attribute;\n\t\t}\n\t});\n\tif(this.actionTimestamp) {\n\t\tcreationFields = this.wiki.getCreationFields();\n\t\tmodificationFields = this.wiki.getModificationFields();\n\t}\n\tif(this.hasBase && this.actionOverwrite === \"no\") {\n\t\ttitle = this.wiki.generateNewTitle(this.actionBaseTitle);\n\t} else if (this.hasBase && this.actionOverwrite === \"yes\") {\n\t\ttitle = this.actionBaseTitle\n\t}\n\t// NO $basetitle BUT $template parameter is available\n\t// the title MUST be unique, otherwise the template would be overwritten\n\tif (!this.hasBase && this.useTemplate) {\n\t\ttitle = this.wiki.generateNewTitle(this.actionTemplate);\n\t} else if (!this.hasBase && !this.useTemplate) {\n\t\t// If NO $basetitle AND NO $template use initial title\n\t\t// DON'T overwrite any stuff\n\t\ttitle = this.wiki.generateNewTitle(title);\n\t}\n\tvar templateTiddler = this.wiki.getTiddler(this.actionTemplate) || {};\n\tvar tiddler = this.wiki.addTiddler(new $tw.Tiddler(templateTiddler.fields,creationFields,fields,modificationFields,{title: title}));\n\tif(this.actionSaveTitle) {\n\t\tthis.wiki.setTextReference(this.actionSaveTitle,title,this.getVariable(\"currentTiddler\"));\n\t}\n\tif(this.actionSaveDraftTitle) {\n\t\tthis.wiki.setTextReference(this.actionSaveDraftTitle,this.wiki.generateDraftTitle(title),this.getVariable(\"currentTiddler\"));\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-createtiddler\"] = CreateTiddlerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-deletefield.js": {
"title": "$:/core/modules/widgets/action-deletefield.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-deletefield.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to delete fields of a tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DeleteFieldWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDeleteFieldWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDeleteFieldWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nDeleteFieldWidget.prototype.execute = function() {\n\tthis.actionTiddler = this.getAttribute(\"$tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.actionField = this.getAttribute(\"$field\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nDeleteFieldWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$tiddler\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nDeleteFieldWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar self = this,\n\t\ttiddler = this.wiki.getTiddler(self.actionTiddler),\n\t\tremoveFields = {},\n\t\thasChanged = false;\n\tif(this.actionField && tiddler) {\n\t\tremoveFields[this.actionField] = undefined;\n\t\tif(this.actionField in tiddler.fields) {\n\t\t\thasChanged = true;\n\t\t}\n\t}\n\tif(tiddler) {\n\t\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\t\tif(name.charAt(0) !== \"$\" && name !== \"title\") {\n\t\t\t\tremoveFields[name] = undefined;\n\t\t\t\thasChanged = true;\n\t\t\t}\n\t\t});\n\t\tif(hasChanged) {\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getCreationFields(),tiddler,removeFields,this.wiki.getModificationFields()));\t\t\t\n\t\t}\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-deletefield\"] = DeleteFieldWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-deletetiddler.js": {
"title": "$:/core/modules/widgets/action-deletetiddler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-deletetiddler.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to delete a tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DeleteTiddlerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDeleteTiddlerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDeleteTiddlerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nDeleteTiddlerWidget.prototype.execute = function() {\n\tthis.actionFilter = this.getAttribute(\"$filter\");\n\tthis.actionTiddler = this.getAttribute(\"$tiddler\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nDeleteTiddlerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$filter\"] || changedAttributes[\"$tiddler\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nDeleteTiddlerWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar tiddlers = [];\n\tif(this.actionFilter) {\n\t\ttiddlers = this.wiki.filterTiddlers(this.actionFilter,this);\n\t}\n\tif(this.actionTiddler) {\n\t\ttiddlers.push(this.actionTiddler);\n\t}\n\tfor(var t=0; t<tiddlers.length; t++) {\n\t\tthis.wiki.deleteTiddler(tiddlers[t]);\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-deletetiddler\"] = DeleteTiddlerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-listops.js": {
"title": "$:/core/modules/widgets/action-listops.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-listops.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to apply list operations to any tiddler field (defaults to the 'list' field of the current tiddler)\n\n\\*/\n(function() {\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\nvar ActionListopsWidget = function(parseTreeNode, options) {\n\tthis.initialise(parseTreeNode, options);\n};\n/**\n * Inherit from the base widget class\n */\nActionListopsWidget.prototype = new Widget();\n/**\n * Render this widget into the DOM\n */\nActionListopsWidget.prototype.render = function(parent, nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n/**\n * Compute the internal state of the widget\n */\nActionListopsWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.target = this.getAttribute(\"$tiddler\", this.getVariable(\n\t\t\"currentTiddler\"));\n\tthis.filter = this.getAttribute(\"$filter\");\n\tthis.subfilter = this.getAttribute(\"$subfilter\");\n\tthis.listField = this.getAttribute(\"$field\", \"list\");\n\tthis.listIndex = this.getAttribute(\"$index\");\n\tthis.filtertags = this.getAttribute(\"$tags\");\n};\n/**\n * \tRefresh the widget by ensuring our attributes are up to date\n */\nActionListopsWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.$tiddler || changedAttributes.$filter ||\n\t\tchangedAttributes.$subfilter || changedAttributes.$field ||\n\t\tchangedAttributes.$index || changedAttributes.$tags) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n/**\n * \tInvoke the action associated with this widget\n */\nActionListopsWidget.prototype.invokeAction = function(triggeringWidget,\n\tevent) {\n\t//Apply the specified filters to the lists\n\tvar field = this.listField,\n\t\tindex,\n\t\ttype = \"!!\",\n\t\tlist = this.listField;\n\tif(this.listIndex) {\n\t\tfield = undefined;\n\t\tindex = this.listIndex;\n\t\ttype = \"##\";\n\t\tlist = this.listIndex;\n\t}\n\tif(this.filter) {\n\t\tthis.wiki.setText(this.target, field, index, $tw.utils.stringifyList(\n\t\t\tthis.wiki\n\t\t\t.filterTiddlers(this.filter, this)));\n\t}\n\tif(this.subfilter) {\n\t\tvar subfilter = \"[list[\" + this.target + type + list + \"]] \" + this.subfilter;\n\t\tthis.wiki.setText(this.target, field, index, $tw.utils.stringifyList(\n\t\t\tthis.wiki\n\t\t\t.filterTiddlers(subfilter, this)));\n\t}\n\tif(this.filtertags) {\n\t\tvar tiddler = this.wiki.getTiddler(this.target),\n\t\t\toldtags = tiddler ? (tiddler.fields.tags || []).slice(0) : [],\n\t\t\ttagfilter = \"[list[\" + this.target + \"!!tags]] \" + this.filtertags,\n\t\t\tnewtags = this.wiki.filterTiddlers(tagfilter,this);\n\t\tif($tw.utils.stringifyList(oldtags.sort()) !== $tw.utils.stringifyList(newtags.sort())) {\n\t\t\tthis.wiki.setText(this.target,\"tags\",undefined,$tw.utils.stringifyList(newtags));\t\t\t\n\t\t}\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-listops\"] = ActionListopsWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-navigate.js": {
"title": "$:/core/modules/widgets/action-navigate.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-navigate.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to navigate to a tiddler\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar NavigateWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nNavigateWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nNavigateWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nNavigateWidget.prototype.execute = function() {\n\tthis.actionTo = this.getAttribute(\"$to\");\n\tthis.actionScroll = this.getAttribute(\"$scroll\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nNavigateWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$to\"] || changedAttributes[\"$scroll\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nNavigateWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tevent = event || {};\n\tvar bounds = triggeringWidget && triggeringWidget.getBoundingClientRect && triggeringWidget.getBoundingClientRect(),\n\t\tsuppressNavigation = event.metaKey || event.ctrlKey || (event.button === 1);\n\tif(this.actionScroll === \"yes\") {\n\t\tsuppressNavigation = false;\n\t} else if(this.actionScroll === \"no\") {\n\t\tsuppressNavigation = true;\n\t}\n\tthis.dispatchEvent({\n\t\ttype: \"tm-navigate\",\n\t\tnavigateTo: this.actionTo === undefined ? this.getVariable(\"currentTiddler\") : this.actionTo,\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tnavigateFromNode: triggeringWidget,\n\t\tnavigateFromClientRect: bounds && { top: bounds.top, left: bounds.left, width: bounds.width, right: bounds.right, bottom: bounds.bottom, height: bounds.height\n\t\t},\n\t\tnavigateSuppressNavigation: suppressNavigation\n\t});\n\treturn true; // Action was invoked\n};\n\nexports[\"action-navigate\"] = NavigateWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-popup.js": {
"title": "$:/core/modules/widgets/action-popup.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-popup.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to trigger a popup.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ActionPopupWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nActionPopupWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nActionPopupWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nActionPopupWidget.prototype.execute = function() {\n\tthis.actionState = this.getAttribute(\"$state\");\n\tthis.actionCoords = this.getAttribute(\"$coords\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nActionPopupWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$state\"] || changedAttributes[\"$coords\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nActionPopupWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\t// Trigger the popup\n\tvar popupLocationRegExp = /^\\((-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+)\\)$/,\n\t\tmatch = popupLocationRegExp.exec(this.actionCoords);\n\tif(match) {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: null,\n\t\t\tdomNodeRect: {\n\t\t\t\tleft: parseFloat(match[1]),\n\t\t\t\ttop: parseFloat(match[2]),\n\t\t\t\twidth: parseFloat(match[3]),\n\t\t\t\theight: parseFloat(match[4])\n\t\t\t},\n\t\t\ttitle: this.actionState,\n\t\t\twiki: this.wiki\n\t\t});\n\t}\n\treturn true; // Action was invoked\n};\n\nexports[\"action-popup\"] = ActionPopupWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-sendmessage.js": {
"title": "$:/core/modules/widgets/action-sendmessage.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-sendmessage.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to send a message\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SendMessageWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSendMessageWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSendMessageWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nSendMessageWidget.prototype.execute = function() {\n\tthis.actionMessage = this.getAttribute(\"$message\");\n\tthis.actionParam = this.getAttribute(\"$param\");\n\tthis.actionName = this.getAttribute(\"$name\");\n\tthis.actionValue = this.getAttribute(\"$value\",\"\");\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nSendMessageWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(Object.keys(changedAttributes).length) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nSendMessageWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\t// Get the string parameter\n\tvar param = this.actionParam;\n\t// Assemble the attributes as a hashmap\n\tvar paramObject = Object.create(null);\n\tvar count = 0;\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tparamObject[name] = attribute;\n\t\t\tcount++;\n\t\t}\n\t});\n\t// Add name/value pair if present\n\tif(this.actionName) {\n\t\tparamObject[this.actionName] = this.actionValue;\n\t}\n\t// Dispatch the message\n\tthis.dispatchEvent({\n\t\ttype: this.actionMessage,\n\t\tparam: param,\n\t\tparamObject: paramObject,\n\t\ttiddlerTitle: this.getVariable(\"currentTiddler\"),\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tevent: event\n\t});\n\treturn true; // Action was invoked\n};\n\nexports[\"action-sendmessage\"] = SendMessageWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/action-setfield.js": {
"title": "$:/core/modules/widgets/action-setfield.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/action-setfield.js\ntype: application/javascript\nmodule-type: widget\n\nAction widget to set a single field or index on a tiddler.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SetFieldWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSetFieldWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSetFieldWidget.prototype.render = function(parent,nextSibling) {\n\tthis.computeAttributes();\n\tthis.execute();\n};\n\n/*\nCompute the internal state of the widget\n*/\nSetFieldWidget.prototype.execute = function() {\n\tthis.actionTiddler = this.getAttribute(\"$tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.actionField = this.getAttribute(\"$field\");\n\tthis.actionIndex = this.getAttribute(\"$index\");\n\tthis.actionValue = this.getAttribute(\"$value\");\n\tthis.actionTimestamp = this.getAttribute(\"$timestamp\",\"yes\") === \"yes\";\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nSetFieldWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"$tiddler\"] || changedAttributes[\"$field\"] || changedAttributes[\"$index\"] || changedAttributes[\"$value\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nInvoke the action associated with this widget\n*/\nSetFieldWidget.prototype.invokeAction = function(triggeringWidget,event) {\n\tvar self = this,\n\t\toptions = {};\n\toptions.suppressTimestamp = !this.actionTimestamp;\n\tif((typeof this.actionField == \"string\") || (typeof this.actionIndex == \"string\") || (typeof this.actionValue == \"string\")) {\n\t\tthis.wiki.setText(this.actionTiddler,this.actionField,this.actionIndex,this.actionValue,options);\n\t}\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tself.wiki.setText(self.actionTiddler,name,undefined,attribute,options);\n\t\t}\n\t});\n\treturn true; // Action was invoked\n};\n\nexports[\"action-setfield\"] = SetFieldWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/browse.js": {
"title": "$:/core/modules/widgets/browse.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/browse.js\ntype: application/javascript\nmodule-type: widget\n\nBrowse widget for browsing for files to import\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar BrowseWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nBrowseWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nBrowseWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\tvar domNode = this.document.createElement(\"input\");\n\tdomNode.setAttribute(\"type\",\"file\");\n\tif(this.browseMultiple) {\n\t\tdomNode.setAttribute(\"multiple\",\"multiple\");\n\t}\n\tif(this.tooltip) {\n\t\tdomNode.setAttribute(\"title\",this.tooltip);\n\t}\n\t// Nw.js supports \"nwsaveas\" to force a \"save as\" dialogue that allows a new or existing file to be selected\n\tif(this.nwsaveas) {\n\t\tdomNode.setAttribute(\"nwsaveas\",this.nwsaveas);\n\t}\n\t// Nw.js supports \"webkitdirectory\" and \"nwdirectory\" to allow a directory to be selected\n\tif(this.webkitdirectory) {\n\t\tdomNode.setAttribute(\"webkitdirectory\",this.webkitdirectory);\n\t}\n\tif(this.nwdirectory) {\n\t\tdomNode.setAttribute(\"nwdirectory\",this.nwdirectory);\n\t}\n\t// Add a click event handler\n\tdomNode.addEventListener(\"change\",function (event) {\n\t\tif(self.message) {\n\t\t\tself.dispatchEvent({type: self.message, param: self.param, files: event.target.files});\n\t\t} else {\n\t\t\tself.wiki.readFiles(event.target.files,{\n\t\t\t\tcallback: function(tiddlerFieldsArray) {\n\t\t\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify(tiddlerFieldsArray)});\n\t\t\t\t},\n\t\t\t\tdeserializer: self.deserializer\n\t\t\t});\n\t\t}\n\t\treturn false;\n\t},false);\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nBrowseWidget.prototype.execute = function() {\n\tthis.browseMultiple = this.getAttribute(\"multiple\");\n\tthis.deserializer = this.getAttribute(\"deserializer\");\n\tthis.message = this.getAttribute(\"message\");\n\tthis.param = this.getAttribute(\"param\");\n\tthis.tooltip = this.getAttribute(\"tooltip\");\n\tthis.nwsaveas = this.getAttribute(\"nwsaveas\");\n\tthis.webkitdirectory = this.getAttribute(\"webkitdirectory\");\n\tthis.nwdirectory = this.getAttribute(\"nwdirectory\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nBrowseWidget.prototype.refresh = function(changedTiddlers) {\n\treturn false;\n};\n\nexports.browse = BrowseWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/button.js": {
"title": "$:/core/modules/widgets/button.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/button.js\ntype: application/javascript\nmodule-type: widget\n\nButton widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ButtonWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nButtonWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nButtonWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\tvar tag = \"button\";\n\tif(this.buttonTag && $tw.config.htmlUnsafeElements.indexOf(this.buttonTag) === -1) {\n\t\ttag = this.buttonTag;\n\t}\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = this[\"class\"].split(\" \") || [],\n\t\tisPoppedUp = (this.popup || this.popupTitle) && this.isPoppedUp();\n\tif(this.selectedClass) {\n\t\tif((this.set || this.setTitle) && this.setTo && this.isSelected()) {\n\t\t\t$tw.utils.pushTop(classes,this.selectedClass.split(\" \"));\n\t\t}\n\t\tif(isPoppedUp) {\n\t\t\t$tw.utils.pushTop(classes,this.selectedClass.split(\" \"));\n\t\t}\n\t}\n\tif(isPoppedUp) {\n\t\t$tw.utils.pushTop(classes,\"tc-popup-handle\");\n\t}\n\tdomNode.className = classes.join(\" \");\n\t// Assign other attributes\n\tif(this.style) {\n\t\tdomNode.setAttribute(\"style\",this.style);\n\t}\n\tif(this.tooltip) {\n\t\tdomNode.setAttribute(\"title\",this.tooltip);\n\t}\n\tif(this[\"aria-label\"]) {\n\t\tdomNode.setAttribute(\"aria-label\",this[\"aria-label\"]);\n\t}\n\t// Set the tabindex\n\tif(this.tabIndex) {\n\t\tdomNode.setAttribute(\"tabindex\",this.tabIndex);\n\t}\t\n\t// Add a click event handler\n\tdomNode.addEventListener(\"click\",function (event) {\n\t\tvar handled = false;\n\t\tif(self.invokeActions(self,event)) {\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.to) {\n\t\t\tself.navigateTo(event);\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.message) {\n\t\t\tself.dispatchMessage(event);\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.popup || self.popupTitle) {\n\t\t\tself.triggerPopup(event);\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.set || self.setTitle) {\n\t\t\tself.setTiddler();\n\t\t\thandled = true;\n\t\t}\n\t\tif(self.actions) {\n\t\t\tself.invokeActionString(self.actions,self,event);\n\t\t}\n\t\tif(handled) {\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t}\n\t\treturn handled;\n\t},false);\n\t// Make it draggable if required\n\tif(this.dragTiddler || this.dragFilter) {\n\t\t$tw.utils.makeDraggable({\n\t\t\tdomNode: domNode,\n\t\t\tdragTiddlerFn: function() {return self.dragTiddler;},\n\t\t\tdragFilterFn: function() {return self.dragFilter;},\n\t\t\twidget: this\n\t\t});\n\t}\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nWe don't allow actions to propagate because we trigger actions ourselves\n*/\nButtonWidget.prototype.allowActionPropagation = function() {\n\treturn false;\n};\n\nButtonWidget.prototype.getBoundingClientRect = function() {\n\treturn this.domNodes[0].getBoundingClientRect();\n};\n\nButtonWidget.prototype.isSelected = function() {\n return this.setTitle ? (this.setField ? this.wiki.getTiddler(this.setTitle).getFieldString(this.setField) === this.setTo :\n\t\t(this.setIndex ? this.wiki.extractTiddlerDataItem(this.setTitle,this.setIndex) === this.setTo :\n\t\t\tthis.wiki.getTiddlerText(this.setTitle))) || this.defaultSetValue || this.getVariable(\"currentTiddler\") :\n\t\tthis.wiki.getTextReference(this.set,this.defaultSetValue,this.getVariable(\"currentTiddler\")) === this.setTo;\n};\n\nButtonWidget.prototype.isPoppedUp = function() {\n\tvar tiddler = this.popupTitle ? this.wiki.getTiddler(this.popupTitle) : this.wiki.getTiddler(this.popup);\n\tvar result = tiddler && tiddler.fields.text ? $tw.popup.readPopupState(tiddler.fields.text) : false;\n\treturn result;\n};\n\nButtonWidget.prototype.navigateTo = function(event) {\n\tvar bounds = this.getBoundingClientRect();\n\tthis.dispatchEvent({\n\t\ttype: \"tm-navigate\",\n\t\tnavigateTo: this.to,\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tnavigateFromNode: this,\n\t\tnavigateFromClientRect: { top: bounds.top, left: bounds.left, width: bounds.width, right: bounds.right, bottom: bounds.bottom, height: bounds.height\n\t\t},\n\t\tnavigateSuppressNavigation: event.metaKey || event.ctrlKey || (event.button === 1),\n\t\tevent: event\n\t});\n};\n\nButtonWidget.prototype.dispatchMessage = function(event) {\n\tthis.dispatchEvent({type: this.message, param: this.param, tiddlerTitle: this.getVariable(\"currentTiddler\"), event: event});\n};\n\nButtonWidget.prototype.triggerPopup = function(event) {\n\tif(this.popupTitle) {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: this.domNodes[0],\n\t\t\ttitle: this.popupTitle,\n\t\t\twiki: this.wiki,\n\t\t\tnoStateReference: true\n\t\t});\n\t} else {\n\t\t$tw.popup.triggerPopup({\n\t\t\tdomNode: this.domNodes[0],\n\t\t\ttitle: this.popup,\n\t\t\twiki: this.wiki\n\t\t});\n\t}\n};\n\nButtonWidget.prototype.setTiddler = function() {\n\tif(this.setTitle) {\n\t\tthis.setField ? this.wiki.setText(this.setTitle,this.setField,undefined,this.setTo) :\n\t\t\t\t(this.setIndex ? this.wiki.setText(this.setTitle,undefined,this.setIndex,this.setTo) :\n\t\t\t\tthis.wiki.setText(this.setTitle,\"text\",undefined,this.setTo));\n\t} else {\n\t\tthis.wiki.setTextReference(this.set,this.setTo,this.getVariable(\"currentTiddler\"));\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nButtonWidget.prototype.execute = function() {\n\t// Get attributes\n\tthis.actions = this.getAttribute(\"actions\");\n\tthis.to = this.getAttribute(\"to\");\n\tthis.message = this.getAttribute(\"message\");\n\tthis.param = this.getAttribute(\"param\");\n\tthis.set = this.getAttribute(\"set\");\n\tthis.setTo = this.getAttribute(\"setTo\");\n\tthis.popup = this.getAttribute(\"popup\");\n\tthis.hover = this.getAttribute(\"hover\");\n\tthis[\"class\"] = this.getAttribute(\"class\",\"\");\n\tthis[\"aria-label\"] = this.getAttribute(\"aria-label\");\n\tthis.tooltip = this.getAttribute(\"tooltip\");\n\tthis.style = this.getAttribute(\"style\");\n\tthis.selectedClass = this.getAttribute(\"selectedClass\");\n\tthis.defaultSetValue = this.getAttribute(\"default\",\"\");\n\tthis.buttonTag = this.getAttribute(\"tag\");\n\tthis.dragTiddler = this.getAttribute(\"dragTiddler\");\n\tthis.dragFilter = this.getAttribute(\"dragFilter\");\n\tthis.setTitle = this.getAttribute(\"setTitle\");\n\tthis.setField = this.getAttribute(\"setField\");\n\tthis.setIndex = this.getAttribute(\"setIndex\");\n\tthis.popupTitle = this.getAttribute(\"popupTitle\");\n\tthis.tabIndex = this.getAttribute(\"tabindex\");\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nButtonWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.actions || changedAttributes.to || changedAttributes.message || changedAttributes.param || changedAttributes.set || changedAttributes.setTo || changedAttributes.popup || changedAttributes.hover || changedAttributes[\"class\"] || changedAttributes.selectedClass || changedAttributes.style || changedAttributes.dragFilter || changedAttributes.dragTiddler || (this.set && changedTiddlers[this.set]) || (this.popup && changedTiddlers[this.popup]) || (this.popupTitle && changedTiddlers[this.popupTitle]) || changedAttributes.setTitle || changedAttributes.setField || changedAttributes.setIndex || changedAttributes.popupTitle) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.button = ButtonWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/checkbox.js": {
"title": "$:/core/modules/widgets/checkbox.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/checkbox.js\ntype: application/javascript\nmodule-type: widget\n\nCheckbox widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CheckboxWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCheckboxWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCheckboxWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Create our elements\n\tthis.labelDomNode = this.document.createElement(\"label\");\n\tthis.labelDomNode.setAttribute(\"class\",this.checkboxClass);\n\tthis.inputDomNode = this.document.createElement(\"input\");\n\tthis.inputDomNode.setAttribute(\"type\",\"checkbox\");\n\tif(this.getValue()) {\n\t\tthis.inputDomNode.setAttribute(\"checked\",\"true\");\n\t}\n\tthis.labelDomNode.appendChild(this.inputDomNode);\n\tthis.spanDomNode = this.document.createElement(\"span\");\n\tthis.labelDomNode.appendChild(this.spanDomNode);\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(this.inputDomNode,[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(this.labelDomNode,nextSibling);\n\tthis.renderChildren(this.spanDomNode,null);\n\tthis.domNodes.push(this.labelDomNode);\n};\n\nCheckboxWidget.prototype.getValue = function() {\n\tvar tiddler = this.wiki.getTiddler(this.checkboxTitle);\n\tif(tiddler) {\n\t\tif(this.checkboxTag) {\n\t\t\tif(this.checkboxInvertTag) {\n\t\t\t\treturn !tiddler.hasTag(this.checkboxTag);\n\t\t\t} else {\n\t\t\t\treturn tiddler.hasTag(this.checkboxTag);\n\t\t\t}\n\t\t}\n\t\tif(this.checkboxField) {\n\t\t\tvar value;\n\t\t\tif($tw.utils.hop(tiddler.fields,this.checkboxField)) {\n\t\t\t\tvalue = tiddler.fields[this.checkboxField] || \"\";\n\t\t\t} else {\n\t\t\t\tvalue = this.checkboxDefault || \"\";\n\t\t\t}\n\t\t\tif(value === this.checkboxChecked) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t\tif(value === this.checkboxUnchecked) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t}\n\t\tif(this.checkboxIndex) {\n\t\t\tvar value = this.wiki.extractTiddlerDataItem(tiddler,this.checkboxIndex,this.checkboxDefault || \"\");\n\t\t\tif(value === this.checkboxChecked) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t\tif(value === this.checkboxUnchecked) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t}\n\t} else {\n\t\tif(this.checkboxTag) {\n\t\t\treturn false;\n\t\t}\n\t\tif(this.checkboxField) {\n\t\t\tif(this.checkboxDefault === this.checkboxChecked) {\n\t\t\t\treturn true;\n\t\t\t}\n\t\t\tif(this.checkboxDefault === this.checkboxUnchecked) {\n\t\t\t\treturn false;\n\t\t\t}\n\t\t}\n\t}\n\treturn false;\n};\n\nCheckboxWidget.prototype.handleChangeEvent = function(event) {\n\tvar checked = this.inputDomNode.checked,\n\t\ttiddler = this.wiki.getTiddler(this.checkboxTitle),\n\t\tfallbackFields = {text: \"\"},\n\t\tnewFields = {title: this.checkboxTitle},\n\t\thasChanged = false,\n\t\ttagCheck = false,\n\t\thasTag = tiddler && tiddler.hasTag(this.checkboxTag),\n\t\tvalue = checked ? this.checkboxChecked : this.checkboxUnchecked;\n\tif(this.checkboxTag && this.checkboxInvertTag === \"yes\") {\n\t\ttagCheck = hasTag === checked;\n\t} else {\n\t\ttagCheck = hasTag !== checked;\n\t}\n\t// Set the tag if specified\n\tif(this.checkboxTag && (!tiddler || tagCheck)) {\n\t\tnewFields.tags = tiddler ? (tiddler.fields.tags || []).slice(0) : [];\n\t\tvar pos = newFields.tags.indexOf(this.checkboxTag);\n\t\tif(pos !== -1) {\n\t\t\tnewFields.tags.splice(pos,1);\n\t\t}\n\t\tif(this.checkboxInvertTag === \"yes\" && !checked) {\n\t\t\tnewFields.tags.push(this.checkboxTag);\n\t\t} else if(this.checkboxInvertTag !== \"yes\" && checked) {\n\t\t\tnewFields.tags.push(this.checkboxTag);\n\t\t}\n\t\thasChanged = true;\n\t}\n\t// Set the field if specified\n\tif(this.checkboxField) {\n\t\tif(!tiddler || tiddler.fields[this.checkboxField] !== value) {\n\t\t\tnewFields[this.checkboxField] = value;\n\t\t\thasChanged = true;\n\t\t}\n\t}\n\t// Set the index if specified\n\tif(this.checkboxIndex) {\n\t\tvar indexValue = this.wiki.extractTiddlerDataItem(this.checkboxTitle,this.checkboxIndex);\n\t\tif(!tiddler || indexValue !== value) {\n\t\t\thasChanged = true;\n\t\t}\n\t}\n\tif(hasChanged) {\n\t\tif(this.checkboxIndex) {\n\t\t\tthis.wiki.setText(this.checkboxTitle,\"\",this.checkboxIndex,value);\n\t\t} else {\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getCreationFields(),fallbackFields,tiddler,newFields,this.wiki.getModificationFields()));\n\t\t}\n\t}\n\t// Trigger actions\n\tif(this.checkboxActions) {\n\t\tthis.invokeActionString(this.checkboxActions,this,event);\n\t}\n\tif(this.checkboxCheckActions && checked) {\n\t\tthis.invokeActionString(this.checkboxCheckActions,this,event);\n\t}\n\tif(this.checkboxUncheckActions && !checked) {\n\t\tthis.invokeActionString(this.checkboxUncheckActions,this,event);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nCheckboxWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.checkboxActions = this.getAttribute(\"actions\");\n\tthis.checkboxCheckActions = this.getAttribute(\"checkactions\");\n\tthis.checkboxUncheckActions = this.getAttribute(\"uncheckactions\");\n\tthis.checkboxTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.checkboxTag = this.getAttribute(\"tag\");\n\tthis.checkboxField = this.getAttribute(\"field\");\n\tthis.checkboxIndex = this.getAttribute(\"index\");\n\tthis.checkboxChecked = this.getAttribute(\"checked\");\n\tthis.checkboxUnchecked = this.getAttribute(\"unchecked\");\n\tthis.checkboxDefault = this.getAttribute(\"default\");\n\tthis.checkboxClass = this.getAttribute(\"class\",\"\");\n\tthis.checkboxInvertTag = this.getAttribute(\"invertTag\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nCheckboxWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.tag || changedAttributes.invertTag || changedAttributes.field || changedAttributes.index || changedAttributes.checked || changedAttributes.unchecked || changedAttributes[\"default\"] || changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar refreshed = false;\n\t\tif(changedTiddlers[this.checkboxTitle]) {\n\t\t\tthis.inputDomNode.checked = this.getValue();\n\t\t\trefreshed = true;\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers) || refreshed;\n\t}\n};\n\nexports.checkbox = CheckboxWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/codeblock.js": {
"title": "$:/core/modules/widgets/codeblock.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/codeblock.js\ntype: application/javascript\nmodule-type: widget\n\nCode block node widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CodeBlockWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCodeBlockWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCodeBlockWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar codeNode = this.document.createElement(\"code\"),\n\t\tdomNode = this.document.createElement(\"pre\");\n\tcodeNode.appendChild(this.document.createTextNode(this.getAttribute(\"code\")));\n\tdomNode.appendChild(codeNode);\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.domNodes.push(domNode);\n\tif(this.postRender) {\n\t\tthis.postRender();\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nCodeBlockWidget.prototype.execute = function() {\n\tthis.language = this.getAttribute(\"language\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nCodeBlockWidget.prototype.refresh = function(changedTiddlers) {\n\treturn false;\n};\n\nexports.codeblock = CodeBlockWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/count.js": {
"title": "$:/core/modules/widgets/count.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/count.js\ntype: application/javascript\nmodule-type: widget\n\nCount widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar CountWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nCountWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nCountWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar textNode = this.document.createTextNode(this.currentCount);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nCountWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.filter = this.getAttribute(\"filter\");\n\t// Execute the filter\n\tif(this.filter) {\n\t\tthis.currentCount = this.wiki.filterTiddlers(this.filter,this).length;\n\t} else {\n\t\tthis.currentCount = \"0\";\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nCountWidget.prototype.refresh = function(changedTiddlers) {\n\t// Re-execute the filter to get the count\n\tthis.computeAttributes();\n\tvar oldCount = this.currentCount;\n\tthis.execute();\n\tif(this.currentCount !== oldCount) {\n\t\t// Regenerate and rerender the widget and replace the existing DOM node\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\n\t}\n\n};\n\nexports.count = CountWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/diff-text.js": {
"title": "$:/core/modules/widgets/diff-text.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/diff-text.js\ntype: application/javascript\nmodule-type: widget\n\nWidget to display a diff between two texts\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget,\n\tdmp = require(\"$:/core/modules/utils/diff-match-patch/diff_match_patch.js\");\n\nvar DiffTextWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDiffTextWidget.prototype = new Widget();\n\nDiffTextWidget.prototype.invisibleCharacters = {\n\t\"\\n\": \"↩︎\\n\",\n\t\"\\r\": \"⇠\",\n\t\"\\t\": \"⇥\\t\"\n};\n\n/*\nRender this widget into the DOM\n*/\nDiffTextWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create the diff\n\tvar dmpObject = new dmp.diff_match_patch(),\n\t\tdiffs = dmpObject.diff_main(this.getAttribute(\"source\"),this.getAttribute(\"dest\"));\n\t// Apply required cleanup\n\tswitch(this.getAttribute(\"cleanup\",\"semantic\")) {\n\t\tcase \"none\":\n\t\t\t// No cleanup\n\t\t\tbreak;\n\t\tcase \"efficiency\":\n\t\t\tdmpObject.diff_cleanupEfficiency(diffs);\n\t\t\tbreak;\n\t\tdefault: // case \"semantic\"\n\t\t\tdmpObject.diff_cleanupSemantic(diffs);\n\t\t\tbreak;\n\t}\n\t// Create the elements\n\tvar domContainer = this.document.createElement(\"div\"), \n\t\tdomDiff = this.createDiffDom(diffs);\n\tparent.insertBefore(domContainer,nextSibling);\n\t// Set variables\n\tthis.setVariable(\"diff-count\",diffs.reduce(function(acc,diff) {\n\t\tif(diff[0] !== dmp.DIFF_EQUAL) {\n\t\t\tacc++;\n\t\t}\n\t\treturn acc;\n\t},0).toString());\n\t// Render child widgets\n\tthis.renderChildren(domContainer,null);\n\t// Render the diff\n\tdomContainer.appendChild(domDiff);\n\t// Save our container\n\tthis.domNodes.push(domContainer);\n};\n\n/*\nCreate DOM elements representing a list of diffs\n*/\nDiffTextWidget.prototype.createDiffDom = function(diffs) {\n\tvar self = this;\n\t// Create the element and assign the attributes\n\tvar domPre = this.document.createElement(\"pre\"),\n\t\tdomCode = this.document.createElement(\"code\");\n\t$tw.utils.each(diffs,function(diff) {\n\t\tvar tag = diff[0] === dmp.DIFF_INSERT ? \"ins\" : (diff[0] === dmp.DIFF_DELETE ? \"del\" : \"span\"),\n\t\t\tclassName = diff[0] === dmp.DIFF_INSERT ? \"tc-diff-insert\" : (diff[0] === dmp.DIFF_DELETE ? \"tc-diff-delete\" : \"tc-diff-equal\"),\n\t\t\tdom = self.document.createElement(tag),\n\t\t\ttext = diff[1],\n\t\t\tcurrPos = 0,\n\t\t\tre = /([\\x00-\\x1F])/mg,\n\t\t\tmatch = re.exec(text),\n\t\t\tspan,\n\t\t\tprintable;\n\t\tdom.className = className;\n\t\twhile(match) {\n\t\t\tif(currPos < match.index) {\n\t\t\t\tdom.appendChild(self.document.createTextNode(text.slice(currPos,match.index)));\n\t\t\t}\n\t\t\tspan = self.document.createElement(\"span\");\n\t\t\tspan.className = \"tc-diff-invisible\";\n\t\t\tprintable = self.invisibleCharacters[match[0]] || (\"[0x\" + match[0].charCodeAt(0).toString(16) + \"]\");\n\t\t\tspan.appendChild(self.document.createTextNode(printable));\n\t\t\tdom.appendChild(span);\n\t\t\tcurrPos = match.index + match[0].length;\n\t\t\tmatch = re.exec(text);\n\t\t}\n\t\tif(currPos < text.length) {\n\t\t\tdom.appendChild(self.document.createTextNode(text.slice(currPos)));\n\t\t}\n\t\tdomCode.appendChild(dom);\n\t});\n\tdomPre.appendChild(domCode);\n\treturn domPre;\n};\n\n/*\nCompute the internal state of the widget\n*/\nDiffTextWidget.prototype.execute = function() {\n\t// Make child widgets\n\tvar parseTreeNodes;\n\tif(this.parseTreeNode && this.parseTreeNode.children && this.parseTreeNode.children.length > 0) {\n\t\tparseTreeNodes = this.parseTreeNode.children;\n\t} else {\n\t\tparseTreeNodes = [{\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: \"$:/language/Diffs/CountMessage\"}\n\t\t\t}\n\t\t}];\n\t}\n\tthis.makeChildWidgets(parseTreeNodes);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDiffTextWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.source || changedAttributes.dest || changedAttributes.cleanup) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports[\"diff-text\"] = DiffTextWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/draggable.js": {
"title": "$:/core/modules/widgets/draggable.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/draggable.js\ntype: application/javascript\nmodule-type: widget\n\nDraggable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DraggableWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDraggableWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDraggableWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Sanitise the specified tag\n\tvar tag = this.draggableTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"div\";\n\t}\n\t// Create our element\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = [\"tc-draggable\"];\n\tif(this.draggableClasses) {\n\t\tclasses.push(this.draggableClasses);\n\t}\n\tdomNode.setAttribute(\"class\",classes.join(\" \"));\n\t// Add event handlers\n\t$tw.utils.makeDraggable({\n\t\tdomNode: domNode,\n\t\tdragTiddlerFn: function() {return self.getAttribute(\"tiddler\");},\n\t\tdragFilterFn: function() {return self.getAttribute(\"filter\");},\n\t\tstartActions: self.startActions,\n\t\tendActions: self.endActions,\n\t\twidget: this\n\t});\n\t// Insert the link into the DOM and render any children\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nDraggableWidget.prototype.execute = function() {\n\t// Pick up our attributes\n\tthis.draggableTag = this.getAttribute(\"tag\",\"div\");\n\tthis.draggableClasses = this.getAttribute(\"class\");\n\tthis.startActions = this.getAttribute(\"startactions\");\n\tthis.endActions = this.getAttribute(\"endactions\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDraggableWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tag || changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.draggable = DraggableWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/droppable.js": {
"title": "$:/core/modules/widgets/droppable.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/droppable.js\ntype: application/javascript\nmodule-type: widget\n\nDroppable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DroppableWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDroppableWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDroppableWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar tag = this.parseTreeNode.isBlock ? \"div\" : \"span\";\n\tif(this.droppableTag && $tw.config.htmlUnsafeElements.indexOf(this.droppableTag) === -1) {\n\t\ttag = this.droppableTag;\n\t}\n\t// Create element and assign classes\n\tvar domNode = this.document.createElement(tag),\n\t\tclasses = (this[\"class\"] || \"\").split(\" \");\n\tclasses.push(\"tc-droppable\");\n\tdomNode.className = classes.join(\" \");\n\t// Add event handlers\n\tif(this.droppableEnable) {\n\t\t$tw.utils.addEventListeners(domNode,[\n\t\t\t{name: \"dragenter\", handlerObject: this, handlerMethod: \"handleDragEnterEvent\"},\n\t\t\t{name: \"dragover\", handlerObject: this, handlerMethod: \"handleDragOverEvent\"},\n\t\t\t{name: \"dragleave\", handlerObject: this, handlerMethod: \"handleDragLeaveEvent\"},\n\t\t\t{name: \"drop\", handlerObject: this, handlerMethod: \"handleDropEvent\"}\n\t\t]);\t\t\n\t}\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n\t// Stack of outstanding enter/leave events\n\tthis.currentlyEntered = [];\n};\n\nDroppableWidget.prototype.enterDrag = function(event) {\n\tif(this.currentlyEntered.indexOf(event.target) === -1) {\n\t\tthis.currentlyEntered.push(event.target);\n\t}\n\t// If we're entering for the first time we need to apply highlighting\n\t$tw.utils.addClass(this.domNodes[0],\"tc-dragover\");\n};\n\nDroppableWidget.prototype.leaveDrag = function(event) {\n\tvar pos = this.currentlyEntered.indexOf(event.target);\n\tif(pos !== -1) {\n\t\tthis.currentlyEntered.splice(pos,1);\n\t}\n\t// Remove highlighting if we're leaving externally. The hacky second condition is to resolve a problem with Firefox whereby there is an erroneous dragenter event if the node being dragged is within the dropzone\n\tif(this.currentlyEntered.length === 0 || (this.currentlyEntered.length === 1 && this.currentlyEntered[0] === $tw.dragInProgress)) {\n\t\tthis.currentlyEntered = [];\n\t\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t}\n};\n\nDroppableWidget.prototype.handleDragEnterEvent = function(event) {\n\tthis.enterDrag(event);\n\t// Tell the browser that we're ready to handle the drop\n\tevent.preventDefault();\n\t// Tell the browser not to ripple the drag up to any parent drop handlers\n\tevent.stopPropagation();\n\treturn false;\n};\n\nDroppableWidget.prototype.handleDragOverEvent = function(event) {\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\t// Tell the browser that we're still interested in the drop\n\tevent.preventDefault();\n\t// Set the drop effect\n\tevent.dataTransfer.dropEffect = this.droppableEffect;\n\treturn false;\n};\n\nDroppableWidget.prototype.handleDragLeaveEvent = function(event) {\n\tthis.leaveDrag(event);\n\treturn false;\n};\n\nDroppableWidget.prototype.handleDropEvent = function(event) {\n\tvar self = this;\n\tthis.leaveDrag(event);\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\tvar dataTransfer = event.dataTransfer;\n\t// Remove highlighting\n\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t// Try to import the various data types we understand\n\t$tw.utils.importDataTransfer(dataTransfer,null,function(fieldsArray) {\n\t\tfieldsArray.forEach(function(fields) {\n\t\t\tself.performActions(fields.title || fields.text,event);\n\t\t});\n\t});\n\t// Tell the browser that we handled the drop\n\tevent.preventDefault();\n\t// Stop the drop ripple up to any parent handlers\n\tevent.stopPropagation();\n\treturn false;\n};\n\nDroppableWidget.prototype.performActions = function(title,event) {\n\tif(this.droppableActions) {\n\t\tvar modifierKey = event.ctrlKey && ! event.shiftKey ? \"ctrl\" : event.shiftKey && !event.ctrlKey ? \"shift\" : \n\t\t\t\tevent.ctrlKey && event.shiftKey ? \"ctrl-shift\" : \"normal\" ;\n\t\tthis.invokeActionString(this.droppableActions,this,event,{actionTiddler: title, modifier: modifierKey});\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nDroppableWidget.prototype.execute = function() {\n\tthis.droppableActions = this.getAttribute(\"actions\");\n\tthis.droppableEffect = this.getAttribute(\"effect\",\"copy\");\n\tthis.droppableTag = this.getAttribute(\"tag\");\n\tthis.droppableClass = this.getAttribute(\"class\");\n\tthis.droppableEnable = (this.getAttribute(\"enable\") || \"yes\") === \"yes\";\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDroppableWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"class\"] || changedAttributes.tag || changedAttributes.enable) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.droppable = DroppableWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/dropzone.js": {
"title": "$:/core/modules/widgets/dropzone.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/dropzone.js\ntype: application/javascript\nmodule-type: widget\n\nDropzone widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar DropZoneWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nDropZoneWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nDropZoneWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\tvar domNode = this.document.createElement(\"div\");\n\tdomNode.className = this.dropzoneClass || \"tc-dropzone\";\n\t// Add event handlers\n\tif(this.dropzoneEnable) {\n\t\t$tw.utils.addEventListeners(domNode,[\n\t\t\t{name: \"dragenter\", handlerObject: this, handlerMethod: \"handleDragEnterEvent\"},\n\t\t\t{name: \"dragover\", handlerObject: this, handlerMethod: \"handleDragOverEvent\"},\n\t\t\t{name: \"dragleave\", handlerObject: this, handlerMethod: \"handleDragLeaveEvent\"},\n\t\t\t{name: \"drop\", handlerObject: this, handlerMethod: \"handleDropEvent\"},\n\t\t\t{name: \"paste\", handlerObject: this, handlerMethod: \"handlePasteEvent\"},\n\t\t\t{name: \"dragend\", handlerObject: this, handlerMethod: \"handleDragEndEvent\"}\n\t\t]);\t\t\n\t}\n\tdomNode.addEventListener(\"click\",function (event) {\n\t},false);\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n\t// Stack of outstanding enter/leave events\n\tthis.currentlyEntered = [];\n};\n\nDropZoneWidget.prototype.enterDrag = function(event) {\n\tif(this.currentlyEntered.indexOf(event.target) === -1) {\n\t\tthis.currentlyEntered.push(event.target);\n\t}\n\t// If we're entering for the first time we need to apply highlighting\n\t$tw.utils.addClass(this.domNodes[0],\"tc-dragover\");\n};\n\nDropZoneWidget.prototype.leaveDrag = function(event) {\n\tvar pos = this.currentlyEntered.indexOf(event.target);\n\tif(pos !== -1) {\n\t\tthis.currentlyEntered.splice(pos,1);\n\t}\n\t// Remove highlighting if we're leaving externally\n\tif(this.currentlyEntered.length === 0) {\n\t\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t}\n};\n\nDropZoneWidget.prototype.handleDragEnterEvent = function(event) {\n\t// Check for this window being the source of the drag\n\tif($tw.dragInProgress) {\n\t\treturn false;\n\t}\n\tthis.enterDrag(event);\n\t// Tell the browser that we're ready to handle the drop\n\tevent.preventDefault();\n\t// Tell the browser not to ripple the drag up to any parent drop handlers\n\tevent.stopPropagation();\n};\n\nDropZoneWidget.prototype.handleDragOverEvent = function(event) {\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\t// Check for this window being the source of the drag\n\tif($tw.dragInProgress) {\n\t\treturn false;\n\t}\n\t// Tell the browser that we're still interested in the drop\n\tevent.preventDefault();\n\tevent.dataTransfer.dropEffect = \"copy\"; // Explicitly show this is a copy\n};\n\nDropZoneWidget.prototype.handleDragLeaveEvent = function(event) {\n\tthis.leaveDrag(event);\n};\n\nDropZoneWidget.prototype.handleDragEndEvent = function(event) {\n\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n};\n\nDropZoneWidget.prototype.handleDropEvent = function(event) {\n\tvar self = this,\n\t\treadFileCallback = function(tiddlerFieldsArray) {\n\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify(tiddlerFieldsArray)});\n\t\t};\n\tthis.leaveDrag(event);\n\t// Check for being over a TEXTAREA or INPUT\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) !== -1) {\n\t\treturn false;\n\t}\n\t// Check for this window being the source of the drag\n\tif($tw.dragInProgress) {\n\t\treturn false;\n\t}\n\tvar self = this,\n\t\tdataTransfer = event.dataTransfer;\n\t// Remove highlighting\n\t$tw.utils.removeClass(this.domNodes[0],\"tc-dragover\");\n\t// Import any files in the drop\n\tvar numFiles = 0;\n\tif(dataTransfer.files) {\n\t\tnumFiles = this.wiki.readFiles(dataTransfer.files,{\n\t\t\tcallback: readFileCallback,\n\t\t\tdeserializer: this.dropzoneDeserializer\n\t\t});\n\t}\n\t// Try to import the various data types we understand\n\tif(numFiles === 0) {\n\t\t$tw.utils.importDataTransfer(dataTransfer,this.wiki.generateNewTitle(\"Untitled\"),readFileCallback);\n\t}\n\t// Tell the browser that we handled the drop\n\tevent.preventDefault();\n\t// Stop the drop ripple up to any parent handlers\n\tevent.stopPropagation();\n};\n\nDropZoneWidget.prototype.handlePasteEvent = function(event) {\n\tvar self = this,\n\t\treadFileCallback = function(tiddlerFieldsArray) {\n\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify(tiddlerFieldsArray)});\n\t\t};\n\t// Let the browser handle it if we're in a textarea or input box\n\tif([\"TEXTAREA\",\"INPUT\"].indexOf(event.target.tagName) == -1 && !event.target.isContentEditable) {\n\t\tvar self = this,\n\t\t\titems = event.clipboardData.items;\n\t\t// Enumerate the clipboard items\n\t\tfor(var t = 0; t<items.length; t++) {\n\t\t\tvar item = items[t];\n\t\t\tif(item.kind === \"file\") {\n\t\t\t\t// Import any files\n\t\t\t\tthis.wiki.readFile(item.getAsFile(),{\n\t\t\t\t\tcallback: readFileCallback,\n\t\t\t\t\tdeserializer: this.dropzoneDeserializer\n\t\t\t\t});\n\t\t\t} else if(item.kind === \"string\") {\n\t\t\t\t// Create tiddlers from string items\n\t\t\t\tvar type = item.type;\n\t\t\t\titem.getAsString(function(str) {\n\t\t\t\t\tvar tiddlerFields = {\n\t\t\t\t\t\ttitle: self.wiki.generateNewTitle(\"Untitled\"),\n\t\t\t\t\t\ttext: str,\n\t\t\t\t\t\ttype: type\n\t\t\t\t\t};\n\t\t\t\t\tif($tw.log.IMPORT) {\n\t\t\t\t\t\tconsole.log(\"Importing string '\" + str + \"', type: '\" + type + \"'\");\n\t\t\t\t\t}\n\t\t\t\t\tself.dispatchEvent({type: \"tm-import-tiddlers\", param: JSON.stringify([tiddlerFields])});\n\t\t\t\t});\n\t\t\t}\n\t\t}\n\t\t// Tell the browser that we've handled the paste\n\t\tevent.stopPropagation();\n\t\tevent.preventDefault();\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nDropZoneWidget.prototype.execute = function() {\n\tthis.dropzoneClass = this.getAttribute(\"class\");\n\tthis.dropzoneDeserializer = this.getAttribute(\"deserializer\");\n\tthis.dropzoneEnable = (this.getAttribute(\"enable\") || \"yes\") === \"yes\";\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nDropZoneWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.enable) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.dropzone = DropZoneWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-binary.js": {
"title": "$:/core/modules/widgets/edit-binary.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-binary.js\ntype: application/javascript\nmodule-type: widget\n\nEdit-binary widget; placeholder for editing binary tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar BINARY_WARNING_MESSAGE = \"$:/core/ui/BinaryWarning\";\nvar EXPORT_BUTTON_IMAGE = \"$:/core/images/export-button\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditBinaryWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditBinaryWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditBinaryWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nEditBinaryWidget.prototype.execute = function() {\n\t// Get our parameters\n\tvar editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tvar tiddler = this.wiki.getTiddler(editTitle);\n\tvar type = tiddler.fields.type;\n\tvar text = tiddler.fields.text;\n\t// Transclude the binary data tiddler warning message\n\tvar warn = {\n\t\ttype: \"element\",\n\t\ttag: \"p\",\n\t\tchildren: [{\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: BINARY_WARNING_MESSAGE}\n\t\t\t}\n\t\t}]\n\t};\n\t// Create download link based on draft tiddler title\n\tvar link = {\n\t\ttype: \"element\",\n\t\ttag: \"a\",\n\t\tattributes: {\n\t\t\ttitle: {type: \"indirect\", textReference: \"!!draft.title\"},\n\t\t\tdownload: {type: \"indirect\", textReference: \"!!draft.title\"}\n\t\t},\n\t\tchildren: [{\n\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {type: \"string\", value: EXPORT_BUTTON_IMAGE}\n\t\t\t}\n\t\t}]\n\t};\n\t// Set the link href to internal data URI (no external)\n\tif(text) {\n\t\tlink.attributes.href = {\n\t\t\ttype: \"string\", \n\t\t\tvalue: \"data:\" + type + \";base64,\" + text\n\t\t};\n\t}\n\t// Combine warning message and download link in a div\n\tvar element = {\n\t\ttype: \"element\",\n\t\ttag: \"div\",\n\t\tattributes: {\n\t\t\tclass: {type: \"string\", value: \"tc-binary-warning\"}\n\t\t},\n\t\tchildren: [warn, link]\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets([element]);\n};\n\n/*\nRefresh by refreshing our child widget\n*/\nEditBinaryWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports[\"edit-binary\"] = EditBinaryWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-bitmap.js": {
"title": "$:/core/modules/widgets/edit-bitmap.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-bitmap.js\ntype: application/javascript\nmodule-type: widget\n\nEdit-bitmap widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n// Default image sizes\nvar DEFAULT_IMAGE_WIDTH = 600,\n\tDEFAULT_IMAGE_HEIGHT = 370,\n\tDEFAULT_IMAGE_TYPE = \"image/png\";\n\n// Configuration tiddlers\nvar LINE_WIDTH_TITLE = \"$:/config/BitmapEditor/LineWidth\",\n\tLINE_COLOUR_TITLE = \"$:/config/BitmapEditor/Colour\",\n\tLINE_OPACITY_TITLE = \"$:/config/BitmapEditor/Opacity\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditBitmapWidget = function(parseTreeNode,options) {\n\t// Initialise the editor operations if they've not been done already\n\tif(!this.editorOperations) {\n\t\tEditBitmapWidget.prototype.editorOperations = {};\n\t\t$tw.modules.applyMethods(\"bitmapeditoroperation\",this.editorOperations);\n\t}\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditBitmapWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditBitmapWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Create the wrapper for the toolbar and render its content\n\tthis.toolbarNode = this.document.createElement(\"div\");\n\tthis.toolbarNode.className = \"tc-editor-toolbar\";\n\tparent.insertBefore(this.toolbarNode,nextSibling);\n\tthis.domNodes.push(this.toolbarNode);\n\t// Create the on-screen canvas\n\tthis.canvasDomNode = $tw.utils.domMaker(\"canvas\",{\n\t\tdocument: this.document,\n\t\t\"class\":\"tc-edit-bitmapeditor\",\n\t\teventListeners: [{\n\t\t\tname: \"touchstart\", handlerObject: this, handlerMethod: \"handleTouchStartEvent\"\n\t\t},{\n\t\t\tname: \"touchmove\", handlerObject: this, handlerMethod: \"handleTouchMoveEvent\"\n\t\t},{\n\t\t\tname: \"touchend\", handlerObject: this, handlerMethod: \"handleTouchEndEvent\"\n\t\t},{\n\t\t\tname: \"mousedown\", handlerObject: this, handlerMethod: \"handleMouseDownEvent\"\n\t\t},{\n\t\t\tname: \"mousemove\", handlerObject: this, handlerMethod: \"handleMouseMoveEvent\"\n\t\t},{\n\t\t\tname: \"mouseup\", handlerObject: this, handlerMethod: \"handleMouseUpEvent\"\n\t\t}]\n\t});\n\t// Set the width and height variables\n\tthis.setVariable(\"tv-bitmap-editor-width\",this.canvasDomNode.width + \"px\");\n\tthis.setVariable(\"tv-bitmap-editor-height\",this.canvasDomNode.height + \"px\");\n\t// Render toolbar child widgets\n\tthis.renderChildren(this.toolbarNode,null);\n\t// // Insert the elements into the DOM\n\tparent.insertBefore(this.canvasDomNode,nextSibling);\n\tthis.domNodes.push(this.canvasDomNode);\n\t// Load the image into the canvas\n\tif($tw.browser) {\n\t\tthis.loadCanvas();\n\t}\n\t// Add widget message listeners\n\tthis.addEventListeners([\n\t\t{type: \"tm-edit-bitmap-operation\", handler: \"handleEditBitmapOperationMessage\"}\n\t]);\n};\n\n/*\nHandle an edit bitmap operation message from the toolbar\n*/\nEditBitmapWidget.prototype.handleEditBitmapOperationMessage = function(event) {\n\t// Invoke the handler\n\tvar handler = this.editorOperations[event.param];\n\tif(handler) {\n\t\thandler.call(this,event);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nEditBitmapWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nJust refresh the toolbar\n*/\nEditBitmapWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nSet the bitmap size variables and refresh the toolbar\n*/\nEditBitmapWidget.prototype.refreshToolbar = function() {\n\t// Set the width and height variables\n\tthis.setVariable(\"tv-bitmap-editor-width\",this.canvasDomNode.width + \"px\");\n\tthis.setVariable(\"tv-bitmap-editor-height\",this.canvasDomNode.height + \"px\");\n\t// Refresh each of our child widgets\n\t$tw.utils.each(this.children,function(childWidget) {\n\t\tchildWidget.refreshSelf();\n\t});\n};\n\nEditBitmapWidget.prototype.loadCanvas = function() {\n\tvar tiddler = this.wiki.getTiddler(this.editTitle),\n\t\tcurrImage = new Image();\n\t// Set up event handlers for loading the image\n\tvar self = this;\n\tcurrImage.onload = function() {\n\t\t// Copy the image to the on-screen canvas\n\t\tself.initCanvas(self.canvasDomNode,currImage.width,currImage.height,currImage);\n\t\t// And also copy the current bitmap to the off-screen canvas\n\t\tself.currCanvas = self.document.createElement(\"canvas\");\n\t\tself.initCanvas(self.currCanvas,currImage.width,currImage.height,currImage);\n\t\t// Set the width and height input boxes\n\t\tself.refreshToolbar();\n\t};\n\tcurrImage.onerror = function() {\n\t\t// Set the on-screen canvas size and clear it\n\t\tself.initCanvas(self.canvasDomNode,DEFAULT_IMAGE_WIDTH,DEFAULT_IMAGE_HEIGHT);\n\t\t// Set the off-screen canvas size and clear it\n\t\tself.currCanvas = self.document.createElement(\"canvas\");\n\t\tself.initCanvas(self.currCanvas,DEFAULT_IMAGE_WIDTH,DEFAULT_IMAGE_HEIGHT);\n\t\t// Set the width and height input boxes\n\t\tself.refreshToolbar();\n\t};\n\t// Get the current bitmap into an image object\n\tif(tiddler && tiddler.fields.type && tiddler.fields.text) {\n\t\tcurrImage.src = \"data:\" + tiddler.fields.type + \";base64,\" + tiddler.fields.text;\t\t\n\t} else {\n\t\tcurrImage.width = DEFAULT_IMAGE_WIDTH;\n\t\tcurrImage.height = DEFAULT_IMAGE_HEIGHT;\n\t\tcurrImage.onerror();\n\t}\n};\n\nEditBitmapWidget.prototype.initCanvas = function(canvas,width,height,image) {\n\tcanvas.width = width;\n\tcanvas.height = height;\n\tvar ctx = canvas.getContext(\"2d\");\n\tif(image) {\n\t\tctx.drawImage(image,0,0);\n\t} else {\n\t\tctx.fillStyle = \"#fff\";\n\t\tctx.fillRect(0,0,canvas.width,canvas.height);\n\t}\n};\n\n/*\n** Change the size of the canvas, preserving the current image\n*/\nEditBitmapWidget.prototype.changeCanvasSize = function(newWidth,newHeight) {\n\t// Create and size a new canvas\n\tvar newCanvas = this.document.createElement(\"canvas\");\n\tthis.initCanvas(newCanvas,newWidth,newHeight);\n\t// Copy the old image\n\tvar ctx = newCanvas.getContext(\"2d\");\n\tctx.drawImage(this.currCanvas,0,0);\n\t// Set the new canvas as the current one\n\tthis.currCanvas = newCanvas;\n\t// Set the size of the onscreen canvas\n\tthis.canvasDomNode.width = newWidth;\n\tthis.canvasDomNode.height = newHeight;\n\t// Paint the onscreen canvas with the offscreen canvas\n\tctx = this.canvasDomNode.getContext(\"2d\");\n\tctx.drawImage(this.currCanvas,0,0);\n};\n\n/*\n** Rotate the canvas left by 90 degrees\n*/\nEditBitmapWidget.prototype.rotateCanvasLeft = function() {\n\t// Get the current size of the image\n\tvar origWidth = this.currCanvas.width,\n\t\torigHeight = this.currCanvas.height;\n\t// Create and size a new canvas\n\tvar newCanvas = this.document.createElement(\"canvas\"),\n\t\tnewWidth = origHeight,\n\t\tnewHeight = origWidth;\n\tthis.initCanvas(newCanvas,newWidth,newHeight);\n\t// Copy the old image\n\tvar ctx = newCanvas.getContext(\"2d\");\n\tctx.save();\n\tctx.translate(newWidth / 2,newHeight / 2);\n\tctx.rotate(-Math.PI / 2);\n\tctx.drawImage(this.currCanvas,-origWidth / 2,-origHeight / 2);\n\tctx.restore();\n\t// Set the new canvas as the current one\n\tthis.currCanvas = newCanvas;\n\t// Set the size of the onscreen canvas\n\tthis.canvasDomNode.width = newWidth;\n\tthis.canvasDomNode.height = newHeight;\n\t// Paint the onscreen canvas with the offscreen canvas\n\tctx = this.canvasDomNode.getContext(\"2d\");\n\tctx.drawImage(this.currCanvas,0,0);\n};\n\nEditBitmapWidget.prototype.handleTouchStartEvent = function(event) {\n\tthis.brushDown = true;\n\tthis.strokeStart(event.touches[0].clientX,event.touches[0].clientY);\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleTouchMoveEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.strokeMove(event.touches[0].clientX,event.touches[0].clientY);\n\t}\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleTouchEndEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.brushDown = false;\n\t\tthis.strokeEnd();\n\t}\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleMouseDownEvent = function(event) {\n\tthis.strokeStart(event.clientX,event.clientY);\n\tthis.brushDown = true;\n\tevent.preventDefault();\n\tevent.stopPropagation();\n\treturn false;\n};\n\nEditBitmapWidget.prototype.handleMouseMoveEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.strokeMove(event.clientX,event.clientY);\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\treturn false;\n\t}\n\treturn true;\n};\n\nEditBitmapWidget.prototype.handleMouseUpEvent = function(event) {\n\tif(this.brushDown) {\n\t\tthis.brushDown = false;\n\t\tthis.strokeEnd();\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\treturn false;\n\t}\n\treturn true;\n};\n\nEditBitmapWidget.prototype.adjustCoordinates = function(x,y) {\n\tvar canvasRect = this.canvasDomNode.getBoundingClientRect(),\n\t\tscale = this.canvasDomNode.width/canvasRect.width;\n\treturn {x: (x - canvasRect.left) * scale, y: (y - canvasRect.top) * scale};\n};\n\nEditBitmapWidget.prototype.strokeStart = function(x,y) {\n\t// Start off a new stroke\n\tthis.stroke = [this.adjustCoordinates(x,y)];\n};\n\nEditBitmapWidget.prototype.strokeMove = function(x,y) {\n\tvar ctx = this.canvasDomNode.getContext(\"2d\"),\n\t\tt;\n\t// Add the new position to the end of the stroke\n\tthis.stroke.push(this.adjustCoordinates(x,y));\n\t// Redraw the previous image\n\tctx.drawImage(this.currCanvas,0,0);\n\t// Render the stroke\n\tctx.globalAlpha = parseFloat(this.wiki.getTiddlerText(LINE_OPACITY_TITLE,\"1.0\"));\n\tctx.strokeStyle = this.wiki.getTiddlerText(LINE_COLOUR_TITLE,\"#ff0\");\n\tctx.lineWidth = parseFloat(this.wiki.getTiddlerText(LINE_WIDTH_TITLE,\"3\"));\n\tctx.lineCap = \"round\";\n\tctx.lineJoin = \"round\";\n\tctx.beginPath();\n\tctx.moveTo(this.stroke[0].x,this.stroke[0].y);\n\tfor(t=1; t<this.stroke.length-1; t++) {\n\t\tvar s1 = this.stroke[t],\n\t\t\ts2 = this.stroke[t-1],\n\t\t\ttx = (s1.x + s2.x)/2,\n\t\t\tty = (s1.y + s2.y)/2;\n\t\tctx.quadraticCurveTo(s2.x,s2.y,tx,ty);\n\t}\n\tctx.stroke();\n};\n\nEditBitmapWidget.prototype.strokeEnd = function() {\n\t// Copy the bitmap to the off-screen canvas\n\tvar ctx = this.currCanvas.getContext(\"2d\");\n\tctx.drawImage(this.canvasDomNode,0,0);\n\t// Save the image into the tiddler\n\tthis.saveChanges();\n};\n\nEditBitmapWidget.prototype.saveChanges = function() {\n\tvar tiddler = this.wiki.getTiddler(this.editTitle) || new $tw.Tiddler({title: this.editTitle,type: DEFAULT_IMAGE_TYPE});\n\t// data URIs look like \"data:<type>;base64,<text>\"\n\tvar dataURL = this.canvasDomNode.toDataURL(tiddler.fields.type),\n\t\tposColon = dataURL.indexOf(\":\"),\n\t\tposSemiColon = dataURL.indexOf(\";\"),\n\t\tposComma = dataURL.indexOf(\",\"),\n\t\ttype = dataURL.substring(posColon+1,posSemiColon),\n\t\ttext = dataURL.substring(posComma+1);\n\tvar update = {type: type, text: text};\n\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getModificationFields(),tiddler,update,this.wiki.getCreationFields()));\n};\n\nexports[\"edit-bitmap\"] = EditBitmapWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-shortcut.js": {
"title": "$:/core/modules/widgets/edit-shortcut.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-shortcut.js\ntype: application/javascript\nmodule-type: widget\n\nWidget to display an editable keyboard shortcut\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditShortcutWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditShortcutWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditShortcutWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.inputNode = this.document.createElement(\"input\");\n\t// Assign classes\n\tif(this.shortcutClass) {\n\t\tthis.inputNode.className = this.shortcutClass;\t\t\n\t}\n\t// Assign other attributes\n\tif(this.shortcutStyle) {\n\t\tthis.inputNode.setAttribute(\"style\",this.shortcutStyle);\n\t}\n\tif(this.shortcutTooltip) {\n\t\tthis.inputNode.setAttribute(\"title\",this.shortcutTooltip);\n\t}\n\tif(this.shortcutPlaceholder) {\n\t\tthis.inputNode.setAttribute(\"placeholder\",this.shortcutPlaceholder);\n\t}\n\tif(this.shortcutAriaLabel) {\n\t\tthis.inputNode.setAttribute(\"aria-label\",this.shortcutAriaLabel);\n\t}\n\t// Assign the current shortcut\n\tthis.updateInputNode();\n\t// Add event handlers\n\t$tw.utils.addEventListeners(this.inputNode,[\n\t\t{name: \"keydown\", handlerObject: this, handlerMethod: \"handleKeydownEvent\"}\n\t]);\n\t// Link into the DOM\n\tparent.insertBefore(this.inputNode,nextSibling);\n\tthis.domNodes.push(this.inputNode);\n\t// Focus the input Node if focus === \"yes\" or focus === \"true\"\n\tif(this.shortcutFocus === \"yes\" || this.shortcutFocus === \"true\") {\n\t\tthis.focus();\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nEditShortcutWidget.prototype.execute = function() {\n\tthis.shortcutTiddler = this.getAttribute(\"tiddler\");\n\tthis.shortcutField = this.getAttribute(\"field\");\n\tthis.shortcutIndex = this.getAttribute(\"index\");\n\tthis.shortcutPlaceholder = this.getAttribute(\"placeholder\");\n\tthis.shortcutDefault = this.getAttribute(\"default\",\"\");\n\tthis.shortcutClass = this.getAttribute(\"class\");\n\tthis.shortcutStyle = this.getAttribute(\"style\");\n\tthis.shortcutTooltip = this.getAttribute(\"tooltip\");\n\tthis.shortcutAriaLabel = this.getAttribute(\"aria-label\");\n\tthis.shortcutFocus = this.getAttribute(\"focus\");\n};\n\n/*\nUpdate the value of the input node\n*/\nEditShortcutWidget.prototype.updateInputNode = function() {\n\tif(this.shortcutField) {\n\t\tvar tiddler = this.wiki.getTiddler(this.shortcutTiddler);\n\t\tif(tiddler && $tw.utils.hop(tiddler.fields,this.shortcutField)) {\n\t\t\tthis.inputNode.value = tiddler.getFieldString(this.shortcutField);\n\t\t} else {\n\t\t\tthis.inputNode.value = this.shortcutDefault;\n\t\t}\n\t} else if(this.shortcutIndex) {\n\t\tthis.inputNode.value = this.wiki.extractTiddlerDataItem(this.shortcutTiddler,this.shortcutIndex,this.shortcutDefault);\n\t} else {\n\t\tthis.inputNode.value = this.wiki.getTiddlerText(this.shortcutTiddler,this.shortcutDefault);\n\t}\n};\n\n/*\nHandle a dom \"keydown\" event\n*/\nEditShortcutWidget.prototype.handleKeydownEvent = function(event) {\n\t// Ignore shift, ctrl, meta, alt\n\tif(event.keyCode && $tw.keyboardManager.getModifierKeys().indexOf(event.keyCode) === -1) {\n\t\t// Get the shortcut text representation\n\t\tvar value = $tw.keyboardManager.getPrintableShortcuts([{\n\t\t\tctrlKey: event.ctrlKey,\n\t\t\tshiftKey: event.shiftKey,\n\t\t\taltKey: event.altKey,\n\t\t\tmetaKey: event.metaKey,\n\t\t\tkeyCode: event.keyCode\n\t\t}]);\n\t\tif(value.length > 0) {\n\t\t\tthis.wiki.setText(this.shortcutTiddler,this.shortcutField,this.shortcutIndex,value[0]);\n\t\t}\n\t\t// Ignore the keydown if it was already handled\n\t\tevent.preventDefault();\n\t\tevent.stopPropagation();\n\t\treturn true;\t\t\n\t} else {\n\t\treturn false;\n\t}\n};\n\n/*\nfocus the input node\n*/\nEditShortcutWidget.prototype.focus = function() {\n\tif(this.inputNode.focus && this.inputNode.select) {\n\t\tthis.inputNode.focus();\n\t\tthis.inputNode.select();\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget needed re-rendering\n*/\nEditShortcutWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes.placeholder || changedAttributes[\"default\"] || changedAttributes[\"class\"] || changedAttributes.style || changedAttributes.tooltip || changedAttributes[\"aria-label\"] || changedAttributes.focus) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else if(changedTiddlers[this.shortcutTiddler]) {\n\t\tthis.updateInputNode();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports[\"edit-shortcut\"] = EditShortcutWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit-text.js": {
"title": "$:/core/modules/widgets/edit-text.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit-text.js\ntype: application/javascript\nmodule-type: widget\n\nEdit-text widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar editTextWidgetFactory = require(\"$:/core/modules/editor/factory.js\").editTextWidgetFactory,\n\tFramedEngine = require(\"$:/core/modules/editor/engines/framed.js\").FramedEngine,\n\tSimpleEngine = require(\"$:/core/modules/editor/engines/simple.js\").SimpleEngine;\n\nexports[\"edit-text\"] = editTextWidgetFactory(FramedEngine,SimpleEngine);\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/edit.js": {
"title": "$:/core/modules/widgets/edit.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/edit.js\ntype: application/javascript\nmodule-type: widget\n\nEdit widget is a meta-widget chooses the appropriate actual editting widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EditWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEditWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEditWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n// Mappings from content type to editor type are stored in tiddlers with this prefix\nvar EDITOR_MAPPING_PREFIX = \"$:/config/EditorTypeMappings/\";\n\n/*\nCompute the internal state of the widget\n*/\nEditWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.editTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.editField = this.getAttribute(\"field\",\"text\");\n\tthis.editIndex = this.getAttribute(\"index\");\n\tthis.editClass = this.getAttribute(\"class\");\n\tthis.editPlaceholder = this.getAttribute(\"placeholder\");\n\tthis.editTabIndex = this.getAttribute(\"tabindex\");\n\tthis.editFocus = this.getAttribute(\"focus\",\"\");\n\t// Choose the appropriate edit widget\n\tthis.editorType = this.getEditorType();\n\t// Make the child widgets\n\tthis.makeChildWidgets([{\n\t\ttype: \"edit-\" + this.editorType,\n\t\tattributes: {\n\t\t\ttiddler: {type: \"string\", value: this.editTitle},\n\t\t\tfield: {type: \"string\", value: this.editField},\n\t\t\tindex: {type: \"string\", value: this.editIndex},\n\t\t\t\"class\": {type: \"string\", value: this.editClass},\n\t\t\t\"placeholder\": {type: \"string\", value: this.editPlaceholder},\n\t\t\t\"tabindex\": {type: \"string\", value: this.editTabIndex},\n\t\t\t\"focus\": {type: \"string\", value: this.editFocus}\n\t\t},\n\t\tchildren: this.parseTreeNode.children\n\t}]);\n};\n\nEditWidget.prototype.getEditorType = function() {\n\t// Get the content type of the thing we're editing\n\tvar type;\n\tif(this.editField === \"text\") {\n\t\tvar tiddler = this.wiki.getTiddler(this.editTitle);\n\t\tif(tiddler) {\n\t\t\ttype = tiddler.fields.type;\n\t\t}\n\t}\n\ttype = type || \"text/vnd.tiddlywiki\";\n\tvar editorType = this.wiki.getTiddlerText(EDITOR_MAPPING_PREFIX + type);\n\tif(!editorType) {\n\t\tvar typeInfo = $tw.config.contentTypeInfo[type];\n\t\tif(typeInfo && typeInfo.encoding === \"base64\") {\n\t\t\teditorType = \"binary\";\n\t\t} else {\n\t\t\teditorType = \"text\";\n\t\t}\n\t}\n\treturn editorType;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nEditWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\t// Refresh if an attribute has changed, or the type associated with the target tiddler has changed\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes.tabindex || (changedTiddlers[this.editTitle] && this.getEditorType() !== this.editorType)) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.edit = EditWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/element.js": {
"title": "$:/core/modules/widgets/element.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/element.js\ntype: application/javascript\nmodule-type: widget\n\nElement widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ElementWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nElementWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nElementWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Neuter blacklisted elements\n\tvar tag = this.parseTreeNode.tag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"safe-\" + tag;\n\t}\n\t// Adjust headings by the current base level\n\tvar headingLevel = [\"h1\",\"h2\",\"h3\",\"h4\",\"h5\",\"h6\"].indexOf(tag);\n\tif(headingLevel !== -1) {\n\t\tvar baseLevel = parseInt(this.getVariable(\"tv-adjust-heading-level\",\"0\"),10) || 0;\n\t\theadingLevel = Math.min(Math.max(headingLevel + 1 + baseLevel,1),6);\n\t\ttag = \"h\" + headingLevel;\n\t}\n\t// Create the DOM node\n\tvar domNode = this.document.createElementNS(this.namespace,tag);\n\tthis.assignAttributes(domNode,{excludeEventAttributes: true});\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nElementWidget.prototype.execute = function() {\n\t// Select the namespace for the tag\n\tvar tagNamespaces = {\n\t\t\tsvg: \"http://www.w3.org/2000/svg\",\n\t\t\tmath: \"http://www.w3.org/1998/Math/MathML\",\n\t\t\tbody: \"http://www.w3.org/1999/xhtml\"\n\t\t};\n\tthis.namespace = tagNamespaces[this.parseTreeNode.tag];\n\tif(this.namespace) {\n\t\tthis.setVariable(\"namespace\",this.namespace);\n\t} else {\n\t\tthis.namespace = this.getVariable(\"namespace\",{defaultValue: \"http://www.w3.org/1999/xhtml\"});\n\t}\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nElementWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes(),\n\t\thasChangedAttributes = $tw.utils.count(changedAttributes) > 0;\n\tif(hasChangedAttributes) {\n\t\t// Update our attributes\n\t\tthis.assignAttributes(this.domNodes[0],{excludeEventAttributes: true});\n\t}\n\treturn this.refreshChildren(changedTiddlers) || hasChangedAttributes;\n};\n\nexports.element = ElementWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/encrypt.js": {
"title": "$:/core/modules/widgets/encrypt.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/encrypt.js\ntype: application/javascript\nmodule-type: widget\n\nEncrypt widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EncryptWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEncryptWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEncryptWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar textNode = this.document.createTextNode(this.encryptedText);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nEncryptWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.filter = this.getAttribute(\"filter\",\"[!is[system]]\");\n\t// Encrypt the filtered tiddlers\n\tvar tiddlers = this.wiki.filterTiddlers(this.filter),\n\t\tjson = {},\n\t\tself = this;\n\t$tw.utils.each(tiddlers,function(title) {\n\t\tvar tiddler = self.wiki.getTiddler(title),\n\t\t\tjsonTiddler = {};\n\t\tfor(var f in tiddler.fields) {\n\t\t\tjsonTiddler[f] = tiddler.getFieldString(f);\n\t\t}\n\t\tjson[title] = jsonTiddler;\n\t});\n\tthis.encryptedText = $tw.utils.htmlEncode($tw.crypto.encrypt(JSON.stringify(json)));\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nEncryptWidget.prototype.refresh = function(changedTiddlers) {\n\t// We don't need to worry about refreshing because the encrypt widget isn't for interactive use\n\treturn false;\n};\n\nexports.encrypt = EncryptWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/entity.js": {
"title": "$:/core/modules/widgets/entity.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/entity.js\ntype: application/javascript\nmodule-type: widget\n\nHTML entity widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar EntityWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nEntityWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nEntityWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tvar entityString = this.getAttribute(\"entity\",this.parseTreeNode.entity || \"\"),\n\t\ttextNode = this.document.createTextNode($tw.utils.entityDecode(entityString));\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nEntityWidget.prototype.execute = function() {\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nEntityWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.entity) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports.entity = EntityWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/fieldmangler.js": {
"title": "$:/core/modules/widgets/fieldmangler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/fieldmangler.js\ntype: application/javascript\nmodule-type: widget\n\nField mangler widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar FieldManglerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.addEventListeners([\n\t\t{type: \"tm-remove-field\", handler: \"handleRemoveFieldEvent\"},\n\t\t{type: \"tm-add-field\", handler: \"handleAddFieldEvent\"},\n\t\t{type: \"tm-remove-tag\", handler: \"handleRemoveTagEvent\"},\n\t\t{type: \"tm-add-tag\", handler: \"handleAddTagEvent\"}\n\t]);\n};\n\n/*\nInherit from the base widget class\n*/\nFieldManglerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nFieldManglerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nFieldManglerWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.mangleTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nFieldManglerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nFieldManglerWidget.prototype.handleRemoveFieldEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\tdeletion = {};\n\tdeletion[event.param] = undefined;\n\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,deletion));\n\treturn true;\n};\n\nFieldManglerWidget.prototype.handleAddFieldEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\taddition = this.wiki.getModificationFields(),\n\t\thadInvalidFieldName = false,\n\t\taddField = function(name,value) {\n\t\t\tvar trimmedName = name.toLowerCase().trim();\n\t\t\tif(!$tw.utils.isValidFieldName(trimmedName)) {\n\t\t\t\tif(!hadInvalidFieldName) {\n\t\t\t\t\talert($tw.language.getString(\n\t\t\t\t\t\t\"InvalidFieldName\",\n\t\t\t\t\t\t{variables:\n\t\t\t\t\t\t\t{fieldName: trimmedName}\n\t\t\t\t\t\t}\n\t\t\t\t\t));\n\t\t\t\t\thadInvalidFieldName = true;\n\t\t\t\t\treturn;\n\t\t\t\t}\n\t\t\t} else {\n\t\t\t\tif(!value && tiddler) {\n\t\t\t\t\tvalue = tiddler.fields[trimmedName];\n\t\t\t\t}\n\t\t\t\taddition[trimmedName] = value || \"\";\n\t\t\t}\n\t\t\treturn;\n\t\t};\n\taddition.title = this.mangleTitle;\n\tif(typeof event.param === \"string\") {\n\t\taddField(event.param,\"\");\n\t}\n\tif(typeof event.paramObject === \"object\") {\n\t\tfor(var name in event.paramObject) {\n\t\t\taddField(name,event.paramObject[name]);\n\t\t}\n\t}\n\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,addition));\n\treturn true;\n};\n\nFieldManglerWidget.prototype.handleRemoveTagEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\tmodification = this.wiki.getModificationFields();\n\tif(tiddler && tiddler.fields.tags) {\n\t\tvar p = tiddler.fields.tags.indexOf(event.param);\n\t\tif(p !== -1) {\n\t\t\tmodification.tags = (tiddler.fields.tags || []).slice(0);\n\t\t\tmodification.tags.splice(p,1);\n\t\t\tif(modification.tags.length === 0) {\n\t\t\t\tmodification.tags = undefined;\n\t\t\t}\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,modification));\n\t\t}\n\t}\n\treturn true;\n};\n\nFieldManglerWidget.prototype.handleAddTagEvent = function(event) {\n\tvar tiddler = this.wiki.getTiddler(this.mangleTitle),\n\t\tmodification = this.wiki.getModificationFields();\n\tif(tiddler && typeof event.param === \"string\") {\n\t\tvar tag = event.param.trim();\n\t\tif(tag !== \"\") {\n\t\t\tmodification.tags = (tiddler.fields.tags || []).slice(0);\n\t\t\t$tw.utils.pushTop(modification.tags,tag);\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,modification));\t\t\t\n\t\t}\n\t} else if(typeof event.param === \"string\" && event.param.trim() !== \"\" && this.mangleTitle.trim() !== \"\") {\n\t\tvar tag = [];\n\t\ttag.push(event.param.trim());\n\t\tthis.wiki.addTiddler(new $tw.Tiddler({title: this.mangleTitle, tags: tag},modification));\n\t}\n\treturn true;\n};\n\nexports.fieldmangler = FieldManglerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/fields.js": {
"title": "$:/core/modules/widgets/fields.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/fields.js\ntype: application/javascript\nmodule-type: widget\n\nFields widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar FieldsWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nFieldsWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nFieldsWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar textNode = this.document.createTextNode(this.text);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nFieldsWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.tiddlerTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.template = this.getAttribute(\"template\");\n\tthis.sort = this.getAttribute(\"sort\",\"yes\") === \"yes\";\n\tthis.sortReverse = this.getAttribute(\"sortReverse\",\"no\") === \"yes\";\n\tthis.exclude = this.getAttribute(\"exclude\");\n\tthis.include = this.getAttribute(\"include\",null);\n\tthis.stripTitlePrefix = this.getAttribute(\"stripTitlePrefix\",\"no\") === \"yes\";\n\t// Get the value to display\n\tvar tiddler = this.wiki.getTiddler(this.tiddlerTitle);\n\n\t// Get the inclusion and exclusion list\n\tvar excludeArr = (this.exclude) ? this.exclude.split(\" \") : [\"text\"];\n\t// Include takes precedence\n\tvar includeArr = (this.include) ? this.include.split(\" \") : null;\n\n\t// Compose the template\n\tvar text = [];\n\tif(this.template && tiddler) {\n\t\tvar fields = [];\n\t\tif (includeArr) { // Include takes precedence\n\t\t\tfor(var i=0; i<includeArr.length; i++) {\n\t\t\t\tif(tiddler.fields[includeArr[i]]) {\n\t\t\t\t\tfields.push(includeArr[i]);\n\t\t\t\t}\n\t\t\t}\n\t\t} else {\n\t\t\tfor(var fieldName in tiddler.fields) {\n\t\t\t\tif(excludeArr.indexOf(fieldName) === -1) {\n\t\t\t\t\tfields.push(fieldName);\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t\tif (this.sort) fields.sort();\n\t\tif (this.sortReverse) fields.reverse();\n\t\tfor(var f=0, fmax=fields.length; f<fmax; f++) {\n\t\t\tfieldName = fields[f];\n\t\t\tvar row = this.template,\n\t\t\t\tvalue = tiddler.getFieldString(fieldName);\n\t\t\tif(this.stripTitlePrefix && fieldName === \"title\") {\n\t\t\t\tvar reStrip = /^\\{[^\\}]+\\}(.+)/mg,\n\t\t\t\t\treMatch = reStrip.exec(value);\n\t\t\t\tif(reMatch) {\n\t\t\t\t\tvalue = reMatch[1];\n\t\t\t\t}\n\t\t\t}\n\t\t\trow = $tw.utils.replaceString(row,\"$name$\",fieldName);\n\t\t\trow = $tw.utils.replaceString(row,\"$value$\",value);\n\t\t\trow = $tw.utils.replaceString(row,\"$encoded_value$\",$tw.utils.htmlEncode(value));\n\t\t\ttext.push(row);\n\t\t}\n\t}\n\tthis.text = text.join(\"\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nFieldsWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif( changedAttributes.tiddler || changedAttributes.template || changedAttributes.exclude ||\n\t\tchangedAttributes.include || changedAttributes.sort || changedAttributes.sortReverse ||\n\t\tchangedTiddlers[this.tiddlerTitle] || changedAttributes.stripTitlePrefix) {\n\t\t\tthis.refreshSelf();\n\t\t\treturn true;\n\t} else {\n\t\treturn false;\n\t}\n};\n\nexports.fields = FieldsWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/image.js": {
"title": "$:/core/modules/widgets/image.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/image.js\ntype: application/javascript\nmodule-type: widget\n\nThe image widget displays an image referenced with an external URI or with a local tiddler title.\n\n```\n<$image src=\"TiddlerTitle\" width=\"320\" height=\"400\" class=\"classnames\">\n```\n\nThe image source can be the title of an existing tiddler or the URL of an external image.\n\nExternal images always generate an HTML `<img>` tag.\n\nTiddlers that have a _canonical_uri field generate an HTML `<img>` tag with the src attribute containing the URI.\n\nTiddlers that contain image data generate an HTML `<img>` tag with the src attribute containing a base64 representation of the image.\n\nTiddlers that contain wikitext could be rendered to a DIV of the usual size of a tiddler, and then transformed to the size requested.\n\nThe width and height attributes are interpreted as a number of pixels, and do not need to include the \"px\" suffix.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ImageWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nImageWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nImageWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create element\n\t// Determine what type of image it is\n\tvar tag = \"img\", src = \"\",\n\t\ttiddler = this.wiki.getTiddler(this.imageSource);\n\tif(!tiddler) {\n\t\t// The source isn't the title of a tiddler, so we'll assume it's a URL\n\t\tsrc = this.getVariable(\"tv-get-export-image-link\",{params: [{name: \"src\",value: this.imageSource}],defaultValue: this.imageSource});\n\t} else {\n\t\t// Check if it is an image tiddler\n\t\tif(this.wiki.isImageTiddler(this.imageSource)) {\n\t\t\tvar type = tiddler.fields.type,\n\t\t\t\ttext = tiddler.fields.text,\n\t\t\t\t_canonical_uri = tiddler.fields._canonical_uri;\n\t\t\t// If the tiddler has body text then it doesn't need to be lazily loaded\n\t\t\tif(text) {\n\t\t\t\t// Render the appropriate element for the image type\n\t\t\t\tswitch(type) {\n\t\t\t\t\tcase \"application/pdf\":\n\t\t\t\t\t\ttag = \"embed\";\n\t\t\t\t\t\tsrc = \"data:application/pdf;base64,\" + text;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tcase \"image/svg+xml\":\n\t\t\t\t\t\tsrc = \"data:image/svg+xml,\" + encodeURIComponent(text);\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tdefault:\n\t\t\t\t\t\tsrc = \"data:\" + type + \";base64,\" + text;\n\t\t\t\t\t\tbreak;\n\t\t\t\t}\n\t\t\t} else if(_canonical_uri) {\n\t\t\t\tswitch(type) {\n\t\t\t\t\tcase \"application/pdf\":\n\t\t\t\t\t\ttag = \"embed\";\n\t\t\t\t\t\tsrc = _canonical_uri;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tcase \"image/svg+xml\":\n\t\t\t\t\t\tsrc = _canonical_uri;\n\t\t\t\t\t\tbreak;\n\t\t\t\t\tdefault:\n\t\t\t\t\t\tsrc = _canonical_uri;\n\t\t\t\t\t\tbreak;\n\t\t\t\t}\t\n\t\t\t} else {\n\t\t\t\t// Just trigger loading of the tiddler\n\t\t\t\tthis.wiki.getTiddlerText(this.imageSource);\n\t\t\t}\n\t\t}\n\t}\n\t// Create the element and assign the attributes\n\tvar domNode = this.document.createElement(tag);\n\tdomNode.setAttribute(\"src\",src);\n\tif(this.imageClass) {\n\t\tdomNode.setAttribute(\"class\",this.imageClass);\t\t\n\t}\n\tif(this.imageWidth) {\n\t\tdomNode.setAttribute(\"width\",this.imageWidth);\n\t}\n\tif(this.imageHeight) {\n\t\tdomNode.setAttribute(\"height\",this.imageHeight);\n\t}\n\tif(this.imageTooltip) {\n\t\tdomNode.setAttribute(\"title\",this.imageTooltip);\t\t\n\t}\n\tif(this.imageAlt) {\n\t\tdomNode.setAttribute(\"alt\",this.imageAlt);\t\t\n\t}\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.domNodes.push(domNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nImageWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.imageSource = this.getAttribute(\"source\");\n\tthis.imageWidth = this.getAttribute(\"width\");\n\tthis.imageHeight = this.getAttribute(\"height\");\n\tthis.imageClass = this.getAttribute(\"class\");\n\tthis.imageTooltip = this.getAttribute(\"tooltip\");\n\tthis.imageAlt = this.getAttribute(\"alt\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nImageWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.source || changedAttributes.width || changedAttributes.height || changedAttributes[\"class\"] || changedAttributes.tooltip || changedTiddlers[this.imageSource]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\t\n\t}\n};\n\nexports.image = ImageWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/importvariables.js": {
"title": "$:/core/modules/widgets/importvariables.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/importvariables.js\ntype: application/javascript\nmodule-type: widget\n\nImport variable definitions from other tiddlers\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ImportVariablesWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nImportVariablesWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nImportVariablesWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nImportVariablesWidget.prototype.execute = function(tiddlerList) {\n\tvar widgetPointer = this;\n\t// Get our parameters\n\tthis.filter = this.getAttribute(\"filter\");\n\t// Compute the filter\n\tthis.tiddlerList = tiddlerList || this.wiki.filterTiddlers(this.filter,this);\n\t// Accumulate the <$set> widgets from each tiddler\n\t$tw.utils.each(this.tiddlerList,function(title) {\n\t\tvar parser = widgetPointer.wiki.parseTiddler(title);\n\t\tif(parser) {\n\t\t\tvar parseTreeNode = parser.tree[0];\n\t\t\twhile(parseTreeNode && parseTreeNode.type === \"set\") {\n\t\t\t\tvar node = {\n\t\t\t\t\ttype: \"set\",\n\t\t\t\t\tattributes: parseTreeNode.attributes,\n\t\t\t\t\tparams: parseTreeNode.params,\n\t\t\t\t\tisMacroDefinition: parseTreeNode.isMacroDefinition\n\t\t\t\t};\n\t\t\t\tif (parseTreeNode.isMacroDefinition) {\n\t\t\t\t\t// Macro definitions can be folded into\n\t\t\t\t\t// current widget instead of adding\n\t\t\t\t\t// another link to the chain.\n\t\t\t\t\tvar widget = widgetPointer.makeChildWidget(node);\n\t\t\t\t\twidget.computeAttributes();\n\t\t\t\t\twidget.execute();\n\t\t\t\t\t// We SHALLOW copy over all variables\n\t\t\t\t\t// in widget. We can't use\n\t\t\t\t\t// $tw.utils.assign, because that copies\n\t\t\t\t\t// up the prototype chain, which we\n\t\t\t\t\t// don't want.\n\t\t\t\t\t$tw.utils.each(Object.keys(widget.variables), function(key) {\n\t\t\t\t\t\twidgetPointer.variables[key] = widget.variables[key];\n\t\t\t\t\t});\n\t\t\t\t} else {\n\t\t\t\t\twidgetPointer.makeChildWidgets([node]);\n\t\t\t\t\twidgetPointer = widgetPointer.children[0];\n\t\t\t\t}\n\t\t\t\tparseTreeNode = parseTreeNode.children && parseTreeNode.children[0];\n\t\t\t}\n\t\t} \n\t});\n\n\tif (widgetPointer != this) {\n\t\twidgetPointer.parseTreeNode.children = this.parseTreeNode.children;\n\t} else {\n\t\twidgetPointer.makeChildWidgets();\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nImportVariablesWidget.prototype.refresh = function(changedTiddlers) {\n\t// Recompute our attributes and the filter list\n\tvar changedAttributes = this.computeAttributes(),\n\t\ttiddlerList = this.wiki.filterTiddlers(this.getAttribute(\"filter\"),this);\n\t// Refresh if the filter has changed, or the list of tiddlers has changed, or any of the tiddlers in the list has changed\n\tfunction haveListedTiddlersChanged() {\n\t\tvar changed = false;\n\t\ttiddlerList.forEach(function(title) {\n\t\t\tif(changedTiddlers[title]) {\n\t\t\t\tchanged = true;\n\t\t\t}\n\t\t});\n\t\treturn changed;\n\t}\n\tif(changedAttributes.filter || !$tw.utils.isArrayEqual(this.tiddlerList,tiddlerList) || haveListedTiddlersChanged()) {\n\t\t// Compute the filter\n\t\tthis.removeChildDomNodes();\n\t\tthis.execute(tiddlerList);\n\t\tthis.renderChildren(this.parentDomNode,this.findNextSiblingDomNode());\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nexports.importvariables = ImportVariablesWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/keyboard.js": {
"title": "$:/core/modules/widgets/keyboard.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/keyboard.js\ntype: application/javascript\nmodule-type: widget\n\nKeyboard shortcut widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar KeyboardWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nKeyboardWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nKeyboardWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar tag = this.parseTreeNode.isBlock ? \"div\" : \"span\";\n\tif(this.tag && $tw.config.htmlUnsafeElements.indexOf(this.tag) === -1) {\n\t\ttag = this.tag;\n\t}\n\t// Create element\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = (this[\"class\"] || \"\").split(\" \");\n\tclasses.push(\"tc-keyboard\");\n\tdomNode.className = classes.join(\" \");\n\t// Add a keyboard event handler\n\tdomNode.addEventListener(\"keydown\",function (event) {\n\t\tif($tw.keyboardManager.checkKeyDescriptors(event,self.keyInfoArray)) {\n\t\t\tself.invokeActions(self,event);\n\t\t\tif(self.actions) {\n\t\t\t\tself.invokeActionString(self.actions,self,event);\n\t\t\t}\n\t\t\tself.dispatchMessage(event);\n\t\t\tevent.preventDefault();\n\t\t\tevent.stopPropagation();\n\t\t\treturn true;\n\t\t}\n\t\treturn false;\n\t},false);\n\t// Insert element\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\nKeyboardWidget.prototype.dispatchMessage = function(event) {\n\tthis.dispatchEvent({type: this.message, param: this.param, tiddlerTitle: this.getVariable(\"currentTiddler\")});\n};\n\n/*\nCompute the internal state of the widget\n*/\nKeyboardWidget.prototype.execute = function() {\n\tvar self = this;\n\t// Get attributes\n\tthis.actions = this.getAttribute(\"actions\",\"\");\n\tthis.message = this.getAttribute(\"message\",\"\");\n\tthis.param = this.getAttribute(\"param\",\"\");\n\tthis.key = this.getAttribute(\"key\",\"\");\n\tthis.tag = this.getAttribute(\"tag\",\"\");\n\tthis.keyInfoArray = $tw.keyboardManager.parseKeyDescriptors(this.key);\n\tthis[\"class\"] = this.getAttribute(\"class\",\"\");\n\tif(this.key.substr(0,2) === \"((\" && this.key.substr(-2,2) === \"))\") {\n\t\tthis.shortcutTiddlers = [];\n\t\tvar name = this.key.substring(2,this.key.length -2);\n\t\t$tw.utils.each($tw.keyboardManager.lookupNames,function(platformDescriptor) {\n\t\t\tself.shortcutTiddlers.push(\"$:/config/\" + platformDescriptor + \"/\" + name);\n\t\t});\n\t}\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nKeyboardWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.message || changedAttributes.param || changedAttributes.key || changedAttributes[\"class\"] || changedAttributes.tag) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\t// Update the keyInfoArray if one of its shortcut-config-tiddlers has changed\n\tif(this.shortcutTiddlers && $tw.utils.hopArray(changedTiddlers,this.shortcutTiddlers)) {\n\t\tthis.keyInfoArray = $tw.keyboardManager.parseKeyDescriptors(this.key);\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.keyboard = KeyboardWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/link.js": {
"title": "$:/core/modules/widgets/link.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/link.js\ntype: application/javascript\nmodule-type: widget\n\nLink widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar LinkWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nLinkWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nLinkWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Get the value of the tv-wikilinks configuration macro\n\tvar wikiLinksMacro = this.getVariable(\"tv-wikilinks\"),\n\t\tuseWikiLinks = wikiLinksMacro ? (wikiLinksMacro.trim() !== \"no\") : true,\n\t\tmissingLinksEnabled = !(this.hideMissingLinks && this.isMissing && !this.isShadow);\n\t// Render the link if required\n\tif(useWikiLinks && missingLinksEnabled) {\n\t\tthis.renderLink(parent,nextSibling);\n\t} else {\n\t\t// Just insert the link text\n\t\tvar domNode = this.document.createElement(\"span\");\n\t\tparent.insertBefore(domNode,nextSibling);\n\t\tthis.renderChildren(domNode,null);\n\t\tthis.domNodes.push(domNode);\n\t}\n};\n\n/*\nRender this widget into the DOM\n*/\nLinkWidget.prototype.renderLink = function(parent,nextSibling) {\n\tvar self = this;\n\t// Sanitise the specified tag\n\tvar tag = this.linkTag;\n\tif($tw.config.htmlUnsafeElements.indexOf(tag) !== -1) {\n\t\ttag = \"a\";\n\t}\n\t// Create our element\n\tvar domNode = this.document.createElement(tag);\n\t// Assign classes\n\tvar classes = [];\n\tif(this.overrideClasses === undefined) {\n\t\tclasses.push(\"tc-tiddlylink\");\n\t\tif(this.isShadow) {\n\t\t\tclasses.push(\"tc-tiddlylink-shadow\");\n\t\t}\n\t\tif(this.isMissing && !this.isShadow) {\n\t\t\tclasses.push(\"tc-tiddlylink-missing\");\n\t\t} else {\n\t\t\tif(!this.isMissing) {\n\t\t\t\tclasses.push(\"tc-tiddlylink-resolves\");\n\t\t\t}\n\t\t}\n\t\tif(this.linkClasses) {\n\t\t\tclasses.push(this.linkClasses);\t\t\t\n\t\t}\n\t} else if(this.overrideClasses !== \"\") {\n\t\tclasses.push(this.overrideClasses)\n\t}\n\tif(classes.length > 0) {\n\t\tdomNode.setAttribute(\"class\",classes.join(\" \"));\n\t}\n\t// Set an href\n\tvar wikilinkTransformFilter = this.getVariable(\"tv-filter-export-link\"),\n\t\twikiLinkText;\n\tif(wikilinkTransformFilter) {\n\t\t// Use the filter to construct the href\n\t\twikiLinkText = this.wiki.filterTiddlers(wikilinkTransformFilter,this,function(iterator) {\n\t\t\titerator(self.wiki.getTiddler(self.to),self.to)\n\t\t})[0];\n\t} else {\n\t\t// Expand the tv-wikilink-template variable to construct the href\n\t\tvar wikiLinkTemplateMacro = this.getVariable(\"tv-wikilink-template\"),\n\t\t\twikiLinkTemplate = wikiLinkTemplateMacro ? wikiLinkTemplateMacro.trim() : \"#$uri_encoded$\";\n\t\twikiLinkText = $tw.utils.replaceString(wikiLinkTemplate,\"$uri_encoded$\",encodeURIComponent(this.to));\n\t\twikiLinkText = $tw.utils.replaceString(wikiLinkText,\"$uri_doubleencoded$\",encodeURIComponent(encodeURIComponent(this.to)));\n\t}\n\t// Override with the value of tv-get-export-link if defined\n\twikiLinkText = this.getVariable(\"tv-get-export-link\",{params: [{name: \"to\",value: this.to}],defaultValue: wikiLinkText});\n\tif(tag === \"a\") {\n\t\tdomNode.setAttribute(\"href\",wikiLinkText);\n\t}\n\t// Set the tabindex\n\tif(this.tabIndex) {\n\t\tdomNode.setAttribute(\"tabindex\",this.tabIndex);\n\t}\n\t// Set the tooltip\n\t// HACK: Performance issues with re-parsing the tooltip prevent us defaulting the tooltip to \"<$transclude field='tooltip'><$transclude field='title'/></$transclude>\"\n\tvar tooltipWikiText = this.tooltip || this.getVariable(\"tv-wikilink-tooltip\");\n\tif(tooltipWikiText) {\n\t\tvar tooltipText = this.wiki.renderText(\"text/plain\",\"text/vnd.tiddlywiki\",tooltipWikiText,{\n\t\t\t\tparseAsInline: true,\n\t\t\t\tvariables: {\n\t\t\t\t\tcurrentTiddler: this.to\n\t\t\t\t},\n\t\t\t\tparentWidget: this\n\t\t\t});\n\t\tdomNode.setAttribute(\"title\",tooltipText);\n\t}\n\tif(this[\"aria-label\"]) {\n\t\tdomNode.setAttribute(\"aria-label\",this[\"aria-label\"]);\n\t}\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"click\", handlerObject: this, handlerMethod: \"handleClickEvent\"},\n\t]);\n\t// Make the link draggable if required\n\tif(this.draggable === \"yes\") {\n\t\t$tw.utils.makeDraggable({\n\t\t\tdomNode: domNode,\n\t\t\tdragTiddlerFn: function() {return self.to;},\n\t\t\twidget: this\n\t\t});\n\t}\n\t// Insert the link into the DOM and render any children\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\nLinkWidget.prototype.handleClickEvent = function(event) {\n\t// Send the click on its way as a navigate event\n\tvar bounds = this.domNodes[0].getBoundingClientRect();\n\tthis.dispatchEvent({\n\t\ttype: \"tm-navigate\",\n\t\tnavigateTo: this.to,\n\t\tnavigateFromTitle: this.getVariable(\"storyTiddler\"),\n\t\tnavigateFromNode: this,\n\t\tnavigateFromClientRect: { top: bounds.top, left: bounds.left, width: bounds.width, right: bounds.right, bottom: bounds.bottom, height: bounds.height\n\t\t},\n\t\tnavigateSuppressNavigation: event.metaKey || event.ctrlKey || (event.button === 1),\n\t\tmetaKey: event.metaKey,\n\t\tctrlKey: event.ctrlKey,\n\t\taltKey: event.altKey,\n\t\tshiftKey: event.shiftKey\n\t});\n\tif(this.domNodes[0].hasAttribute(\"href\")) {\n\t\tevent.preventDefault();\n\t}\n\tevent.stopPropagation();\n\treturn false;\n};\n\n/*\nCompute the internal state of the widget\n*/\nLinkWidget.prototype.execute = function() {\n\t// Pick up our attributes\n\tthis.to = this.getAttribute(\"to\",this.getVariable(\"currentTiddler\"));\n\tthis.tooltip = this.getAttribute(\"tooltip\");\n\tthis[\"aria-label\"] = this.getAttribute(\"aria-label\");\n\tthis.linkClasses = this.getAttribute(\"class\");\n\tthis.overrideClasses = this.getAttribute(\"overrideClass\");\n\tthis.tabIndex = this.getAttribute(\"tabindex\");\n\tthis.draggable = this.getAttribute(\"draggable\",\"yes\");\n\tthis.linkTag = this.getAttribute(\"tag\",\"a\");\n\t// Determine the link characteristics\n\tthis.isMissing = !this.wiki.tiddlerExists(this.to);\n\tthis.isShadow = this.wiki.isShadowTiddler(this.to);\n\tthis.hideMissingLinks = (this.getVariable(\"tv-show-missing-links\") || \"yes\") === \"no\";\n\t// Make the child widgets\n\tvar templateTree;\n\tif(this.parseTreeNode.children && this.parseTreeNode.children.length > 0) {\n\t\ttemplateTree = this.parseTreeNode.children;\n\t} else {\n\t\t// Default template is a link to the title\n\t\ttemplateTree = [{type: \"text\", text: this.to}];\n\t}\n\tthis.makeChildWidgets(templateTree);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nLinkWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.to || changedTiddlers[this.to] || changedAttributes[\"aria-label\"] || changedAttributes.tooltip) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.link = LinkWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/linkcatcher.js": {
"title": "$:/core/modules/widgets/linkcatcher.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/linkcatcher.js\ntype: application/javascript\nmodule-type: widget\n\nLinkcatcher widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar LinkCatcherWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.addEventListeners([\n\t\t{type: \"tm-navigate\", handler: \"handleNavigateEvent\"}\n\t]);\n};\n\n/*\nInherit from the base widget class\n*/\nLinkCatcherWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nLinkCatcherWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nLinkCatcherWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.catchTo = this.getAttribute(\"to\");\n\tthis.catchMessage = this.getAttribute(\"message\");\n\tthis.catchSet = this.getAttribute(\"set\");\n\tthis.catchSetTo = this.getAttribute(\"setTo\");\n\tthis.catchActions = this.getAttribute(\"actions\");\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n\t// When executing actions we avoid trapping navigate events, so that we don't trigger ourselves recursively\n\tthis.executingActions = false;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nLinkCatcherWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.to || changedAttributes.message || changedAttributes.set || changedAttributes.setTo) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\n/*\nHandle a tm-navigate event\n*/\nLinkCatcherWidget.prototype.handleNavigateEvent = function(event) {\n\tif(!this.executingActions) {\n\t\t// Execute the actions\n\t\tif(this.catchTo) {\n\t\t\tthis.wiki.setTextReference(this.catchTo,event.navigateTo,this.getVariable(\"currentTiddler\"));\n\t\t}\n\t\tif(this.catchMessage && this.parentWidget) {\n\t\t\tthis.parentWidget.dispatchEvent({\n\t\t\t\ttype: this.catchMessage,\n\t\t\t\tparam: event.navigateTo,\n\t\t\t\tnavigateTo: event.navigateTo\n\t\t\t});\n\t\t}\n\t\tif(this.catchSet) {\n\t\t\tvar tiddler = this.wiki.getTiddler(this.catchSet);\n\t\t\tthis.wiki.addTiddler(new $tw.Tiddler(tiddler,{title: this.catchSet, text: this.catchSetTo}));\n\t\t}\n\t\tif(this.catchActions) {\n\t\t\tthis.executingActions = true;\n\t\t\tthis.invokeActionString(this.catchActions,this,event,{navigateTo: event.navigateTo});\n\t\t\tthis.executingActions = false;\n\t\t}\n\t} else {\n\t\t// This is a navigate event generated by the actions of this linkcatcher, so we don't trap it again, but just pass it to the parent\n\t\tthis.parentWidget.dispatchEvent({\n\t\t\ttype: \"tm-navigate\",\n\t\t\tparam: event.navigateTo,\n\t\t\tnavigateTo: event.navigateTo\n\t\t});\n\t}\n\treturn false;\n};\n\nexports.linkcatcher = LinkCatcherWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/list.js": {
"title": "$:/core/modules/widgets/list.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/list.js\ntype: application/javascript\nmodule-type: widget\n\nList and list item widgets\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\n/*\nThe list widget creates list element sub-widgets that reach back into the list widget for their configuration\n*/\n\nvar ListWidget = function(parseTreeNode,options) {\n\t// Initialise the storyviews if they've not been done already\n\tif(!this.storyViews) {\n\t\tListWidget.prototype.storyViews = {};\n\t\t$tw.modules.applyMethods(\"storyview\",this.storyViews);\n\t}\n\t// Main initialisation inherited from widget.js\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nListWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nListWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n\t// Construct the storyview\n\tvar StoryView = this.storyViews[this.storyViewName];\n\tif(this.storyViewName && !StoryView) {\n\t\tStoryView = this.storyViews[\"classic\"];\n\t}\n\tif(StoryView && !this.document.isTiddlyWikiFakeDom) {\n\t\tthis.storyview = new StoryView(this);\n\t} else {\n\t\tthis.storyview = null;\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nListWidget.prototype.execute = function() {\n\t// Get our attributes\n\tthis.template = this.getAttribute(\"template\");\n\tthis.editTemplate = this.getAttribute(\"editTemplate\");\n\tthis.variableName = this.getAttribute(\"variable\",\"currentTiddler\");\n\tthis.storyViewName = this.getAttribute(\"storyview\");\n\tthis.historyTitle = this.getAttribute(\"history\");\n\t// Compose the list elements\n\tthis.list = this.getTiddlerList();\n\tvar members = [],\n\t\tself = this;\n\t// Check for an empty list\n\tif(this.list.length === 0) {\n\t\tmembers = this.getEmptyMessage();\n\t} else {\n\t\t$tw.utils.each(this.list,function(title,index) {\n\t\t\tmembers.push(self.makeItemTemplate(title));\n\t\t});\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets(members);\n\t// Clear the last history\n\tthis.history = [];\n};\n\nListWidget.prototype.getTiddlerList = function() {\n\tvar defaultFilter = \"[!is[system]sort[title]]\";\n\treturn this.wiki.filterTiddlers(this.getAttribute(\"filter\",defaultFilter),this);\n};\n\nListWidget.prototype.getEmptyMessage = function() {\n\tvar emptyMessage = this.getAttribute(\"emptyMessage\",\"\"),\n\t\tparser = this.wiki.parseText(\"text/vnd.tiddlywiki\",emptyMessage,{parseAsInline: true});\n\tif(parser) {\n\t\treturn parser.tree;\n\t} else {\n\t\treturn [];\n\t}\n};\n\n/*\nCompose the template for a list item\n*/\nListWidget.prototype.makeItemTemplate = function(title) {\n\t// Check if the tiddler is a draft\n\tvar tiddler = this.wiki.getTiddler(title),\n\t\tisDraft = tiddler && tiddler.hasField(\"draft.of\"),\n\t\ttemplate = this.template,\n\t\ttemplateTree;\n\tif(isDraft && this.editTemplate) {\n\t\ttemplate = this.editTemplate;\n\t}\n\t// Compose the transclusion of the template\n\tif(template) {\n\t\ttemplateTree = [{type: \"transclude\", attributes: {tiddler: {type: \"string\", value: template}}}];\n\t} else {\n\t\tif(this.parseTreeNode.children && this.parseTreeNode.children.length > 0) {\n\t\t\ttemplateTree = this.parseTreeNode.children;\n\t\t} else {\n\t\t\t// Default template is a link to the title\n\t\t\ttemplateTree = [{type: \"element\", tag: this.parseTreeNode.isBlock ? \"div\" : \"span\", children: [{type: \"link\", attributes: {to: {type: \"string\", value: title}}, children: [\n\t\t\t\t\t{type: \"text\", text: title}\n\t\t\t]}]}];\n\t\t}\n\t}\n\t// Return the list item\n\treturn {type: \"listitem\", itemTitle: title, variableName: this.variableName, children: templateTree};\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nListWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes(),\n\t\tresult;\n\t// Call the storyview\n\tif(this.storyview && this.storyview.refreshStart) {\n\t\tthis.storyview.refreshStart(changedTiddlers,changedAttributes);\n\t}\n\t// Completely refresh if any of our attributes have changed\n\tif(changedAttributes.filter || changedAttributes.template || changedAttributes.editTemplate || changedAttributes.emptyMessage || changedAttributes.storyview || changedAttributes.history) {\n\t\tthis.refreshSelf();\n\t\tresult = true;\n\t} else {\n\t\t// Handle any changes to the list\n\t\tresult = this.handleListChanges(changedTiddlers);\n\t\t// Handle any changes to the history stack\n\t\tif(this.historyTitle && changedTiddlers[this.historyTitle]) {\n\t\t\tthis.handleHistoryChanges();\n\t\t}\n\t}\n\t// Call the storyview\n\tif(this.storyview && this.storyview.refreshEnd) {\n\t\tthis.storyview.refreshEnd(changedTiddlers,changedAttributes);\n\t}\n\treturn result;\n};\n\n/*\nHandle any changes to the history list\n*/\nListWidget.prototype.handleHistoryChanges = function() {\n\t// Get the history data\n\tvar newHistory = this.wiki.getTiddlerDataCached(this.historyTitle,[]);\n\t// Ignore any entries of the history that match the previous history\n\tvar entry = 0;\n\twhile(entry < newHistory.length && entry < this.history.length && newHistory[entry].title === this.history[entry].title) {\n\t\tentry++;\n\t}\n\t// Navigate forwards to each of the new tiddlers\n\twhile(entry < newHistory.length) {\n\t\tif(this.storyview && this.storyview.navigateTo) {\n\t\t\tthis.storyview.navigateTo(newHistory[entry]);\n\t\t}\n\t\tentry++;\n\t}\n\t// Update the history\n\tthis.history = newHistory;\n};\n\n/*\nProcess any changes to the list\n*/\nListWidget.prototype.handleListChanges = function(changedTiddlers) {\n\t// Get the new list\n\tvar prevList = this.list;\n\tthis.list = this.getTiddlerList();\n\t// Check for an empty list\n\tif(this.list.length === 0) {\n\t\t// Check if it was empty before\n\t\tif(prevList.length === 0) {\n\t\t\t// If so, just refresh the empty message\n\t\t\treturn this.refreshChildren(changedTiddlers);\n\t\t} else {\n\t\t\t// Replace the previous content with the empty message\n\t\t\tfor(t=this.children.length-1; t>=0; t--) {\n\t\t\t\tthis.removeListItem(t);\n\t\t\t}\n\t\t\tvar nextSibling = this.findNextSiblingDomNode();\n\t\t\tthis.makeChildWidgets(this.getEmptyMessage());\n\t\t\tthis.renderChildren(this.parentDomNode,nextSibling);\n\t\t\treturn true;\n\t\t}\n\t} else {\n\t\t// If the list was empty then we need to remove the empty message\n\t\tif(prevList.length === 0) {\n\t\t\tthis.removeChildDomNodes();\n\t\t\tthis.children = [];\n\t\t}\n\t\t// Cycle through the list, inserting and removing list items as needed\n\t\tvar hasRefreshed = false;\n\t\tfor(var t=0; t<this.list.length; t++) {\n\t\t\tvar index = this.findListItem(t,this.list[t]);\n\t\t\tif(index === undefined) {\n\t\t\t\t// The list item must be inserted\n\t\t\t\tthis.insertListItem(t,this.list[t]);\n\t\t\t\thasRefreshed = true;\n\t\t\t} else {\n\t\t\t\t// There are intervening list items that must be removed\n\t\t\t\tfor(var n=index-1; n>=t; n--) {\n\t\t\t\t\tthis.removeListItem(n);\n\t\t\t\t\thasRefreshed = true;\n\t\t\t\t}\n\t\t\t\t// Refresh the item we're reusing\n\t\t\t\tvar refreshed = this.children[t].refresh(changedTiddlers);\n\t\t\t\thasRefreshed = hasRefreshed || refreshed;\n\t\t\t}\n\t\t}\n\t\t// Remove any left over items\n\t\tfor(t=this.children.length-1; t>=this.list.length; t--) {\n\t\t\tthis.removeListItem(t);\n\t\t\thasRefreshed = true;\n\t\t}\n\t\treturn hasRefreshed;\n\t}\n};\n\n/*\nFind the list item with a given title, starting from a specified position\n*/\nListWidget.prototype.findListItem = function(startIndex,title) {\n\twhile(startIndex < this.children.length) {\n\t\tif(this.children[startIndex].parseTreeNode.itemTitle === title) {\n\t\t\treturn startIndex;\n\t\t}\n\t\tstartIndex++;\n\t}\n\treturn undefined;\n};\n\n/*\nInsert a new list item at the specified index\n*/\nListWidget.prototype.insertListItem = function(index,title) {\n\t// Create, insert and render the new child widgets\n\tvar widget = this.makeChildWidget(this.makeItemTemplate(title));\n\twidget.parentDomNode = this.parentDomNode; // Hack to enable findNextSiblingDomNode() to work\n\tthis.children.splice(index,0,widget);\n\tvar nextSibling = widget.findNextSiblingDomNode();\n\twidget.render(this.parentDomNode,nextSibling);\n\t// Animate the insertion if required\n\tif(this.storyview && this.storyview.insert) {\n\t\tthis.storyview.insert(widget);\n\t}\n\treturn true;\n};\n\n/*\nRemove the specified list item\n*/\nListWidget.prototype.removeListItem = function(index) {\n\tvar widget = this.children[index];\n\t// Animate the removal if required\n\tif(this.storyview && this.storyview.remove) {\n\t\tthis.storyview.remove(widget);\n\t} else {\n\t\twidget.removeChildDomNodes();\n\t}\n\t// Remove the child widget\n\tthis.children.splice(index,1);\n};\n\nexports.list = ListWidget;\n\nvar ListItemWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nListItemWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nListItemWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nListItemWidget.prototype.execute = function() {\n\t// Set the current list item title\n\tthis.setVariable(this.parseTreeNode.variableName,this.parseTreeNode.itemTitle);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nListItemWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.listitem = ListItemWidget;\n\n})();",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/macrocall.js": {
"title": "$:/core/modules/widgets/macrocall.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/macrocall.js\ntype: application/javascript\nmodule-type: widget\n\nMacrocall widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar MacroCallWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nMacroCallWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nMacroCallWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nMacroCallWidget.prototype.execute = function() {\n\t// Get the parse type if specified\n\tthis.parseType = this.getAttribute(\"$type\",\"text/vnd.tiddlywiki\");\n\tthis.renderOutput = this.getAttribute(\"$output\",\"text/html\");\n\t// Merge together the parameters specified in the parse tree with the specified attributes\n\tvar params = this.parseTreeNode.params ? this.parseTreeNode.params.slice(0) : [];\n\t$tw.utils.each(this.attributes,function(attribute,name) {\n\t\tif(name.charAt(0) !== \"$\") {\n\t\t\tparams.push({name: name, value: attribute});\t\t\t\n\t\t}\n\t});\n\t// Get the macro value\n\tvar macroName = this.parseTreeNode.name || this.getAttribute(\"$name\"),\n\t\tvariableInfo = this.getVariableInfo(macroName,{params: params}),\n\t\ttext = variableInfo.text,\n\t\tparseTreeNodes;\n\t// Are we rendering to HTML?\n\tif(this.renderOutput === \"text/html\") {\n\t\t// If so we'll return the parsed macro\n\t\tvar parser = this.wiki.parseText(this.parseType,text,\n\t\t\t\t\t\t\t{parseAsInline: !this.parseTreeNode.isBlock});\n\t\tparseTreeNodes = parser ? parser.tree : [];\n\t\t// Wrap the parse tree in a vars widget assigning the parameters to variables named \"__paramname__\"\n\t\tvar attributes = {};\n\t\t$tw.utils.each(variableInfo.params,function(param) {\n\t\t\tvar name = \"__\" + param.name + \"__\";\n\t\t\tattributes[name] = {\n\t\t\t\tname: name,\n\t\t\t\ttype: \"string\",\n\t\t\t\tvalue: param.value\n\t\t\t};\n\t\t});\n\t\tparseTreeNodes = [{\n\t\t\ttype: \"vars\",\n\t\t\tattributes: attributes,\n\t\t\tchildren: parseTreeNodes\n\t\t}];\n\t} else {\n\t\t// Otherwise, we'll render the text\n\t\tvar plainText = this.wiki.renderText(\"text/plain\",this.parseType,text,{parentWidget: this});\n\t\tparseTreeNodes = [{type: \"text\", text: plainText}];\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets(parseTreeNodes);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nMacroCallWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif($tw.utils.count(changedAttributes) > 0) {\n\t\t// Rerender ourselves\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.macrocall = MacroCallWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/navigator.js": {
"title": "$:/core/modules/widgets/navigator.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/navigator.js\ntype: application/javascript\nmodule-type: widget\n\nNavigator widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar IMPORT_TITLE = \"$:/Import\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar NavigatorWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.addEventListeners([\n\t\t{type: \"tm-navigate\", handler: \"handleNavigateEvent\"},\n\t\t{type: \"tm-edit-tiddler\", handler: \"handleEditTiddlerEvent\"},\n\t\t{type: \"tm-delete-tiddler\", handler: \"handleDeleteTiddlerEvent\"},\n\t\t{type: \"tm-save-tiddler\", handler: \"handleSaveTiddlerEvent\"},\n\t\t{type: \"tm-cancel-tiddler\", handler: \"handleCancelTiddlerEvent\"},\n\t\t{type: \"tm-close-tiddler\", handler: \"handleCloseTiddlerEvent\"},\n\t\t{type: \"tm-close-all-tiddlers\", handler: \"handleCloseAllTiddlersEvent\"},\n\t\t{type: \"tm-close-other-tiddlers\", handler: \"handleCloseOtherTiddlersEvent\"},\n\t\t{type: \"tm-new-tiddler\", handler: \"handleNewTiddlerEvent\"},\n\t\t{type: \"tm-import-tiddlers\", handler: \"handleImportTiddlersEvent\"},\n\t\t{type: \"tm-perform-import\", handler: \"handlePerformImportEvent\"},\n\t\t{type: \"tm-fold-tiddler\", handler: \"handleFoldTiddlerEvent\"},\n\t\t{type: \"tm-fold-other-tiddlers\", handler: \"handleFoldOtherTiddlersEvent\"},\n\t\t{type: \"tm-fold-all-tiddlers\", handler: \"handleFoldAllTiddlersEvent\"},\n\t\t{type: \"tm-unfold-all-tiddlers\", handler: \"handleUnfoldAllTiddlersEvent\"},\n\t\t{type: \"tm-rename-tiddler\", handler: \"handleRenameTiddlerEvent\"}\n\t]);\n};\n\n/*\nInherit from the base widget class\n*/\nNavigatorWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nNavigatorWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nNavigatorWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.storyTitle = this.getAttribute(\"story\");\n\tthis.historyTitle = this.getAttribute(\"history\");\n\tthis.setVariable(\"tv-story-list\",this.storyTitle);\n\tthis.setVariable(\"tv-history-list\",this.historyTitle);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nNavigatorWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.story || changedAttributes.history) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nNavigatorWidget.prototype.getStoryList = function() {\n\treturn this.storyTitle ? this.wiki.getTiddlerList(this.storyTitle) : null;\n};\n\nNavigatorWidget.prototype.saveStoryList = function(storyList) {\n\tif(this.storyTitle) {\n\t\tvar storyTiddler = this.wiki.getTiddler(this.storyTitle);\n\t\tthis.wiki.addTiddler(new $tw.Tiddler(\n\t\t\t{title: this.storyTitle},\n\t\t\tstoryTiddler,\n\t\t\t{list: storyList}\n\t\t));\t\t\n\t}\n};\n\nNavigatorWidget.prototype.removeTitleFromStory = function(storyList,title) {\n\tif(storyList) {\n\t\tvar p = storyList.indexOf(title);\n\t\twhile(p !== -1) {\n\t\t\tstoryList.splice(p,1);\n\t\t\tp = storyList.indexOf(title);\n\t\t}\t\t\n\t}\n};\n\nNavigatorWidget.prototype.replaceFirstTitleInStory = function(storyList,oldTitle,newTitle) {\n\tif(storyList) {\n\t\tvar pos = storyList.indexOf(oldTitle);\n\t\tif(pos !== -1) {\n\t\t\tstoryList[pos] = newTitle;\n\t\t\tdo {\n\t\t\t\tpos = storyList.indexOf(oldTitle,pos + 1);\n\t\t\t\tif(pos !== -1) {\n\t\t\t\t\tstoryList.splice(pos,1);\n\t\t\t\t}\n\t\t\t} while(pos !== -1);\n\t\t} else {\n\t\t\tstoryList.splice(0,0,newTitle);\n\t\t}\t\t\n\t}\n};\n\nNavigatorWidget.prototype.addToStory = function(title,fromTitle) {\n\tif(this.storyTitle) {\n\t\tthis.wiki.addToStory(title,fromTitle,this.storyTitle,{\n\t\t\topenLinkFromInsideRiver: this.getAttribute(\"openLinkFromInsideRiver\",\"top\"),\n\t\t\topenLinkFromOutsideRiver: this.getAttribute(\"openLinkFromOutsideRiver\",\"top\")\n\t\t});\n\t}\n};\n\n/*\nAdd a new record to the top of the history stack\ntitle: a title string or an array of title strings\nfromPageRect: page coordinates of the origin of the navigation\n*/\nNavigatorWidget.prototype.addToHistory = function(title,fromPageRect) {\n\tthis.wiki.addToHistory(title,fromPageRect,this.historyTitle);\n};\n\n/*\nHandle a tm-navigate event\n*/\nNavigatorWidget.prototype.handleNavigateEvent = function(event) {\n\tevent = $tw.hooks.invokeHook(\"th-navigating\",event);\n\tif(event.navigateTo) {\n\t\tthis.addToStory(event.navigateTo,event.navigateFromTitle);\n\t\tif(!event.navigateSuppressNavigation) {\n\t\t\tthis.addToHistory(event.navigateTo,event.navigateFromClientRect);\n\t\t}\n\t}\n\treturn false;\n};\n\n// Close a specified tiddler\nNavigatorWidget.prototype.handleCloseTiddlerEvent = function(event) {\n\tvar title = event.param || event.tiddlerTitle,\n\t\tstoryList = this.getStoryList();\n\t// Look for tiddlers with this title to close\n\tthis.removeTitleFromStory(storyList,title);\n\tthis.saveStoryList(storyList);\n\treturn false;\n};\n\n// Close all tiddlers\nNavigatorWidget.prototype.handleCloseAllTiddlersEvent = function(event) {\n\tthis.saveStoryList([]);\n\treturn false;\n};\n\n// Close other tiddlers\nNavigatorWidget.prototype.handleCloseOtherTiddlersEvent = function(event) {\n\tvar title = event.param || event.tiddlerTitle;\n\tthis.saveStoryList([title]);\n\treturn false;\n};\n\n// Place a tiddler in edit mode\nNavigatorWidget.prototype.handleEditTiddlerEvent = function(event) {\n\tvar editTiddler = $tw.hooks.invokeHook(\"th-editing-tiddler\",event);\n\tif(!editTiddler) {\n\t\treturn false;\n\t}\n\tvar self = this;\n\tfunction isUnmodifiedShadow(title) {\n\t\treturn self.wiki.isShadowTiddler(title) && !self.wiki.tiddlerExists(title);\n\t}\n\tfunction confirmEditShadow(title) {\n\t\treturn confirm($tw.language.getString(\n\t\t\t\"ConfirmEditShadowTiddler\",\n\t\t\t{variables:\n\t\t\t\t{title: title}\n\t\t\t}\n\t\t));\n\t}\n\tvar title = event.param || event.tiddlerTitle;\n\tif(isUnmodifiedShadow(title) && !confirmEditShadow(title)) {\n\t\treturn false;\n\t}\n\t// Replace the specified tiddler with a draft in edit mode\n\tvar draftTiddler = this.makeDraftTiddler(title);\n\t// Update the story and history if required\n\tif(!event.paramObject || event.paramObject.suppressNavigation !== \"yes\") {\n\t\tvar draftTitle = draftTiddler.fields.title,\n\t\t\tstoryList = this.getStoryList();\n\t\tthis.removeTitleFromStory(storyList,draftTitle);\n\t\tthis.replaceFirstTitleInStory(storyList,title,draftTitle);\n\t\tthis.addToHistory(draftTitle,event.navigateFromClientRect);\n\t\tthis.saveStoryList(storyList);\n\t\treturn false;\n\t}\n};\n\n// Delete a tiddler\nNavigatorWidget.prototype.handleDeleteTiddlerEvent = function(event) {\n\t// Get the tiddler we're deleting\n\tvar title = event.param || event.tiddlerTitle,\n\t\ttiddler = this.wiki.getTiddler(title),\n\t\tstoryList = this.getStoryList(),\n\t\toriginalTitle = tiddler ? tiddler.fields[\"draft.of\"] : \"\",\n\t\toriginalTiddler = originalTitle ? this.wiki.getTiddler(originalTitle) : undefined,\n\t\tconfirmationTitle;\n\tif(!tiddler) {\n\t\treturn false;\n\t}\n\t// Check if the tiddler we're deleting is in draft mode\n\tif(originalTitle) {\n\t\t// If so, we'll prompt for confirmation referencing the original tiddler\n\t\tconfirmationTitle = originalTitle;\n\t} else {\n\t\t// If not a draft, then prompt for confirmation referencing the specified tiddler\n\t\tconfirmationTitle = title;\n\t}\n\t// Seek confirmation\n\tif((this.wiki.getTiddler(originalTitle) || (tiddler.fields.text || \"\") !== \"\") && !confirm($tw.language.getString(\n\t\t\t\t\"ConfirmDeleteTiddler\",\n\t\t\t\t{variables:\n\t\t\t\t\t{title: confirmationTitle}\n\t\t\t\t}\n\t\t\t))) {\n\t\treturn false;\n\t}\n\t// Delete the original tiddler\n\tif(originalTitle) {\n\t\tif(originalTiddler) {\n\t\t\t$tw.hooks.invokeHook(\"th-deleting-tiddler\",originalTiddler);\n\t\t}\n\t\tthis.wiki.deleteTiddler(originalTitle);\n\t\tthis.removeTitleFromStory(storyList,originalTitle);\n\t}\n\t// Invoke the hook function and delete this tiddler\n\t$tw.hooks.invokeHook(\"th-deleting-tiddler\",tiddler);\n\tthis.wiki.deleteTiddler(title);\n\t// Remove the closed tiddler from the story\n\tthis.removeTitleFromStory(storyList,title);\n\tthis.saveStoryList(storyList);\n\t// Trigger an autosave\n\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n\treturn false;\n};\n\n/*\nCreate/reuse the draft tiddler for a given title\n*/\nNavigatorWidget.prototype.makeDraftTiddler = function(targetTitle) {\n\t// See if there is already a draft tiddler for this tiddler\n\tvar draftTitle = this.wiki.findDraft(targetTitle);\n\tif(draftTitle) {\n\t\treturn this.wiki.getTiddler(draftTitle);\n\t}\n\t// Get the current value of the tiddler we're editing\n\tvar tiddler = this.wiki.getTiddler(targetTitle);\n\t// Save the initial value of the draft tiddler\n\tdraftTitle = this.generateDraftTitle(targetTitle);\n\tvar draftTiddler = new $tw.Tiddler(\n\t\t\ttiddler,\n\t\t\t{\n\t\t\t\ttitle: draftTitle,\n\t\t\t\t\"draft.title\": targetTitle,\n\t\t\t\t\"draft.of\": targetTitle\n\t\t\t},\n\t\t\tthis.wiki.getModificationFields()\n\t\t);\n\tthis.wiki.addTiddler(draftTiddler);\n\treturn draftTiddler;\n};\n\n/*\nGenerate a title for the draft of a given tiddler\n*/\nNavigatorWidget.prototype.generateDraftTitle = function(title) {\n\treturn this.wiki.generateDraftTitle(title);\n};\n\n// Take a tiddler out of edit mode, saving the changes\nNavigatorWidget.prototype.handleSaveTiddlerEvent = function(event) {\n\tvar title = event.param || event.tiddlerTitle,\n\t\ttiddler = this.wiki.getTiddler(title),\n\t\tstoryList = this.getStoryList();\n\t// Replace the original tiddler with the draft\n\tif(tiddler) {\n\t\tvar draftTitle = (tiddler.fields[\"draft.title\"] || \"\").trim(),\n\t\t\tdraftOf = (tiddler.fields[\"draft.of\"] || \"\").trim();\n\t\tif(draftTitle) {\n\t\t\tvar isRename = draftOf !== draftTitle,\n\t\t\t\tisConfirmed = true;\n\t\t\tif(isRename && this.wiki.tiddlerExists(draftTitle)) {\n\t\t\t\tisConfirmed = confirm($tw.language.getString(\n\t\t\t\t\t\"ConfirmOverwriteTiddler\",\n\t\t\t\t\t{variables:\n\t\t\t\t\t\t{title: draftTitle}\n\t\t\t\t\t}\n\t\t\t\t));\n\t\t\t}\n\t\t\tif(isConfirmed) {\n\t\t\t\t// Create the new tiddler and pass it through the th-saving-tiddler hook\n\t\t\t\tvar newTiddler = new $tw.Tiddler(this.wiki.getCreationFields(),tiddler,{\n\t\t\t\t\ttitle: draftTitle,\n\t\t\t\t\t\"draft.title\": undefined,\n\t\t\t\t\t\"draft.of\": undefined\n\t\t\t\t},this.wiki.getModificationFields());\n\t\t\t\tnewTiddler = $tw.hooks.invokeHook(\"th-saving-tiddler\",newTiddler);\n\t\t\t\tthis.wiki.addTiddler(newTiddler);\n\t\t\t\t// If enabled, relink references to renamed tiddler\n\t\t\t\tvar shouldRelink = this.getAttribute(\"relinkOnRename\",\"no\").toLowerCase().trim() === \"yes\";\n\t\t\t\tif(isRename && shouldRelink && this.wiki.tiddlerExists(draftOf)) {\nconsole.log(\"Relinking '\" + draftOf + \"' to '\" + draftTitle + \"'\");\n\t\t\t\t\tthis.wiki.relinkTiddler(draftOf,draftTitle);\n\t\t\t\t}\n\t\t\t\t// Remove the draft tiddler\n\t\t\t\tthis.wiki.deleteTiddler(title);\n\t\t\t\t// Remove the original tiddler if we're renaming it\n\t\t\t\tif(isRename) {\n\t\t\t\t\tthis.wiki.deleteTiddler(draftOf);\n\t\t\t\t}\n\t\t\t\t// #2381 always remove new title & old\n\t\t\t\tthis.removeTitleFromStory(storyList,draftTitle);\n\t\t\t\tthis.removeTitleFromStory(storyList,draftOf);\n\t\t\t\tif(!event.paramObject || event.paramObject.suppressNavigation !== \"yes\") {\n\t\t\t\t\t// Replace the draft in the story with the original\n\t\t\t\t\tthis.replaceFirstTitleInStory(storyList,title,draftTitle);\n\t\t\t\t\tthis.addToHistory(draftTitle,event.navigateFromClientRect);\n\t\t\t\t\tif(draftTitle !== this.storyTitle) {\n\t\t\t\t\t\tthis.saveStoryList(storyList);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// Trigger an autosave\n\t\t\t\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n\t\t\t}\n\t\t}\n\t}\n\treturn false;\n};\n\n// Take a tiddler out of edit mode without saving the changes\nNavigatorWidget.prototype.handleCancelTiddlerEvent = function(event) {\n\tevent = $tw.hooks.invokeHook(\"th-cancelling-tiddler\", event);\n\t// Flip the specified tiddler from draft back to the original\n\tvar draftTitle = event.param || event.tiddlerTitle,\n\t\tdraftTiddler = this.wiki.getTiddler(draftTitle),\n\t\toriginalTitle = draftTiddler && draftTiddler.fields[\"draft.of\"];\n\tif(draftTiddler && originalTitle) {\n\t\t// Ask for confirmation if the tiddler text has changed\n\t\tvar isConfirmed = true,\n\t\t\toriginalTiddler = this.wiki.getTiddler(originalTitle),\n\t\t\tstoryList = this.getStoryList();\n\t\tif(this.wiki.isDraftModified(draftTitle)) {\n\t\t\tisConfirmed = confirm($tw.language.getString(\n\t\t\t\t\"ConfirmCancelTiddler\",\n\t\t\t\t{variables:\n\t\t\t\t\t{title: draftTitle}\n\t\t\t\t}\n\t\t\t));\n\t\t}\n\t\t// Remove the draft tiddler\n\t\tif(isConfirmed) {\n\t\t\tthis.wiki.deleteTiddler(draftTitle);\n\t\t\tif(!event.paramObject || event.paramObject.suppressNavigation !== \"yes\") {\n\t\t\t\tif(originalTiddler) {\n\t\t\t\t\tthis.replaceFirstTitleInStory(storyList,draftTitle,originalTitle);\n\t\t\t\t\tthis.addToHistory(originalTitle,event.navigateFromClientRect);\n\t\t\t\t} else {\n\t\t\t\t\tthis.removeTitleFromStory(storyList,draftTitle);\n\t\t\t\t}\n\t\t\t\tthis.saveStoryList(storyList);\n\t\t\t}\n\t\t}\n\t}\n\treturn false;\n};\n\n// Create a new draft tiddler\n// event.param can either be the title of a template tiddler, or a hashmap of fields.\n//\n// The title of the newly created tiddler follows these rules:\n// * If a hashmap was used and a title field was specified, use that title\n// * If a hashmap was used without a title field, use a default title, if necessary making it unique with a numeric suffix\n// * If a template tiddler was used, use the title of the template, if necessary making it unique with a numeric suffix\n//\n// If a draft of the target tiddler already exists then it is reused\nNavigatorWidget.prototype.handleNewTiddlerEvent = function(event) {\n\tevent = $tw.hooks.invokeHook(\"th-new-tiddler\", event);\n\t// Get the story details\n\tvar storyList = this.getStoryList(),\n\t\ttemplateTiddler, additionalFields, title, draftTitle, existingTiddler;\n\t// Get the template tiddler (if any)\n\tif(typeof event.param === \"string\") {\n\t\t// Get the template tiddler\n\t\ttemplateTiddler = this.wiki.getTiddler(event.param);\n\t\t// Generate a new title\n\t\ttitle = this.wiki.generateNewTitle(event.param || $tw.language.getString(\"DefaultNewTiddlerTitle\"));\n\t}\n\t// Get the specified additional fields\n\tif(typeof event.paramObject === \"object\") {\n\t\tadditionalFields = event.paramObject;\n\t}\n\tif(typeof event.param === \"object\") { // Backwards compatibility with 5.1.3\n\t\tadditionalFields = event.param;\n\t}\n\tif(additionalFields && additionalFields.title) {\n\t\ttitle = additionalFields.title;\n\t}\n\t// Make a copy of the additional fields excluding any blank ones\n\tvar filteredAdditionalFields = $tw.utils.extend({},additionalFields);\n\tObject.keys(filteredAdditionalFields).forEach(function(fieldName) {\n\t\tif(filteredAdditionalFields[fieldName] === \"\") {\n\t\t\tdelete filteredAdditionalFields[fieldName];\n\t\t}\n\t});\n\t// Generate a title if we don't have one\n\ttitle = title || this.wiki.generateNewTitle($tw.language.getString(\"DefaultNewTiddlerTitle\"));\n\t// Find any existing draft for this tiddler\n\tdraftTitle = this.wiki.findDraft(title);\n\t// Pull in any existing tiddler\n\tif(draftTitle) {\n\t\texistingTiddler = this.wiki.getTiddler(draftTitle);\n\t} else {\n\t\tdraftTitle = this.generateDraftTitle(title);\n\t\texistingTiddler = this.wiki.getTiddler(title);\n\t}\n\t// Merge the tags\n\tvar mergedTags = [];\n\tif(existingTiddler && existingTiddler.fields.tags) {\n\t\t$tw.utils.pushTop(mergedTags,existingTiddler.fields.tags);\n\t}\n\tif(additionalFields && additionalFields.tags) {\n\t\t// Merge tags\n\t\tmergedTags = $tw.utils.pushTop(mergedTags,$tw.utils.parseStringArray(additionalFields.tags));\n\t}\n\tif(templateTiddler && templateTiddler.fields.tags) {\n\t\t// Merge tags\n\t\tmergedTags = $tw.utils.pushTop(mergedTags,templateTiddler.fields.tags);\n\t}\n\t// Save the draft tiddler\n\tvar draftTiddler = new $tw.Tiddler({\n\t\t\ttext: \"\",\n\t\t\t\"draft.title\": title\n\t\t},\n\t\ttemplateTiddler,\n\t\tadditionalFields,\n\t\tthis.wiki.getCreationFields(),\n\t\texistingTiddler,\n\t\tfilteredAdditionalFields,\n\t\t{\n\t\t\ttitle: draftTitle,\n\t\t\t\"draft.of\": title,\n\t\t\ttags: mergedTags\n\t\t},this.wiki.getModificationFields());\n\tthis.wiki.addTiddler(draftTiddler);\n\t// Update the story to insert the new draft at the top and remove any existing tiddler\n\tif(storyList && storyList.indexOf(draftTitle) === -1) {\n\t\tvar slot = storyList.indexOf(event.navigateFromTitle);\n\t\tif(slot === -1) {\n\t\t\tslot = this.getAttribute(\"openLinkFromOutsideRiver\",\"top\") === \"bottom\" ? storyList.length - 1 : slot;\n\t\t}\n\t\tstoryList.splice(slot + 1,0,draftTitle);\n\t}\n\tif(storyList && storyList.indexOf(title) !== -1) {\n\t\tstoryList.splice(storyList.indexOf(title),1);\n\t}\n\tthis.saveStoryList(storyList);\n\t// Add a new record to the top of the history stack\n\tthis.addToHistory(draftTitle);\n\treturn false;\n};\n\n// Import JSON tiddlers into a pending import tiddler\nNavigatorWidget.prototype.handleImportTiddlersEvent = function(event) {\n\t// Get the tiddlers\n\tvar tiddlers = [];\n\ttry {\n\t\ttiddlers = JSON.parse(event.param);\n\t} catch(e) {\n\t}\n\t// Get the current $:/Import tiddler\n\tvar importTiddler = this.wiki.getTiddler(IMPORT_TITLE),\n\t\timportData = this.wiki.getTiddlerData(IMPORT_TITLE,{}),\n\t\tnewFields = new Object({\n\t\t\ttitle: IMPORT_TITLE,\n\t\t\ttype: \"application/json\",\n\t\t\t\"plugin-type\": \"import\",\n\t\t\t\"status\": \"pending\"\n\t\t}),\n\t\tincomingTiddlers = [];\n\t// Process each tiddler\n\timportData.tiddlers = importData.tiddlers || {};\n\t$tw.utils.each(tiddlers,function(tiddlerFields) {\n\t\ttiddlerFields.title = $tw.utils.trim(tiddlerFields.title);\n\t\tvar title = tiddlerFields.title;\n\t\tif(title) {\n\t\t\tincomingTiddlers.push(title);\n\t\t\timportData.tiddlers[title] = tiddlerFields;\n\t\t}\n\t});\n\t// Give the active upgrader modules a chance to process the incoming tiddlers\n\tvar messages = this.wiki.invokeUpgraders(incomingTiddlers,importData.tiddlers);\n\t$tw.utils.each(messages,function(message,title) {\n\t\tnewFields[\"message-\" + title] = message;\n\t});\n\t// Deselect any suppressed tiddlers\n\t$tw.utils.each(importData.tiddlers,function(tiddler,title) {\n\t\tif($tw.utils.count(tiddler) === 0) {\n\t\t\tnewFields[\"selection-\" + title] = \"unchecked\";\n\t\t}\n\t});\n\t// Save the $:/Import tiddler\n\tnewFields.text = JSON.stringify(importData,null,$tw.config.preferences.jsonSpaces);\n\tthis.wiki.addTiddler(new $tw.Tiddler(importTiddler,newFields));\n\t// Update the story and history details\n\tif(this.getVariable(\"tv-auto-open-on-import\") !== \"no\") {\n\t\tvar storyList = this.getStoryList(),\n\t\t\thistory = [];\n\t\t// Add it to the story\n\t\tif(storyList && storyList.indexOf(IMPORT_TITLE) === -1) {\n\t\t\tstoryList.unshift(IMPORT_TITLE);\n\t\t}\n\t\t// And to history\n\t\thistory.push(IMPORT_TITLE);\n\t\t// Save the updated story and history\n\t\tthis.saveStoryList(storyList);\n\t\tthis.addToHistory(history);\n\t}\n\treturn false;\n};\n\n//\nNavigatorWidget.prototype.handlePerformImportEvent = function(event) {\n\tvar self = this,\n\t\timportTiddler = this.wiki.getTiddler(event.param),\n\t\timportData = this.wiki.getTiddlerDataCached(event.param,{tiddlers: {}}),\n\t\timportReport = [];\n\t// Add the tiddlers to the store\n\timportReport.push($tw.language.getString(\"Import/Imported/Hint\") + \"\\n\");\n\t$tw.utils.each(importData.tiddlers,function(tiddlerFields) {\n\t\tvar title = tiddlerFields.title;\n\t\tif(title && importTiddler && importTiddler.fields[\"selection-\" + title] !== \"unchecked\") {\n\t\t\tvar tiddler = new $tw.Tiddler(tiddlerFields);\n\t\t\ttiddler = $tw.hooks.invokeHook(\"th-importing-tiddler\",tiddler);\n\t\t\tself.wiki.addTiddler(tiddler);\n\t\t\timportReport.push(\"# [[\" + tiddlerFields.title + \"]]\");\n\t\t}\n\t});\n\t// Replace the $:/Import tiddler with an import report\n\tthis.wiki.addTiddler(new $tw.Tiddler({\n\t\ttitle: event.param,\n\t\ttext: importReport.join(\"\\n\"),\n\t\t\"status\": \"complete\"\n\t}));\n\t// Navigate to the $:/Import tiddler\n\tthis.addToHistory([event.param]);\n\t// Trigger an autosave\n\t$tw.rootWidget.dispatchEvent({type: \"tm-auto-save-wiki\"});\n};\n\nNavigatorWidget.prototype.handleFoldTiddlerEvent = function(event) {\n\tvar paramObject = event.paramObject || {};\n\tif(paramObject.foldedState) {\n\t\tvar foldedState = this.wiki.getTiddlerText(paramObject.foldedState,\"show\") === \"show\" ? \"hide\" : \"show\";\n\t\tthis.wiki.setText(paramObject.foldedState,\"text\",null,foldedState);\n\t}\n};\n\nNavigatorWidget.prototype.handleFoldOtherTiddlersEvent = function(event) {\n\tvar self = this,\n\t\tparamObject = event.paramObject || {},\n\t\tprefix = paramObject.foldedStatePrefix;\n\t$tw.utils.each(this.getStoryList(),function(title) {\n\t\tself.wiki.setText(prefix + title,\"text\",null,event.param === title ? \"show\" : \"hide\");\n\t});\n};\n\nNavigatorWidget.prototype.handleFoldAllTiddlersEvent = function(event) {\n\tvar self = this,\n\t\tparamObject = event.paramObject || {},\n\t\tprefix = paramObject.foldedStatePrefix || \"$:/state/folded/\";\n\t$tw.utils.each(this.getStoryList(),function(title) {\n\t\tself.wiki.setText(prefix + title,\"text\",null,\"hide\");\n\t});\n};\n\nNavigatorWidget.prototype.handleUnfoldAllTiddlersEvent = function(event) {\n\tvar self = this,\n\t\tparamObject = event.paramObject || {},\n\t\tprefix = paramObject.foldedStatePrefix;\n\t$tw.utils.each(this.getStoryList(),function(title) {\n\t\tself.wiki.setText(prefix + title,\"text\",null,\"show\");\n\t});\n};\n\nNavigatorWidget.prototype.handleRenameTiddlerEvent = function(event) {\n\tvar paramObject = event.paramObject || {},\n\t\tfrom = paramObject.from || event.tiddlerTitle,\n\t\tto = paramObject.to;\n\tthis.wiki.renameTiddler(from,to);\n};\n\nexports.navigator = NavigatorWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/password.js": {
"title": "$:/core/modules/widgets/password.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/password.js\ntype: application/javascript\nmodule-type: widget\n\nPassword widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar PasswordWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nPasswordWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nPasswordWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Get the current password\n\tvar password = $tw.browser ? $tw.utils.getPassword(this.passwordName) || \"\" : \"\";\n\t// Create our element\n\tvar domNode = this.document.createElement(\"input\");\n\tdomNode.setAttribute(\"type\",\"password\");\n\tdomNode.setAttribute(\"value\",password);\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(domNode,[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tthis.domNodes.push(domNode);\n};\n\nPasswordWidget.prototype.handleChangeEvent = function(event) {\n\tvar password = this.domNodes[0].value;\n\treturn $tw.utils.savePassword(this.passwordName,password);\n};\n\n/*\nCompute the internal state of the widget\n*/\nPasswordWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.passwordName = this.getAttribute(\"name\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nPasswordWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.name) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.password = PasswordWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/qualify.js": {
"title": "$:/core/modules/widgets/qualify.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/qualify.js\ntype: application/javascript\nmodule-type: widget\n\nQualify text to a variable \n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar QualifyWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nQualifyWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nQualifyWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nQualifyWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.qualifyName = this.getAttribute(\"name\");\n\tthis.qualifyTitle = this.getAttribute(\"title\");\n\t// Set context variable\n\tif(this.qualifyName) {\n\t\tthis.setVariable(this.qualifyName,this.qualifyTitle + \"-\" + this.getStateQualifier());\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nQualifyWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.name || changedAttributes.title) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.qualify = QualifyWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/radio.js": {
"title": "$:/core/modules/widgets/radio.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/radio.js\ntype: application/javascript\nmodule-type: widget\n\nSet a field or index at a given tiddler via radio buttons\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RadioWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRadioWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRadioWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\tvar isChecked = this.getValue() === this.radioValue;\n\t// Create our elements\n\tthis.labelDomNode = this.document.createElement(\"label\");\n\tthis.labelDomNode.setAttribute(\"class\",\n \t\t\"tc-radio \" + this.radioClass + (isChecked ? \" tc-radio-selected\" : \"\")\n \t);\n\tthis.inputDomNode = this.document.createElement(\"input\");\n\tthis.inputDomNode.setAttribute(\"type\",\"radio\");\n\tif(isChecked) {\n\t\tthis.inputDomNode.setAttribute(\"checked\",\"true\");\n\t}\n\tthis.labelDomNode.appendChild(this.inputDomNode);\n\tthis.spanDomNode = this.document.createElement(\"span\");\n\tthis.labelDomNode.appendChild(this.spanDomNode);\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(this.inputDomNode,[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(this.labelDomNode,nextSibling);\n\tthis.renderChildren(this.spanDomNode,null);\n\tthis.domNodes.push(this.labelDomNode);\n};\n\nRadioWidget.prototype.getValue = function() {\n\tvar value,\n\t\ttiddler = this.wiki.getTiddler(this.radioTitle);\n\tif (this.radioIndex) {\n\t\tvalue = this.wiki.extractTiddlerDataItem(this.radioTitle,this.radioIndex);\n\t} else {\n\t\tvalue = tiddler && tiddler.getFieldString(this.radioField);\n\t}\n\treturn value;\n};\n\nRadioWidget.prototype.setValue = function() {\n\tif(this.radioIndex) {\n\t\tthis.wiki.setText(this.radioTitle,\"\",this.radioIndex,this.radioValue);\n\t} else {\n\t\tvar tiddler = this.wiki.getTiddler(this.radioTitle),\n\t\t\taddition = {};\n\t\taddition[this.radioField] = this.radioValue;\n\t\tthis.wiki.addTiddler(new $tw.Tiddler(this.wiki.getCreationFields(),{title: this.radioTitle},tiddler,addition,this.wiki.getModificationFields()));\n\t}\n};\n\nRadioWidget.prototype.handleChangeEvent = function(event) {\n\tif(this.inputDomNode.checked) {\n\t\tthis.setValue();\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nRadioWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.radioTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.radioField = this.getAttribute(\"field\",\"text\");\n\tthis.radioIndex = this.getAttribute(\"index\");\n\tthis.radioValue = this.getAttribute(\"value\");\n\tthis.radioClass = this.getAttribute(\"class\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRadioWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes.value || changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar refreshed = false;\n\t\tif(changedTiddlers[this.radioTitle]) {\n\t\t\tthis.inputDomNode.checked = this.getValue() === this.radioValue;\n\t\t\trefreshed = true;\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers) || refreshed;\n\t}\n};\n\nexports.radio = RadioWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/range.js": {
"title": "$:/core/modules/widgets/range.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/range.js\ntype: application/javascript\nmodule-type: widget\n\nRange widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RangeWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRangeWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRangeWidget.prototype.render = function(parent,nextSibling) {\n\t// Save the parent dom node\n\tthis.parentDomNode = parent;\n\t// Compute our attributes\n\tthis.computeAttributes();\n\t// Execute our logic\n\tthis.execute();\n\t// Create our elements\n\tthis.inputDomNode = this.document.createElement(\"input\");\n\tthis.inputDomNode.setAttribute(\"type\",\"range\");\n\tthis.inputDomNode.setAttribute(\"class\",this.elementClass);\n\tif(this.minValue){\n\t\tthis.inputDomNode.setAttribute(\"min\", this.minValue);\n\t}\n\tif(this.maxValue){\n\t\tthis.inputDomNode.setAttribute(\"max\", this.maxValue);\n\t}\n\tif(this.increment){\n\t\tthis.inputDomNode.setAttribute(\"step\", this.increment);\n\t}\n\tthis.inputDomNode.value = this.getValue();\n\t// Add a click event handler\n\t$tw.utils.addEventListeners(this.inputDomNode,[\n\t\t{name: \"input\", handlerObject: this, handlerMethod: \"handleInputEvent\"},\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleInputEvent\"}\t\t\n\t]);\n\t// Insert the label into the DOM and render any children\n\tparent.insertBefore(this.inputDomNode,nextSibling);\n\tthis.domNodes.push(this.inputDomNode);\n};\n\nRangeWidget.prototype.getValue = function() {\n\tvar tiddler = this.wiki.getTiddler(this.tiddlerTitle),\n\t\tfieldName = this.tiddlerField || \"text\",\n\t\tvalue = this.defaultValue;\n\tif(tiddler) {\n\t\tif(this.tiddlerIndex) {\n\t\t\tvalue = this.wiki.extractTiddlerDataItem(tiddler,this.tiddlerIndex,this.defaultValue || \"\");\n\t\t} else {\n\t\t\tif($tw.utils.hop(tiddler.fields,fieldName)) {\n\t\t\t\tvalue = tiddler.fields[fieldName] || \"\";\n\t\t\t} else {\n\t\t\t\tvalue = this.defaultValue || \"\";\n\t\t\t}\n\t\t}\n\t}\n\treturn value;\n};\n\nRangeWidget.prototype.handleInputEvent = function(event) {\n\tif(this.getValue() !== this.inputDomNode.value) {\n\t\tif(this.tiddlerIndex) {\n\t\t\tthis.wiki.setText(this.tiddlerTitle,\"\",this.tiddlerIndex,this.inputDomNode.value);\n\t\t} else {\n\t\t\tthis.wiki.setText(this.tiddlerTitle,this.tiddlerField,null,this.inputDomNode.value);\n\t\t}\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nRangeWidget.prototype.execute = function() {\n\t// Get the parameters from the attributes\n\tthis.tiddlerTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.tiddlerField = this.getAttribute(\"field\");\n\tthis.tiddlerIndex = this.getAttribute(\"index\");\n\tthis.minValue = this.getAttribute(\"min\");\n\tthis.maxValue = this.getAttribute(\"max\");\n\tthis.increment = this.getAttribute(\"increment\");\n\tthis.defaultValue = this.getAttribute(\"default\");\n\tthis.elementClass = this.getAttribute(\"class\",\"\");\n\t// Make the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRangeWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes['min'] || changedAttributes['max'] || changedAttributes['increment'] || changedAttributes[\"default\"] || changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar refreshed = false;\n\t\tif(changedTiddlers[this.tiddlerTitle]) {\n\t\t\tvar value = this.getValue();\n\t\t\tif(this.inputDomNode.value !== value) {\n\t\t\t\tthis.inputDomNode.value = value;\t\t\t\t\n\t\t\t}\n\t\t\trefreshed = true;\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers) || refreshed;\n\t}\n};\n\nexports.range = RangeWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/raw.js": {
"title": "$:/core/modules/widgets/raw.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/raw.js\ntype: application/javascript\nmodule-type: widget\n\nRaw widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RawWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRawWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRawWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tvar div = this.document.createElement(\"div\");\n\tdiv.innerHTML=this.parseTreeNode.html;\n\tparent.insertBefore(div,nextSibling);\n\tthis.domNodes.push(div);\t\n};\n\n/*\nCompute the internal state of the widget\n*/\nRawWidget.prototype.execute = function() {\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRawWidget.prototype.refresh = function(changedTiddlers) {\n\treturn false;\n};\n\nexports.raw = RawWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/reveal.js": {
"title": "$:/core/modules/widgets/reveal.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/reveal.js\ntype: application/javascript\nmodule-type: widget\n\nReveal widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar RevealWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nRevealWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nRevealWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar tag = this.parseTreeNode.isBlock ? \"div\" : \"span\";\n\tif(this.revealTag && $tw.config.htmlUnsafeElements.indexOf(this.revealTag) === -1) {\n\t\ttag = this.revealTag;\n\t}\n\tvar domNode = this.document.createElement(tag);\n\tvar classes = this[\"class\"].split(\" \") || [];\n\tclasses.push(\"tc-reveal\");\n\tdomNode.className = classes.join(\" \");\n\tif(this.style) {\n\t\tdomNode.setAttribute(\"style\",this.style);\n\t}\n\tparent.insertBefore(domNode,nextSibling);\n\tthis.renderChildren(domNode,null);\n\tif(!domNode.isTiddlyWikiFakeDom && this.type === \"popup\" && this.isOpen) {\n\t\tthis.positionPopup(domNode);\n\t\t$tw.utils.addClass(domNode,\"tc-popup\"); // Make sure that clicks don't dismiss popups within the revealed content\n\t}\n\tif(!this.isOpen) {\n\t\tdomNode.setAttribute(\"hidden\",\"true\");\n\t}\n\tthis.domNodes.push(domNode);\n};\n\nRevealWidget.prototype.positionPopup = function(domNode) {\n\tdomNode.style.position = \"absolute\";\n\tdomNode.style.zIndex = \"1000\";\n\tvar left,top;\n\tswitch(this.position) {\n\t\tcase \"left\":\n\t\t\tleft = this.popup.left - domNode.offsetWidth;\n\t\t\ttop = this.popup.top;\n\t\t\tbreak;\n\t\tcase \"above\":\n\t\t\tleft = this.popup.left;\n\t\t\ttop = this.popup.top - domNode.offsetHeight;\n\t\t\tbreak;\n\t\tcase \"aboveright\":\n\t\t\tleft = this.popup.left + this.popup.width;\n\t\t\ttop = this.popup.top + this.popup.height - domNode.offsetHeight;\n\t\t\tbreak;\n\t\tcase \"right\":\n\t\t\tleft = this.popup.left + this.popup.width;\n\t\t\ttop = this.popup.top;\n\t\t\tbreak;\n\t\tcase \"belowleft\":\n\t\t\tleft = this.popup.left + this.popup.width - domNode.offsetWidth;\n\t\t\ttop = this.popup.top + this.popup.height;\n\t\t\tbreak;\n\t\tdefault: // Below\n\t\t\tleft = this.popup.left;\n\t\t\ttop = this.popup.top + this.popup.height;\n\t\t\tbreak;\n\t}\n\tif(!this.positionAllowNegative) {\n\t\tleft = Math.max(0,left);\n\t\ttop = Math.max(0,top);\n\t}\n\tdomNode.style.left = left + \"px\";\n\tdomNode.style.top = top + \"px\";\n};\n\n/*\nCompute the internal state of the widget\n*/\nRevealWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.state = this.getAttribute(\"state\");\n\tthis.revealTag = this.getAttribute(\"tag\");\n\tthis.type = this.getAttribute(\"type\");\n\tthis.text = this.getAttribute(\"text\");\n\tthis.position = this.getAttribute(\"position\");\n\tthis.positionAllowNegative = this.getAttribute(\"positionAllowNegative\") === \"yes\";\n\tthis[\"class\"] = this.getAttribute(\"class\",\"\");\n\tthis.style = this.getAttribute(\"style\",\"\");\n\tthis[\"default\"] = this.getAttribute(\"default\",\"\");\n\tthis.animate = this.getAttribute(\"animate\",\"no\");\n\tthis.retain = this.getAttribute(\"retain\",\"no\");\n\tthis.openAnimation = this.animate === \"no\" ? undefined : \"open\";\n\tthis.closeAnimation = this.animate === \"no\" ? undefined : \"close\";\n\t// Compute the title of the state tiddler and read it\n\tthis.stateTiddlerTitle = this.state;\n\tthis.stateTitle = this.getAttribute(\"stateTitle\");\n\tthis.stateField = this.getAttribute(\"stateField\");\n\tthis.stateIndex = this.getAttribute(\"stateIndex\");\n\tthis.readState();\n\t// Construct the child widgets\n\tvar childNodes = this.isOpen ? this.parseTreeNode.children : [];\n\tthis.hasChildNodes = this.isOpen;\n\tthis.makeChildWidgets(childNodes);\n};\n\n/*\nRead the state tiddler\n*/\nRevealWidget.prototype.readState = function() {\n\t// Read the information from the state tiddler\n\tvar state,\n\t defaultState = this[\"default\"];\n\tif(this.stateTitle) {\n\t\tvar stateTitleTiddler = this.wiki.getTiddler(this.stateTitle);\n\t\tif(this.stateField) {\n\t\t\tstate = stateTitleTiddler ? stateTitleTiddler.getFieldString(this.stateField) || defaultState : defaultState;\n\t\t} else if(this.stateIndex) {\n\t\t\tstate = stateTitleTiddler ? this.wiki.extractTiddlerDataItem(this.stateTitle,this.stateIndex) || defaultState : defaultState;\n\t\t} else if(stateTitleTiddler) {\n\t\t\tstate = this.wiki.getTiddlerText(this.stateTitle) || defaultState;\n\t\t} else {\n\t\t\tstate = defaultState;\n\t\t}\n\t} else {\n\t\tstate = this.stateTiddlerTitle ? this.wiki.getTextReference(this.state,this[\"default\"],this.getVariable(\"currentTiddler\")) : this[\"default\"];\n\t}\n\tif(state === null) {\n\t\tstate = this[\"default\"];\n\t}\n\tswitch(this.type) {\n\t\tcase \"popup\":\n\t\t\tthis.readPopupState(state);\n\t\t\tbreak;\n\t\tcase \"match\":\n\t\t\tthis.isOpen = this.text === state;\n\t\t\tbreak;\n\t\tcase \"nomatch\":\n\t\t\tthis.isOpen = this.text !== state;\n\t\t\tbreak;\n\t\tcase \"lt\":\n\t\t\tthis.isOpen = !!(this.compareStateText(state) < 0);\n\t\t\tbreak;\n\t\tcase \"gt\":\n\t\t\tthis.isOpen = !!(this.compareStateText(state) > 0);\n\t\t\tbreak;\n\t\tcase \"lteq\":\n\t\t\tthis.isOpen = !(this.compareStateText(state) > 0);\n\t\t\tbreak;\n\t\tcase \"gteq\":\n\t\t\tthis.isOpen = !(this.compareStateText(state) < 0);\n\t\t\tbreak;\n\t}\n};\n\nRevealWidget.prototype.compareStateText = function(state) {\n\treturn state.localeCompare(this.text,undefined,{numeric: true,sensitivity: \"case\"});\n};\n\nRevealWidget.prototype.readPopupState = function(state) {\n\tvar popupLocationRegExp = /^\\((-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+),(-?[0-9\\.E]+)\\)$/,\n\t\tmatch = popupLocationRegExp.exec(state);\n\t// Check if the state matches the location regexp\n\tif(match) {\n\t\t// If so, we're open\n\t\tthis.isOpen = true;\n\t\t// Get the location\n\t\tthis.popup = {\n\t\t\tleft: parseFloat(match[1]),\n\t\t\ttop: parseFloat(match[2]),\n\t\t\twidth: parseFloat(match[3]),\n\t\t\theight: parseFloat(match[4])\n\t\t};\n\t} else {\n\t\t// If not, we're closed\n\t\tthis.isOpen = false;\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nRevealWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.state || changedAttributes.type || changedAttributes.text || changedAttributes.position || changedAttributes.positionAllowNegative || changedAttributes[\"default\"] || changedAttributes.animate || changedAttributes.stateTitle || changedAttributes.stateField || changedAttributes.stateIndex) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\tvar currentlyOpen = this.isOpen;\n\t\tthis.readState();\n\t\tif(this.isOpen !== currentlyOpen) {\n\t\t\tif(this.retain === \"yes\") {\n\t\t\t\tthis.updateState();\n\t\t\t} else {\n\t\t\t\tthis.refreshSelf();\n\t\t\t\treturn true;\n\t\t\t}\n\t\t}\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\n/*\nCalled by refresh() to dynamically show or hide the content\n*/\nRevealWidget.prototype.updateState = function() {\n\tvar self = this;\n\t// Read the current state\n\tthis.readState();\n\t// Construct the child nodes if needed\n\tvar domNode = this.domNodes[0];\n\tif(this.isOpen && !this.hasChildNodes) {\n\t\tthis.hasChildNodes = true;\n\t\tthis.makeChildWidgets(this.parseTreeNode.children);\n\t\tthis.renderChildren(domNode,null);\n\t}\n\t// Animate our DOM node\n\tif(!domNode.isTiddlyWikiFakeDom && this.type === \"popup\" && this.isOpen) {\n\t\tthis.positionPopup(domNode);\n\t\t$tw.utils.addClass(domNode,\"tc-popup\"); // Make sure that clicks don't dismiss popups within the revealed content\n\n\t}\n\tif(this.isOpen) {\n\t\tdomNode.removeAttribute(\"hidden\");\n $tw.anim.perform(this.openAnimation,domNode);\n\t} else {\n\t\t$tw.anim.perform(this.closeAnimation,domNode,{callback: function() {\n\t\t\t//make sure that the state hasn't changed during the close animation\n\t\t\tself.readState()\n\t\t\tif(!self.isOpen) {\n\t\t\t\tdomNode.setAttribute(\"hidden\",\"true\");\n\t\t\t}\n\t\t}});\n\t}\n};\n\nexports.reveal = RevealWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/scrollable.js": {
"title": "$:/core/modules/widgets/scrollable.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/scrollable.js\ntype: application/javascript\nmodule-type: widget\n\nScrollable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ScrollableWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n\tthis.scaleFactor = 1;\n\tthis.addEventListeners([\n\t\t{type: \"tm-scroll\", handler: \"handleScrollEvent\"}\n\t]);\n\tif($tw.browser) {\n\t\tthis.requestAnimationFrame = window.requestAnimationFrame ||\n\t\t\twindow.webkitRequestAnimationFrame ||\n\t\t\twindow.mozRequestAnimationFrame ||\n\t\t\tfunction(callback) {\n\t\t\t\treturn window.setTimeout(callback, 1000/60);\n\t\t\t};\n\t\tthis.cancelAnimationFrame = window.cancelAnimationFrame ||\n\t\t\twindow.webkitCancelAnimationFrame ||\n\t\t\twindow.webkitCancelRequestAnimationFrame ||\n\t\t\twindow.mozCancelAnimationFrame ||\n\t\t\twindow.mozCancelRequestAnimationFrame ||\n\t\t\tfunction(id) {\n\t\t\t\twindow.clearTimeout(id);\n\t\t\t};\n\t}\n};\n\n/*\nInherit from the base widget class\n*/\nScrollableWidget.prototype = new Widget();\n\nScrollableWidget.prototype.cancelScroll = function() {\n\tif(this.idRequestFrame) {\n\t\tthis.cancelAnimationFrame.call(window,this.idRequestFrame);\n\t\tthis.idRequestFrame = null;\n\t}\n};\n\n/*\nHandle a scroll event\n*/\nScrollableWidget.prototype.handleScrollEvent = function(event) {\n\t// Pass the scroll event through if our offsetsize is larger than our scrollsize\n\tif(this.outerDomNode.scrollWidth <= this.outerDomNode.offsetWidth && this.outerDomNode.scrollHeight <= this.outerDomNode.offsetHeight && this.fallthrough === \"yes\") {\n\t\treturn true;\n\t}\n\tthis.scrollIntoView(event.target);\n\treturn false; // Handled event\n};\n\n/*\nScroll an element into view\n*/\nScrollableWidget.prototype.scrollIntoView = function(element) {\n\tvar duration = $tw.utils.getAnimationDuration();\n\tthis.cancelScroll();\n\tthis.startTime = Date.now();\n\tvar scrollPosition = {\n\t\tx: this.outerDomNode.scrollLeft,\n\t\ty: this.outerDomNode.scrollTop\n\t};\n\t// Get the client bounds of the element and adjust by the scroll position\n\tvar scrollableBounds = this.outerDomNode.getBoundingClientRect(),\n\t\tclientTargetBounds = element.getBoundingClientRect(),\n\t\tbounds = {\n\t\t\tleft: clientTargetBounds.left + scrollPosition.x - scrollableBounds.left,\n\t\t\ttop: clientTargetBounds.top + scrollPosition.y - scrollableBounds.top,\n\t\t\twidth: clientTargetBounds.width,\n\t\t\theight: clientTargetBounds.height\n\t\t};\n\t// We'll consider the horizontal and vertical scroll directions separately via this function\n\tvar getEndPos = function(targetPos,targetSize,currentPos,currentSize) {\n\t\t\t// If the target is already visible then stay where we are\n\t\t\tif(targetPos >= currentPos && (targetPos + targetSize) <= (currentPos + currentSize)) {\n\t\t\t\treturn currentPos;\n\t\t\t// If the target is above/left of the current view, then scroll to its top/left\n\t\t\t} else if(targetPos <= currentPos) {\n\t\t\t\treturn targetPos;\n\t\t\t// If the target is smaller than the window and the scroll position is too far up, then scroll till the target is at the bottom of the window\n\t\t\t} else if(targetSize < currentSize && currentPos < (targetPos + targetSize - currentSize)) {\n\t\t\t\treturn targetPos + targetSize - currentSize;\n\t\t\t// If the target is big, then just scroll to the top\n\t\t\t} else if(currentPos < targetPos) {\n\t\t\t\treturn targetPos;\n\t\t\t// Otherwise, stay where we are\n\t\t\t} else {\n\t\t\t\treturn currentPos;\n\t\t\t}\n\t\t},\n\t\tendX = getEndPos(bounds.left,bounds.width,scrollPosition.x,this.outerDomNode.offsetWidth),\n\t\tendY = getEndPos(bounds.top,bounds.height,scrollPosition.y,this.outerDomNode.offsetHeight);\n\t// Only scroll if necessary\n\tif(endX !== scrollPosition.x || endY !== scrollPosition.y) {\n\t\tvar self = this,\n\t\t\tdrawFrame;\n\t\tdrawFrame = function () {\n\t\t\tvar t;\n\t\t\tif(duration <= 0) {\n\t\t\t\tt = 1;\n\t\t\t} else {\n\t\t\t\tt = ((Date.now()) - self.startTime) / duration;\t\n\t\t\t}\n\t\t\tif(t >= 1) {\n\t\t\t\tself.cancelScroll();\n\t\t\t\tt = 1;\n\t\t\t}\n\t\t\tt = $tw.utils.slowInSlowOut(t);\n\t\t\tself.outerDomNode.scrollLeft = scrollPosition.x + (endX - scrollPosition.x) * t;\n\t\t\tself.outerDomNode.scrollTop = scrollPosition.y + (endY - scrollPosition.y) * t;\n\t\t\tif(t < 1) {\n\t\t\t\tself.idRequestFrame = self.requestAnimationFrame.call(window,drawFrame);\n\t\t\t}\n\t\t};\n\t\tdrawFrame();\n\t}\n};\n\n/*\nRender this widget into the DOM\n*/\nScrollableWidget.prototype.render = function(parent,nextSibling) {\n\tvar self = this;\n\t// Remember parent\n\tthis.parentDomNode = parent;\n\t// Compute attributes and execute state\n\tthis.computeAttributes();\n\tthis.execute();\n\t// Create elements\n\tthis.outerDomNode = this.document.createElement(\"div\");\n\t$tw.utils.setStyle(this.outerDomNode,[\n\t\t{overflowY: \"auto\"},\n\t\t{overflowX: \"auto\"},\n\t\t{webkitOverflowScrolling: \"touch\"}\n\t]);\n\tthis.innerDomNode = this.document.createElement(\"div\");\n\tthis.outerDomNode.appendChild(this.innerDomNode);\n\t// Assign classes\n\tthis.outerDomNode.className = this[\"class\"] || \"\";\n\t// Insert element\n\tparent.insertBefore(this.outerDomNode,nextSibling);\n\tthis.renderChildren(this.innerDomNode,null);\n\tthis.domNodes.push(this.outerDomNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nScrollableWidget.prototype.execute = function() {\n\t// Get attributes\n\tthis.fallthrough = this.getAttribute(\"fallthrough\",\"yes\");\n\tthis[\"class\"] = this.getAttribute(\"class\");\n\t// Make child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nScrollableWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes[\"class\"]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports.scrollable = ScrollableWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/select.js": {
"title": "$:/core/modules/widgets/select.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/select.js\ntype: application/javascript\nmodule-type: widget\n\nSelect widget:\n\n```\n<$select tiddler=\"MyTiddler\" field=\"text\">\n<$list filter=\"[tag[chapter]]\">\n<option value=<<currentTiddler>>>\n<$view field=\"description\"/>\n</option>\n</$list>\n</$select>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SelectWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSelectWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSelectWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n\tthis.setSelectValue();\n\t$tw.utils.addEventListeners(this.getSelectDomNode(),[\n\t\t{name: \"change\", handlerObject: this, handlerMethod: \"handleChangeEvent\"}\n\t]);\n};\n\n/*\nHandle a change event\n*/\nSelectWidget.prototype.handleChangeEvent = function(event) {\n\t// Get the new value and assign it to the tiddler\n\tif(this.selectMultiple == false) {\n\t\tvar value = this.getSelectDomNode().value;\n\t} else {\n\t\tvar value = this.getSelectValues()\n\t\t\t\tvalue = $tw.utils.stringifyList(value);\n\t}\n\tthis.wiki.setText(this.selectTitle,this.selectField,this.selectIndex,value);\n\t// Trigger actions\n\tif(this.selectActions) {\n\t\tthis.invokeActionString(this.selectActions,this,event);\n\t}\n};\n\n/*\nIf necessary, set the value of the select element to the current value\n*/\nSelectWidget.prototype.setSelectValue = function() {\n\tvar value = this.selectDefault;\n\t// Get the value\n\tif(this.selectIndex) {\n\t\tvalue = this.wiki.extractTiddlerDataItem(this.selectTitle,this.selectIndex,value);\n\t} else {\n\t\tvar tiddler = this.wiki.getTiddler(this.selectTitle);\n\t\tif(tiddler) {\n\t\t\tif(this.selectField === \"text\") {\n\t\t\t\t// Calling getTiddlerText() triggers lazy loading of skinny tiddlers\n\t\t\t\tvalue = this.wiki.getTiddlerText(this.selectTitle);\n\t\t\t} else {\n\t\t\t\tif($tw.utils.hop(tiddler.fields,this.selectField)) {\n\t\t\t\t\tvalue = tiddler.getFieldString(this.selectField);\n\t\t\t\t}\n\t\t\t}\n\t\t} else {\n\t\t\tif(this.selectField === \"title\") {\n\t\t\t\tvalue = this.selectTitle;\n\t\t\t}\n\t\t}\n\t}\n\t// Assign it to the select element if it's different than the current value\n\tif (this.selectMultiple) {\n\t\tvalue = value === undefined ? \"\" : value;\n\t\tvar select = this.getSelectDomNode();\n\t\tvar values = Array.isArray(value) ? value : $tw.utils.parseStringArray(value);\n\t\tfor(var i=0; i < select.children.length; i++){\n\t\t\tselect.children[i].selected = values.indexOf(select.children[i].value) !== -1\n\t\t}\n\t} else {\n\t\tvar domNode = this.getSelectDomNode();\n\t\tif(domNode.value !== value) {\n\t\t\tdomNode.value = value;\n\t\t}\n\t}\n};\n\n/*\nGet the DOM node of the select element\n*/\nSelectWidget.prototype.getSelectDomNode = function() {\n\treturn this.children[0].domNodes[0];\n};\n\n// Return an array of the selected opion values\n// select is an HTML select element\nSelectWidget.prototype.getSelectValues = function() {\n\tvar select, result, options, opt;\n\tselect = this.getSelectDomNode();\n\tresult = [];\n\toptions = select && select.options;\n\tfor (var i=0; i<options.length; i++) {\n\t\topt = options[i];\n\t\tif (opt.selected) {\n\t\t\tresult.push(opt.value || opt.text);\n\t\t}\n\t}\n\treturn result;\n}\n\n/*\nCompute the internal state of the widget\n*/\nSelectWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.selectActions = this.getAttribute(\"actions\");\n\tthis.selectTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.selectField = this.getAttribute(\"field\",\"text\");\n\tthis.selectIndex = this.getAttribute(\"index\");\n\tthis.selectClass = this.getAttribute(\"class\");\n\tthis.selectDefault = this.getAttribute(\"default\");\n\tthis.selectMultiple = this.getAttribute(\"multiple\", false);\n\tthis.selectSize = this.getAttribute(\"size\");\n\tthis.selectTooltip = this.getAttribute(\"tooltip\");\n\t// Make the child widgets\n\tvar selectNode = {\n\t\ttype: \"element\",\n\t\ttag: \"select\",\n\t\tchildren: this.parseTreeNode.children\n\t};\n\tif(this.selectClass) {\n\t\t$tw.utils.addAttributeToParseTreeNode(selectNode,\"class\",this.selectClass);\n\t}\n\tif(this.selectMultiple) {\n\t\t$tw.utils.addAttributeToParseTreeNode(selectNode,\"multiple\",\"multiple\");\n\t}\n\tif(this.selectSize) {\n\t\t$tw.utils.addAttributeToParseTreeNode(selectNode,\"size\",this.selectSize);\n\t}\n\tif(this.selectTooltip) {\n\t\t$tw.utils.addAttributeToParseTreeNode(selectNode,\"title\",this.selectTooltip);\n\t}\n\tthis.makeChildWidgets([selectNode]);\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nSelectWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\t// If we're using a different tiddler/field/index then completely refresh ourselves\n\tif(changedAttributes.selectTitle || changedAttributes.selectField || changedAttributes.selectIndex || changedAttributes.selectTooltip) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t// If the target tiddler value has changed, just update setting and refresh the children\n\t} else {\n\t\tvar childrenRefreshed = this.refreshChildren(changedTiddlers);\n\t\tif(changedTiddlers[this.selectTitle] || childrenRefreshed) {\n\t\t\tthis.setSelectValue();\n\t\t} \n\t\treturn childrenRefreshed;\n\t}\n};\n\nexports.select = SelectWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/set.js": {
"title": "$:/core/modules/widgets/set.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/set.js\ntype: application/javascript\nmodule-type: widget\n\nSet variable widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar SetWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nSetWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nSetWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nSetWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.setName = this.getAttribute(\"name\",\"currentTiddler\");\n\tthis.setFilter = this.getAttribute(\"filter\");\n\tthis.setSelect = this.getAttribute(\"select\");\n\tthis.setTiddler = this.getAttribute(\"tiddler\");\n\tthis.setSubTiddler = this.getAttribute(\"subtiddler\");\n\tthis.setField = this.getAttribute(\"field\");\n\tthis.setIndex = this.getAttribute(\"index\");\n\tthis.setValue = this.getAttribute(\"value\");\n\tthis.setEmptyValue = this.getAttribute(\"emptyValue\");\n\t// Set context variable\n\tthis.setVariable(this.setName,this.getValue(),this.parseTreeNode.params,!!this.parseTreeNode.isMacroDefinition);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nGet the value to be assigned\n*/\nSetWidget.prototype.getValue = function() {\n\tvar value = this.setValue;\n\tif(this.setTiddler) {\n\t\tvar tiddler;\n\t\tif(this.setSubTiddler) {\n\t\t\ttiddler = this.wiki.getSubTiddler(this.setTiddler,this.setSubTiddler);\n\t\t} else {\n\t\t\ttiddler = this.wiki.getTiddler(this.setTiddler);\t\t\t\n\t\t}\n\t\tif(!tiddler) {\n\t\t\tvalue = this.setEmptyValue;\n\t\t} else if(this.setField) {\n\t\t\tvalue = tiddler.getFieldString(this.setField) || this.setEmptyValue;\n\t\t} else if(this.setIndex) {\n\t\t\tvalue = this.wiki.extractTiddlerDataItem(this.setTiddler,this.setIndex,this.setEmptyValue);\n\t\t} else {\n\t\t\tvalue = tiddler.fields.text || this.setEmptyValue ;\n\t\t}\n\t} else if(this.setFilter) {\n\t\tvar results = this.wiki.filterTiddlers(this.setFilter,this);\n\t\tif(this.setValue == null) {\n\t\t\tvar select;\n\t\t\tif(this.setSelect) {\n\t\t\t\tselect = parseInt(this.setSelect,10);\n\t\t\t}\n\t\t\tif(select !== undefined) {\n\t\t\t\tvalue = results[select] || \"\";\n\t\t\t} else {\n\t\t\t\tvalue = $tw.utils.stringifyList(results);\t\t\t\n\t\t\t}\n\t\t}\n\t\tif(results.length === 0 && this.setEmptyValue !== undefined) {\n\t\t\tvalue = this.setEmptyValue;\n\t\t}\n\t} else if(!value && this.setEmptyValue) {\n\t\tvalue = this.setEmptyValue;\n\t}\n\treturn value || \"\";\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nSetWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.name || changedAttributes.filter || changedAttributes.select || changedAttributes.tiddler || (this.setTiddler && changedTiddlers[this.setTiddler]) || changedAttributes.field || changedAttributes.index || changedAttributes.value || changedAttributes.emptyValue ||\n\t (this.setFilter && this.getValue() != this.variables[this.setName].value)) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.setvariable = SetWidget;\nexports.set = SetWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/text.js": {
"title": "$:/core/modules/widgets/text.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/text.js\ntype: application/javascript\nmodule-type: widget\n\nText node widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar TextNodeWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nTextNodeWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nTextNodeWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tvar text = this.getAttribute(\"text\",this.parseTreeNode.text || \"\");\n\ttext = text.replace(/\\r/mg,\"\");\n\tvar textNode = this.document.createTextNode(text);\n\tparent.insertBefore(textNode,nextSibling);\n\tthis.domNodes.push(textNode);\n};\n\n/*\nCompute the internal state of the widget\n*/\nTextNodeWidget.prototype.execute = function() {\n\t// Nothing to do for a text node\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nTextNodeWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.text) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports.text = TextNodeWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/tiddler.js": {
"title": "$:/core/modules/widgets/tiddler.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/tiddler.js\ntype: application/javascript\nmodule-type: widget\n\nTiddler widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar TiddlerWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nTiddlerWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nTiddlerWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nTiddlerWidget.prototype.execute = function() {\n\tthis.tiddlerState = this.computeTiddlerState();\n\tthis.setVariable(\"currentTiddler\",this.tiddlerState.currentTiddler);\n\tthis.setVariable(\"missingTiddlerClass\",this.tiddlerState.missingTiddlerClass);\n\tthis.setVariable(\"shadowTiddlerClass\",this.tiddlerState.shadowTiddlerClass);\n\tthis.setVariable(\"systemTiddlerClass\",this.tiddlerState.systemTiddlerClass);\n\tthis.setVariable(\"tiddlerTagClasses\",this.tiddlerState.tiddlerTagClasses);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nCompute the tiddler state flags\n*/\nTiddlerWidget.prototype.computeTiddlerState = function() {\n\t// Get our parameters\n\tthis.tiddlerTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\t// Compute the state\n\tvar state = {\n\t\tcurrentTiddler: this.tiddlerTitle || \"\",\n\t\tmissingTiddlerClass: (this.wiki.tiddlerExists(this.tiddlerTitle) || this.wiki.isShadowTiddler(this.tiddlerTitle)) ? \"tc-tiddler-exists\" : \"tc-tiddler-missing\",\n\t\tshadowTiddlerClass: this.wiki.isShadowTiddler(this.tiddlerTitle) ? \"tc-tiddler-shadow\" : \"\",\n\t\tsystemTiddlerClass: this.wiki.isSystemTiddler(this.tiddlerTitle) ? \"tc-tiddler-system\" : \"\",\n\t\ttiddlerTagClasses: this.getTagClasses()\n\t};\n\t// Compute a simple hash to make it easier to detect changes\n\tstate.hash = state.currentTiddler + state.missingTiddlerClass + state.shadowTiddlerClass + state.systemTiddlerClass + state.tiddlerTagClasses;\n\treturn state;\n};\n\n/*\nCreate a string of CSS classes derived from the tags of the current tiddler\n*/\nTiddlerWidget.prototype.getTagClasses = function() {\n\tvar tiddler = this.wiki.getTiddler(this.tiddlerTitle);\n\tif(tiddler) {\n\t\tvar tags = [];\n\t\t$tw.utils.each(tiddler.fields.tags,function(tag) {\n\t\t\ttags.push(\"tc-tagged-\" + encodeURIComponent(tag));\n\t\t});\n\t\treturn tags.join(\" \");\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nTiddlerWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes(),\n\t\tnewTiddlerState = this.computeTiddlerState();\n\tif(changedAttributes.tiddler || newTiddlerState.hash !== this.tiddlerState.hash) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nexports.tiddler = TiddlerWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/transclude.js": {
"title": "$:/core/modules/widgets/transclude.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/transclude.js\ntype: application/javascript\nmodule-type: widget\n\nTransclude widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar TranscludeWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nTranscludeWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nTranscludeWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nTranscludeWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.transcludeTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.transcludeSubTiddler = this.getAttribute(\"subtiddler\");\n\tthis.transcludeField = this.getAttribute(\"field\");\n\tthis.transcludeIndex = this.getAttribute(\"index\");\n\tthis.transcludeMode = this.getAttribute(\"mode\");\n\t// Parse the text reference\n\tvar parseAsInline = !this.parseTreeNode.isBlock;\n\tif(this.transcludeMode === \"inline\") {\n\t\tparseAsInline = true;\n\t} else if(this.transcludeMode === \"block\") {\n\t\tparseAsInline = false;\n\t}\n\tvar parser = this.wiki.parseTextReference(\n\t\t\t\t\t\tthis.transcludeTitle,\n\t\t\t\t\t\tthis.transcludeField,\n\t\t\t\t\t\tthis.transcludeIndex,\n\t\t\t\t\t\t{\n\t\t\t\t\t\t\tparseAsInline: parseAsInline,\n\t\t\t\t\t\t\tsubTiddler: this.transcludeSubTiddler\n\t\t\t\t\t\t}),\n\t\tparseTreeNodes = parser ? parser.tree : this.parseTreeNode.children;\n\t// Set context variables for recursion detection\n\tvar recursionMarker = this.makeRecursionMarker();\n\tthis.setVariable(\"transclusion\",recursionMarker);\n\t// Check for recursion\n\tif(parser) {\n\t\tif(this.parentWidget && this.parentWidget.hasVariable(\"transclusion\",recursionMarker)) {\n\t\t\tparseTreeNodes = [{type: \"element\", tag: \"span\", attributes: {\n\t\t\t\t\"class\": {type: \"string\", value: \"tc-error\"}\n\t\t\t}, children: [\n\t\t\t\t{type: \"text\", text: $tw.language.getString(\"Error/RecursiveTransclusion\")}\n\t\t\t]}];\n\t\t}\n\t}\n\t// Construct the child widgets\n\tthis.makeChildWidgets(parseTreeNodes);\n};\n\n/*\nCompose a string comprising the title, field and/or index to identify this transclusion for recursion detection\n*/\nTranscludeWidget.prototype.makeRecursionMarker = function() {\n\tvar output = [];\n\toutput.push(\"{\");\n\toutput.push(this.getVariable(\"currentTiddler\",{defaultValue: \"\"}));\n\toutput.push(\"|\");\n\toutput.push(this.transcludeTitle || \"\");\n\toutput.push(\"|\");\n\toutput.push(this.transcludeField || \"\");\n\toutput.push(\"|\");\n\toutput.push(this.transcludeIndex || \"\");\n\toutput.push(\"|\");\n\toutput.push(this.transcludeSubTiddler || \"\");\n\toutput.push(\"}\");\n\treturn output.join(\"\");\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nTranscludeWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedTiddlers[this.transcludeTitle]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn this.refreshChildren(changedTiddlers);\t\t\n\t}\n};\n\nexports.transclude = TranscludeWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/vars.js": {
"title": "$:/core/modules/widgets/vars.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/vars.js\ntype: application/javascript\nmodule-type: widget\n\nThis widget allows multiple variables to be set in one go:\n\n```\n\\define helloworld() Hello world!\n<$vars greeting=\"Hi\" me={{!!title}} sentence=<<helloworld>>>\n <<greeting>>! I am <<me>> and I say: <<sentence>>\n</$vars>\n```\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar VarsWidget = function(parseTreeNode,options) {\n\t// Call the constructor\n\tWidget.call(this);\n\t// Initialise\t\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nVarsWidget.prototype = Object.create(Widget.prototype);\n\n/*\nRender this widget into the DOM\n*/\nVarsWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nVarsWidget.prototype.execute = function() {\n\t// Parse variables\n\tvar self = this;\n\t$tw.utils.each(this.attributes,function(val,key) {\n\t\tif(key.charAt(0) !== \"$\") {\n\t\t\tself.setVariable(key,val);\n\t\t}\n\t});\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nRefresh the widget by ensuring our attributes are up to date\n*/\nVarsWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(Object.keys(changedAttributes).length) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t}\n\treturn this.refreshChildren(changedTiddlers);\n};\n\nexports[\"vars\"] = VarsWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/view.js": {
"title": "$:/core/modules/widgets/view.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/view.js\ntype: application/javascript\nmodule-type: widget\n\nView widget\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar ViewWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nViewWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nViewWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tif(this.text) {\n\t\tvar textNode = this.document.createTextNode(this.text);\n\t\tparent.insertBefore(textNode,nextSibling);\n\t\tthis.domNodes.push(textNode);\n\t} else {\n\t\tthis.makeChildWidgets();\n\t\tthis.renderChildren(parent,nextSibling);\n\t}\n};\n\n/*\nCompute the internal state of the widget\n*/\nViewWidget.prototype.execute = function() {\n\t// Get parameters from our attributes\n\tthis.viewTitle = this.getAttribute(\"tiddler\",this.getVariable(\"currentTiddler\"));\n\tthis.viewSubtiddler = this.getAttribute(\"subtiddler\");\n\tthis.viewField = this.getAttribute(\"field\",\"text\");\n\tthis.viewIndex = this.getAttribute(\"index\");\n\tthis.viewFormat = this.getAttribute(\"format\",\"text\");\n\tthis.viewTemplate = this.getAttribute(\"template\",\"\");\n\tthis.viewMode = this.getAttribute(\"mode\",\"block\");\n\tswitch(this.viewFormat) {\n\t\tcase \"htmlwikified\":\n\t\t\tthis.text = this.getValueAsHtmlWikified(this.viewMode);\n\t\t\tbreak;\n\t\tcase \"plainwikified\":\n\t\t\tthis.text = this.getValueAsPlainWikified(this.viewMode);\n\t\t\tbreak;\n\t\tcase \"htmlencodedplainwikified\":\n\t\t\tthis.text = this.getValueAsHtmlEncodedPlainWikified(this.viewMode);\n\t\t\tbreak;\n\t\tcase \"htmlencoded\":\n\t\t\tthis.text = this.getValueAsHtmlEncoded();\n\t\t\tbreak;\n\t\tcase \"urlencoded\":\n\t\t\tthis.text = this.getValueAsUrlEncoded();\n\t\t\tbreak;\n\t\tcase \"doubleurlencoded\":\n\t\t\tthis.text = this.getValueAsDoubleUrlEncoded();\n\t\t\tbreak;\n\t\tcase \"date\":\n\t\t\tthis.text = this.getValueAsDate(this.viewTemplate);\n\t\t\tbreak;\n\t\tcase \"relativedate\":\n\t\t\tthis.text = this.getValueAsRelativeDate();\n\t\t\tbreak;\n\t\tcase \"stripcomments\":\n\t\t\tthis.text = this.getValueAsStrippedComments();\n\t\t\tbreak;\n\t\tcase \"jsencoded\":\n\t\t\tthis.text = this.getValueAsJsEncoded();\n\t\t\tbreak;\n\t\tdefault: // \"text\"\n\t\t\tthis.text = this.getValueAsText();\n\t\t\tbreak;\n\t}\n};\n\n/*\nThe various formatter functions are baked into this widget for the moment. Eventually they will be replaced by macro functions\n*/\n\n/*\nRetrieve the value of the widget. Options are:\nasString: Optionally return the value as a string\n*/\nViewWidget.prototype.getValue = function(options) {\n\toptions = options || {};\n\tvar value = options.asString ? \"\" : undefined;\n\tif(this.viewIndex) {\n\t\tvalue = this.wiki.extractTiddlerDataItem(this.viewTitle,this.viewIndex);\n\t} else {\n\t\tvar tiddler;\n\t\tif(this.viewSubtiddler) {\n\t\t\ttiddler = this.wiki.getSubTiddler(this.viewTitle,this.viewSubtiddler);\t\n\t\t} else {\n\t\t\ttiddler = this.wiki.getTiddler(this.viewTitle);\n\t\t}\n\t\tif(tiddler) {\n\t\t\tif(this.viewField === \"text\" && !this.viewSubtiddler) {\n\t\t\t\t// Calling getTiddlerText() triggers lazy loading of skinny tiddlers\n\t\t\t\tvalue = this.wiki.getTiddlerText(this.viewTitle);\n\t\t\t} else {\n\t\t\t\tif($tw.utils.hop(tiddler.fields,this.viewField)) {\n\t\t\t\t\tif(options.asString) {\n\t\t\t\t\t\tvalue = tiddler.getFieldString(this.viewField);\n\t\t\t\t\t} else {\n\t\t\t\t\t\tvalue = tiddler.fields[this.viewField];\t\t\t\t\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t} else {\n\t\t\tif(this.viewField === \"title\") {\n\t\t\t\tvalue = this.viewTitle;\n\t\t\t}\n\t\t}\n\t}\n\treturn value;\n};\n\nViewWidget.prototype.getValueAsText = function() {\n\treturn this.getValue({asString: true});\n};\n\nViewWidget.prototype.getValueAsHtmlWikified = function(mode) {\n\treturn this.wiki.renderText(\"text/html\",\"text/vnd.tiddlywiki\",this.getValueAsText(),{\n\t\tparseAsInline: mode !== \"block\",\n\t\tparentWidget: this\n\t});\n};\n\nViewWidget.prototype.getValueAsPlainWikified = function(mode) {\n\treturn this.wiki.renderText(\"text/plain\",\"text/vnd.tiddlywiki\",this.getValueAsText(),{\n\t\tparseAsInline: mode !== \"block\",\n\t\tparentWidget: this\n\t});\n};\n\nViewWidget.prototype.getValueAsHtmlEncodedPlainWikified = function(mode) {\n\treturn $tw.utils.htmlEncode(this.wiki.renderText(\"text/plain\",\"text/vnd.tiddlywiki\",this.getValueAsText(),{\n\t\tparseAsInline: mode !== \"block\",\n\t\tparentWidget: this\n\t}));\n};\n\nViewWidget.prototype.getValueAsHtmlEncoded = function() {\n\treturn $tw.utils.htmlEncode(this.getValueAsText());\n};\n\nViewWidget.prototype.getValueAsUrlEncoded = function() {\n\treturn encodeURIComponent(this.getValueAsText());\n};\n\nViewWidget.prototype.getValueAsDoubleUrlEncoded = function() {\n\treturn encodeURIComponent(encodeURIComponent(this.getValueAsText()));\n};\n\nViewWidget.prototype.getValueAsDate = function(format) {\n\tformat = format || \"YYYY MM DD 0hh:0mm\";\n\tvar value = $tw.utils.parseDate(this.getValue());\n\tif(value && $tw.utils.isDate(value) && value.toString() !== \"Invalid Date\") {\n\t\treturn $tw.utils.formatDateString(value,format);\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\nViewWidget.prototype.getValueAsRelativeDate = function(format) {\n\tvar value = $tw.utils.parseDate(this.getValue());\n\tif(value && $tw.utils.isDate(value) && value.toString() !== \"Invalid Date\") {\n\t\treturn $tw.utils.getRelativeDate((new Date()) - (new Date(value))).description;\n\t} else {\n\t\treturn \"\";\n\t}\n};\n\nViewWidget.prototype.getValueAsStrippedComments = function() {\n\tvar lines = this.getValueAsText().split(\"\\n\"),\n\t\tout = [];\n\tfor(var line=0; line<lines.length; line++) {\n\t\tvar text = lines[line];\n\t\tif(!/^\\s*\\/\\/#/.test(text)) {\n\t\t\tout.push(text);\n\t\t}\n\t}\n\treturn out.join(\"\\n\");\n};\n\nViewWidget.prototype.getValueAsJsEncoded = function() {\n\treturn $tw.utils.stringify(this.getValueAsText());\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nViewWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\tif(changedAttributes.tiddler || changedAttributes.field || changedAttributes.index || changedAttributes.template || changedAttributes.format || changedTiddlers[this.viewTitle]) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\treturn false;\t\n\t}\n};\n\nexports.view = ViewWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/widget.js": {
"title": "$:/core/modules/widgets/widget.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/widget.js\ntype: application/javascript\nmodule-type: widget\n\nWidget base class\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nCreate a widget object for a parse tree node\n\tparseTreeNode: reference to the parse tree node to be rendered\n\toptions: see below\nOptions include:\n\twiki: mandatory reference to wiki associated with this render tree\n\tparentWidget: optional reference to a parent renderer node for the context chain\n\tdocument: optional document object to use instead of global document\n*/\nvar Widget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInitialise widget properties. These steps are pulled out of the constructor so that we can reuse them in subclasses\n*/\nWidget.prototype.initialise = function(parseTreeNode,options) {\n\t// Bail if parseTreeNode is undefined, meaning that the widget constructor was called without any arguments so that it can be subclassed\n\tif(parseTreeNode === undefined) {\n\t\treturn;\n\t}\n\toptions = options || {};\n\t// Save widget info\n\tthis.parseTreeNode = parseTreeNode;\n\tthis.wiki = options.wiki;\n\tthis.parentWidget = options.parentWidget;\n\tthis.variablesConstructor = function() {};\n\tthis.variablesConstructor.prototype = this.parentWidget ? this.parentWidget.variables : {};\n\tthis.variables = new this.variablesConstructor();\n\tthis.document = options.document;\n\tthis.attributes = {};\n\tthis.children = [];\n\tthis.domNodes = [];\n\tthis.eventListeners = {};\n\t// Hashmap of the widget classes\n\tif(!this.widgetClasses) {\n\t\t// Get widget classes\n\t\tWidget.prototype.widgetClasses = $tw.modules.applyMethods(\"widget\");\n\t\t// Process any subclasses\n\t\t$tw.modules.forEachModuleOfType(\"widget-subclass\",function(title,module) {\n\t\t\tif(module.baseClass) {\n\t\t\t\tvar baseClass = Widget.prototype.widgetClasses[module.baseClass];\n\t\t\t\tif(!baseClass) {\n\t\t\t\t\tthrow \"Module '\" + title + \"' is attemping to extend a non-existent base class '\" + module.baseClass + \"'\";\n\t\t\t\t}\n\t\t\t\tvar subClass = module.constructor;\n\t\t\t\tsubClass.prototype = new baseClass();\n\t\t\t\t$tw.utils.extend(subClass.prototype,module.prototype);\n\t\t\t\tWidget.prototype.widgetClasses[module.name || module.baseClass] = subClass;\n\t\t\t}\n\t\t});\n\t}\n};\n\n/*\nRender this widget into the DOM\n*/\nWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nWidget.prototype.execute = function() {\n\tthis.makeChildWidgets();\n};\n\n/*\nSet the value of a context variable\nname: name of the variable\nvalue: value of the variable\nparams: array of {name:, default:} for each parameter\nisMacroDefinition: true if the variable is set via a \\define macro pragma (and hence should have variable substitution performed)\n*/\nWidget.prototype.setVariable = function(name,value,params,isMacroDefinition) {\n\tthis.variables[name] = {value: value, params: params, isMacroDefinition: !!isMacroDefinition};\n};\n\n/*\nGet the prevailing value of a context variable\nname: name of variable\noptions: see below\nOptions include\nparams: array of {name:, value:} for each parameter\ndefaultValue: default value if the variable is not defined\n\nReturns an object with the following fields:\n\nparams: array of {name:,value:} of parameters passed to wikitext variables\ntext: text of variable, with parameters properly substituted\n*/\nWidget.prototype.getVariableInfo = function(name,options) {\n\toptions = options || {};\n\tvar actualParams = options.params || [],\n\t\tparentWidget = this.parentWidget;\n\t// Check for the variable defined in the parent widget (or an ancestor in the prototype chain)\n\tif(parentWidget && name in parentWidget.variables) {\n\t\tvar variable = parentWidget.variables[name],\n\t\t\tvalue = variable.value,\n\t\t\tparams = this.resolveVariableParameters(variable.params,actualParams);\n\t\t// Substitute any parameters specified in the definition\n\t\t$tw.utils.each(params,function(param) {\n\t\t\tvalue = $tw.utils.replaceString(value,new RegExp(\"\\\\$\" + $tw.utils.escapeRegExp(param.name) + \"\\\\$\",\"mg\"),param.value);\n\t\t});\n\t\t// Only substitute variable references if this variable was defined with the \\define pragma\n\t\tif(variable.isMacroDefinition) {\n\t\t\tvalue = this.substituteVariableReferences(value);\t\t\t\n\t\t}\n\t\treturn {\n\t\t\ttext: value,\n\t\t\tparams: params\n\t\t};\n\t}\n\t// If the variable doesn't exist in the parent widget then look for a macro module\n\treturn {\n\t\ttext: this.evaluateMacroModule(name,actualParams,options.defaultValue)\n\t};\n};\n\n/*\nSimplified version of getVariableInfo() that just returns the text\n*/\nWidget.prototype.getVariable = function(name,options) {\n\treturn this.getVariableInfo(name,options).text;\n};\n\nWidget.prototype.resolveVariableParameters = function(formalParams,actualParams) {\n\tformalParams = formalParams || [];\n\tactualParams = actualParams || [];\n\tvar nextAnonParameter = 0, // Next candidate anonymous parameter in macro call\n\t\tparamInfo, paramValue,\n\t\tresults = [];\n\t// Step through each of the parameters in the macro definition\n\tfor(var p=0; p<formalParams.length; p++) {\n\t\t// Check if we've got a macro call parameter with the same name\n\t\tparamInfo = formalParams[p];\n\t\tparamValue = undefined;\n\t\tfor(var m=0; m<actualParams.length; m++) {\n\t\t\tif(actualParams[m].name === paramInfo.name) {\n\t\t\t\tparamValue = actualParams[m].value;\n\t\t\t}\n\t\t}\n\t\t// If not, use the next available anonymous macro call parameter\n\t\twhile(nextAnonParameter < actualParams.length && actualParams[nextAnonParameter].name) {\n\t\t\tnextAnonParameter++;\n\t\t}\n\t\tif(paramValue === undefined && nextAnonParameter < actualParams.length) {\n\t\t\tparamValue = actualParams[nextAnonParameter++].value;\n\t\t}\n\t\t// If we've still not got a value, use the default, if any\n\t\tparamValue = paramValue || paramInfo[\"default\"] || \"\";\n\t\t// Store the parameter name and value\n\t\tresults.push({name: paramInfo.name, value: paramValue});\n\t}\n\treturn results;\n};\n\nWidget.prototype.substituteVariableReferences = function(text) {\n\tvar self = this;\n\treturn (text || \"\").replace(/\\$\\(([^\\)\\$]+)\\)\\$/g,function(match,p1,offset,string) {\n\t\treturn self.getVariable(p1,{defaultValue: \"\"});\n\t});\n};\n\nWidget.prototype.evaluateMacroModule = function(name,actualParams,defaultValue) {\n\tif($tw.utils.hop($tw.macros,name)) {\n\t\tvar macro = $tw.macros[name],\n\t\t\targs = [];\n\t\tif(macro.params.length > 0) {\n\t\t\tvar nextAnonParameter = 0, // Next candidate anonymous parameter in macro call\n\t\t\t\tparamInfo, paramValue;\n\t\t\t// Step through each of the parameters in the macro definition\n\t\t\tfor(var p=0; p<macro.params.length; p++) {\n\t\t\t\t// Check if we've got a macro call parameter with the same name\n\t\t\t\tparamInfo = macro.params[p];\n\t\t\t\tparamValue = undefined;\n\t\t\t\tfor(var m=0; m<actualParams.length; m++) {\n\t\t\t\t\tif(actualParams[m].name === paramInfo.name) {\n\t\t\t\t\t\tparamValue = actualParams[m].value;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// If not, use the next available anonymous macro call parameter\n\t\t\t\twhile(nextAnonParameter < actualParams.length && actualParams[nextAnonParameter].name) {\n\t\t\t\t\tnextAnonParameter++;\n\t\t\t\t}\n\t\t\t\tif(paramValue === undefined && nextAnonParameter < actualParams.length) {\n\t\t\t\t\tparamValue = actualParams[nextAnonParameter++].value;\n\t\t\t\t}\n\t\t\t\t// If we've still not got a value, use the default, if any\n\t\t\t\tparamValue = paramValue || paramInfo[\"default\"] || \"\";\n\t\t\t\t// Save the parameter\n\t\t\t\targs.push(paramValue);\n\t\t\t}\n\t\t}\n\t\telse for(var i=0; i<actualParams.length; ++i) {\n\t\t\targs.push(actualParams[i].value);\n\t\t}\n\t\treturn (macro.run.apply(this,args) || \"\").toString();\n\t} else {\n\t\treturn defaultValue;\n\t}\n};\n\n/*\nCheck whether a given context variable value exists in the parent chain\n*/\nWidget.prototype.hasVariable = function(name,value) {\n\tvar node = this;\n\twhile(node) {\n\t\tif($tw.utils.hop(node.variables,name) && node.variables[name].value === value) {\n\t\t\treturn true;\n\t\t}\n\t\tnode = node.parentWidget;\n\t}\n\treturn false;\n};\n\n/*\nConstruct a qualifying string based on a hash of concatenating the values of a given variable in the parent chain\n*/\nWidget.prototype.getStateQualifier = function(name) {\n\tthis.qualifiers = this.qualifiers || Object.create(null);\n\tname = name || \"transclusion\";\n\tif(this.qualifiers[name]) {\n\t\treturn this.qualifiers[name];\n\t} else {\n\t\tvar output = [],\n\t\t\tnode = this;\n\t\twhile(node && node.parentWidget) {\n\t\t\tif($tw.utils.hop(node.parentWidget.variables,name)) {\n\t\t\t\toutput.push(node.getVariable(name));\n\t\t\t}\n\t\t\tnode = node.parentWidget;\n\t\t}\n\t\tvar value = $tw.utils.hashString(output.join(\"\"));\n\t\tthis.qualifiers[name] = value;\n\t\treturn value;\n\t}\n};\n\n/*\nCompute the current values of the attributes of the widget. Returns a hashmap of the names of the attributes that have changed\n*/\nWidget.prototype.computeAttributes = function() {\n\tvar changedAttributes = {},\n\t\tself = this,\n\t\tvalue;\n\t$tw.utils.each(this.parseTreeNode.attributes,function(attribute,name) {\n\t\tif(attribute.type === \"filtered\") {\n\t\t\tvalue = self.wiki.filterTiddlers(attribute.filter,self)[0] || \"\";\n\t\t} else if(attribute.type === \"indirect\") {\n\t\t\tvalue = self.wiki.getTextReference(attribute.textReference,\"\",self.getVariable(\"currentTiddler\"));\n\t\t} else if(attribute.type === \"macro\") {\n\t\t\tvalue = self.getVariable(attribute.value.name,{params: attribute.value.params});\n\t\t} else { // String attribute\n\t\t\tvalue = attribute.value;\n\t\t}\n\t\t// Check whether the attribute has changed\n\t\tif(self.attributes[name] !== value) {\n\t\t\tself.attributes[name] = value;\n\t\t\tchangedAttributes[name] = true;\n\t\t}\n\t});\n\treturn changedAttributes;\n};\n\n/*\nCheck for the presence of an attribute\n*/\nWidget.prototype.hasAttribute = function(name) {\n\treturn $tw.utils.hop(this.attributes,name);\n};\n\n/*\nGet the value of an attribute\n*/\nWidget.prototype.getAttribute = function(name,defaultText) {\n\tif($tw.utils.hop(this.attributes,name)) {\n\t\treturn this.attributes[name];\n\t} else {\n\t\treturn defaultText;\n\t}\n};\n\n/*\nAssign the computed attributes of the widget to a domNode\noptions include:\nexcludeEventAttributes: ignores attributes whose name begins with \"on\"\n*/\nWidget.prototype.assignAttributes = function(domNode,options) {\n\toptions = options || {};\n\tvar self = this;\n\t$tw.utils.each(this.attributes,function(v,a) {\n\t\t// Check exclusions\n\t\tif(options.excludeEventAttributes && a.substr(0,2) === \"on\") {\n\t\t\tv = undefined;\n\t\t}\n\t\tif(v !== undefined) {\n\t\t\tvar b = a.split(\":\");\n\t\t\t// Setting certain attributes can cause a DOM error (eg xmlns on the svg element)\n\t\t\ttry {\n\t\t\t\tif (b.length == 2 && b[0] == \"xlink\"){\n\t\t\t\t\tdomNode.setAttributeNS(\"http://www.w3.org/1999/xlink\",b[1],v);\n\t\t\t\t} else {\n\t\t\t\t\tdomNode.setAttributeNS(null,a,v);\n\t\t\t\t}\n\t\t\t} catch(e) {\n\t\t\t}\n\t\t}\n\t});\n};\n\n/*\nMake child widgets correspondng to specified parseTreeNodes\n*/\nWidget.prototype.makeChildWidgets = function(parseTreeNodes) {\n\tthis.children = [];\n\tvar self = this;\n\t$tw.utils.each(parseTreeNodes || (this.parseTreeNode && this.parseTreeNode.children),function(childNode) {\n\t\tself.children.push(self.makeChildWidget(childNode));\n\t});\n};\n\n/*\nConstruct the widget object for a parse tree node\n*/\nWidget.prototype.makeChildWidget = function(parseTreeNode) {\n\tvar WidgetClass = this.widgetClasses[parseTreeNode.type];\n\tif(!WidgetClass) {\n\t\tWidgetClass = this.widgetClasses.text;\n\t\tparseTreeNode = {type: \"text\", text: \"Undefined widget '\" + parseTreeNode.type + \"'\"};\n\t}\n\treturn new WidgetClass(parseTreeNode,{\n\t\twiki: this.wiki,\n\t\tvariables: {},\n\t\tparentWidget: this,\n\t\tdocument: this.document\n\t});\n};\n\n/*\nGet the next sibling of this widget\n*/\nWidget.prototype.nextSibling = function() {\n\tif(this.parentWidget) {\n\t\tvar index = this.parentWidget.children.indexOf(this);\n\t\tif(index !== -1 && index < this.parentWidget.children.length-1) {\n\t\t\treturn this.parentWidget.children[index+1];\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nGet the previous sibling of this widget\n*/\nWidget.prototype.previousSibling = function() {\n\tif(this.parentWidget) {\n\t\tvar index = this.parentWidget.children.indexOf(this);\n\t\tif(index !== -1 && index > 0) {\n\t\t\treturn this.parentWidget.children[index-1];\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nRender the children of this widget into the DOM\n*/\nWidget.prototype.renderChildren = function(parent,nextSibling) {\n\tvar children = this.children;\n\tfor(var i = 0; i < children.length; i++) {\n\t\tchildren[i].render(parent,nextSibling);\n\t};\n};\n\n/*\nAdd a list of event listeners from an array [{type:,handler:},...]\n*/\nWidget.prototype.addEventListeners = function(listeners) {\n\tvar self = this;\n\t$tw.utils.each(listeners,function(listenerInfo) {\n\t\tself.addEventListener(listenerInfo.type,listenerInfo.handler);\n\t});\n};\n\n/*\nAdd an event listener\n*/\nWidget.prototype.addEventListener = function(type,handler) {\n\tvar self = this;\n\tif(typeof handler === \"string\") { // The handler is a method name on this widget\n\t\tthis.eventListeners[type] = function(event) {\n\t\t\treturn self[handler].call(self,event);\n\t\t};\n\t} else { // The handler is a function\n\t\tthis.eventListeners[type] = function(event) {\n\t\t\treturn handler.call(self,event);\n\t\t};\n\t}\n};\n\n/*\nDispatch an event to a widget. If the widget doesn't handle the event then it is also dispatched to the parent widget\n*/\nWidget.prototype.dispatchEvent = function(event) {\n\t// Dispatch the event if this widget handles it\n\tvar listener = this.eventListeners[event.type];\n\tif(listener) {\n\t\t// Don't propagate the event if the listener returned false\n\t\tif(!listener(event)) {\n\t\t\treturn false;\n\t\t}\n\t}\n\t// Dispatch the event to the parent widget\n\tif(this.parentWidget) {\n\t\treturn this.parentWidget.dispatchEvent(event);\n\t}\n\treturn true;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nWidget.prototype.refresh = function(changedTiddlers) {\n\treturn this.refreshChildren(changedTiddlers);\n};\n\n/*\nRebuild a previously rendered widget\n*/\nWidget.prototype.refreshSelf = function() {\n\tvar nextSibling = this.findNextSiblingDomNode();\n\tthis.removeChildDomNodes();\n\tthis.render(this.parentDomNode,nextSibling);\n};\n\n/*\nRefresh all the children of a widget\n*/\nWidget.prototype.refreshChildren = function(changedTiddlers) {\n\tvar children = this.children,\n\t\trefreshed = false;\n\tfor (var i = 0; i < children.length; i++) {\n\t\trefreshed = children[i].refresh(changedTiddlers) || refreshed;\n\t}\n\treturn refreshed;\n};\n\n/*\nFind the next sibling in the DOM to this widget. This is done by scanning the widget tree through all next siblings and their descendents that share the same parent DOM node\n*/\nWidget.prototype.findNextSiblingDomNode = function(startIndex) {\n\t// Refer to this widget by its index within its parents children\n\tvar parent = this.parentWidget,\n\t\tindex = startIndex !== undefined ? startIndex : parent.children.indexOf(this);\nif(index === -1) {\n\tthrow \"node not found in parents children\";\n}\n\t// Look for a DOM node in the later siblings\n\twhile(++index < parent.children.length) {\n\t\tvar domNode = parent.children[index].findFirstDomNode();\n\t\tif(domNode) {\n\t\t\treturn domNode;\n\t\t}\n\t}\n\t// Go back and look for later siblings of our parent if it has the same parent dom node\n\tvar grandParent = parent.parentWidget;\n\tif(grandParent && parent.parentDomNode === this.parentDomNode) {\n\t\tindex = grandParent.children.indexOf(parent);\n\t\tif(index !== -1) {\n\t\t\treturn parent.findNextSiblingDomNode(index);\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nFind the first DOM node generated by a widget or its children\n*/\nWidget.prototype.findFirstDomNode = function() {\n\t// Return the first dom node of this widget, if we've got one\n\tif(this.domNodes.length > 0) {\n\t\treturn this.domNodes[0];\n\t}\n\t// Otherwise, recursively call our children\n\tfor(var t=0; t<this.children.length; t++) {\n\t\tvar domNode = this.children[t].findFirstDomNode();\n\t\tif(domNode) {\n\t\t\treturn domNode;\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nRemove any DOM nodes created by this widget or its children\n*/\nWidget.prototype.removeChildDomNodes = function() {\n\t// If this widget has directly created DOM nodes, delete them and exit. This assumes that any child widgets are contained within the created DOM nodes, which would normally be the case\n\tif(this.domNodes.length > 0) {\n\t\t$tw.utils.each(this.domNodes,function(domNode) {\n\t\t\tdomNode.parentNode.removeChild(domNode);\n\t\t});\n\t\tthis.domNodes = [];\n\t} else {\n\t\t// Otherwise, ask the child widgets to delete their DOM nodes\n\t\t$tw.utils.each(this.children,function(childWidget) {\n\t\t\tchildWidget.removeChildDomNodes();\n\t\t});\n\t}\n};\n\n/*\nInvoke the action widgets that are descendents of the current widget.\n*/\nWidget.prototype.invokeActions = function(triggeringWidget,event) {\n\tvar handled = false;\n\t// For each child widget\n\tfor(var t=0; t<this.children.length; t++) {\n\t\tvar child = this.children[t];\n\t\t// Invoke the child if it is an action widget\n\t\tif(child.invokeAction) {\n\t\t\tchild.refreshSelf();\n\t\t\tif(child.invokeAction(triggeringWidget,event)) {\n\t\t\t\thandled = true;\n\t\t\t}\n\t\t}\n\t\t// Propagate through through the child if it permits it\n\t\tif(child.allowActionPropagation() && child.invokeActions(triggeringWidget,event)) {\n\t\t\thandled = true;\n\t\t}\n\t}\n\treturn handled;\n};\n\n/*\nInvoke the action widgets defined in a string\n*/\nWidget.prototype.invokeActionString = function(actions,triggeringWidget,event,variables) {\n\tactions = actions || \"\";\n\tvar parser = this.wiki.parseText(\"text/vnd.tiddlywiki\",actions,{\n\t\t\tparentWidget: this,\n\t\t\tdocument: this.document\n\t\t}),\n\t\twidgetNode = this.wiki.makeWidget(parser,{\n\t\t\tparentWidget: this,\n\t\t\tdocument: this.document,\n\t\t\tvariables: variables\n\t\t});\n\tvar container = this.document.createElement(\"div\");\n\twidgetNode.render(container,null);\n\treturn widgetNode.invokeActions(this,event);\n};\n\nWidget.prototype.allowActionPropagation = function() {\n\treturn true;\n};\n\nexports.widget = Widget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/widgets/wikify.js": {
"title": "$:/core/modules/widgets/wikify.js",
"text": "/*\\\ntitle: $:/core/modules/widgets/wikify.js\ntype: application/javascript\nmodule-type: widget\n\nWidget to wikify text into a variable\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar Widget = require(\"$:/core/modules/widgets/widget.js\").widget;\n\nvar WikifyWidget = function(parseTreeNode,options) {\n\tthis.initialise(parseTreeNode,options);\n};\n\n/*\nInherit from the base widget class\n*/\nWikifyWidget.prototype = new Widget();\n\n/*\nRender this widget into the DOM\n*/\nWikifyWidget.prototype.render = function(parent,nextSibling) {\n\tthis.parentDomNode = parent;\n\tthis.computeAttributes();\n\tthis.execute();\n\tthis.renderChildren(parent,nextSibling);\n};\n\n/*\nCompute the internal state of the widget\n*/\nWikifyWidget.prototype.execute = function() {\n\t// Get our parameters\n\tthis.wikifyName = this.getAttribute(\"name\");\n\tthis.wikifyText = this.getAttribute(\"text\");\n\tthis.wikifyType = this.getAttribute(\"type\");\n\tthis.wikifyMode = this.getAttribute(\"mode\",\"block\");\n\tthis.wikifyOutput = this.getAttribute(\"output\",\"text\");\n\t// Create the parse tree\n\tthis.wikifyParser = this.wiki.parseText(this.wikifyType,this.wikifyText,{\n\t\t\tparseAsInline: this.wikifyMode === \"inline\"\n\t\t});\n\t// Create the widget tree \n\tthis.wikifyWidgetNode = this.wiki.makeWidget(this.wikifyParser,{\n\t\t\tdocument: $tw.fakeDocument,\n\t\t\tparentWidget: this\n\t\t});\n\t// Render the widget tree to the container\n\tthis.wikifyContainer = $tw.fakeDocument.createElement(\"div\");\n\tthis.wikifyWidgetNode.render(this.wikifyContainer,null);\n\tthis.wikifyResult = this.getResult();\n\t// Set context variable\n\tthis.setVariable(this.wikifyName,this.wikifyResult);\n\t// Construct the child widgets\n\tthis.makeChildWidgets();\n};\n\n/*\nReturn the result string\n*/\nWikifyWidget.prototype.getResult = function() {\n\tvar result;\n\tswitch(this.wikifyOutput) {\n\t\tcase \"text\":\n\t\t\tresult = this.wikifyContainer.textContent;\n\t\t\tbreak;\n\t\tcase \"formattedtext\":\n\t\t\tresult = this.wikifyContainer.formattedTextContent;\n\t\t\tbreak;\n\t\tcase \"html\":\n\t\t\tresult = this.wikifyContainer.innerHTML;\n\t\t\tbreak;\n\t\tcase \"parsetree\":\n\t\t\tresult = JSON.stringify(this.wikifyParser.tree,0,$tw.config.preferences.jsonSpaces);\n\t\t\tbreak;\n\t\tcase \"widgettree\":\n\t\t\tresult = JSON.stringify(this.getWidgetTree(),0,$tw.config.preferences.jsonSpaces);\n\t\t\tbreak;\n\t}\n\treturn result;\n};\n\n/*\nReturn a string of the widget tree\n*/\nWikifyWidget.prototype.getWidgetTree = function() {\n\tvar copyNode = function(widgetNode,resultNode) {\n\t\t\tvar type = widgetNode.parseTreeNode.type;\n\t\t\tresultNode.type = type;\n\t\t\tswitch(type) {\n\t\t\t\tcase \"element\":\n\t\t\t\t\tresultNode.tag = widgetNode.parseTreeNode.tag;\n\t\t\t\t\tbreak;\n\t\t\t\tcase \"text\":\n\t\t\t\t\tresultNode.text = widgetNode.parseTreeNode.text;\n\t\t\t\t\tbreak;\t\n\t\t\t}\n\t\t\tif(Object.keys(widgetNode.attributes || {}).length > 0) {\n\t\t\t\tresultNode.attributes = {};\n\t\t\t\t$tw.utils.each(widgetNode.attributes,function(attr,attrName) {\n\t\t\t\t\tresultNode.attributes[attrName] = widgetNode.getAttribute(attrName);\n\t\t\t\t});\n\t\t\t}\n\t\t\tif(Object.keys(widgetNode.children || {}).length > 0) {\n\t\t\t\tresultNode.children = [];\n\t\t\t\t$tw.utils.each(widgetNode.children,function(widgetChildNode) {\n\t\t\t\t\tvar node = {};\n\t\t\t\t\tresultNode.children.push(node);\n\t\t\t\t\tcopyNode(widgetChildNode,node);\n\t\t\t\t});\n\t\t\t}\n\t\t},\n\t\tresults = {};\n\tcopyNode(this.wikifyWidgetNode,results);\n\treturn results;\n};\n\n/*\nSelectively refreshes the widget if needed. Returns true if the widget or any of its children needed re-rendering\n*/\nWikifyWidget.prototype.refresh = function(changedTiddlers) {\n\tvar changedAttributes = this.computeAttributes();\n\t// Refresh ourselves entirely if any of our attributes have changed\n\tif(changedAttributes.name || changedAttributes.text || changedAttributes.type || changedAttributes.mode || changedAttributes.output) {\n\t\tthis.refreshSelf();\n\t\treturn true;\n\t} else {\n\t\t// Refresh the widget tree\n\t\tif(this.wikifyWidgetNode.refresh(changedTiddlers)) {\n\t\t\t// Check if there was any change\n\t\t\tvar result = this.getResult();\n\t\t\tif(result !== this.wikifyResult) {\n\t\t\t\t// If so, save the change\n\t\t\t\tthis.wikifyResult = result;\n\t\t\t\tthis.setVariable(this.wikifyName,this.wikifyResult);\n\t\t\t\t// Refresh each of our child widgets\n\t\t\t\t$tw.utils.each(this.children,function(childWidget) {\n\t\t\t\t\tchildWidget.refreshSelf();\n\t\t\t\t});\n\t\t\t\treturn true;\n\t\t\t}\n\t\t}\n\t\t// Just refresh the children\n\t\treturn this.refreshChildren(changedTiddlers);\n\t}\n};\n\nexports.wikify = WikifyWidget;\n\n})();\n",
"type": "application/javascript",
"module-type": "widget"
},
"$:/core/modules/wiki-bulkops.js": {
"title": "$:/core/modules/wiki-bulkops.js",
"text": "/*\\\ntitle: $:/core/modules/wiki-bulkops.js\ntype: application/javascript\nmodule-type: wikimethod\n\nBulk tiddler operations such as rename.\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\n/*\nRename a tiddler, and relink any tags or lists that reference it.\n*/\nfunction renameTiddler(fromTitle,toTitle,options) {\n\tfromTitle = (fromTitle || \"\").trim();\n\ttoTitle = (toTitle || \"\").trim();\n\toptions = options || {};\n\tif(fromTitle && toTitle && fromTitle !== toTitle) {\n\t\t// Rename the tiddler itself\n\t\tvar oldTiddler = this.getTiddler(fromTitle),\n\t\t\tnewTiddler = new $tw.Tiddler(oldTiddler,{title: toTitle},this.getModificationFields());\n\t\tnewTiddler = $tw.hooks.invokeHook(\"th-renaming-tiddler\",newTiddler,oldTiddler);\n\t\tthis.addTiddler(newTiddler);\n\t\tthis.deleteTiddler(fromTitle);\n\t\t// Rename any tags or lists that reference it\n\t\tthis.relinkTiddler(fromTitle,toTitle,options)\n\t}\n}\n\n/*\nRelink any tags or lists that reference a given tiddler\n*/\nfunction relinkTiddler(fromTitle,toTitle,options) {\n\tvar self = this;\n\tfromTitle = (fromTitle || \"\").trim();\n\ttoTitle = (toTitle || \"\").trim();\n\toptions = options || {};\n\tif(fromTitle && toTitle && fromTitle !== toTitle) {\n\t\tthis.each(function(tiddler,title) {\n\t\t\tvar type = tiddler.fields.type || \"\";\n\t\t\t// Don't touch plugins or JavaScript modules\n\t\t\tif(!tiddler.fields[\"plugin-type\"] && type !== \"application/javascript\") {\n\t\t\t\tvar tags = tiddler.fields.tags ? tiddler.fields.tags.slice(0) : undefined,\n\t\t\t\t\tlist = tiddler.fields.list ? tiddler.fields.list.slice(0) : undefined,\n\t\t\t\t\tisModified = false;\n\t\t\t\tif(!options.dontRenameInTags) {\n\t\t\t\t\t// Rename tags\n\t\t\t\t\t$tw.utils.each(tags,function (title,index) {\n\t\t\t\t\t\tif(title === fromTitle) {\nconsole.log(\"Renaming tag '\" + tags[index] + \"' to '\" + toTitle + \"' of tiddler '\" + tiddler.fields.title + \"'\");\n\t\t\t\t\t\t\ttags[index] = toTitle;\n\t\t\t\t\t\t\tisModified = true;\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t\tif(!options.dontRenameInLists) {\n\t\t\t\t\t// Rename lists\n\t\t\t\t\t$tw.utils.each(list,function (title,index) {\n\t\t\t\t\t\tif(title === fromTitle) {\nconsole.log(\"Renaming list item '\" + list[index] + \"' to '\" + toTitle + \"' of tiddler '\" + tiddler.fields.title + \"'\");\n\t\t\t\t\t\t\tlist[index] = toTitle;\n\t\t\t\t\t\t\tisModified = true;\n\t\t\t\t\t\t}\n\t\t\t\t\t});\n\t\t\t\t}\n\t\t\t\tif(isModified) {\n\t\t\t\t\tvar newTiddler = new $tw.Tiddler(tiddler,{tags: tags, list: list},self.getModificationFields())\n\t\t\t\t\tnewTiddler = $tw.hooks.invokeHook(\"th-relinking-tiddler\",newTiddler,tiddler);\n\t\t\t\t\tself.addTiddler(newTiddler);\n\t\t\t\t}\n\t\t\t}\n\t\t});\n\t}\n};\n\nexports.renameTiddler = renameTiddler;\nexports.relinkTiddler = relinkTiddler;\n\n})();\n",
"type": "application/javascript",
"module-type": "wikimethod"
},
"$:/core/modules/wiki.js": {
"title": "$:/core/modules/wiki.js",
"text": "/*\\\ntitle: $:/core/modules/wiki.js\ntype: application/javascript\nmodule-type: wikimethod\n\nExtension methods for the $tw.Wiki object\n\nAdds the following properties to the wiki object:\n\n* `eventListeners` is a hashmap by type of arrays of listener functions\n* `changedTiddlers` is a hashmap describing changes to named tiddlers since wiki change events were last dispatched. Each entry is a hashmap containing two fields:\n\tmodified: true/false\n\tdeleted: true/false\n* `changeCount` is a hashmap by tiddler title containing a numerical index that starts at zero and is incremented each time a tiddler is created changed or deleted\n* `caches` is a hashmap by tiddler title containing a further hashmap of named cache objects. Caches are automatically cleared when a tiddler is modified or deleted\n* `globalCache` is a hashmap by cache name of cache objects that are cleared whenever any tiddler change occurs\n\n\\*/\n(function(){\n\n/*jslint node: true, browser: true */\n/*global $tw: false */\n\"use strict\";\n\nvar widget = require(\"$:/core/modules/widgets/widget.js\");\n\nvar USER_NAME_TITLE = \"$:/status/UserName\",\n\tTIMESTAMP_DISABLE_TITLE = \"$:/config/TimestampDisable\";\n\n/*\nAdd available indexers to this wiki\n*/\nexports.addIndexersToWiki = function() {\n\tvar self = this;\n\t$tw.utils.each($tw.modules.applyMethods(\"indexer\"),function(Indexer,name) {\n\t\tself.addIndexer(new Indexer(self),name);\n\t});\n};\n\n/*\nGet the value of a text reference. Text references can have any of these forms:\n\t<tiddlertitle>\n\t<tiddlertitle>!!<fieldname>\n\t!!<fieldname> - specifies a field of the current tiddlers\n\t<tiddlertitle>##<index>\n*/\nexports.getTextReference = function(textRef,defaultText,currTiddlerTitle) {\n\tvar tr = $tw.utils.parseTextReference(textRef),\n\t\ttitle = tr.title || currTiddlerTitle;\n\tif(tr.field) {\n\t\tvar tiddler = this.getTiddler(title);\n\t\tif(tr.field === \"title\") { // Special case so we can return the title of a non-existent tiddler\n\t\t\treturn title;\n\t\t} else if(tiddler && $tw.utils.hop(tiddler.fields,tr.field)) {\n\t\t\treturn tiddler.getFieldString(tr.field);\n\t\t} else {\n\t\t\treturn defaultText;\n\t\t}\n\t} else if(tr.index) {\n\t\treturn this.extractTiddlerDataItem(title,tr.index,defaultText);\n\t} else {\n\t\treturn this.getTiddlerText(title,defaultText);\n\t}\n};\n\nexports.setTextReference = function(textRef,value,currTiddlerTitle) {\n\tvar tr = $tw.utils.parseTextReference(textRef),\n\t\ttitle = tr.title || currTiddlerTitle;\n\tthis.setText(title,tr.field,tr.index,value);\n};\n\nexports.setText = function(title,field,index,value,options) {\n\toptions = options || {};\n\tvar creationFields = options.suppressTimestamp ? {} : this.getCreationFields(),\n\t\tmodificationFields = options.suppressTimestamp ? {} : this.getModificationFields();\n\t// Check if it is a reference to a tiddler field\n\tif(index) {\n\t\tvar data = this.getTiddlerData(title,Object.create(null));\n\t\tif(value !== undefined) {\n\t\t\tdata[index] = value;\n\t\t} else {\n\t\t\tdelete data[index];\n\t\t}\n\t\tthis.setTiddlerData(title,data,modificationFields);\n\t} else {\n\t\tvar tiddler = this.getTiddler(title),\n\t\t\tfields = {title: title};\n\t\tfields[field || \"text\"] = value;\n\t\tthis.addTiddler(new $tw.Tiddler(creationFields,tiddler,fields,modificationFields));\n\t}\n};\n\nexports.deleteTextReference = function(textRef,currTiddlerTitle) {\n\tvar tr = $tw.utils.parseTextReference(textRef),\n\t\ttitle,tiddler,fields;\n\t// Check if it is a reference to a tiddler\n\tif(tr.title && !tr.field) {\n\t\tthis.deleteTiddler(tr.title);\n\t// Else check for a field reference\n\t} else if(tr.field) {\n\t\ttitle = tr.title || currTiddlerTitle;\n\t\ttiddler = this.getTiddler(title);\n\t\tif(tiddler && $tw.utils.hop(tiddler.fields,tr.field)) {\n\t\t\tfields = Object.create(null);\n\t\t\tfields[tr.field] = undefined;\n\t\t\tthis.addTiddler(new $tw.Tiddler(tiddler,fields,this.getModificationFields()));\n\t\t}\n\t}\n};\n\nexports.addEventListener = function(type,listener) {\n\tthis.eventListeners = this.eventListeners || {};\n\tthis.eventListeners[type] = this.eventListeners[type] || [];\n\tthis.eventListeners[type].push(listener);\t\n};\n\nexports.removeEventListener = function(type,listener) {\n\tvar listeners = this.eventListeners[type];\n\tif(listeners) {\n\t\tvar p = listeners.indexOf(listener);\n\t\tif(p !== -1) {\n\t\t\tlisteners.splice(p,1);\n\t\t}\n\t}\n};\n\nexports.dispatchEvent = function(type /*, args */) {\n\tvar args = Array.prototype.slice.call(arguments,1),\n\t\tlisteners = this.eventListeners[type];\n\tif(listeners) {\n\t\tfor(var p=0; p<listeners.length; p++) {\n\t\t\tvar listener = listeners[p];\n\t\t\tlistener.apply(listener,args);\n\t\t}\n\t}\n};\n\n/*\nCauses a tiddler to be marked as changed, incrementing the change count, and triggers event handlers.\nThis method should be called after the changes it describes have been made to the wiki.tiddlers[] array.\n\ttitle: Title of tiddler\n\tisDeleted: defaults to false (meaning the tiddler has been created or modified),\n\t\ttrue if the tiddler has been deleted\n*/\nexports.enqueueTiddlerEvent = function(title,isDeleted) {\n\t// Record the touch in the list of changed tiddlers\n\tthis.changedTiddlers = this.changedTiddlers || Object.create(null);\n\tthis.changedTiddlers[title] = this.changedTiddlers[title] || Object.create(null);\n\tthis.changedTiddlers[title][isDeleted ? \"deleted\" : \"modified\"] = true;\n\t// Increment the change count\n\tthis.changeCount = this.changeCount || Object.create(null);\n\tif($tw.utils.hop(this.changeCount,title)) {\n\t\tthis.changeCount[title]++;\n\t} else {\n\t\tthis.changeCount[title] = 1;\n\t}\n\t// Trigger events\n\tthis.eventListeners = this.eventListeners || {};\n\tif(!this.eventsTriggered) {\n\t\tvar self = this;\n\t\t$tw.utils.nextTick(function() {\n\t\t\tvar changes = self.changedTiddlers;\n\t\t\tself.changedTiddlers = Object.create(null);\n\t\t\tself.eventsTriggered = false;\n\t\t\tif($tw.utils.count(changes) > 0) {\n\t\t\t\tself.dispatchEvent(\"change\",changes);\n\t\t\t}\n\t\t});\n\t\tthis.eventsTriggered = true;\n\t}\n};\n\nexports.getSizeOfTiddlerEventQueue = function() {\n\treturn $tw.utils.count(this.changedTiddlers);\n};\n\nexports.clearTiddlerEventQueue = function() {\n\tthis.changedTiddlers = Object.create(null);\n\tthis.changeCount = Object.create(null);\n};\n\nexports.getChangeCount = function(title) {\n\tthis.changeCount = this.changeCount || Object.create(null);\n\tif($tw.utils.hop(this.changeCount,title)) {\n\t\treturn this.changeCount[title];\n\t} else {\n\t\treturn 0;\n\t}\n};\n\n/*\nGenerate an unused title from the specified base\n*/\nexports.generateNewTitle = function(baseTitle,options) {\n\toptions = options || {};\n\tvar c = 0,\n\t\ttitle = baseTitle;\n\twhile(this.tiddlerExists(title) || this.isShadowTiddler(title) || this.findDraft(title)) {\n\t\ttitle = baseTitle + \n\t\t\t(options.prefix || \" \") + \n\t\t\t(++c);\n\t}\n\treturn title;\n};\n\nexports.isSystemTiddler = function(title) {\n\treturn title && title.indexOf(\"$:/\") === 0;\n};\n\nexports.isTemporaryTiddler = function(title) {\n\treturn title && title.indexOf(\"$:/temp/\") === 0;\n};\n\nexports.isImageTiddler = function(title) {\n\tvar tiddler = this.getTiddler(title);\n\tif(tiddler) {\t\t\n\t\tvar contentTypeInfo = $tw.config.contentTypeInfo[tiddler.fields.type || \"text/vnd.tiddlywiki\"];\n\t\treturn !!contentTypeInfo && contentTypeInfo.flags.indexOf(\"image\") !== -1;\n\t} else {\n\t\treturn null;\n\t}\n};\n\nexports.isBinaryTiddler = function(title) {\n\tvar tiddler = this.getTiddler(title);\n\tif(tiddler) {\t\t\n\t\tvar contentTypeInfo = $tw.config.contentTypeInfo[tiddler.fields.type || \"text/vnd.tiddlywiki\"];\n\t\treturn !!contentTypeInfo && contentTypeInfo.encoding === \"base64\";\n\t} else {\n\t\treturn null;\n\t}\n};\n\n/*\nLike addTiddler() except it will silently reject any plugin tiddlers that are older than the currently loaded version. Returns true if the tiddler was imported\n*/\nexports.importTiddler = function(tiddler) {\n\tvar existingTiddler = this.getTiddler(tiddler.fields.title);\n\t// Check if we're dealing with a plugin\n\tif(tiddler && tiddler.hasField(\"plugin-type\") && tiddler.hasField(\"version\") && existingTiddler && existingTiddler.hasField(\"plugin-type\") && existingTiddler.hasField(\"version\")) {\n\t\t// Reject the incoming plugin if it is older\n\t\tif(!$tw.utils.checkVersions(tiddler.fields.version,existingTiddler.fields.version)) {\n\t\t\treturn false;\n\t\t}\n\t}\n\t// Fall through to adding the tiddler\n\tthis.addTiddler(tiddler);\n\treturn true;\n};\n\n/*\nReturn a hashmap of the fields that should be set when a tiddler is created\n*/\nexports.getCreationFields = function() {\n\tif(this.getTiddlerText(TIMESTAMP_DISABLE_TITLE,\"\").toLowerCase() !== \"yes\") {\n\t\tvar fields = {\n\t\t\t\tcreated: new Date()\n\t\t\t},\n\t\t\tcreator = this.getTiddlerText(USER_NAME_TITLE);\n\t\tif(creator) {\n\t\t\tfields.creator = creator;\n\t\t}\n\t\treturn fields;\n\t} else {\n\t\treturn {};\n\t}\n};\n\n/*\nReturn a hashmap of the fields that should be set when a tiddler is modified\n*/\nexports.getModificationFields = function() {\n\tif(this.getTiddlerText(TIMESTAMP_DISABLE_TITLE,\"\").toLowerCase() !== \"yes\") {\n\t\tvar fields = Object.create(null),\n\t\t\tmodifier = this.getTiddlerText(USER_NAME_TITLE);\n\t\tfields.modified = new Date();\n\t\tif(modifier) {\n\t\t\tfields.modifier = modifier;\n\t\t}\n\t\treturn fields;\n\t} else {\n\t\treturn {};\n\t}\n};\n\n/*\nReturn a sorted array of tiddler titles. Options include:\nsortField: field to sort by\nexcludeTag: tag to exclude\nincludeSystem: whether to include system tiddlers (defaults to false)\n*/\nexports.getTiddlers = function(options) {\n\toptions = options || Object.create(null);\n\tvar self = this,\n\t\tsortField = options.sortField || \"title\",\n\t\ttiddlers = [], t, titles = [];\n\tthis.each(function(tiddler,title) {\n\t\tif(options.includeSystem || !self.isSystemTiddler(title)) {\n\t\t\tif(!options.excludeTag || !tiddler.hasTag(options.excludeTag)) {\n\t\t\t\ttiddlers.push(tiddler);\n\t\t\t}\n\t\t}\n\t});\n\ttiddlers.sort(function(a,b) {\n\t\tvar aa = a.fields[sortField].toLowerCase() || \"\",\n\t\t\tbb = b.fields[sortField].toLowerCase() || \"\";\n\t\tif(aa < bb) {\n\t\t\treturn -1;\n\t\t} else {\n\t\t\tif(aa > bb) {\n\t\t\t\treturn 1;\n\t\t\t} else {\n\t\t\t\treturn 0;\n\t\t\t}\n\t\t}\n\t});\n\tfor(t=0; t<tiddlers.length; t++) {\n\t\ttitles.push(tiddlers[t].fields.title);\n\t}\n\treturn titles;\n};\n\nexports.countTiddlers = function(excludeTag) {\n\tvar tiddlers = this.getTiddlers({excludeTag: excludeTag});\n\treturn $tw.utils.count(tiddlers);\n};\n\n/*\nReturns a function iterator(callback) that iterates through the specified titles, and invokes the callback with callback(tiddler,title)\n*/\nexports.makeTiddlerIterator = function(titles) {\n\tvar self = this;\n\tif(!$tw.utils.isArray(titles)) {\n\t\ttitles = Object.keys(titles);\n\t} else {\n\t\ttitles = titles.slice(0);\n\t}\n\treturn function(callback) {\n\t\ttitles.forEach(function(title) {\n\t\t\tcallback(self.getTiddler(title),title);\n\t\t});\n\t};\n};\n\n/*\nSort an array of tiddler titles by a specified field\n\ttitles: array of titles (sorted in place)\n\tsortField: name of field to sort by\n\tisDescending: true if the sort should be descending\n\tisCaseSensitive: true if the sort should consider upper and lower case letters to be different\n*/\nexports.sortTiddlers = function(titles,sortField,isDescending,isCaseSensitive,isNumeric,isAlphaNumeric) {\n\tvar self = this;\n\ttitles.sort(function(a,b) {\n\t\tvar x,y,\n\t\t\tcompareNumbers = function(x,y) {\n\t\t\t\tvar result = \n\t\t\t\t\tisNaN(x) && !isNaN(y) ? (isDescending ? -1 : 1) :\n\t\t\t\t\t!isNaN(x) && isNaN(y) ? (isDescending ? 1 : -1) :\n\t\t\t\t\t\t\t\t\t\t\t(isDescending ? y - x : x - y);\n\t\t\t\treturn result;\n\t\t\t};\n\t\tif(sortField !== \"title\") {\n\t\t\tvar tiddlerA = self.getTiddler(a),\n\t\t\t\ttiddlerB = self.getTiddler(b);\n\t\t\tif(tiddlerA) {\n\t\t\t\ta = tiddlerA.fields[sortField] || \"\";\n\t\t\t} else {\n\t\t\t\ta = \"\";\n\t\t\t}\n\t\t\tif(tiddlerB) {\n\t\t\t\tb = tiddlerB.fields[sortField] || \"\";\n\t\t\t} else {\n\t\t\t\tb = \"\";\n\t\t\t}\n\t\t}\n\t\tx = Number(a);\n\t\ty = Number(b);\n\t\tif(isNumeric && (!isNaN(x) || !isNaN(y))) {\n\t\t\treturn compareNumbers(x,y);\n\t\t} else if(isAlphaNumeric) {\n\t\t\treturn isDescending ? b.localeCompare(a,undefined,{numeric: true,sensitivity: \"base\"}) : a.localeCompare(b,undefined,{numeric: true,sensitivity: \"base\"});\n\t\t} else if($tw.utils.isDate(a) && $tw.utils.isDate(b)) {\n\t\t\treturn isDescending ? b - a : a - b;\n\t\t} else {\n\t\t\ta = String(a);\n\t\t\tb = String(b);\n\t\t\tif(!isCaseSensitive) {\n\t\t\t\ta = a.toLowerCase();\n\t\t\t\tb = b.toLowerCase();\n\t\t\t}\n\t\t\treturn isDescending ? b.localeCompare(a) : a.localeCompare(b);\n\t\t}\n\t});\n};\n\n/*\nFor every tiddler invoke a callback(title,tiddler) with `this` set to the wiki object. Options include:\nsortField: field to sort by\nexcludeTag: tag to exclude\nincludeSystem: whether to include system tiddlers (defaults to false)\n*/\nexports.forEachTiddler = function(/* [options,]callback */) {\n\tvar arg = 0,\n\t\toptions = arguments.length >= 2 ? arguments[arg++] : {},\n\t\tcallback = arguments[arg++],\n\t\ttitles = this.getTiddlers(options),\n\t\tt, tiddler;\n\tfor(t=0; t<titles.length; t++) {\n\t\ttiddler = this.getTiddler(titles[t]);\n\t\tif(tiddler) {\n\t\t\tcallback.call(this,tiddler.fields.title,tiddler);\n\t\t}\n\t}\n};\n\n/*\nReturn an array of tiddler titles that are directly linked within the given parse tree\n */\nexports.extractLinks = function(parseTreeRoot) {\n\t// Count up the links\n\tvar links = [],\n\t\tcheckParseTree = function(parseTree) {\n\t\t\tfor(var t=0; t<parseTree.length; t++) {\n\t\t\t\tvar parseTreeNode = parseTree[t];\n\t\t\t\tif(parseTreeNode.type === \"link\" && parseTreeNode.attributes.to && parseTreeNode.attributes.to.type === \"string\") {\n\t\t\t\t\tvar value = parseTreeNode.attributes.to.value;\n\t\t\t\t\tif(links.indexOf(value) === -1) {\n\t\t\t\t\t\tlinks.push(value);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\tif(parseTreeNode.children) {\n\t\t\t\t\tcheckParseTree(parseTreeNode.children);\n\t\t\t\t}\n\t\t\t}\n\t\t};\n\tcheckParseTree(parseTreeRoot);\n\treturn links;\n};\n\n/*\nReturn an array of tiddler titles that are directly linked from the specified tiddler\n*/\nexports.getTiddlerLinks = function(title) {\n\tvar self = this;\n\t// We'll cache the links so they only get computed if the tiddler changes\n\treturn this.getCacheForTiddler(title,\"links\",function() {\n\t\t// Parse the tiddler\n\t\tvar parser = self.parseTiddler(title);\n\t\tif(parser) {\n\t\t\treturn self.extractLinks(parser.tree);\n\t\t}\n\t\treturn [];\n\t});\n};\n\n/*\nReturn an array of tiddler titles that link to the specified tiddler\n*/\nexports.getTiddlerBacklinks = function(targetTitle) {\n\tvar self = this,\n\t\tbacklinksIndexer = this.getIndexer(\"BacklinksIndexer\"),\n\t\tbacklinks = backlinksIndexer && backlinksIndexer.lookup(targetTitle);\n\n\tif(!backlinks) {\n\t\tbacklinks = [];\n\t\tthis.forEachTiddler(function(title,tiddler) {\n\t\t\tvar links = self.getTiddlerLinks(title);\n\t\t\tif(links.indexOf(targetTitle) !== -1) {\n\t\t\t\tbacklinks.push(title);\n\t\t\t}\n\t\t});\n\t}\n\treturn backlinks;\n};\n\n/*\nReturn a hashmap of tiddler titles that are referenced but not defined. Each value is the number of times the missing tiddler is referenced\n*/\nexports.getMissingTitles = function() {\n\tvar self = this,\n\t\tmissing = [];\n// We should cache the missing tiddler list, even if we recreate it every time any tiddler is modified\n\tthis.forEachTiddler(function(title,tiddler) {\n\t\tvar links = self.getTiddlerLinks(title);\n\t\t$tw.utils.each(links,function(link) {\n\t\t\tif((!self.tiddlerExists(link) && !self.isShadowTiddler(link)) && missing.indexOf(link) === -1) {\n\t\t\t\tmissing.push(link);\n\t\t\t}\n\t\t});\n\t});\n\treturn missing;\n};\n\nexports.getOrphanTitles = function() {\n\tvar self = this,\n\t\torphans = this.getTiddlers();\n\tthis.forEachTiddler(function(title,tiddler) {\n\t\tvar links = self.getTiddlerLinks(title);\n\t\t$tw.utils.each(links,function(link) {\n\t\t\tvar p = orphans.indexOf(link);\n\t\t\tif(p !== -1) {\n\t\t\t\torphans.splice(p,1);\n\t\t\t}\n\t\t});\n\t});\n\treturn orphans; // Todo\n};\n\n/*\nRetrieves a list of the tiddler titles that are tagged with a given tag\n*/\nexports.getTiddlersWithTag = function(tag) {\n\t// Try to use the indexer\n\tvar self = this,\n\t\ttagIndexer = this.getIndexer(\"TagIndexer\"),\n\t\tresults = tagIndexer && tagIndexer.subIndexers[3].lookup(tag);\n\tif(!results) {\n\t\t// If not available, perform a manual scan\n\t\tresults = this.getGlobalCache(\"taglist-\" + tag,function() {\n\t\t\tvar tagmap = self.getTagMap();\n\t\t\treturn self.sortByList(tagmap[tag],tag);\n\t\t});\n\t}\n\treturn results;\n};\n\n/*\nGet a hashmap by tag of arrays of tiddler titles\n*/\nexports.getTagMap = function() {\n\tvar self = this;\n\treturn this.getGlobalCache(\"tagmap\",function() {\n\t\tvar tags = Object.create(null),\n\t\t\tstoreTags = function(tagArray,title) {\n\t\t\t\tif(tagArray) {\n\t\t\t\t\tfor(var index=0; index<tagArray.length; index++) {\n\t\t\t\t\t\tvar tag = tagArray[index];\n\t\t\t\t\t\tif($tw.utils.hop(tags,tag)) {\n\t\t\t\t\t\t\ttags[tag].push(title);\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\ttags[tag] = [title];\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t},\n\t\t\ttitle, tiddler;\n\t\t// Collect up all the tags\n\t\tself.eachShadow(function(tiddler,title) {\n\t\t\tif(!self.tiddlerExists(title)) {\n\t\t\t\ttiddler = self.getTiddler(title);\n\t\t\t\tstoreTags(tiddler.fields.tags,title);\n\t\t\t}\n\t\t});\n\t\tself.each(function(tiddler,title) {\n\t\t\tstoreTags(tiddler.fields.tags,title);\n\t\t});\n\t\treturn tags;\n\t});\n};\n\n/*\nLookup a given tiddler and return a list of all the tiddlers that include it in the specified list field\n*/\nexports.findListingsOfTiddler = function(targetTitle,fieldName) {\n\tfieldName = fieldName || \"list\";\n\tvar titles = [];\n\tthis.each(function(tiddler,title) {\n\t\tvar list = $tw.utils.parseStringArray(tiddler.fields[fieldName]);\n\t\tif(list && list.indexOf(targetTitle) !== -1) {\n\t\t\ttitles.push(title);\n\t\t}\n\t});\n\treturn titles;\n};\n\n/*\nSorts an array of tiddler titles according to an ordered list\n*/\nexports.sortByList = function(array,listTitle) {\n\tvar self = this,\n\t\treplacedTitles = Object.create(null);\n\t// Given a title, this function will place it in the correct location\n\t// within titles.\n\tfunction moveItemInList(title) {\n\t\tif(!$tw.utils.hop(replacedTitles, title)) {\n\t\t\treplacedTitles[title] = true;\n\t\t\tvar newPos = -1,\n\t\t\t\ttiddler = self.getTiddler(title);\n\t\t\tif(tiddler) {\n\t\t\t\tvar beforeTitle = tiddler.fields[\"list-before\"],\n\t\t\t\t\tafterTitle = tiddler.fields[\"list-after\"];\n\t\t\t\tif(beforeTitle === \"\") {\n\t\t\t\t\tnewPos = 0;\n\t\t\t\t} else if(afterTitle === \"\") {\n\t\t\t\t\tnewPos = titles.length;\n\t\t\t\t} else if(beforeTitle) {\n\t\t\t\t\t// if this title is placed relative\n\t\t\t\t\t// to another title, make sure that\n\t\t\t\t\t// title is placed before we place\n\t\t\t\t\t// this one.\n\t\t\t\t\tmoveItemInList(beforeTitle);\n\t\t\t\t\tnewPos = titles.indexOf(beforeTitle);\n\t\t\t\t} else if(afterTitle) {\n\t\t\t\t\t// Same deal\n\t\t\t\t\tmoveItemInList(afterTitle);\n\t\t\t\t\tnewPos = titles.indexOf(afterTitle);\n\t\t\t\t\tif(newPos >= 0) {\n\t\t\t\t\t\t++newPos;\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t\t// If a new position is specified, let's move it\n\t\t\t\tif (newPos !== -1) {\n\t\t\t\t\t// get its current Pos, and make sure\n\t\t\t\t\t// sure that it's _actually_ in the list\n\t\t\t\t\t// and that it would _actually_ move\n\t\t\t\t\t// (#4275) We don't bother calling\n\t\t\t\t\t// indexOf unless we have a new\n\t\t\t\t\t// position to work with\n\t\t\t\t\tvar currPos = titles.indexOf(title);\n\t\t\t\t\tif(currPos >= 0 && newPos !== currPos) {\n\t\t\t\t\t\t// move it!\n\t\t\t\t\t\ttitles.splice(currPos,1);\n\t\t\t\t\t\tif(newPos >= currPos) {\n\t\t\t\t\t\t\tnewPos--;\n\t\t\t\t\t\t}\n\t\t\t\t\t\ttitles.splice(newPos,0,title);\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t}\n\t}\n\tvar list = this.getTiddlerList(listTitle);\n\tif(!array || array.length === 0) {\n\t\treturn [];\n\t} else {\n\t\tvar titles = [], t, title;\n\t\t// First place any entries that are present in the list\n\t\tfor(t=0; t<list.length; t++) {\n\t\t\ttitle = list[t];\n\t\t\tif(array.indexOf(title) !== -1) {\n\t\t\t\ttitles.push(title);\n\t\t\t}\n\t\t}\n\t\t// Then place any remaining entries\n\t\tfor(t=0; t<array.length; t++) {\n\t\t\ttitle = array[t];\n\t\t\tif(list.indexOf(title) === -1) {\n\t\t\t\ttitles.push(title);\n\t\t\t}\n\t\t}\n\t\t// Finally obey the list-before and list-after fields of each tiddler in turn\n\t\tvar sortedTitles = titles.slice(0);\n\t\tfor(t=0; t<sortedTitles.length; t++) {\n\t\t\ttitle = sortedTitles[t];\n\t\t\tmoveItemInList(title);\n\t\t}\n\t\treturn titles;\n\t}\n};\n\nexports.getSubTiddler = function(title,subTiddlerTitle) {\n\tvar bundleInfo = this.getPluginInfo(title) || this.getTiddlerDataCached(title);\n\tif(bundleInfo && bundleInfo.tiddlers) {\n\t\tvar subTiddler = bundleInfo.tiddlers[subTiddlerTitle];\n\t\tif(subTiddler) {\n\t\t\treturn new $tw.Tiddler(subTiddler);\n\t\t}\n\t}\n\treturn null;\n};\n\n/*\nRetrieve a tiddler as a JSON string of the fields\n*/\nexports.getTiddlerAsJson = function(title) {\n\tvar tiddler = this.getTiddler(title);\n\tif(tiddler) {\n\t\tvar fields = Object.create(null);\n\t\t$tw.utils.each(tiddler.fields,function(value,name) {\n\t\t\tfields[name] = tiddler.getFieldString(name);\n\t\t});\n\t\treturn JSON.stringify(fields);\n\t} else {\n\t\treturn JSON.stringify({title: title});\n\t}\n};\n\nexports.getTiddlersAsJson = function(filter,spaces) {\n\tvar tiddlers = this.filterTiddlers(filter),\n\t\tspaces = (spaces === undefined) ? $tw.config.preferences.jsonSpaces : spaces,\n\t\tdata = [];\n\tfor(var t=0;t<tiddlers.length; t++) {\n\t\tvar tiddler = this.getTiddler(tiddlers[t]);\n\t\tif(tiddler) {\n\t\t\tvar fields = new Object();\n\t\t\tfor(var field in tiddler.fields) {\n\t\t\t\tfields[field] = tiddler.getFieldString(field);\n\t\t\t}\n\t\t\tdata.push(fields);\n\t\t}\n\t}\n\treturn JSON.stringify(data,null,spaces);\n};\n\n/*\nGet the content of a tiddler as a JavaScript object. How this is done depends on the type of the tiddler:\n\napplication/json: the tiddler JSON is parsed into an object\napplication/x-tiddler-dictionary: the tiddler is parsed as sequence of name:value pairs\n\nOther types currently just return null.\n\ntitleOrTiddler: string tiddler title or a tiddler object\ndefaultData: default data to be returned if the tiddler is missing or doesn't contain data\n\nNote that the same value is returned for repeated calls for the same tiddler data. The value is frozen to prevent modification; otherwise modifications would be visible to all callers\n*/\nexports.getTiddlerDataCached = function(titleOrTiddler,defaultData) {\n\tvar self = this,\n\t\ttiddler = titleOrTiddler;\n\tif(!(tiddler instanceof $tw.Tiddler)) {\n\t\ttiddler = this.getTiddler(tiddler);\t\n\t}\n\tif(tiddler) {\n\t\treturn this.getCacheForTiddler(tiddler.fields.title,\"data\",function() {\n\t\t\t// Return the frozen value\n\t\t\tvar value = self.getTiddlerData(tiddler.fields.title,undefined);\n\t\t\t$tw.utils.deepFreeze(value);\n\t\t\treturn value;\n\t\t}) || defaultData;\n\t} else {\n\t\treturn defaultData;\n\t}\n};\n\n/*\nAlternative, uncached version of getTiddlerDataCached(). The return value can be mutated freely and reused\n*/\nexports.getTiddlerData = function(titleOrTiddler,defaultData) {\n\tvar tiddler = titleOrTiddler,\n\t\tdata;\n\tif(!(tiddler instanceof $tw.Tiddler)) {\n\t\ttiddler = this.getTiddler(tiddler);\t\n\t}\n\tif(tiddler && tiddler.fields.text) {\n\t\tswitch(tiddler.fields.type) {\n\t\t\tcase \"application/json\":\n\t\t\t\t// JSON tiddler\n\t\t\t\ttry {\n\t\t\t\t\tdata = JSON.parse(tiddler.fields.text);\n\t\t\t\t} catch(ex) {\n\t\t\t\t\treturn defaultData;\n\t\t\t\t}\n\t\t\t\treturn data;\n\t\t\tcase \"application/x-tiddler-dictionary\":\n\t\t\t\treturn $tw.utils.parseFields(tiddler.fields.text);\n\t\t}\n\t}\n\treturn defaultData;\n};\n\n/*\nExtract an indexed field from within a data tiddler\n*/\nexports.extractTiddlerDataItem = function(titleOrTiddler,index,defaultText) {\n\tvar data = this.getTiddlerDataCached(titleOrTiddler,Object.create(null)),\n\t\ttext;\n\tif(data && $tw.utils.hop(data,index)) {\n\t\ttext = data[index];\n\t}\n\tif(typeof text === \"string\" || typeof text === \"number\") {\n\t\treturn text.toString();\n\t} else {\n\t\treturn defaultText;\n\t}\n};\n\n/*\nSet a tiddlers content to a JavaScript object. Currently this is done by setting the tiddler's type to \"application/json\" and setting the text to the JSON text of the data.\ntitle: title of tiddler\ndata: object that can be serialised to JSON\nfields: optional hashmap of additional tiddler fields to be set\n*/\nexports.setTiddlerData = function(title,data,fields) {\n\tvar existingTiddler = this.getTiddler(title),\n\t\tnewFields = {\n\t\t\ttitle: title\n\t};\n\tif(existingTiddler && existingTiddler.fields.type === \"application/x-tiddler-dictionary\") {\n\t\tnewFields.text = $tw.utils.makeTiddlerDictionary(data);\n\t} else {\n\t\tnewFields.type = \"application/json\";\n\t\tnewFields.text = JSON.stringify(data,null,$tw.config.preferences.jsonSpaces);\n\t}\n\tthis.addTiddler(new $tw.Tiddler(this.getCreationFields(),existingTiddler,fields,newFields,this.getModificationFields()));\n};\n\n/*\nReturn the content of a tiddler as an array containing each line\n*/\nexports.getTiddlerList = function(title,field,index) {\n\tif(index) {\n\t\treturn $tw.utils.parseStringArray(this.extractTiddlerDataItem(title,index,\"\"));\n\t}\n\tfield = field || \"list\";\n\tvar tiddler = this.getTiddler(title);\n\tif(tiddler) {\n\t\treturn ($tw.utils.parseStringArray(tiddler.fields[field]) || []).slice(0);\n\t}\n\treturn [];\n};\n\n// Return a named global cache object. Global cache objects are cleared whenever a tiddler change occurs\nexports.getGlobalCache = function(cacheName,initializer) {\n\tthis.globalCache = this.globalCache || Object.create(null);\n\tif($tw.utils.hop(this.globalCache,cacheName)) {\n\t\treturn this.globalCache[cacheName];\n\t} else {\n\t\tthis.globalCache[cacheName] = initializer();\n\t\treturn this.globalCache[cacheName];\n\t}\n};\n\nexports.clearGlobalCache = function() {\n\tthis.globalCache = Object.create(null);\n};\n\n// Return the named cache object for a tiddler. If the cache doesn't exist then the initializer function is invoked to create it\nexports.getCacheForTiddler = function(title,cacheName,initializer) {\n\tthis.caches = this.caches || Object.create(null);\n\tvar caches = this.caches[title];\n\tif(caches && caches[cacheName]) {\n\t\treturn caches[cacheName];\n\t} else {\n\t\tif(!caches) {\n\t\t\tcaches = Object.create(null);\n\t\t\tthis.caches[title] = caches;\n\t\t}\n\t\tcaches[cacheName] = initializer();\n\t\treturn caches[cacheName];\n\t}\n};\n\n// Clear all caches associated with a particular tiddler, or, if the title is null, clear all the caches for all the tiddlers\nexports.clearCache = function(title) {\n\tif(title) {\n\t\tthis.caches = this.caches || Object.create(null);\n\t\tif($tw.utils.hop(this.caches,title)) {\n\t\t\tdelete this.caches[title];\n\t\t}\n\t} else {\n\t\tthis.caches = Object.create(null);\n\t}\n};\n\nexports.initParsers = function(moduleType) {\n\t// Install the parser modules\n\t$tw.Wiki.parsers = {};\n\tvar self = this;\n\t$tw.modules.forEachModuleOfType(\"parser\",function(title,module) {\n\t\tfor(var f in module) {\n\t\t\tif($tw.utils.hop(module,f)) {\n\t\t\t\t$tw.Wiki.parsers[f] = module[f]; // Store the parser class\n\t\t\t}\n\t\t}\n\t});\n\t// Use the generic binary parser for any binary types not registered so far\n\tif($tw.Wiki.parsers[\"application/octet-stream\"]) {\n\t\tObject.keys($tw.config.contentTypeInfo).forEach(function(type) {\n\t\t\tif(!$tw.utils.hop($tw.Wiki.parsers,type) && $tw.config.contentTypeInfo[type].encoding === \"base64\") {\n\t\t\t\t$tw.Wiki.parsers[type] = $tw.Wiki.parsers[\"application/octet-stream\"];\n\t\t\t}\n\t\t});\t\t\n\t}\n};\n\n/*\nParse a block of text of a specified MIME type\n\ttype: content type of text to be parsed\n\ttext: text\n\toptions: see below\nOptions include:\n\tparseAsInline: if true, the text of the tiddler will be parsed as an inline run\n\t_canonical_uri: optional string of the canonical URI of this content\n*/\nexports.parseText = function(type,text,options) {\n\ttext = text || \"\";\n\toptions = options || {};\n\t// Select a parser\n\tvar Parser = $tw.Wiki.parsers[type];\n\tif(!Parser && $tw.utils.getFileExtensionInfo(type)) {\n\t\tParser = $tw.Wiki.parsers[$tw.utils.getFileExtensionInfo(type).type];\n\t}\n\tif(!Parser) {\n\t\tParser = $tw.Wiki.parsers[options.defaultType || \"text/vnd.tiddlywiki\"];\n\t}\n\tif(!Parser) {\n\t\treturn null;\n\t}\n\t// Return the parser instance\n\treturn new Parser(type,text,{\n\t\tparseAsInline: options.parseAsInline,\n\t\twiki: this,\n\t\t_canonical_uri: options._canonical_uri\n\t});\n};\n\n/*\nParse a tiddler according to its MIME type\n*/\nexports.parseTiddler = function(title,options) {\n\toptions = $tw.utils.extend({},options);\n\tvar cacheType = options.parseAsInline ? \"inlineParseTree\" : \"blockParseTree\",\n\t\ttiddler = this.getTiddler(title),\n\t\tself = this;\n\treturn tiddler ? this.getCacheForTiddler(title,cacheType,function() {\n\t\t\tif(tiddler.hasField(\"_canonical_uri\")) {\n\t\t\t\toptions._canonical_uri = tiddler.fields._canonical_uri;\n\t\t\t}\n\t\t\treturn self.parseText(tiddler.fields.type,tiddler.fields.text,options);\n\t\t}) : null;\n};\n\nexports.parseTextReference = function(title,field,index,options) {\n\tvar tiddler,text;\n\tif(options.subTiddler) {\n\t\ttiddler = this.getSubTiddler(title,options.subTiddler);\n\t} else {\n\t\ttiddler = this.getTiddler(title);\n\t\tif(field === \"text\" || (!field && !index)) {\n\t\t\tthis.getTiddlerText(title); // Force the tiddler to be lazily loaded\n\t\t\treturn this.parseTiddler(title,options);\n\t\t}\n\t}\n\tif(field === \"text\" || (!field && !index)) {\n\t\tif(tiddler && tiddler.fields) {\n\t\t\treturn this.parseText(tiddler.fields.type,tiddler.fields.text,options);\t\t\t\n\t\t} else {\n\t\t\treturn null;\n\t\t}\n\t} else if(field) {\n\t\tif(field === \"title\") {\n\t\t\ttext = title;\n\t\t} else {\n\t\t\tif(!tiddler || !tiddler.hasField(field)) {\n\t\t\t\treturn null;\n\t\t\t}\n\t\t\ttext = tiddler.fields[field];\n\t\t}\n\t\treturn this.parseText(\"text/vnd.tiddlywiki\",text.toString(),options);\n\t} else if(index) {\n\t\tthis.getTiddlerText(title); // Force the tiddler to be lazily loaded\n\t\ttext = this.extractTiddlerDataItem(tiddler,index,undefined);\n\t\tif(text === undefined) {\n\t\t\treturn null;\n\t\t}\n\t\treturn this.parseText(\"text/vnd.tiddlywiki\",text,options);\n\t}\n};\n\n/*\nMake a widget tree for a parse tree\nparser: parser object\noptions: see below\nOptions include:\ndocument: optional document to use\nvariables: hashmap of variables to set\nparentWidget: optional parent widget for the root node\n*/\nexports.makeWidget = function(parser,options) {\n\toptions = options || {};\n\tvar widgetNode = {\n\t\t\ttype: \"widget\",\n\t\t\tchildren: []\n\t\t},\n\t\tcurrWidgetNode = widgetNode;\n\t// Create set variable widgets for each variable\n\t$tw.utils.each(options.variables,function(value,name) {\n\t\tvar setVariableWidget = {\n\t\t\ttype: \"set\",\n\t\t\tattributes: {\n\t\t\t\tname: {type: \"string\", value: name},\n\t\t\t\tvalue: {type: \"string\", value: value}\n\t\t\t},\n\t\t\tchildren: []\n\t\t};\n\t\tcurrWidgetNode.children = [setVariableWidget];\n\t\tcurrWidgetNode = setVariableWidget;\n\t});\n\t// Add in the supplied parse tree nodes\n\tcurrWidgetNode.children = parser ? parser.tree : [];\n\t// Create the widget\n\treturn new widget.widget(widgetNode,{\n\t\twiki: this,\n\t\tdocument: options.document || $tw.fakeDocument,\n\t\tparentWidget: options.parentWidget\n\t});\n};\n\n/*\nMake a widget tree for transclusion\ntitle: target tiddler title\noptions: as for wiki.makeWidget() plus:\noptions.field: optional field to transclude (defaults to \"text\")\noptions.mode: transclusion mode \"inline\" or \"block\"\noptions.children: optional array of children for the transclude widget\noptions.importVariables: optional importvariables filter string for macros to be included\noptions.importPageMacros: optional boolean; if true, equivalent to passing \"[[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\" to options.importVariables\n*/\nexports.makeTranscludeWidget = function(title,options) {\n\toptions = options || {};\n\tvar parseTreeDiv = {tree: [{\n\t\t\ttype: \"element\",\n\t\t\ttag: \"div\",\n\t\t\tchildren: []}]},\n\t\tparseTreeImportVariables = {\n\t\t\ttype: \"importvariables\",\n\t\t\tattributes: {\n\t\t\t\tfilter: {\n\t\t\t\t\tname: \"filter\",\n\t\t\t\t\ttype: \"string\"\n\t\t\t\t}\n\t\t\t},\n\t\t\tisBlock: false,\n\t\t\tchildren: []},\n\t\tparseTreeTransclude = {\n\t\t\ttype: \"transclude\",\n\t\t\tattributes: {\n\t\t\t\ttiddler: {\n\t\t\t\t\tname: \"tiddler\",\n\t\t\t\t\ttype: \"string\",\n\t\t\t\t\tvalue: title}},\n\t\t\tisBlock: !options.parseAsInline};\n\tif(options.importVariables || options.importPageMacros) {\n\t\tif(options.importVariables) {\n\t\t\tparseTreeImportVariables.attributes.filter.value = options.importVariables;\n\t\t} else if(options.importPageMacros) {\n\t\t\tparseTreeImportVariables.attributes.filter.value = \"[[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\";\n\t\t}\n\t\tparseTreeDiv.tree[0].children.push(parseTreeImportVariables);\n\t\tparseTreeImportVariables.children.push(parseTreeTransclude);\n\t} else {\n\t\tparseTreeDiv.tree[0].children.push(parseTreeTransclude);\n\t}\n\tif(options.field) {\n\t\tparseTreeTransclude.attributes.field = {type: \"string\", value: options.field};\n\t}\n\tif(options.mode) {\n\t\tparseTreeTransclude.attributes.mode = {type: \"string\", value: options.mode};\n\t}\n\tif(options.children) {\n\t\tparseTreeTransclude.children = options.children;\n\t}\n\treturn $tw.wiki.makeWidget(parseTreeDiv,options);\n};\n\n/*\nParse text in a specified format and render it into another format\n\toutputType: content type for the output\n\ttextType: content type of the input text\n\ttext: input text\n\toptions: see below\nOptions include:\nvariables: hashmap of variables to set\nparentWidget: optional parent widget for the root node\n*/\nexports.renderText = function(outputType,textType,text,options) {\n\toptions = options || {};\n\tvar parser = this.parseText(textType,text,options),\n\t\twidgetNode = this.makeWidget(parser,options);\n\tvar container = $tw.fakeDocument.createElement(\"div\");\n\twidgetNode.render(container,null);\n\treturn outputType === \"text/html\" ? container.innerHTML : container.textContent;\n};\n\n/*\nParse text from a tiddler and render it into another format\n\toutputType: content type for the output\n\ttitle: title of the tiddler to be rendered\n\toptions: see below\nOptions include:\nvariables: hashmap of variables to set\nparentWidget: optional parent widget for the root node\n*/\nexports.renderTiddler = function(outputType,title,options) {\n\toptions = options || {};\n\tvar parser = this.parseTiddler(title,options),\n\t\twidgetNode = this.makeWidget(parser,options);\n\tvar container = $tw.fakeDocument.createElement(\"div\");\n\twidgetNode.render(container,null);\n\treturn outputType === \"text/html\" ? container.innerHTML : (outputType === \"text/plain-formatted\" ? container.formattedTextContent : container.textContent);\n};\n\n/*\nReturn an array of tiddler titles that match a search string\n\ttext: The text string to search for\n\toptions: see below\nOptions available:\n\tsource: an iterator function for the source tiddlers, called source(iterator), where iterator is called as iterator(tiddler,title)\n\texclude: An array of tiddler titles to exclude from the search\n\tinvert: If true returns tiddlers that do not contain the specified string\n\tcaseSensitive: If true forces a case sensitive search\n\tfield: If specified, restricts the search to the specified field, or an array of field names\n\tanchored: If true, forces all but regexp searches to be anchored to the start of text\n\texcludeField: If true, the field options are inverted to specify the fields that are not to be searched\n\tThe search mode is determined by the first of these boolean flags to be true\n\t\tliteral: searches for literal string\n\t\twhitespace: same as literal except runs of whitespace are treated as a single space\n\t\tregexp: treats the search term as a regular expression\n\t\twords: (default) treats search string as a list of tokens, and matches if all tokens are found, regardless of adjacency or ordering\n*/\nexports.search = function(text,options) {\n\toptions = options || {};\n\tvar self = this,\n\t\tt,\n\t\tinvert = !!options.invert;\n\t// Convert the search string into a regexp for each term\n\tvar terms, searchTermsRegExps,\n\t\tflags = options.caseSensitive ? \"\" : \"i\",\n\t\tanchor = options.anchored ? \"^\" : \"\";\n\tif(options.literal) {\n\t\tif(text.length === 0) {\n\t\t\tsearchTermsRegExps = null;\n\t\t} else {\n\t\t\tsearchTermsRegExps = [new RegExp(\"(\" + anchor + $tw.utils.escapeRegExp(text) + \")\",flags)];\n\t\t}\n\t} else if(options.whitespace) {\n\t\tterms = [];\n\t\t$tw.utils.each(text.split(/\\s+/g),function(term) {\n\t\t\tif(term) {\n\t\t\t\tterms.push($tw.utils.escapeRegExp(term));\n\t\t\t}\n\t\t});\n\t\tsearchTermsRegExps = [new RegExp(\"(\" + anchor + terms.join(\"\\\\s+\") + \")\",flags)];\n\t} else if(options.regexp) {\n\t\ttry {\n\t\t\tsearchTermsRegExps = [new RegExp(\"(\" + text + \")\",flags)];\t\t\t\n\t\t} catch(e) {\n\t\t\tsearchTermsRegExps = null;\n\t\t\tconsole.log(\"Regexp error parsing /(\" + text + \")/\" + flags + \": \",e);\n\t\t}\n\t} else {\n\t\tterms = text.split(/ +/);\n\t\tif(terms.length === 1 && terms[0] === \"\") {\n\t\t\tsearchTermsRegExps = null;\n\t\t} else {\n\t\t\tsearchTermsRegExps = [];\n\t\t\tfor(t=0; t<terms.length; t++) {\n\t\t\t\tsearchTermsRegExps.push(new RegExp(\"(\" + anchor + $tw.utils.escapeRegExp(terms[t]) + \")\",flags));\n\t\t\t}\n\t\t}\n\t}\n\t// Accumulate the array of fields to be searched or excluded from the search\n\tvar fields = [];\n\tif(options.field) {\n\t\tif($tw.utils.isArray(options.field)) {\n\t\t\t$tw.utils.each(options.field,function(fieldName) {\n\t\t\t\tif(fieldName) {\n\t\t\t\t\tfields.push(fieldName);\t\t\t\t\t\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tfields.push(options.field);\n\t\t}\n\t}\n\t// Use default fields if none specified and we're not excluding fields (excluding fields with an empty field array is the same as searching all fields)\n\tif(fields.length === 0 && !options.excludeField) {\n\t\tfields.push(\"title\");\n\t\tfields.push(\"tags\");\n\t\tfields.push(\"text\");\n\t}\n\t// Function to check a given tiddler for the search term\n\tvar searchTiddler = function(title) {\n\t\tif(!searchTermsRegExps) {\n\t\t\treturn true;\n\t\t}\n\t\tvar notYetFound = searchTermsRegExps.slice();\n\n\t\tvar tiddler = self.getTiddler(title);\n\t\tif(!tiddler) {\n\t\t\ttiddler = new $tw.Tiddler({title: title, text: \"\", type: \"text/vnd.tiddlywiki\"});\n\t\t}\n\t\tvar contentTypeInfo = $tw.config.contentTypeInfo[tiddler.fields.type] || $tw.config.contentTypeInfo[\"text/vnd.tiddlywiki\"],\n\t\t\tsearchFields;\n\t\t// Get the list of fields we're searching\n\t\tif(options.excludeField) {\n\t\t\tsearchFields = Object.keys(tiddler.fields);\n\t\t\t$tw.utils.each(fields,function(fieldName) {\n\t\t\t\tvar p = searchFields.indexOf(fieldName);\n\t\t\t\tif(p !== -1) {\n\t\t\t\t\tsearchFields.splice(p,1);\n\t\t\t\t}\n\t\t\t});\n\t\t} else {\n\t\t\tsearchFields = fields;\n\t\t}\n\t\tfor(var fieldIndex=0; notYetFound.length>0 && fieldIndex<searchFields.length; fieldIndex++) {\n\t\t\t// Don't search the text field if the content type is binary\n\t\t\tvar fieldName = searchFields[fieldIndex];\n\t\t\tif(fieldName === \"text\" && contentTypeInfo.encoding !== \"utf8\") {\n\t\t\t\tbreak;\n\t\t\t}\n\t\t\tvar str = tiddler.fields[fieldName],\n\t\t\t\tt;\n\t\t\tif(str) {\n\t\t\t\tif($tw.utils.isArray(str)) {\n\t\t\t\t\t// If the field value is an array, test each regexp against each field array entry and fail if each regexp doesn't match at least one field array entry\n\t\t\t\t\tfor(var s=0; s<str.length; s++) {\n\t\t\t\t\t\tfor(t=0; t<notYetFound.length;) {\n\t\t\t\t\t\t\tif(notYetFound[t].test(str[s])) {\n\t\t\t\t\t\t\t\tnotYetFound.splice(t, 1);\n\t\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\t\tt++;\n\t\t\t\t\t\t\t}\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t} else {\n\t\t\t\t\t// If the field isn't an array, force it to a string and test each regexp against it and fail if any do not match\n\t\t\t\t\tstr = tiddler.getFieldString(fieldName);\n\t\t\t\t\tfor(t=0; t<notYetFound.length;) {\n\t\t\t\t\t\tif(notYetFound[t].test(str)) {\n\t\t\t\t\t\t\tnotYetFound.splice(t, 1);\n\t\t\t\t\t\t} else {\n\t\t\t\t\t\t\tt++;\n\t\t\t\t\t\t}\n\t\t\t\t\t}\n\t\t\t\t}\n\t\t\t}\n\t\t};\n\t\treturn notYetFound.length == 0;\n\t};\n\t// Loop through all the tiddlers doing the search\n\tvar results = [],\n\t\tsource = options.source || this.each;\n\tsource(function(tiddler,title) {\n\t\tif(searchTiddler(title) !== options.invert) {\n\t\t\tresults.push(title);\n\t\t}\n\t});\n\t// Remove any of the results we have to exclude\n\tif(options.exclude) {\n\t\tfor(t=0; t<options.exclude.length; t++) {\n\t\t\tvar p = results.indexOf(options.exclude[t]);\n\t\t\tif(p !== -1) {\n\t\t\t\tresults.splice(p,1);\n\t\t\t}\n\t\t}\n\t}\n\treturn results;\n};\n\n/*\nTrigger a load for a tiddler if it is skinny. Returns the text, or undefined if the tiddler is missing, null if the tiddler is being lazily loaded.\n*/\nexports.getTiddlerText = function(title,defaultText) {\n\tvar tiddler = this.getTiddler(title);\n\t// Return undefined if the tiddler isn't found\n\tif(!tiddler) {\n\t\treturn defaultText;\n\t}\n\tif(!tiddler.hasField(\"_is_skinny\")) {\n\t\t// Just return the text if we've got it\n\t\treturn tiddler.fields.text || \"\";\n\t} else {\n\t\t// Tell any listeners about the need to lazily load this tiddler\n\t\tthis.dispatchEvent(\"lazyLoad\",title);\n\t\t// Indicate that the text is being loaded\n\t\treturn null;\n\t}\n};\n\n/*\nCheck whether the text of a tiddler matches a given value. By default, the comparison is case insensitive, and any spaces at either end of the tiddler text is trimmed\n*/\nexports.checkTiddlerText = function(title,targetText,options) {\n\toptions = options || {};\n\tvar text = this.getTiddlerText(title,\"\");\n\tif(!options.noTrim) {\n\t\ttext = text.trim();\n\t}\n\tif(!options.caseSensitive) {\n\t\ttext = text.toLowerCase();\n\t\ttargetText = targetText.toLowerCase();\n\t}\n\treturn text === targetText;\n}\n\n/*\nRead an array of browser File objects, invoking callback(tiddlerFieldsArray) once they're all read\n*/\nexports.readFiles = function(files,options) {\n\tvar callback;\n\tif(typeof options === \"function\") {\n\t\tcallback = options;\n\t\toptions = {};\n\t} else {\n\t\tcallback = options.callback;\n\t}\n\tvar result = [],\n\t\toutstanding = files.length,\n\t\treadFileCallback = function(tiddlerFieldsArray) {\n\t\t\tresult.push.apply(result,tiddlerFieldsArray);\n\t\t\tif(--outstanding === 0) {\n\t\t\t\tcallback(result);\n\t\t\t}\n\t\t};\n\tfor(var f=0; f<files.length; f++) {\n\t\tthis.readFile(files[f],$tw.utils.extend({},options,{callback: readFileCallback}));\n\t}\n\treturn files.length;\n};\n\n/*\nRead a browser File object, invoking callback(tiddlerFieldsArray) with an array of tiddler fields objects\n*/\nexports.readFile = function(file,options) {\n\tvar callback;\n\tif(typeof options === \"function\") {\n\t\tcallback = options;\n\t\toptions = {};\n\t} else {\n\t\tcallback = options.callback;\n\t}\n\t// Get the type, falling back to the filename extension\n\tvar self = this,\n\t\ttype = file.type;\n\tif(type === \"\" || !type) {\n\t\tvar dotPos = file.name.lastIndexOf(\".\");\n\t\tif(dotPos !== -1) {\n\t\t\tvar fileExtensionInfo = $tw.utils.getFileExtensionInfo(file.name.substr(dotPos));\n\t\t\tif(fileExtensionInfo) {\n\t\t\t\ttype = fileExtensionInfo.type;\n\t\t\t}\n\t\t}\n\t}\n\t// Figure out if we're reading a binary file\n\tvar contentTypeInfo = $tw.config.contentTypeInfo[type],\n\t\tisBinary = contentTypeInfo ? contentTypeInfo.encoding === \"base64\" : false;\n\t// Log some debugging information\n\tif($tw.log.IMPORT) {\n\t\tconsole.log(\"Importing file '\" + file.name + \"', type: '\" + type + \"', isBinary: \" + isBinary);\n\t}\n\t// Give the hook a chance to process the drag\n\tif($tw.hooks.invokeHook(\"th-importing-file\",{\n\t\tfile: file,\n\t\ttype: type,\n\t\tisBinary: isBinary,\n\t\tcallback: callback\n\t}) !== true) {\n\t\tthis.readFileContent(file,type,isBinary,options.deserializer,callback);\n\t}\n};\n\n/*\nLower level utility to read the content of a browser File object, invoking callback(tiddlerFieldsArray) with an array of tiddler fields objects\n*/\nexports.readFileContent = function(file,type,isBinary,deserializer,callback) {\n\tvar self = this;\n\t// Create the FileReader\n\tvar reader = new FileReader();\n\t// Onload\n\treader.onload = function(event) {\n\t\tvar text = event.target.result,\n\t\t\ttiddlerFields = {title: file.name || \"Untitled\", type: type};\n\t\tif(isBinary) {\n\t\t\tvar commaPos = text.indexOf(\",\");\n\t\t\tif(commaPos !== -1) {\n\t\t\t\ttext = text.substr(commaPos + 1);\n\t\t\t}\n\t\t}\n\t\t// Check whether this is an encrypted TiddlyWiki file\n\t\tvar encryptedJson = $tw.utils.extractEncryptedStoreArea(text);\n\t\tif(encryptedJson) {\n\t\t\t// If so, attempt to decrypt it with the current password\n\t\t\t$tw.utils.decryptStoreAreaInteractive(encryptedJson,function(tiddlers) {\n\t\t\t\tcallback(tiddlers);\n\t\t\t});\n\t\t} else {\n\t\t\t// Otherwise, just try to deserialise any tiddlers in the file\n\t\t\tcallback(self.deserializeTiddlers(type,text,tiddlerFields,{deserializer: deserializer}));\n\t\t}\n\t};\n\t// Kick off the read\n\tif(isBinary) {\n\t\treader.readAsDataURL(file);\n\t} else {\n\t\treader.readAsText(file);\n\t}\n};\n\n/*\nFind any existing draft of a specified tiddler\n*/\nexports.findDraft = function(targetTitle) {\n\tvar draftTitle = undefined;\n\tthis.forEachTiddler({includeSystem: true},function(title,tiddler) {\n\t\tif(tiddler.fields[\"draft.title\"] && tiddler.fields[\"draft.of\"] === targetTitle) {\n\t\t\tdraftTitle = title;\n\t\t}\n\t});\n\treturn draftTitle;\n}\n\n/*\nCheck whether the specified draft tiddler has been modified.\nIf the original tiddler doesn't exist, create a vanilla tiddler variable,\nto check if additional fields have been added.\n*/\nexports.isDraftModified = function(title) {\n\tvar tiddler = this.getTiddler(title);\n\tif(!tiddler.isDraft()) {\n\t\treturn false;\n\t}\n\tvar ignoredFields = [\"created\", \"modified\", \"title\", \"draft.title\", \"draft.of\"],\n\t\torigTiddler = this.getTiddler(tiddler.fields[\"draft.of\"]) || new $tw.Tiddler({text:\"\", tags:[]}),\n\t\ttitleModified = tiddler.fields[\"draft.title\"] !== tiddler.fields[\"draft.of\"];\n\treturn titleModified || !tiddler.isEqual(origTiddler,ignoredFields);\n};\n\n/*\nAdd a new record to the top of the history stack\ntitle: a title string or an array of title strings\nfromPageRect: page coordinates of the origin of the navigation\nhistoryTitle: title of history tiddler (defaults to $:/HistoryList)\n*/\nexports.addToHistory = function(title,fromPageRect,historyTitle) {\n\tvar story = new $tw.Story({wiki: this, historyTitle: historyTitle});\n\tstory.addToHistory(title,fromPageRect);\t\t\n};\n\n/*\nAdd a new tiddler to the story river\ntitle: a title string or an array of title strings\nfromTitle: the title of the tiddler from which the navigation originated\nstoryTitle: title of story tiddler (defaults to $:/StoryList)\noptions: see story.js\n*/\nexports.addToStory = function(title,fromTitle,storyTitle,options) {\n\tvar story = new $tw.Story({wiki: this, storyTitle: storyTitle});\n\tstory.addToStory(title,fromTitle,options);\t\t\n};\n\n/*\nGenerate a title for the draft of a given tiddler\n*/\nexports.generateDraftTitle = function(title) {\n\tvar c = 0,\n\t\tdraftTitle,\n\t\tusername = this.getTiddlerText(\"$:/status/UserName\"),\n\t\tattribution = username ? \" by \" + username : \"\";\n\tdo {\n\t\tdraftTitle = \"Draft \" + (c ? (c + 1) + \" \" : \"\") + \"of '\" + title + \"'\" + attribution;\n\t\tc++;\n\t} while(this.tiddlerExists(draftTitle));\n\treturn draftTitle;\n};\n\n/*\nInvoke the available upgrader modules\ntitles: array of tiddler titles to be processed\ntiddlers: hashmap by title of tiddler fields of pending import tiddlers. These can be modified by the upgraders. An entry with no fields indicates a tiddler that was pending import has been suppressed. When entries are added to the pending import the tiddlers hashmap may have entries that are not present in the titles array\nReturns a hashmap of messages keyed by tiddler title.\n*/\nexports.invokeUpgraders = function(titles,tiddlers) {\n\t// Collect up the available upgrader modules\n\tvar self = this;\n\tif(!this.upgraderModules) {\n\t\tthis.upgraderModules = [];\n\t\t$tw.modules.forEachModuleOfType(\"upgrader\",function(title,module) {\n\t\t\tif(module.upgrade) {\n\t\t\t\tself.upgraderModules.push(module);\n\t\t\t}\n\t\t});\n\t}\n\t// Invoke each upgrader in turn\n\tvar messages = {};\n\tfor(var t=0; t<this.upgraderModules.length; t++) {\n\t\tvar upgrader = this.upgraderModules[t],\n\t\t\tupgraderMessages = upgrader.upgrade(this,titles,tiddlers);\n\t\t$tw.utils.extend(messages,upgraderMessages);\n\t}\n\treturn messages;\n};\n\n// Determine whether a plugin by title is dynamically loadable\nexports.doesPluginRequireReload = function(title) {\n\treturn this.doesPluginInfoRequireReload(this.getPluginInfo(title) || this.getTiddlerDataCached(title));\n};\n\n// Determine whether a plugin info structure is dynamically loadable\nexports.doesPluginInfoRequireReload = function(pluginInfo) {\n\tif(pluginInfo) {\n\t\tvar foundModule = false;\n\t\t$tw.utils.each(pluginInfo.tiddlers,function(tiddler) {\n\t\t\tif(tiddler.type === \"application/javascript\" && $tw.utils.hop(tiddler,\"module-type\")) {\n\t\t\t\tfoundModule = true;\n\t\t\t}\n\t\t});\n\t\treturn foundModule;\n\t} else {\n\t\treturn null;\n\t}\n};\n\n})();\n\n",
"type": "application/javascript",
"module-type": "wikimethod"
},
"$:/palettes/Blanca": {
"title": "$:/palettes/Blanca",
"name": "Blanca",
"description": "A clean white palette to let you focus",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #66cccc\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #999999\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #ffffff\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #7897f3\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #ccc\nsidebar-foreground-shadow: rgba(255,255,255, 0.8)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #ffffff\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #7897f3\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #eeeeee\ntab-border-selected: #cccccc\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ffeedd\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: #eee\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #ff9900\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/Blue": {
"title": "$:/palettes/Blue",
"name": "Blue",
"description": "A blue theme",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #fff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour foreground>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333353\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #999999\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #ddddff\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #5778d8\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #ffffff\nsidebar-foreground-shadow: rgba(255,255,255, 0.8)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: <<colour page-background>>\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #5959c0\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: #ccccdd\ntab-border-selected: #ccccdd\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #eeeeff\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #666666\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #ffffff\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #ffffff\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #5959c0\ntoolbar-new-button: #5eb95e\ntoolbar-options-button: rgb(128, 88, 165)\ntoolbar-save-button: #0e90d2\ntoolbar-info-button: #0e90d2\ntoolbar-edit-button: rgb(243, 123, 29)\ntoolbar-close-button: #dd514c\ntoolbar-delete-button: #dd514c\ntoolbar-cancel-button: rgb(243, 123, 29)\ntoolbar-done-button: #5eb95e\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/Muted": {
"title": "$:/palettes/Muted",
"name": "Muted",
"description": "Bright tiddlers on a muted background",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #bbb\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #6f6f70\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #29a6ee\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #c2c1c2\nsidebar-foreground-shadow: rgba(255,255,255,0)\nsidebar-foreground: #d3d2d4\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #6f6f70\nsidebar-tab-background: #666667\nsidebar-tab-border-selected: #999\nsidebar-tab-border: #515151\nsidebar-tab-divider: #999\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: #999\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #d1d0d2\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #d5ad34\ntag-foreground: #ffffff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #182955\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/ContrastLight": {
"title": "$:/palettes/ContrastLight",
"name": "Contrast (Light)",
"description": "High contrast and unambiguous (light version)",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #f00\nalert-border: <<colour background>>\nalert-highlight: <<colour foreground>>\nalert-muted-foreground: #800\nbackground: #fff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: <<colour background>>\nbutton-foreground: <<colour foreground>>\nbutton-border: <<colour foreground>>\ncode-background: <<colour background>>\ncode-border: <<colour foreground>>\ncode-foreground: <<colour foreground>>\ndirty-indicator: #f00\ndownload-background: #080\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: <<colour foreground>>\ndropdown-tab-background: <<colour foreground>>\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #00a\nexternal-link-foreground: #00e\nforeground: #000\nmessage-background: <<colour foreground>>\nmessage-border: <<colour background>>\nmessage-foreground: <<colour background>>\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: <<colour foreground>>\nmodal-footer-background: <<colour background>>\nmodal-footer-border: <<colour foreground>>\nmodal-header-border: <<colour foreground>>\nmuted-foreground: <<colour foreground>>\nnotification-background: <<colour background>>\nnotification-border: <<colour foreground>>\npage-background: <<colour background>>\npre-background: <<colour background>>\npre-border: <<colour foreground>>\nprimary: #00f\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: <<colour background>>\nsidebar-controls-foreground: <<colour foreground>>\nsidebar-foreground-shadow: rgba(0,0,0, 0)\nsidebar-foreground: <<colour foreground>>\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: <<colour foreground>>\nsidebar-tab-background-selected: <<colour background>>\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: <<colour foreground>>\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: <<colour foreground>>\nsidebar-tiddler-link-foreground: <<colour primary>>\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: <<colour foreground>>\ntab-border-selected: <<colour foreground>>\ntab-border: <<colour foreground>>\ntab-divider: <<colour foreground>>\ntab-foreground-selected: <<colour foreground>>\ntab-foreground: <<colour background>>\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #000\ntag-foreground: #fff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour foreground>>\ntiddler-controls-foreground-hover: #ddd\ntiddler-controls-foreground-selected: #fdd\ntiddler-controls-foreground: <<colour foreground>>\ntiddler-editor-background: <<colour background>>\ntiddler-editor-border-image: <<colour foreground>>\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: <<colour background>>\ntiddler-editor-fields-odd: <<colour background>>\ntiddler-info-background: <<colour background>>\ntiddler-info-border: <<colour foreground>>\ntiddler-info-tab-background: <<colour background>>\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: <<colour foreground>>\ntiddler-title-foreground: <<colour foreground>>\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: <<colour foreground>>\nvery-muted-foreground: #888888\n"
},
"$:/palettes/ContrastDark": {
"title": "$:/palettes/ContrastDark",
"name": "Contrast (Dark)",
"description": "High contrast and unambiguous (dark version)",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #f00\nalert-border: <<colour background>>\nalert-highlight: <<colour foreground>>\nalert-muted-foreground: #800\nbackground: #000\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: <<colour background>>\nbutton-foreground: <<colour foreground>>\nbutton-border: <<colour foreground>>\ncode-background: <<colour background>>\ncode-border: <<colour foreground>>\ncode-foreground: <<colour foreground>>\ndirty-indicator: #f00\ndownload-background: #080\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: <<colour foreground>>\ndropdown-tab-background: <<colour foreground>>\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #00a\nexternal-link-foreground: #00e\nforeground: #fff\nmessage-background: <<colour foreground>>\nmessage-border: <<colour background>>\nmessage-foreground: <<colour background>>\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: <<colour foreground>>\nmodal-footer-background: <<colour background>>\nmodal-footer-border: <<colour foreground>>\nmodal-header-border: <<colour foreground>>\nmuted-foreground: <<colour foreground>>\nnotification-background: <<colour background>>\nnotification-border: <<colour foreground>>\npage-background: <<colour background>>\npre-background: <<colour background>>\npre-border: <<colour foreground>>\nprimary: #00f\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: <<colour background>>\nsidebar-controls-foreground: <<colour foreground>>\nsidebar-foreground-shadow: rgba(0,0,0, 0)\nsidebar-foreground: <<colour foreground>>\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: <<colour foreground>>\nsidebar-tab-background-selected: <<colour background>>\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: <<colour foreground>>\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: <<colour foreground>>\nsidebar-tiddler-link-foreground: <<colour primary>>\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: <<colour foreground>>\ntab-border-selected: <<colour foreground>>\ntab-border: <<colour foreground>>\ntab-divider: <<colour foreground>>\ntab-foreground-selected: <<colour foreground>>\ntab-foreground: <<colour background>>\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #fff\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: <<colour foreground>>\ntiddler-controls-foreground-hover: #ddd\ntiddler-controls-foreground-selected: #fdd\ntiddler-controls-foreground: <<colour foreground>>\ntiddler-editor-background: <<colour background>>\ntiddler-editor-border-image: <<colour foreground>>\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: <<colour background>>\ntiddler-editor-fields-odd: <<colour background>>\ntiddler-info-background: <<colour background>>\ntiddler-info-border: <<colour foreground>>\ntiddler-info-tab-background: <<colour background>>\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: <<colour foreground>>\ntiddler-title-foreground: <<colour foreground>>\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: <<colour foreground>>\nvery-muted-foreground: #888888\n"
},
"$:/palettes/DarkPhotos": {
"title": "$:/palettes/DarkPhotos",
"created": "20150402111612188",
"description": "Good with dark photo backgrounds",
"modified": "20150402112344080",
"name": "DarkPhotos",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: \nbutton-foreground: \nbutton-border: \ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #ddd\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #336438\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #5778d8\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #ccf\nsidebar-controls-foreground: #fff\nsidebar-foreground-shadow: rgba(0,0,0, 0.5)\nsidebar-foreground: #fff\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #eee\nsidebar-tab-background-selected: rgba(255,255,255, 0.8)\nsidebar-tab-background: rgba(255,255,255, 0.4)\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: rgba(255,255,255, 0.2)\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #aaf\nsidebar-tiddler-link-foreground: #ddf\nsite-title-foreground: #fff\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ec6\ntag-foreground: #ffffff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #182955\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/GruvboxDark": {
"title": "$:/palettes/GruvboxDark",
"name": "Gruvbox Dark",
"description": "Retro groove color scheme",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"license": "https://github.com/morhetz/gruvbox",
"text": "alert-background: #cc241d\nalert-border: #cc241d\nalert-highlight: #d79921\nalert-muted-foreground: #504945\nbackground: #3c3836\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: #504945\nbutton-foreground: #fbf1c7\nbutton-border: transparent\ncode-background: #504945\ncode-border: #504945\ncode-foreground: #fb4934\ndiff-delete-background: #fb4934\ndiff-delete-foreground: <<colour foreground>>\ndiff-equal-background: \ndiff-equal-foreground: <<colour foreground>>\ndiff-insert-background: #b8bb26\ndiff-insert-foreground: <<colour foreground>>\ndiff-invisible-background: \ndiff-invisible-foreground: <<colour muted-foreground>>\ndirty-indicator: #fb4934\ndownload-background: #b8bb26\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: #665c54\ndropdown-border: <<colour background>>\ndropdown-tab-background-selected: #ebdbb2\ndropdown-tab-background: #665c54\ndropzone-background: #98971a\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #d3869b\nexternal-link-foreground: #8ec07c\nforeground: #fbf1c7\nmenubar-background: #504945\nmenubar-foreground: <<colour foreground>>\nmessage-background: #83a598\nmessage-border: #83a598\nmessage-foreground: #3c3836\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #504945\nmodal-footer-background: #3c3836\nmodal-footer-border: #3c3836\nmodal-header-border: #3c3836\nmuted-foreground: #d5c4a1\nnotification-background: <<colour primary>>\nnotification-border: <<colour primary>>\npage-background: #282828\npre-background: #504945\npre-border: #504945\nprimary: #d79921\nselect-tag-background: #665c54\nselect-tag-foreground: <<colour foreground>>\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #7c6f64\nsidebar-controls-foreground: #504945\nsidebar-foreground-shadow: transparent\nsidebar-foreground: #fbf1c7\nsidebar-muted-foreground-hover: #7c6f64\nsidebar-muted-foreground: #504945\nsidebar-tab-background-selected: #bdae93\nsidebar-tab-background: #3c3836\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: #bdae93\nsidebar-tab-divider: <<colour page-background>>\nsidebar-tab-foreground-selected: #282828\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #458588\nsidebar-tiddler-link-foreground: #98971a\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #B48EAD\ntab-background-selected: #ebdbb2\ntab-background: #665c54\ntab-border-selected: #665c54\ntab-border: #665c54\ntab-divider: #bdae93\ntab-foreground-selected: #282828\ntab-foreground: #ebdbb2\ntable-border: #7c6f64\ntable-footer-background: #665c54\ntable-header-background: #504945\ntag-background: #d3869b\ntag-foreground: #282828\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #7c6f64\ntiddler-controls-foreground-selected: #7c6f64\ntiddler-controls-foreground: #665c54\ntiddler-editor-background: #282828\ntiddler-editor-border-image: #282828\ntiddler-editor-border: #282828\ntiddler-editor-fields-even: #504945\ntiddler-editor-fields-odd: #7c6f64\ntiddler-info-background: #32302f\ntiddler-info-border: #ebdbb2\ntiddler-info-tab-background: #ebdbb2\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #7c6f64\ntiddler-title-foreground: #a89984\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: #504945\nvery-muted-foreground: #bdae93\nwikilist-background: <<colour page-background>>\nwikilist-button-background: <<colour button-background>>\nwikilist-button-foreground: <<colour button-foreground>>\nwikilist-item: <<colour background>>\nwikilist-toolbar-background: <<colour background>>\nwikilist-toolbar-foreground: <<colour foreground>>\nwikilist-title: <<colour foreground>>\nwikilist-title-svg: <<colour wikilist-title>>\nwikilist-url: <<colour muted-foreground>>\nwikilist-button-open-hover: <<colour primary>>\nwikilist-button-open: <<colour dropzone-background>>\nwikilist-button-remove: <<colour dirty-indicator>>\nwikilist-button-remove-hover: <<colour alert-background>>\nwikilist-droplink-dragover: <<colour dropzone-background>>\nwikilist-button-reveal: <<colour sidebar-tiddler-link-foreground-hover>>\nwikilist-button-reveal-hover: <<colour message-background>>"
},
"$:/palettes/Nord": {
"title": "$:/palettes/Nord",
"name": "Nord",
"description": "An arctic, north-bluish color palette.",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"license": "MIT, arcticicestudio, https://github.com/arcticicestudio/nord/blob/develop/LICENSE.md",
"text": "alert-background: #D08770\nalert-border: #D08770\nalert-highlight: #B48EAD\nalert-muted-foreground: #4C566A\nbackground: #3b4252\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: #4C566A\nbutton-foreground: #D8DEE9\nbutton-border: transparent\ncode-background: #2E3440\ncode-border: #2E3440\ncode-foreground: #BF616A\ndiff-delete-background: #BF616A\ndiff-delete-foreground: <<colour foreground>>\ndiff-equal-background: \ndiff-equal-foreground: <<colour foreground>>\ndiff-insert-background: #A3BE8C\ndiff-insert-foreground: <<colour foreground>>\ndiff-invisible-background: \ndiff-invisible-foreground: <<colour muted-foreground>>\ndirty-indicator: #BF616A\ndownload-background: #A3BE8C\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour background>>\ndropdown-tab-background-selected: #ECEFF4\ndropdown-tab-background: #4C566A\ndropzone-background: #A3BE8C\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #5E81AC\nexternal-link-foreground: #8FBCBB\nforeground: #d8dee9\nmenubar-background: #2E3440\nmenubar-foreground: #d8dee9\nmessage-background: #2E3440\nmessage-border: #2E3440\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #3b4252\nmodal-footer-background: #3b4252\nmodal-footer-border: #3b4252\nmodal-header-border: #3b4252\nmuted-foreground: #4C566A\nnotification-background: <<colour primary>>\nnotification-border: #EBCB8B\npage-background: #2e3440\npre-background: #2E3440\npre-border: #2E3440\nprimary: #5E81AC\nselect-tag-background: #3b4252\nselect-tag-foreground: <<colour foreground>>\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #D8DEE9\nsidebar-controls-foreground: #4C566A\nsidebar-foreground-shadow: transparent\nsidebar-foreground: #D8DEE9\nsidebar-muted-foreground-hover: #4C566A\nsidebar-muted-foreground: #4C566A\nsidebar-tab-background-selected: #ECEFF4\nsidebar-tab-background: #4C566A\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: #4C566A\nsidebar-tab-divider: <<colour page-background>>\nsidebar-tab-foreground-selected: #4C566A\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #A3BE8C\nsidebar-tiddler-link-foreground: #81A1C1\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #B48EAD\ntab-background-selected: #ECEFF4\ntab-background: #4C566A\ntab-border-selected: #4C566A\ntab-border: #4C566A\ntab-divider: #4C566A\ntab-foreground-selected: #4C566A\ntab-foreground: #D8DEE9\ntable-border: #4C566A\ntable-footer-background: #2e3440\ntable-header-background: #2e3440\ntag-background: #A3BE8C\ntag-foreground: #4C566A\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: \ntiddler-controls-foreground-selected: #EBCB8B\ntiddler-controls-foreground: #4C566A\ntiddler-editor-background: #2e3440\ntiddler-editor-border-image: #2e3440\ntiddler-editor-border: #2e3440\ntiddler-editor-fields-even: #2e3440\ntiddler-editor-fields-odd: #2e3440\ntiddler-info-background: #2e3440\ntiddler-info-border: #2e3440\ntiddler-info-tab-background: #2e3440\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #4C566A\ntiddler-title-foreground: #81A1C1\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: #2d3038\nvery-muted-foreground: #2d3038\n"
},
"$:/palettes/Rocker": {
"title": "$:/palettes/Rocker",
"name": "Rocker",
"description": "A dark theme",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #999999\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #000\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #cc0000\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #ffffff\nsidebar-foreground-shadow: rgba(255,255,255, 0.0)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #000\nsidebar-tab-background: <<colour tab-background>>\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: <<colour tab-divider>>\nsidebar-tab-foreground-selected: \nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #ffbb99\nsidebar-tiddler-link-foreground: #cc0000\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ffbb99\ntag-foreground: #000\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #cc0000\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/SolarFlare": {
"title": "$:/palettes/SolarFlare",
"name": "Solar Flare",
"description": "Warm, relaxing earth colours",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": ": Background Tones\n\nbase03: #002b36\nbase02: #073642\n\n: Content Tones\n\nbase01: #586e75\nbase00: #657b83\nbase0: #839496\nbase1: #93a1a1\n\n: Background Tones\n\nbase2: #eee8d5\nbase3: #fdf6e3\n\n: Accent Colors\n\nyellow: #b58900\norange: #cb4b16\nred: #dc322f\nmagenta: #d33682\nviolet: #6c71c4\nblue: #268bd2\ncyan: #2aa198\ngreen: #859900\n\n: Additional Tones (RA)\n\nbase10: #c0c4bb\nviolet-muted: #7c81b0\nblue-muted: #4e7baa\n\nyellow-hot: #ffcc44\norange-hot: #eb6d20\nred-hot: #ff2222\nblue-hot: #2298ee\ngreen-hot: #98ee22\n\n: Palette\n\n: Do not use colour macro for background and foreground\nbackground: #fdf6e3\n download-foreground: <<colour background>>\n dragger-foreground: <<colour background>>\n dropdown-background: <<colour background>>\n modal-background: <<colour background>>\n sidebar-foreground-shadow: <<colour background>>\n tiddler-background: <<colour background>>\n tiddler-border: <<colour background>>\n tiddler-link-background: <<colour background>>\n tab-background-selected: <<colour background>>\n dropdown-tab-background-selected: <<colour tab-background-selected>>\nforeground: #657b83\n dragger-background: <<colour foreground>>\n tab-foreground: <<colour foreground>>\n tab-foreground-selected: <<colour tab-foreground>>\n sidebar-tab-foreground-selected: <<colour tab-foreground-selected>>\n sidebar-tab-foreground: <<colour tab-foreground>>\n sidebar-button-foreground: <<colour foreground>>\n sidebar-controls-foreground: <<colour foreground>>\n sidebar-foreground: <<colour foreground>>\n: base03\n: base02\n: base01\n alert-muted-foreground: <<colour base01>>\n: base00\n code-foreground: <<colour base00>>\n message-foreground: <<colour base00>>\n tag-foreground: <<colour base00>>\n: base0\n sidebar-tiddler-link-foreground: <<colour base0>>\n: base1\n muted-foreground: <<colour base1>>\n blockquote-bar: <<colour muted-foreground>>\n dropdown-border: <<colour muted-foreground>>\n sidebar-muted-foreground: <<colour muted-foreground>>\n tiddler-title-foreground: <<colour muted-foreground>>\n site-title-foreground: <<colour tiddler-title-foreground>>\n: base2\n modal-footer-background: <<colour base2>>\n page-background: <<colour base2>>\n modal-backdrop: <<colour page-background>>\n notification-background: <<colour page-background>>\n code-background: <<colour page-background>>\n code-border: <<colour code-background>>\n pre-background: <<colour page-background>>\n pre-border: <<colour pre-background>>\n sidebar-tab-background-selected: <<colour page-background>>\n table-header-background: <<colour base2>>\n tag-background: <<colour base2>>\n tiddler-editor-background: <<colour base2>>\n tiddler-info-background: <<colour base2>>\n tiddler-info-tab-background: <<colour base2>>\n tab-background: <<colour base2>>\n dropdown-tab-background: <<colour tab-background>>\n: base3\n alert-background: <<colour base3>>\n message-background: <<colour base3>>\n: yellow\n: orange\n: red\n: magenta\n alert-highlight: <<colour magenta>>\n: violet\n external-link-foreground: <<colour violet>>\n: blue\n: cyan\n: green\n: base10\n tiddler-controls-foreground: <<colour base10>>\n: violet-muted\n external-link-foreground-visited: <<colour violet-muted>>\n: blue-muted\n primary: <<colour blue-muted>>\n download-background: <<colour primary>>\n tiddler-link-foreground: <<colour primary>>\n\nalert-border: #b99e2f\ndirty-indicator: #ff0000\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nmessage-border: #cfd6e6\nmodal-border: #999999\nselect-tag-background:\nselect-tag-foreground:\nsidebar-controls-foreground-hover:\nsidebar-muted-foreground-hover:\nsidebar-tab-background: #ded8c5\nsidebar-tiddler-link-foreground-hover:\nstatic-alert-foreground: #aaaaaa\ntab-border: #cccccc\n modal-footer-border: <<colour tab-border>>\n modal-header-border: <<colour tab-border>>\n notification-border: <<colour tab-border>>\n sidebar-tab-border: <<colour tab-border>>\n tab-border-selected: <<colour tab-border>>\n sidebar-tab-border-selected: <<colour tab-border-selected>>\ntab-divider: #d8d8d8\n sidebar-tab-divider: <<colour tab-divider>>\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-border: #dddddd\ntiddler-subtitle-foreground: #c0c0c0\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\n"
},
"$:/palettes/SolarizedLight": {
"title": "$:/palettes/SolarizedLight",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"description": "Precision colors for machines and people",
"license": "MIT, Ethan Schoonover, https://github.com/altercation/solarized/blob/master/LICENSE",
"name": "SolarizedLight",
"text": "alert-background: #eee8d5\nalert-border: #073642\nalert-highlight: #cb4b16\nalert-muted-foreground: #586e75\nbackground: #fdf6e3\nblockquote-bar: <<colour muted-foreground>>\nbutton-background: #cb4b16\nbutton-foreground: #fdf6e3\nbutton-border: transparent\ncode-background: #eee8d5\ncode-border: #93a1a1\ncode-foreground: #d33682\ndiff-delete-background: #BF616A\ndiff-delete-foreground: <<colour foreground>>\ndiff-equal-background: \ndiff-equal-foreground: <<colour foreground>>\ndiff-insert-background: #859900\ndiff-insert-foreground: <<colour foreground>>\ndiff-invisible-background: \ndiff-invisible-foreground: <<colour muted-foreground>>\ndirty-indicator: #D08770\ndownload-background: #859900\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour background>>\ndropdown-tab-background-selected: #fdf6e3\ndropdown-tab-background: #93a1a1\ndropzone-background: #859900\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: #d33682\nexternal-link-foreground-visited: #b58900\nexternal-link-foreground: #cb4b16\nforeground: #839496\nmessage-background: #586e75\nmessage-border: #586e75\nmessage-foreground: #eee8d5\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #eee8d5\nmodal-footer-background: #eee8d5\nmodal-footer-border: #eee8d5\nmodal-header-border: #eee8d5\nmuted-foreground: #93a1a1\nnotification-background: #EBCB8B\nnotification-border: #D08770\npage-background: #eee8d5\npre-background: #eee8d5\npre-border: #93a1a1\nprimary: #2aa198\nselect-tag-background: #eee8d5\nselect-tag-foreground: <<colour foreground>>\nsidebar-button-foreground: #eee8d5\nsidebar-controls-foreground-hover: #268bd2\nsidebar-controls-foreground: #586e75\nsidebar-foreground-shadow: transparent\nsidebar-foreground: #839496\nsidebar-muted-foreground-hover: #657b83\nsidebar-muted-foreground: #93a1a1\nsidebar-tab-background-selected: #eee8d5\nsidebar-tab-background: #839496\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: #657b83\nsidebar-tab-divider: <<colour page-background>>\nsidebar-tab-foreground-selected: #839496\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #859900\nsidebar-tiddler-link-foreground: #268bd2\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #dc322f\ntab-background-selected: #fdf6e3\ntab-background: #839496\ntab-border-selected: #93a1a1\ntab-border: #93a1a1\ntab-divider: #fdf6e3\ntab-foreground-selected: #839496\ntab-foreground: #eee8d5\ntable-border: #657b83\ntable-footer-background: #657b83\ntable-header-background: #93a1a1\ntag-background: #6c71c4\ntag-foreground: #eee8d5\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #b58900\ntiddler-controls-foreground-selected: #b58900\ntiddler-controls-foreground: #073642\ntiddler-editor-background: #eee8d5\ntiddler-editor-border-image: #eee8d5\ntiddler-editor-border: #eee8d5\ntiddler-editor-fields-even: #eee8d5\ntiddler-editor-fields-odd: #fdf6e3\ntiddler-info-background: #eee8d5\ntiddler-info-border: #eee8d5\ntiddler-info-tab-background: #586e75\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #586e75\ntiddler-title-foreground: #073642\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: #839496\nvery-muted-foreground: #93a1a1\n"
},
"$:/palettes/SpartanDay": {
"title": "$:/palettes/SpartanDay",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"description": "Cold, spartan day colors",
"name": "Spartan Day",
"text": "alert-background: <<colour background>>\nalert-border: <<colour very-muted-foreground>>\nalert-highlight: <<colour very-muted-foreground>>\nalert-muted-foreground: <<colour muted-foreground>>\nbackground: #FAFAFA\nblockquote-bar: <<colour page-background>>\nbutton-background: transparent\nbutton-foreground: inherit\nbutton-border: <<colour tag-background>>\ncode-background: #ececec\ncode-border: #ececec\ncode-foreground: \ndirty-indicator: #c80000\ndownload-background: <<colour primary>>\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: #FFFFFF\ndropdown-border: <<colour dropdown-background>>\ndropdown-tab-background-selected: <<colour dropdown-background>>\ndropdown-tab-background: #F5F5F5\ndropzone-background: <<colour tag-background>>\nexternal-link-background-hover: transparent\nexternal-link-background-visited: transparent\nexternal-link-background: transparent\nexternal-link-foreground-hover: \nexternal-link-foreground-visited: \nexternal-link-foreground: \nforeground: rgba(0, 0, 0, 0.87)\nmessage-background: <<colour background>>\nmessage-border: <<colour very-muted-foreground>>\nmessage-foreground: rgba(0, 0, 0, 0.54)\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: <<colour very-muted-foreground>>\nmodal-footer-background: <<colour background>>\nmodal-footer-border: <<colour very-muted-foreground>>\nmodal-header-border: <<colour very-muted-foreground>>\nmuted-foreground: rgba(0, 0, 0, 0.54)\nnotification-background: <<colour dropdown-background>>\nnotification-border: <<colour dropdown-background>>\npage-background: #f4f4f4\npre-background: #ececec\npre-border: #ececec\nprimary: #3949ab\nselect-tag-background: <<colour background>>\nselect-tag-foreground: <<colour foreground>>\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #aeaeae\nsidebar-controls-foreground: #c6c6c6\nsidebar-foreground-shadow: transparent\nsidebar-foreground: rgba(0, 0, 0, 0.54)\nsidebar-muted-foreground-hover: rgba(0, 0, 0, 0.54)\nsidebar-muted-foreground: rgba(0, 0, 0, 0.38)\nsidebar-tab-background-selected: <<colour page-background>>\nsidebar-tab-background: transparent\nsidebar-tab-border-selected: <<colour table-border>>\nsidebar-tab-border: transparent\nsidebar-tab-divider: <<colour table-border>>\nsidebar-tab-foreground-selected: rgba(0, 0, 0, 0.87)\nsidebar-tab-foreground: rgba(0, 0, 0, 0.54)\nsidebar-tiddler-link-foreground-hover: rgba(0, 0, 0, 0.87)\nsidebar-tiddler-link-foreground: rgba(0, 0, 0, 0.54)\nsite-title-foreground: rgba(0, 0, 0, 0.87)\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: transparent\ntab-border-selected: <<colour table-border>>\ntab-border: transparent\ntab-divider: <<colour table-border>>\ntab-foreground-selected: rgba(0, 0, 0, 0.87)\ntab-foreground: rgba(0, 0, 0, 0.54)\ntable-border: #d8d8d8\ntable-footer-background: <<colour tiddler-editor-fields-odd>>\ntable-header-background: <<colour tiddler-editor-fields-even>>\ntag-background: #ec6\ntag-foreground: <<colour button-foreground>>\ntiddler-background: <<colour background>>\ntiddler-border: #f9f9f9\ntiddler-controls-foreground-hover: <<colour sidebar-controls-foreground-hover>>\ntiddler-controls-foreground-selected: <<colour sidebar-controls-foreground-hover>>\ntiddler-controls-foreground: <<colour sidebar-controls-foreground>>\ntiddler-editor-background: transparent\ntiddler-editor-border-image: \ntiddler-editor-border: #e8e7e7\ntiddler-editor-fields-even: rgba(0, 0, 0, 0.1)\ntiddler-editor-fields-odd: rgba(0, 0, 0, 0.04)\ntiddler-info-background: #F5F5F5\ntiddler-info-border: #F5F5F5\ntiddler-info-tab-background: <<colour tiddler-editor-fields-odd>>\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: <<colour muted-foreground>>\ntiddler-title-foreground: #000000\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: <<colour very-muted-foreground>>\nvery-muted-foreground: rgba(0, 0, 0, 0.12)\n"
},
"$:/palettes/SpartanNight": {
"title": "$:/palettes/SpartanNight",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"description": "Dark spartan colors",
"name": "Spartan Night",
"text": "alert-background: <<colour background>>\nalert-border: <<colour very-muted-foreground>>\nalert-highlight: <<colour very-muted-foreground>>\nalert-muted-foreground: <<colour muted-foreground>>\nbackground: #303030\nblockquote-bar: <<colour page-background>>\nbutton-background: transparent\nbutton-foreground: inherit\nbutton-border: <<colour tag-background>>\ncode-background: <<colour pre-background>>\ncode-border: <<colour pre-border>>\ncode-foreground: rgba(255, 255, 255, 0.54)\ndirty-indicator: #c80000\ndownload-background: <<colour primary>>\ndownload-foreground: <<colour foreground>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: #424242\ndropdown-border: <<colour dropdown-background>>\ndropdown-tab-background-selected: <<colour dropdown-background>>\ndropdown-tab-background: #050505\ndropzone-background: <<colour tag-background>>\nexternal-link-background-hover: transparent\nexternal-link-background-visited: transparent\nexternal-link-background: transparent\nexternal-link-foreground-hover: \nexternal-link-foreground-visited: #7c318c\nexternal-link-foreground: #9e3eb3\nforeground: rgba(255, 255, 255, 0.7)\nmessage-background: <<colour background>>\nmessage-border: <<colour very-muted-foreground>>\nmessage-foreground: rgba(255, 255, 255, 0.54)\nmodal-backdrop: <<colour page-background>>\nmodal-background: <<colour background>>\nmodal-border: <<colour very-muted-foreground>>\nmodal-footer-background: <<colour background>>\nmodal-footer-border: <<colour background>>\nmodal-header-border: <<colour very-muted-foreground>>\nmuted-foreground: rgba(255, 255, 255, 0.54)\nnotification-background: <<colour dropdown-background>>\nnotification-border: <<colour dropdown-background>>\npage-background: #212121\npre-background: #2a2a2a\npre-border: transparent\nprimary: #5656f3\nselect-tag-background: <<colour background>>\nselect-tag-foreground: <<colour foreground>>\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #494949\nsidebar-controls-foreground: #5d5d5d\nsidebar-foreground-shadow: transparent\nsidebar-foreground: rgba(255, 255, 255, 0.54)\nsidebar-muted-foreground-hover: rgba(255, 255, 255, 0.54)\nsidebar-muted-foreground: rgba(255, 255, 255, 0.38)\nsidebar-tab-background-selected: <<colour page-background>>\nsidebar-tab-background: transparent\nsidebar-tab-border-selected: <<colour table-border>>\nsidebar-tab-border: transparent\nsidebar-tab-divider: <<colour table-border>>\nsidebar-tab-foreground-selected: rgba(255, 255, 255, 0.87)\nsidebar-tab-foreground: rgba(255, 255, 255, 0.54)\nsidebar-tiddler-link-foreground-hover: rgba(255, 255, 255, 0.7)\nsidebar-tiddler-link-foreground: rgba(255, 255, 255, 0.54)\nsite-title-foreground: rgba(255, 255, 255, 0.7)\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: <<colour background>>\ntab-background: transparent\ntab-border-selected: <<colour table-border>>\ntab-border: transparent\ntab-divider: <<colour table-border>>\ntab-foreground-selected: rgba(255, 255, 255, 0.87)\ntab-foreground: rgba(255, 255, 255, 0.54)\ntable-border: #3a3a3a\ntable-footer-background: <<colour tiddler-editor-fields-odd>>\ntable-header-background: <<colour tiddler-editor-fields-even>>\ntag-background: #ec6\ntag-foreground: <<colour button-foreground>>\ntiddler-background: <<colour background>>\ntiddler-border: rgb(55,55,55)\ntiddler-controls-foreground-hover: <<colour sidebar-controls-foreground-hover>>\ntiddler-controls-foreground-selected: <<colour sidebar-controls-foreground-hover>>\ntiddler-controls-foreground: <<colour sidebar-controls-foreground>>\ntiddler-editor-background: transparent\ntiddler-editor-border-image: \ntiddler-editor-border: rgba(255, 255, 255, 0.08)\ntiddler-editor-fields-even: rgba(255, 255, 255, 0.1)\ntiddler-editor-fields-odd: rgba(255, 255, 255, 0.04)\ntiddler-info-background: #454545\ntiddler-info-border: #454545\ntiddler-info-tab-background: <<colour tiddler-editor-fields-odd>>\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: <<colour muted-foreground>>\ntiddler-title-foreground: #FFFFFF\ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \ntoolbar-info-button: \ntoolbar-edit-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-cancel-button: \ntoolbar-done-button: \nuntagged-background: <<colour very-muted-foreground>>\nvery-muted-foreground: rgba(255, 255, 255, 0.12)\n"
},
"$:/palettes/Twilight": {
"title": "$:/palettes/Twilight",
"tags": "$:/tags/Palette",
"author": "Thomas Elmiger",
"type": "application/x-tiddler-dictionary",
"name": "Twilight",
"description": "Delightful, soft darkness.",
"text": "alert-background: rgb(255, 255, 102)\nalert-border: rgb(232, 232, 125)\nalert-highlight: rgb(255, 51, 51)\nalert-muted-foreground: rgb(224, 82, 82)\nbackground: rgb(38, 38, 38)\nblockquote-bar: rgba(240, 196, 117, 0.7)\nbutton-background: rgb(63, 63, 63)\nbutton-border: rgb(127, 127, 127)\nbutton-foreground: rgb(179, 179, 179)\ncode-background: rgba(0,0,0,0.03)\ncode-border: rgba(0,0,0,0.08)\ncode-foreground: rgb(255, 94, 94)\ndiff-delete-background: #ffc9c9\ndiff-delete-foreground: <<colour foreground>>\ndiff-equal-background: \ndiff-equal-foreground: <<colour foreground>>\ndiff-insert-background: #aaefad\ndiff-insert-foreground: <<colour foreground>>\ndiff-invisible-background: \ndiff-invisible-foreground: <<colour muted-foreground>>\ndirty-indicator: rgb(255, 94, 94)\ndownload-background: #19a974\ndownload-foreground: rgb(38, 38, 38)\ndragger-background: rgb(179, 179, 179)\ndragger-foreground: rgb(38, 38, 38)\ndropdown-background: rgb(38, 38, 38)\ndropdown-border: rgb(255, 255, 255)\ndropdown-tab-background: rgba(0,0,0,.1)\ndropdown-tab-background-selected: rgba(255,255,255,1)\ndropzone-background: #9eebcf\nexternal-link-background: inherit\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-foreground: rgb(179, 179, 255)\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: rgb(153, 153, 255)\nforeground: rgb(179, 179, 179)\nmessage-background: <<colour tag-foreground>>\nmessage-border: #96ccff\nmessage-foreground: <<colour tag-background>>\nmodal-backdrop: rgb(179, 179, 179)\nmodal-background: rgb(38, 38, 38)\nmodal-border: rgba(0,0,0,.5)\nmodal-footer-background: #f4f4f4\nmodal-footer-border: rgba(0,0,0,.1)\nmodal-header-border: rgba(0,0,0,.2)\nmuted-foreground: rgb(255, 255, 255)\nnotification-background: <<colour tag-foreground>>\nnotification-border: <<colour tag-background>>\npage-background: rgb(26, 26, 26)\npre-background: rgb(25, 25, 25)\npre-border: rgba(0,0,0,.2)\nprimary: rgb(255, 201, 102)\nselect-tag-background: \nselect-tag-foreground: \nsidebar-button-foreground: rgb(179, 179, 179)\nsidebar-controls-foreground: rgb(153, 153, 153)\nsidebar-controls-foreground-hover: <<colour tiddler-controls-foreground-hover>>\nsidebar-foreground: rgb(141, 141, 141)\nsidebar-foreground-shadow: transparent\nsidebar-muted-foreground: rgba(0, 0, 0, 0.5)\nsidebar-muted-foreground-hover: rgb(141, 141, 141)\nsidebar-tab-background: rgba(141, 141, 141, 0.2)\nsidebar-tab-background-selected: rgb(26, 26, 26)\nsidebar-tab-border: rgb(127, 127, 127)\nsidebar-tab-border-selected: rgb(127, 127, 127)\nsidebar-tab-divider: rgb(127, 127, 127)\nsidebar-tab-foreground: rgb(179, 179, 179)\nsidebar-tab-foreground-selected: rgb(179, 179, 179)\nsidebar-tiddler-link-foreground: rgb(179, 179, 179)\nsidebar-tiddler-link-foreground-hover: rgb(115, 115, 115)\nsite-title-foreground: rgb(255, 201, 102)\nstatic-alert-foreground: rgba(0,0,0,.3)\ntab-background: rgba(0,0,0,0.125)\ntab-background-selected: rgb(38, 38, 38)\ntab-border: rgb(255, 201, 102)\ntab-border-selected: rgb(255, 201, 102)\ntab-divider: rgb(255, 201, 102)\ntab-foreground: rgb(179, 179, 179)\ntab-foreground-selected: rgb(179, 179, 179)\ntable-border: rgba(255,255,255,.3)\ntable-footer-background: rgba(0,0,0,.4)\ntable-header-background: rgba(0,0,0,.1)\ntag-background: rgb(255, 201, 102)\ntag-foreground: rgb(25, 25, 25)\ntiddler-background: rgb(38, 38, 38)\ntiddler-border: rgba(240, 196, 117, 0.7)\ntiddler-controls-foreground: rgb(128, 128, 128)\ntiddler-controls-foreground-hover: rgba(255, 255, 255, 0.8)\ntiddler-controls-foreground-selected: rgba(255, 255, 255, 0.9)\ntiddler-editor-background: rgb(33, 33, 33)\ntiddler-editor-border: rgb(63, 63, 63)\ntiddler-editor-border-image: rgb(25, 25, 25)\ntiddler-editor-fields-even: rgb(33, 33, 33)\ntiddler-editor-fields-odd: rgb(28, 28, 28)\ntiddler-info-background: rgb(43, 43, 43)\ntiddler-info-border: rgb(25, 25, 25)\ntiddler-info-tab-background: rgb(43, 43, 43)\ntiddler-link-background: rgb(38, 38, 38)\ntiddler-link-foreground: rgb(204, 204, 255)\ntiddler-subtitle-foreground: rgb(255, 255, 255)\ntiddler-title-foreground: rgb(255, 192, 76)\ntoolbar-cancel-button: \ntoolbar-close-button: \ntoolbar-delete-button: \ntoolbar-done-button: \ntoolbar-edit-button: \ntoolbar-info-button: \ntoolbar-new-button: \ntoolbar-options-button: \ntoolbar-save-button: \nuntagged-background: rgb(255, 255, 255)\nvery-muted-foreground: rgba(240, 196, 117, 0.7)\n"
},
"$:/palettes/Vanilla": {
"title": "$:/palettes/Vanilla",
"name": "Vanilla",
"description": "Pale and unobtrusive",
"tags": "$:/tags/Palette",
"type": "application/x-tiddler-dictionary",
"text": "alert-background: #ffe476\nalert-border: #b99e2f\nalert-highlight: #881122\nalert-muted-foreground: #b99e2f\nbackground: #ffffff\nblockquote-bar: <<colour muted-foreground>>\nbutton-background:\nbutton-foreground:\nbutton-border:\ncode-background: #f7f7f9\ncode-border: #e1e1e8\ncode-foreground: #dd1144\ndiff-delete-background: #ffc9c9\ndiff-delete-foreground: <<colour foreground>>\ndiff-equal-background: \ndiff-equal-foreground: <<colour foreground>>\ndiff-insert-background: #aaefad\ndiff-insert-foreground: <<colour foreground>>\ndiff-invisible-background: \ndiff-invisible-foreground: <<colour muted-foreground>>\ndirty-indicator: #ff0000\ndownload-background: #34c734\ndownload-foreground: <<colour background>>\ndragger-background: <<colour foreground>>\ndragger-foreground: <<colour background>>\ndropdown-background: <<colour background>>\ndropdown-border: <<colour muted-foreground>>\ndropdown-tab-background-selected: #fff\ndropdown-tab-background: #ececec\ndropzone-background: rgba(0,200,0,0.7)\nexternal-link-background-hover: inherit\nexternal-link-background-visited: inherit\nexternal-link-background: inherit\nexternal-link-foreground-hover: inherit\nexternal-link-foreground-visited: #0000aa\nexternal-link-foreground: #0000ee\nforeground: #333333\nmessage-background: #ecf2ff\nmessage-border: #cfd6e6\nmessage-foreground: #547599\nmodal-backdrop: <<colour foreground>>\nmodal-background: <<colour background>>\nmodal-border: #999999\nmodal-footer-background: #f5f5f5\nmodal-footer-border: #dddddd\nmodal-header-border: #eeeeee\nmuted-foreground: #bbb\nnotification-background: #ffffdd\nnotification-border: #999999\npage-background: #f4f4f4\npre-background: #f5f5f5\npre-border: #cccccc\nprimary: #5778d8\nselect-tag-background:\nselect-tag-foreground:\nsidebar-button-foreground: <<colour foreground>>\nsidebar-controls-foreground-hover: #000000\nsidebar-controls-foreground: #aaaaaa\nsidebar-foreground-shadow: rgba(255,255,255, 0.8)\nsidebar-foreground: #acacac\nsidebar-muted-foreground-hover: #444444\nsidebar-muted-foreground: #c0c0c0\nsidebar-tab-background-selected: #f4f4f4\nsidebar-tab-background: #e0e0e0\nsidebar-tab-border-selected: <<colour tab-border-selected>>\nsidebar-tab-border: <<colour tab-border>>\nsidebar-tab-divider: #e4e4e4\nsidebar-tab-foreground-selected:\nsidebar-tab-foreground: <<colour tab-foreground>>\nsidebar-tiddler-link-foreground-hover: #444444\nsidebar-tiddler-link-foreground: #999999\nsite-title-foreground: <<colour tiddler-title-foreground>>\nstatic-alert-foreground: #aaaaaa\ntab-background-selected: #ffffff\ntab-background: #d8d8d8\ntab-border-selected: #d8d8d8\ntab-border: #cccccc\ntab-divider: #d8d8d8\ntab-foreground-selected: <<colour tab-foreground>>\ntab-foreground: #666666\ntable-border: #dddddd\ntable-footer-background: #a8a8a8\ntable-header-background: #f0f0f0\ntag-background: #ec6\ntag-foreground: #ffffff\ntiddler-background: <<colour background>>\ntiddler-border: <<colour background>>\ntiddler-controls-foreground-hover: #888888\ntiddler-controls-foreground-selected: #444444\ntiddler-controls-foreground: #cccccc\ntiddler-editor-background: #f8f8f8\ntiddler-editor-border-image: #ffffff\ntiddler-editor-border: #cccccc\ntiddler-editor-fields-even: #e0e8e0\ntiddler-editor-fields-odd: #f0f4f0\ntiddler-info-background: #f8f8f8\ntiddler-info-border: #dddddd\ntiddler-info-tab-background: #f8f8f8\ntiddler-link-background: <<colour background>>\ntiddler-link-foreground: <<colour primary>>\ntiddler-subtitle-foreground: #c0c0c0\ntiddler-title-foreground: #182955\ntoolbar-new-button:\ntoolbar-options-button:\ntoolbar-save-button:\ntoolbar-info-button:\ntoolbar-edit-button:\ntoolbar-close-button:\ntoolbar-delete-button:\ntoolbar-cancel-button:\ntoolbar-done-button:\nuntagged-background: #999999\nvery-muted-foreground: #888888\nwikilist-background: #e5e5e5\nwikilist-item: #fff\nwikilist-info: #000\nwikilist-title: #666\nwikilist-title-svg: <<colour wikilist-title>>\nwikilist-url: #aaa\nwikilist-button-open: #4fb82b\nwikilist-button-open-hover: green\nwikilist-button-reveal: #5778d8\nwikilist-button-reveal-hover: blue\nwikilist-button-remove: #d85778\nwikilist-button-remove-hover: red\nwikilist-toolbar-background: #d3d3d3\nwikilist-toolbar-foreground: #888\nwikilist-droplink-dragover: rgba(255,192,192,0.5)\nwikilist-button-background: #acacac\nwikilist-button-foreground: #000\n"
},
"$:/core/readme": {
"title": "$:/core/readme",
"text": "This plugin contains TiddlyWiki's core components, comprising:\n\n* JavaScript code modules\n* Icons\n* Templates needed to create TiddlyWiki's user interface\n* British English (''en-GB'') translations of the localisable strings used by the core\n"
},
"$:/library/sjcl.js/license": {
"title": "$:/library/sjcl.js/license",
"type": "text/plain",
"text": "SJCL is open. You can use, modify and redistribute it under a BSD\nlicense or under the GNU GPL, version 2.0.\n\n---------------------------------------------------------------------\n\nhttp://opensource.org/licenses/BSD-2-Clause\n\nCopyright (c) 2009-2015, Emily Stark, Mike Hamburg and Dan Boneh at\nStanford University. All rights reserved.\n\nRedistribution and use in source and binary forms, with or without\nmodification, are permitted provided that the following conditions are\nmet:\n\n1. Redistributions of source code must retain the above copyright\nnotice, this list of conditions and the following disclaimer.\n\n2. Redistributions in binary form must reproduce the above copyright\nnotice, this list of conditions and the following disclaimer in the\ndocumentation and/or other materials provided with the distribution.\n\nTHIS SOFTWARE IS PROVIDED BY THE COPYRIGHT HOLDERS AND CONTRIBUTORS \"AS\nIS\" AND ANY EXPRESS OR IMPLIED WARRANTIES, INCLUDING, BUT NOT LIMITED\nTO, THE IMPLIED WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A\nPARTICULAR PURPOSE ARE DISCLAIMED. IN NO EVENT SHALL THE COPYRIGHT\nHOLDER OR CONTRIBUTORS BE LIABLE FOR ANY DIRECT, INDIRECT, INCIDENTAL,\nSPECIAL, EXEMPLARY, OR CONSEQUENTIAL DAMAGES (INCLUDING, BUT NOT LIMITED\nTO, PROCUREMENT OF SUBSTITUTE GOODS OR SERVICES; LOSS OF USE, DATA, OR\nPROFITS; OR BUSINESS INTERRUPTION) HOWEVER CAUSED AND ON ANY THEORY OF\nLIABILITY, WHETHER IN CONTRACT, STRICT LIABILITY, OR TORT (INCLUDING\nNEGLIGENCE OR OTHERWISE) ARISING IN ANY WAY OUT OF THE USE OF THIS\nSOFTWARE, EVEN IF ADVISED OF THE POSSIBILITY OF SUCH DAMAGE.\n\n---------------------------------------------------------------------\n\nhttp://opensource.org/licenses/GPL-2.0\n\nThe Stanford Javascript Crypto Library (hosted here on GitHub) is a\nproject by the Stanford Computer Security Lab to build a secure,\npowerful, fast, small, easy-to-use, cross-browser library for\ncryptography in Javascript.\n\nCopyright (c) 2009-2015, Emily Stark, Mike Hamburg and Dan Boneh at\nStanford University.\n\nThis program is free software; you can redistribute it and/or modify it\nunder the terms of the GNU General Public License as published by the\nFree Software Foundation; either version 2 of the License, or (at your\noption) any later version.\n\nThis program is distributed in the hope that it will be useful, but\nWITHOUT ANY WARRANTY; without even the implied warranty of\nMERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General\nPublic License for more details.\n\nYou should have received a copy of the GNU General Public License along\nwith this program; if not, write to the Free Software Foundation, Inc.,\n59 Temple Place, Suite 330, Boston, MA 02111-1307 USA"
},
"$:/core/templates/MOTW.html": {
"title": "$:/core/templates/MOTW.html",
"text": "\\rules only filteredtranscludeinline transcludeinline entity\n<!-- The following comment is called a MOTW comment and is necessary for the TiddlyIE Internet Explorer extension -->\n<!-- saved from url=(0021)https://tiddlywiki.com --> "
},
"$:/core/templates/alltiddlers.template.html": {
"title": "$:/core/templates/alltiddlers.template.html",
"type": "text/vnd.tiddlywiki-html",
"text": "<!-- This template is provided for backwards compatibility with older versions of TiddlyWiki -->\n\n<$set name=\"exportFilter\" value=\"[!is[system]sort[title]]\">\n\n{{$:/core/templates/exporters/StaticRiver}}\n\n</$set>\n"
},
"$:/core/templates/canonical-uri-external-image": {
"title": "$:/core/templates/canonical-uri-external-image",
"text": "<!--\n\nThis template is used to assign the ''_canonical_uri'' field to external images.\n\nChange the `./images/` part to a different base URI. The URI can be relative or absolute.\n\n-->\n./images/<$view field=\"title\" format=\"doubleurlencoded\"/>"
},
"$:/core/templates/canonical-uri-external-raw": {
"title": "$:/core/templates/canonical-uri-external-raw",
"text": "<!--\n\nThis template is used to assign the ''_canonical_uri'' field to external raw files that are stored in the same directory\n\n-->\n<$view field=\"title\" format=\"doubleurlencoded\"/>"
},
"$:/core/templates/canonical-uri-external-text": {
"title": "$:/core/templates/canonical-uri-external-text",
"text": "<!--\n\nThis template is used to assign the ''_canonical_uri'' field to external text files.\n\nChange the `./text/` part to a different base URI. The URI can be relative or absolute.\n\n-->\n./text/<$view field=\"title\" format=\"doubleurlencoded\"/>.tid"
},
"$:/core/templates/css-tiddler": {
"title": "$:/core/templates/css-tiddler",
"text": "<!--\n\nThis template is used for saving CSS tiddlers as a style tag with data attributes representing the tiddler fields.\n\n-->`<style`<$fields template=' data-tiddler-$name$=\"$encoded_value$\"'></$fields>` type=\"text/css\">`<$view field=\"text\" format=\"text\" />`</style>`"
},
"$:/core/templates/exporters/CsvFile": {
"title": "$:/core/templates/exporters/CsvFile",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/CsvFile}}",
"extension": ".csv",
"text": "\\define renderContent()\n<$text text=<<csvtiddlers filter:\"\"\"$(exportFilter)$\"\"\" format:\"quoted-comma-sep\">>/>\n\\end\n<<renderContent>>\n"
},
"$:/core/templates/exporters/JsonFile": {
"title": "$:/core/templates/exporters/JsonFile",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/JsonFile}}",
"extension": ".json",
"text": "\\define renderContent()\n<$text text=<<jsontiddlers filter:\"\"\"$(exportFilter)$\"\"\">>/>\n\\end\n<<renderContent>>\n"
},
"$:/core/templates/exporters/StaticRiver": {
"title": "$:/core/templates/exporters/StaticRiver",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/StaticRiver}}",
"extension": ".html",
"text": "\\define tv-wikilink-template() #$uri_encoded$\n\\define tv-config-toolbar-icons() no\n\\define tv-config-toolbar-text() no\n\\define tv-config-toolbar-class() tc-btn-invisible\n\\rules only filteredtranscludeinline transcludeinline\n<!doctype html>\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"{{$:/core/templates/version}}\" />\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>{{$:/core/wiki/title}}</title>\n<div id=\"styleArea\">\n{{$:/boot/boot.css||$:/core/templates/css-tiddler}}\n</div>\n<style type=\"text/css\">\n{{$:/core/ui/PageStylesheet||$:/core/templates/wikified-tiddler}}\n</style>\n</head>\n<body class=\"tc-body\">\n{{$:/StaticBanner||$:/core/templates/html-tiddler}}\n<section class=\"tc-story-river\">\n{{$:/core/templates/exporters/StaticRiver/Content||$:/core/templates/html-tiddler}}\n</section>\n</body>\n</html>\n"
},
"$:/core/templates/exporters/StaticRiver/Content": {
"title": "$:/core/templates/exporters/StaticRiver/Content",
"text": "\\define renderContent()\n{{{ $(exportFilter)$ ||$:/core/templates/static-tiddler}}}\n\\end\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n<<renderContent>>\n"
},
"$:/core/templates/exporters/TidFile": {
"title": "$:/core/templates/exporters/TidFile",
"tags": "$:/tags/Exporter",
"description": "{{$:/language/Exporters/TidFile}}",
"extension": ".tid",
"text": "\\define renderContent()\n{{{ $(exportFilter)$ +[limit[1]] ||$:/core/templates/tid-tiddler}}}\n\\end\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n<<renderContent>>"
},
"$:/core/save/all-external-js": {
"title": "$:/core/save/all-external-js",
"text": "\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\\define saveTiddlerFilter()\n[is[tiddler]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/core]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]] $(publishFilter)$\n\\end\n{{$:/core/templates/tiddlywiki5-external-js.html}}\n"
},
"$:/core/templates/tiddlywiki5.js": {
"title": "$:/core/templates/tiddlywiki5.js",
"text": "\\rules only filteredtranscludeinline transcludeinline codeinline\n\n/*\n{{ $:/core/copyright.txt ||$:/core/templates/plain-text-tiddler}}\n`*/\n`<!--~~ Library modules ~~-->\n{{{ [is[system]type[application/javascript]library[yes]] ||$:/core/templates/plain-text-tiddler}}}\n<!--~~ Boot prefix ~~-->\n{{ $:/boot/bootprefix.js ||$:/core/templates/plain-text-tiddler}}\n<!--~~ Core plugin ~~-->\n{{$:/core/templates/tiddlywiki5.js/tiddlers}}\n<!--~~ Boot kernel ~~-->\n{{ $:/boot/boot.js ||$:/core/templates/plain-text-tiddler}}\n"
},
"$:/core/templates/tiddlywiki5.js/tiddlers": {
"title": "$:/core/templates/tiddlywiki5.js/tiddlers",
"text": "`\n$tw.preloadTiddlerArray(`<$text text=<<jsontiddlers \"[[$:/core]]\">>/>`);\n$tw.preloadTiddlerArray([{\n\ttitle: \"$:/config/SaveWikiButton/Template\",\n\ttext: \"$:/core/save/all-external-js\"\n}]);\n`\n"
},
"$:/core/templates/tiddlywiki5-external-js.html": {
"title": "$:/core/templates/tiddlywiki5-external-js.html",
"text": "\\rules only filteredtranscludeinline transcludeinline\n<!doctype html>\n{{$:/core/templates/MOTW.html}}<html lang=\"`<$text text={{{ [{$:/language}get[name]] }}}/>`\">\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<!--~~ Raw markup for the top of the head section ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified/TopHead]] ||$:/core/templates/raw-static-tiddler}}}\n<meta http-equiv=\"X-UA-Compatible\" content=\"IE=Edge\"/>\n<meta name=\"application-name\" content=\"TiddlyWiki\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"{{$:/core/templates/version}}\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\" />\n<meta name=\"copyright\" content=\"{{$:/core/copyright.txt}}\" />\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>{{$:/core/wiki/title}}</title>\n<!--~~ This is a Tiddlywiki file. The points of interest in the file are marked with this pattern ~~-->\n\n<!--~~ Raw markup ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/core/wiki/rawmarkup]] [all[shadows+tiddlers]tag[$:/tags/RawMarkup]] ||$:/core/templates/plain-text-tiddler}}}\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified]] ||$:/core/templates/raw-static-tiddler}}}\n</head>\n<body class=\"tc-body\">\n<!--~~ Raw markup for the top of the body section ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified/TopBody]] ||$:/core/templates/raw-static-tiddler}}}\n<!--~~ Static styles ~~-->\n<div id=\"styleArea\">\n{{$:/boot/boot.css||$:/core/templates/css-tiddler}}\n</div>\n<!--~~ Static content for Google and browsers without JavaScript ~~-->\n<noscript>\n<div id=\"splashArea\">\n{{$:/core/templates/static.area}}\n</div>\n</noscript>\n<!--~~ Ordinary tiddlers ~~-->\n{{$:/core/templates/store.area.template.html}}\n<!--~~ Raw markup for the bottom of the body section ~~-->\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawMarkupWikified/BottomBody]] ||$:/core/templates/raw-static-tiddler}}}\n</body>\n<script src=\"%24%3A%2Fcore%2Ftemplates%2Ftiddlywiki5.js\" onerror=\"alert('Error: Cannot load tiddlywiki.js');\"></script>\n</html>\n"
},
"$:/core/templates/html-div-skinny-tiddler": {
"title": "$:/core/templates/html-div-skinny-tiddler",
"text": "<!--\n\nThis template is a variant of $:/core/templates/html-div-tiddler used for saving skinny tiddlers (with no text field)\n\n-->`<div`<$fields template=' $name$=\"$encoded_value$\"'></$fields>`>\n<pre></pre>\n</div>`\n"
},
"$:/core/templates/html-div-tiddler": {
"title": "$:/core/templates/html-div-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as an HTML DIV tag with attributes representing the tiddler fields.\n\n-->`<div`<$fields template=' $name$=\"$encoded_value$\"'></$fields>`>\n<pre>`<$view field=\"text\" format=\"htmlencoded\" />`</pre>\n</div>`\n"
},
"$:/core/templates/html-tiddler": {
"title": "$:/core/templates/html-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as raw HTML\n\n--><$view field=\"text\" format=\"htmlwikified\" />"
},
"$:/core/templates/javascript-tiddler": {
"title": "$:/core/templates/javascript-tiddler",
"text": "<!--\n\nThis template is used for saving JavaScript tiddlers as a script tag with data attributes representing the tiddler fields.\n\n-->`<script`<$fields template=' data-tiddler-$name$=\"$encoded_value$\"'></$fields>` type=\"text/javascript\">`<$view field=\"text\" format=\"text\" />`</script>`"
},
"$:/core/templates/json-tiddler": {
"title": "$:/core/templates/json-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as raw JSON\n\n--><$text text=<<jsontiddler>>/>"
},
"$:/core/templates/module-tiddler": {
"title": "$:/core/templates/module-tiddler",
"text": "<!--\n\nThis template is used for saving JavaScript tiddlers as a script tag with data attributes representing the tiddler fields. The body of the tiddler is wrapped in a call to the `$tw.modules.define` function in order to define the body of the tiddler as a module\n\n-->`<script`<$fields template=' data-tiddler-$name$=\"$encoded_value$\"'></$fields>` type=\"text/javascript\" data-module=\"yes\">$tw.modules.define(\"`<$view field=\"title\" format=\"jsencoded\" />`\",\"`<$view field=\"module-type\" format=\"jsencoded\" />`\",function(module,exports,require) {`<$view field=\"text\" format=\"text\" />`});\n</script>`"
},
"$:/core/templates/plain-text-tiddler": {
"title": "$:/core/templates/plain-text-tiddler",
"text": "<$view field=\"text\" format=\"text\" />"
},
"$:/core/templates/raw-static-tiddler": {
"title": "$:/core/templates/raw-static-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers as static HTML\n\n--><$view field=\"text\" format=\"plainwikified\" />"
},
"$:/core/save/all": {
"title": "$:/core/save/all",
"text": "\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\\define saveTiddlerFilter()\n[is[tiddler]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]] $(publishFilter)$\n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/save/empty": {
"title": "$:/core/save/empty",
"text": "\\define saveTiddlerFilter()\n[is[system]] -[prefix[$:/state/popup/]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]]\n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/save/lazy-all": {
"title": "$:/core/save/lazy-all",
"text": "\\define saveTiddlerFilter()\n[is[system]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] +[sort[title]] \n\\end\n\\define skinnySaveTiddlerFilter()\n[!is[system]]\n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/save/lazy-images": {
"title": "$:/core/save/lazy-images",
"text": "\\define saveTiddlerFilter()\n[is[tiddler]] -[prefix[$:/state/popup/]] -[[$:/HistoryList]] -[[$:/boot/boot.css]] -[type[application/javascript]library[yes]] -[[$:/boot/boot.js]] -[[$:/boot/bootprefix.js]] -[!is[system]is[image]] +[sort[title]] \n\\end\n\\define skinnySaveTiddlerFilter()\n[is[image]]\n\\end\n{{$:/core/templates/tiddlywiki5.html}}\n"
},
"$:/core/templates/server/static.sidebar.wikitext": {
"title": "$:/core/templates/server/static.sidebar.wikitext",
"text": "\\whitespace trim\n<div class=\"tc-sidebar-scrollable\" style=\"overflow: auto;\">\n<div class=\"tc-sidebar-header\">\n<h1 class=\"tc-site-title\">\n<$transclude tiddler=\"$:/SiteTitle\"/>\n</h1>\n<div class=\"tc-site-subtitle\">\n<$transclude tiddler=\"$:/SiteSubtitle\"/>\n</div>\n<h2>\n</h2>\n<div class=\"tc-sidebar-lists\">\n<$list filter={{$:/DefaultTiddlers}}>\n<div class=\"tc-menu-list-subitem\">\n<$link><$text text=<<currentTiddler>>/></$link>\n</div>\n</$list>\n</div>\n<!-- Currently disabled the recent list as it is unweildy when the responsive narrow view kicks in\n<h2>\n{{$:/language/SideBar/Recent/Caption}}\n</h2>\n<div class=\"tc-sidebar-lists\">\n<$macrocall $name=\"timeline\" format={{$:/language/RecentChanges/DateFormat}}/>\n</div>\n</div>\n</div>\n-->\n"
},
"$:/core/templates/server/static.tiddler.html": {
"title": "$:/core/templates/server/static.tiddler.html",
"text": "\\whitespace trim\n\\define tv-wikilink-template() $uri_encoded$\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content={{$:/core/templates/version}} />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<link rel=\"stylesheet\" href=\"%24%3A%2Fcore%2Ftemplates%2Fstatic.template.css\">\n<title><$view field=\"caption\" format=\"plainwikified\"><$view field=\"title\"/></$view>: <$view tiddler=\"$:/core/wiki/title\" format=\"plainwikified\"/></title>\n</head>\n<body class=\"tc-body\">\n<$transclude tiddler=\"$:/core/templates/server/static.sidebar.wikitext\" mode=\"inline\"/>\n<section class=\"tc-story-river\">\n<div class=\"tc-tiddler-frame\">\n<$transclude tiddler=\"$:/core/templates/server/static.tiddler.wikitext\" mode=\"inline\"/>\n</div>\n</section>\n</body>\n</html>"
},
"$:/core/templates/server/static.tiddler.wikitext": {
"title": "$:/core/templates/server/static.tiddler.wikitext",
"text": "\\whitespace trim\n<div class=\"tc-tiddler-title\">\n<div class=\"tc-titlebar\">\n<h2><$text text=<<currentTiddler>>/></h2>\n</div>\n</div>\n<div class=\"tc-subtitle\">\n<$link to={{!!modifier}}>\n<$view field=\"modifier\"/>\n</$link> <$view field=\"modified\" format=\"date\" template={{$:/language/Tiddler/DateFormat}}/>\n</div>\n<div class=\"tc-tags-wrapper\">\n<$list filter=\"[all[current]tags[]sort[title]]\">\n<a href={{{ [<currentTiddler>encodeuricomponent[]] }}}>\n<$macrocall $name=\"tag-pill\" tag=<<currentTiddler>>/>\n</a>\n</$list>\n</div>\n<div class=\"tc-tiddler-body\">\n<$transclude mode=\"block\"/>\n</div>\n"
},
"$:/core/templates/single.tiddler.window": {
"title": "$:/core/templates/single.tiddler.window",
"text": "\\whitespace trim\n\\define containerClasses()\ntc-page-container tc-page-view-$(storyviewTitle)$ tc-language-$(languageTitle)$\n\\end\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\n<$set name=\"tv-config-toolbar-icons\" value={{$:/config/Toolbar/Icons}}>\n\n<$set name=\"tv-config-toolbar-text\" value={{$:/config/Toolbar/Text}}>\n\n<$set name=\"tv-config-toolbar-class\" value={{$:/config/Toolbar/ButtonClass}}>\n\n<$set name=\"tv-show-missing-links\" value={{$:/config/MissingLinks}}>\n\n<$set name=\"storyviewTitle\" value={{$:/view}}>\n\n<$set name=\"languageTitle\" value={{{ [{$:/language}get[name]] }}}>\n\n<div class=<<containerClasses>>>\n\n<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\">\n\n<$transclude mode=\"block\"/>\n\n</$navigator>\n\n</div>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n"
},
"$:/core/templates/split-recipe": {
"title": "$:/core/templates/split-recipe",
"text": "<$list filter=\"[!is[system]]\">\ntiddler: <$view field=\"title\" format=\"urlencoded\"/>.tid\n</$list>\n"
},
"$:/core/templates/static-tiddler": {
"title": "$:/core/templates/static-tiddler",
"text": "<a name=<<currentTiddler>>>\n<$transclude tiddler=\"$:/core/ui/ViewTemplate\"/>\n</a>"
},
"$:/core/templates/static.area": {
"title": "$:/core/templates/static.area",
"text": "<$reveal type=\"nomatch\" state=\"$:/isEncrypted\" text=\"yes\">\n{{{ [all[shadows+tiddlers]tag[$:/tags/RawStaticContent]!has[draft.of]] ||$:/core/templates/raw-static-tiddler}}}\n{{$:/core/templates/static.content||$:/core/templates/html-tiddler}}\n</$reveal>\n<$reveal type=\"match\" state=\"$:/isEncrypted\" text=\"yes\">\nThis file contains an encrypted ~TiddlyWiki. Enable ~JavaScript and enter the decryption password when prompted.\n</$reveal>\n<!-- ensure splash screen isn't shown when JS is disabled -->\n`<style>\n.tc-remove-when-wiki-loaded {display: none;}\n</style>`\n"
},
"$:/core/templates/static.content": {
"title": "$:/core/templates/static.content",
"text": "<!-- For Google, and people without JavaScript-->\nThis [[TiddlyWiki|https://tiddlywiki.com]] contains the following tiddlers:\n\n<ul>\n<$list filter=<<saveTiddlerFilter>>>\n<li><$view field=\"title\" format=\"text\"></$view></li>\n</$list>\n</ul>\n"
},
"$:/core/templates/static.template.css": {
"title": "$:/core/templates/static.template.css",
"text": "{{$:/boot/boot.css||$:/core/templates/plain-text-tiddler}}\n\n{{$:/core/ui/PageStylesheet||$:/core/templates/wikified-tiddler}}\n"
},
"$:/core/templates/static.template.html": {
"title": "$:/core/templates/static.template.html",
"type": "text/vnd.tiddlywiki-html",
"text": "\\define tv-wikilink-template() static/$uri_doubleencoded$.html\n\\define tv-config-toolbar-icons() no\n\\define tv-config-toolbar-text() no\n\\define tv-config-toolbar-class() tc-btn-invisible\n\\rules only filteredtranscludeinline transcludeinline\n<!doctype html>\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"{{$:/core/templates/version}}\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>{{$:/core/wiki/title}}</title>\n<div id=\"styleArea\">\n{{$:/boot/boot.css||$:/core/templates/css-tiddler}}\n</div>\n<style type=\"text/css\">\n{{$:/core/ui/PageStylesheet||$:/core/templates/wikified-tiddler}}\n</style>\n</head>\n<body class=\"tc-body\">\n{{$:/StaticBanner||$:/core/templates/html-tiddler}}\n{{$:/core/ui/PageTemplate||$:/core/templates/html-tiddler}}\n</body>\n</html>\n"
},
"$:/core/templates/static.tiddler.html": {
"title": "$:/core/templates/static.tiddler.html",
"text": "\\define tv-wikilink-template() $uri_doubleencoded$.html\n\\define tv-config-toolbar-icons() no\n\\define tv-config-toolbar-text() no\n\\define tv-config-toolbar-class() tc-btn-invisible\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n`<!doctype html>\n<html>\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"`{{$:/core/templates/version}}`\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\">\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<link rel=\"stylesheet\" href=\"static.css\">\n<title>`<$view field=\"caption\"><$view field=\"title\"/></$view>: {{$:/core/wiki/title}}`</title>\n</head>\n<body class=\"tc-body\">\n`{{$:/StaticBanner||$:/core/templates/html-tiddler}}`\n<section class=\"tc-story-river\">\n`<$view tiddler=\"$:/core/ui/ViewTemplate\" format=\"htmlwikified\"/>`\n</section>\n</body>\n</html>\n`"
},
"$:/core/templates/store.area.template.html": {
"title": "$:/core/templates/store.area.template.html",
"text": "<$reveal type=\"nomatch\" state=\"$:/isEncrypted\" text=\"yes\">\n`<div id=\"storeArea\" style=\"display:none;\">`\n<$list filter=<<saveTiddlerFilter>> template=\"$:/core/templates/html-div-tiddler\"/>\n<$list filter={{{ [<skinnySaveTiddlerFilter>] }}} template=\"$:/core/templates/html-div-skinny-tiddler\"/>\n`</div>`\n</$reveal>\n<$reveal type=\"match\" state=\"$:/isEncrypted\" text=\"yes\">\n`<!--~~ Encrypted tiddlers ~~-->`\n`<pre id=\"encryptedStoreArea\" type=\"text/plain\" style=\"display:none;\">`\n<$encrypt filter=<<saveTiddlerFilter>>/>\n`</pre>`\n</$reveal>"
},
"$:/core/templates/tid-tiddler": {
"title": "$:/core/templates/tid-tiddler",
"text": "<!--\n\nThis template is used for saving tiddlers in TiddlyWeb *.tid format\n\n--><$fields exclude='text bag' template='$name$: $value$\n'></$fields>`\n`<$view field=\"text\" format=\"text\" />"
},
"$:/core/templates/tiddler-metadata": {
"title": "$:/core/templates/tiddler-metadata",
"text": "<!--\n\nThis template is used for saving tiddler metadata *.meta files\n\n--><$fields exclude='text bag' template='$name$: $value$\n'></$fields>"
},
"$:/core/templates/tiddlywiki5.html": {
"title": "$:/core/templates/tiddlywiki5.html",
"text": "<$set name=\"saveTiddlerAndShadowsFilter\" filter=\"[subfilter<saveTiddlerFilter>] [subfilter<saveTiddlerFilter>plugintiddlers[]]\">\n`<!doctype html>\n`{{$:/core/templates/MOTW.html}}`<html lang=\"`<$text text={{{ [{$:/language}get[name]] }}}/>`\">\n<head>\n<meta http-equiv=\"Content-Type\" content=\"text/html;charset=utf-8\" />\n<!--~~ Raw markup for the top of the head section ~~-->\n`{{{ [<saveTiddlerAndShadowsFilter>tag[$:/tags/RawMarkupWikified/TopHead]] ||$:/core/templates/raw-static-tiddler}}}`\n<meta http-equiv=\"X-UA-Compatible\" content=\"IE=Edge\"/>\n<meta name=\"application-name\" content=\"TiddlyWiki\" />\n<meta name=\"generator\" content=\"TiddlyWiki\" />\n<meta name=\"tiddlywiki-version\" content=\"`{{$:/core/templates/version}}`\" />\n<meta name=\"viewport\" content=\"width=device-width, initial-scale=1.0\" />\n<meta name=\"apple-mobile-web-app-capable\" content=\"yes\" />\n<meta name=\"apple-mobile-web-app-status-bar-style\" content=\"black-translucent\" />\n<meta name=\"mobile-web-app-capable\" content=\"yes\"/>\n<meta name=\"format-detection\" content=\"telephone=no\" />\n<meta name=\"copyright\" content=\"`{{$:/core/copyright.txt}}`\" />\n<link id=\"faviconLink\" rel=\"shortcut icon\" href=\"favicon.ico\">\n<title>`{{$:/core/wiki/title}}`</title>\n<!--~~ This is a Tiddlywiki file. The points of interest in the file are marked with this pattern ~~-->\n\n<!--~~ Raw markup ~~-->\n`{{{ [enlist<saveTiddlerAndShadowsFilter>tag[$:/core/wiki/rawmarkup]] ||$:/core/templates/plain-text-tiddler}}}\n{{{ [enlist<saveTiddlerAndShadowsFilter>tag[$:/tags/RawMarkup]] ||$:/core/templates/plain-text-tiddler}}}\n{{{ [enlist<saveTiddlerAndShadowsFilter>tag[$:/tags/RawMarkupWikified]] ||$:/core/templates/raw-static-tiddler}}}`\n</head>\n<body class=\"tc-body\">\n<!--~~ Raw markup for the top of the body section ~~-->\n`{{{ [enlist<saveTiddlerAndShadowsFilter>tag[$:/tags/RawMarkupWikified/TopBody]] ||$:/core/templates/raw-static-tiddler}}}`\n<!--~~ Static styles ~~-->\n<div id=\"styleArea\">\n`{{$:/boot/boot.css||$:/core/templates/css-tiddler}}`\n</div>\n<!--~~ Static content for Google and browsers without JavaScript ~~-->\n<noscript>\n<div id=\"splashArea\">\n`{{$:/core/templates/static.area}}`\n</div>\n</noscript>\n<!--~~ Ordinary tiddlers ~~-->\n`{{$:/core/templates/store.area.template.html}}`\n<!--~~ Library modules ~~-->\n<div id=\"libraryModules\" style=\"display:none;\">\n`{{{ [is[system]type[application/javascript]library[yes]] ||$:/core/templates/javascript-tiddler}}}`\n</div>\n<!--~~ Boot kernel prologue ~~-->\n<div id=\"bootKernelPrefix\" style=\"display:none;\">\n`{{ $:/boot/bootprefix.js ||$:/core/templates/javascript-tiddler}}`\n</div>\n<!--~~ Boot kernel ~~-->\n<div id=\"bootKernel\" style=\"display:none;\">\n`{{ $:/boot/boot.js ||$:/core/templates/javascript-tiddler}}`\n</div>\n<!--~~ Raw markup for the bottom of the body section ~~-->\n`{{{ [enlist<saveTiddlerAndShadowsFilter>tag[$:/tags/RawMarkupWikified/BottomBody]] ||$:/core/templates/raw-static-tiddler}}}`\n</body>\n</html>`\n"
},
"$:/core/templates/version": {
"title": "$:/core/templates/version",
"text": "<<version>>"
},
"$:/core/templates/wikified-tiddler": {
"title": "$:/core/templates/wikified-tiddler",
"text": "<$transclude />"
},
"$:/core/ui/AboveStory/tw2-plugin-check": {
"title": "$:/core/ui/AboveStory/tw2-plugin-check",
"tags": "$:/tags/AboveStory",
"text": "\\define lingo-base() $:/language/AboveStory/ClassicPlugin/\n<$list filter=\"[all[system+tiddlers]tag[systemConfig]limit[1]]\">\n\n<div class=\"tc-message-box\">\n\n<<lingo Warning>>\n\n<ul>\n\n<$list filter=\"[all[system+tiddlers]tag[systemConfig]]\">\n\n<li>\n\n<$link><$view field=\"title\"/></$link>\n\n</li>\n\n</$list>\n\n</ul>\n\n</div>\n\n</$list>\n"
},
"$:/core/ui/Actions/new-image": {
"title": "$:/core/ui/Actions/new-image",
"tags": "$:/tags/Actions",
"description": "create a new image tiddler",
"text": "\\define get-type()\nimage/$(imageType)$\n\\end\n<$vars imageType={{$:/config/NewImageType}}>\n<$action-sendmessage $message=\"tm-new-tiddler\" type=<<get-type>> tags={{$:/config/NewTiddler/Tags!!tags}}/>\n</$vars>\n"
},
"$:/core/ui/Actions/new-journal": {
"title": "$:/core/ui/Actions/new-journal",
"tags": "$:/tags/Actions",
"description": "create a new journal tiddler",
"text": "<$vars journalTitleTemplate={{$:/config/NewJournal/Title}} journalTags={{$:/config/NewJournal/Tags!!tags}} journalText={{$:/config/NewJournal/Text}}>\n<$wikify name=\"journalTitle\" text=\"\"\"<$macrocall $name=\"now\" format=<<journalTitleTemplate>>/>\"\"\">\n<$reveal type=\"nomatch\" state=<<journalTitle>> text=\"\">\n<$action-sendmessage $message=\"tm-new-tiddler\" title=<<journalTitle>> tags=<<journalTags>> text={{{ [<journalTitle>get[]] }}}/>\n</$reveal>\n<$reveal type=\"match\" state=<<journalTitle>> text=\"\">\n<$action-sendmessage $message=\"tm-new-tiddler\" title=<<journalTitle>> tags=<<journalTags>> text=<<journalText>>/>\n</$reveal>\n</$wikify>\n</$vars>\n"
},
"$:/core/ui/Actions/new-tiddler": {
"title": "$:/core/ui/Actions/new-tiddler",
"tags": "$:/tags/Actions",
"description": "create a new empty tiddler",
"text": "<$action-sendmessage $message=\"tm-new-tiddler\" tags={{$:/config/NewTiddler/Tags!!tags}}/>\n"
},
"$:/core/ui/AdvancedSearch/Filter": {
"title": "$:/core/ui/AdvancedSearch/Filter",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/Filter/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<<lingo Filter/Hint>>\n\n<div class=\"tc-search tc-advanced-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\" focus={{$:/config/Search/AutoFocus}}/>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/AdvancedSearch/FilterButton]!has[draft.of]]\"><$transclude/></$list>\n</div>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$set name=\"resultCount\" value=\"\"\"<$count filter={{$:/temp/advancedsearch}}/>\"\"\">\n<div class=\"tc-search-results\">\n<<lingo Filter/Matches>>\n<$list filter={{$:/temp/advancedsearch}} template=\"$:/core/ui/ListItemTemplate\"/>\n</div>\n</$set>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/clear": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/clear",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/delete": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/delete",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button popup=<<qualify \"$:/state/filterDeleteDropdown\">> class=\"tc-btn-invisible\">\n{{$:/core/images/delete-button}}\n</$button>\n</$reveal>\n\n<$reveal state=<<qualify \"$:/state/filterDeleteDropdown\">> type=\"popup\" position=\"belowleft\" animate=\"yes\">\n<div class=\"tc-block-dropdown-wrapper\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<div class=\"tc-dropdown-item-plain\">\n<$set name=\"resultCount\" value=\"\"\"<$count filter={{$:/temp/advancedsearch}}/>\"\"\">\nAre you sure you wish to delete <<resultCount>> tiddler(s)?\n</$set>\n</div>\n<div class=\"tc-dropdown-item-plain\">\n<$button class=\"tc-btn\">\n<$action-deletetiddler $filter={{$:/temp/advancedsearch}}/>\nDelete these tiddlers\n</$button>\n</div>\n</div>\n</div>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/dropdown": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/dropdown",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/filterDropdown\">> class=\"tc-btn-invisible\">\n{{$:/core/images/down-arrow}}\n</$button>\n</span>\n\n<$reveal state=<<qualify \"$:/state/filterDropdown\">> type=\"popup\" position=\"belowleft\" animate=\"yes\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n<div class=\"tc-block-dropdown-wrapper\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Filter]]\"><$link to={{!!filter}}><$transclude field=\"description\"/></$link>\n</$list>\n</div>\n</div>\n</$linkcatcher>\n</$set>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Filter/FilterButtons/export": {
"title": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/export",
"tags": "$:/tags/AdvancedSearch/FilterButton",
"text": "<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$macrocall $name=\"exportButton\" exportFilter={{$:/temp/advancedsearch}} lingoBase=\"$:/language/Buttons/ExportTiddlers/\"/>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Shadows": {
"title": "$:/core/ui/AdvancedSearch/Shadows",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/Shadows/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n\n<<lingo Shadows/Hint>>\n\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\" focus={{$:/config/Search/AutoFocus}}/>\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n\n</$linkcatcher>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n\n<$list filter=\"[{$:/temp/advancedsearch}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n<$set name=\"resultCount\" value=\"\"\"<$count filter=\"[all[shadows]search{$:/temp/advancedsearch}] -[[$:/temp/advancedsearch]]\"/>\"\"\">\n\n<div class=\"tc-search-results\">\n\n<<lingo Shadows/Matches>>\n\n<$list filter=\"[all[shadows]search{$:/temp/advancedsearch}sort[title]limit[250]] -[[$:/temp/advancedsearch]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n</div>\n\n</$set>\n\n</$list>\n\n</$reveal>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"match\" text=\"\">\n\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/Standard": {
"title": "$:/core/ui/AdvancedSearch/Standard",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/Standard/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n\n<<lingo Standard/Hint>>\n\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\" focus={{$:/config/Search/AutoFocus}}/>\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n\n</$linkcatcher>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$list filter=\"[{$:/temp/advancedsearch}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n<$set name=\"searchTiddler\" value=\"$:/temp/advancedsearch\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]butfirst[]limit[1]]\" emptyMessage=\"\"\"\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\">\n<$transclude/>\n</$list>\n\"\"\">\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\" default={{$:/config/SearchResults/Default}}/>\n</$list>\n</$set>\n</$list>\n</$reveal>\n"
},
"$:/core/ui/AdvancedSearch/System": {
"title": "$:/core/ui/AdvancedSearch/System",
"tags": "$:/tags/AdvancedSearch",
"caption": "{{$:/language/Search/System/Caption}}",
"text": "\\define lingo-base() $:/language/Search/\n<$linkcatcher to=\"$:/temp/advancedsearch\">\n\n<<lingo System/Hint>>\n\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/advancedsearch\" type=\"search\" tag=\"input\" focus={{$:/config/Search/AutoFocus}}/>\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n\n</$linkcatcher>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"nomatch\" text=\"\">\n\n<$list filter=\"[{$:/temp/advancedsearch}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n<$set name=\"resultCount\" value=\"\"\"<$count filter=\"[is[system]search{$:/temp/advancedsearch}] -[[$:/temp/advancedsearch]]\"/>\"\"\">\n\n<div class=\"tc-search-results\">\n\n<<lingo System/Matches>>\n\n<$list filter=\"[is[system]search{$:/temp/advancedsearch}sort[title]limit[250]] -[[$:/temp/advancedsearch]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n</div>\n\n</$set>\n\n</$list>\n\n</$reveal>\n\n<$reveal state=\"$:/temp/advancedsearch\" type=\"match\" text=\"\">\n\n</$reveal>\n"
},
"$:/AdvancedSearch": {
"title": "$:/AdvancedSearch",
"icon": "$:/core/images/advanced-search-button",
"color": "#bbb",
"text": "<div class=\"tc-advanced-search\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/AdvancedSearch]!has[draft.of]]\" \"$:/core/ui/AdvancedSearch/System\">>\n</div>\n"
},
"$:/core/ui/AlertTemplate": {
"title": "$:/core/ui/AlertTemplate",
"text": "<div class=\"tc-alert\">\n<div class=\"tc-alert-toolbar\">\n<$button class=\"tc-btn-invisible\"><$action-deletetiddler $tiddler=<<currentTiddler>>/>{{$:/core/images/cancel-button}}</$button>\n</div>\n<div class=\"tc-alert-subtitle\">\n<$wikify name=\"format\" text=<<lingo Tiddler/DateFormat>>>\n<$view field=\"component\"/> - <$view field=\"modified\" format=\"date\" template=<<format>>/> <$reveal type=\"nomatch\" state=\"!!count\" text=\"\"><span class=\"tc-alert-highlight\">({{$:/language/Count}}: <$view field=\"count\"/>)</span></$reveal>\n</$wikify>\n</div>\n<div class=\"tc-alert-body\">\n\n<$transclude/>\n\n</div>\n</div>\n"
},
"$:/core/ui/BinaryWarning": {
"title": "$:/core/ui/BinaryWarning",
"text": "\\define lingo-base() $:/language/BinaryWarning/\n<<lingo Prompt>>\n"
},
"$:/core/ui/Components/plugin-info": {
"title": "$:/core/ui/Components/plugin-info",
"text": "\\define lingo-base() $:/language/ControlPanel/Plugins/\n\n\\define popup-state-macro()\n$(qualified-state)$-$(currentTiddler)$\n\\end\n\n\\define tabs-state-macro()\n$(popup-state)$-$(pluginInfoType)$\n\\end\n\n\\define plugin-icon-title()\n$(currentTiddler)$/icon\n\\end\n\n\\define plugin-disable-title()\n$:/config/Plugins/Disabled/$(currentTiddler)$\n\\end\n\n\\define plugin-table-body(type,disabledMessage,default-popup-state)\n<div class=\"tc-plugin-info-chunk tc-plugin-info-toggle\">\n<$reveal type=\"nomatch\" state=<<popup-state>> text=\"yes\" default=\"\"\"$default-popup-state$\"\"\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"yes\">\n{{$:/core/images/chevron-right}}\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<popup-state>> text=\"yes\" default=\"\"\"$default-popup-state$\"\"\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"no\">\n{{$:/core/images/chevron-down}}\n</$button>\n</$reveal>\n</div>\n<div class=\"tc-plugin-info-chunk tc-plugin-info-icon\">\n<$transclude tiddler=<<currentTiddler>> subtiddler=<<plugin-icon-title>>>\n<$transclude tiddler=\"$:/core/images/plugin-generic-$type$\"/>\n</$transclude>\n</div>\n<div class=\"tc-plugin-info-chunk tc-plugin-info-description\">\n<h1>\n''<$text text={{{ [<currentTiddler>get[name]] ~[<currentTiddler>split[/]last[1]] }}}/>'': <$view field=\"description\"><$view field=\"title\"/></$view> $disabledMessage$\n</h1>\n<h2>\n<$view field=\"title\"/>\n</h2>\n<h2>\n<div><em><$view field=\"version\"/></em></div>\n</h2>\n</div>\n\\end\n\n\\define plugin-info(type,default-popup-state)\n<$set name=\"popup-state\" value=<<popup-state-macro>>>\n<$reveal type=\"nomatch\" state=<<plugin-disable-title>> text=\"yes\">\n<$link to={{!!title}} class=\"tc-plugin-info\">\n<<plugin-table-body type:\"$type$\" default-popup-state:\"\"\"$default-popup-state$\"\"\">>\n</$link>\n</$reveal>\n<$reveal type=\"match\" state=<<plugin-disable-title>> text=\"yes\">\n<$link to={{!!title}} class=\"tc-plugin-info tc-plugin-info-disabled\">\n<<plugin-table-body type:\"$type$\" default-popup-state:\"\"\"$default-popup-state$\"\"\" disabledMessage:\"<$macrocall $name='lingo' title='Disabled/Status'/>\">>\n</$link>\n</$reveal>\n<$reveal type=\"match\" text=\"yes\" state=<<popup-state>> default=\"\"\"$default-popup-state$\"\"\">\n<div class=\"tc-plugin-info-dropdown\">\n<div class=\"tc-plugin-info-dropdown-body\">\n<$list filter=\"[all[current]] -[[$:/core]]\">\n<div style=\"float:right;\">\n<$reveal type=\"nomatch\" state=<<plugin-disable-title>> text=\"yes\">\n<$button set=<<plugin-disable-title>> setTo=\"yes\" tooltip={{$:/language/ControlPanel/Plugins/Disable/Hint}} aria-label={{$:/language/ControlPanel/Plugins/Disable/Caption}}>\n<<lingo Disable/Caption>>\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<plugin-disable-title>> text=\"yes\">\n<$button set=<<plugin-disable-title>> setTo=\"no\" tooltip={{$:/language/ControlPanel/Plugins/Enable/Hint}} aria-label={{$:/language/ControlPanel/Plugins/Enable/Caption}}>\n<<lingo Enable/Caption>>\n</$button>\n</$reveal>\n</div>\n</$list>\n<$set name=\"tabsList\" filter=\"[<currentTiddler>list[]] contents\">\n<$macrocall $name=\"tabs\" state=<<tabs-state-macro>> tabsList=<<tabsList>> default={{{ [enlist<tabsList>] }}} template=\"$:/core/ui/PluginInfo\"/>\n</$set>\n</div>\n</div>\n</$reveal>\n</$set>\n\\end\n\n<$macrocall $name=\"plugin-info\" type=<<plugin-type>> default-popup-state=<<default-popup-state>>/>\n"
},
"$:/core/ui/Components/tag-link": {
"title": "$:/core/ui/Components/tag-link",
"text": "<$link>\n<$set name=\"backgroundColor\" value={{!!color}}>\n<span style=<<tag-styles>> class=\"tc-tag-label\">\n<$view field=\"title\" format=\"text\"/>\n</span>\n</$set>\n</$link>"
},
"$:/core/ui/ControlPanel/Advanced": {
"title": "$:/core/ui/ControlPanel/Advanced",
"tags": "$:/tags/ControlPanel/Info",
"caption": "{{$:/language/ControlPanel/Advanced/Caption}}",
"text": "{{$:/language/ControlPanel/Advanced/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Advanced]!has[draft.of]]\" \"$:/core/ui/ControlPanel/TiddlerFields\">>\n</div>\n"
},
"$:/core/ui/ControlPanel/Appearance": {
"title": "$:/core/ui/ControlPanel/Appearance",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Appearance/Caption}}",
"text": "{{$:/language/ControlPanel/Appearance/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Appearance]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Theme\">>\n</div>\n"
},
"$:/core/ui/ControlPanel/Basics": {
"title": "$:/core/ui/ControlPanel/Basics",
"tags": "$:/tags/ControlPanel/Info",
"caption": "{{$:/language/ControlPanel/Basics/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Basics/\n\n\\define show-filter-count(filter)\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" $value=\"\"\"$filter$\"\"\"/>\n<$action-setfield $tiddler=\"$:/state/tab--1498284803\" $value=\"$:/core/ui/AdvancedSearch/Filter\"/>\n<$action-navigate $to=\"$:/AdvancedSearch\"/>\n''<$count filter=\"\"\"$filter$\"\"\"/>''\n{{$:/core/images/advanced-search-button}}\n</$button>\n\\end\n\n|<<lingo Version/Prompt>> |''<<version>>'' |\n|<$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/status/UserName\"><<lingo Username/Prompt>></$link> |<$edit-text tiddler=\"$:/status/UserName\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/config/AnimationDuration\"><<lingo AnimDuration/Prompt>></$link> |<$edit-text tiddler=\"$:/config/AnimationDuration\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link> |<<lingo DefaultTiddlers/TopHint>><br> <$edit tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\" class=\"tc-edit-texteditor\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n|<$link to=\"$:/language/DefaultNewTiddlerTitle\"><<lingo NewTiddler/Title/Prompt>></$link> |<$edit-text tiddler=\"$:/language/DefaultNewTiddlerTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/config/NewJournal/Title\"><<lingo NewJournal/Title/Prompt>></$link> |<$edit-text tiddler=\"$:/config/NewJournal/Title\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/config/NewJournal/Text\"><<lingo NewJournal/Text/Prompt>></$link> |<$edit tiddler=\"$:/config/NewJournal/Text\" tag=\"textarea\" class=\"tc-edit-texteditor\" default=\"\"/> |\n|<$link to=\"$:/config/NewTiddler/Tags\"><<lingo NewTiddler/Tags/Prompt>></$link> |<$list filter=\"[[$:/config/NewTiddler/Tags]]\" template=\"$:/core/ui/EditTemplate/tags\"/> |\n|<$link to=\"$:/config/NewJournal/Tags\"><<lingo NewJournal/Tags/Prompt>></$link> |<$list filter=\"[[$:/config/NewJournal/Tags]]\" template=\"$:/core/ui/EditTemplate/tags\"/> |\n|<$link to=\"$:/config/AutoFocus\"><<lingo AutoFocus/Prompt>></$link> |{{$:/snippets/minifocusswitcher}} |\n|<<lingo Language/Prompt>> |{{$:/snippets/minilanguageswitcher}} |\n|<<lingo Tiddlers/Prompt>> |<<show-filter-count \"[!is[system]sort[title]]\">> |\n|<<lingo Tags/Prompt>> |<<show-filter-count \"[tags[]sort[title]]\">> |\n|<<lingo SystemTiddlers/Prompt>> |<<show-filter-count \"[is[system]sort[title]]\">> |\n|<<lingo ShadowTiddlers/Prompt>> |<<show-filter-count \"[all[shadows]sort[title]]\">> |\n|<<lingo OverriddenShadowTiddlers/Prompt>> |<<show-filter-count \"[is[tiddler]is[shadow]sort[title]]\">> |\n"
},
"$:/core/ui/ControlPanel/EditorTypes": {
"title": "$:/core/ui/ControlPanel/EditorTypes",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/EditorTypes/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/EditorTypes/\n\n<<lingo Hint>>\n\n<table>\n<tbody>\n<tr>\n<th><<lingo Type/Caption>></th>\n<th><<lingo Editor/Caption>></th>\n</tr>\n<$list filter=\"[all[shadows+tiddlers]prefix[$:/config/EditorTypeMappings/]sort[title]]\">\n<tr>\n<td>\n<$link>\n<$list filter=\"[all[current]removeprefix[$:/config/EditorTypeMappings/]]\">\n<$text text={{!!title}}/>\n</$list>\n</$link>\n</td>\n<td>\n<$view field=\"text\"/>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ControlPanel/Info": {
"title": "$:/core/ui/ControlPanel/Info",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Info/Caption}}",
"text": "{{$:/language/ControlPanel/Info/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Info]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Basics\">>\n</div>\n"
},
"$:/core/ui/ControlPanel/KeyboardShortcuts": {
"title": "$:/core/ui/ControlPanel/KeyboardShortcuts",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/KeyboardShortcuts/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/KeyboardShortcuts/\n\n\\define new-shortcut(title)\n<div class=\"tc-dropdown-item-plain\">\n<$edit-shortcut tiddler=\"$title$\" placeholder={{$:/language/ControlPanel/KeyboardShortcuts/Add/Prompt}} focus=\"true\" style=\"width:auto;\"/> <$button>\n<<lingo Add/Caption>>\n<$action-listops\n\t$tiddler=\"$(shortcutTitle)$\"\n\t$field=\"text\"\n\t$subfilter=\"[{$title$}]\"\n/>\n<$action-deletetiddler\n\t$tiddler=\"$title$\"\n/>\n</$button>\n</div>\n\\end\n\n\\define shortcut-list-item(caption)\n<td>\n</td>\n<td style=\"text-align:right;font-size:0.7em;\">\n<<lingo Platform/$caption$>>\n</td>\n<td>\n<div style=\"position:relative;\">\n<$button popup=<<qualify \"$:/state/dropdown/$(shortcutTitle)$\">> class=\"tc-btn-invisible\">\n{{$:/core/images/edit-button}}\n</$button>\n<$macrocall $name=\"displayshortcuts\" $output=\"text/html\" shortcuts={{$(shortcutTitle)$}} prefix=\"<kbd>\" separator=\"</kbd> <kbd>\" suffix=\"</kbd>\"/>\n\n<$reveal state=<<qualify \"$:/state/dropdown/$(shortcutTitle)$\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-block-dropdown-wrapper\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown tc-popup-keep\">\n<$list filter=\"[list[$(shortcutTitle)$!!text]sort[title]]\" variable=\"shortcut\" emptyMessage=\"\"\"\n<div class=\"tc-dropdown-item-plain\">\n//<<lingo NoShortcuts/Caption>>//\n</div>\n\"\"\">\n<div class=\"tc-dropdown-item-plain\">\n<$button class=\"tc-btn-invisible\" tooltip={{$:/language/ControlPanel/KeyboardShortcuts/Remove/Hint}}>\n<$action-listops\n\t$tiddler=\"$(shortcutTitle)$\"\n\t$field=\"text\"\n\t$subfilter=\"+[remove<shortcut>]\"\n/>\n<small>{{$:/core/images/close-button}}</small>\n</$button>\n<kbd>\n<$macrocall $name=\"displayshortcuts\" $output=\"text/html\" shortcuts=<<shortcut>>/>\n</kbd>\n</div>\n</$list>\n<hr/>\n<$macrocall $name=\"new-shortcut\" title=<<qualify \"$:/state/new-shortcut/$(shortcutTitle)$\">>/>\n</div>\n</div>\n</$reveal>\n</div>\n</td>\n\\end\n\n\\define shortcut-list(caption,prefix)\n<tr>\n<$list filter=\"[[$prefix$$(shortcutName)$]]\" variable=\"shortcutTitle\">\n<<shortcut-list-item \"$caption$\">>\n</$list>\n</tr>\n\\end\n\n\\define shortcut-editor()\n<<shortcut-list \"All\" \"$:/config/shortcuts/\">>\n<<shortcut-list \"Mac\" \"$:/config/shortcuts-mac/\">>\n<<shortcut-list \"NonMac\" \"$:/config/shortcuts-not-mac/\">>\n<<shortcut-list \"Linux\" \"$:/config/shortcuts-linux/\">>\n<<shortcut-list \"NonLinux\" \"$:/config/shortcuts-not-linux/\">>\n<<shortcut-list \"Windows\" \"$:/config/shortcuts-windows/\">>\n<<shortcut-list \"NonWindows\" \"$:/config/shortcuts-not-windows/\">>\n\\end\n\n\\define shortcut-preview()\n<$macrocall $name=\"displayshortcuts\" $output=\"text/html\" shortcuts={{$(shortcutPrefix)$$(shortcutName)$}} prefix=\"<kbd>\" separator=\"</kbd> <kbd>\" suffix=\"</kbd>\"/>\n\\end\n\n\\define shortcut-item-inner()\n<tr>\n<td>\n<$reveal type=\"nomatch\" state=<<dropdownStateTitle>> text=\"open\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield\n\t$tiddler=<<dropdownStateTitle>>\n\t$value=\"open\"\n/>\n{{$:/core/images/right-arrow}}\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<dropdownStateTitle>> text=\"open\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield\n\t$tiddler=<<dropdownStateTitle>>\n\t$value=\"close\"\n/>\n{{$:/core/images/down-arrow}}\n</$button>\n</$reveal>\n''<$text text=<<shortcutName>>/>''\n</td>\n<td>\n<$transclude tiddler=\"$:/config/ShortcutInfo/$(shortcutName)$\"/>\n</td>\n<td>\n<$list filter=\"$:/config/shortcuts/ $:/config/shortcuts-mac/ $:/config/shortcuts-not-mac/ $:/config/shortcuts-linux/ $:/config/shortcuts-not-linux/ $:/config/shortcuts-windows/ $:/config/shortcuts-not-windows/\" variable=\"shortcutPrefix\">\n<<shortcut-preview>>\n</$list>\n</td>\n</tr>\n<$set name=\"dropdownState\" value={{$(dropdownStateTitle)$}}>\n<$list filter=\"[<dropdownState>match[open]]\" variable=\"listItem\">\n<<shortcut-editor>>\n</$list>\n</$set>\n\\end\n\n\\define shortcut-item()\n<$set name=\"dropdownStateTitle\" value=<<qualify \"$:/state/dropdown/keyboardshortcut/$(shortcutName)$\">>>\n<<shortcut-item-inner>>\n</$set>\n\\end\n\n<table>\n<tbody>\n<$list filter=\"[all[shadows+tiddlers]removeprefix[$:/config/ShortcutInfo/]]\" variable=\"shortcutName\">\n<<shortcut-item>>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ControlPanel/LoadedModules": {
"title": "$:/core/ui/ControlPanel/LoadedModules",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/LoadedModules/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n<<lingo LoadedModules/Hint>>\n\n{{$:/snippets/modules}}\n"
},
"$:/core/ui/ControlPanel/Modals/AddPlugins": {
"title": "$:/core/ui/ControlPanel/Modals/AddPlugins",
"subtitle": "{{$:/core/images/download-button}} {{$:/language/ControlPanel/Plugins/Add/Caption}}",
"text": "\\define install-plugin-actions()\n<$action-sendmessage $message=\"tm-load-plugin-from-library\" url={{!!url}} title={{$(assetInfo)$!!original-title}}/>\n<$set name=\"url\" value={{!!url}}>\n<$set name=\"currentTiddler\" value=<<assetInfo>>>\n<$list filter=\"[enlist{!!dependents}] [{!!parent-plugin}] +[sort[title]]\" variable=\"dependency\">\n<$action-sendmessage $message=\"tm-load-plugin-from-library\" url=<<url>> title=<<dependency>>/>\n</$list>\n</$set>\n</$set>\n\\end\n\n\\define install-plugin-button()\n<div>\n<$set name=\"libraryVersion\" value={{{ [<assetInfo>get[version]] }}}>\n<$set name=\"installedVersion\" value={{{ [<assetInfo>get[original-title]get[version]] }}}>\n<$set name=\"reinstall-type\" value={{{ [<libraryVersion>compare:version:eq<installedVersion>then[tc-reinstall]] [<libraryVersion>compare:version:gt<installedVersion>then[tc-reinstall-upgrade]] [<libraryVersion>compare:version:lt<installedVersion>then[tc-reinstall-downgrade]] }}}>\n<$button actions=<<install-plugin-actions>> class={{{ [<assetInfo>get[original-title]has[version]then<reinstall-type>] tc-btn-invisible tc-install-plugin +[join[ ]] }}}>\n{{$:/core/images/download-button}}\n<$list filter=\"[<assetInfo>get[original-title]get[version]]\" variable=\"ignore\" emptyMessage=\"{{$:/language/ControlPanel/Plugins/Install/Caption}}\">\n<$list filter=\"[<libraryVersion>compare:version:gt<installedVersion>]\" variable=\"ignore\" emptyMessage=\"\"\"\n<$list filter=\"[<libraryVersion>compare:version:lt<installedVersion>]\" variable=\"ignore\" emptyMessage=\"{{$:/language/ControlPanel/Plugins/Reinstall/Caption}}\">\n{{$:/language/ControlPanel/Plugins/Downgrade/Caption}}\n</$list>\n\"\"\">\n{{$:/language/ControlPanel/Plugins/Update/Caption}}\n</$list>\n</$list>\n</$button>\n<div>\n</div>\n<$reveal stateTitle=<<assetInfo>> stateField=\"requires-reload\" type=\"match\" text=\"yes\">{{$:/language/ControlPanel/Plugins/PluginWillRequireReload}}</$reveal>\n</$set>\n</$set>\n</$set>\n</div>\n\\end\n\n\\define popup-state-macro()\n$:/state/add-plugin-info/$(connectionTiddler)$/$(assetInfo)$\n\\end\n\n\\define display-plugin-info(type)\n<$set name=\"popup-state\" value=<<popup-state-macro>>>\n<div class=\"tc-plugin-info\">\n<div class=\"tc-plugin-info-chunk tc-plugin-info-toggle\">\n<$reveal type=\"nomatch\" state=<<popup-state>> text=\"yes\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"yes\">\n{{$:/core/images/chevron-right}}\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<popup-state>> text=\"yes\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" set=<<popup-state>> setTo=\"no\">\n{{$:/core/images/chevron-down}}\n</$button>\n</$reveal>\n</div>\n<div class=\"tc-plugin-info-chunk tc-plugin-info-icon\">\n<$list filter=\"[<assetInfo>has[icon]]\" emptyMessage=\"\"\"<$transclude tiddler=\"$:/core/images/plugin-generic-$type$\"/>\"\"\">\n<img src={{$(assetInfo)$!!icon}}/>\n</$list>\n</div>\n<div class=\"tc-plugin-info-chunk tc-plugin-info-description\">\n<h1><strong><$text text={{{ [<assetInfo>get[name]] ~[<assetInfo>get[original-title]split[/]last[1]] }}}/></strong>: <$view tiddler=<<assetInfo>> field=\"description\"/></h1>\n<h2><$view tiddler=<<assetInfo>> field=\"original-title\"/></h2>\n<div><em><$view tiddler=<<assetInfo>> field=\"version\"/></em></div>\n<$list filter=\"[<assetInfo>get[original-title]get[version]]\" variable=\"installedVersion\"><div><em>{{$:/language/ControlPanel/Plugins/AlreadyInstalled/Hint}}</em></div></$list>\n</div>\n<div class=\"tc-plugin-info-chunk tc-plugin-info-buttons\">\n<<install-plugin-button>>\n</div>\n</div>\n<$set name=\"original-title\" value={{{ [<assetInfo>get[original-title]] }}}>\n<$reveal type=\"match\" text=\"yes\" state=<<popup-state>>>\n<div class=\"tc-plugin-info-dropdown\">\n<$list filter=\"[enlist{!!dependents}] [<currentTiddler>get[parent-plugin]] +[limit[1]] ~[<assetInfo>get[original-title]!is[tiddler]]\" variable=\"ignore\">\n<div class=\"tc-plugin-info-dropdown-message\">\n<$list filter=\"[<assetInfo>get[original-title]!is[tiddler]]\">\n{{$:/language/ControlPanel/Plugins/NotInstalled/Hint}}\n</$list>\n<$set name=\"currentTiddler\" value=<<assetInfo>>>\n<$list filter=\"[enlist{!!dependents}] [<currentTiddler>get[parent-plugin]] +[limit[1]]\" variable=\"ignore\">\n<div>\n{{$:/language/ControlPanel/Plugins/AlsoRequires}}\n<$list filter=\"[enlist{!!dependents}] [{!!parent-plugin}] +[sort[title]]\" variable=\"dependency\">\n<$text text=<<dependency>>/>\n</$list>\n</div>\n</$list>\n</$set>\n</div>\n</$list>\n<div class=\"tc-plugin-info-dropdown-body\">\n<$transclude tiddler=<<assetInfo>> field=\"readme\" mode=\"block\"/>\n</div>\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[$type$]has[parent-plugin]parent-plugin<original-title>limit[1]]\" variable=\"ignore\">\n<div class=\"tc-plugin-info-sub-plugins\">\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[$type$]has[parent-plugin]parent-plugin<original-title>sort[title]]\" variable=\"assetInfo\">\n<<display-plugin-info \"$type$\">>\n</$list>\n</div>\n</$list>\n</div>\n</$reveal>\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[$type$]has[parent-plugin]parent-plugin<original-title>limit[1]]\" variable=\"ignore\">\n<$reveal type=\"nomatch\" text=\"yes\" state=<<popup-state>> tag=\"div\" class=\"tc-plugin-info-sub-plugin-indicator\">\n<$wikify name=\"count\" text=\"\"\"<$count filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[$type$]has[parent-plugin]parent-plugin<original-title>]\"/>\"\"\">\n<$button class=\"tc-btn-invisible\" set=<<popup-state>> setTo=\"yes\">\n{{$:/language/ControlPanel/Plugins/SubPluginPrompt}}\n</$button>\n</$wikify>\n</$reveal>\n</$list>\n</$set>\n</$set>\n\\end\n\n\\define load-plugin-library-button()\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-load-plugin-library\" url={{!!url}} infoTitlePrefix=\"$:/temp/RemoteAssetInfo/\"/>\n{{$:/core/images/chevron-right}} {{$:/language/ControlPanel/Plugins/OpenPluginLibrary}}\n</$button>\n\\end\n\n\\define display-server-assets(type)\n{{$:/language/Search/Search}}: <$edit-text tiddler=\"\"\"$:/temp/RemoteAssetSearch/$(currentTiddler)$\"\"\" default=\"\" type=\"search\" tag=\"input\"/>\n<$reveal state=\"\"\"$:/temp/RemoteAssetSearch/$(currentTiddler)$\"\"\" type=\"nomatch\" text=\"\">\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"\"\"$:/temp/RemoteAssetSearch/$(currentTiddler)$\"\"\" $field=\"text\" $value=\"\"/>\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n<div class=\"tc-plugin-library-listing\">\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[$type$]search:author,description,original-title,readme,title{$:/temp/RemoteAssetSearch/$(currentTiddler)$}sort[title]]\" variable=\"assetInfo\">\n<$list filter=\"[[$:/temp/RemoteAssetSearch/$(currentTiddler)$]has[text]] ~[<assetInfo>!has[parent-plugin]]\" variable=\"ignore\"><!-- Hide sub-plugins if we're not searching -->\n<<display-plugin-info \"$type$\">>\n</$list>\n</$list>\n</div>\n\\end\n\n\\define display-server-connection()\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/ServerConnection]suffix{!!url}]\" variable=\"connectionTiddler\" emptyMessage=<<load-plugin-library-button>>>\n\n<$set name=\"transclusion\" value=<<connectionTiddler>>>\n\n<<tabs \"[[$:/core/ui/ControlPanel/Plugins/Add/Updates]] [[$:/core/ui/ControlPanel/Plugins/Add/Plugins]] [[$:/core/ui/ControlPanel/Plugins/Add/Themes]] [[$:/core/ui/ControlPanel/Plugins/Add/Languages]]\" \"$:/core/ui/ControlPanel/Plugins/Add/Plugins\">>\n\n</$set>\n\n</$list>\n\\end\n\n\\define close-library-button()\n<$reveal type='nomatch' state='$:/temp/ServerConnection/$(PluginLibraryURL)$' text=''>\n<$button class='tc-btn-big-green'>\n<$action-sendmessage $message=\"tm-unload-plugin-library\" url={{!!url}}/>\n{{$:/core/images/chevron-left}} {{$:/language/ControlPanel/Plugins/ClosePluginLibrary}}\n<$action-deletetiddler $filter=\"[prefix[$:/temp/ServerConnection/$(PluginLibraryURL)$]][prefix[$:/temp/RemoteAssetInfo/$(PluginLibraryURL)$]]\"/>\n</$button>\n</$reveal>\n\\end\n\n\\define plugin-library-listing()\n<div class=\"tc-tab-set\">\n<$set name=\"defaultTab\" value={{{ [all[tiddlers+shadows]tag[$:/tags/PluginLibrary]] }}}>\n<div class=\"tc-tab-buttons\">\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/PluginLibrary]]\">\n<$button set=<<qualify \"$:/state/addplugins/tab\">> setTo=<<currentTiddler>> default=<<defaultTab>> selectedClass=\"tc-tab-selected\">\n<$set name=\"tv-wikilinks\" value=\"no\">\n<$transclude field=\"caption\"/>\n</$set>\n</$button>\n</$list>\n</div>\n<div class=\"tc-tab-divider\"/>\n<div class=\"tc-tab-content\">\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/PluginLibrary]]\">\n<$reveal type=\"match\" state=<<qualify \"$:/state/addplugins/tab\">> text=<<currentTiddler>> default=<<defaultTab>>>\n<h2><$link><$transclude field=\"caption\"><$view field=\"title\"/></$transclude></$link></h2>\n//<$view field=\"url\"/>//\n<$transclude mode=\"block\"/>\n<$set name=PluginLibraryURL value={{!!url}}>\n<<close-library-button>>\n</$set>\n<<display-server-connection>>\n</$reveal>\n</$list>\n</div>\n</$set>\n</div>\n\\end\n\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\n<div>\n<<plugin-library-listing>>\n</div>\n"
},
"$:/core/ui/ControlPanel/Palette": {
"title": "$:/core/ui/ControlPanel/Palette",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/Palette/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Palette/\n\n{{$:/snippets/paletteswitcher}}\n\n<$reveal type=\"nomatch\" state=\"$:/state/ShowPaletteEditor\" text=\"yes\">\n\n<$button set=\"$:/state/ShowPaletteEditor\" setTo=\"yes\"><<lingo ShowEditor/Caption>></$button>\n\n</$reveal>\n\n<$reveal type=\"match\" state=\"$:/state/ShowPaletteEditor\" text=\"yes\">\n\n<$button set=\"$:/state/ShowPaletteEditor\" setTo=\"no\"><<lingo HideEditor/Caption>></$button>\n{{$:/PaletteManager}}\n\n</$reveal>\n\n"
},
"$:/core/ui/ControlPanel/Parsing": {
"title": "$:/core/ui/ControlPanel/Parsing",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/Parsing/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Parsing/\n\n\\define toggle(Type)\n<$checkbox\ntiddler=\"\"\"$:/config/WikiParserRules/$Type$/$(rule)$\"\"\"\nfield=\"text\"\nchecked=\"enable\"\nunchecked=\"disable\"\ndefault=\"enable\">\n<<rule>>\n</$checkbox>\n\\end\n\n\\define rules(type,Type)\n<$list filter=\"[wikiparserrules[$type$]]\" variable=\"rule\">\n<dd><<toggle $Type$>></dd>\n</$list>\n\\end\n\n<<lingo Hint>>\n\n<dl>\n<dt><<lingo Pragma/Caption>></dt>\n<<rules pragma Pragma>>\n<dt><<lingo Inline/Caption>></dt>\n<<rules inline Inline>>\n<dt><<lingo Block/Caption>></dt>\n<<rules block Block>>\n</dl>"
},
"$:/core/ui/ControlPanel/Plugins/Add/Languages": {
"title": "$:/core/ui/ControlPanel/Plugins/Add/Languages",
"caption": "{{$:/language/ControlPanel/Plugins/Languages/Caption}} (<$count filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[language]]\"/>)",
"text": "<<display-server-assets language>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Add/Plugins": {
"title": "$:/core/ui/ControlPanel/Plugins/Add/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Plugins/Caption}} (<$count filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[plugin]]\"/>)",
"text": "<<display-server-assets plugin>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Add/Themes": {
"title": "$:/core/ui/ControlPanel/Plugins/Add/Themes",
"caption": "{{$:/language/ControlPanel/Plugins/Themes/Caption}} (<$count filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}original-plugin-type[theme]]\"/>)",
"text": "<<display-server-assets theme>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Add/Updates": {
"title": "$:/core/ui/ControlPanel/Plugins/Add/Updates",
"caption": "<$importvariables filter=\"$:/core/ui/ControlPanel/Plugins/Add/Updates\">{{$:/language/ControlPanel/Plugins/Updates/Caption}} (<<update-count>>)</$importvariables>",
"text": "\\define each-updateable-plugin(body)\n<$list filter=\"[all[tiddlers+shadows]tag[$:/tags/RemoteAssetInfo]server-url{!!url}sort[title]]\" variable=\"assetInfo\">\n<$set name=\"libraryVersion\" value={{{ [<assetInfo>get[version]] }}}>\n<$list filter=\"[<assetInfo>get[original-title]has[version]!version<libraryVersion>]\" variable=\"ignore\">\n<$set name=\"installedVersion\" value={{{ [<assetInfo>get[original-title]get[version]] }}}>\n<$list filter=\"[<installedversion>!match<libraryVersion>]\" variable=\"ignore\">\n$body$\n</$list>\n</$set>\n</$list>\n</$set>\n</$list>\n\\end\n\n\\define update-all-actions()\n<$macrocall $name=\"each-updateable-plugin\" body=\"\"\"\n<<install-plugin-actions>>\n\"\"\"/>\n\\end\n\n\\define update-count()\n<$wikify name=\"count-filter\" text=<<each-updateable-plugin \"[[<$text text=<<assetInfo>>/>]]\">>><$count filter=<<count-filter>>/></$wikify>\n\\end\n\n<$button actions=<<update-all-actions>> class=\"tc-btn-invisible tc-install-plugin tc-reinstall-upgrade\">\n{{$:/core/images/download-button}} {{||$:/language/ControlPanel/Plugins/Updates/UpdateAll/Caption}}\n</$button>\n\n<div class=\"tc-plugin-library-listing\">\n<$macrocall $name=\"each-updateable-plugin\" body=\"\"\"\n<$macrocall $name=\"display-plugin-info\" type={{{ [<assetInfo>get[original-plugin-type]] }}}/>\n\"\"\"/>\n</div>\n"
},
"$:/core/ui/ControlPanel/Plugins/AddPlugins": {
"title": "$:/core/ui/ControlPanel/Plugins/AddPlugins",
"text": "\\define lingo-base() $:/language/ControlPanel/Plugins/\n\n<$button message=\"tm-modal\" param=\"$:/core/ui/ControlPanel/Modals/AddPlugins\" tooltip={{$:/language/ControlPanel/Plugins/Add/Hint}} class=\"tc-btn-big-green tc-primary-btn\">\n{{$:/core/images/download-button}} <<lingo Add/Caption>>\n</$button>\n"
},
"$:/core/ui/ControlPanel/Plugins/Installed/Languages": {
"title": "$:/core/ui/ControlPanel/Plugins/Installed/Languages",
"caption": "{{$:/language/ControlPanel/Plugins/Languages/Caption}} (<$count filter=\"[!has[draft.of]plugin-type[language]]\"/>)",
"text": "<<plugin-table language>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Installed/Plugins": {
"title": "$:/core/ui/ControlPanel/Plugins/Installed/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Plugins/Caption}} (<$count filter=\"[!has[draft.of]plugin-type[plugin]]\"/>)",
"text": "<<plugin-table plugin>>\n"
},
"$:/core/ui/ControlPanel/Plugins/Installed/Themes": {
"title": "$:/core/ui/ControlPanel/Plugins/Installed/Themes",
"caption": "{{$:/language/ControlPanel/Plugins/Themes/Caption}} (<$count filter=\"[!has[draft.of]plugin-type[theme]]\"/>)",
"text": "<<plugin-table theme>>\n"
},
"$:/core/ui/ControlPanel/Plugins": {
"title": "$:/core/ui/ControlPanel/Plugins",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Plugins/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Plugins/\n\n\\define plugin-table(type)\n<$set name=\"plugin-type\" value=\"\"\"$type$\"\"\">\n<$set name=\"qualified-state\" value=<<qualify \"$:/state/plugin-info\">>>\n<$list filter=\"[!has[draft.of]plugin-type[$type$]sort[title]]\" emptyMessage=<<lingo \"Empty/Hint\">> template=\"$:/core/ui/Components/plugin-info\"/>\n</$set>\n</$set>\n\\end\n\n{{$:/core/ui/ControlPanel/Plugins/AddPlugins}}\n\n<<lingo Installed/Hint>>\n\n<<tabs \"[[$:/core/ui/ControlPanel/Plugins/Installed/Plugins]] [[$:/core/ui/ControlPanel/Plugins/Installed/Themes]] [[$:/core/ui/ControlPanel/Plugins/Installed/Languages]]\" \"$:/core/ui/ControlPanel/Plugins/Installed/Plugins\">>\n"
},
"$:/core/ui/ControlPanel/Saving/DownloadSaver": {
"title": "$:/core/ui/ControlPanel/Saving/DownloadSaver",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/DownloadSaver/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Saving/DownloadSaver/\n\n<<lingo Hint>>\n\n!! <$link to=\"$:/config/DownloadSaver/AutoSave\"><<lingo AutoSave/Hint>></$link>\n\n<$checkbox tiddler=\"$:/config/DownloadSaver/AutoSave\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> <<lingo AutoSave/Description>> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Saving/General": {
"title": "$:/core/ui/ControlPanel/Saving/General",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/General/Caption}}",
"list-before": "",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/\n\n{{$:/language/ControlPanel/Saving/General/Hint}}\n\n!! <$link to=\"$:/config/AutoSave\"><<lingo AutoSave/Caption>></$link>\n\n<<lingo AutoSave/Hint>>\n\n<$radio tiddler=\"$:/config/AutoSave\" value=\"yes\"> <<lingo AutoSave/Enabled/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/AutoSave\" value=\"no\"> <<lingo AutoSave/Disabled/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Saving/GitHub": {
"title": "$:/core/ui/ControlPanel/Saving/GitHub",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/GitService/GitHub/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Saving/GitService/\n\\define service-name() ~GitHub\n\n<<lingo Description>>\n\n|<<lingo UserName>> |<$edit-text tiddler=\"$:/GitHub/Username\" default=\"\" tag=\"input\"/> |\n|<<lingo GitHub/Password>> |<$password name=\"github\"/> |\n|<<lingo Repo>> |<$edit-text tiddler=\"$:/GitHub/Repo\" default=\"\" tag=\"input\"/> |\n|<<lingo Branch>> |<$edit-text tiddler=\"$:/GitHub/Branch\" default=\"master\" tag=\"input\"/> |\n|<<lingo Path>> |<$edit-text tiddler=\"$:/GitHub/Path\" default=\"\" tag=\"input\"/> |\n|<<lingo Filename>> |<$edit-text tiddler=\"$:/GitHub/Filename\" default=\"\" tag=\"input\"/> |\n|<<lingo ServerURL>> |<$edit-text tiddler=\"$:/GitHub/ServerURL\" default=\"https://api.github.com\" tag=\"input\"/> |"
},
"$:/core/ui/ControlPanel/Saving/GitLab": {
"title": "$:/core/ui/ControlPanel/Saving/GitLab",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/GitService/GitLab/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Saving/GitService/\n\\define service-name() ~GitLab\n\n<<lingo Description>>\n\n|<<lingo UserName>> |<$edit-text tiddler=\"$:/GitLab/Username\" default=\"\" tag=\"input\"/> |\n|<<lingo GitLab/Password>> |<$password name=\"gitlab\"/> |\n|<<lingo Repo>> |<$edit-text tiddler=\"$:/GitLab/Repo\" default=\"\" tag=\"input\"/> |\n|<<lingo Branch>> |<$edit-text tiddler=\"$:/GitLab/Branch\" default=\"master\" tag=\"input\"/> |\n|<<lingo Path>> |<$edit-text tiddler=\"$:/GitLab/Path\" default=\"\" tag=\"input\"/> |\n|<<lingo Filename>> |<$edit-text tiddler=\"$:/GitLab/Filename\" default=\"\" tag=\"input\"/> |\n|<<lingo ServerURL>> |<$edit-text tiddler=\"$:/GitLab/ServerURL\" default=\"https://gitlab.com/api/v4\" tag=\"input\"/> |"
},
"$:/core/ui/ControlPanel/Saving/TiddlySpot": {
"title": "$:/core/ui/ControlPanel/Saving/TiddlySpot",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/TiddlySpot/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Saving/TiddlySpot/\n\n\\define backupURL()\nhttp://$(userName)$.tiddlyspot.com/backup/\n\\end\n\\define backupLink()\n<$reveal type=\"nomatch\" state=\"$:/UploadName\" text=\"\">\n<$set name=\"userName\" value={{$:/UploadName}}>\n<$reveal type=\"match\" state=\"$:/UploadURL\" text=\"\">\n<<backupURL>>\n</$reveal>\n<$reveal type=\"nomatch\" state=\"$:/UploadURL\" text=\"\">\n<$macrocall $name=resolvePath source={{$:/UploadBackupDir}} root={{$:/UploadURL}}>>\n</$reveal>\n</$set>\n</$reveal>\n\\end\n\n<<lingo Description>>\n\n|<<lingo UserName>> |<$edit-text tiddler=\"$:/UploadName\" default=\"\" tag=\"input\"/> |\n|<<lingo Password>> |<$password name=\"upload\"/> |\n|<<lingo Backups>> |<<backupLink>> |\n\n''<<lingo Advanced/Heading>>''\n\n|<<lingo ServerURL>> |<$edit-text tiddler=\"$:/UploadURL\" default=\"\" tag=\"input\"/> |\n|<<lingo Filename>> |<$edit-text tiddler=\"$:/UploadFilename\" default=\"index.html\" tag=\"input\"/> |\n|<<lingo UploadDir>> |<$edit-text tiddler=\"$:/UploadDir\" default=\".\" tag=\"input\"/> |\n|<<lingo BackupDir>> |<$edit-text tiddler=\"$:/UploadBackupDir\" default=\".\" tag=\"input\"/> |\n\n<<lingo TiddlySpot/Hint>>"
},
"$:/core/ui/ControlPanel/Saving/Gitea": {
"title": "$:/core/ui/ControlPanel/Saving/Gitea",
"tags": "$:/tags/ControlPanel/Saving",
"caption": "{{$:/language/ControlPanel/Saving/GitService/Gitea/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Saving/GitService/\n\\define service-name() ~Gitea\n\n<<lingo Description>>\n\n|<<lingo UserName>> |<$edit-text tiddler=\"$:/Gitea/Username\" default=\"\" tag=\"input\"/> |\n|<<lingo Gitea/Password>> |<$password name=\"Gitea\"/> |\n|<<lingo Repo>> |<$edit-text tiddler=\"$:/Gitea/Repo\" default=\"\" tag=\"input\"/> |\n|<<lingo Branch>> |<$edit-text tiddler=\"$:/Gitea/Branch\" default=\"master\" tag=\"input\"/> |\n|<<lingo Path>> |<$edit-text tiddler=\"$:/Gitea/Path\" default=\"\" tag=\"input\"/> |\n|<<lingo Filename>> |<$edit-text tiddler=\"$:/Gitea/Filename\" default=\"\" tag=\"input\"/> |\n|<<lingo ServerURL>> |<$edit-text tiddler=\"$:/Gitea/ServerURL\" default=\"https://gitea/api/v1\" tag=\"input\"/> |\n"
},
"$:/core/ui/ControlPanel/Saving": {
"title": "$:/core/ui/ControlPanel/Saving",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Saving/Caption}}",
"text": "{{$:/language/ControlPanel/Saving/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Saving]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Saving/General\">>\n</div>\n"
},
"$:/core/buttonstyles/Borderless": {
"title": "$:/core/buttonstyles/Borderless",
"tags": "$:/tags/ToolbarButtonStyle",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless}}",
"text": "tc-btn-invisible"
},
"$:/core/buttonstyles/Boxed": {
"title": "$:/core/buttonstyles/Boxed",
"tags": "$:/tags/ToolbarButtonStyle",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed}}",
"text": "tc-btn-boxed"
},
"$:/core/buttonstyles/Rounded": {
"title": "$:/core/buttonstyles/Rounded",
"tags": "$:/tags/ToolbarButtonStyle",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded}}",
"text": "tc-btn-rounded"
},
"$:/core/ui/ControlPanel/Settings/CamelCase": {
"title": "$:/core/ui/ControlPanel/Settings/CamelCase",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/CamelCase/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/CamelCase/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/WikiParserRules/Inline/wikilink\" field=\"text\" checked=\"enable\" unchecked=\"disable\" default=\"enable\"> <$link to=\"$:/config/WikiParserRules/Inline/wikilink\"><<lingo Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings/DefaultMoreSidebarTab": {
"title": "$:/core/ui/ControlPanel/Settings/DefaultMoreSidebarTab",
"caption": "{{$:/language/ControlPanel/Settings/DefaultMoreSidebarTab/Caption}}",
"tags": "$:/tags/ControlPanel/Settings",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/DefaultMoreSidebarTab/\n\n<$link to=\"$:/config/DefaultMoreSidebarTab\"><<lingo Hint>></$link>\n\n<$select tiddler=\"$:/config/DefaultMoreSidebarTab\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MoreSideBar]!has[draft.of]]\">\n<option value=<<currentTiddler>>><$transclude field=\"caption\"><$text text=<<currentTiddler>>/></$transclude></option>\n</$list>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/DefaultSidebarTab": {
"title": "$:/core/ui/ControlPanel/Settings/DefaultSidebarTab",
"caption": "{{$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption}}",
"tags": "$:/tags/ControlPanel/Settings",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/DefaultSidebarTab/\n\n<$link to=\"$:/config/DefaultSidebarTab\"><<lingo Hint>></$link>\n\n<$select tiddler=\"$:/config/DefaultSidebarTab\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SideBar]!has[draft.of]]\">\n<option value=<<currentTiddler>>><$transclude field=\"caption\"><$text text=<<currentTiddler>>/></$transclude></option>\n</$list>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/EditorToolbar": {
"title": "$:/core/ui/ControlPanel/Settings/EditorToolbar",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/EditorToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/EditorToolbar/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/TextEditor/EnableToolbar\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/TextEditor/EnableToolbar\"><<lingo Description>></$link> </$checkbox>\n\n"
},
"$:/core/ui/ControlPanel/Settings/InfoPanelMode": {
"title": "$:/core/ui/ControlPanel/Settings/InfoPanelMode",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/InfoPanelMode/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/InfoPanelMode/\n<$link to=\"$:/config/TiddlerInfo/Mode\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/TiddlerInfo/Mode\" value=\"popup\"> <<lingo Popup/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/TiddlerInfo/Mode\" value=\"sticky\"> <<lingo Sticky/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/LinkToBehaviour": {
"title": "$:/core/ui/ControlPanel/Settings/LinkToBehaviour",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/LinkToBehaviour/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/LinkToBehaviour/\n\n<$link to=\"$:/config/Navigation/openLinkFromInsideRiver\"><<lingo \"InsideRiver/Hint\">></$link>\n\n<$select tiddler=\"$:/config/Navigation/openLinkFromInsideRiver\">\n <option value=\"above\"><<lingo \"OpenAbove\">></option>\n <option value=\"below\"><<lingo \"OpenBelow\">></option>\n <option value=\"top\"><<lingo \"OpenAtTop\">></option>\n <option value=\"bottom\"><<lingo \"OpenAtBottom\">></option>\n</$select>\n\n<$link to=\"$:/config/Navigation/openLinkFromOutsideRiver\"><<lingo \"OutsideRiver/Hint\">></$link>\n\n<$select tiddler=\"$:/config/Navigation/openLinkFromOutsideRiver\">\n <option value=\"top\"><<lingo \"OpenAtTop\">></option>\n <option value=\"bottom\"><<lingo \"OpenAtBottom\">></option>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/MissingLinks": {
"title": "$:/core/ui/ControlPanel/Settings/MissingLinks",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/MissingLinks/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/MissingLinks/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/MissingLinks\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/MissingLinks\"><<lingo Description>></$link> </$checkbox>\n\n"
},
"$:/core/ui/ControlPanel/Settings/NavigationAddressBar": {
"title": "$:/core/ui/ControlPanel/Settings/NavigationAddressBar",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/NavigationAddressBar/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/NavigationAddressBar/\n\n<$link to=\"$:/config/Navigation/UpdateAddressBar\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateAddressBar\" value=\"permaview\"> <<lingo Permaview/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateAddressBar\" value=\"permalink\"> <<lingo Permalink/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateAddressBar\" value=\"no\"> <<lingo No/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/NavigationHistory": {
"title": "$:/core/ui/ControlPanel/Settings/NavigationHistory",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/NavigationHistory/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/NavigationHistory/\n<$link to=\"$:/config/Navigation/UpdateHistory\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateHistory\" value=\"yes\"> <<lingo Yes/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Navigation/UpdateHistory\" value=\"no\"> <<lingo No/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/NavigationPermalinkviewMode": {
"title": "$:/core/ui/ControlPanel/Settings/NavigationPermalinkviewMode",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/NavigationPermalinkviewMode/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/NavigationPermalinkviewMode/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/Navigation/Permalinkview/CopyToClipboard\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/Navigation/Permalinkview/CopyToClipboard\"><<lingo CopyToClipboard/Description>></$link> </$checkbox>\n\n<$checkbox tiddler=\"$:/config/Navigation/Permalinkview/UpdateAddressBar\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/Navigation/Permalinkview/UpdateAddressBar\"><<lingo UpdateAddressBar/Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings/PerformanceInstrumentation": {
"title": "$:/core/ui/ControlPanel/Settings/PerformanceInstrumentation",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/PerformanceInstrumentation/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/PerformanceInstrumentation/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/Performance/Instrumentation\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> <$link to=\"$:/config/Performance/Instrumentation\"><<lingo Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings/TitleLinks": {
"title": "$:/core/ui/ControlPanel/Settings/TitleLinks",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/TitleLinks/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/TitleLinks/\n<$link to=\"$:/config/Tiddlers/TitleLinks\"><<lingo Hint>></$link>\n\n<$radio tiddler=\"$:/config/Tiddlers/TitleLinks\" value=\"yes\"> <<lingo Yes/Description>> </$radio>\n\n<$radio tiddler=\"$:/config/Tiddlers/TitleLinks\" value=\"no\"> <<lingo No/Description>> </$radio>\n"
},
"$:/core/ui/ControlPanel/Settings/ToolbarButtonStyle": {
"title": "$:/core/ui/ControlPanel/Settings/ToolbarButtonStyle",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/ToolbarButtonStyle/\n<$link to=\"$:/config/Toolbar/ButtonClass\"><<lingo \"Hint\">></$link>\n\n<$select tiddler=\"$:/config/Toolbar/ButtonClass\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ToolbarButtonStyle]]\">\n<option value={{!!text}}>{{!!caption}}</option>\n</$list>\n</$select>\n"
},
"$:/core/ui/ControlPanel/Settings/ToolbarButtons": {
"title": "$:/core/ui/ControlPanel/Settings/ToolbarButtons",
"tags": "$:/tags/ControlPanel/Settings",
"caption": "{{$:/language/ControlPanel/Settings/ToolbarButtons/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/ToolbarButtons/\n<<lingo Hint>>\n\n<$checkbox tiddler=\"$:/config/Toolbar/Icons\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"yes\"> <$link to=\"$:/config/Toolbar/Icons\"><<lingo Icons/Description>></$link> </$checkbox>\n\n<$checkbox tiddler=\"$:/config/Toolbar/Text\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> <$link to=\"$:/config/Toolbar/Text\"><<lingo Text/Description>></$link> </$checkbox>\n"
},
"$:/core/ui/ControlPanel/Settings": {
"title": "$:/core/ui/ControlPanel/Settings",
"tags": "$:/tags/ControlPanel",
"caption": "{{$:/language/ControlPanel/Settings/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/Settings/\n\n<<lingo Hint>>\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Settings]]\">\n\n<div style=\"border-top:1px solid #eee;\">\n\n!! <$link><$transclude field=\"caption\"/></$link>\n\n<$transclude/>\n\n</div>\n\n</$list>\n"
},
"$:/core/ui/ControlPanel/StoryView": {
"title": "$:/core/ui/ControlPanel/StoryView",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/StoryView/Caption}}",
"text": "{{$:/snippets/viewswitcher}}\n"
},
"$:/core/ui/ControlPanel/Stylesheets": {
"title": "$:/core/ui/ControlPanel/Stylesheets",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/Stylesheets/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n\n<<lingo Stylesheets/Hint>>\n\n{{$:/snippets/peek-stylesheets}}\n"
},
"$:/core/ui/ControlPanel/Theme": {
"title": "$:/core/ui/ControlPanel/Theme",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/Theme/Caption}}",
"text": "{{$:/snippets/themeswitcher}}\n"
},
"$:/core/ui/ControlPanel/TiddlerFields": {
"title": "$:/core/ui/ControlPanel/TiddlerFields",
"tags": "$:/tags/ControlPanel/Advanced",
"caption": "{{$:/language/ControlPanel/TiddlerFields/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n\n<<lingo TiddlerFields/Hint>>\n\n{{$:/snippets/allfields}}"
},
"$:/core/ui/ControlPanel/Toolbars/EditToolbar": {
"title": "$:/core/ui/ControlPanel/Toolbars/EditToolbar",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/EditToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/EditToolbarButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/EditToolbar/Hint}}\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/EditToolbar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>"
},
"$:/core/ui/ControlPanel/Toolbars/EditorItemTemplate": {
"title": "$:/core/ui/ControlPanel/Toolbars/EditorItemTemplate",
"text": "\\define config-title()\n$(config-base)$$(currentTiddler)$\n\\end\n\n<$draggable tiddler=<<currentTiddler>>>\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <span class=\"tc-icon-wrapper\"><$transclude tiddler={{!!icon}}/></span> <$transclude field=\"caption\"/> -- <i class=\"tc-muted\"><$transclude field=\"description\"/></i>\n</$draggable>\n"
},
"$:/core/ui/ControlPanel/Toolbars/EditorToolbar": {
"title": "$:/core/ui/ControlPanel/Toolbars/EditorToolbar",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/EditorToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/EditorToolbarButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/EditorToolbar/Hint}}\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/EditorToolbar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/EditorItemTemplate\"/>\n"
},
"$:/core/ui/ControlPanel/Toolbars/ItemTemplate": {
"title": "$:/core/ui/ControlPanel/Toolbars/ItemTemplate",
"text": "\\define config-title()\n$(config-base)$$(currentTiddler)$\n\\end\n\n<$draggable tiddler=<<currentTiddler>>>\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <span class=\"tc-icon-wrapper\"> <$transclude field=\"caption\"/> <i class=\"tc-muted\">-- <$transclude field=\"description\"/></i></span>\n</$draggable>\n"
},
"$:/core/ui/ControlPanel/Toolbars/PageControls": {
"title": "$:/core/ui/ControlPanel/Toolbars/PageControls",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/PageControls/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/PageControlButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/PageControls/Hint}}\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/PageControls\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/ControlPanel/Toolbars/ViewToolbar": {
"title": "$:/core/ui/ControlPanel/Toolbars/ViewToolbar",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "{{$:/language/ControlPanel/Toolbars/ViewToolbar/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\n\\define config-base() $:/config/ViewToolbarButtons/Visibility/\n\n{{$:/language/ControlPanel/Toolbars/ViewToolbar/Hint}}\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/ViewToolbar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/ControlPanel/Toolbars": {
"title": "$:/core/ui/ControlPanel/Toolbars",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ControlPanel/Toolbars/Caption}}",
"text": "{{$:/language/ControlPanel/Toolbars/Hint}}\n\n<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel/Toolbars]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Toolbars/ViewToolbar\" \"$:/state/tabs/controlpanel/toolbars\" \"tc-vertical\">>\n</div>\n"
},
"$:/ControlPanel": {
"title": "$:/ControlPanel",
"icon": "$:/core/images/options-button",
"color": "#bbb",
"text": "<div class=\"tc-control-panel\">\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/ControlPanel]!has[draft.of]]\" \"$:/core/ui/ControlPanel/Info\">>\n</div>\n"
},
"$:/core/ui/DefaultSearchResultList": {
"title": "$:/core/ui/DefaultSearchResultList",
"tags": "$:/tags/SearchResults",
"caption": "{{$:/language/Search/DefaultResults/Caption}}",
"text": "\\define searchResultList()\n//<small>{{$:/language/Search/Matches/Title}}</small>//\n\n<$list filter=\"[!is[system]search:title{$(searchTiddler)$}sort[title]limit[250]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n//<small>{{$:/language/Search/Matches/All}}</small>//\n\n<$list filter=\"[!is[system]search{$(searchTiddler)$}sort[title]limit[250]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n\n\\end\n<<searchResultList>>\n"
},
"$:/core/ui/EditTemplate/body/preview/diffs-current": {
"title": "$:/core/ui/EditTemplate/body/preview/diffs-current",
"tags": "$:/tags/EditPreview",
"caption": "differences from current",
"list-after": "$:/core/ui/EditTemplate/body/preview/output",
"text": "<$list filter=\"[<currentTiddler>!is[image]]\" emptyMessage={{$:/core/ui/EditTemplate/body/preview/output}}>\n\n<$macrocall $name=\"compareTiddlerText\" sourceTiddlerTitle={{!!draft.of}} destTiddlerTitle=<<currentTiddler>>/>\n\n</$list>\n\n"
},
"$:/core/ui/EditTemplate/body/preview/diffs-shadow": {
"title": "$:/core/ui/EditTemplate/body/preview/diffs-shadow",
"tags": "$:/tags/EditPreview",
"caption": "differences from shadow (if any)",
"list-after": "$:/core/ui/EditTemplate/body/preview/output",
"text": "<$list filter=\"[<currentTiddler>!is[image]]\" emptyMessage={{$:/core/ui/EditTemplate/body/preview/output}}>\n\n<$macrocall $name=\"compareTiddlerText\" sourceTiddlerTitle={{{ [{!!draft.of}shadowsource[]] }}} sourceSubTiddlerTitle={{!!draft.of}} destTiddlerTitle=<<currentTiddler>>/>\n\n</$list>\n\n"
},
"$:/core/ui/EditTemplate/body/preview/output": {
"title": "$:/core/ui/EditTemplate/body/preview/output",
"tags": "$:/tags/EditPreview",
"caption": "{{$:/language/EditTemplate/Body/Preview/Type/Output}}",
"text": "\\import [all[shadows+tiddlers]tag[$:/tags/Macro/View]!has[draft.of]]\n<$set name=\"tv-tiddler-preview\" value=\"yes\">\n\n<$transclude />\n\n</$set>\n"
},
"$:/state/showeditpreview": {
"title": "$:/state/showeditpreview",
"text": "no"
},
"$:/core/ui/EditTemplate/body/editor": {
"title": "$:/core/ui/EditTemplate/body/editor",
"text": "<$edit\n\n field=\"text\"\n class=\"tc-edit-texteditor tc-edit-texteditor-body\"\n placeholder={{$:/language/EditTemplate/Body/Placeholder}}\n tabindex={{$:/config/EditTabIndex}}\n focus={{{ [{$:/config/AutoFocus}match[text]then[true]] ~[[false]] }}}\n\n><$set\n\n name=\"targetTiddler\"\n value=<<currentTiddler>>\n\n><$list\n\n filter=\"[all[shadows+tiddlers]tag[$:/tags/EditorToolbar]!has[draft.of]]\"\n\n><$reveal\n\n type=\"nomatch\"\n state=<<config-visibility-title>>\n text=\"hide\"\n class=\"tc-text-editor-toolbar-item-wrapper\"\n\n><$transclude\n\n tiddler=\"$:/core/ui/EditTemplate/body/toolbar/button\"\n mode=\"inline\"\n\n/></$reveal></$list></$set></$edit>\n"
},
"$:/core/ui/EditTemplate/body/toolbar/button": {
"title": "$:/core/ui/EditTemplate/body/toolbar/button",
"text": "\\define toolbar-button-icon()\n<$list\n\n filter=\"[all[current]!has[custom-icon]]\"\n variable=\"no-custom-icon\"\n\n><$transclude\n\n tiddler={{!!icon}}\n\n/></$list>\n\\end\n\n\\define toolbar-button-tooltip()\n{{!!description}}<$macrocall $name=\"displayshortcuts\" $output=\"text/plain\" shortcuts={{!!shortcuts}} prefix=\"` - [\" separator=\"] [\" suffix=\"]`\"/>\n\\end\n\n\\define toolbar-button()\n<$list\n\n filter={{!!condition}}\n variable=\"list-condition\"\n\n><$wikify\n\n name=\"tooltip-text\"\n text=<<toolbar-button-tooltip>>\n mode=\"inline\"\n output=\"text\"\n\n><$list\n\n filter=\"[all[current]!has[dropdown]]\"\n variable=\"no-dropdown\"\n\n><$button\n\n class=\"tc-btn-invisible $(buttonClasses)$\"\n tooltip=<<tooltip-text>>\n actions={{!!actions}}\n\n><span\n\n data-tw-keyboard-shortcut={{!!shortcuts}}\n\n/><<toolbar-button-icon>><$transclude\n\n tiddler=<<currentTiddler>>\n field=\"text\"\n\n/></$button></$list><$list\n\n filter=\"[all[current]has[dropdown]]\"\n variable=\"dropdown\"\n\n><$set\n\n name=\"dropdown-state\"\n value=<<qualify \"$:/state/EditorToolbarDropdown\">>\n\n><$button\n\n popup=<<dropdown-state>>\n class=\"tc-popup-keep tc-btn-invisible $(buttonClasses)$\"\n selectedClass=\"tc-selected\"\n tooltip=<<tooltip-text>>\n actions={{!!actions}}\n\n><span\n\n data-tw-keyboard-shortcut={{!!shortcuts}}\n\n/><<toolbar-button-icon>><$transclude\n\n tiddler=<<currentTiddler>>\n field=\"text\"\n\n/></$button><$reveal\n\n state=<<dropdown-state>>\n type=\"popup\"\n position=\"below\"\n animate=\"yes\"\n tag=\"span\"\n\n><div\n\n class=\"tc-drop-down tc-popup-keep\"\n\n><$transclude\n\n tiddler={{!!dropdown}}\n mode=\"block\"\n\n/></div></$reveal></$set></$list></$wikify></$list>\n\\end\n\n\\define toolbar-button-outer()\n<$set\n\n name=\"buttonClasses\"\n value={{!!button-classes}}\n\n><<toolbar-button>></$set>\n\\end\n\n<<toolbar-button-outer>>"
},
"$:/core/ui/EditTemplate/body": {
"title": "$:/core/ui/EditTemplate/body",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/Body/\n\\define config-visibility-title()\n$:/config/EditorToolbarButtons/Visibility/$(currentTiddler)$\n\\end\n<$list filter=\"[all[current]has[_canonical_uri]]\">\n\n<div class=\"tc-message-box\">\n\n<<lingo External/Hint>>\n\n<a href={{!!_canonical_uri}}><$text text={{!!_canonical_uri}}/></a>\n\n<$edit-text field=\"_canonical_uri\" class=\"tc-edit-fields\" tabindex={{$:/config/EditTabIndex}}></$edit-text>\n\n</div>\n\n</$list>\n\n<$list filter=\"[all[current]!has[_canonical_uri]]\">\n\n<$reveal state=\"$:/state/showeditpreview\" type=\"match\" text=\"yes\">\n\n<div class=\"tc-tiddler-preview\">\n\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/editor\" mode=\"inline\"/>\n\n<div class=\"tc-tiddler-preview-preview\">\n\n<$transclude tiddler={{$:/state/editpreviewtype}} mode=\"inline\">\n\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/preview/output\" mode=\"inline\"/>\n\n</$transclude>\n\n</div>\n\n</div>\n\n</$reveal>\n\n<$reveal state=\"$:/state/showeditpreview\" type=\"nomatch\" text=\"yes\">\n\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/editor\" mode=\"inline\"/>\n\n</$reveal>\n\n</$list>\n"
},
"$:/core/ui/EditTemplate/controls": {
"title": "$:/core/ui/EditTemplate/controls",
"tags": "$:/tags/EditTemplate",
"text": "\\define config-title()\n$:/config/EditToolbarButtons/Visibility/$(listItem)$\n\\end\n<div class=\"tc-tiddler-title tc-tiddler-edit-title\">\n<$view field=\"title\"/>\n<span class=\"tc-tiddler-controls tc-titlebar\"><$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditToolbar]!has[draft.of]]\" variable=\"listItem\"><$reveal type=\"nomatch\" state=<<config-title>> text=\"hide\"><$transclude tiddler=<<listItem>>/></$reveal></$list></span>\n<div style=\"clear: both;\"></div>\n</div>\n"
},
"$:/core/ui/EditTemplate/fields": {
"title": "$:/core/ui/EditTemplate/fields",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/\n\\define config-title()\n$:/config/EditTemplateFields/Visibility/$(currentField)$\n\\end\n\n\\define config-filter()\n[[hide]] -[title{$(config-title)$}]\n\\end\n\n\\define current-tiddler-new-field-selector()\n[data-tiddler-title=\"$(currentTiddlerCSSescaped)$\"] .tc-edit-field-add-name input\n\\end\n\n\\define new-field-actions()\n<$action-sendmessage $message=\"tm-add-field\" $name={{{ [<newFieldNameTiddler>get[text]] }}} $value={{{ [<newFieldValueTiddler>get[text]] }}}/>\n<$action-deletetiddler $tiddler=<<newFieldNameTiddler>>/>\n<$action-deletetiddler $tiddler=<<newFieldValueTiddler>>/>\n<$action-sendmessage $message=\"tm-focus-selector\" $param=<<current-tiddler-new-field-selector>>/>\n\\end\n\n\\define new-field()\n<$vars name={{{ [<newFieldNameTiddler>get[text]] }}}>\n<$reveal type=\"nomatch\" text=\"\" default=<<name>>>\n<$button tooltip=<<lingo Fields/Add/Button/Hint>>>\n<$action-sendmessage $message=\"tm-add-field\"\n$name=<<name>>\n$value={{{ [<newFieldValueTiddler>get[text]] }}}/>\n<$action-deletetiddler $tiddler=<<newFieldNameTiddler>>/>\n<$action-deletetiddler $tiddler=<<newFieldValueTiddler>>/>\n<<lingo Fields/Add/Button>>\n</$button>\n</$reveal>\n<$reveal type=\"match\" text=\"\" default=<<name>>>\n<$button>\n<<lingo Fields/Add/Button>>\n</$button>\n</$reveal>\n</$vars>\n\\end\n\\whitespace trim\n\n<div class=\"tc-edit-fields\">\n<table class=\"tc-edit-fields\">\n<tbody>\n<$list filter=\"[all[current]fields[]] +[sort[title]]\" variable=\"currentField\" storyview=\"pop\">\n<$list filter=<<config-filter>> variable=\"temp\">\n<tr class=\"tc-edit-field\">\n<td class=\"tc-edit-field-name\">\n<$text text=<<currentField>>/>:</td>\n<td class=\"tc-edit-field-value\">\n<$edit-text tiddler=<<currentTiddler>> field=<<currentField>> placeholder={{$:/language/EditTemplate/Fields/Add/Value/Placeholder}} tabindex={{$:/config/EditTabIndex}}/>\n</td>\n<td class=\"tc-edit-field-remove\">\n<$button class=\"tc-btn-invisible\" tooltip={{$:/language/EditTemplate/Field/Remove/Hint}} aria-label={{$:/language/EditTemplate/Field/Remove/Caption}}>\n<$action-deletefield $field=<<currentField>>/>\n{{$:/core/images/delete-button}}\n</$button>\n</td>\n</tr>\n</$list>\n</$list>\n</tbody>\n</table>\n</div>\n\n<$fieldmangler>\n<div class=\"tc-edit-field-add\">\n<em class=\"tc-edit\">\n<<lingo Fields/Add/Prompt>> \n</em>\n<span class=\"tc-edit-field-add-name\">\n<$edit-text tiddler=<<newFieldNameTiddler>> tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Fields/Add/Name/Placeholder}} focusPopup=<<qualify \"$:/state/popup/field-dropdown\">> class=\"tc-edit-texteditor tc-popup-handle\" tabindex={{$:/config/EditTabIndex}} focus={{{ [{$:/config/AutoFocus}match[fields]then[true]] ~[[false]] }}}/>\n</span> \n<$button popup=<<qualify \"$:/state/popup/field-dropdown\">> class=\"tc-btn-invisible tc-btn-dropdown\" tooltip={{$:/language/EditTemplate/Field/Dropdown/Hint}} aria-label={{$:/language/EditTemplate/Field/Dropdown/Caption}}>{{$:/core/images/down-arrow}}</$button> \n<$reveal state=<<qualify \"$:/state/popup/field-dropdown\">> type=\"nomatch\" text=\"\" default=\"\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$linkcatcher to=<<newFieldNameTiddler>>>\n<div class=\"tc-dropdown-item\">\n<<lingo Fields/Add/Dropdown/User>>\n</div>\n<$set name=\"newFieldName\" value={{{ [<newFieldNameTiddler>get[text]] }}}>\n<$list filter=\"[!is[shadow]!is[system]fields[]search:title<newFieldName>sort[]] -created -creator -draft.of -draft.title -modified -modifier -tags -text -title -type\" variable=\"currentField\">\n<$link to=<<currentField>>>\n<$text text=<<currentField>>/>\n</$link>\n</$list>\n<div class=\"tc-dropdown-item\">\n<<lingo Fields/Add/Dropdown/System>>\n</div>\n<$list filter=\"[fields[]search:title<newFieldName>sort[]] -[!is[shadow]!is[system]fields[]]\" variable=\"currentField\">\n<$link to=<<currentField>>>\n<$text text=<<currentField>>/>\n</$link>\n</$list>\n</$set>\n</$linkcatcher>\n</$set>\n</div>\n</$reveal>\n<span class=\"tc-edit-field-add-value\">\n<$set name=\"currentTiddlerCSSescaped\" value={{{ [<currentTiddler>escapecss[]] }}}>\n<$keyboard key=\"((add-field))\" actions=<<new-field-actions>>>\n<$edit-text tiddler=<<newFieldValueTiddler>> tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Fields/Add/Value/Placeholder}} class=\"tc-edit-texteditor\" tabindex={{$:/config/EditTabIndex}}/>\n</$keyboard>\n</$set>\n</span> \n<span class=\"tc-edit-field-add-button\">\n<$macrocall $name=\"new-field\"/>\n</span>\n</div>\n</$fieldmangler>\n"
},
"$:/core/ui/EditTemplate/shadow": {
"title": "$:/core/ui/EditTemplate/shadow",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/Shadow/\n\\define pluginLinkBody()\n<$link to=\"\"\"$(pluginTitle)$\"\"\">\n<$text text=\"\"\"$(pluginTitle)$\"\"\"/>\n</$link>\n\\end\n<$list filter=\"[all[current]get[draft.of]is[shadow]!is[tiddler]]\">\n\n<$list filter=\"[all[current]shadowsource[]]\" variable=\"pluginTitle\">\n\n<$set name=\"pluginLink\" value=<<pluginLinkBody>>>\n<div class=\"tc-message-box\">\n\n<<lingo Warning>>\n\n</div>\n</$set>\n</$list>\n\n</$list>\n\n<$list filter=\"[all[current]get[draft.of]is[shadow]is[tiddler]]\">\n\n<$list filter=\"[all[current]shadowsource[]]\" variable=\"pluginTitle\">\n\n<$set name=\"pluginLink\" value=<<pluginLinkBody>>>\n<div class=\"tc-message-box\">\n\n<<lingo OverriddenWarning>>\n\n</div>\n</$set>\n</$list>\n\n</$list>"
},
"$:/core/ui/EditTemplate/tags": {
"title": "$:/core/ui/EditTemplate/tags",
"tags": "$:/tags/EditTemplate",
"text": "\\whitespace trim\n\n\\define lingo-base() $:/language/EditTemplate/\n\n\\define tag-styles()\nbackground-color:$(backgroundColor)$;\nfill:$(foregroundColor)$;\ncolor:$(foregroundColor)$;\n\\end\n\n\\define tag-body-inner(colour,fallbackTarget,colourA,colourB,icon)\n\\whitespace trim\n<$vars foregroundColor=<<contrastcolour target:\"\"\"$colour$\"\"\" fallbackTarget:\"\"\"$fallbackTarget$\"\"\" colourA:\"\"\"$colourA$\"\"\" colourB:\"\"\"$colourB$\"\"\">> backgroundColor=\"\"\"$colour$\"\"\">\n<span style=<<tag-styles>> class=\"tc-tag-label tc-tag-list-item\">\n<$transclude tiddler=\"\"\"$icon$\"\"\"/><$view field=\"title\" format=\"text\" />\n<$button message=\"tm-remove-tag\" param={{!!title}} class=\"tc-btn-invisible tc-remove-tag-button\">{{$:/core/images/close-button}}</$button>\n</span>\n</$vars>\n\\end\n\n\\define tag-body(colour,palette,icon)\n<$macrocall $name=\"tag-body-inner\" colour=\"\"\"$colour$\"\"\" fallbackTarget={{$palette$##tag-background}} colourA={{$palette$##foreground}} colourB={{$palette$##background}} icon=\"\"\"$icon$\"\"\"/>\n\\end\n\n<div class=\"tc-edit-tags\">\n<$fieldmangler>\n<$list filter=\"[all[current]tags[]sort[title]]\" storyview=\"pop\">\n<$macrocall $name=\"tag-body\" colour={{!!color}} palette={{$:/palette}} icon={{!!icon}}/>\n</$list>\n<$set name=\"tabIndex\" value={{$:/config/EditTabIndex}}>\n<$macrocall $name=\"tag-picker\"/>\n</$set>\n</$fieldmangler>\n</div>\n"
},
"$:/core/ui/EditTemplate/title": {
"title": "$:/core/ui/EditTemplate/title",
"tags": "$:/tags/EditTemplate",
"text": "<$edit-text field=\"draft.title\" class=\"tc-titlebar tc-edit-texteditor\" focus={{{ [{$:/config/AutoFocus}match[title]then[true]] ~[[false]] }}} tabindex={{$:/config/EditTabIndex}}/>\n\n<$vars pattern=\"\"\"[\\|\\[\\]{}]\"\"\" bad-chars=\"\"\"`| [ ] { }`\"\"\">\n\n<$list filter=\"[all[current]regexp:draft.title<pattern>]\" variable=\"listItem\">\n\n<div class=\"tc-message-box\">\n\n{{$:/core/images/warning}} {{$:/language/EditTemplate/Title/BadCharacterWarning}}\n\n</div>\n\n</$list>\n\n</$vars>\n\n<$reveal state=\"!!draft.title\" type=\"nomatch\" text={{!!draft.of}} tag=\"div\">\n\n<$list filter=\"[{!!draft.title}!is[missing]]\" variable=\"listItem\">\n\n<div class=\"tc-message-box\">\n\n{{$:/core/images/warning}} {{$:/language/EditTemplate/Title/Exists/Prompt}}\n\n</div>\n\n</$list>\n\n<$list filter=\"[{!!draft.of}!is[missing]]\" variable=\"listItem\">\n\n<$vars fromTitle={{!!draft.of}} toTitle={{!!draft.title}}>\n\n<$checkbox tiddler=\"$:/config/RelinkOnRename\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"no\"> {{$:/language/EditTemplate/Title/Relink/Prompt}}</$checkbox>\n\n<$list filter=\"[title<fromTitle>backlinks[]limit[1]]\" variable=\"listItem\">\n\n<$vars stateTiddler=<<qualify \"$:/state/edit/references\">> >\n\n<$reveal type=\"nomatch\" state=<<stateTiddler>> text=\"show\">\n<$button set=<<stateTiddler>> setTo=\"show\" class=\"tc-btn-invisible\">{{$:/core/images/right-arrow}} \n<<lingo EditTemplate/Title/References/Prompt>></$button>\n</$reveal>\n<$reveal type=\"match\" state=<<stateTiddler>> text=\"show\">\n<$button set=<<stateTiddler>> setTo=\"hide\" class=\"tc-btn-invisible\">{{$:/core/images/down-arrow}} \n<<lingo EditTemplate/Title/References/Prompt>></$button>\n</$reveal>\n\n<$reveal type=\"match\" state=<<stateTiddler>> text=\"show\">\n<$tiddler tiddler=<<fromTitle>> >\n<$transclude tiddler=\"$:/core/ui/TiddlerInfo/References\"/>\n</$tiddler>\n</$reveal>\n\n</$vars>\n\n</$list>\n\n</$vars>\n\n</$list>\n\n</$reveal>\n"
},
"$:/core/ui/EditTemplate/type": {
"title": "$:/core/ui/EditTemplate/type",
"tags": "$:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/EditTemplate/\n\\whitespace trim\n<div class=\"tc-type-selector\"><$fieldmangler>\n<em class=\"tc-edit\"><<lingo Type/Prompt>></em> <$edit-text field=\"type\" tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Type/Placeholder}} focusPopup=<<qualify \"$:/state/popup/type-dropdown\">> class=\"tc-edit-typeeditor tc-edit-texteditor tc-popup-handle\" tabindex={{$:/config/EditTabIndex}} focus={{{ [{$:/config/AutoFocus}match[type]then[true]] ~[[false]] }}}/> <$button popup=<<qualify \"$:/state/popup/type-dropdown\">> class=\"tc-btn-invisible tc-btn-dropdown\" tooltip={{$:/language/EditTemplate/Type/Dropdown/Hint}} aria-label={{$:/language/EditTemplate/Type/Dropdown/Caption}}>{{$:/core/images/down-arrow}}</$button> <$button message=\"tm-remove-field\" param=\"type\" class=\"tc-btn-invisible tc-btn-icon\" tooltip={{$:/language/EditTemplate/Type/Delete/Hint}} aria-label={{$:/language/EditTemplate/Type/Delete/Caption}}>{{$:/core/images/delete-button}}</$button>\n</$fieldmangler></div>\n\n<div class=\"tc-block-dropdown-wrapper\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$reveal state=<<qualify \"$:/state/popup/type-dropdown\">> type=\"nomatch\" text=\"\" default=\"\">\n<div class=\"tc-block-dropdown tc-edit-type-dropdown\">\n<$linkcatcher to=\"!!type\">\n<$list filter='[all[shadows+tiddlers]prefix[$:/language/Docs/Types/]each[group]sort[group-sort]]'>\n<div class=\"tc-dropdown-item\">\n<$text text={{!!group}}/>\n</div>\n<$list filter=\"[all[shadows+tiddlers]prefix[$:/language/Docs/Types/]group{!!group}] +[sort[description]]\"><$link to={{!!name}}><$view field=\"description\"/> (<$view field=\"name\"/>)</$link>\n</$list>\n</$list>\n</$linkcatcher>\n</div>\n</$reveal>\n</$set>\n</div>\n"
},
"$:/core/ui/EditTemplate": {
"title": "$:/core/ui/EditTemplate",
"text": "\\define save-tiddler-actions()\n<$action-sendmessage $message=\"tm-add-tag\" $param={{{ [<newTagNameTiddler>get[text]] }}}/>\n<$action-deletetiddler $tiddler=<<newTagNameTiddler>>/>\n<$action-sendmessage $message=\"tm-add-field\" $name={{{ [<newFieldNameTiddler>get[text]] }}} $value={{{ [<newFieldValueTiddler>get[text]] }}}/>\n<$action-deletetiddler $tiddler=<<newFieldNameTiddler>>/>\n<$action-deletetiddler $tiddler=<<newFieldValueTiddler>>/>\n<$action-sendmessage $message=\"tm-save-tiddler\"/>\n\\end\n<div data-tiddler-title=<<currentTiddler>> data-tags={{!!tags}} class={{{ tc-tiddler-frame tc-tiddler-edit-frame [<currentTiddler>is[tiddler]then[tc-tiddler-exists]] [<currentTiddler>is[missing]!is[shadow]then[tc-tiddler-missing]] [<currentTiddler>is[shadow]then[tc-tiddler-exists tc-tiddler-shadow]] [<currentTiddler>is[system]then[tc-tiddler-system]] [{!!class}] [<currentTiddler>tags[]encodeuricomponent[]addprefix[tc-tagged-]] +[join[ ]] }}}>\n<$fieldmangler>\n<$vars storyTiddler=<<currentTiddler>> newTagNameTiddler=<<qualify \"$:/temp/NewTagName\">> newFieldNameTiddler=<<qualify \"$:/temp/NewFieldName\">> newFieldValueTiddler=<<qualify \"$:/temp/NewFieldValue\">>>\n<$keyboard key=\"((cancel-edit-tiddler))\" message=\"tm-cancel-tiddler\">\n<$keyboard key=\"((save-tiddler))\" actions=<<save-tiddler-actions>>>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditTemplate]!has[draft.of]]\" variable=\"listItem\">\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n<$transclude tiddler=<<listItem>>/>\n</$set>\n</$list>\n</$keyboard>\n</$keyboard>\n</$vars>\n</$fieldmangler>\n</div>\n"
},
"$:/core/ui/Buttons/cancel": {
"title": "$:/core/ui/Buttons/cancel",
"tags": "$:/tags/EditToolbar",
"caption": "{{$:/core/images/cancel-button}} {{$:/language/Buttons/Cancel/Caption}}",
"description": "{{$:/language/Buttons/Cancel/Hint}}",
"text": "<$button message=\"tm-cancel-tiddler\" tooltip={{$:/language/Buttons/Cancel/Hint}} aria-label={{$:/language/Buttons/Cancel/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/cancel-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Cancel/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/delete": {
"title": "$:/core/ui/Buttons/delete",
"tags": "$:/tags/EditToolbar $:/tags/ViewToolbar",
"caption": "{{$:/core/images/delete-button}} {{$:/language/Buttons/Delete/Caption}}",
"description": "{{$:/language/Buttons/Delete/Hint}}",
"text": "<$button message=\"tm-delete-tiddler\" tooltip={{$:/language/Buttons/Delete/Hint}} aria-label={{$:/language/Buttons/Delete/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/delete-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Delete/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/save": {
"title": "$:/core/ui/Buttons/save",
"tags": "$:/tags/EditToolbar",
"caption": "{{$:/core/images/done-button}} {{$:/language/Buttons/Save/Caption}}",
"description": "{{$:/language/Buttons/Save/Hint}}",
"text": "\\define save-tiddler-button()\n<$fieldmangler><$button tooltip={{$:/language/Buttons/Save/Hint}} aria-label={{$:/language/Buttons/Save/Caption}} class=<<tv-config-toolbar-class>>>\n<<save-tiddler-actions>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/done-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Save/Caption}}/></span>\n</$list>\n</$button></$fieldmangler>\n\\end\n<<save-tiddler-button>>\n"
},
"$:/core/ui/EditorToolbar/bold": {
"title": "$:/core/ui/EditorToolbar/bold",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/bold",
"caption": "{{$:/language/Buttons/Bold/Caption}}",
"description": "{{$:/language/Buttons/Bold/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((bold))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"''\"\n\tsuffix=\"''\"\n/>\n"
},
"$:/core/ui/EditorToolbar/clear-dropdown": {
"title": "$:/core/ui/EditorToolbar/clear-dropdown",
"text": "''{{$:/language/Buttons/Clear/Hint}}''\n\n<div class=\"tc-colour-chooser\">\n\n<$macrocall $name=\"colour-picker\" actions=\"\"\"\n\n<$action-sendmessage\n\t$message=\"tm-edit-bitmap-operation\"\n\t$param=\"clear\"\n\tcolour=<<colour-picker-value>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n\"\"\"/>\n\n</div>\n"
},
"$:/core/ui/EditorToolbar/clear": {
"title": "$:/core/ui/EditorToolbar/clear",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/erase",
"caption": "{{$:/language/Buttons/Clear/Caption}}",
"description": "{{$:/language/Buttons/Clear/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/clear-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/editor-height-dropdown": {
"title": "$:/core/ui/EditorToolbar/editor-height-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/EditorHeight/\n''<<lingo Hint>>''\n\n<$radio tiddler=\"$:/config/TextEditor/EditorHeight/Mode\" value=\"auto\"> {{$:/core/images/auto-height}} <<lingo Caption/Auto>></$radio>\n\n<$radio tiddler=\"$:/config/TextEditor/EditorHeight/Mode\" value=\"fixed\"> {{$:/core/images/fixed-height}} <<lingo Caption/Fixed>> <$edit-text tag=\"input\" tiddler=\"$:/config/TextEditor/EditorHeight/Height\" default=\"100px\"/></$radio>\n"
},
"$:/core/ui/EditorToolbar/editor-height": {
"title": "$:/core/ui/EditorToolbar/editor-height",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/fixed-height",
"custom-icon": "yes",
"caption": "{{$:/language/Buttons/EditorHeight/Caption}}",
"description": "{{$:/language/Buttons/EditorHeight/Hint}}",
"condition": "[<targetTiddler>type[]] [<targetTiddler>get[type]prefix[text/]] +[first[]]",
"dropdown": "$:/core/ui/EditorToolbar/editor-height-dropdown",
"text": "<$reveal tag=\"span\" state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"fixed\">\n{{$:/core/images/fixed-height}}\n</$reveal>\n<$reveal tag=\"span\" state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"auto\">\n{{$:/core/images/auto-height}}\n</$reveal>\n"
},
"$:/core/ui/EditorToolbar/excise-dropdown": {
"title": "$:/core/ui/EditorToolbar/excise-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Excise/\n\n\\define body(config-title)\n''<<lingo Hint>>''\n\n<<lingo Caption/NewTitle>> <$edit-text tag=\"input\" tiddler=\"$config-title$/new-title\" default=\"\" focus=\"true\"/>\n\n<$set name=\"new-title\" value={{$config-title$/new-title}}>\n<$list filter=\"\"\"[<new-title>is[tiddler]]\"\"\">\n<div class=\"tc-error\">\n<<lingo Caption/TiddlerExists>>\n</div>\n</$list>\n</$set>\n\n<$checkbox tiddler=\"\"\"$config-title$/tagnew\"\"\" field=\"text\" checked=\"yes\" unchecked=\"no\" default=\"false\"> <<lingo Caption/Tag>></$checkbox>\n\n<<lingo Caption/Replace>> <$select tiddler=\"\"\"$config-title$/type\"\"\" default=\"transclude\">\n<option value=\"link\"><<lingo Caption/Replace/Link>></option>\n<option value=\"transclude\"><<lingo Caption/Replace/Transclusion>></option>\n<option value=\"macro\"><<lingo Caption/Replace/Macro>></option>\n</$select>\n\n<$reveal state=\"\"\"$config-title$/type\"\"\" type=\"match\" text=\"macro\">\n<<lingo Caption/MacroName>> <$edit-text tag=\"input\" tiddler=\"\"\"$config-title$/macro-title\"\"\" default=\"translink\"/>\n</$reveal>\n\n<$button>\n<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"excise\"\n\ttitle={{$config-title$/new-title}}\n\ttype={{$config-title$/type}}\n\tmacro={{$config-title$/macro-title}}\n\ttagnew={{$config-title$/tagnew}}\n/>\n<$action-deletetiddler\n\t$tiddler=\"$config-title$/new-title\"\n/>\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n<<lingo Caption/Excise>>\n</$button>\n\\end\n\n<$macrocall $name=\"body\" config-title=<<qualify \"$:/state/Excise/\">>/>\n"
},
"$:/core/ui/EditorToolbar/excise": {
"title": "$:/core/ui/EditorToolbar/excise",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/excise",
"caption": "{{$:/language/Buttons/Excise/Caption}}",
"description": "{{$:/language/Buttons/Excise/Hint}}",
"condition": "[<targetTiddler>type[]] [<targetTiddler>type[text/vnd.tiddlywiki]] +[first[]]",
"shortcuts": "((excise))",
"dropdown": "$:/core/ui/EditorToolbar/excise-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/heading-1": {
"title": "$:/core/ui/EditorToolbar/heading-1",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-1",
"caption": "{{$:/language/Buttons/Heading1/Caption}}",
"description": "{{$:/language/Buttons/Heading1/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((heading-1))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"1\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-2": {
"title": "$:/core/ui/EditorToolbar/heading-2",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-2",
"caption": "{{$:/language/Buttons/Heading2/Caption}}",
"description": "{{$:/language/Buttons/Heading2/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-2))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"2\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-3": {
"title": "$:/core/ui/EditorToolbar/heading-3",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-3",
"caption": "{{$:/language/Buttons/Heading3/Caption}}",
"description": "{{$:/language/Buttons/Heading3/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-3))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"3\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-4": {
"title": "$:/core/ui/EditorToolbar/heading-4",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-4",
"caption": "{{$:/language/Buttons/Heading4/Caption}}",
"description": "{{$:/language/Buttons/Heading4/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-4))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"4\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-5": {
"title": "$:/core/ui/EditorToolbar/heading-5",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-5",
"caption": "{{$:/language/Buttons/Heading5/Caption}}",
"description": "{{$:/language/Buttons/Heading5/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-5))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"5\"\n/>\n"
},
"$:/core/ui/EditorToolbar/heading-6": {
"title": "$:/core/ui/EditorToolbar/heading-6",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/heading-6",
"caption": "{{$:/language/Buttons/Heading6/Caption}}",
"description": "{{$:/language/Buttons/Heading6/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((heading-6))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"!\"\n\tcount=\"6\"\n/>\n"
},
"$:/core/ui/EditorToolbar/italic": {
"title": "$:/core/ui/EditorToolbar/italic",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/italic",
"caption": "{{$:/language/Buttons/Italic/Caption}}",
"description": "{{$:/language/Buttons/Italic/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((italic))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"//\"\n\tsuffix=\"//\"\n/>\n"
},
"$:/core/ui/EditorToolbar/line-width-dropdown": {
"title": "$:/core/ui/EditorToolbar/line-width-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/LineWidth/\n\n\\define toolbar-line-width-inner()\n<$button tag=\"a\" tooltip=\"\"\"$(line-width)$\"\"\">\n\n<$action-setfield\n\t$tiddler=\"$:/config/BitmapEditor/LineWidth\"\n\t$value=\"$(line-width)$\"\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<div style=\"display: inline-block; margin: 4px calc(80px - $(line-width)$); background-color: #000; width: calc(100px + $(line-width)$ * 2); height: $(line-width)$; border-radius: 120px; vertical-align: middle;\"/>\n\n<span style=\"margin-left: 8px;\">\n\n<$text text=\"\"\"$(line-width)$\"\"\"/>\n\n<$reveal state=\"$:/config/BitmapEditor/LineWidth\" type=\"match\" text=\"\"\"$(line-width)$\"\"\" tag=\"span\">\n\n<$entity entity=\" \"/>\n\n<$entity entity=\"✓\"/>\n\n</$reveal>\n\n</span>\n\n</$button>\n\\end\n\n''<<lingo Hint>>''\n\n<$list filter={{$:/config/BitmapEditor/LineWidths}} variable=\"line-width\">\n\n<<toolbar-line-width-inner>>\n\n</$list>\n"
},
"$:/core/ui/EditorToolbar/line-width": {
"title": "$:/core/ui/EditorToolbar/line-width",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/line-width",
"caption": "{{$:/language/Buttons/LineWidth/Caption}}",
"description": "{{$:/language/Buttons/LineWidth/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/line-width-dropdown",
"text": "<$text text={{$:/config/BitmapEditor/LineWidth}}/>"
},
"$:/core/ui/EditorToolbar/link-dropdown": {
"title": "$:/core/ui/EditorToolbar/link-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Link/\n\n\\define add-link-actions()\n<$action-sendmessage $message=\"tm-edit-text-operation\" $param=\"make-link\" text={{$(linkTiddler)$}} />\n<$action-deletetiddler $tiddler=<<dropdown-state>> />\n<$action-deletetiddler $tiddler=<<searchTiddler>> />\n<$action-deletetiddler $tiddler=<<linkTiddler>> />\n\\end\n\n\\define external-link()\n<$button class=\"tc-btn-invisible\" style=\"width: auto; display: inline-block; background-colour: inherit;\" actions=<<add-link-actions>>>\n{{$:/core/images/chevron-right}}\n</$button>\n\\end\n\n\\define body(config-title)\n''<<lingo Hint>>''\n\n<$vars searchTiddler=\"\"\"$config-title$/search\"\"\" linkTiddler=\"\"\"$config-title$/link\"\"\" linktext=\"\" >\n\n<$vars linkTiddler=<<searchTiddler>>>\n<$keyboard key=\"ENTER\" actions=<<add-link-actions>>>\n<$edit-text tiddler=<<searchTiddler>> type=\"search\" tag=\"input\" focus=\"true\" placeholder={{$:/language/Search/Search}} default=\"\"/>\n<$reveal tag=\"span\" state=<<searchTiddler>> type=\"nomatch\" text=\"\">\n<<external-link>>\n<$button class=\"tc-btn-invisible\" style=\"width: auto; display: inline-block; background-colour: inherit;\">\n<$action-setfield $tiddler=<<searchTiddler>> text=\"\" />\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</$keyboard>\n</$vars>\n\n<$reveal tag=\"div\" state=<<searchTiddler>> type=\"nomatch\" text=\"\">\n\n<$linkcatcher actions=<<add-link-actions>> to=<<linkTiddler>>>\n\n{{$:/core/ui/SearchResults}}\n\n</$linkcatcher>\n\n</$reveal>\n\n</$vars>\n\n\\end\n\n<$macrocall $name=\"body\" config-title=<<qualify \"$:/state/Link/\">>/>"
},
"$:/core/ui/EditorToolbar/link": {
"title": "$:/core/ui/EditorToolbar/link",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/link",
"caption": "{{$:/language/Buttons/Link/Caption}}",
"description": "{{$:/language/Buttons/Link/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((link))",
"dropdown": "$:/core/ui/EditorToolbar/link-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/linkify": {
"title": "$:/core/ui/EditorToolbar/linkify",
"caption": "{{$:/language/Buttons/Linkify/Caption}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"description": "{{$:/language/Buttons/Linkify/Hint}}",
"icon": "$:/core/images/linkify",
"list-before": "$:/core/ui/EditorToolbar/mono-block",
"shortcuts": "((linkify))",
"tags": "$:/tags/EditorToolbar",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"[[\"\n\tsuffix=\"]]\"\n/>\n"
},
"$:/core/ui/EditorToolbar/list-bullet": {
"title": "$:/core/ui/EditorToolbar/list-bullet",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/list-bullet",
"caption": "{{$:/language/Buttons/ListBullet/Caption}}",
"description": "{{$:/language/Buttons/ListBullet/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((list-bullet))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"*\"\n\tcount=\"1\"\n/>\n"
},
"$:/core/ui/EditorToolbar/list-number": {
"title": "$:/core/ui/EditorToolbar/list-number",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/list-number",
"caption": "{{$:/language/Buttons/ListNumber/Caption}}",
"description": "{{$:/language/Buttons/ListNumber/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((list-number))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"prefix-lines\"\n\tcharacter=\"#\"\n\tcount=\"1\"\n/>\n"
},
"$:/core/ui/EditorToolbar/mono-block": {
"title": "$:/core/ui/EditorToolbar/mono-block",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/mono-block",
"caption": "{{$:/language/Buttons/MonoBlock/Caption}}",
"description": "{{$:/language/Buttons/MonoBlock/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((mono-block))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-lines\"\n\tprefix=\"\n```\"\n\tsuffix=\"```\"\n/>\n"
},
"$:/core/ui/EditorToolbar/mono-line": {
"title": "$:/core/ui/EditorToolbar/mono-line",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/mono-line",
"caption": "{{$:/language/Buttons/MonoLine/Caption}}",
"description": "{{$:/language/Buttons/MonoLine/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((mono-line))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"`\"\n\tsuffix=\"`\"\n/>\n"
},
"$:/core/ui/EditorToolbar/more-dropdown": {
"title": "$:/core/ui/EditorToolbar/more-dropdown",
"text": "\\define config-title()\n$:/config/EditorToolbarButtons/Visibility/$(toolbarItem)$\n\\end\n\n\\define conditional-button()\n<$list filter={{$(toolbarItem)$!!condition}} variable=\"condition\">\n<$transclude tiddler=\"$:/core/ui/EditTemplate/body/toolbar/button\" mode=\"inline\"/> <$transclude tiddler=<<toolbarItem>> field=\"description\"/>\n</$list>\n\\end\n\n<div class=\"tc-text-editor-toolbar-more\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditorToolbar]!has[draft.of]] -[[$:/core/ui/EditorToolbar/more]]\">\n<$reveal type=\"match\" state=<<config-visibility-title>> text=\"hide\" tag=\"div\">\n<<conditional-button>>\n</$reveal>\n</$list>\n</div>\n"
},
"$:/core/ui/EditorToolbar/more": {
"title": "$:/core/ui/EditorToolbar/more",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/down-arrow",
"caption": "{{$:/language/Buttons/More/Caption}}",
"description": "{{$:/language/Buttons/More/Hint}}",
"condition": "[<targetTiddler>]",
"dropdown": "$:/core/ui/EditorToolbar/more-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/opacity-dropdown": {
"title": "$:/core/ui/EditorToolbar/opacity-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Opacity/\n\n\\define toolbar-opacity-inner()\n<$button tag=\"a\" tooltip=\"\"\"$(opacity)$\"\"\">\n\n<$action-setfield\n\t$tiddler=\"$:/config/BitmapEditor/Opacity\"\n\t$value=\"$(opacity)$\"\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<div style=\"display: inline-block; vertical-align: middle; background-color: $(current-paint-colour)$; opacity: $(opacity)$; width: 1em; height: 1em; border-radius: 50%;\"/>\n\n<span style=\"margin-left: 8px;\">\n\n<$text text=\"\"\"$(opacity)$\"\"\"/>\n\n<$reveal state=\"$:/config/BitmapEditor/Opacity\" type=\"match\" text=\"\"\"$(opacity)$\"\"\" tag=\"span\">\n\n<$entity entity=\" \"/>\n\n<$entity entity=\"✓\"/>\n\n</$reveal>\n\n</span>\n\n</$button>\n\\end\n\n\\define toolbar-opacity()\n''<<lingo Hint>>''\n\n<$list filter={{$:/config/BitmapEditor/Opacities}} variable=\"opacity\">\n\n<<toolbar-opacity-inner>>\n\n</$list>\n\\end\n\n<$set name=\"current-paint-colour\" value={{$:/config/BitmapEditor/Colour}}>\n\n<$set name=\"current-opacity\" value={{$:/config/BitmapEditor/Opacity}}>\n\n<<toolbar-opacity>>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/EditorToolbar/opacity": {
"title": "$:/core/ui/EditorToolbar/opacity",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/opacity",
"caption": "{{$:/language/Buttons/Opacity/Caption}}",
"description": "{{$:/language/Buttons/Opacity/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/opacity-dropdown",
"text": "<$text text={{$:/config/BitmapEditor/Opacity}}/>\n"
},
"$:/core/ui/EditorToolbar/paint-dropdown": {
"title": "$:/core/ui/EditorToolbar/paint-dropdown",
"text": "''{{$:/language/Buttons/Paint/Hint}}''\n\n<$macrocall $name=\"colour-picker\" actions=\"\"\"\n\n<$action-setfield\n\t$tiddler=\"$:/config/BitmapEditor/Colour\"\n\t$value=<<colour-picker-value>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n\"\"\"/>\n"
},
"$:/core/ui/EditorToolbar/paint": {
"title": "$:/core/ui/EditorToolbar/paint",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/paint",
"caption": "{{$:/language/Buttons/Paint/Caption}}",
"description": "{{$:/language/Buttons/Paint/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/paint-dropdown",
"text": "\\define toolbar-paint()\n<div style=\"display: inline-block; vertical-align: middle; background-color: $(colour-picker-value)$; width: 1em; height: 1em; border-radius: 50%;\"/>\n\\end\n<$set name=\"colour-picker-value\" value={{$:/config/BitmapEditor/Colour}}>\n<<toolbar-paint>>\n</$set>\n"
},
"$:/core/ui/EditorToolbar/picture-dropdown": {
"title": "$:/core/ui/EditorToolbar/picture-dropdown",
"text": "\\define replacement-text()\n[img[$(imageTitle)$]]\n\\end\n\n''{{$:/language/Buttons/Picture/Hint}}''\n\n<$macrocall $name=\"image-picker\" actions=\"\"\"\n\n<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"replace-selection\"\n\ttext=<<replacement-text>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n\"\"\"/>\n"
},
"$:/core/ui/EditorToolbar/picture": {
"title": "$:/core/ui/EditorToolbar/picture",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/picture",
"caption": "{{$:/language/Buttons/Picture/Caption}}",
"description": "{{$:/language/Buttons/Picture/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((picture))",
"dropdown": "$:/core/ui/EditorToolbar/picture-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/preview-type-dropdown": {
"title": "$:/core/ui/EditorToolbar/preview-type-dropdown",
"text": "\\define preview-type-button()\n<$button tag=\"a\">\n\n<$action-setfield $tiddler=\"$:/state/editpreviewtype\" $value=\"$(previewType)$\"/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<$transclude tiddler=<<previewType>> field=\"caption\" mode=\"inline\">\n\n<$view tiddler=<<previewType>> field=\"title\" mode=\"inline\"/>\n\n</$transclude> \n\n<$reveal tag=\"span\" state=\"$:/state/editpreviewtype\" type=\"match\" text=<<previewType>> default=\"$:/core/ui/EditTemplate/body/preview/output\">\n\n<$entity entity=\" \"/>\n\n<$entity entity=\"✓\"/>\n\n</$reveal>\n\n</$button>\n\\end\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/EditPreview]!has[draft.of]]\" variable=\"previewType\">\n\n<<preview-type-button>>\n\n</$list>\n"
},
"$:/core/ui/EditorToolbar/preview-type": {
"title": "$:/core/ui/EditorToolbar/preview-type",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/chevron-down",
"caption": "{{$:/language/Buttons/PreviewType/Caption}}",
"description": "{{$:/language/Buttons/PreviewType/Hint}}",
"condition": "[all[shadows+tiddlers]tag[$:/tags/EditPreview]!has[draft.of]butfirst[]limit[1]]",
"button-classes": "tc-text-editor-toolbar-item-adjunct",
"dropdown": "$:/core/ui/EditorToolbar/preview-type-dropdown"
},
"$:/core/ui/EditorToolbar/preview": {
"title": "$:/core/ui/EditorToolbar/preview",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/preview-open",
"custom-icon": "yes",
"caption": "{{$:/language/Buttons/Preview/Caption}}",
"description": "{{$:/language/Buttons/Preview/Hint}}",
"condition": "[<targetTiddler>]",
"button-classes": "tc-text-editor-toolbar-item-start-group",
"shortcuts": "((preview))",
"text": "<$reveal state=\"$:/state/showeditpreview\" type=\"match\" text=\"yes\" tag=\"span\">\n{{$:/core/images/preview-open}}\n<$action-setfield $tiddler=\"$:/state/showeditpreview\" $value=\"no\"/>\n</$reveal>\n<$reveal state=\"$:/state/showeditpreview\" type=\"nomatch\" text=\"yes\" tag=\"span\">\n{{$:/core/images/preview-closed}}\n<$action-setfield $tiddler=\"$:/state/showeditpreview\" $value=\"yes\"/>\n</$reveal>\n"
},
"$:/core/ui/EditorToolbar/quote": {
"title": "$:/core/ui/EditorToolbar/quote",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/quote",
"caption": "{{$:/language/Buttons/Quote/Caption}}",
"description": "{{$:/language/Buttons/Quote/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((quote))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-lines\"\n\tprefix=\"\n<<<\"\n\tsuffix=\"<<<\"\n/>\n"
},
"$:/core/ui/EditorToolbar/rotate-left": {
"title": "$:/core/ui/EditorToolbar/rotate-left",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/rotate-left",
"caption": "{{$:/language/Buttons/RotateLeft/Caption}}",
"description": "{{$:/language/Buttons/RotateLeft/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-bitmap-operation\"\n\t$param=\"rotate-left\"\n/>\n"
},
"$:/core/ui/EditorToolbar/size-dropdown": {
"title": "$:/core/ui/EditorToolbar/size-dropdown",
"text": "\\define lingo-base() $:/language/Buttons/Size/\n\n\\define toolbar-button-size-preset(config-title)\n<$set name=\"width\" filter=\"$(sizePair)$ +[first[]]\">\n\n<$set name=\"height\" filter=\"$(sizePair)$ +[last[]]\">\n\n<$button tag=\"a\">\n\n<$action-setfield\n\t$tiddler=\"\"\"$config-title$/new-width\"\"\"\n\t$value=<<width>>\n/>\n\n<$action-setfield\n\t$tiddler=\"\"\"$config-title$/new-height\"\"\"\n\t$value=<<height>>\n/>\n\n<$action-deletetiddler\n\t$tiddler=\"\"\"$config-title$/presets-popup\"\"\"\n/>\n\n<$text text=<<width>>/> × <$text text=<<height>>/>\n\n</$button>\n\n</$set>\n\n</$set>\n\\end\n\n\\define toolbar-button-size(config-title)\n''{{$:/language/Buttons/Size/Hint}}''\n\n<<lingo Caption/Width>> <$edit-text tag=\"input\" tiddler=\"\"\"$config-title$/new-width\"\"\" default=<<tv-bitmap-editor-width>> focus=\"true\" size=\"8\"/> <<lingo Caption/Height>> <$edit-text tag=\"input\" tiddler=\"\"\"$config-title$/new-height\"\"\" default=<<tv-bitmap-editor-height>> size=\"8\"/> <$button popup=\"\"\"$config-title$/presets-popup\"\"\" class=\"tc-btn-invisible tc-popup-keep\" style=\"width: auto; display: inline-block; background-colour: inherit;\" selectedClass=\"tc-selected\">\n{{$:/core/images/down-arrow}}\n</$button>\n\n<$reveal tag=\"span\" state=\"\"\"$config-title$/presets-popup\"\"\" type=\"popup\" position=\"belowleft\" animate=\"yes\">\n\n<div class=\"tc-drop-down tc-popup-keep\">\n\n<$list filter={{$:/config/BitmapEditor/ImageSizes}} variable=\"sizePair\">\n\n<$macrocall $name=\"toolbar-button-size-preset\" config-title=\"$config-title$\"/>\n\n</$list>\n\n</div>\n\n</$reveal>\n\n<$button>\n<$action-sendmessage\n\t$message=\"tm-edit-bitmap-operation\"\n\t$param=\"resize\"\n\twidth={{$config-title$/new-width}}\n\theight={{$config-title$/new-height}}\n/>\n<$action-deletetiddler\n\t$tiddler=\"\"\"$config-title$/new-width\"\"\"\n/>\n<$action-deletetiddler\n\t$tiddler=\"\"\"$config-title$/new-height\"\"\"\n/>\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n<<lingo Caption/Resize>>\n</$button>\n\\end\n\n<$macrocall $name=\"toolbar-button-size\" config-title=<<qualify \"$:/state/Size/\">>/>\n"
},
"$:/core/ui/EditorToolbar/size": {
"title": "$:/core/ui/EditorToolbar/size",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/size",
"caption": "{{$:/language/Buttons/Size/Caption}}",
"description": "{{$:/language/Buttons/Size/Hint}}",
"condition": "[<targetTiddler>is[image]]",
"dropdown": "$:/core/ui/EditorToolbar/size-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/stamp-dropdown": {
"title": "$:/core/ui/EditorToolbar/stamp-dropdown",
"text": "\\define toolbar-button-stamp-inner()\n<$button tag=\"a\">\n\n<$list filter=\"[[$(snippetTitle)$]addsuffix[/prefix]is[missing]removesuffix[/prefix]addsuffix[/suffix]is[missing]]\">\n\n<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"replace-selection\"\n\ttext={{$(snippetTitle)$}}\n/>\n\n</$list>\n\n\n<$list filter=\"[[$(snippetTitle)$]addsuffix[/prefix]is[missing]removesuffix[/prefix]addsuffix[/suffix]!is[missing]] [[$(snippetTitle)$]addsuffix[/prefix]!is[missing]removesuffix[/prefix]addsuffix[/suffix]is[missing]] [[$(snippetTitle)$]addsuffix[/prefix]!is[missing]removesuffix[/prefix]addsuffix[/suffix]!is[missing]]\">\n\n<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix={{{ [[$(snippetTitle)$]addsuffix[/prefix]get[text]] }}}\nsuffix={{{ [[$(snippetTitle)$]addsuffix[/suffix]get[text]] }}}\n/>\n\n</$list>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<$transclude tiddler=<<snippetTitle>> field=\"caption\" mode=\"inline\">\n\n<$view tiddler=<<snippetTitle>> field=\"title\" />\n\n</$transclude>\n\n</$button>\n\\end\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TextEditor/Snippet]!has[draft.of]sort[caption]]\" variable=\"snippetTitle\">\n\n<<toolbar-button-stamp-inner>>\n\n</$list>\n\n----\n\n<$button tag=\"a\">\n\n<$action-sendmessage\n\t$message=\"tm-new-tiddler\"\n\ttags=\"$:/tags/TextEditor/Snippet\"\n\tcaption={{$:/language/Buttons/Stamp/New/Title}}\n\ttext={{$:/language/Buttons/Stamp/New/Text}}\n/>\n\n<$action-deletetiddler\n\t$tiddler=<<dropdown-state>>\n/>\n\n<em>\n\n<$text text={{$:/language/Buttons/Stamp/Caption/New}}/>\n\n</em>\n\n</$button>\n"
},
"$:/core/ui/EditorToolbar/stamp": {
"title": "$:/core/ui/EditorToolbar/stamp",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/stamp",
"caption": "{{$:/language/Buttons/Stamp/Caption}}",
"description": "{{$:/language/Buttons/Stamp/Hint}}",
"condition": "[<targetTiddler>type[]] [<targetTiddler>get[type]prefix[text/]] +[first[]]",
"shortcuts": "((stamp))",
"dropdown": "$:/core/ui/EditorToolbar/stamp-dropdown",
"text": ""
},
"$:/core/ui/EditorToolbar/strikethrough": {
"title": "$:/core/ui/EditorToolbar/strikethrough",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/strikethrough",
"caption": "{{$:/language/Buttons/Strikethrough/Caption}}",
"description": "{{$:/language/Buttons/Strikethrough/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((strikethrough))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"~~\"\n\tsuffix=\"~~\"\n/>\n"
},
"$:/core/ui/EditorToolbar/subscript": {
"title": "$:/core/ui/EditorToolbar/subscript",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/subscript",
"caption": "{{$:/language/Buttons/Subscript/Caption}}",
"description": "{{$:/language/Buttons/Subscript/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((subscript))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\",,\"\n\tsuffix=\",,\"\n/>\n"
},
"$:/core/ui/EditorToolbar/superscript": {
"title": "$:/core/ui/EditorToolbar/superscript",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/superscript",
"caption": "{{$:/language/Buttons/Superscript/Caption}}",
"description": "{{$:/language/Buttons/Superscript/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((superscript))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"^^\"\n\tsuffix=\"^^\"\n/>\n"
},
"$:/core/ui/EditorToolbar/transcludify": {
"title": "$:/core/ui/EditorToolbar/transcludify",
"caption": "{{$:/language/Buttons/Transcludify/Caption}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"description": "{{$:/language/Buttons/Transcludify/Hint}}",
"icon": "$:/core/images/transcludify",
"list-before": "$:/core/ui/EditorToolbar/mono-block",
"shortcuts": "((transcludify))",
"tags": "$:/tags/EditorToolbar",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"{{\"\n\tsuffix=\"}}\"\n/>\n"
},
"$:/core/ui/EditorToolbar/underline": {
"title": "$:/core/ui/EditorToolbar/underline",
"tags": "$:/tags/EditorToolbar",
"icon": "$:/core/images/underline",
"caption": "{{$:/language/Buttons/Underline/Caption}}",
"description": "{{$:/language/Buttons/Underline/Hint}}",
"condition": "[<targetTiddler>!has[type]] [<targetTiddler>type[text/vnd.tiddlywiki]]",
"shortcuts": "((underline))",
"text": "<$action-sendmessage\n\t$message=\"tm-edit-text-operation\"\n\t$param=\"wrap-selection\"\n\tprefix=\"__\"\n\tsuffix=\"__\"\n/>\n"
},
"$:/core/Filters/AllTags": {
"title": "$:/core/Filters/AllTags",
"tags": "$:/tags/Filter",
"filter": "[tags[]!is[system]sort[title]]",
"description": "{{$:/language/Filters/AllTags}}",
"text": ""
},
"$:/core/Filters/AllTiddlers": {
"title": "$:/core/Filters/AllTiddlers",
"tags": "$:/tags/Filter",
"filter": "[!is[system]sort[title]]",
"description": "{{$:/language/Filters/AllTiddlers}}",
"text": ""
},
"$:/core/Filters/Drafts": {
"title": "$:/core/Filters/Drafts",
"tags": "$:/tags/Filter",
"filter": "[has[draft.of]sort[title]]",
"description": "{{$:/language/Filters/Drafts}}",
"text": ""
},
"$:/core/Filters/Missing": {
"title": "$:/core/Filters/Missing",
"tags": "$:/tags/Filter",
"filter": "[all[missing]sort[title]]",
"description": "{{$:/language/Filters/Missing}}",
"text": ""
},
"$:/core/Filters/Orphans": {
"title": "$:/core/Filters/Orphans",
"tags": "$:/tags/Filter",
"filter": "[all[orphans]sort[title]]",
"description": "{{$:/language/Filters/Orphans}}",
"text": ""
},
"$:/core/Filters/OverriddenShadowTiddlers": {
"title": "$:/core/Filters/OverriddenShadowTiddlers",
"tags": "$:/tags/Filter",
"filter": "[is[shadow]]",
"description": "{{$:/language/Filters/OverriddenShadowTiddlers}}",
"text": ""
},
"$:/core/Filters/RecentSystemTiddlers": {
"title": "$:/core/Filters/RecentSystemTiddlers",
"tags": "$:/tags/Filter",
"filter": "[has[modified]!sort[modified]limit[50]]",
"description": "{{$:/language/Filters/RecentSystemTiddlers}}",
"text": ""
},
"$:/core/Filters/RecentTiddlers": {
"title": "$:/core/Filters/RecentTiddlers",
"tags": "$:/tags/Filter",
"filter": "[!is[system]has[modified]!sort[modified]limit[50]]",
"description": "{{$:/language/Filters/RecentTiddlers}}",
"text": ""
},
"$:/core/Filters/SessionTiddlers": {
"title": "$:/core/Filters/SessionTiddlers",
"tags": "$:/tags/Filter",
"filter": "[haschanged[]]",
"description": "{{$:/language/Filters/SessionTiddlers}}",
"text": ""
},
"$:/core/Filters/ShadowTiddlers": {
"title": "$:/core/Filters/ShadowTiddlers",
"tags": "$:/tags/Filter",
"filter": "[all[shadows]sort[title]]",
"description": "{{$:/language/Filters/ShadowTiddlers}}",
"text": ""
},
"$:/core/Filters/StoryList": {
"title": "$:/core/Filters/StoryList",
"tags": "$:/tags/Filter",
"filter": "[list[$:/StoryList]] -$:/AdvancedSearch",
"description": "{{$:/language/Filters/StoryList}}",
"text": ""
},
"$:/core/Filters/SystemTags": {
"title": "$:/core/Filters/SystemTags",
"tags": "$:/tags/Filter",
"filter": "[all[shadows+tiddlers]tags[]is[system]sort[title]]",
"description": "{{$:/language/Filters/SystemTags}}",
"text": ""
},
"$:/core/Filters/SystemTiddlers": {
"title": "$:/core/Filters/SystemTiddlers",
"tags": "$:/tags/Filter",
"filter": "[is[system]sort[title]]",
"description": "{{$:/language/Filters/SystemTiddlers}}",
"text": ""
},
"$:/core/Filters/TypedTiddlers": {
"title": "$:/core/Filters/TypedTiddlers",
"tags": "$:/tags/Filter",
"filter": "[!is[system]has[type]each[type]sort[type]] -[type[text/vnd.tiddlywiki]]",
"description": "{{$:/language/Filters/TypedTiddlers}}",
"text": ""
},
"$:/core/ui/ImportListing": {
"title": "$:/core/ui/ImportListing",
"text": "\\define lingo-base() $:/language/Import/\n\n\\define messageField()\nmessage-$(payloadTiddler)$\n\\end\n\n\\define selectionField()\nselection-$(payloadTiddler)$\n\\end\n\n\\define previewPopupState()\n$(currentTiddler)$!!popup-$(payloadTiddler)$\n\\end\n\n\\define select-all-actions()\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" variable=\"payloadTiddler\">\n<$action-setfield $field={{{ [<payloadTiddler>addprefix[selection-]] }}} $value={{$:/state/import/select-all}}/>\n</$list>\n\\end\n\n<table>\n<tbody>\n<tr>\n<th>\n<$checkbox tiddler=\"$:/state/import/select-all\" field=\"text\" checked=\"checked\" unchecked=\"unchecked\" default=\"checked\" actions=<<select-all-actions>>>\n<<lingo Listing/Select/Caption>>\n</$checkbox>\n</th>\n<th>\n<<lingo Listing/Title/Caption>>\n</th>\n<th>\n<<lingo Listing/Status/Caption>>\n</th>\n</tr>\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" variable=\"payloadTiddler\">\n<tr>\n<td>\n<$checkbox field=<<selectionField>> checked=\"checked\" unchecked=\"unchecked\" default=\"checked\"/>\n</td>\n<td>\n<$reveal type=\"nomatch\" stateTitle=<<previewPopupState>> text=\"yes\" tag=\"div\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" setTitle=<<previewPopupState>> setTo=\"yes\">\n{{$:/core/images/right-arrow}} <$text text=<<payloadTiddler>>/>\n</$button>\n</$reveal>\n<$reveal type=\"match\" stateTitle=<<previewPopupState>> text=\"yes\" tag=\"div\">\n<$button class=\"tc-btn-invisible tc-btn-dropdown\" setTitle=<<previewPopupState>> setTo=\"no\">\n{{$:/core/images/down-arrow}} <$text text=<<payloadTiddler>>/>\n</$button>\n</$reveal>\n</td>\n<td>\n<$view field=<<messageField>>/>\n</td>\n</tr>\n<tr>\n<td colspan=\"3\">\n<$reveal type=\"match\" text=\"yes\" stateTitle=<<previewPopupState>> tag=\"div\">\n<$list filter=\"[{$:/state/importpreviewtype}has[text]]\" variable=\"listItem\" emptyMessage={{$:/core/ui/ImportPreviews/Text}}>\n<$transclude tiddler={{$:/state/importpreviewtype}}/>\n</$list>\n</$reveal>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ImportPreviews/Diff": {
"title": "$:/core/ui/ImportPreviews/Diff",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/Diff}}",
"text": "<$macrocall $name=\"compareTiddlerText\" sourceTiddlerTitle=<<payloadTiddler>> destTiddlerTitle=<<currentTiddler>> destSubTiddlerTitle=<<payloadTiddler>>/>\n"
},
"$:/core/ui/ImportPreviews/DiffFields": {
"title": "$:/core/ui/ImportPreviews/DiffFields",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/DiffFields}}",
"text": "<$macrocall $name=\"compareTiddlers\" sourceTiddlerTitle=<<payloadTiddler>> destTiddlerTitle=<<currentTiddler>> destSubTiddlerTitle=<<payloadTiddler>> exclude=\"text\"/>\n"
},
"$:/core/ui/ImportPreviews/Fields": {
"title": "$:/core/ui/ImportPreviews/Fields",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/Fields}}",
"text": "<table class=\"tc-view-field-table\">\n<tbody>\n<$list filter=\"[<payloadTiddler>subtiddlerfields<currentTiddler>sort[]] -text\" variable=\"fieldName\">\n<tr class=\"tc-view-field\">\n<td class=\"tc-view-field-name\">\n<$text text=<<fieldName>>/>\n</td>\n<td class=\"tc-view-field-value\">\n<$view field=<<fieldName>> tiddler=<<currentTiddler>> subtiddler=<<payloadTiddler>>/>\n</td>\n</tr>\n</$list>\n</tbody>\n</table>\n"
},
"$:/core/ui/ImportPreviews/Text": {
"title": "$:/core/ui/ImportPreviews/Text",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/Text}}",
"text": "<$transclude tiddler=<<currentTiddler>> subtiddler=<<payloadTiddler>> mode=\"block\"/>\n"
},
"$:/core/ui/ImportPreviews/TextRaw": {
"title": "$:/core/ui/ImportPreviews/TextRaw",
"tags": "$:/tags/ImportPreview",
"caption": "{{$:/language/Import/Listing/Preview/TextRaw}}",
"text": "<pre><code><$view tiddler=<<currentTiddler>> subtiddler=<<payloadTiddler>> /></code></pre>"
},
"$:/core/ui/KeyboardShortcuts/advanced-search": {
"title": "$:/core/ui/KeyboardShortcuts/advanced-search",
"tags": "$:/tags/KeyboardShortcut",
"key": "((advanced-search))",
"text": "<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\">\n<$action-navigate $to=\"$:/AdvancedSearch\"/>\n<$action-sendmessage $message=\"tm-focus-selector\" $param=\"\"\"[data-tiddler-title=\"$:/AdvancedSearch\"] .tc-search input\"\"\"/>\n</$navigator>\n"
},
"$:/core/ui/KeyboardShortcuts/new-image": {
"title": "$:/core/ui/KeyboardShortcuts/new-image",
"tags": "$:/tags/KeyboardShortcut",
"key": "((new-image))",
"text": "<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n{{$:/core/ui/Actions/new-image}}\n</$navigator>\n"
},
"$:/core/ui/KeyboardShortcuts/new-journal": {
"title": "$:/core/ui/KeyboardShortcuts/new-journal",
"tags": "$:/tags/KeyboardShortcut",
"key": "((new-journal))",
"text": "<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n{{$:/core/ui/Actions/new-journal}}\n</$navigator>\n"
},
"$:/core/ui/KeyboardShortcuts/new-tiddler": {
"title": "$:/core/ui/KeyboardShortcuts/new-tiddler",
"tags": "$:/tags/KeyboardShortcut",
"key": "((new-tiddler))",
"text": "<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n{{$:/core/ui/Actions/new-tiddler}}\n</$navigator>\n"
},
"$:/core/ui/KeyboardShortcuts/sidebar-search": {
"title": "$:/core/ui/KeyboardShortcuts/sidebar-search",
"tags": "$:/tags/KeyboardShortcut",
"key": "((sidebar-search))",
"text": "<$action-sendmessage $message=\"tm-focus-selector\" $param=\".tc-search input\"/>\n"
},
"$:/core/ui/KeyboardShortcut/toggle-sidebar": {
"title": "$:/core/ui/KeyboardShortcut/toggle-sidebar",
"tags": "$:/tags/KeyboardShortcut",
"key": "((toggle-sidebar))",
"text": "<$list filter=\"[[$:/state/sidebar]is[missing]] [{$:/state/sidebar}removeprefix[yes]]\" emptyMessage=\"\"\"\n<$action-setfield $tiddler=\"$:/state/sidebar\" text=\"yes\"/>\n\"\"\">\n<$action-setfield $tiddler=\"$:/state/sidebar\" text=\"no\"/>\n</$list>\n"
},
"$:/core/ui/ListItemTemplate": {
"title": "$:/core/ui/ListItemTemplate",
"text": "<div class=\"tc-menu-list-item\">\n<$link />\n</div>"
},
"$:/Manager/ItemMain/Fields": {
"title": "$:/Manager/ItemMain/Fields",
"tags": "$:/tags/Manager/ItemMain",
"caption": "{{$:/language/Manager/Item/Fields}}",
"text": "<table>\n<tbody>\n<$list filter=\"[all[current]fields[]sort[title]] -text\" template=\"$:/core/ui/TiddlerFieldTemplate\" variable=\"listItem\"/>\n</tbody>\n</table>\n"
},
"$:/Manager/ItemMain/RawText": {
"title": "$:/Manager/ItemMain/RawText",
"tags": "$:/tags/Manager/ItemMain",
"caption": "{{$:/language/Manager/Item/RawText}}",
"text": "<pre><code><$view/></code></pre>\n"
},
"$:/Manager/ItemMain/WikifiedText": {
"title": "$:/Manager/ItemMain/WikifiedText",
"tags": "$:/tags/Manager/ItemMain",
"caption": "{{$:/language/Manager/Item/WikifiedText}}",
"text": "<$transclude mode=\"block\"/>\n"
},
"$:/Manager/ItemSidebar/Colour": {
"title": "$:/Manager/ItemSidebar/Colour",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Colour}}",
"text": "\\define swatch-styles()\nheight: 1em;\nbackground-color: $(colour)$\n\\end\n\n<$vars colour={{!!color}}>\n<p style=<<swatch-styles>>/>\n</$vars>\n<p>\n<$edit-text field=\"color\" tag=\"input\" type=\"color\"/> / <$edit-text field=\"color\" tag=\"input\" type=\"text\" size=\"9\"/>\n</p>\n"
},
"$:/Manager/ItemSidebar/Icon": {
"title": "$:/Manager/ItemSidebar/Icon",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Icon}}",
"text": "<p>\n<div class=\"tc-manager-icon-editor\">\n<$button popup=<<qualify \"$:/state/popup/image-picker\">> class=\"tc-btn-invisible\">\n<$transclude tiddler={{!!icon}}>\n{{$:/language/Manager/Item/Icon/None}}\n</$transclude>\n</$button>\n<div class=\"tc-block-dropdown-wrapper\" style=\"position: static;\">\n<$reveal state=<<qualify \"$:/state/popup/image-picker\">> type=\"nomatch\" text=\"\" default=\"\" tag=\"div\" class=\"tc-popup\">\n<div class=\"tc-block-dropdown tc-popup-keep\" style=\"width: 80%; left: 10%; right: 10%; padding: 0.5em;\">\n<$macrocall $name=\"image-picker-include-tagged-images\" actions=\"\"\"\n<$action-setfield $field=\"icon\" $value=<<imageTitle>>/>\n<$action-deletetiddler $tiddler=<<qualify \"$:/state/popup/image-picker\">>/>\n\"\"\"/>\n</div>\n</$reveal>\n</div>\n</div>\n</p>\n"
},
"$:/Manager/ItemSidebar/Tags": {
"title": "$:/Manager/ItemSidebar/Tags",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Tags}}",
"text": "\\define tag-checkbox-actions()\n<$action-listops\n\t$tiddler=\"$:/config/Manager/RecentTags\"\n\t$subfilter=\"[<tag>] [list[$:/config/Manager/RecentTags]] +[limit[12]]\"\n/>\n\\end\n\n\\define tag-picker-actions()\n<<tag-checkbox-actions>>\n<$action-listops\n\t$tiddler=<<currentTiddler>>\n\t$field=\"tags\"\n\t$subfilter=\"[<tag>] [all[current]tags[]]\"\n/>\n\\end\n\n<p>\n<$list filter=\"[all[current]tags[]] [list[$:/config/Manager/RecentTags]] +[sort[title]] \" variable=\"tag\">\n<div>\n<$checkbox tiddler=<<currentTiddler>> tag=<<tag>> actions=<<tag-checkbox-actions>>>\n<$macrocall $name=\"tag-pill\" tag=<<tag>>/>\n</$checkbox>\n</div>\n</$list>\n</p>\n<p>\n<$macrocall $name=\"tag-picker\" actions=<<tag-picker-actions>>/>\n</p>\n"
},
"$:/Manager/ItemSidebar/Tools": {
"title": "$:/Manager/ItemSidebar/Tools",
"tags": "$:/tags/Manager/ItemSidebar",
"caption": "{{$:/language/Manager/Item/Tools}}",
"text": "<p>\n<$button to=<<currentTiddler>>>{{$:/core/images/link}} open</$button>\n</p>\n<p>\n<$button message=\"tm-edit-tiddler\" param=<<currentTiddler>>>{{$:/core/images/edit-button}} edit</$button>\n</p>\n"
},
"$:/Manager": {
"title": "$:/Manager",
"icon": "$:/core/images/list",
"color": "#bbb",
"text": "\\define lingo-base() $:/language/Manager/\n\n\\define list-item-content-item()\n<div class=\"tc-manager-list-item-content-item\">\n\t<$vars state-title=\"\"\"$:/state/popup/manager/item/$(listItem)$\"\"\">\n\t\t<$reveal state=<<state-title>> type=\"match\" text=\"show\" default=\"show\" tag=\"div\">\n\t\t\t<$button set=<<state-title>> setTo=\"hide\" class=\"tc-btn-invisible tc-manager-list-item-content-item-heading\">\n\t\t\t\t{{$:/core/images/down-arrow}} <$transclude tiddler=<<listItem>> field=\"caption\"/>\n\t\t\t</$button>\n\t\t</$reveal>\n\t\t<$reveal state=<<state-title>> type=\"nomatch\" text=\"show\" default=\"show\" tag=\"div\">\n\t\t\t<$button set=<<state-title>> setTo=\"show\" class=\"tc-btn-invisible tc-manager-list-item-content-item-heading\">\n\t\t\t\t{{$:/core/images/right-arrow}} <$transclude tiddler=<<listItem>> field=\"caption\"/>\n\t\t\t</$button>\n\t\t</$reveal>\n\t\t<$reveal state=<<state-title>> type=\"match\" text=\"show\" default=\"show\" tag=\"div\" class=\"tc-manager-list-item-content-item-body\">\n\t\t\t<$transclude tiddler=<<listItem>>/>\n\t\t</$reveal>\n\t</$vars>\n</div>\n\\end\n\n<div class=\"tc-manager-wrapper\">\n\t<div class=\"tc-manager-controls\">\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/Show/Prompt>> <$select tiddler=\"$:/config/Manager/Show\" default=\"tiddlers\">\n\t\t\t\t<option value=\"tiddlers\"><<lingo Controls/Show/Option/Tiddlers>></option>\n\t\t\t\t<option value=\"tags\"><<lingo Controls/Show/Option/Tags>></option>\n\t\t\t</$select>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/Search/Prompt>> <$edit-text tiddler=\"$:/config/Manager/Filter\" tag=\"input\" default=\"\" placeholder={{$:/language/Manager/Controls/Search/Placeholder}}/>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/FilterByTag/Prompt>> <$select tiddler=\"$:/config/Manager/Tag\" default=\"\">\n\t\t\t\t<option value=\"\"><<lingo Controls/FilterByTag/None>></option>\n\t\t\t\t<$list filter=\"[!is{$:/config/Manager/System}tags[]!is[system]sort[title]]\" variable=\"tag\">\n\t\t\t\t\t<option value=<<tag>>><$text text=<<tag>>/></option>\n\t\t\t\t</$list>\n\t\t\t</$select>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<<lingo Controls/Sort/Prompt>> <$select tiddler=\"$:/config/Manager/Sort\" default=\"title\">\n\t\t\t\t<optgroup label=\"Common\">\n\t\t\t\t\t<$list filter=\"title modified modifier created creator created\" variable=\"field\">\n\t\t\t\t\t\t<option value=<<field>>><$text text=<<field>>/></option>\n\t\t\t\t\t</$list>\n\t\t\t\t</optgroup>\n\t\t\t\t<optgroup label=\"All\">\n\t\t\t\t\t<$list filter=\"[all{$:/config/Manager/Show}!is{$:/config/Manager/System}fields[]sort[title]] -title -modified -modifier -created -creator -created\" variable=\"field\">\n\t\t\t\t\t\t<option value=<<field>>><$text text=<<field>>/></option>\n\t\t\t\t\t</$list>\n\t\t\t\t</optgroup>\n\t\t\t</$select>\n\t\t\t<$checkbox tiddler=\"$:/config/Manager/Order\" field=\"text\" checked=\"reverse\" unchecked=\"forward\" default=\"forward\">\n\t\t\t\t<<lingo Controls/Order/Prompt>>\n\t\t\t</$checkbox>\n\t\t</div>\n\t\t<div class=\"tc-manager-control\">\n\t\t\t<$checkbox tiddler=\"$:/config/Manager/System\" field=\"text\" checked=\"\" unchecked=\"system\" default=\"system\">\n\t\t\t\t{{$:/language/SystemTiddlers/Include/Prompt}}\n\t\t\t</$checkbox>\n\t\t</div>\n\t</div>\n\t<div class=\"tc-manager-list\">\n\t\t<$list filter=\"[all{$:/config/Manager/Show}!is{$:/config/Manager/System}search{$:/config/Manager/Filter}tag:strict{$:/config/Manager/Tag}sort{$:/config/Manager/Sort}order{$:/config/Manager/Order}]\">\n\t\t\t<$vars transclusion=<<currentTiddler>>>\n\t\t\t\t<div style=\"tc-manager-list-item\">\n\t\t\t\t\t<$button popup=<<qualify \"$:/state/manager/popup\">> class=\"tc-btn-invisible tc-manager-list-item-heading\" selectedClass=\"tc-manager-list-item-heading-selected\">\n\t\t\t\t\t\t<$text text=<<currentTiddler>>/>\n\t\t\t\t\t</$button>\n\t\t\t\t\t<$reveal state=<<qualify \"$:/state/manager/popup\">> type=\"nomatch\" text=\"\" default=\"\" tag=\"div\" class=\"tc-manager-list-item-content tc-popup-handle\">\n\t\t\t\t\t\t<div class=\"tc-manager-list-item-content-tiddler\">\n\t\t\t\t\t\t\t<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Manager/ItemMain]!has[draft.of]]\" variable=\"listItem\">\n\t\t\t\t\t\t\t\t<<list-item-content-item>>\n\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t\t<div class=\"tc-manager-list-item-content-sidebar\">\n\t\t\t\t\t\t\t<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Manager/ItemSidebar]!has[draft.of]]\" variable=\"listItem\">\n\t\t\t\t\t\t\t\t<<list-item-content-item>>\n\t\t\t\t\t\t\t</$list>\n\t\t\t\t\t\t</div>\n\t\t\t\t\t</$reveal>\n\t\t\t\t</div>\n\t\t\t</$vars>\n\t\t</$list>\n\t</div>\n</div>\n"
},
"$:/core/ui/MissingTemplate": {
"title": "$:/core/ui/MissingTemplate",
"text": "<div class=\"tc-tiddler-missing\">\n<$button popup=<<qualify \"$:/state/popup/missing\">> class=\"tc-btn-invisible tc-missing-tiddler-label\">\n<$view field=\"title\" format=\"text\" />\n</$button>\n<$reveal state=<<qualify \"$:/state/popup/missing\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n<$transclude tiddler=\"$:/core/ui/ListItemTemplate\"/>\n<hr>\n<$list filter=\"[all[current]backlinks[]sort[title]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n</div>\n</$reveal>\n</div>\n"
},
"$:/core/ui/MoreSideBar/All": {
"title": "$:/core/ui/MoreSideBar/All",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/All/Caption}}",
"text": "<$list filter={{$:/core/Filters/AllTiddlers!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Drafts": {
"title": "$:/core/ui/MoreSideBar/Drafts",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Drafts/Caption}}",
"text": "<$list filter={{$:/core/Filters/Drafts!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Explorer": {
"title": "$:/core/ui/MoreSideBar/Explorer",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Explorer/Caption}}",
"text": "<<tree \"$:/\">>\n"
},
"$:/core/ui/MoreSideBar/Missing": {
"title": "$:/core/ui/MoreSideBar/Missing",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Missing/Caption}}",
"text": "<$list filter={{$:/core/Filters/Missing!!filter}} template=\"$:/core/ui/MissingTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Orphans": {
"title": "$:/core/ui/MoreSideBar/Orphans",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Orphans/Caption}}",
"text": "<$list filter={{$:/core/Filters/Orphans!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Plugins": {
"title": "$:/core/ui/MoreSideBar/Plugins",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/ControlPanel/Plugins/Caption}}",
"text": "\n{{$:/language/ControlPanel/Plugins/Installed/Hint}}\n\n<<tabs \"[all[shadows+tiddlers]tag[$:/tags/MoreSideBar/Plugins]!has[draft.of]]\" \"$:/core/ui/MoreSideBar/Plugins/Plugins\">>\n"
},
"$:/core/ui/MoreSideBar/Recent": {
"title": "$:/core/ui/MoreSideBar/Recent",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Recent/Caption}}",
"text": "<$macrocall $name=\"timeline\" format={{$:/language/RecentChanges/DateFormat}}/>\n"
},
"$:/core/ui/MoreSideBar/Shadows": {
"title": "$:/core/ui/MoreSideBar/Shadows",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Shadows/Caption}}",
"text": "<$list filter={{$:/core/Filters/ShadowTiddlers!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/System": {
"title": "$:/core/ui/MoreSideBar/System",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/System/Caption}}",
"text": "<$list filter={{$:/core/Filters/SystemTiddlers!!filter}} template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/MoreSideBar/Tags": {
"title": "$:/core/ui/MoreSideBar/Tags",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Tags/Caption}}",
"text": "<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n{{$:/core/ui/Buttons/tag-manager}}\n\n</$set>\n\n</$set>\n\n</$set>\n\n<$list filter={{$:/core/Filters/AllTags!!filter}}>\n\n<$transclude tiddler=\"$:/core/ui/TagTemplate\"/>\n\n</$list>\n\n<hr class=\"tc-untagged-separator\">\n\n{{$:/core/ui/UntaggedTemplate}}\n"
},
"$:/core/ui/MoreSideBar/Types": {
"title": "$:/core/ui/MoreSideBar/Types",
"tags": "$:/tags/MoreSideBar",
"caption": "{{$:/language/SideBar/Types/Caption}}",
"text": "<$list filter={{$:/core/Filters/TypedTiddlers!!filter}}>\n<div class=\"tc-menu-list-item\">\n<$view field=\"type\"/>\n<$list filter=\"[type{!!type}!is[system]sort[title]]\">\n<div class=\"tc-menu-list-subitem\">\n<$link to={{!!title}}><$view field=\"title\"/></$link>\n</div>\n</$list>\n</div>\n</$list>\n"
},
"$:/core/ui/MoreSideBar/Plugins/Languages": {
"title": "$:/core/ui/MoreSideBar/Plugins/Languages",
"tags": "$:/tags/MoreSideBar/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Languages/Caption}}",
"text": "<$list filter=\"[!has[draft.of]plugin-type[language]sort[description]]\" template=\"$:/core/ui/PluginListItemTemplate\" emptyMessage={{$:/language/ControlPanel/Plugins/Empty/Hint}}/>\n"
},
"$:/core/ui/MoreSideBar/Plugins/Plugins": {
"title": "$:/core/ui/MoreSideBar/Plugins/Plugins",
"tags": "$:/tags/MoreSideBar/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Plugins/Caption}}",
"text": "<$list filter=\"[!has[draft.of]plugin-type[plugin]sort[description]]\" template=\"$:/core/ui/PluginListItemTemplate\" emptyMessage={{$:/language/ControlPanel/Plugins/Empty/Hint}}>>/>\n"
},
"$:/core/ui/MoreSideBar/Plugins/Theme": {
"title": "$:/core/ui/MoreSideBar/Plugins/Theme",
"tags": "$:/tags/MoreSideBar/Plugins",
"caption": "{{$:/language/ControlPanel/Plugins/Themes/Caption}}",
"text": "<$list filter=\"[!has[draft.of]plugin-type[theme]sort[description]]\" template=\"$:/core/ui/PluginListItemTemplate\" emptyMessage={{$:/language/ControlPanel/Plugins/Empty/Hint}}/>\n"
},
"$:/core/ui/Buttons/advanced-search": {
"title": "$:/core/ui/Buttons/advanced-search",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/advanced-search-button}} {{$:/language/Buttons/AdvancedSearch/Caption}}",
"description": "{{$:/language/Buttons/AdvancedSearch/Hint}}",
"text": "\\whitespace trim\n\\define control-panel-button(class)\n<$button to=\"$:/AdvancedSearch\" tooltip={{$:/language/Buttons/AdvancedSearch/Hint}} aria-label={{$:/language/Buttons/AdvancedSearch/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/advanced-search-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/AdvancedSearch/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/AdvancedSearch]]\" emptyMessage=<<control-panel-button>>>\n<<control-panel-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/close-all": {
"title": "$:/core/ui/Buttons/close-all",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/close-all-button}} {{$:/language/Buttons/CloseAll/Caption}}",
"description": "{{$:/language/Buttons/CloseAll/Hint}}",
"text": "<$button message=\"tm-close-all-tiddlers\" tooltip={{$:/language/Buttons/CloseAll/Hint}} aria-label={{$:/language/Buttons/CloseAll/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/close-all-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/CloseAll/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/control-panel": {
"title": "$:/core/ui/Buttons/control-panel",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/options-button}} {{$:/language/Buttons/ControlPanel/Caption}}",
"description": "{{$:/language/Buttons/ControlPanel/Hint}}",
"text": "\\whitespace trim\n\\define control-panel-button(class)\n<$button to=\"$:/ControlPanel\" tooltip={{$:/language/Buttons/ControlPanel/Hint}} aria-label={{$:/language/Buttons/ControlPanel/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/options-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/ControlPanel/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/ControlPanel]]\" emptyMessage=<<control-panel-button>>>\n<<control-panel-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/encryption": {
"title": "$:/core/ui/Buttons/encryption",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/locked-padlock}} {{$:/language/Buttons/Encryption/Caption}}",
"description": "{{$:/language/Buttons/Encryption/Hint}}",
"text": "\\whitespace trim\n<$reveal type=\"match\" state=\"$:/isEncrypted\" text=\"yes\">\n<$button message=\"tm-clear-password\" tooltip={{$:/language/Buttons/Encryption/ClearPassword/Hint}} aria-label={{$:/language/Buttons/Encryption/ClearPassword/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/locked-padlock}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Encryption/ClearPassword/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>\n<$reveal type=\"nomatch\" state=\"$:/isEncrypted\" text=\"yes\">\n<$button message=\"tm-set-password\" tooltip={{$:/language/Buttons/Encryption/SetPassword/Hint}} aria-label={{$:/language/Buttons/Encryption/SetPassword/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/unlocked-padlock}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Encryption/SetPassword/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>\n"
},
"$:/core/ui/Buttons/export-page": {
"title": "$:/core/ui/Buttons/export-page",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/export-button}} {{$:/language/Buttons/ExportPage/Caption}}",
"description": "{{$:/language/Buttons/ExportPage/Hint}}",
"text": "<$macrocall $name=\"exportButton\" exportFilter=\"[!is[system]sort[title]]\" lingoBase=\"$:/language/Buttons/ExportPage/\"/>"
},
"$:/core/ui/Buttons/fold-all": {
"title": "$:/core/ui/Buttons/fold-all",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/fold-all-button}} {{$:/language/Buttons/FoldAll/Caption}}",
"description": "{{$:/language/Buttons/FoldAll/Hint}}",
"text": "<$button tooltip={{$:/language/Buttons/FoldAll/Hint}} aria-label={{$:/language/Buttons/FoldAll/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-all-tiddlers\" $param=<<currentTiddler>> foldedStatePrefix=\"$:/state/folded/\"/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\" variable=\"listItem\">\n{{$:/core/images/fold-all-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/FoldAll/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/full-screen": {
"title": "$:/core/ui/Buttons/full-screen",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/full-screen-button}} {{$:/language/Buttons/FullScreen/Caption}}",
"description": "{{$:/language/Buttons/FullScreen/Hint}}",
"text": "<$button message=\"tm-full-screen\" tooltip={{$:/language/Buttons/FullScreen/Hint}} aria-label={{$:/language/Buttons/FullScreen/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/full-screen-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/FullScreen/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/home": {
"title": "$:/core/ui/Buttons/home",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/home-button}} {{$:/language/Buttons/Home/Caption}}",
"description": "{{$:/language/Buttons/Home/Hint}}",
"text": "<$button message=\"tm-home\" tooltip={{$:/language/Buttons/Home/Hint}} aria-label={{$:/language/Buttons/Home/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/home-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Home/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/import": {
"title": "$:/core/ui/Buttons/import",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/import-button}} {{$:/language/Buttons/Import/Caption}}",
"description": "{{$:/language/Buttons/Import/Hint}}",
"text": "<div class=\"tc-file-input-wrapper\">\n<$button tooltip={{$:/language/Buttons/Import/Hint}} aria-label={{$:/language/Buttons/Import/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/import-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Import/Caption}}/></span>\n</$list>\n</$button>\n<$browse tooltip={{$:/language/Buttons/Import/Hint}}/>\n</div>"
},
"$:/core/ui/Buttons/language": {
"title": "$:/core/ui/Buttons/language",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/globe}} {{$:/language/Buttons/Language/Caption}}",
"description": "{{$:/language/Buttons/Language/Hint}}",
"text": "\\whitespace trim\n\\define flag-title()\n$(languagePluginTitle)$/icon\n\\end\n<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/language\">> tooltip={{$:/language/Buttons/Language/Hint}} aria-label={{$:/language/Buttons/Language/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n<span class=\"tc-image-button\">\n<$set name=\"languagePluginTitle\" value={{$:/language}}>\n<$image source=<<flag-title>>/>\n</$set>\n</span>\n</$list>\n<$text text=\" \"/>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Language/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/language\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n{{$:/snippets/languageswitcher}}\n</div>\n</$reveal>\n"
},
"$:/core/ui/Buttons/manager": {
"title": "$:/core/ui/Buttons/manager",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/list}} {{$:/language/Buttons/Manager/Caption}}",
"description": "{{$:/language/Buttons/Manager/Hint}}",
"text": "\\whitespace trim\n\\define manager-button(class)\n<$button to=\"$:/Manager\" tooltip={{$:/language/Buttons/Manager/Hint}} aria-label={{$:/language/Buttons/Manager/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/list}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Manager/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/Manager]]\" emptyMessage=<<manager-button>>>\n<<manager-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/more-page-actions": {
"title": "$:/core/ui/Buttons/more-page-actions",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/down-arrow}} {{$:/language/Buttons/More/Caption}}",
"description": "{{$:/language/Buttons/More/Hint}}",
"text": "\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n<$button popup=<<qualify \"$:/state/popup/more\">> tooltip={{$:/language/Buttons/More/Hint}} aria-label={{$:/language/Buttons/More/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/down-arrow}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/More/Caption}}/></span>\n</$list>\n</$button><$reveal state=<<qualify \"$:/state/popup/more\">> type=\"popup\" position=\"below\" animate=\"yes\">\n\n<div class=\"tc-drop-down\">\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"tc-btn-invisible\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]] -[[$:/core/ui/Buttons/more-page-actions]]\" variable=\"listItem\">\n\n<$reveal type=\"match\" state=<<config-title>> text=\"hide\">\n\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$set>\n\n</$reveal>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</div>\n\n</$reveal>"
},
"$:/core/ui/Buttons/new-image": {
"title": "$:/core/ui/Buttons/new-image",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/new-image-button}} {{$:/language/Buttons/NewImage/Caption}}",
"description": "{{$:/language/Buttons/NewImage/Hint}}",
"text": "\\whitespace trim\n<$button tooltip={{$:/language/Buttons/NewImage/Hint}} aria-label={{$:/language/Buttons/NewImage/Caption}} class=<<tv-config-toolbar-class>> actions={{$:/core/ui/Actions/new-image}}>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/new-image-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/NewImage/Caption}}/></span>\n</$list>\n</$button>\n"
},
"$:/core/ui/Buttons/new-journal": {
"title": "$:/core/ui/Buttons/new-journal",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/new-journal-button}} {{$:/language/Buttons/NewJournal/Caption}}",
"description": "{{$:/language/Buttons/NewJournal/Hint}}",
"text": "\\whitespace trim\n\\define journalButton()\n<$button tooltip={{$:/language/Buttons/NewJournal/Hint}} aria-label={{$:/language/Buttons/NewJournal/Caption}} class=<<tv-config-toolbar-class>> actions={{$:/core/ui/Actions/new-journal}}>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/new-journal-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/NewJournal/Caption}}/></span>\n</$list>\n</$button>\n\\end\n<<journalButton>>\n"
},
"$:/core/ui/Buttons/new-tiddler": {
"title": "$:/core/ui/Buttons/new-tiddler",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/new-button}} {{$:/language/Buttons/NewTiddler/Caption}}",
"description": "{{$:/language/Buttons/NewTiddler/Hint}}",
"text": "\\whitespace trim\n<$button actions={{$:/core/ui/Actions/new-tiddler}} tooltip={{$:/language/Buttons/NewTiddler/Hint}} aria-label={{$:/language/Buttons/NewTiddler/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/new-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/NewTiddler/Caption}}/></span>\n</$list>\n</$button>\n"
},
"$:/core/ui/Buttons/palette": {
"title": "$:/core/ui/Buttons/palette",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/palette}} {{$:/language/Buttons/Palette/Caption}}",
"description": "{{$:/language/Buttons/Palette/Hint}}",
"text": "\\whitespace trim\n<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/palette\">> tooltip={{$:/language/Buttons/Palette/Hint}} aria-label={{$:/language/Buttons/Palette/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/palette}}\n</$list>\n<$text text=\" \"/>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Palette/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/palette\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\" style=\"font-size:0.7em;\">\n{{$:/snippets/paletteswitcher}}\n</div>\n</$reveal>\n"
},
"$:/core/ui/Buttons/print": {
"title": "$:/core/ui/Buttons/print",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/print-button}} {{$:/language/Buttons/Print/Caption}}",
"description": "{{$:/language/Buttons/Print/Hint}}",
"text": "<$button message=\"tm-print\" tooltip={{$:/language/Buttons/Print/Hint}} aria-label={{$:/language/Buttons/Print/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/print-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Print/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/refresh": {
"title": "$:/core/ui/Buttons/refresh",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/refresh-button}} {{$:/language/Buttons/Refresh/Caption}}",
"description": "{{$:/language/Buttons/Refresh/Hint}}",
"text": "<$button message=\"tm-browser-refresh\" tooltip={{$:/language/Buttons/Refresh/Hint}} aria-label={{$:/language/Buttons/Refresh/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/refresh-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Refresh/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/save-wiki": {
"title": "$:/core/ui/Buttons/save-wiki",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/save-button}} {{$:/language/Buttons/SaveWiki/Caption}}",
"description": "{{$:/language/Buttons/SaveWiki/Hint}}",
"text": "<$button tooltip={{$:/language/Buttons/SaveWiki/Hint}} aria-label={{$:/language/Buttons/SaveWiki/Caption}} class=<<tv-config-toolbar-class>>>\n<$wikify name=\"site-title\" text={{$:/config/SaveWikiButton/Filename}}>\n<$action-sendmessage $message=\"tm-save-wiki\" $param={{$:/config/SaveWikiButton/Template}} filename=<<site-title>>/>\n</$wikify>\n<span class=\"tc-dirty-indicator\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/save-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/SaveWiki/Caption}}/></span>\n</$list>\n</span>\n</$button>"
},
"$:/core/ui/Buttons/storyview": {
"title": "$:/core/ui/Buttons/storyview",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/storyview-classic}} {{$:/language/Buttons/StoryView/Caption}}",
"description": "{{$:/language/Buttons/StoryView/Hint}}",
"text": "\\whitespace trim\n\\define icon()\n$:/core/images/storyview-$(storyview)$\n\\end\n<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/storyview\">> tooltip={{$:/language/Buttons/StoryView/Hint}} aria-label={{$:/language/Buttons/StoryView/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n<$set name=\"storyview\" value={{$:/view}}>\n<$transclude tiddler=<<icon>>/>\n</$set>\n</$list>\n<$text text=\" \"/>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/StoryView/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/storyview\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n{{$:/snippets/viewswitcher}}\n</div>\n</$reveal>\n"
},
"$:/core/ui/Buttons/tag-manager": {
"title": "$:/core/ui/Buttons/tag-manager",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/tag-button}} {{$:/language/Buttons/TagManager/Caption}}",
"description": "{{$:/language/Buttons/TagManager/Hint}}",
"text": "\\whitespace trim\n\\define control-panel-button(class)\n<$button to=\"$:/TagManager\" tooltip={{$:/language/Buttons/TagManager/Hint}} aria-label={{$:/language/Buttons/TagManager/Caption}} class=\"\"\"$(tv-config-toolbar-class)$ $class$\"\"\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/tag-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/TagManager/Caption}}/></span>\n</$list>\n</$button>\n\\end\n\n<$list filter=\"[list[$:/StoryList]] +[field:title[$:/TagManager]]\" emptyMessage=<<control-panel-button>>>\n<<control-panel-button \"tc-selected\">>\n</$list>\n"
},
"$:/core/ui/Buttons/theme": {
"title": "$:/core/ui/Buttons/theme",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/theme-button}} {{$:/language/Buttons/Theme/Caption}}",
"description": "{{$:/language/Buttons/Theme/Hint}}",
"text": "\\whitespace trim\n<span class=\"tc-popup-keep\">\n<$button popup=<<qualify \"$:/state/popup/theme\">> tooltip={{$:/language/Buttons/Theme/Hint}} aria-label={{$:/language/Buttons/Theme/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/theme-button}}\n</$list>\n<$text text=\" \"/>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Theme/Caption}}/></span>\n</$list>\n</$button>\n</span>\n<$reveal state=<<qualify \"$:/state/popup/theme\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n<$linkcatcher to=\"$:/theme\">\n{{$:/snippets/themeswitcher}}\n</$linkcatcher>\n</div>\n</$reveal>\n"
},
"$:/core/ui/Buttons/timestamp": {
"title": "$:/core/ui/Buttons/timestamp",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/timestamp-on}} {{$:/language/Buttons/Timestamp/Caption}}",
"description": "{{$:/language/Buttons/Timestamp/Hint}}",
"text": "\\whitespace trim\n<$reveal type=\"nomatch\" state=\"$:/config/TimestampDisable\" text=\"yes\">\n<$button tooltip={{$:/language/Buttons/Timestamp/On/Hint}} aria-label={{$:/language/Buttons/Timestamp/On/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-setfield $tiddler=\"$:/config/TimestampDisable\" $value=\"yes\"/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/timestamp-on}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Timestamp/On/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>\n<$reveal type=\"match\" state=\"$:/config/TimestampDisable\" text=\"yes\">\n<$button tooltip={{$:/language/Buttons/Timestamp/Off/Hint}} aria-label={{$:/language/Buttons/Timestamp/Off/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-setfield $tiddler=\"$:/config/TimestampDisable\" $value=\"no\"/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/timestamp-off}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/Timestamp/Off/Caption}}/></span>\n</$list>\n</$button>\n</$reveal>\n"
},
"$:/core/ui/Buttons/unfold-all": {
"title": "$:/core/ui/Buttons/unfold-all",
"tags": "$:/tags/PageControls",
"caption": "{{$:/core/images/unfold-all-button}} {{$:/language/Buttons/UnfoldAll/Caption}}",
"description": "{{$:/language/Buttons/UnfoldAll/Hint}}",
"text": "<$button tooltip={{$:/language/Buttons/UnfoldAll/Hint}} aria-label={{$:/language/Buttons/UnfoldAll/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-unfold-all-tiddlers\" $param=<<currentTiddler>> foldedStatePrefix=\"$:/state/folded/\"/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\" variable=\"listItem\">\n{{$:/core/images/unfold-all-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$:/language/Buttons/UnfoldAll/Caption}}/></span>\n</$list>\n</$button>"
},
"$:/core/ui/PageTemplate/pagecontrols": {
"title": "$:/core/ui/PageTemplate/pagecontrols",
"text": "\\whitespace trim\n\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n<div class=\"tc-page-controls\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n<$set name=\"hidden\" value=<<config-title>>>\n<$list filter=\"[<hidden>!text[hide]]\" storyview=\"pop\" variable=\"ignore\">\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n</$set>\n</$list>\n</$set>\n</$list>\n</div>\n"
},
"$:/core/ui/PageStylesheet": {
"title": "$:/core/ui/PageStylesheet",
"text": "\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\n<$set name=\"currentTiddler\" value={{$:/language}}>\n\n<$set name=\"languageTitle\" value={{!!name}}>\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Stylesheet]!has[draft.of]]\">\n<$transclude mode=\"block\"/>\n</$list>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/PageTemplate/alerts": {
"title": "$:/core/ui/PageTemplate/alerts",
"tags": "$:/tags/PageTemplate",
"text": "<div class=\"tc-alerts\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Alert]!has[draft.of]]\" template=\"$:/core/ui/AlertTemplate\" storyview=\"pop\"/>\n\n</div>\n"
},
"$:/core/ui/PageTemplate/drafts": {
"title": "$:/core/ui/PageTemplate/drafts",
"tags": "$:/tags/PageTemplate",
"text": "\\whitespace trim\n<$reveal state=\"$:/status/IsReadOnly\" type=\"nomatch\" text=\"yes\" tag=\"div\" class=\"tc-drafts-list\">\n<$list filter=\"[has[draft.of]!sort[modified]] -[list[$:/StoryList]]\">\n<$link>\n{{$:/core/images/edit-button}} <$text text=<<currentTiddler>>/>\n</$link>\n</$list>\n</$reveal>\n"
},
"$:/core/ui/PageTemplate/pluginreloadwarning": {
"title": "$:/core/ui/PageTemplate/pluginreloadwarning",
"tags": "$:/tags/PageTemplate",
"text": "\\define lingo-base() $:/language/\n\n<$list filter=\"[{$:/status/RequireReloadDueToPluginChange}match[yes]]\">\n\n<$reveal type=\"nomatch\" state=\"$:/temp/HidePluginWarning\" text=\"yes\">\n\n<div class=\"tc-plugin-reload-warning\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n<<lingo PluginReloadWarning>> <$button set=\"$:/temp/HidePluginWarning\" setTo=\"yes\" class=\"tc-btn-invisible\">{{$:/core/images/close-button}}</$button>\n\n</$set>\n\n</div>\n\n</$reveal>\n\n</$list>\n"
},
"$:/core/ui/PageTemplate/sidebar": {
"title": "$:/core/ui/PageTemplate/sidebar",
"tags": "$:/tags/PageTemplate",
"text": "\\whitespace trim\n\\define config-title()\n$:/config/SideBarSegments/Visibility/$(listItem)$\n\\end\n\n<$scrollable fallthrough=\"no\" class=\"tc-sidebar-scrollable\">\n\n<div class=\"tc-sidebar-header\">\n\n<$reveal state=\"$:/state/sidebar\" type=\"match\" text=\"yes\" default=\"yes\" retain=\"yes\" animate=\"yes\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SideBarSegment]!has[draft.of]]\" variable=\"listItem\">\n\n<$reveal type=\"nomatch\" state=<<config-title>> text=\"hide\" tag=\"div\">\n\n<$transclude tiddler=<<listItem>> mode=\"block\"/>\n\n</$reveal>\n\n</$list>\n\n</$reveal>\n\n</div>\n\n</$scrollable>\n"
},
"$:/core/ui/PageTemplate/story": {
"title": "$:/core/ui/PageTemplate/story",
"tags": "$:/tags/PageTemplate",
"text": "\\whitespace trim\n<section class=\"tc-story-river\">\n\n<section class=\"story-backdrop\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/AboveStory]!has[draft.of]]\">\n\n<$transclude/>\n\n</$list>\n\n</section>\n\n<$list filter=\"[list[$:/StoryList]]\" history=\"$:/HistoryList\" template={{$:/config/ui/ViewTemplate}} editTemplate={{$:/config/ui/EditTemplate}} storyview={{$:/view}} emptyMessage={{$:/config/EmptyStoryMessage}}/>\n\n<section class=\"story-frontdrop\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/BelowStory]!has[draft.of]]\">\n\n<$transclude/>\n\n</$list>\n\n</section>\n\n</section>\n"
},
"$:/core/ui/PageTemplate/topleftbar": {
"title": "$:/core/ui/PageTemplate/topleftbar",
"tags": "$:/tags/PageTemplate",
"text": "<span class=\"tc-topbar tc-topbar-left\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopLeftBar]!has[draft.of]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>\n\n</span>\n"
},
"$:/core/ui/PageTemplate/toprightbar": {
"title": "$:/core/ui/PageTemplate/toprightbar",
"tags": "$:/tags/PageTemplate",
"text": "<span class=\"tc-topbar tc-topbar-right\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopRightBar]!has[draft.of]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>\n\n</span>\n"
},
"$:/core/ui/PageTemplate": {
"title": "$:/core/ui/PageTemplate",
"text": "\\whitespace trim\n\\define containerClasses()\ntc-page-container tc-page-view-$(storyviewTitle)$ tc-language-$(languageTitle)$\n\\end\n\\import [[$:/core/ui/PageMacros]] [all[shadows+tiddlers]tag[$:/tags/Macro]!has[draft.of]]\n\n<$set name=\"tv-config-toolbar-icons\" value={{$:/config/Toolbar/Icons}}>\n\n<$set name=\"tv-config-toolbar-text\" value={{$:/config/Toolbar/Text}}>\n\n<$set name=\"tv-config-toolbar-class\" value={{$:/config/Toolbar/ButtonClass}}>\n\n<$set name=\"tv-enable-drag-and-drop\" value={{$:/config/DragAndDrop/Enable}}>\n\n<$set name=\"tv-show-missing-links\" value={{$:/config/MissingLinks}}>\n\n<$set name=\"storyviewTitle\" value={{$:/view}}>\n\n<$set name=\"languageTitle\" value={{{ [{$:/language}get[name]] }}}>\n\n<div class=<<containerClasses>>>\n\n<$navigator story=\"$:/StoryList\" history=\"$:/HistoryList\" openLinkFromInsideRiver={{$:/config/Navigation/openLinkFromInsideRiver}} openLinkFromOutsideRiver={{$:/config/Navigation/openLinkFromOutsideRiver}} relinkOnRename={{$:/config/RelinkOnRename}}>\n\n<$dropzone enable=<<tv-enable-drag-and-drop>>>\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageTemplate]!has[draft.of]]\" variable=\"listItem\">\n\n<$transclude tiddler=<<listItem>>/>\n\n</$list>\n\n</$dropzone>\n\n</$navigator>\n\n</div>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</$set>\n"
},
"$:/PaletteManager": {
"title": "$:/PaletteManager",
"text": "\\define lingo-base() $:/language/ControlPanel/Palette/Editor/\n\\define describePaletteColour(colour)\n<$transclude tiddler=\"$:/language/Docs/PaletteColours/$colour$\"><$text text=\"$colour$\"/></$transclude>\n\\end\n\\define edit-colour-placeholder()\n edit $(colourName)$\n\\end\n\\define colour-tooltip(showhide) $showhide$ editor for $(newColourName)$ \n\\define resolve-colour(macrocall)\n\\import $:/core/macros/utils\n\\whitespace trim\n<$wikify name=\"name\" text=\"\"\"$macrocall$\"\"\">\n<<name>>\n</$wikify>\n\\end\n\\define delete-colour-index-actions() <$action-setfield $index=<<colourName>>/>\n\\define palette-manager-colour-row-segment()\n\\whitespace trim\n<$edit-text index=<<colourName>> tag=\"input\" placeholder=<<edit-colour-placeholder>> default=\"\"/>\n<br>\n<$edit-text index=<<colourName>> type=\"color\" tag=\"input\" class=\"tc-palette-manager-colour-input\"/>\n<$list filter=\"[<currentTiddler>getindex<colourName>removeprefix[<<]removesuffix[>>]] [<currentTiddler>getindex<colourName>removeprefix[<$]removesuffix[/>]]\" variable=\"ignore\">\n<$set name=\"state\" value={{{ [[$:/state/palettemanager/]addsuffix<currentTiddler>addsuffix[/]addsuffix<colourName>] }}}>\n<$wikify name=\"newColourName\" text=\"\"\"<$macrocall $name=\"resolve-colour\" macrocall={{{ [<currentTiddler>getindex<colourName>] }}}/>\"\"\">\n<$reveal state=<<state>> type=\"nomatch\" text=\"show\">\n<$button tooltip=<<colour-tooltip show>> aria-label=<<colour-tooltip show>> class=\"tc-btn-invisible\" set=<<state>> setTo=\"show\">{{$:/core/images/down-arrow}} <$text text=<<newColourName>>/></$button><br>\n</$reveal>\n<$reveal state=<<state>> type=\"match\" text=\"show\">\n<$button tooltip=<<colour-tooltip hide>> aria-label=<<colour-tooltip show>> class=\"tc-btn-invisible\" actions=\"\"\"<$action-deletetiddler $tiddler=<<state>>/>\"\"\">{{$:/core/images/up-arrow}} <$text text=<<newColourName>>/></$button><br>\n</$reveal>\n<$reveal state=<<state>> type=\"match\" text=\"show\">\n<$set name=\"colourName\" value=<<newColourName>>>\n<br>\n<<palette-manager-colour-row-segment>>\n<br><br>\n</$set>\n</$reveal>\n</$wikify>\n</$set>\n</$list>\n\\end\n\\define palette-manager-colour-row()\n\\whitespace trim\n<tr>\n<td>\n<span style=\"float:right;\">\n<$button tooltip=<<lingo Delete/Hint>> aria-label=<<lingo Delete/Hint>> class=\"tc-btn-invisible\" actions=<<delete-colour-index-actions>>>\n{{$:/core/images/delete-button}}</$button>\n</span>\n''<$macrocall $name=\"describePaletteColour\" colour=<<colourName>>/>''<br/>\n<$macrocall $name=\"colourName\" $output=\"text/plain\"/>\n</td>\n<td>\n<<palette-manager-colour-row-segment>>\n</td>\n</tr>\n\\end\n\\define palette-manager-table()\n\\whitespace trim\n<table>\n<tbody>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Palette]indexes[]]\" variable=\"colourName\">\n<$list filter=\"[<currentTiddler>indexes[]removeprefix<colourName>suffix[]]\" variable=\"ignore\" emptyMessage=\"\"\"\n<$list filter=\"[{$:/state/palettemanager/showexternal}removeprefix[yes]suffix[]]\" variable=\"ignore\">\n<<palette-manager-colour-row>>\n</$list>\n\"\"\">\n<<palette-manager-colour-row>>\n</$list>\n</$list>\n</tbody>\n</table>\n\\end\n<$set name=\"currentTiddler\" value={{$:/palette}}>\n\n<<lingo Prompt>> <$link to={{$:/palette}}><$macrocall $name=\"currentTiddler\" $output=\"text/plain\"/></$link>\n\n<$list filter=\"[all[current]is[shadow]is[tiddler]]\" variable=\"listItem\">\n<<lingo Prompt/Modified>>\n<$button message=\"tm-delete-tiddler\" param={{$:/palette}}><<lingo Reset/Caption>></$button>\n</$list>\n\n<$list filter=\"[all[current]is[shadow]!is[tiddler]]\" variable=\"listItem\">\n<<lingo Clone/Prompt>>\n</$list>\n\n<$button message=\"tm-new-tiddler\" param={{$:/palette}}><<lingo Clone/Caption>></$button>\n\n<$checkbox tiddler=\"$:/state/palettemanager/showexternal\" field=\"text\" checked=\"yes\" unchecked=\"no\"> <<lingo Names/External/Show>></$checkbox>\n\n<<palette-manager-table>>\n"
},
"$:/core/ui/PluginInfo": {
"title": "$:/core/ui/PluginInfo",
"text": "\\define localised-info-tiddler-title()\n$(currentTiddler)$/$(languageTitle)$/$(currentTab)$\n\\end\n\\define info-tiddler-title()\n$(currentTiddler)$/$(currentTab)$\n\\end\n\\define default-tiddler-title()\n$:/core/ui/PluginInfo/Default/$(currentTab)$\n\\end\n<$transclude tiddler=<<localised-info-tiddler-title>> mode=\"block\">\n<$transclude tiddler=<<currentTiddler>> subtiddler=<<localised-info-tiddler-title>> mode=\"block\">\n<$transclude tiddler=<<currentTiddler>> subtiddler=<<info-tiddler-title>> mode=\"block\">\n<$transclude tiddler=<<default-tiddler-title>> mode=\"block\">\n{{$:/language/ControlPanel/Plugin/NoInfoFound/Hint}}\n</$transclude>\n</$transclude>\n</$transclude>\n</$transclude>\n"
},
"$:/core/ui/PluginInfo/Default/contents": {
"title": "$:/core/ui/PluginInfo/Default/contents",
"text": "\\define lingo-base() $:/language/TiddlerInfo/Advanced/PluginInfo/\n<<lingo Hint>>\n<ul>\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" emptyMessage=<<lingo Empty/Hint>>>\n<li>\n<$link />\n</li>\n</$list>\n</ul>\n"
},
"$:/core/ui/PluginListItemTemplate": {
"title": "$:/core/ui/PluginListItemTemplate",
"text": "<div class=\"tc-menu-list-item\">\n<$link to={{!!title}}><$view field=\"description\"><$view field=\"title\"/></$view></$link>\n</div>"
},
"$:/core/ui/SearchResults": {
"title": "$:/core/ui/SearchResults",
"text": "<div class=\"tc-search-results\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]butfirst[]limit[1]]\" emptyMessage=\"\"\"\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\">\n<$transclude mode=\"block\"/>\n</$list>\n\"\"\">\n\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/SearchResults]!has[draft.of]]\" default={{$:/config/SearchResults/Default}}/>\n\n</$list>\n\n</div>\n"
},
"$:/core/ui/SideBar/More": {
"title": "$:/core/ui/SideBar/More",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/More/Caption}}",
"text": "<div class=\"tc-more-sidebar\">\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/MoreSideBar]!has[draft.of]]\" default={{$:/config/DefaultMoreSidebarTab}} state=\"$:/state/tab/moresidebar\" class=\"tc-vertical tc-sidebar-tabs-more\" />\n</div>"
},
"$:/core/ui/SideBar/Open": {
"title": "$:/core/ui/SideBar/Open",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/Open/Caption}}",
"text": "\\whitespace trim\n\\define lingo-base() $:/language/CloseAll/\n\n\\define drop-actions()\n<$action-listops $tiddler=<<tv-story-list>> $subfilter=\"+[insertbefore:currentTiddler<actionTiddler>]\"/>\n\\end\n\n\\define placeholder()\n<div class=\"tc-droppable-placeholder\"/>\n\\end\n\n\\define droppable-item(button)\n\\whitespace trim\n<$droppable actions=<<drop-actions>> enable=<<tv-allow-drag-and-drop>>>\n<<placeholder>>\n<div>\n$button$\n</div>\n</$droppable>\n\\end\n\n<div class=\"tc-sidebar-tab-open\">\n<$list filter=\"[list<tv-story-list>]\" history=<<tv-history-list>> storyview=\"pop\">\n<div class=\"tc-sidebar-tab-open-item\">\n<$macrocall $name=\"droppable-item\" button=\"\"\"<$button message=\"tm-close-tiddler\" tooltip={{$:/language/Buttons/Close/Hint}} aria-label={{$:/language/Buttons/Close/Caption}} class=\"tc-btn-invisible tc-btn-mini\">{{$:/core/images/close-button}}</$button> <$link to={{!!title}}><$view field=\"title\"/></$link>\"\"\"/>\n</div>\n</$list>\n<$tiddler tiddler=\"\">\n<div>\n<$macrocall $name=\"droppable-item\" button=\"\"\"<$button message=\"tm-close-all-tiddlers\" class=\"tc-btn-invisible tc-btn-mini\"><<lingo Button>></$button>\"\"\"/>\n</div>\n</$tiddler>\n</div>\n"
},
"$:/core/ui/SideBar/Recent": {
"title": "$:/core/ui/SideBar/Recent",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/Recent/Caption}}",
"text": "<$macrocall $name=\"timeline\" format={{$:/language/RecentChanges/DateFormat}}/>\n"
},
"$:/core/ui/SideBar/Tools": {
"title": "$:/core/ui/SideBar/Tools",
"tags": "$:/tags/SideBar",
"caption": "{{$:/language/SideBar/Tools/Caption}}",
"text": "\\define lingo-base() $:/language/ControlPanel/\n\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n\n<<lingo Basics/Version/Prompt>> <<version>>\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n\n<div style=\"position:relative;\" class={{{ [<listItem>encodeuricomponent[]addprefix[tc-btn-]] }}}>\n\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <$transclude tiddler=<<listItem>>/> <i class=\"tc-muted\"><$transclude tiddler=<<listItem>> field=\"description\"/></i>\n\n</div>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/SideBarLists": {
"title": "$:/core/ui/SideBarLists",
"text": "<$transclude tiddler=\"$:/core/ui/SideBarSegments/search\"/>\n\n<$transclude tiddler=\"$:/core/ui/SideBarSegments/tabs\"/>\n\n"
},
"$:/core/ui/SideBarSegments/page-controls": {
"title": "$:/core/ui/SideBarSegments/page-controls",
"tags": "$:/tags/SideBarSegment",
"text": "{{||$:/core/ui/PageTemplate/pagecontrols}}\n"
},
"$:/core/ui/SideBarSegments/search": {
"title": "$:/core/ui/SideBarSegments/search",
"tags": "$:/tags/SideBarSegment",
"text": "\\whitespace trim\n<div class=\"tc-sidebar-lists tc-sidebar-search\">\n\n<$set name=\"searchTiddler\" value=\"$:/temp/search\">\n<div class=\"tc-search\">\n<$edit-text tiddler=\"$:/temp/search\" type=\"search\" tag=\"input\" focus={{$:/config/Search/AutoFocus}} focusPopup=<<qualify \"$:/state/popup/search-dropdown\">> class=\"tc-popup-handle\"/>\n<$reveal state=\"$:/temp/search\" type=\"nomatch\" text=\"\">\n<$button tooltip={{$:/language/Buttons/AdvancedSearch/Hint}} aria-label={{$:/language/Buttons/AdvancedSearch/Caption}} class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/advancedsearch\" text={{$:/temp/search}}/>\n<$action-setfield $tiddler=\"$:/temp/search\" text=\"\"/>\n<$action-navigate $to=\"$:/AdvancedSearch\"/>\n{{$:/core/images/advanced-search-button}}\n</$button>\n<$button class=\"tc-btn-invisible\">\n<$action-setfield $tiddler=\"$:/temp/search\" text=\"\" />\n{{$:/core/images/close-button}}\n</$button>\n<$button popup=<<qualify \"$:/state/popup/search-dropdown\">> class=\"tc-btn-invisible\">\n{{$:/core/images/down-arrow}}\n<$list filter=\"[{$:/temp/search}minlength{$:/config/Search/MinLength}limit[1]]\" variable=\"listItem\">\n<$set name=\"searchTerm\" value={{{ [<searchTiddler>get[text]] }}}>\n<$set name=\"resultCount\" value=\"\"\"<$count filter=\"[!is[system]search<searchTerm>]\"/>\"\"\">\n{{$:/language/Search/Matches}}\n</$set>\n</$set>\n</$list>\n</$button>\n</$reveal>\n<$reveal state=\"$:/temp/search\" type=\"match\" text=\"\">\n<$button to=\"$:/AdvancedSearch\" tooltip={{$:/language/Buttons/AdvancedSearch/Hint}} aria-label={{$:/language/Buttons/AdvancedSearch/Caption}} class=\"tc-btn-invisible\">\n{{$:/core/images/advanced-search-button}}\n</$button>\n</$reveal>\n</div>\n\n<$reveal tag=\"div\" class=\"tc-block-dropdown-wrapper\" state=\"$:/temp/search\" type=\"nomatch\" text=\"\">\n\n<$reveal tag=\"div\" class=\"tc-block-dropdown tc-search-drop-down tc-popup-handle\" state=<<qualify \"$:/state/popup/search-dropdown\">> type=\"nomatch\" text=\"\" default=\"\">\n\n<$list filter=\"[{$:/temp/search}minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n{{$:/core/ui/SearchResults}}\n\n</$list>\n\n</$reveal>\n\n</$reveal>\n\n</$set>\n\n</div>\n"
},
"$:/core/ui/SideBarSegments/site-subtitle": {
"title": "$:/core/ui/SideBarSegments/site-subtitle",
"tags": "$:/tags/SideBarSegment",
"text": "<div class=\"tc-site-subtitle\">\n\n<$transclude tiddler=\"$:/SiteSubtitle\" mode=\"inline\"/>\n\n</div>\n"
},
"$:/core/ui/SideBarSegments/site-title": {
"title": "$:/core/ui/SideBarSegments/site-title",
"tags": "$:/tags/SideBarSegment",
"text": "<h1 class=\"tc-site-title\">\n\n<$transclude tiddler=\"$:/SiteTitle\" mode=\"inline\"/>\n\n</h1>\n"
},
"$:/core/ui/SideBarSegments/tabs": {
"title": "$:/core/ui/SideBarSegments/tabs",
"tags": "$:/tags/SideBarSegment",
"text": "<div class=\"tc-sidebar-lists tc-sidebar-tabs\">\n\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/SideBar]!has[draft.of]]\" default={{$:/config/DefaultSidebarTab}} state=\"$:/state/tab/sidebar\" class=\"tc-sidebar-tabs-main\"/>\n\n</div>\n"
},
"$:/TagManager": {
"title": "$:/TagManager",
"icon": "$:/core/images/tag-button",
"color": "#bbb",
"text": "\\define lingo-base() $:/language/TagManager/\n\\define iconEditorTab(type)\n\\whitespace trim\n<$link to=\"\"><<lingo Icons/None>></$link>\n<$list filter=\"[all[shadows+tiddlers]is[image]] [all[shadows+tiddlers]tag[$:/tags/Image]] -[type[application/pdf]] +[sort[title]] +[$type$is[system]]\">\n<$link to={{!!title}}>\n<$transclude/> <$view field=\"title\"/>\n</$link>\n</$list>\n\\end\n\\define iconEditor(title)\n\\whitespace trim\n<div class=\"tc-drop-down-wrapper\">\n<$button popupTitle={{{ [[$:/state/popup/icon/]addsuffix<__title__>] }}} class=\"tc-btn-invisible tc-btn-dropdown\">{{$:/core/images/down-arrow}}</$button>\n<$reveal stateTitle={{{ [[$:/state/popup/icon/]addsuffix<__title__>] }}} type=\"popup\" position=\"belowleft\" text=\"\" default=\"\">\n<div class=\"tc-drop-down\">\n<$linkcatcher actions=\"\"\"<$action-setfield $tiddler=<<__title__>> icon=<<navigateTo>>/>\"\"\">\n<<iconEditorTab type:\"!\">>\n<hr/>\n<<iconEditorTab type:\"\">>\n</$linkcatcher>\n</div>\n</$reveal>\n</div>\n\\end\n\\define toggleButton(state)\n\\whitespace trim\n<$reveal stateTitle=<<__state__>> type=\"match\" text=\"closed\" default=\"closed\">\n<$button setTitle=<<__state__>> setTo=\"open\" class=\"tc-btn-invisible tc-btn-dropdown\" selectedClass=\"tc-selected\">\n{{$:/core/images/info-button}}\n</$button>\n</$reveal>\n<$reveal stateTitle=<<__state__>> type=\"match\" text=\"open\" default=\"closed\">\n<$button setTitle=<<__state__>> setTo=\"closed\" class=\"tc-btn-invisible tc-btn-dropdown\" selectedClass=\"tc-selected\">\n{{$:/core/images/info-button}}\n</$button>\n</$reveal>\n\\end\n\\whitespace trim\n<table class=\"tc-tag-manager-table\">\n<tbody>\n<tr>\n<th><<lingo Colour/Heading>></th>\n<th class=\"tc-tag-manager-tag\"><<lingo Tag/Heading>></th>\n<th><<lingo Count/Heading>></th>\n<th><<lingo Icon/Heading>></th>\n<th><<lingo Info/Heading>></th>\n</tr>\n<$list filter=\"[tags[]!is[system]sort[title]]\">\n<tr>\n<td><$edit-text field=\"color\" tag=\"input\" type=\"color\"/></td>\n<td>{{||$:/core/ui/TagTemplate}}</td>\n<td><$count filter=\"[all[current]tagging[]]\"/></td>\n<td>\n<$macrocall $name=\"iconEditor\" title={{!!title}}/>\n</td>\n<td>\n<$macrocall $name=\"toggleButton\" state={{{ [[$:/state/tag-manager/]addsuffix<currentTiddler>] }}} /> \n</td>\n</tr>\n<tr>\n<td></td>\n<td colspan=\"4\">\n<$reveal stateTitle={{{ [[$:/state/tag-manager/]addsuffix<currentTiddler>] }}} type=\"match\" text=\"open\" default=\"\">\n<table>\n<tbody>\n<tr><td><<lingo Colour/Heading>></td><td><$edit-text field=\"color\" tag=\"input\" type=\"text\" size=\"9\"/></td></tr>\n<tr><td><<lingo Icon/Heading>></td><td><$edit-text field=\"icon\" tag=\"input\" size=\"45\"/></td></tr>\n</tbody>\n</table>\n</$reveal>\n</td>\n</tr>\n</$list>\n<tr>\n<td></td>\n<td style=\"position:relative;\">\n{{$:/core/ui/UntaggedTemplate}}\n</td>\n<td>\n<small class=\"tc-menu-list-count\"><$count filter=\"[untagged[]!is[system]] -[tags[]]\"/></small>\n</td>\n<td></td>\n<td></td>\n</tr>\n</tbody>\n</table>\n"
},
"$:/core/ui/TagTemplate": {
"title": "$:/core/ui/TagTemplate",
"text": "\\whitespace trim\n<span class=\"tc-tag-list-item\">\n<$set name=\"transclusion\" value=<<currentTiddler>>>\n<$macrocall $name=\"tag-pill-body\" tag=<<currentTiddler>> icon={{!!icon}} colour={{!!color}} palette={{$:/palette}} element-tag=\"\"\"$button\"\"\" element-attributes=\"\"\"popup=<<qualify \"$:/state/popup/tag\">> dragFilter='[all[current]tagging[]]' tag='span'\"\"\"/>\n<$reveal state=<<qualify \"$:/state/popup/tag\">> type=\"popup\" position=\"below\" animate=\"yes\" class=\"tc-drop-down\">\n<$set name=\"tv-show-missing-links\" value=\"yes\">\n<$transclude tiddler=\"$:/core/ui/ListItemTemplate\"/>\n</$set>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TagDropdown]!has[draft.of]]\" variable=\"listItem\"> \n<$transclude tiddler=<<listItem>>/> \n</$list>\n<hr>\n<$macrocall $name=\"list-tagged-draggable\" tag=<<currentTiddler>>/>\n</$reveal>\n</$set>\n</span>\n"
},
"$:/core/ui/TiddlerFieldTemplate": {
"title": "$:/core/ui/TiddlerFieldTemplate",
"text": "<tr class=\"tc-view-field\">\n<td class=\"tc-view-field-name\">\n<$text text=<<listItem>>/>\n</td>\n<td class=\"tc-view-field-value\">\n<$view field=<<listItem>>/>\n</td>\n</tr>"
},
"$:/core/ui/TiddlerFields": {
"title": "$:/core/ui/TiddlerFields",
"text": "<table class=\"tc-view-field-table\">\n<tbody>\n<$list filter=\"[all[current]fields[]sort[title]] -text\" template=\"$:/core/ui/TiddlerFieldTemplate\" variable=\"listItem\"/>\n</tbody>\n</table>\n"
},
"$:/core/ui/TiddlerInfo/Advanced/PluginInfo": {
"title": "$:/core/ui/TiddlerInfo/Advanced/PluginInfo",
"tags": "$:/tags/TiddlerInfo/Advanced",
"text": "\\define lingo-base() $:/language/TiddlerInfo/Advanced/PluginInfo/\n<$list filter=\"[all[current]has[plugin-type]]\">\n\n! <<lingo Heading>>\n\n<<lingo Hint>>\n<ul>\n<$list filter=\"[all[current]plugintiddlers[]sort[title]]\" emptyMessage=<<lingo Empty/Hint>>>\n<li>\n<$link to={{!!title}}>\n<$view field=\"title\"/>\n</$link>\n</li>\n</$list>\n</ul>\n\n</$list>\n"
},
"$:/core/ui/TiddlerInfo/Advanced/ShadowInfo": {
"title": "$:/core/ui/TiddlerInfo/Advanced/ShadowInfo",
"tags": "$:/tags/TiddlerInfo/Advanced",
"text": "\\define lingo-base() $:/language/TiddlerInfo/Advanced/ShadowInfo/\n<$set name=\"infoTiddler\" value=<<currentTiddler>>>\n\n''<<lingo Heading>>''\n\n<$list filter=\"[all[current]!is[shadow]]\">\n\n<<lingo NotShadow/Hint>>\n\n</$list>\n\n<$list filter=\"[all[current]is[shadow]]\">\n\n<<lingo Shadow/Hint>>\n\n<$list filter=\"[all[current]shadowsource[]]\">\n\n<$set name=\"pluginTiddler\" value=<<currentTiddler>>>\n<<lingo Shadow/Source>>\n</$set>\n\n</$list>\n\n<$list filter=\"[all[current]is[shadow]is[tiddler]]\">\n\n<<lingo OverriddenShadow/Hint>>\n\n</$list>\n\n\n</$list>\n</$set>\n"
},
"$:/core/ui/TiddlerInfo/Advanced": {
"title": "$:/core/ui/TiddlerInfo/Advanced",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Advanced/Caption}}",
"text": "<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TiddlerInfo/Advanced]!has[draft.of]]\" variable=\"listItem\">\n<$transclude tiddler=<<listItem>>/>\n\n</$list>\n"
},
"$:/core/ui/TiddlerInfo/Fields": {
"title": "$:/core/ui/TiddlerInfo/Fields",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Fields/Caption}}",
"text": "<$transclude tiddler=\"$:/core/ui/TiddlerFields\"/>\n"
},
"$:/core/ui/TiddlerInfo/List": {
"title": "$:/core/ui/TiddlerInfo/List",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/List/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[list{!!title}]\" emptyMessage=<<lingo List/Empty>> template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/TiddlerInfo/Listed": {
"title": "$:/core/ui/TiddlerInfo/Listed",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Listed/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[all[current]listed[]!is[system]]\" emptyMessage=<<lingo Listed/Empty>> template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/TiddlerInfo/References": {
"title": "$:/core/ui/TiddlerInfo/References",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/References/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[all[current]backlinks[]sort[title]]\" emptyMessage=<<lingo References/Empty>> template=\"$:/core/ui/ListItemTemplate\">\n</$list>"
},
"$:/core/ui/TiddlerInfo/Tagging": {
"title": "$:/core/ui/TiddlerInfo/Tagging",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Tagging/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n<$list filter=\"[all[current]tagging[]]\" emptyMessage=<<lingo Tagging/Empty>> template=\"$:/core/ui/ListItemTemplate\"/>\n"
},
"$:/core/ui/TiddlerInfo/Tools": {
"title": "$:/core/ui/TiddlerInfo/Tools",
"tags": "$:/tags/TiddlerInfo",
"caption": "{{$:/language/TiddlerInfo/Tools/Caption}}",
"text": "\\define lingo-base() $:/language/TiddlerInfo/\n\\define config-title()\n$:/config/ViewToolbarButtons/Visibility/$(listItem)$\n\\end\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewToolbar]!has[draft.of]]\" variable=\"listItem\">\n\n<$checkbox tiddler=<<config-title>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"show\"/> <$transclude tiddler=<<listItem>>/> <i class=\"tc-muted\"><$transclude tiddler=<<listItem>> field=\"description\"/></i>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n"
},
"$:/core/ui/TiddlerInfo": {
"title": "$:/core/ui/TiddlerInfo",
"text": "<div style=\"position:relative;\">\n<div class=\"tc-tiddler-controls\" style=\"position:absolute;right:0;\">\n<$reveal state=\"$:/config/TiddlerInfo/Mode\" type=\"match\" text=\"sticky\">\n<$button set=<<tiddlerInfoState>> setTo=\"\" tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=\"tc-btn-invisible\">\n{{$:/core/images/close-button}}\n</$button>\n</$reveal>\n</div>\n</div>\n\n<$macrocall $name=\"tabs\" tabsList=\"[all[shadows+tiddlers]tag[$:/tags/TiddlerInfo]!has[draft.of]]\" default={{$:/config/TiddlerInfo/Default}}/>"
},
"$:/core/ui/TopBar/menu": {
"title": "$:/core/ui/TopBar/menu",
"tags": "$:/tags/TopRightBar",
"text": "<$list filter=\"[[$:/state/sidebar]get[text]] +[else[yes]!match[no]]\" variable=\"ignore\">\n<$button set=\"$:/state/sidebar\" setTo=\"no\" tooltip={{$:/language/Buttons/HideSideBar/Hint}} aria-label={{$:/language/Buttons/HideSideBar/Caption}} class=\"tc-btn-invisible\">{{$:/core/images/chevron-right}}</$button>\n</$list>\n<$list filter=\"[[$:/state/sidebar]get[text]] +[else[yes]match[no]]\" variable=\"ignore\">\n<$button set=\"$:/state/sidebar\" setTo=\"yes\" tooltip={{$:/language/Buttons/ShowSideBar/Hint}} aria-label={{$:/language/Buttons/ShowSideBar/Caption}} class=\"tc-btn-invisible\">{{$:/core/images/chevron-left}}</$button>\n</$list>\n"
},
"$:/core/ui/UntaggedTemplate": {
"title": "$:/core/ui/UntaggedTemplate",
"text": "\\define lingo-base() $:/language/SideBar/\n<$button popup=<<qualify \"$:/state/popup/tag\">> class=\"tc-btn-invisible tc-untagged-label tc-tag-label\">\n<<lingo Tags/Untagged/Caption>>\n</$button>\n<$reveal state=<<qualify \"$:/state/popup/tag\">> type=\"popup\" position=\"below\">\n<div class=\"tc-drop-down\">\n<$list filter=\"[untagged[]!is[system]] -[tags[]] +[sort[title]]\" template=\"$:/core/ui/ListItemTemplate\"/>\n</div>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/body": {
"title": "$:/core/ui/ViewTemplate/body",
"tags": "$:/tags/ViewTemplate",
"text": "<$reveal tag=\"div\" class=\"tc-tiddler-body\" type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" retain=\"yes\" animate=\"yes\">\n\n<$list filter=\"[all[current]!has[plugin-type]!field:hide-body[yes]]\">\n\n<$transclude>\n\n<$transclude tiddler=\"$:/language/MissingTiddler/Hint\"/>\n\n</$transclude>\n\n</$list>\n\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/classic": {
"title": "$:/core/ui/ViewTemplate/classic",
"tags": "$:/tags/ViewTemplate $:/tags/EditTemplate",
"text": "\\define lingo-base() $:/language/ClassicWarning/\n<$list filter=\"[all[current]type[text/x-tiddlywiki]]\">\n<div class=\"tc-message-box\">\n\n<<lingo Hint>>\n\n<$button set=\"!!type\" setTo=\"text/vnd.tiddlywiki\"><<lingo Upgrade/Caption>></$button>\n\n</div>\n</$list>\n"
},
"$:/core/ui/ViewTemplate/import": {
"title": "$:/core/ui/ViewTemplate/import",
"tags": "$:/tags/ViewTemplate",
"text": "\\define lingo-base() $:/language/Import/\n\n\\define buttons()\n<$button message=\"tm-delete-tiddler\" param=<<currentTiddler>>><<lingo Listing/Cancel/Caption>></$button>\n<$button message=\"tm-perform-import\" param=<<currentTiddler>>><<lingo Listing/Import/Caption>></$button>\n<<lingo Listing/Preview>> <$select tiddler=\"$:/state/importpreviewtype\" default=\"$:/core/ui/ImportPreviews/Text\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ImportPreview]!has[draft.of]]\">\n<option value=<<currentTiddler>>>{{!!caption}}</option>\n</$list>\n</$select>\n\\end\n\n<$list filter=\"[all[current]field:plugin-type[import]]\">\n\n<div class=\"tc-import\">\n\n<<lingo Listing/Hint>>\n\n<<buttons>>\n\n{{||$:/core/ui/ImportListing}}\n\n<<buttons>>\n\n</div>\n\n</$list>\n"
},
"$:/core/ui/ViewTemplate/plugin": {
"title": "$:/core/ui/ViewTemplate/plugin",
"tags": "$:/tags/ViewTemplate",
"text": "<$list filter=\"[all[current]has[plugin-type]] -[all[current]field:plugin-type[import]]\">\n<$set name=\"plugin-type\" value={{!!plugin-type}}>\n<$set name=\"default-popup-state\" value=\"yes\">\n<$set name=\"qualified-state\" value=<<qualify \"$:/state/plugin-info\">>>\n{{||$:/core/ui/Components/plugin-info}}\n</$set>\n</$set>\n</$set>\n</$list>\n"
},
"$:/core/ui/ViewTemplate/subtitle": {
"title": "$:/core/ui/ViewTemplate/subtitle",
"tags": "$:/tags/ViewTemplate",
"text": "\\whitespace trim\n<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" tag=\"div\" retain=\"yes\" animate=\"yes\">\n<div class=\"tc-subtitle\">\n<$link to={{!!modifier}} />\n<$view field=\"modified\" format=\"date\" template={{$:/language/Tiddler/DateFormat}}/>\n</div>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/tags": {
"title": "$:/core/ui/ViewTemplate/tags",
"tags": "$:/tags/ViewTemplate",
"text": "<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" tag=\"div\" retain=\"yes\" animate=\"yes\">\n<div class=\"tc-tags-wrapper\"><$list filter=\"[all[current]tags[]sort[title]]\" template=\"$:/core/ui/TagTemplate\" storyview=\"pop\"/></div>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate/title": {
"title": "$:/core/ui/ViewTemplate/title",
"tags": "$:/tags/ViewTemplate",
"text": "\\whitespace trim\n\\define title-styles()\nfill:$(foregroundColor)$;\n\\end\n\\define config-title()\n$:/config/ViewToolbarButtons/Visibility/$(listItem)$\n\\end\n<div class=\"tc-tiddler-title\">\n<div class=\"tc-titlebar\">\n<span class=\"tc-tiddler-controls\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewToolbar]!has[draft.of]]\" variable=\"listItem\"><$reveal type=\"nomatch\" state=<<config-title>> text=\"hide\"><$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\"><$transclude tiddler=<<listItem>>/></$set></$reveal></$list>\n</span>\n<$set name=\"tv-wikilinks\" value={{$:/config/Tiddlers/TitleLinks}}>\n<$link>\n<$set name=\"foregroundColor\" value={{!!color}}>\n<span class=\"tc-tiddler-title-icon\" style=<<title-styles>>>\n<$transclude tiddler={{!!icon}}>\n<$transclude tiddler={{$:/config/DefaultTiddlerIcon}}/>\n</$transclude>\n</span>\n</$set>\n<$list filter=\"[all[current]removeprefix[$:/]]\">\n<h2 class=\"tc-title\" title={{$:/language/SystemTiddler/Tooltip}}>\n<span class=\"tc-system-title-prefix\">$:/</span><$text text=<<currentTiddler>>/>\n</h2>\n</$list>\n<$list filter=\"[all[current]!prefix[$:/]]\">\n<h2 class=\"tc-title\">\n<$view field=\"title\"/>\n</h2>\n</$list>\n</$link>\n</$set>\n</div>\n\n<$reveal type=\"nomatch\" text=\"\" default=\"\" state=<<tiddlerInfoState>> class=\"tc-tiddler-info tc-popup-handle\" animate=\"yes\" retain=\"yes\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TiddlerInfoSegment]!has[draft.of]] [[$:/core/ui/TiddlerInfo]]\" variable=\"listItem\"><$transclude tiddler=<<listItem>> mode=\"block\"/></$list>\n\n</$reveal>\n</div>"
},
"$:/core/ui/ViewTemplate/unfold": {
"title": "$:/core/ui/ViewTemplate/unfold",
"tags": "$:/tags/ViewTemplate",
"text": "<$reveal tag=\"div\" type=\"nomatch\" state=\"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-bar\" text=\"hide\">\n<$reveal tag=\"div\" type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" default=\"show\" retain=\"yes\" animate=\"yes\">\n<$button tooltip={{$:/language/Buttons/Fold/Hint}} aria-label={{$:/language/Buttons/Fold/Caption}} class=\"tc-fold-banner\">\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n{{$:/core/images/chevron-up}}\n</$button>\n</$reveal>\n<$reveal tag=\"div\" type=\"nomatch\" stateTitle=<<folded-state>> text=\"show\" default=\"show\" retain=\"yes\" animate=\"yes\">\n<$button tooltip={{$:/language/Buttons/Unfold/Hint}} aria-label={{$:/language/Buttons/Unfold/Caption}} class=\"tc-unfold-banner\">\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n{{$:/core/images/chevron-down}}\n</$button>\n</$reveal>\n</$reveal>\n"
},
"$:/core/ui/ViewTemplate": {
"title": "$:/core/ui/ViewTemplate",
"text": "\\define folded-state()\n$:/state/folded/$(currentTiddler)$\n\\end\n\\import [all[shadows+tiddlers]tag[$:/tags/Macro/View]!has[draft.of]]\n<$vars storyTiddler=<<currentTiddler>> tiddlerInfoState=<<qualify \"$:/state/popup/tiddler-info\">>><div data-tiddler-title=<<currentTiddler>> data-tags={{!!tags}} class={{{ tc-tiddler-frame tc-tiddler-view-frame [<currentTiddler>is[tiddler]then[tc-tiddler-exists]] [<currentTiddler>is[missing]!is[shadow]then[tc-tiddler-missing]] [<currentTiddler>is[shadow]then[tc-tiddler-exists tc-tiddler-shadow]] [<currentTiddler>is[shadow]is[tiddler]then[tc-tiddler-overridden-shadow]] [<currentTiddler>is[system]then[tc-tiddler-system]] [{!!class}] [<currentTiddler>tags[]encodeuricomponent[]addprefix[tc-tagged-]] +[join[ ]] }}}><$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewTemplate]!has[draft.of]]\" variable=\"listItem\"><$transclude tiddler=<<listItem>>/></$list>\n</div>\n</$vars>\n"
},
"$:/core/ui/Buttons/clone": {
"title": "$:/core/ui/Buttons/clone",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/clone-button}} {{$:/language/Buttons/Clone/Caption}}",
"description": "{{$:/language/Buttons/Clone/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-new-tiddler\" param=<<currentTiddler>> tooltip={{$:/language/Buttons/Clone/Hint}} aria-label={{$:/language/Buttons/Clone/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/clone-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Clone/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/close-others": {
"title": "$:/core/ui/Buttons/close-others",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/close-others-button}} {{$:/language/Buttons/CloseOthers/Caption}}",
"description": "{{$:/language/Buttons/CloseOthers/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-close-other-tiddlers\" param=<<currentTiddler>> tooltip={{$:/language/Buttons/CloseOthers/Hint}} aria-label={{$:/language/Buttons/CloseOthers/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/close-others-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/CloseOthers/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/close": {
"title": "$:/core/ui/Buttons/close",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/close-button}} {{$:/language/Buttons/Close/Caption}}",
"description": "{{$:/language/Buttons/Close/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-close-tiddler\" tooltip={{$:/language/Buttons/Close/Hint}} aria-label={{$:/language/Buttons/Close/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/close-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/Close/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/edit": {
"title": "$:/core/ui/Buttons/edit",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/edit-button}} {{$:/language/Buttons/Edit/Caption}}",
"description": "{{$:/language/Buttons/Edit/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-edit-tiddler\" tooltip={{$:/language/Buttons/Edit/Hint}} aria-label={{$:/language/Buttons/Edit/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/edit-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Edit/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/export-tiddler": {
"title": "$:/core/ui/Buttons/export-tiddler",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/export-button}} {{$:/language/Buttons/ExportTiddler/Caption}}",
"description": "{{$:/language/Buttons/ExportTiddler/Hint}}",
"text": "\\define makeExportFilter()\n[[$(currentTiddler)$]]\n\\end\n<$macrocall $name=\"exportButton\" exportFilter=<<makeExportFilter>> lingoBase=\"$:/language/Buttons/ExportTiddler/\" baseFilename=<<currentTiddler>>/>"
},
"$:/core/ui/Buttons/fold-bar": {
"title": "$:/core/ui/Buttons/fold-bar",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/chevron-up}} {{$:/language/Buttons/Fold/FoldBar/Caption}}",
"description": "{{$:/language/Buttons/Fold/FoldBar/Hint}}",
"text": "<!-- This dummy toolbar button is here to allow visibility of the fold-bar to be controlled as if it were a toolbar button -->"
},
"$:/core/ui/Buttons/fold-others": {
"title": "$:/core/ui/Buttons/fold-others",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/fold-others-button}} {{$:/language/Buttons/FoldOthers/Caption}}",
"description": "{{$:/language/Buttons/FoldOthers/Hint}}",
"text": "\\whitespace trim\n<$button tooltip={{$:/language/Buttons/FoldOthers/Hint}} aria-label={{$:/language/Buttons/FoldOthers/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-other-tiddlers\" $param=<<currentTiddler>> foldedStatePrefix=\"$:/state/folded/\"/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\" variable=\"listItem\">\n{{$:/core/images/fold-others-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/FoldOthers/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/fold": {
"title": "$:/core/ui/Buttons/fold",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/fold-button}} {{$:/language/Buttons/Fold/Caption}}",
"description": "{{$:/language/Buttons/Fold/Hint}}",
"text": "\\whitespace trim\n<$reveal type=\"nomatch\" stateTitle=<<folded-state>> text=\"hide\" default=\"show\">\n<$button tooltip={{$:/language/Buttons/Fold/Hint}} aria-label={{$:/language/Buttons/Fold/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\" variable=\"listItem\">\n{{$:/core/images/fold-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Fold/Caption}}/>\n</span>\n</$list>\n</$button>\n</$reveal>\n<$reveal type=\"match\" stateTitle=<<folded-state>> text=\"hide\" default=\"show\">\n<$button tooltip={{$:/language/Buttons/Unfold/Hint}} aria-label={{$:/language/Buttons/Unfold/Caption}} class=<<tv-config-toolbar-class>>>\n<$action-sendmessage $message=\"tm-fold-tiddler\" $param=<<currentTiddler>> foldedState=<<folded-state>>/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\" variable=\"listItem\">\n{{$:/core/images/unfold-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Unfold/Caption}}/>\n</span>\n</$list>\n</$button>\n</$reveal>\n"
},
"$:/core/ui/Buttons/info": {
"title": "$:/core/ui/Buttons/info",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/info-button}} {{$:/language/Buttons/Info/Caption}}",
"description": "{{$:/language/Buttons/Info/Hint}}",
"text": "\\whitespace trim\n\\define button-content()\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/info-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/Info/Caption}}/>\n</span>\n</$list>\n\\end\n<$reveal state=\"$:/config/TiddlerInfo/Mode\" type=\"match\" text=\"popup\">\n<$button popup=<<tiddlerInfoState>> tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$macrocall $name=\"button-content\" mode=\"inline\"/>\n</$button>\n</$reveal>\n<$reveal state=\"$:/config/TiddlerInfo/Mode\" type=\"match\" text=\"sticky\">\n<$reveal state=<<tiddlerInfoState>> type=\"match\" text=\"\" default=\"\">\n<$button set=<<tiddlerInfoState>> setTo=\"yes\" tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$macrocall $name=\"button-content\" mode=\"inline\"/>\n</$button>\n</$reveal>\n<$reveal state=<<tiddlerInfoState>> type=\"nomatch\" text=\"\" default=\"\">\n<$button set=<<tiddlerInfoState>> setTo=\"\" tooltip={{$:/language/Buttons/Info/Hint}} aria-label={{$:/language/Buttons/Info/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$macrocall $name=\"button-content\" mode=\"inline\"/>\n</$button>\n</$reveal>\n</$reveal>"
},
"$:/core/ui/Buttons/more-tiddler-actions": {
"title": "$:/core/ui/Buttons/more-tiddler-actions",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/down-arrow}} {{$:/language/Buttons/More/Caption}}",
"description": "{{$:/language/Buttons/More/Hint}}",
"text": "\\whitespace trim\n\\define config-title()\n$:/config/ViewToolbarButtons/Visibility/$(listItem)$\n\\end\n<$button popup=<<qualify \"$:/state/popup/more\">> tooltip={{$:/language/Buttons/More/Hint}} aria-label={{$:/language/Buttons/More/Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/down-arrow}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/More/Caption}}/>\n</span>\n</$list>\n</$button>\n<$reveal state=<<qualify \"$:/state/popup/more\">> type=\"popup\" position=\"belowleft\" animate=\"yes\">\n\n<div class=\"tc-drop-down\">\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-class\" value=\"tc-btn-invisible\">\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/ViewToolbar]!has[draft.of]] -[[$:/core/ui/Buttons/more-tiddler-actions]]\" variable=\"listItem\">\n\n<$reveal type=\"match\" state=<<config-title>> text=\"hide\">\n\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$set>\n\n</$reveal>\n\n</$list>\n\n</$set>\n\n</$set>\n\n</$set>\n\n</div>\n\n</$reveal>"
},
"$:/core/ui/Buttons/new-here": {
"title": "$:/core/ui/Buttons/new-here",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/new-here-button}} {{$:/language/Buttons/NewHere/Caption}}",
"description": "{{$:/language/Buttons/NewHere/Hint}}",
"text": "\\whitespace trim\n\\define newHereActions()\n<$set name=\"tags\" filter=\"[<currentTiddler>] [{$:/config/NewTiddler/Tags!!tags}]\">\n<$action-sendmessage $message=\"tm-new-tiddler\" tags=<<tags>>/>\n</$set>\n\\end\n\\define newHereButton()\n<$button actions=<<newHereActions>> tooltip={{$:/language/Buttons/NewHere/Hint}} aria-label={{$:/language/Buttons/NewHere/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/new-here-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/NewHere/Caption}}/>\n</span>\n</$list>\n</$button>\n\\end\n<<newHereButton>>\n"
},
"$:/core/ui/Buttons/new-journal-here": {
"title": "$:/core/ui/Buttons/new-journal-here",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/new-journal-button}} {{$:/language/Buttons/NewJournalHere/Caption}}",
"description": "{{$:/language/Buttons/NewJournalHere/Hint}}",
"text": "\\whitespace trim\n\\define journalButtonTags()\n[[$(currentTiddlerTag)$]] $(journalTags)$\n\\end\n\\define journalButton()\n<$button tooltip={{$:/language/Buttons/NewJournalHere/Hint}} aria-label={{$:/language/Buttons/NewJournalHere/Caption}} class=<<tv-config-toolbar-class>>>\n<$wikify name=\"journalTitle\" text=\"\"\"<$macrocall $name=\"now\" format=<<journalTitleTemplate>>/>\"\"\">\n<$action-sendmessage $message=\"tm-new-tiddler\" title=<<journalTitle>> tags=<<journalButtonTags>>/>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/new-journal-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text={{$:/language/Buttons/NewJournalHere/Caption}}/>\n</span>\n</$list>\n</$wikify>\n</$button>\n\\end\n<$set name=\"journalTitleTemplate\" value={{$:/config/NewJournal/Title}}>\n<$set name=\"journalTags\" value={{$:/config/NewJournal/Tags!!tags}}>\n<$set name=\"currentTiddlerTag\" value=<<currentTiddler>>>\n<<journalButton>>\n</$set>\n</$set>\n</$set>\n"
},
"$:/core/ui/Buttons/open-window": {
"title": "$:/core/ui/Buttons/open-window",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/open-window}} {{$:/language/Buttons/OpenWindow/Caption}}",
"description": "{{$:/language/Buttons/OpenWindow/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-open-window\" tooltip={{$:/language/Buttons/OpenWindow/Hint}} aria-label={{$:/language/Buttons/OpenWindow/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/open-window}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/OpenWindow/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/permalink": {
"title": "$:/core/ui/Buttons/permalink",
"tags": "$:/tags/ViewToolbar",
"caption": "{{$:/core/images/permalink-button}} {{$:/language/Buttons/Permalink/Caption}}",
"description": "{{$:/language/Buttons/Permalink/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-permalink\" tooltip={{$:/language/Buttons/Permalink/Hint}} aria-label={{$:/language/Buttons/Permalink/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/permalink-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Permalink/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/core/ui/Buttons/permaview": {
"title": "$:/core/ui/Buttons/permaview",
"tags": "$:/tags/ViewToolbar $:/tags/PageControls",
"caption": "{{$:/core/images/permaview-button}} {{$:/language/Buttons/Permaview/Caption}}",
"description": "{{$:/language/Buttons/Permaview/Hint}}",
"text": "\\whitespace trim\n<$button message=\"tm-permaview\" tooltip={{$:/language/Buttons/Permaview/Hint}} aria-label={{$:/language/Buttons/Permaview/Caption}} class=<<tv-config-toolbar-class>>>\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/permaview-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\">\n<$text text=\" \"/>\n<$text text={{$:/language/Buttons/Permaview/Caption}}/>\n</span>\n</$list>\n</$button>"
},
"$:/DefaultTiddlers": {
"title": "$:/DefaultTiddlers",
"text": "GettingStarted\n"
},
"$:/temp/advancedsearch": {
"title": "$:/temp/advancedsearch",
"text": ""
},
"$:/snippets/allfields": {
"title": "$:/snippets/allfields",
"text": "\\define renderfield(title)\n<tr class=\"tc-view-field\"><td class=\"tc-view-field-name\">''$title$'':</td><td class=\"tc-view-field-value\">//{{$:/language/Docs/Fields/$title$}}//</td></tr>\n\\end\n<table class=\"tc-view-field-table\"><tbody><$list filter=\"[fields[]sort[title]]\" variable=\"listItem\"><$macrocall $name=\"renderfield\" title=<<listItem>>/></$list>\n</tbody></table>\n"
},
"$:/config/AnimationDuration": {
"title": "$:/config/AnimationDuration",
"text": "400"
},
"$:/config/AutoFocus": {
"title": "$:/config/AutoFocus",
"text": "title"
},
"$:/config/AutoSave": {
"title": "$:/config/AutoSave",
"text": "yes"
},
"$:/config/BitmapEditor/Colour": {
"title": "$:/config/BitmapEditor/Colour",
"text": "#444"
},
"$:/config/BitmapEditor/ImageSizes": {
"title": "$:/config/BitmapEditor/ImageSizes",
"text": "[[62px 100px]] [[100px 62px]] [[124px 200px]] [[200px 124px]] [[248px 400px]] [[371px 600px]] [[400px 248px]] [[556px 900px]] [[600px 371px]] [[742px 1200px]] [[900px 556px]] [[1200px 742px]]"
},
"$:/config/BitmapEditor/LineWidth": {
"title": "$:/config/BitmapEditor/LineWidth",
"text": "3px"
},
"$:/config/BitmapEditor/LineWidths": {
"title": "$:/config/BitmapEditor/LineWidths",
"text": "0.25px 0.5px 1px 2px 3px 4px 6px 8px 10px 16px 20px 28px 40px 56px 80px"
},
"$:/config/BitmapEditor/Opacities": {
"title": "$:/config/BitmapEditor/Opacities",
"text": "0.01 0.025 0.05 0.075 0.1 0.15 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0"
},
"$:/config/BitmapEditor/Opacity": {
"title": "$:/config/BitmapEditor/Opacity",
"text": "1.0"
},
"$:/config/DefaultMoreSidebarTab": {
"title": "$:/config/DefaultMoreSidebarTab",
"text": "$:/core/ui/MoreSideBar/Tags"
},
"$:/config/DefaultSidebarTab": {
"title": "$:/config/DefaultSidebarTab",
"text": "$:/core/ui/SideBar/Open"
},
"$:/config/DownloadSaver/AutoSave": {
"title": "$:/config/DownloadSaver/AutoSave",
"text": "no"
},
"$:/config/Drafts/TypingTimeout": {
"title": "$:/config/Drafts/TypingTimeout",
"text": "400"
},
"$:/config/EditTemplateFields/Visibility/title": {
"title": "$:/config/EditTemplateFields/Visibility/title",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/tags": {
"title": "$:/config/EditTemplateFields/Visibility/tags",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/text": {
"title": "$:/config/EditTemplateFields/Visibility/text",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/creator": {
"title": "$:/config/EditTemplateFields/Visibility/creator",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/created": {
"title": "$:/config/EditTemplateFields/Visibility/created",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/modified": {
"title": "$:/config/EditTemplateFields/Visibility/modified",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/modifier": {
"title": "$:/config/EditTemplateFields/Visibility/modifier",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/type": {
"title": "$:/config/EditTemplateFields/Visibility/type",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/draft.title": {
"title": "$:/config/EditTemplateFields/Visibility/draft.title",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/draft.of": {
"title": "$:/config/EditTemplateFields/Visibility/draft.of",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/revision": {
"title": "$:/config/EditTemplateFields/Visibility/revision",
"text": "hide"
},
"$:/config/EditTemplateFields/Visibility/bag": {
"title": "$:/config/EditTemplateFields/Visibility/bag",
"text": "hide"
},
"$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-4": {
"title": "$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-4",
"text": "hide"
},
"$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-5": {
"title": "$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-5",
"text": "hide"
},
"$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-6": {
"title": "$:/config/EditorToolbarButtons/Visibility/$:/core/ui/EditorToolbar/heading-6",
"text": "hide"
},
"$:/config/EditorTypeMappings/image/gif": {
"title": "$:/config/EditorTypeMappings/image/gif",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/webp": {
"title": "$:/config/EditorTypeMappings/image/webp",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/heic": {
"title": "$:/config/EditorTypeMappings/image/heic",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/heif": {
"title": "$:/config/EditorTypeMappings/image/heif",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/jpeg": {
"title": "$:/config/EditorTypeMappings/image/jpeg",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/jpg": {
"title": "$:/config/EditorTypeMappings/image/jpg",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/png": {
"title": "$:/config/EditorTypeMappings/image/png",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/image/x-icon": {
"title": "$:/config/EditorTypeMappings/image/x-icon",
"text": "bitmap"
},
"$:/config/EditorTypeMappings/text/vnd.tiddlywiki": {
"title": "$:/config/EditorTypeMappings/text/vnd.tiddlywiki",
"text": "text"
},
"$:/config/Manager/Show": {
"title": "$:/config/Manager/Show",
"text": "tiddlers"
},
"$:/config/Manager/Filter": {
"title": "$:/config/Manager/Filter",
"text": ""
},
"$:/config/Manager/Order": {
"title": "$:/config/Manager/Order",
"text": "forward"
},
"$:/config/Manager/Sort": {
"title": "$:/config/Manager/Sort",
"text": "title"
},
"$:/config/Manager/System": {
"title": "$:/config/Manager/System",
"text": "system"
},
"$:/config/Manager/Tag": {
"title": "$:/config/Manager/Tag",
"text": ""
},
"$:/state/popup/manager/item/$:/Manager/ItemMain/RawText": {
"title": "$:/state/popup/manager/item/$:/Manager/ItemMain/RawText",
"text": "hide"
},
"$:/config/MissingLinks": {
"title": "$:/config/MissingLinks",
"text": "yes"
},
"$:/config/Navigation/UpdateAddressBar": {
"title": "$:/config/Navigation/UpdateAddressBar",
"text": "no"
},
"$:/config/Navigation/UpdateHistory": {
"title": "$:/config/Navigation/UpdateHistory",
"text": "no"
},
"$:/config/NewImageType": {
"title": "$:/config/NewImageType",
"text": "jpeg"
},
"$:/config/OfficialPluginLibrary": {
"title": "$:/config/OfficialPluginLibrary",
"tags": "$:/tags/PluginLibrary",
"url": "https://tiddlywiki.com/library/v5.1.22/index.html",
"caption": "{{$:/language/OfficialPluginLibrary}}",
"text": "{{$:/language/OfficialPluginLibrary/Hint}}\n"
},
"$:/config/Navigation/openLinkFromInsideRiver": {
"title": "$:/config/Navigation/openLinkFromInsideRiver",
"text": "below"
},
"$:/config/Navigation/openLinkFromOutsideRiver": {
"title": "$:/config/Navigation/openLinkFromOutsideRiver",
"text": "top"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/advanced-search": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/advanced-search",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/close-all": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/close-all",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/encryption": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/encryption",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/export-page": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/export-page",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/fold-all": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/fold-all",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/full-screen": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/full-screen",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/home": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/home",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/refresh": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/refresh",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/import": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/import",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/language": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/language",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/tag-manager": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/tag-manager",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/manager": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/manager",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/more-page-actions": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/more-page-actions",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-journal": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-journal",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-image": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/new-image",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/palette": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/palette",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/permaview": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/permaview",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/print": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/print",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/storyview": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/storyview",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/timestamp": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/timestamp",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/theme": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/theme",
"text": "hide"
},
"$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/unfold-all": {
"title": "$:/config/PageControlButtons/Visibility/$:/core/ui/Buttons/unfold-all",
"text": "hide"
},
"$:/config/Performance/Instrumentation": {
"title": "$:/config/Performance/Instrumentation",
"text": "no"
},
"$:/config/RegisterPluginType/plugin": {
"title": "$:/config/RegisterPluginType/plugin",
"text": "yes"
},
"$:/config/RegisterPluginType/theme": {
"title": "$:/config/RegisterPluginType/theme",
"text": "no"
},
"$:/config/RegisterPluginType/language": {
"title": "$:/config/RegisterPluginType/language",
"text": "no"
},
"$:/config/RegisterPluginType/info": {
"title": "$:/config/RegisterPluginType/info",
"text": "no"
},
"$:/config/RegisterPluginType/import": {
"title": "$:/config/RegisterPluginType/import",
"text": "no"
},
"$:/config/SaveWikiButton/Template": {
"title": "$:/config/SaveWikiButton/Template",
"text": "$:/core/save/all"
},
"$:/config/SaverFilter": {
"title": "$:/config/SaverFilter",
"text": "[all[]] -[[$:/HistoryList]] -[[$:/StoryList]] -[[$:/Import]] -[[$:/isEncrypted]] -[[$:/UploadName]] -[prefix[$:/state/]] -[prefix[$:/temp/]]"
},
"$:/config/Search/AutoFocus": {
"title": "$:/config/Search/AutoFocus",
"text": "true"
},
"$:/config/Search/MinLength": {
"title": "$:/config/Search/MinLength",
"text": "3"
},
"$:/config/SearchResults/Default": {
"title": "$:/config/SearchResults/Default",
"text": "$:/core/ui/DefaultSearchResultList"
},
"$:/config/Server/ExternalFilters/[all[tiddlers]!is[system]sort[title]]": {
"title": "$:/config/Server/ExternalFilters/[all[tiddlers]!is[system]sort[title]]",
"text": "yes"
},
"$:/config/ShortcutInfo/add-field": {
"title": "$:/config/ShortcutInfo/add-field",
"text": "{{$:/language/EditTemplate/Fields/Add/Button/Hint}}"
},
"$:/config/ShortcutInfo/advanced-search": {
"title": "$:/config/ShortcutInfo/advanced-search",
"text": "{{$:/language/Buttons/AdvancedSearch/Hint}}"
},
"$:/config/ShortcutInfo/bold": {
"title": "$:/config/ShortcutInfo/bold",
"text": "{{$:/language/Buttons/Bold/Hint}}"
},
"$:/config/ShortcutInfo/cancel-edit-tiddler": {
"title": "$:/config/ShortcutInfo/cancel-edit-tiddler",
"text": "{{$:/language/Buttons/Cancel/Hint}}"
},
"$:/config/ShortcutInfo/excise": {
"title": "$:/config/ShortcutInfo/excise",
"text": "{{$:/language/Buttons/Excise/Hint}}"
},
"$:/config/ShortcutInfo/heading-1": {
"title": "$:/config/ShortcutInfo/heading-1",
"text": "{{$:/language/Buttons/Heading1/Hint}}"
},
"$:/config/ShortcutInfo/heading-2": {
"title": "$:/config/ShortcutInfo/heading-2",
"text": "{{$:/language/Buttons/Heading2/Hint}}"
},
"$:/config/ShortcutInfo/heading-3": {
"title": "$:/config/ShortcutInfo/heading-3",
"text": "{{$:/language/Buttons/Heading3/Hint}}"
},
"$:/config/ShortcutInfo/heading-4": {
"title": "$:/config/ShortcutInfo/heading-4",
"text": "{{$:/language/Buttons/Heading4/Hint}}"
},
"$:/config/ShortcutInfo/heading-5": {
"title": "$:/config/ShortcutInfo/heading-5",
"text": "{{$:/language/Buttons/Heading5/Hint}}"
},
"$:/config/ShortcutInfo/heading-6": {
"title": "$:/config/ShortcutInfo/heading-6",
"text": "{{$:/language/Buttons/Heading6/Hint}}"
},
"$:/config/ShortcutInfo/italic": {
"title": "$:/config/ShortcutInfo/italic",
"text": "{{$:/language/Buttons/Italic/Hint}}"
},
"$:/config/ShortcutInfo/link": {
"title": "$:/config/ShortcutInfo/link",
"text": "{{$:/language/Buttons/Link/Hint}}"
},
"$:/config/ShortcutInfo/list-bullet": {
"title": "$:/config/ShortcutInfo/list-bullet",
"text": "{{$:/language/Buttons/ListBullet/Hint}}"
},
"$:/config/ShortcutInfo/list-number": {
"title": "$:/config/ShortcutInfo/list-number",
"text": "{{$:/language/Buttons/ListNumber/Hint}}"
},
"$:/config/ShortcutInfo/mono-block": {
"title": "$:/config/ShortcutInfo/mono-block",
"text": "{{$:/language/Buttons/MonoBlock/Hint}}"
},
"$:/config/ShortcutInfo/mono-line": {
"title": "$:/config/ShortcutInfo/mono-line",
"text": "{{$:/language/Buttons/MonoLine/Hint}}"
},
"$:/config/ShortcutInfo/new-image": {
"title": "$:/config/ShortcutInfo/new-image",
"text": "{{$:/language/Buttons/NewImage/Hint}}"
},
"$:/config/ShortcutInfo/new-journal": {
"title": "$:/config/ShortcutInfo/new-journal",
"text": "{{$:/language/Buttons/NewJournal/Hint}}"
},
"$:/config/ShortcutInfo/new-tiddler": {
"title": "$:/config/ShortcutInfo/new-tiddler",
"text": "{{$:/language/Buttons/NewTiddler/Hint}}"
},
"$:/config/ShortcutInfo/picture": {
"title": "$:/config/ShortcutInfo/picture",
"text": "{{$:/language/Buttons/Picture/Hint}}"
},
"$:/config/ShortcutInfo/preview": {
"title": "$:/config/ShortcutInfo/preview",
"text": "{{$:/language/Buttons/Preview/Hint}}"
},
"$:/config/ShortcutInfo/quote": {
"title": "$:/config/ShortcutInfo/quote",
"text": "{{$:/language/Buttons/Quote/Hint}}"
},
"$:/config/ShortcutInfo/save-tiddler": {
"title": "$:/config/ShortcutInfo/save-tiddler",
"text": "{{$:/language/Buttons/Save/Hint}}"
},
"$:/config/ShortcutInfo/sidebar-search": {
"title": "$:/config/ShortcutInfo/sidebar-search",
"text": "{{$:/language/Buttons/SidebarSearch/Hint}}"
},
"$:/config/ShortcutInfo/stamp": {
"title": "$:/config/ShortcutInfo/stamp",
"text": "{{$:/language/Buttons/Stamp/Hint}}"
},
"$:/config/ShortcutInfo/strikethrough": {
"title": "$:/config/ShortcutInfo/strikethrough",
"text": "{{$:/language/Buttons/Strikethrough/Hint}}"
},
"$:/config/ShortcutInfo/subscript": {
"title": "$:/config/ShortcutInfo/subscript",
"text": "{{$:/language/Buttons/Subscript/Hint}}"
},
"$:/config/ShortcutInfo/superscript": {
"title": "$:/config/ShortcutInfo/superscript",
"text": "{{$:/language/Buttons/Superscript/Hint}}"
},
"$:/config/ShortcutInfo/toggle-sidebar": {
"title": "$:/config/ShortcutInfo/toggle-sidebar",
"text": "{{$:/language/Buttons/ToggleSidebar/Hint}}"
},
"$:/config/ShortcutInfo/underline": {
"title": "$:/config/ShortcutInfo/underline",
"text": "{{$:/language/Buttons/Underline/Hint}}"
},
"$:/config/SyncFilter": {
"title": "$:/config/SyncFilter",
"text": "[is[tiddler]] -[[$:/HistoryList]] -[[$:/Import]] -[[$:/isEncrypted]] -[prefix[$:/status/]] -[prefix[$:/state/]] -[prefix[$:/temp/]]"
},
"$:/config/Tags/MinLength": {
"title": "$:/config/Tags/MinLength",
"text": "0"
},
"$:/config/TextEditor/EditorHeight/Height": {
"title": "$:/config/TextEditor/EditorHeight/Height",
"text": "400px"
},
"$:/config/TextEditor/EditorHeight/Mode": {
"title": "$:/config/TextEditor/EditorHeight/Mode",
"text": "auto"
},
"$:/config/TiddlerInfo/Default": {
"title": "$:/config/TiddlerInfo/Default",
"text": "$:/core/ui/TiddlerInfo/Fields"
},
"$:/config/TiddlerInfo/Mode": {
"title": "$:/config/TiddlerInfo/Mode",
"text": "popup"
},
"$:/config/Tiddlers/TitleLinks": {
"title": "$:/config/Tiddlers/TitleLinks",
"text": "no"
},
"$:/config/Toolbar/ButtonClass": {
"title": "$:/config/Toolbar/ButtonClass",
"text": "tc-btn-invisible"
},
"$:/config/Toolbar/Icons": {
"title": "$:/config/Toolbar/Icons",
"text": "yes"
},
"$:/config/Toolbar/Text": {
"title": "$:/config/Toolbar/Text",
"text": "no"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/clone": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/clone",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/close-others": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/close-others",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/export-tiddler": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/export-tiddler",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/info": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/info",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/more-tiddler-actions": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/more-tiddler-actions",
"text": "show"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-here": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-here",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-journal-here": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/new-journal-here",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/open-window": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/open-window",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permalink": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permalink",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permaview": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/permaview",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/delete": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/delete",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-bar": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-bar",
"text": "hide"
},
"$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-others": {
"title": "$:/config/ViewToolbarButtons/Visibility/$:/core/ui/Buttons/fold-others",
"text": "hide"
},
"$:/config/shortcuts-mac/bold": {
"title": "$:/config/shortcuts-mac/bold",
"text": "meta-B"
},
"$:/config/shortcuts-mac/italic": {
"title": "$:/config/shortcuts-mac/italic",
"text": "meta-I"
},
"$:/config/shortcuts-mac/underline": {
"title": "$:/config/shortcuts-mac/underline",
"text": "meta-U"
},
"$:/config/shortcuts-mac/new-image": {
"title": "$:/config/shortcuts-mac/new-image",
"text": "ctrl-I"
},
"$:/config/shortcuts-mac/new-journal": {
"title": "$:/config/shortcuts-mac/new-journal",
"text": "ctrl-J"
},
"$:/config/shortcuts-mac/new-tiddler": {
"title": "$:/config/shortcuts-mac/new-tiddler",
"text": "ctrl-N"
},
"$:/config/shortcuts-not-mac/bold": {
"title": "$:/config/shortcuts-not-mac/bold",
"text": "ctrl-B"
},
"$:/config/shortcuts-not-mac/italic": {
"title": "$:/config/shortcuts-not-mac/italic",
"text": "ctrl-I"
},
"$:/config/shortcuts-not-mac/underline": {
"title": "$:/config/shortcuts-not-mac/underline",
"text": "ctrl-U"
},
"$:/config/shortcuts-not-mac/new-image": {
"title": "$:/config/shortcuts-not-mac/new-image",
"text": "alt-I"
},
"$:/config/shortcuts-not-mac/new-journal": {
"title": "$:/config/shortcuts-not-mac/new-journal",
"text": "alt-J"
},
"$:/config/shortcuts-not-mac/new-tiddler": {
"title": "$:/config/shortcuts-not-mac/new-tiddler",
"text": "alt-N"
},
"$:/config/shortcuts/add-field": {
"title": "$:/config/shortcuts/add-field",
"text": "enter"
},
"$:/config/shortcuts/advanced-search": {
"title": "$:/config/shortcuts/advanced-search",
"text": "ctrl-shift-A"
},
"$:/config/shortcuts/cancel-edit-tiddler": {
"title": "$:/config/shortcuts/cancel-edit-tiddler",
"text": "escape"
},
"$:/config/shortcuts/excise": {
"title": "$:/config/shortcuts/excise",
"text": "ctrl-E"
},
"$:/config/shortcuts/sidebar-search": {
"title": "$:/config/shortcuts/sidebar-search",
"text": "ctrl-shift-F"
},
"$:/config/shortcuts/heading-1": {
"title": "$:/config/shortcuts/heading-1",
"text": "ctrl-1"
},
"$:/config/shortcuts/heading-2": {
"title": "$:/config/shortcuts/heading-2",
"text": "ctrl-2"
},
"$:/config/shortcuts/heading-3": {
"title": "$:/config/shortcuts/heading-3",
"text": "ctrl-3"
},
"$:/config/shortcuts/heading-4": {
"title": "$:/config/shortcuts/heading-4",
"text": "ctrl-4"
},
"$:/config/shortcuts/heading-5": {
"title": "$:/config/shortcuts/heading-5",
"text": "ctrl-5"
},
"$:/config/shortcuts/heading-6": {
"title": "$:/config/shortcuts/heading-6",
"text": "ctrl-6"
},
"$:/config/shortcuts/link": {
"title": "$:/config/shortcuts/link",
"text": "ctrl-L"
},
"$:/config/shortcuts/linkify": {
"title": "$:/config/shortcuts/linkify",
"text": "alt-shift-L"
},
"$:/config/shortcuts/list-bullet": {
"title": "$:/config/shortcuts/list-bullet",
"text": "ctrl-shift-L"
},
"$:/config/shortcuts/list-number": {
"title": "$:/config/shortcuts/list-number",
"text": "ctrl-shift-N"
},
"$:/config/shortcuts/mono-block": {
"title": "$:/config/shortcuts/mono-block",
"text": "ctrl-shift-M"
},
"$:/config/shortcuts/mono-line": {
"title": "$:/config/shortcuts/mono-line",
"text": "ctrl-M"
},
"$:/config/shortcuts/picture": {
"title": "$:/config/shortcuts/picture",
"text": "ctrl-shift-I"
},
"$:/config/shortcuts/preview": {
"title": "$:/config/shortcuts/preview",
"text": "alt-P"
},
"$:/config/shortcuts/quote": {
"title": "$:/config/shortcuts/quote",
"text": "ctrl-Q"
},
"$:/config/shortcuts/save-tiddler": {
"title": "$:/config/shortcuts/save-tiddler",
"text": "ctrl+enter"
},
"$:/config/shortcuts/stamp": {
"title": "$:/config/shortcuts/stamp",
"text": "ctrl-S"
},
"$:/config/shortcuts/strikethrough": {
"title": "$:/config/shortcuts/strikethrough",
"text": "ctrl-T"
},
"$:/config/shortcuts/subscript": {
"title": "$:/config/shortcuts/subscript",
"text": "ctrl-shift-B"
},
"$:/config/shortcuts/superscript": {
"title": "$:/config/shortcuts/superscript",
"text": "ctrl-shift-P"
},
"$:/config/shortcuts/toggle-sidebar": {
"title": "$:/config/shortcuts/toggle-sidebar",
"text": "alt-shift-S"
},
"$:/config/shortcuts/transcludify": {
"title": "$:/config/shortcuts/transcludify",
"text": "alt-shift-T"
},
"$:/config/ui/EditTemplate": {
"title": "$:/config/ui/EditTemplate",
"text": "$:/core/ui/EditTemplate"
},
"$:/config/ui/ViewTemplate": {
"title": "$:/config/ui/ViewTemplate",
"text": "$:/core/ui/ViewTemplate"
},
"$:/config/WikiParserRules/Inline/wikilink": {
"title": "$:/config/WikiParserRules/Inline/wikilink",
"text": "enable"
},
"$:/snippets/currpalettepreview": {
"title": "$:/snippets/currpalettepreview",
"text": "\\define swatchStyle()\nbackground-color: $(swatchColour)$;\n\\end\n\\define swatch()\n<$set name=\"swatchColour\" value={{##$(colour)$}}\n><div class=\"tc-swatch\" style=<<swatchStyle>> title=<<colour>>/></$set>\n\\end\n<div class=\"tc-swatches-horiz\"><$list filter=\"\nforeground\nbackground\nmuted-foreground\nprimary\npage-background\ntab-background\ntiddler-info-background\n\" variable=\"colour\"><<swatch>></$list></div>"
},
"$:/snippets/download-wiki-button": {
"title": "$:/snippets/download-wiki-button",
"text": "\\define lingo-base() $:/language/ControlPanel/Tools/Download/\n<$button class=\"tc-btn-big-green\">\n<$action-sendmessage $message=\"tm-download-file\" $param=\"$:/core/save/all\" filename=\"index.html\"/>\n<<lingo Full/Caption>> {{$:/core/images/save-button}}\n</$button>"
},
"$:/language": {
"title": "$:/language",
"text": "$:/languages/en-GB"
},
"$:/snippets/languageswitcher": {
"title": "$:/snippets/languageswitcher",
"text": "\\define flag-title()\n$(languagePluginTitle)$/icon\n\\end\n\n<$linkcatcher to=\"$:/language\">\n<div class=\"tc-chooser tc-language-chooser\">\n<$list filter=\"[[$:/languages/en-GB]] [plugin-type[language]sort[description]]\">\n<$set name=\"cls\" filter=\"[all[current]field:title{$:/language}]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>>\n<$link>\n<span class=\"tc-image-button\">\n<$set name=\"languagePluginTitle\" value=<<currentTiddler>>>\n<$transclude subtiddler=<<flag-title>>>\n<$list filter=\"[all[current]field:title[$:/languages/en-GB]]\">\n<$transclude tiddler=\"$:/languages/en-GB/icon\"/>\n</$list>\n</$transclude>\n</$set>\n</span>\n<$view field=\"description\">\n<$view field=\"name\">\n<$view field=\"title\"/>\n</$view>\n</$view>\n</$link>\n</div>\n</$set>\n</$list>\n</div>\n</$linkcatcher>"
},
"$:/core/macros/CSS": {
"title": "$:/core/macros/CSS",
"tags": "$:/tags/Macro",
"text": "\\define colour(name)\n<$transclude tiddler={{$:/palette}} index=\"$name$\"><$transclude tiddler=\"$:/palettes/Vanilla\" index=\"$name$\"><$transclude tiddler=\"$:/config/DefaultColourMappings/$name$\"/></$transclude></$transclude>\n\\end\n\n\\define color(name)\n<<colour $name$>>\n\\end\n\n\\define box-shadow(shadow)\n``\n -webkit-box-shadow: $shadow$;\n -moz-box-shadow: $shadow$;\n box-shadow: $shadow$;\n``\n\\end\n\n\\define filter(filter)\n``\n -webkit-filter: $filter$;\n -moz-filter: $filter$;\n filter: $filter$;\n``\n\\end\n\n\\define transition(transition)\n``\n -webkit-transition: $transition$;\n -moz-transition: $transition$;\n transition: $transition$;\n``\n\\end\n\n\\define transform-origin(origin)\n``\n -webkit-transform-origin: $origin$;\n -moz-transform-origin: $origin$;\n transform-origin: $origin$;\n``\n\\end\n\n\\define background-linear-gradient(gradient)\n``\nbackground-image: linear-gradient($gradient$);\nbackground-image: -o-linear-gradient($gradient$);\nbackground-image: -moz-linear-gradient($gradient$);\nbackground-image: -webkit-linear-gradient($gradient$);\nbackground-image: -ms-linear-gradient($gradient$);\n``\n\\end\n\n\\define column-count(columns)\n``\n-moz-column-count: $columns$;\n-webkit-column-count: $columns$;\ncolumn-count: $columns$;\n``\n\\end\n\n\\define datauri(title)\n<$macrocall $name=\"makedatauri\" type={{$title$!!type}} text={{$title$}} _canonical_uri={{$title$!!_canonical_uri}}/>\n\\end\n\n\\define if-sidebar(text)\n<$reveal state=\"$:/state/sidebar\" type=\"match\" text=\"yes\" default=\"yes\">$text$</$reveal>\n\\end\n\n\\define if-no-sidebar(text)\n<$reveal state=\"$:/state/sidebar\" type=\"nomatch\" text=\"yes\" default=\"yes\">$text$</$reveal>\n\\end\n\n\\define if-background-attachment(text)\n<$reveal state=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\" type=\"nomatch\" text=\"\">$text$</$reveal>\n\\end\n"
},
"$:/core/macros/colour-picker": {
"title": "$:/core/macros/colour-picker",
"tags": "$:/tags/Macro",
"text": "\\define colour-picker-update-recent()\n<$action-listops\n\t$tiddler=\"$:/config/ColourPicker/Recent\"\n\t$subfilter=\"$(colour-picker-value)$ [list[$:/config/ColourPicker/Recent]remove[$(colour-picker-value)$]] +[limit[8]]\"\n/>\n\\end\n\n\\define colour-picker-inner(actions)\n<$button tag=\"a\" tooltip=\"\"\"$(colour-picker-value)$\"\"\">\n\n$(colour-picker-update-recent)$\n\n$actions$\n\n<span style=\"display:inline-block; background-color: $(colour-picker-value)$; width: 100%; height: 100%; border-radius: 50%;\"/>\n\n</$button>\n\\end\n\n\\define colour-picker-recent-inner(actions)\n<$set name=\"colour-picker-value\" value=\"$(recentColour)$\">\n<$macrocall $name=\"colour-picker-inner\" actions=\"\"\"$actions$\"\"\"/>\n</$set>\n\\end\n\n\\define colour-picker-recent(actions)\n{{$:/language/ColourPicker/Recent}} <$list filter=\"[list[$:/config/ColourPicker/Recent]]\" variable=\"recentColour\">\n<$macrocall $name=\"colour-picker-recent-inner\" actions=\"\"\"$actions$\"\"\"/></$list>\n\\end\n\n\\define colour-picker(actions)\n<div class=\"tc-colour-chooser\">\n\n<$macrocall $name=\"colour-picker-recent\" actions=\"\"\"$actions$\"\"\"/>\n\n---\n\n<$list filter=\"LightPink Pink Crimson LavenderBlush PaleVioletRed HotPink DeepPink MediumVioletRed Orchid Thistle Plum Violet Magenta Fuchsia DarkMagenta Purple MediumOrchid DarkViolet DarkOrchid Indigo BlueViolet MediumPurple MediumSlateBlue SlateBlue DarkSlateBlue Lavender GhostWhite Blue MediumBlue MidnightBlue DarkBlue Navy RoyalBlue CornflowerBlue LightSteelBlue LightSlateGrey SlateGrey DodgerBlue AliceBlue SteelBlue LightSkyBlue SkyBlue DeepSkyBlue LightBlue PowderBlue CadetBlue Azure LightCyan PaleTurquoise Cyan Aqua DarkTurquoise DarkSlateGrey DarkCyan Teal MediumTurquoise LightSeaGreen Turquoise Aquamarine MediumAquamarine MediumSpringGreen MintCream SpringGreen MediumSeaGreen SeaGreen Honeydew LightGreen PaleGreen DarkSeaGreen LimeGreen Lime ForestGreen Green DarkGreen Chartreuse LawnGreen GreenYellow DarkOliveGreen YellowGreen OliveDrab Beige LightGoldenrodYellow Ivory LightYellow Yellow Olive DarkKhaki LemonChiffon PaleGoldenrod Khaki Gold Cornsilk Goldenrod DarkGoldenrod FloralWhite OldLace Wheat Moccasin Orange PapayaWhip BlanchedAlmond NavajoWhite AntiqueWhite Tan BurlyWood Bisque DarkOrange Linen Peru PeachPuff SandyBrown Chocolate SaddleBrown Seashell Sienna LightSalmon Coral OrangeRed DarkSalmon Tomato MistyRose Salmon Snow LightCoral RosyBrown IndianRed Red Brown FireBrick DarkRed Maroon White WhiteSmoke Gainsboro LightGrey Silver DarkGrey Grey DimGrey Black\" variable=\"colour-picker-value\">\n<$macrocall $name=\"colour-picker-inner\" actions=\"\"\"$actions$\"\"\"/>\n</$list>\n\n---\n\n<$edit-text tiddler=\"$:/config/ColourPicker/New\" tag=\"input\" default=\"\" placeholder=\"\"/>\n<$edit-text tiddler=\"$:/config/ColourPicker/New\" type=\"color\" tag=\"input\"/>\n<$set name=\"colour-picker-value\" value={{$:/config/ColourPicker/New}}>\n<$macrocall $name=\"colour-picker-inner\" actions=\"\"\"$actions$\"\"\"/>\n</$set>\n\n</div>\n\n\\end\n"
},
"$:/core/macros/copy-to-clipboard": {
"title": "$:/core/macros/copy-to-clipboard",
"tags": "$:/tags/Macro",
"text": "\\define copy-to-clipboard(src,class:\"tc-btn-invisible\",style)\n<$button class=<<__class__>> style=<<__style__>> message=\"tm-copy-to-clipboard\" param=<<__src__>> tooltip={{$:/language/Buttons/CopyToClipboard/Hint}}>\n{{$:/core/images/copy-clipboard}} <$text text={{$:/language/Buttons/CopyToClipboard/Caption}}/>\n</$button>\n\\end\n\n\\define copy-to-clipboard-above-right(src,class:\"tc-btn-invisible\",style)\n<div style=\"position: relative;\">\n<div style=\"position: absolute; bottom: 0; right: 0;\">\n<$macrocall $name=\"copy-to-clipboard\" src=<<__src__>> class=<<__class__>> style=<<__style__>>/>\n</div>\n</div>\n\\end\n\n"
},
"$:/core/macros/diff": {
"title": "$:/core/macros/diff",
"tags": "$:/tags/Macro",
"text": "\\define compareTiddlerText(sourceTiddlerTitle,sourceSubTiddlerTitle,destTiddlerTitle,destSubTiddlerTitle)\n<$set name=\"source\" tiddler=<<__sourceTiddlerTitle__>> subtiddler=<<__sourceSubTiddlerTitle__>>>\n<$set name=\"dest\" tiddler=<<__destTiddlerTitle__>> subtiddler=<<__destSubTiddlerTitle__>>>\n<$diff-text source=<<source>> dest=<<dest>>/>\n</$set>\n</$set>\n\\end\n\n\\define compareTiddlers(sourceTiddlerTitle,sourceSubTiddlerTitle,destTiddlerTitle,destSubTiddlerTitle,exclude)\n<table class=\"tc-diff-tiddlers\">\n<tbody>\n<$set name=\"sourceFields\" filter=\"[<__sourceTiddlerTitle__>fields[]sort[]]\">\n<$set name=\"destFields\" filter=\"[<__destSubTiddlerTitle__>subtiddlerfields<__destTiddlerTitle__>sort[]]\">\n<$list filter=\"[enlist<sourceFields>] [enlist<destFields>] -[enlist<__exclude__>] +[sort[]]\" variable=\"fieldName\">\n<tr>\n<th>\n<$text text=<<fieldName>>/> \n</th>\n<td>\n<$set name=\"source\" tiddler=<<__sourceTiddlerTitle__>> subtiddler=<<__sourceSubTiddlerTitle__>> field=<<fieldName>>>\n<$set name=\"dest\" tiddler=<<__destTiddlerTitle__>> subtiddler=<<__destSubTiddlerTitle__>> field=<<fieldName>>>\n<$diff-text source=<<source>> dest=<<dest>>>\n</$diff-text>\n</$set>\n</$set>\n</td>\n</tr>\n</$list>\n</$set>\n</$set>\n</tbody>\n</table>\n\\end\n"
},
"$:/core/macros/dumpvariables": {
"title": "$:/core/macros/dumpvariables",
"tags": "$:/tags/Macro",
"text": "\\define dumpvariables()\n<ul>\n<$list filter=\"[variables[]]\" variable=\"varname\">\n<li>\n<strong><code><$text text=<<varname>>/></code></strong>:<br/>\n<$codeblock code={{{ [<varname>getvariable[]] }}}/>\n</li>\n</$list>\n</ul>\n\\end\n"
},
"$:/core/macros/export": {
"title": "$:/core/macros/export",
"tags": "$:/tags/Macro",
"text": "\\define exportButtonFilename(baseFilename)\n$baseFilename$$(extension)$\n\\end\n\n\\define exportButton(exportFilter:\"[!is[system]sort[title]]\",lingoBase,baseFilename:\"tiddlers\")\n<span class=\"tc-popup-keep\"><$button popup=<<qualify \"$:/state/popup/export\">> tooltip={{$lingoBase$Hint}} aria-label={{$lingoBase$Caption}} class=<<tv-config-toolbar-class>> selectedClass=\"tc-selected\">\n<$list filter=\"[<tv-config-toolbar-icons>match[yes]]\">\n{{$:/core/images/export-button}}\n</$list>\n<$list filter=\"[<tv-config-toolbar-text>match[yes]]\">\n<span class=\"tc-btn-text\"><$text text={{$lingoBase$Caption}}/></span>\n</$list>\n</$button></span><$reveal state=<<qualify \"$:/state/popup/export\">> type=\"popup\" position=\"below\" animate=\"yes\">\n<div class=\"tc-drop-down\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Exporter]]\">\n<$set name=\"extension\" value={{!!extension}}>\n<$button class=\"tc-btn-invisible\">\n<$action-sendmessage $message=\"tm-download-file\" $param=<<currentTiddler>> exportFilter=\"\"\"$exportFilter$\"\"\" filename=<<exportButtonFilename \"\"\"$baseFilename$\"\"\">>/>\n<$action-deletetiddler $tiddler=<<qualify \"$:/state/popup/export\">>/>\n<$transclude field=\"description\"/>\n</$button>\n</$set>\n</$list>\n</div>\n</$reveal>\n\\end\n"
},
"$:/core/macros/image-picker": {
"title": "$:/core/macros/image-picker",
"created": "20170715180840889",
"modified": "20170715180914005",
"tags": "$:/tags/Macro",
"type": "text/vnd.tiddlywiki",
"text": "\\define image-picker-thumbnail(actions)\n<$button tag=\"a\" tooltip=\"\"\"$(imageTitle)$\"\"\">\n$actions$\n<$transclude tiddler=<<imageTitle>>/>\n</$button>\n\\end\n\n\\define image-picker-list(filter,actions)\n<$list filter=\"\"\"$filter$\"\"\" variable=\"imageTitle\">\n<$macrocall $name=\"image-picker-thumbnail\" actions=\"\"\"$actions$\"\"\"/>\n</$list>\n\\end\n\n\\define image-picker(actions,filter:\"[all[shadows+tiddlers]is[image]] -[type[application/pdf]] +[!has[draft.of]$subfilter$sort[title]]\",subfilter:\"\")\n<div class=\"tc-image-chooser\">\n<$vars state-system=<<qualify \"$:/state/image-picker/system\">>>\n<$checkbox tiddler=<<state-system>> field=\"text\" checked=\"show\" unchecked=\"hide\" default=\"hide\">\n{{$:/language/SystemTiddlers/Include/Prompt}}\n</$checkbox>\n<$reveal state=<<state-system>> type=\"match\" text=\"hide\" default=\"hide\" tag=\"div\">\n<$macrocall $name=\"image-picker-list\" filter=\"\"\"$filter$ +[!is[system]]\"\"\" actions=\"\"\"$actions$\"\"\"/>\n</$reveal>\n<$reveal state=<<state-system>> type=\"nomatch\" text=\"hide\" default=\"hide\" tag=\"div\">\n<$macrocall $name=\"image-picker-list\" filter=\"\"\"$filter$\"\"\" actions=\"\"\"$actions$\"\"\"/>\n</$reveal>\n</$vars>\n</div>\n\\end\n\n\\define image-picker-include-tagged-images(actions)\n<$macrocall $name=\"image-picker\" filter=\"[all[shadows+tiddlers]is[image]] [all[shadows+tiddlers]tag[$:/tags/Image]] -[type[application/pdf]] +[!has[draft.of]sort[title]]\" actions=\"\"\"$actions$\"\"\"/>\n\\end\n"
},
"$:/core/macros/lingo": {
"title": "$:/core/macros/lingo",
"tags": "$:/tags/Macro",
"text": "\\define lingo-base()\n$:/language/\n\\end\n\n\\define lingo(title)\n{{$(lingo-base)$$title$}}\n\\end\n"
},
"$:/core/macros/list": {
"title": "$:/core/macros/list",
"tags": "$:/tags/Macro",
"text": "\\define list-links(filter,type:\"ul\",subtype:\"li\",class:\"\",emptyMessage)\n\\whitespace trim\n<$type$ class=\"$class$\">\n<$list filter=\"$filter$\" emptyMessage=<<__emptyMessage__>>>\n<$subtype$>\n<$link to={{!!title}}>\n<$transclude field=\"caption\">\n<$view field=\"title\"/>\n</$transclude>\n</$link>\n</$subtype$>\n</$list>\n</$type$>\n\\end\n\n\\define list-links-draggable-drop-actions()\n<$action-listops $tiddler=<<targetTiddler>> $field=<<targetField>> $subfilter=\"+[insertbefore:currentTiddler<actionTiddler>]\"/>\n\\end\n\n\\define list-links-draggable(tiddler,field:\"list\",type:\"ul\",subtype:\"li\",class:\"\",itemTemplate)\n\\whitespace trim\n<span class=\"tc-links-draggable-list\">\n<$vars targetTiddler=\"\"\"$tiddler$\"\"\" targetField=\"\"\"$field$\"\"\">\n<$type$ class=\"$class$\">\n<$list filter=\"[list[$tiddler$!!$field$]]\">\n<$droppable actions=<<list-links-draggable-drop-actions>> tag=\"\"\"$subtype$\"\"\" enable=<<tv-enable-drag-and-drop>>>\n<div class=\"tc-droppable-placeholder\"/>\n<div>\n<$transclude tiddler=\"\"\"$itemTemplate$\"\"\">\n<$link to={{!!title}}>\n<$transclude field=\"caption\">\n<$view field=\"title\"/>\n</$transclude>\n</$link>\n</$transclude>\n</div>\n</$droppable>\n</$list>\n</$type$>\n<$tiddler tiddler=\"\">\n<$droppable actions=<<list-links-draggable-drop-actions>> tag=\"div\" enable=<<tv-enable-drag-and-drop>>>\n<div class=\"tc-droppable-placeholder\">\n \n</div>\n<div style=\"height:0.5em;\"/>\n</$droppable>\n</$tiddler>\n</$vars>\n</span>\n\\end\n\n\\define list-tagged-draggable-drop-actions(tag)\n<!-- Save the current ordering of the tiddlers with this tag -->\n<$set name=\"order\" filter=\"[<__tag__>tagging[]]\">\n<!-- Remove any list-after or list-before fields from the tiddlers with this tag -->\n<$list filter=\"[<__tag__>tagging[]]\">\n<$action-deletefield $field=\"list-before\"/>\n<$action-deletefield $field=\"list-after\"/>\n</$list>\n<!-- Save the new order to the Tag Tiddler -->\n<$action-listops $tiddler=<<__tag__>> $field=\"list\" $filter=\"+[enlist<order>] +[insertbefore:currentTiddler<actionTiddler>]\"/>\n<!-- Make sure the newly added item has the right tag -->\n<!-- Removing this line makes dragging tags within the dropdown work as intended -->\n<!--<$action-listops $tiddler=<<actionTiddler>> $tags=<<__tag__>>/>-->\n<!-- Using the following 5 lines as replacement makes dragging titles from outside into the dropdown apply the tag -->\n<$list filter=\"[<actionTiddler>!contains:tags<__tag__>]\">\n<$fieldmangler tiddler=<<actionTiddler>>>\n<$action-sendmessage $message=\"tm-add-tag\" $param=<<__tag__>>/>\n</$fieldmangler>\n</$list>\n</$set>\n\\end\n\n\\define list-tagged-draggable(tag,subFilter,emptyMessage,itemTemplate,elementTag:\"div\",storyview:\"\")\n\\whitespace trim\n<span class=\"tc-tagged-draggable-list\">\n<$set name=\"tag\" value=<<__tag__>>>\n<$list filter=\"[<__tag__>tagging[]$subFilter$]\" emptyMessage=<<__emptyMessage__>> storyview=<<__storyview__>>>\n<$elementTag$ class=\"tc-menu-list-item\">\n<$droppable actions=\"\"\"<$macrocall $name=\"list-tagged-draggable-drop-actions\" tag=<<__tag__>>/>\"\"\" enable=<<tv-enable-drag-and-drop>>>\n<$elementTag$ class=\"tc-droppable-placeholder\"/>\n<$elementTag$>\n<$transclude tiddler=\"\"\"$itemTemplate$\"\"\">\n<$link to={{!!title}}>\n<$view field=\"title\"/>\n</$link>\n</$transclude>\n</$elementTag$>\n</$droppable>\n</$elementTag$>\n</$list>\n<$tiddler tiddler=\"\">\n<$droppable actions=\"\"\"<$macrocall $name=\"list-tagged-draggable-drop-actions\" tag=<<__tag__>>/>\"\"\" enable=<<tv-enable-drag-and-drop>>>\n<$elementTag$ class=\"tc-droppable-placeholder\"/>\n<$elementTag$ style=\"height:0.5em;\">\n</$elementTag$>\n</$droppable>\n</$tiddler>\n</$set>\n</span>\n\\end\n"
},
"$:/core/macros/tabs": {
"title": "$:/core/macros/tabs",
"tags": "$:/tags/Macro",
"text": "\\define tabs(tabsList,default,state:\"$:/state/tab\",class,template,buttonTemplate,retain)\n<div class=\"tc-tab-set $class$\">\n<div class=\"tc-tab-buttons $class$\">\n<$list filter=\"$tabsList$\" variable=\"currentTab\" storyview=\"pop\"><$set name=\"save-currentTiddler\" value=<<currentTiddler>>><$tiddler tiddler=<<currentTab>>><$button set=<<qualify \"$state$\">> setTo=<<currentTab>> default=\"$default$\" selectedClass=\"tc-tab-selected\" tooltip={{!!tooltip}}>\n<$tiddler tiddler=<<save-currentTiddler>>>\n<$set name=\"tv-wikilinks\" value=\"no\">\n<$transclude tiddler=\"$buttonTemplate$\" mode=\"inline\">\n<$transclude tiddler=<<currentTab>> field=\"caption\">\n<$macrocall $name=\"currentTab\" $type=\"text/plain\" $output=\"text/plain\"/>\n</$transclude>\n</$transclude>\n</$set></$tiddler></$button></$tiddler></$set></$list>\n</div>\n<div class=\"tc-tab-divider $class$\"/>\n<div class=\"tc-tab-content $class$\">\n<$list filter=\"$tabsList$\" variable=\"currentTab\">\n\n<$reveal type=\"match\" state=<<qualify \"$state$\">> text=<<currentTab>> default=\"$default$\" retain=\"\"\"$retain$\"\"\">\n\n<$transclude tiddler=\"$template$\" mode=\"block\">\n\n<$transclude tiddler=<<currentTab>> mode=\"block\"/>\n\n</$transclude>\n\n</$reveal>\n\n</$list>\n</div>\n</div>\n\\end\n"
},
"$:/core/macros/tag-picker": {
"title": "$:/core/macros/tag-picker",
"tags": "$:/tags/Macro",
"text": "\\define add-tag-actions()\n<$action-sendmessage $message=\"tm-add-tag\" $param={{{ [<newTagNameTiddler>get[text]] }}}/>\n<$action-deletetiddler $tiddler=<<newTagNameTiddler>>/>\n\\end\n\n\\define tag-button()\n<$button class=\"tc-btn-invisible\" tag=\"a\" tooltip={{$:/language/EditTemplate/Tags/Add/Button/Hint}}>\n<$action-sendmessage $message=\"tm-add-tag\" $param=<<tag>>/>\n<$action-deletetiddler $tiddler=<<newTagNameTiddler>>/>\n<$macrocall $name=\"tag-pill\" tag=<<tag>>/>\n</$button>\n\\end\n\n\\define tag-picker-inner()\n\\whitespace trim\n<div class=\"tc-edit-add-tag\">\n<span class=\"tc-add-tag-name\">\n<$keyboard key=\"ENTER\" actions=<<add-tag-actions>>>\n<$edit-text tiddler=<<newTagNameTiddler>> tag=\"input\" default=\"\" placeholder={{$:/language/EditTemplate/Tags/Add/Placeholder}} focusPopup=<<qualify \"$:/state/popup/tags-auto-complete\">> class=\"tc-edit-texteditor tc-popup-handle\" tabindex=<<tabIndex>> focus={{{ [{$:/config/AutoFocus}match[tags]then[true]] ~[[false]] }}}/>\n</$keyboard>\n</span> <$button popup=<<qualify \"$:/state/popup/tags-auto-complete\">> class=\"tc-btn-invisible\" tooltip={{$:/language/EditTemplate/Tags/Dropdown/Hint}} aria-label={{$:/language/EditTemplate/Tags/Dropdown/Caption}}>{{$:/core/images/down-arrow}}</$button> <span class=\"tc-add-tag-button\">\n<$set name=\"tag\" value={{{ [<newTagNameTiddler>get[text]] }}}>\n<$button set=\"$:/temp/NewTagName\" setTo=\"\" class=\"\">\n<<add-tag-actions>>\n<$action-deletetiddler $tiddler=<<newTagNameTiddler>>/>\n{{$:/language/EditTemplate/Tags/Add/Button}}\n</$button>\n</$set>\n</span>\n</div>\n<div class=\"tc-block-dropdown-wrapper\">\n<$reveal state=<<qualify \"$:/state/popup/tags-auto-complete\">> type=\"nomatch\" text=\"\" default=\"\">\n<div class=\"tc-block-dropdown\">\n<$set name=\"newTagName\" value={{{ [<newTagNameTiddler>get[text]] }}}>\n<$list filter=\"[<newTagName>minlength{$:/config/Tags/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n<$list filter=\"[tags[]!is[system]search:title<newTagName>sort[]]\" variable=\"tag\">\n<<tag-button>>\n</$list></$list>\n<hr>\n<$list filter=\"[<newTagName>minlength{$:/config/Tags/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n<$list filter=\"[tags[]is[system]search:title<newTagName>sort[]]\" variable=\"tag\">\n<<tag-button>>\n</$list></$list>\n</$set>\n</div>\n</$reveal>\n</div>\n\\end\n\\define tag-picker()\n\\whitespace trim\n<$list filter=\"[<newTagNameTiddler>match[]]\" emptyMessage=<<tag-picker-inner>>>\n<$set name=\"newTagNameTiddler\" value=<<qualify \"$:/temp/NewTagName\">>>\n<<tag-picker-inner>>\n</$set>\n</$list>\n\\end\n"
},
"$:/core/macros/tag": {
"title": "$:/core/macros/tag",
"tags": "$:/tags/Macro",
"text": "\\define tag-pill-styles()\nbackground-color:$(backgroundColor)$;\nfill:$(foregroundColor)$;\ncolor:$(foregroundColor)$;\n\\end\n\n\\define tag-pill-inner(tag,icon,colour,fallbackTarget,colourA,colourB,element-tag,element-attributes,actions)\n<$vars foregroundColor=<<contrastcolour target:\"\"\"$colour$\"\"\" fallbackTarget:\"\"\"$fallbackTarget$\"\"\" colourA:\"\"\"$colourA$\"\"\" colourB:\"\"\"$colourB$\"\"\">> backgroundColor=\"\"\"$colour$\"\"\">\n<$element-tag$ $element-attributes$ class=\"tc-tag-label tc-btn-invisible\" style=<<tag-pill-styles>>>\n$actions$<$transclude tiddler=\"\"\"$icon$\"\"\"/><$view tiddler=<<__tag__>> field=\"title\" format=\"text\" />\n</$element-tag$>\n</$vars>\n\\end\n\n\\define tag-pill-body(tag,icon,colour,palette,element-tag,element-attributes,actions)\n<$macrocall $name=\"tag-pill-inner\" tag=<<__tag__>> icon=\"\"\"$icon$\"\"\" colour=\"\"\"$colour$\"\"\" fallbackTarget={{$palette$##tag-background}} colourA={{$palette$##foreground}} colourB={{$palette$##background}} element-tag=\"\"\"$element-tag$\"\"\" element-attributes=\"\"\"$element-attributes$\"\"\" actions=\"\"\"$actions$\"\"\"/>\n\\end\n\n\\define tag-pill(tag,element-tag:\"span\",element-attributes:\"\",actions:\"\")\n<span class=\"tc-tag-list-item\">\n<$macrocall $name=\"tag-pill-body\" tag=<<__tag__>> icon={{{ [<__tag__>get[icon]] }}} colour={{{ [<__tag__>get[color]] }}} palette={{$:/palette}} element-tag=\"\"\"$element-tag$\"\"\" element-attributes=\"\"\"$element-attributes$\"\"\" actions=\"\"\"$actions$\"\"\"/>\n</span>\n\\end\n\n\\define tag(tag)\n{{$tag$||$:/core/ui/TagTemplate}}\n\\end\n"
},
"$:/core/macros/thumbnails": {
"title": "$:/core/macros/thumbnails",
"tags": "$:/tags/Macro",
"text": "\\define thumbnail(link,icon,color,background-color,image,caption,width:\"280\",height:\"157\")\n<$link to=\"\"\"$link$\"\"\"><div class=\"tc-thumbnail-wrapper\">\n<div class=\"tc-thumbnail-image\" style=\"width:$width$px;height:$height$px;\"><$reveal type=\"nomatch\" text=\"\" default=\"\"\"$image$\"\"\" tag=\"div\" style=\"width:$width$px;height:$height$px;\">\n[img[$image$]]\n</$reveal><$reveal type=\"match\" text=\"\" default=\"\"\"$image$\"\"\" tag=\"div\" class=\"tc-thumbnail-background\" style=\"width:$width$px;height:$height$px;background-color:$background-color$;\"></$reveal></div><div class=\"tc-thumbnail-icon\" style=\"fill:$color$;color:$color$;\">\n$icon$\n</div><div class=\"tc-thumbnail-caption\">\n$caption$\n</div>\n</div></$link>\n\\end\n\n\\define thumbnail-right(link,icon,color,background-color,image,caption,width:\"280\",height:\"157\")\n<div class=\"tc-thumbnail-right-wrapper\"><<thumbnail \"\"\"$link$\"\"\" \"\"\"$icon$\"\"\" \"\"\"$color$\"\"\" \"\"\"$background-color$\"\"\" \"\"\"$image$\"\"\" \"\"\"$caption$\"\"\" \"\"\"$width$\"\"\" \"\"\"$height$\"\"\">></div>\n\\end\n\n\\define list-thumbnails(filter,width:\"280\",height:\"157\")\n<$list filter=\"\"\"$filter$\"\"\"><$macrocall $name=\"thumbnail\" link={{!!link}} icon={{!!icon}} color={{!!color}} background-color={{!!background-color}} image={{!!image}} caption={{!!caption}} width=\"\"\"$width$\"\"\" height=\"\"\"$height$\"\"\"/></$list>\n\\end\n"
},
"$:/core/macros/timeline": {
"title": "$:/core/macros/timeline",
"created": "20141212105914482",
"modified": "20141212110330815",
"tags": "$:/tags/Macro",
"text": "\\define timeline-title()\n\\whitespace trim\n<!-- Override this macro with a global macro \n of the same name if you need to change \n how titles are displayed on the timeline \n -->\n<$view field=\"title\"/>\n\\end\n\\define timeline(limit:\"100\",format:\"DDth MMM YYYY\",subfilter:\"\",dateField:\"modified\")\n<div class=\"tc-timeline\">\n<$list filter=\"[!is[system]$subfilter$has[$dateField$]!sort[$dateField$]limit[$limit$]eachday[$dateField$]]\">\n<div class=\"tc-menu-list-item\">\n<$view field=\"$dateField$\" format=\"date\" template=\"$format$\"/>\n<$list filter=\"[sameday:$dateField${!!$dateField$}!is[system]$subfilter$!sort[$dateField$]]\">\n<div class=\"tc-menu-list-subitem\">\n<$link to={{!!title}}><<timeline-title>></$link>\n</div>\n</$list>\n</div>\n</$list>\n</div>\n\\end\n"
},
"$:/core/macros/toc": {
"title": "$:/core/macros/toc",
"tags": "$:/tags/Macro",
"text": "\\define toc-caption()\n<$set name=\"tv-wikilinks\" value=\"no\">\n <$transclude field=\"caption\">\n <$view field=\"title\"/>\n </$transclude>\n</$set>\n\\end\n\n\\define toc-body(tag,sort:\"\",itemClassFilter,exclude,path)\n<ol class=\"tc-toc\">\n <$list filter=\"\"\"[all[shadows+tiddlers]tag<__tag__>!has[draft.of]$sort$] -[<__tag__>] -[enlist<__exclude__>]\"\"\">\n <$vars item=<<currentTiddler>> path={{{ [<__path__>addsuffix[/]addsuffix<__tag__>] }}}>\n <$set name=\"excluded\" filter=\"\"\"[enlist<__exclude__>] [<__tag__>]\"\"\">\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item-selected\" value=\"toc-item\">\n <li class=<<toc-item-class>>>\n <$list filter=\"[all[current]toc-link[no]]\" emptyMessage=\"<$link><$view field='caption'><$view field='title'/></$view></$link>\">\n <<toc-caption>>\n </$list>\n <$macrocall $name=\"toc-body\" tag=<<item>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<excluded>> path=<<path>>/>\n </li>\n </$set>\n </$set>\n </$vars>\n </$list>\n</ol>\n\\end\n\n\\define toc(tag,sort:\"\",itemClassFilter:\"\")\n<$macrocall $name=\"toc-body\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> />\n\\end\n\n\\define toc-linked-expandable-body(tag,sort:\"\",itemClassFilter,exclude,path)\n<!-- helper function -->\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item-selected\" value=\"toc-item\">\n <li class=<<toc-item-class>>>\n <$link>\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n </$button>\n </$reveal>\n <<toc-caption>>\n </$link>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-unlinked-expandable-body(tag,sort:\"\",itemClassFilter,exclude,path)\n<!-- helper function -->\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item-selected\" value=\"toc-item\">\n <li class=<<toc-item-class>>>\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-expandable-empty-message()\n<$macrocall $name=\"toc-linked-expandable-body\" tag=<<tag>> sort=<<sort>> itemClassFilter=<<itemClassFilter>> exclude=<<excluded>> path=<<path>>/>\n\\end\n\n\\define toc-expandable(tag,sort:\"\",itemClassFilter:\"\",exclude,path)\n<$vars tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> path={{{ [<__path__>addsuffix[/]addsuffix<__tag__>] }}}>\n <$set name=\"excluded\" filter=\"\"\"[enlist<__exclude__>] [<__tag__>]\"\"\">\n <ol class=\"tc-toc toc-expandable\">\n <$list filter=\"\"\"[all[shadows+tiddlers]tag<__tag__>!has[draft.of]$sort$] -[<__tag__>] -[enlist<__exclude__>]\"\"\">\n <$list filter=\"[all[current]toc-link[no]]\" emptyMessage=<<toc-expandable-empty-message>> >\n <$macrocall $name=\"toc-unlinked-expandable-body\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=\"\"\"itemClassFilter\"\"\" exclude=<<excluded>> path=<<path>> />\n </$list>\n </$list>\n </ol>\n </$set>\n</$vars>\n\\end\n\n\\define toc-linked-selective-expandable-body(tag,sort:\"\",itemClassFilter,exclude,path)\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item-selected\" value=\"toc-item\" >\n <li class=<<toc-item-class>>>\n <$link>\n <$list filter=\"[all[current]tagging[]$sort$limit[1]]\" variable=\"ignore\" emptyMessage=\"<$button class='tc-btn-invisible'>{{$:/core/images/blank}}</$button>\">\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n </$button>\n </$reveal>\n </$list>\n <<toc-caption>>\n </$link>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-selective-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-unlinked-selective-expandable-body(tag,sort:\"\",itemClassFilter,exclude,path)\n<$qualify name=\"toc-state\" title={{{ [[$:/state/toc]addsuffix<__path__>addsuffix[-]addsuffix<currentTiddler>] }}}>\n <$set name=\"toc-item-class\" filter=<<__itemClassFilter__>> emptyValue=\"toc-item-selected\" value=\"toc-item\">\n <li class=<<toc-item-class>>>\n <$list filter=\"[all[current]tagging[]$sort$limit[1]]\" variable=\"ignore\" emptyMessage=\"<$button class='tc-btn-invisible'>{{$:/core/images/blank}}</$button> <$view field='caption'><$view field='title'/></$view>\">\n <$reveal type=\"nomatch\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"open\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/right-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$button setTitle=<<toc-state>> setTo=\"close\" class=\"tc-btn-invisible tc-popup-keep\">\n {{$:/core/images/down-arrow}}\n <<toc-caption>>\n </$button>\n </$reveal>\n </$list>\n <$reveal type=\"match\" stateTitle=<<toc-state>> text=\"open\">\n <$macrocall $name=\"toc-selective-expandable\" tag=<<currentTiddler>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<__exclude__>> path=<<__path__>>/>\n </$reveal>\n </li>\n </$set>\n</$qualify>\n\\end\n\n\\define toc-selective-expandable-empty-message()\n<$macrocall $name=\"toc-linked-selective-expandable-body\" tag=<<tag>> sort=<<sort>> itemClassFilter=<<itemClassFilter>> exclude=<<excluded>> path=<<path>>/>\n\\end\n\n\\define toc-selective-expandable(tag,sort:\"\",itemClassFilter,exclude,path)\n<$vars tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> path={{{ [<__path__>addsuffix[/]addsuffix<__tag__>] }}}>\n <$set name=\"excluded\" filter=\"\"\"[enlist<__exclude__>] [<__tag__>]\"\"\">\n <ol class=\"tc-toc toc-selective-expandable\">\n <$list filter=\"\"\"[all[shadows+tiddlers]tag<__tag__>!has[draft.of]$sort$] -[<__tag__>] -[enlist<__exclude__>]\"\"\">\n <$list filter=\"[all[current]toc-link[no]]\" variable=\"ignore\" emptyMessage=<<toc-selective-expandable-empty-message>> >\n <$macrocall $name=\"toc-unlinked-selective-expandable-body\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=<<__itemClassFilter__>> exclude=<<excluded>> path=<<path>>/>\n </$list>\n </$list>\n </ol>\n </$set>\n</$vars>\n\\end\n\n\\define toc-tabbed-external-nav(tag,sort:\"\",selectedTiddler:\"$:/temp/toc/selectedTiddler\",unselectedText,missingText,template:\"\")\n<$tiddler tiddler={{{ [<__selectedTiddler__>get[text]] }}}>\n <div class=\"tc-tabbed-table-of-contents\">\n <$linkcatcher to=<<__selectedTiddler__>>>\n <div class=\"tc-table-of-contents\">\n <$macrocall $name=\"toc-selective-expandable\" tag=<<__tag__>> sort=<<__sort__>> itemClassFilter=\"[all[current]] -[<__selectedTiddler__>get[text]]\"/>\n </div>\n </$linkcatcher>\n <div class=\"tc-tabbed-table-of-contents-content\">\n <$reveal stateTitle=<<__selectedTiddler__>> type=\"nomatch\" text=\"\">\n <$transclude mode=\"block\" tiddler=<<__template__>>>\n <h1><<toc-caption>></h1>\n <$transclude mode=\"block\">$missingText$</$transclude>\n </$transclude>\n </$reveal>\n <$reveal stateTitle=<<__selectedTiddler__>> type=\"match\" text=\"\">\n $unselectedText$\n </$reveal>\n </div>\n </div>\n</$tiddler>\n\\end\n\n\\define toc-tabbed-internal-nav(tag,sort:\"\",selectedTiddler:\"$:/temp/toc/selectedTiddler\",unselectedText,missingText,template:\"\")\n<$linkcatcher to=<<__selectedTiddler__>>>\n <$macrocall $name=\"toc-tabbed-external-nav\" tag=<<__tag__>> sort=<<__sort__>> selectedTiddler=<<__selectedTiddler__>> unselectedText=<<__unselectedText__>> missingText=<<__missingText__>> template=<<__template__>>/>\n</$linkcatcher>\n\\end\n\n"
},
"$:/core/macros/translink": {
"title": "$:/core/macros/translink",
"tags": "$:/tags/Macro",
"text": "\\define translink(title,mode:\"block\")\n<div style=\"border:1px solid #ccc; padding: 0.5em; background: black; foreground; white;\">\n<$link to=\"\"\"$title$\"\"\">\n<$text text=\"\"\"$title$\"\"\"/>\n</$link>\n<div style=\"border:1px solid #ccc; padding: 0.5em; background: white; foreground; black;\">\n<$transclude tiddler=\"\"\"$title$\"\"\" mode=\"$mode$\">\n\"<$text text=\"\"\"$title$\"\"\"/>\" is missing\n</$transclude>\n</div>\n</div>\n\\end\n"
},
"$:/core/macros/tree": {
"title": "$:/core/macros/tree",
"tags": "$:/tags/Macro",
"text": "\\define leaf-link(full-title,chunk,separator: \"/\")\n<$link to=<<__full-title__>>><$text text=<<__chunk__>>/></$link>\n\\end\n\n\\define leaf-node(prefix,chunk)\n<li>\n<$list filter=\"[<__prefix__>addsuffix<__chunk__>is[shadow]] [<__prefix__>addsuffix<__chunk__>is[tiddler]]\" variable=\"full-title\">\n<$list filter=\"[<full-title>removeprefix<__prefix__>]\" variable=\"chunk\">\n<span>{{$:/core/images/file}}</span> <$macrocall $name=\"leaf-link\" full-title=<<full-title>> chunk=<<chunk>>/>\n</$list>\n</$list>\n</li>\n\\end\n\n\\define branch-node(prefix,chunk,separator: \"/\")\n<li>\n<$set name=\"reveal-state\" value={{{ [[$:/state/tree/]addsuffix<__prefix__>addsuffix<__chunk__>] }}}>\n<$reveal type=\"nomatch\" stateTitle=<<reveal-state>> text=\"show\">\n<$button setTitle=<<reveal-state>> setTo=\"show\" class=\"tc-btn-invisible\">\n{{$:/core/images/folder}} <$text text=<<__chunk__>>/>\n</$button>\n</$reveal>\n<$reveal type=\"match\" stateTitle=<<reveal-state>> text=\"show\">\n<$button setTitle=<<reveal-state>> setTo=\"hide\" class=\"tc-btn-invisible\">\n{{$:/core/images/folder}} <$text text=<<__chunk__>>/>\n</$button>\n</$reveal>\n<span>(<$count filter=\"[all[shadows+tiddlers]removeprefix<__prefix__>removeprefix<__chunk__>] -[<__prefix__>addsuffix<__chunk__>]\"/>)</span>\n<$reveal type=\"match\" stateTitle=<<reveal-state>> text=\"show\">\n<$macrocall $name=\"tree-node\" prefix={{{ [<__prefix__>addsuffix<__chunk__>] }}} separator=<<__separator__>>/>\n</$reveal>\n</$set>\n</li>\n\\end\n\n\\define tree-node(prefix,separator: \"/\")\n<ol>\n<$list filter=\"[all[shadows+tiddlers]removeprefix<__prefix__>splitbefore<__separator__>sort[]!suffix<__separator__>]\" variable=\"chunk\">\n<$macrocall $name=\"leaf-node\" prefix=<<__prefix__>> chunk=<<chunk>> separator=<<__separator__>>/>\n</$list>\n<$list filter=\"[all[shadows+tiddlers]removeprefix<__prefix__>splitbefore<__separator__>sort[]suffix<__separator__>]\" variable=\"chunk\">\n<$macrocall $name=\"branch-node\" prefix=<<__prefix__>> chunk=<<chunk>> separator=<<__separator__>>/>\n</$list>\n</ol>\n\\end\n\n\\define tree(prefix: \"$:/\",separator: \"/\")\n<div class=\"tc-tree\">\n<span><$text text=<<__prefix__>>/></span>\n<div>\n<$macrocall $name=\"tree-node\" prefix=<<__prefix__>> separator=<<__separator__>>/>\n</div>\n</div>\n\\end\n"
},
"$:/core/macros/utils": {
"title": "$:/core/macros/utils",
"text": "\\define colour(colour)\n$colour$\n\\end\n"
},
"$:/snippets/minifocusswitcher": {
"title": "$:/snippets/minifocusswitcher",
"text": "<$select tiddler=\"$:/config/AutoFocus\">\n<$list filter=\"title tags text type fields\">\n<option value=<<currentTiddler>>><<currentTiddler>></option>\n</$list>\n</$select>\n"
},
"$:/snippets/minilanguageswitcher": {
"title": "$:/snippets/minilanguageswitcher",
"text": "<$select tiddler=\"$:/language\">\n<$list filter=\"[[$:/languages/en-GB]] [plugin-type[language]sort[title]]\">\n<option value=<<currentTiddler>>><$view field=\"description\"><$view field=\"name\"><$view field=\"title\"/></$view></$view></option>\n</$list>\n</$select>"
},
"$:/snippets/minithemeswitcher": {
"title": "$:/snippets/minithemeswitcher",
"text": "\\define lingo-base() $:/language/ControlPanel/Theme/\n<<lingo Prompt>> <$select tiddler=\"$:/theme\">\n<$list filter=\"[plugin-type[theme]sort[title]]\">\n<option value=<<currentTiddler>>><$view field=\"name\"><$view field=\"title\"/></$view></option>\n</$list>\n</$select>"
},
"$:/snippets/modules": {
"title": "$:/snippets/modules",
"text": "\\define describeModuleType(type)\n{{$:/language/Docs/ModuleTypes/$type$}}\n\\end\n<$list filter=\"[moduletypes[]]\">\n\n!! <$macrocall $name=\"currentTiddler\" $type=\"text/plain\" $output=\"text/plain\"/>\n\n<$macrocall $name=\"describeModuleType\" type=<<currentTiddler>>/>\n\n<ul><$list filter=\"[all[current]modules[]]\"><li><$link><<currentTiddler>></$link>\n</li>\n</$list>\n</ul>\n</$list>\n"
},
"$:/palette": {
"title": "$:/palette",
"text": "$:/palettes/Vanilla"
},
"$:/snippets/paletteeditor": {
"title": "$:/snippets/paletteeditor",
"text": "<$transclude tiddler=\"$:/PaletteManager\"/>\n"
},
"$:/snippets/palettepreview": {
"title": "$:/snippets/palettepreview",
"text": "<$set name=\"currentTiddler\" value={{$:/palette}}>\n{{||$:/snippets/currpalettepreview}}\n</$set>\n"
},
"$:/snippets/paletteswitcher": {
"title": "$:/snippets/paletteswitcher",
"text": "<$linkcatcher to=\"$:/palette\">\n<div class=\"tc-chooser\"><$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Palette]sort[name]]\"><$set name=\"cls\" filter=\"[all[current]prefix{$:/palette}]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>><$link to={{!!title}}>''<$view field=\"name\" format=\"text\"/>'' - <$view field=\"description\" format=\"text\"/>{{||$:/snippets/currpalettepreview}}</$link>\n</div></$set>\n</$list>\n</div>\n</$linkcatcher>\n"
},
"$:/snippets/peek-stylesheets": {
"title": "$:/snippets/peek-stylesheets",
"text": "\\define expandable-stylesheets-list()\n<ol>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Stylesheet]!has[draft.of]]\">\n<$vars state=<<qualify \"$:/state/peek-stylesheets/open/\">>>\n<$set name=\"state\" value={{{ [<state>addsuffix<currentTiddler>] }}}>\n<li>\n<$reveal type=\"match\" state=<<state>> text=\"yes\" tag=\"span\">\n<$button set=<<state>> setTo=\"no\" class=\"tc-btn-invisible\">\n{{$:/core/images/down-arrow}}\n</$button>\n</$reveal>\n<$reveal type=\"nomatch\" state=<<state>> text=\"yes\" tag=\"span\">\n<$button set=<<state>> setTo=\"yes\" class=\"tc-btn-invisible\">\n{{$:/core/images/right-arrow}}\n</$button>\n</$reveal>\n<$link>\n<$view field=\"title\"/>\n</$link>\n<$reveal type=\"match\" state=<<state>> text=\"yes\" tag=\"div\">\n<$set name=\"source\" tiddler=<<currentTiddler>>>\n<$wikify name=\"styles\" text=<<source>>>\n<pre>\n<code>\n<$text text=<<styles>>/>\n</code>\n</pre>\n</$wikify>\n</$set>\n</$reveal>\n</li>\n</$set>\n</$vars>\n</$list>\n</ol>\n\\end\n\n\\define stylesheets-list()\n<ol>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/Stylesheet]!has[draft.of]]\">\n<li>\n<$link>\n<$view field=\"title\"/>\n</$link>\n<$set name=\"source\" tiddler=<<currentTiddler>>>\n<$wikify name=\"styles\" text=<<source>>>\n<pre>\n<code>\n<$text text=<<styles>>/>\n</code>\n</pre>\n</$wikify>\n</$set>\n</li>\n</$list>\n</ol>\n\\end\n\n<$vars modeState=<<qualify \"$:/state/peek-stylesheets/mode/\">>>\n\n<$reveal type=\"nomatch\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<$button set=<<modeState>> setTo=\"expanded\" class=\"tc-btn-invisible\">{{$:/core/images/chevron-right}} {{$:/language/ControlPanel/Stylesheets/Expand/Caption}}</$button>\n</$reveal>\n<$reveal type=\"match\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<$button set=<<modeState>> setTo=\"restored\" class=\"tc-btn-invisible\">{{$:/core/images/chevron-down}} {{$:/language/ControlPanel/Stylesheets/Restore/Caption}}</$button>\n</$reveal>\n\n<$reveal type=\"nomatch\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<<expandable-stylesheets-list>>\n</$reveal>\n<$reveal type=\"match\" state=<<modeState>> text=\"expanded\" tag=\"div\">\n<<stylesheets-list>>\n</$reveal>\n\n</$vars>\n"
},
"$:/temp/search": {
"title": "$:/temp/search",
"text": ""
},
"$:/tags/AdvancedSearch": {
"title": "$:/tags/AdvancedSearch",
"list": "[[$:/core/ui/AdvancedSearch/Standard]] [[$:/core/ui/AdvancedSearch/System]] [[$:/core/ui/AdvancedSearch/Shadows]] [[$:/core/ui/AdvancedSearch/Filter]]"
},
"$:/tags/AdvancedSearch/FilterButton": {
"title": "$:/tags/AdvancedSearch/FilterButton",
"list": "$:/core/ui/AdvancedSearch/Filter/FilterButtons/dropdown $:/core/ui/AdvancedSearch/Filter/FilterButtons/clear $:/core/ui/AdvancedSearch/Filter/FilterButtons/export $:/core/ui/AdvancedSearch/Filter/FilterButtons/delete"
},
"$:/tags/ControlPanel": {
"title": "$:/tags/ControlPanel",
"list": "$:/core/ui/ControlPanel/Info $:/core/ui/ControlPanel/Appearance $:/core/ui/ControlPanel/Settings $:/core/ui/ControlPanel/Saving $:/core/ui/ControlPanel/Plugins $:/core/ui/ControlPanel/Tools $:/core/ui/ControlPanel/Internals"
},
"$:/tags/ControlPanel/Info": {
"title": "$:/tags/ControlPanel/Info",
"list": "$:/core/ui/ControlPanel/Basics $:/core/ui/ControlPanel/Advanced"
},
"$:/tags/ControlPanel/Plugins": {
"title": "$:/tags/ControlPanel/Plugins",
"list": "[[$:/core/ui/ControlPanel/Plugins/Installed]] [[$:/core/ui/ControlPanel/Plugins/Add]]"
},
"$:/tags/EditTemplate": {
"title": "$:/tags/EditTemplate",
"list": "[[$:/core/ui/EditTemplate/controls]] [[$:/core/ui/EditTemplate/title]] [[$:/core/ui/EditTemplate/tags]] [[$:/core/ui/EditTemplate/shadow]] [[$:/core/ui/ViewTemplate/classic]] [[$:/core/ui/EditTemplate/body]] [[$:/core/ui/EditTemplate/type]] [[$:/core/ui/EditTemplate/fields]]"
},
"$:/tags/EditToolbar": {
"title": "$:/tags/EditToolbar",
"list": "[[$:/core/ui/Buttons/delete]] [[$:/core/ui/Buttons/cancel]] [[$:/core/ui/Buttons/save]]"
},
"$:/tags/EditorToolbar": {
"title": "$:/tags/EditorToolbar",
"list": "$:/core/ui/EditorToolbar/paint $:/core/ui/EditorToolbar/opacity $:/core/ui/EditorToolbar/line-width $:/core/ui/EditorToolbar/rotate-left $:/core/ui/EditorToolbar/clear $:/core/ui/EditorToolbar/bold $:/core/ui/EditorToolbar/italic $:/core/ui/EditorToolbar/strikethrough $:/core/ui/EditorToolbar/underline $:/core/ui/EditorToolbar/superscript $:/core/ui/EditorToolbar/subscript $:/core/ui/EditorToolbar/mono-line $:/core/ui/EditorToolbar/mono-block $:/core/ui/EditorToolbar/quote $:/core/ui/EditorToolbar/list-bullet $:/core/ui/EditorToolbar/list-number $:/core/ui/EditorToolbar/heading-1 $:/core/ui/EditorToolbar/heading-2 $:/core/ui/EditorToolbar/heading-3 $:/core/ui/EditorToolbar/heading-4 $:/core/ui/EditorToolbar/heading-5 $:/core/ui/EditorToolbar/heading-6 $:/core/ui/EditorToolbar/link $:/core/ui/EditorToolbar/excise $:/core/ui/EditorToolbar/picture $:/core/ui/EditorToolbar/stamp $:/core/ui/EditorToolbar/size $:/core/ui/EditorToolbar/editor-height $:/core/ui/EditorToolbar/more $:/core/ui/EditorToolbar/preview $:/core/ui/EditorToolbar/preview-type"
},
"$:/tags/Manager/ItemMain": {
"title": "$:/tags/Manager/ItemMain",
"list": "$:/Manager/ItemMain/WikifiedText $:/Manager/ItemMain/RawText $:/Manager/ItemMain/Fields"
},
"$:/tags/Manager/ItemSidebar": {
"title": "$:/tags/Manager/ItemSidebar",
"list": "$:/Manager/ItemSidebar/Tags $:/Manager/ItemSidebar/Colour $:/Manager/ItemSidebar/Icon $:/Manager/ItemSidebar/Tools"
},
"$:/tags/MoreSideBar": {
"title": "$:/tags/MoreSideBar",
"list": "[[$:/core/ui/MoreSideBar/All]] [[$:/core/ui/MoreSideBar/Recent]] [[$:/core/ui/MoreSideBar/Tags]] [[$:/core/ui/MoreSideBar/Missing]] [[$:/core/ui/MoreSideBar/Drafts]] [[$:/core/ui/MoreSideBar/Orphans]] [[$:/core/ui/MoreSideBar/Types]] [[$:/core/ui/MoreSideBar/System]] [[$:/core/ui/MoreSideBar/Shadows]] [[$:/core/ui/MoreSideBar/Explorer]] [[$:/core/ui/MoreSideBar/Plugins]]",
"text": ""
},
"$:/tags/PageControls": {
"title": "$:/tags/PageControls",
"list": "[[$:/core/ui/Buttons/home]] [[$:/core/ui/Buttons/close-all]] [[$:/core/ui/Buttons/fold-all]] [[$:/core/ui/Buttons/unfold-all]] [[$:/core/ui/Buttons/permaview]] [[$:/core/ui/Buttons/new-tiddler]] [[$:/core/ui/Buttons/new-journal]] [[$:/core/ui/Buttons/new-image]] [[$:/core/ui/Buttons/import]] [[$:/core/ui/Buttons/export-page]] [[$:/core/ui/Buttons/control-panel]] [[$:/core/ui/Buttons/advanced-search]] [[$:/core/ui/Buttons/manager]] [[$:/core/ui/Buttons/tag-manager]] [[$:/core/ui/Buttons/language]] [[$:/core/ui/Buttons/palette]] [[$:/core/ui/Buttons/theme]] [[$:/core/ui/Buttons/storyview]] [[$:/core/ui/Buttons/encryption]] [[$:/core/ui/Buttons/timestamp]] [[$:/core/ui/Buttons/full-screen]] [[$:/core/ui/Buttons/print]] [[$:/core/ui/Buttons/save-wiki]] [[$:/core/ui/Buttons/refresh]] [[$:/core/ui/Buttons/more-page-actions]]"
},
"$:/tags/PageTemplate": {
"title": "$:/tags/PageTemplate",
"list": "[[$:/core/ui/PageTemplate/topleftbar]] [[$:/core/ui/PageTemplate/toprightbar]] [[$:/core/ui/PageTemplate/sidebar]] [[$:/core/ui/PageTemplate/story]] [[$:/core/ui/PageTemplate/alerts]]",
"text": ""
},
"$:/tags/PluginLibrary": {
"title": "$:/tags/PluginLibrary",
"list": "$:/config/OfficialPluginLibrary"
},
"$:/tags/SideBar": {
"title": "$:/tags/SideBar",
"list": "[[$:/core/ui/SideBar/Open]] [[$:/core/ui/SideBar/Recent]] [[$:/core/ui/SideBar/Tools]] [[$:/core/ui/SideBar/More]]",
"text": ""
},
"$:/tags/SideBarSegment": {
"title": "$:/tags/SideBarSegment",
"list": "[[$:/core/ui/SideBarSegments/site-title]] [[$:/core/ui/SideBarSegments/site-subtitle]] [[$:/core/ui/SideBarSegments/page-controls]] [[$:/core/ui/SideBarSegments/search]] [[$:/core/ui/SideBarSegments/tabs]]"
},
"$:/tags/TiddlerInfo": {
"title": "$:/tags/TiddlerInfo",
"list": "[[$:/core/ui/TiddlerInfo/Tools]] [[$:/core/ui/TiddlerInfo/References]] [[$:/core/ui/TiddlerInfo/Tagging]] [[$:/core/ui/TiddlerInfo/List]] [[$:/core/ui/TiddlerInfo/Listed]] [[$:/core/ui/TiddlerInfo/Fields]]",
"text": ""
},
"$:/tags/TiddlerInfo/Advanced": {
"title": "$:/tags/TiddlerInfo/Advanced",
"list": "[[$:/core/ui/TiddlerInfo/Advanced/ShadowInfo]] [[$:/core/ui/TiddlerInfo/Advanced/PluginInfo]]"
},
"$:/tags/ViewTemplate": {
"title": "$:/tags/ViewTemplate",
"list": "[[$:/core/ui/ViewTemplate/title]] [[$:/core/ui/ViewTemplate/unfold]] [[$:/core/ui/ViewTemplate/subtitle]] [[$:/core/ui/ViewTemplate/tags]] [[$:/core/ui/ViewTemplate/classic]] [[$:/core/ui/ViewTemplate/body]]"
},
"$:/tags/ViewToolbar": {
"title": "$:/tags/ViewToolbar",
"list": "[[$:/core/ui/Buttons/more-tiddler-actions]] [[$:/core/ui/Buttons/info]] [[$:/core/ui/Buttons/new-here]] [[$:/core/ui/Buttons/new-journal-here]] [[$:/core/ui/Buttons/clone]] [[$:/core/ui/Buttons/export-tiddler]] [[$:/core/ui/Buttons/edit]] [[$:/core/ui/Buttons/delete]] [[$:/core/ui/Buttons/permalink]] [[$:/core/ui/Buttons/permaview]] [[$:/core/ui/Buttons/open-window]] [[$:/core/ui/Buttons/close-others]] [[$:/core/ui/Buttons/close]] [[$:/core/ui/Buttons/fold-others]] [[$:/core/ui/Buttons/fold]]"
},
"$:/snippets/themeswitcher": {
"title": "$:/snippets/themeswitcher",
"text": "<$linkcatcher to=\"$:/theme\">\n<div class=\"tc-chooser\"><$list filter=\"[plugin-type[theme]sort[title]]\"><$set name=\"cls\" filter=\"[all[current]field:title{$:/theme}] [[$:/theme]!has[text]addsuffix[s/tiddlywiki/vanilla]field:title<currentTiddler>] +[limit[1]]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>><$link to={{!!title}}>''<$view field=\"name\" format=\"text\"/>'' <$view field=\"description\" format=\"text\"/></$link></div>\n</$set>\n</$list>\n</div>\n</$linkcatcher>"
},
"$:/core/wiki/title": {
"title": "$:/core/wiki/title",
"text": "{{$:/SiteTitle}} --- {{$:/SiteSubtitle}}"
},
"$:/view": {
"title": "$:/view",
"text": "classic"
},
"$:/snippets/viewswitcher": {
"title": "$:/snippets/viewswitcher",
"text": "\\define icon()\n$:/core/images/storyview-$(storyview)$\n\\end\n<$linkcatcher to=\"$:/view\">\n<div class=\"tc-chooser tc-viewswitcher\">\n<$list filter=\"[storyviews[]]\" variable=\"storyview\">\n<$set name=\"cls\" filter=\"[<storyview>prefix{$:/view}]\" value=\"tc-chooser-item tc-chosen\" emptyValue=\"tc-chooser-item\"><div class=<<cls>>>\n<$link to=<<storyview>>><$transclude tiddler=<<icon>>/><$text text=<<storyview>>/></$link>\n</div>\n</$set>\n</$list>\n</div>\n</$linkcatcher>"
}
}
}
[[Титул]]
[[Языковая личность]]
The following tiddlers were imported:
# [[изображение.png]]
{
"tiddlers": {
"$:/language/Buttons/+ExportPage/Hint": {
"title": "$:/language/Buttons/+ExportPage/Hint",
"text": "Экспортировать все заметки"
},
"$:/language/Buttons/+ExportTiddler/Caption": {
"title": "$:/language/Buttons/+ExportTiddler/Caption",
"text": "экспортировать заметку"
},
"$:/language/Buttons/+ExportTiddler/Hint": {
"title": "$:/language/Buttons/+ExportTiddler/Hint",
"text": "Экспортировать заметку"
},
"$:/language/Buttons/+ExportTiddlers/Caption": {
"title": "$:/language/Buttons/+ExportTiddlers/Caption",
"text": "экспортировать заметки"
},
"$:/language/Buttons/+ExportTiddlers/Hint": {
"title": "$:/language/Buttons/+ExportTiddlers/Hint",
"text": "Экспортировать заметки"
},
"$:/language/Buttons/AdvancedSearch/Caption": {
"title": "$:/language/Buttons/AdvancedSearch/Caption",
"text": "расширенный поиск"
},
"$:/language/Buttons/AdvancedSearch/Hint": {
"title": "$:/language/Buttons/AdvancedSearch/Hint",
"text": "Расширенный поиск"
},
"$:/language/Buttons/Cancel/Caption": {
"title": "$:/language/Buttons/Cancel/Caption",
"text": "отмена"
},
"$:/language/Buttons/Cancel/Hint": {
"title": "$:/language/Buttons/Cancel/Hint",
"text": "Отменить редактирование заметки"
},
"$:/language/Buttons/Clone/Caption": {
"title": "$:/language/Buttons/Clone/Caption",
"text": "клонировать"
},
"$:/language/Buttons/Clone/Hint": {
"title": "$:/language/Buttons/Clone/Hint",
"text": "Создать копию заметки"
},
"$:/language/Buttons/Close/Caption": {
"title": "$:/language/Buttons/Close/Caption",
"text": "закрыть"
},
"$:/language/Buttons/Close/Hint": {
"title": "$:/language/Buttons/Close/Hint",
"text": "Закрыть заметку"
},
"$:/language/Buttons/CloseAll/Caption": {
"title": "$:/language/Buttons/CloseAll/Caption",
"text": "закрыть все"
},
"$:/language/Buttons/CloseAll/Hint": {
"title": "$:/language/Buttons/CloseAll/Hint",
"text": "Закрыть все заметки"
},
"$:/language/Buttons/CloseOthers/Caption": {
"title": "$:/language/Buttons/CloseOthers/Caption",
"text": "закрыть остальные"
},
"$:/language/Buttons/CloseOthers/Hint": {
"title": "$:/language/Buttons/CloseOthers/Hint",
"text": "Закрыть остальные заметки"
},
"$:/language/Buttons/ControlPanel/Caption": {
"title": "$:/language/Buttons/ControlPanel/Caption",
"text": "панель управления"
},
"$:/language/Buttons/ControlPanel/Hint": {
"title": "$:/language/Buttons/ControlPanel/Hint",
"text": "Открыть панель управления"
},
"$:/language/Buttons/Delete/Caption": {
"title": "$:/language/Buttons/Delete/Caption",
"text": "удалить"
},
"$:/language/Buttons/Delete/Hint": {
"title": "$:/language/Buttons/Delete/Hint",
"text": "Удалить заметку"
},
"$:/language/Buttons/Edit/Caption": {
"title": "$:/language/Buttons/Edit/Caption",
"text": "редактировать"
},
"$:/language/Buttons/Edit/Hint": {
"title": "$:/language/Buttons/Edit/Hint",
"text": "Редактировать заметку"
},
"$:/language/Buttons/Encryption/Caption": {
"title": "$:/language/Buttons/Encryption/Caption",
"text": "шифрование"
},
"$:/language/Buttons/Encryption/ClearPassword/Caption": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Caption",
"text": "сбросить пароль"
},
"$:/language/Buttons/Encryption/ClearPassword/Hint": {
"title": "$:/language/Buttons/Encryption/ClearPassword/Hint",
"text": "Сбросить пароль и сохранить без использования шифрования"
},
"$:/language/Buttons/Encryption/Hint": {
"title": "$:/language/Buttons/Encryption/Hint",
"text": "Установить или сбросить пароль"
},
"$:/language/Buttons/Encryption/SetPassword/Caption": {
"title": "$:/language/Buttons/Encryption/SetPassword/Caption",
"text": "установить пароль"
},
"$:/language/Buttons/Encryption/SetPassword/Hint": {
"title": "$:/language/Buttons/Encryption/SetPassword/Hint",
"text": "Установить пароль и включить шифрование"
},
"$:/language/Buttons/ExportPage/Caption": {
"title": "$:/language/Buttons/ExportPage/Caption",
"text": "экспортировать всё"
},
"$:/language/Buttons/ExportPage/Hint": {
"title": "$:/language/Buttons/ExportPage/Hint",
"text": "Экспортировать все тиддлеры"
},
"$:/language/Buttons/ExportTiddler/Caption": {
"title": "$:/language/Buttons/ExportTiddler/Caption",
"text": "экспорт тиддлера"
},
"$:/language/Buttons/ExportTiddler/Hint": {
"title": "$:/language/Buttons/ExportTiddler/Hint",
"text": "Экспорт тиддлера"
},
"$:/language/Buttons/ExportTiddlers/Caption": {
"title": "$:/language/Buttons/ExportTiddlers/Caption",
"text": "экспорт тиддлеров"
},
"$:/language/Buttons/ExportTiddlers/Hint": {
"title": "$:/language/Buttons/ExportTiddlers/Hint",
"text": "Экспорт тиддлеров"
},
"$:/language/Buttons/FullScreen/Caption": {
"title": "$:/language/Buttons/FullScreen/Caption",
"text": "полный экран"
},
"$:/language/Buttons/FullScreen/Hint": {
"title": "$:/language/Buttons/FullScreen/Hint",
"text": "Включить или выключить полноэкранный режим"
},
"$:/language/Buttons/Help/Caption": {
"title": "$:/language/Buttons/Help/Caption",
"text": "помощь"
},
"$:/language/Buttons/Help/Hint": {
"title": "$:/language/Buttons/Help/Hint",
"text": "Показать панель помощи"
},
"$:/language/Buttons/HideSideBar/Caption": {
"title": "$:/language/Buttons/HideSideBar/Caption",
"text": "скрыть боковую панель"
},
"$:/language/Buttons/HideSideBar/Hint": {
"title": "$:/language/Buttons/HideSideBar/Hint",
"text": "Скрыть боковую панель"
},
"$:/language/Buttons/Home/Caption": {
"title": "$:/language/Buttons/Home/Caption",
"text": "главная"
},
"$:/language/Buttons/Home/Hint": {
"title": "$:/language/Buttons/Home/Hint",
"text": "Открыть заметки по умолчанию"
},
"$:/language/Buttons/Import/Caption": {
"title": "$:/language/Buttons/Import/Caption",
"text": "импортировать"
},
"$:/language/Buttons/Import/Hint": {
"title": "$:/language/Buttons/Import/Hint",
"text": "Импорт файлов"
},
"$:/language/Buttons/Info/Caption": {
"title": "$:/language/Buttons/Info/Caption",
"text": "информация"
},
"$:/language/Buttons/Info/Hint": {
"title": "$:/language/Buttons/Info/Hint",
"text": "Показать информацию об этой заметке"
},
"$:/language/Buttons/Language/Caption": {
"title": "$:/language/Buttons/Language/Caption",
"text": "язык"
},
"$:/language/Buttons/Language/Hint": {
"title": "$:/language/Buttons/Language/Hint",
"text": "Выбрать язык пользовательского интерфейса"
},
"$:/language/Buttons/More/Caption": {
"title": "$:/language/Buttons/More/Caption",
"text": "ещё"
},
"$:/language/Buttons/More/Hint": {
"title": "$:/language/Buttons/More/Hint",
"text": "Другие действия"
},
"$:/language/Buttons/NewHere/Caption": {
"title": "$:/language/Buttons/NewHere/Caption",
"text": "новая заметка здесь"
},
"$:/language/Buttons/NewHere/Hint": {
"title": "$:/language/Buttons/NewHere/Hint",
"text": "Создать новую заметку, помеченную этой заметкой"
},
"$:/language/Buttons/NewJournal/Caption": {
"title": "$:/language/Buttons/NewJournal/Caption",
"text": "дневник"
},
"$:/language/Buttons/NewJournal/Hint": {
"title": "$:/language/Buttons/NewJournal/Hint",
"text": "Создать новую заметку в дневник"
},
"$:/language/Buttons/NewJournalHere/Caption": {
"title": "$:/language/Buttons/NewJournalHere/Caption",
"text": "дневник здесь"
},
"$:/language/Buttons/NewJournalHere/Hint": {
"title": "$:/language/Buttons/NewJournalHere/Hint",
"text": "Создать новую заметку в дневник, помеченную этой заметкой"
},
"$:/language/Buttons/NewTiddler/Caption": {
"title": "$:/language/Buttons/NewTiddler/Caption",
"text": "новая заметка"
},
"$:/language/Buttons/NewTiddler/Hint": {
"title": "$:/language/Buttons/NewTiddler/Hint",
"text": "Создать новую заметку"
},
"$:/language/Buttons/OpenWindow/Caption": {
"title": "$:/language/Buttons/OpenWindow/Caption",
"text": "открыть в новом окне"
},
"$:/language/Buttons/OpenWindow/Hint": {
"title": "$:/language/Buttons/OpenWindow/Hint",
"text": "Открыть тиддлер в новом окне"
},
"$:/language/Buttons/Palette/Caption": {
"title": "$:/language/Buttons/Palette/Caption",
"text": "цветовая схема"
},
"$:/language/Buttons/Palette/Hint": {
"title": "$:/language/Buttons/Palette/Hint",
"text": "Выбрать цветовую схему"
},
"$:/language/Buttons/Permalink/Caption": {
"title": "$:/language/Buttons/Permalink/Caption",
"text": "прямая ссылка"
},
"$:/language/Buttons/Permalink/Hint": {
"title": "$:/language/Buttons/Permalink/Hint",
"text": "Показать прямую ссылку на заметку в адресной строке браузера"
},
"$:/language/Buttons/Permaview/Caption": {
"title": "$:/language/Buttons/Permaview/Caption",
"text": "прямая ссылка"
},
"$:/language/Buttons/Permaview/Hint": {
"title": "$:/language/Buttons/Permaview/Hint",
"text": "Показать прямую ссылку на открытые заметки в адресной строке браузера"
},
"$:/language/Buttons/Refresh/Caption": {
"title": "$:/language/Buttons/Refresh/Caption",
"text": "oбновить"
},
"$:/language/Buttons/Refresh/Hint": {
"title": "$:/language/Buttons/Refresh/Hint",
"text": "Выполнить обновление страницы"
},
"$:/language/Buttons/Save/Caption": {
"title": "$:/language/Buttons/Save/Caption",
"text": "сохранить"
},
"$:/language/Buttons/Save/Hint": {
"title": "$:/language/Buttons/Save/Hint",
"text": "Сохранить заметку"
},
"$:/language/Buttons/SaveWiki/Caption": {
"title": "$:/language/Buttons/SaveWiki/Caption",
"text": "сохранить изменения"
},
"$:/language/Buttons/SaveWiki/Hint": {
"title": "$:/language/Buttons/SaveWiki/Hint",
"text": "Сохранить изменения"
},
"$:/language/Buttons/ShowSideBar/Caption": {
"title": "$:/language/Buttons/ShowSideBar/Caption",
"text": "показать боковую панель"
},
"$:/language/Buttons/ShowSideBar/Hint": {
"title": "$:/language/Buttons/ShowSideBar/Hint",
"text": "Показать боковую панель"
},
"$:/language/Buttons/StoryView/Caption": {
"title": "$:/language/Buttons/StoryView/Caption",
"text": "отображение заметок"
},
"$:/language/Buttons/StoryView/Hint": {
"title": "$:/language/Buttons/StoryView/Hint",
"text": "Выбрать способ отображения заметок"
},
"$:/language/Buttons/TagManager/Caption": {
"title": "$:/language/Buttons/TagManager/Caption",
"text": "управление метками"
},
"$:/language/Buttons/TagManager/Hint": {
"title": "$:/language/Buttons/TagManager/Hint",
"text": "Открыть панель управления метками"
},
"$:/language/Buttons/Theme/Caption": {
"title": "$:/language/Buttons/Theme/Caption",
"text": "тема"
},
"$:/language/Buttons/Theme/Hint": {
"title": "$:/language/Buttons/Theme/Hint",
"text": "Выбрать тему"
},
"$:/language/ControlPanel/Advanced/Caption": {
"title": "$:/language/ControlPanel/Advanced/Caption",
"text": "Расширенные"
},
"$:/language/ControlPanel/Advanced/Hint": {
"title": "$:/language/ControlPanel/Advanced/Hint",
"text": "Системные сведения об этой TiddlyWiki"
},
"$:/language/ControlPanel/Appearance/Caption": {
"title": "$:/language/ControlPanel/Appearance/Caption",
"text": "Внешний вид"
},
"$:/language/ControlPanel/Appearance/Hint": {
"title": "$:/language/ControlPanel/Appearance/Hint",
"text": "Способы настройки внешнего вида TiddlyWiki."
},
"$:/language/ControlPanel/Basics/AnimDuration/Prompt": {
"title": "$:/language/ControlPanel/Basics/AnimDuration/Prompt",
"text": "Продолжительность анимации:"
},
"$:/language/ControlPanel/Basics/Caption": {
"title": "$:/language/ControlPanel/Basics/Caption",
"text": "Основные"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/BottomHint",
"text": "Заметки, содержащие пробелы нужно взять в [[двойные квадратные скобки]]. А также можно возвращать <$button set=\"$:/DefaultTiddlers\" setTo=\"[list[$:/StoryList]]\">открытые ранее заметки</$button>"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/Prompt",
"text": "Открывать при старте:"
},
"$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint": {
"title": "$:/language/ControlPanel/Basics/DefaultTiddlers/TopHint",
"text": "Выберите заметки открытые при запуске:"
},
"$:/language/ControlPanel/Basics/Language/Prompt": {
"title": "$:/language/ControlPanel/Basics/Language/Prompt",
"text": "Привет! Текущий язык:"
},
"$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Tags/Prompt",
"text": "Метки новых заметок дневника"
},
"$:/language/ControlPanel/Basics/NewJournal/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/NewJournal/Title/Prompt",
"text": "Заголовок новых заметок дневника"
},
"$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/OverriddenShadowTiddlers/Prompt",
"text": "Количество переопределённых встроенных заметок:"
},
"$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/ShadowTiddlers/Prompt",
"text": "Количество встроенных заметок:"
},
"$:/language/ControlPanel/Basics/Subtitle/Prompt": {
"title": "$:/language/ControlPanel/Basics/Subtitle/Prompt",
"text": "Подзаголовок:"
},
"$:/language/ControlPanel/Basics/SystemTiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/SystemTiddlers/Prompt",
"text": "Количество системных заметок:"
},
"$:/language/ControlPanel/Basics/Tags/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tags/Prompt",
"text": "Количество меток:"
},
"$:/language/ControlPanel/Basics/Tiddlers/Prompt": {
"title": "$:/language/ControlPanel/Basics/Tiddlers/Prompt",
"text": "Количество заметок:"
},
"$:/language/ControlPanel/Basics/Title/Prompt": {
"title": "$:/language/ControlPanel/Basics/Title/Prompt",
"text": "Заголовок этой ~TiddlyWiki:"
},
"$:/language/ControlPanel/Basics/Username/Prompt": {
"title": "$:/language/ControlPanel/Basics/Username/Prompt",
"text": "Имя пользователя для подписи под изменениями:"
},
"$:/language/ControlPanel/Basics/Version/Prompt": {
"title": "$:/language/ControlPanel/Basics/Version/Prompt",
"text": "Версия ~TiddlyWiki:"
},
"$:/language/ControlPanel/EditorTypes/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Caption",
"text": "Редакторы"
},
"$:/language/ControlPanel/EditorTypes/Editor/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Editor/Caption",
"text": "Редактор"
},
"$:/language/ControlPanel/EditorTypes/Hint": {
"title": "$:/language/ControlPanel/EditorTypes/Hint",
"text": "Эти заметки определяют, какой редактор используется для конкретного типа заметки."
},
"$:/language/ControlPanel/EditorTypes/Type/Caption": {
"title": "$:/language/ControlPanel/EditorTypes/Type/Caption",
"text": "Тип содержимого"
},
"$:/language/ControlPanel/Info/Caption": {
"title": "$:/language/ControlPanel/Info/Caption",
"text": "Сведения"
},
"$:/language/ControlPanel/Info/Hint": {
"title": "$:/language/ControlPanel/Info/Hint",
"text": "Сведения об этой TiddlyWiki"
},
"$:/language/ControlPanel/LoadedModules/Caption": {
"title": "$:/language/ControlPanel/LoadedModules/Caption",
"text": "Загруженные модули"
},
"$:/language/ControlPanel/LoadedModules/Hint": {
"title": "$:/language/ControlPanel/LoadedModules/Hint",
"text": "Это загруженные в настоящий момент модули, ссылающиеся на их исходные заметки. Модули, обозначенные курсивом, не имеют исходных заметок (обычно, потому что они были установлены во время процесса загрузки)."
},
"$:/language/ControlPanel/Palette/Caption": {
"title": "$:/language/ControlPanel/Palette/Caption",
"text": "Цветовая схема"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Caption",
"text": "скопировать"
},
"$:/language/ControlPanel/Palette/Editor/Clone/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Clone/Prompt",
"text": "Перед редактированием рекомендуется скопировать встроенную цветовую схему"
},
"$:/language/ControlPanel/Palette/Editor/Prompt": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt",
"text": "Редактирование"
},
"$:/language/ControlPanel/Palette/Editor/Prompt/Modified": {
"title": "$:/language/ControlPanel/Palette/Editor/Prompt/Modified",
"text": "Эта встроенная цветовая схема изменена"
},
"$:/language/ControlPanel/Palette/Editor/Reset/Caption": {
"title": "$:/language/ControlPanel/Palette/Editor/Reset/Caption",
"text": "сброс"
},
"$:/language/ControlPanel/Palette/HideEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/HideEditor/Caption",
"text": "скрыть редактор"
},
"$:/language/ControlPanel/Palette/Prompt": {
"title": "$:/language/ControlPanel/Palette/Prompt",
"text": "Текущая цветовая схема:"
},
"$:/language/ControlPanel/Palette/ShowEditor/Caption": {
"title": "$:/language/ControlPanel/Palette/ShowEditor/Caption",
"text": "показать редактор"
},
"$:/language/ControlPanel/Plugins/Add/Caption": {
"title": "$:/language/ControlPanel/Plugins/Add/Caption",
"text": "Другие плагины"
},
"$:/language/ControlPanel/Plugins/Add/Hint": {
"title": "$:/language/ControlPanel/Plugins/Add/Hint",
"text": "Установить официальные плагины"
},
"$:/language/ControlPanel/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Caption",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Disable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Disable/Caption",
"text": "выключить"
},
"$:/language/ControlPanel/Plugins/Disable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Disable/Hint",
"text": "Выключить этот плагин"
},
"$:/language/ControlPanel/Plugins/Disabled/Status": {
"title": "$:/language/ControlPanel/Plugins/Disabled/Status",
"text": "(выключен)"
},
"$:/language/ControlPanel/Plugins/Empty/Hint": {
"title": "$:/language/ControlPanel/Plugins/Empty/Hint",
"text": "Нет"
},
"$:/language/ControlPanel/Plugins/Enable/Caption": {
"title": "$:/language/ControlPanel/Plugins/Enable/Caption",
"text": "включить"
},
"$:/language/ControlPanel/Plugins/Enable/Hint": {
"title": "$:/language/ControlPanel/Plugins/Enable/Hint",
"text": "Выключить этот плагин"
},
"$:/language/ControlPanel/Plugins/Installed/Hint": {
"title": "$:/language/ControlPanel/Plugins/Installed/Hint",
"text": "Список установленных плагинов:"
},
"$:/language/ControlPanel/Plugins/Language/Prompt": {
"title": "$:/language/ControlPanel/Plugins/Language/Prompt",
"text": "Языки"
},
"$:/language/ControlPanel/Plugins/Languages/Caption": {
"title": "$:/language/ControlPanel/Plugins/Languages/Caption",
"text": "Языки"
},
"$:/language/ControlPanel/Plugins/Languages/Hint": {
"title": "$:/language/ControlPanel/Plugins/Languages/Hint",
"text": "Плагины языковых пакетов"
},
"$:/language/ControlPanel/Plugins/Plugin/Prompt": {
"title": "$:/language/ControlPanel/Plugins/Plugin/Prompt",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Plugins/Caption": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Caption",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Plugins/Hint": {
"title": "$:/language/ControlPanel/Plugins/Plugins/Hint",
"text": "Плагины"
},
"$:/language/ControlPanel/Plugins/Theme/Prompt": {
"title": "$:/language/ControlPanel/Plugins/Theme/Prompt",
"text": "Темы"
},
"$:/language/ControlPanel/Plugins/Themes/Caption": {
"title": "$:/language/ControlPanel/Plugins/Themes/Caption",
"text": "Темы"
},
"$:/language/ControlPanel/Plugins/Themes/Hint": {
"title": "$:/language/ControlPanel/Plugins/Themes/Hint",
"text": "Плагины тем"
},
"$:/language/ControlPanel/Saving/Caption": {
"title": "$:/language/ControlPanel/Saving/Caption",
"text": "Сохранение"
},
"$:/language/ControlPanel/Saving/Heading": {
"title": "$:/language/ControlPanel/Saving/Heading",
"text": "Сохранение"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Advanced/Heading",
"text": "Расширенные настройки"
},
"$:/language/ControlPanel/Saving/TiddlySpot/BackupDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/BackupDir",
"text": "Каталог для резервной копии"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Backups": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Backups",
"text": "Резервная копия"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Description": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Description",
"text": "Эти настройки нужны для сохранения на http://tiddlyspot.com или совместимый с ним удаленный сервер"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Filename": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Filename",
"text": "Имя файла для загрузки"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Heading": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Heading",
"text": "~TiddlySpot"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Hint": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Hint",
"text": "//URL сервера по умолчанию - `http://<wikiname>.tiddlyspot.com/store.cgi`. Его можно указать если используется другой сервер//"
},
"$:/language/ControlPanel/Saving/TiddlySpot/Password": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/Password",
"text": "Пароль"
},
"$:/language/ControlPanel/Saving/TiddlySpot/ServerURL": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/ServerURL",
"text": "URL сервера"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UploadDir": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UploadDir",
"text": "Каталог загрузки"
},
"$:/language/ControlPanel/Saving/TiddlySpot/UserName": {
"title": "$:/language/ControlPanel/Saving/TiddlySpot/UserName",
"text": "Название Wiki"
},
"$:/language/ControlPanel/Settings/AutoSave/Caption": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Caption",
"text": "Автосохранение"
},
"$:/language/ControlPanel/Settings/AutoSave/Disabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Disabled/Description",
"text": "Не сохранять изменения автоматически"
},
"$:/language/ControlPanel/Settings/AutoSave/Enabled/Description": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Enabled/Description",
"text": "Сохранять изменения автоматически"
},
"$:/language/ControlPanel/Settings/AutoSave/Hint": {
"title": "$:/language/ControlPanel/Settings/AutoSave/Hint",
"text": "Сохранять изменения автоматически в процессе редактирования"
},
"$:/language/ControlPanel/Settings/Caption": {
"title": "$:/language/ControlPanel/Settings/Caption",
"text": "Настройки"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Caption",
"text": "Стандартная боковая панель"
},
"$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint": {
"title": "$:/language/ControlPanel/Settings/DefaultSidebarTab/Hint",
"text": "Определяет какую боковую панель показывать по умолчанию"
},
"$:/language/ControlPanel/Settings/Hint": {
"title": "$:/language/ControlPanel/Settings/Hint",
"text": "Эти настройки позволяют изменить поведение TiddlyWiki."
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/Caption": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/Caption",
"text": "Открытие Тиддлера"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/InsideRiver/Hint",
"text": "По ссылке //из// открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAbove",
"text": "Открывать выше открытого тиддлера"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtBottom",
"text": "Открывать ниже всех открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenAtTop",
"text": "Открывать выше всех открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OpenBelow",
"text": "Открывать ниже открытого тиддлера"
},
"$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint": {
"title": "$:/language/ControlPanel/Settings/LinkToBehaviour/OutsideRiver/Hint",
"text": "По ссылке //вне// открытых тиддлеров"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Caption",
"text": "Адресная строка браузера"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Hint",
"text": "Поведение адресной строки браузера при открытии заметки:"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/No/Description",
"text": "Не изменять адресную строку"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permalink/Description",
"text": "Включить целевую заметку"
},
"$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationAddressBar/Permaview/Description",
"text": "Включить целевую заметку и все открытые заметки"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Caption": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Caption",
"text": "История браузера"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Hint": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Hint",
"text": "Обновлять историю браузера при открытии заметки:"
},
"$:/language/ControlPanel/Settings/NavigationHistory/No/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/No/Description",
"text": "Не обновлять историю"
},
"$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/NavigationHistory/Yes/Description",
"text": "Обновлять историю"
},
"$:/language/ControlPanel/Settings/TitleLinks/Caption": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Caption",
"text": "Заголовки Тиддлеров"
},
"$:/language/ControlPanel/Settings/TitleLinks/Hint": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Hint",
"text": "Выборочно показывает заголовки тиддеров как ссылки"
},
"$:/language/ControlPanel/Settings/TitleLinks/No/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/No/Description",
"text": "Не показывать заголовки тиддлеров как ссылки"
},
"$:/language/ControlPanel/Settings/TitleLinks/Yes/Description": {
"title": "$:/language/ControlPanel/Settings/TitleLinks/Yes/Description",
"text": "Показывать заголовки тиддлеров как ссылки"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Caption",
"text": "Кнопки"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Hint",
"text": "Внешний вид кнопок:"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Icons/Description",
"text": "Показывать значок"
},
"$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtons/Text/Description",
"text": "Показывать текст"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Caption",
"text": "Стиль кнопок панелей"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Hint",
"text": "Выберите стиль кнопок панелей:"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Borderless",
"text": "Без границ"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Boxed",
"text": "Внутри квадрата"
},
"$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded": {
"title": "$:/language/ControlPanel/Settings/ToolbarButtonStyle/Styles/Rounded",
"text": "Внутри круга"
},
"$:/language/ControlPanel/StoryView/Caption": {
"title": "$:/language/ControlPanel/StoryView/Caption",
"text": "Поведение открытых заметок"
},
"$:/language/ControlPanel/StoryView/Prompt": {
"title": "$:/language/ControlPanel/StoryView/Prompt",
"text": "Текущий вид:"
},
"$:/language/ControlPanel/Theme/Caption": {
"title": "$:/language/ControlPanel/Theme/Caption",
"text": "Тема"
},
"$:/language/ControlPanel/Theme/Prompt": {
"title": "$:/language/ControlPanel/Theme/Prompt",
"text": "Текущая тема:"
},
"$:/language/ControlPanel/TiddlerFields/Caption": {
"title": "$:/language/ControlPanel/TiddlerFields/Caption",
"text": "Поля заметок"
},
"$:/language/ControlPanel/TiddlerFields/Hint": {
"title": "$:/language/ControlPanel/TiddlerFields/Hint",
"text": "Это полный набор полей заметок (включая системные заметки, но без встроенных)."
},
"$:/language/ControlPanel/Toolbars/Caption": {
"title": "$:/language/ControlPanel/Toolbars/Caption",
"text": "Панели инструментов"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Caption",
"text": "При редактировании"
},
"$:/language/ControlPanel/Toolbars/EditToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/EditToolbar/Hint",
"text": "Выберите кнопки, отображаемые во время редактирования заметок"
},
"$:/language/ControlPanel/Toolbars/Hint": {
"title": "$:/language/ControlPanel/Toolbars/Hint",
"text": "Выберите отображаемые кнопки"
},
"$:/language/ControlPanel/Toolbars/PageControls/Caption": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Caption",
"text": "Боковой панели"
},
"$:/language/ControlPanel/Toolbars/PageControls/Hint": {
"title": "$:/language/ControlPanel/Toolbars/PageControls/Hint",
"text": "Выберите кнопки, отображаемые на боковой панели"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Caption": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Caption",
"text": "При просмотре"
},
"$:/language/ControlPanel/Toolbars/ViewToolbar/Hint": {
"title": "$:/language/ControlPanel/Toolbars/ViewToolbar/Hint",
"text": "Выберите кнопки, отображаемые во время просмотра заметок"
},
"$:/language/ControlPanel/Tools/Download/Full/Caption": {
"title": "$:/language/ControlPanel/Tools/Download/Full/Caption",
"text": "Скачать wiki целиком"
},
"$:/core/readme": {
"title": "$:/core/readme",
"text": "Этот плагин содержит компоненты ядра TiddlyWiki, содержащие:\n\n* коды модуля JavaScript\n* Изображения\n* Шаблоны, необходимые для создания пользовательского интерфейса TiddlyWiki\n* British English (en-GB) переводы локализуемых строк используемых в ядре"
},
"$:/language/Date/Long/Day/0": {
"title": "$:/language/Date/Long/Day/0",
"text": "Воскресенье"
},
"$:/language/Date/Long/Day/1": {
"title": "$:/language/Date/Long/Day/1",
"text": "Понедельник"
},
"$:/language/Date/Long/Day/2": {
"title": "$:/language/Date/Long/Day/2",
"text": "Вторник"
},
"$:/language/Date/Long/Day/3": {
"title": "$:/language/Date/Long/Day/3",
"text": "Среда"
},
"$:/language/Date/Long/Day/4": {
"title": "$:/language/Date/Long/Day/4",
"text": "Четверг"
},
"$:/language/Date/Long/Day/5": {
"title": "$:/language/Date/Long/Day/5",
"text": "Пятница"
},
"$:/language/Date/Long/Day/6": {
"title": "$:/language/Date/Long/Day/6",
"text": "Суббота"
},
"$:/language/Date/Long/Month/1": {
"title": "$:/language/Date/Long/Month/1",
"text": "января"
},
"$:/language/Date/Long/Month/2": {
"title": "$:/language/Date/Long/Month/2",
"text": "февраля"
},
"$:/language/Date/Long/Month/3": {
"title": "$:/language/Date/Long/Month/3",
"text": "марта"
},
"$:/language/Date/Long/Month/4": {
"title": "$:/language/Date/Long/Month/4",
"text": "апреля"
},
"$:/language/Date/Long/Month/5": {
"title": "$:/language/Date/Long/Month/5",
"text": "мая"
},
"$:/language/Date/Long/Month/6": {
"title": "$:/language/Date/Long/Month/6",
"text": "июня"
},
"$:/language/Date/Long/Month/7": {
"title": "$:/language/Date/Long/Month/7",
"text": "июля"
},
"$:/language/Date/Long/Month/8": {
"title": "$:/language/Date/Long/Month/8",
"text": "августа"
},
"$:/language/Date/Long/Month/9": {
"title": "$:/language/Date/Long/Month/9",
"text": "сентября"
},
"$:/language/Date/Long/Month/10": {
"title": "$:/language/Date/Long/Month/10",
"text": "октября"
},
"$:/language/Date/Long/Month/11": {
"title": "$:/language/Date/Long/Month/11",
"text": "ноября"
},
"$:/language/Date/Long/Month/12": {
"title": "$:/language/Date/Long/Month/12",
"text": "декабря"
},
"$:/language/Date/Period/am": {
"title": "$:/language/Date/Period/am",
"text": "до полудня"
},
"$:/language/Date/Period/pm": {
"title": "$:/language/Date/Period/pm",
"text": "после полудня"
},
"$:/language/Date/Short/Day/0": {
"title": "$:/language/Date/Short/Day/0",
"text": "Вс"
},
"$:/language/Date/Short/Day/1": {
"title": "$:/language/Date/Short/Day/1",
"text": "Пн"
},
"$:/language/Date/Short/Day/2": {
"title": "$:/language/Date/Short/Day/2",
"text": "Вт"
},
"$:/language/Date/Short/Day/3": {
"title": "$:/language/Date/Short/Day/3",
"text": "Ср"
},
"$:/language/Date/Short/Day/4": {
"title": "$:/language/Date/Short/Day/4",
"text": "Чт"
},
"$:/language/Date/Short/Day/5": {
"title": "$:/language/Date/Short/Day/5",
"text": "Пт"
},
"$:/language/Date/Short/Day/6": {
"title": "$:/language/Date/Short/Day/6",
"text": "Сб"
},
"$:/language/Date/Short/Month/1": {
"title": "$:/language/Date/Short/Month/1",
"text": "янв"
},
"$:/language/Date/Short/Month/2": {
"title": "$:/language/Date/Short/Month/2",
"text": "фев"
},
"$:/language/Date/Short/Month/3": {
"title": "$:/language/Date/Short/Month/3",
"text": "мрт"
},
"$:/language/Date/Short/Month/4": {
"title": "$:/language/Date/Short/Month/4",
"text": "апр"
},
"$:/language/Date/Short/Month/5": {
"title": "$:/language/Date/Short/Month/5",
"text": "май"
},
"$:/language/Date/Short/Month/6": {
"title": "$:/language/Date/Short/Month/6",
"text": "июн"
},
"$:/language/Date/Short/Month/7": {
"title": "$:/language/Date/Short/Month/7",
"text": "июл"
},
"$:/language/Date/Short/Month/8": {
"title": "$:/language/Date/Short/Month/8",
"text": "авг"
},
"$:/language/Date/Short/Month/9": {
"title": "$:/language/Date/Short/Month/9",
"text": "сен"
},
"$:/language/Date/Short/Month/10": {
"title": "$:/language/Date/Short/Month/10",
"text": "окт"
},
"$:/language/Date/Short/Month/11": {
"title": "$:/language/Date/Short/Month/11",
"text": "нбр"
},
"$:/language/Date/Short/Month/12": {
"title": "$:/language/Date/Short/Month/12",
"text": "дек"
},
"$:/language/Date/DaySuffix/1": {
"title": "$:/language/Date/DaySuffix/1",
"text": "-й"
},
"$:/language/Date/DaySuffix/10": {
"title": "$:/language/Date/DaySuffix/10",
"text": "-й"
},
"$:/language/Date/DaySuffix/11": {
"title": "$:/language/Date/DaySuffix/11",
"text": "-й"
},
"$:/language/Date/DaySuffix/12": {
"title": "$:/language/Date/DaySuffix/12",
"text": "-й"
},
"$:/language/Date/DaySuffix/13": {
"title": "$:/language/Date/DaySuffix/13",
"text": "-й"
},
"$:/language/Date/DaySuffix/14": {
"title": "$:/language/Date/DaySuffix/14",
"text": "-й"
},
"$:/language/Date/DaySuffix/15": {
"title": "$:/language/Date/DaySuffix/15",
"text": "-й"
},
"$:/language/Date/DaySuffix/16": {
"title": "$:/language/Date/DaySuffix/16",
"text": "-й"
},
"$:/language/Date/DaySuffix/17": {
"title": "$:/language/Date/DaySuffix/17",
"text": "-й"
},
"$:/language/Date/DaySuffix/18": {
"title": "$:/language/Date/DaySuffix/18",
"text": "-й"
},
"$:/language/Date/DaySuffix/19": {
"title": "$:/language/Date/DaySuffix/19",
"text": "-й"
},
"$:/language/Date/DaySuffix/2": {
"title": "$:/language/Date/DaySuffix/2",
"text": "-й"
},
"$:/language/Date/DaySuffix/20": {
"title": "$:/language/Date/DaySuffix/20",
"text": "-й"
},
"$:/language/Date/DaySuffix/21": {
"title": "$:/language/Date/DaySuffix/21",
"text": "-й"
},
"$:/language/Date/DaySuffix/22": {
"title": "$:/language/Date/DaySuffix/22",
"text": "-й"
},
"$:/language/Date/DaySuffix/23": {
"title": "$:/language/Date/DaySuffix/23",
"text": "-й"
},
"$:/language/Date/DaySuffix/24": {
"title": "$:/language/Date/DaySuffix/24",
"text": "-й"
},
"$:/language/Date/DaySuffix/25": {
"title": "$:/language/Date/DaySuffix/25",
"text": "-й"
},
"$:/language/Date/DaySuffix/26": {
"title": "$:/language/Date/DaySuffix/26",
"text": "-й"
},
"$:/language/Date/DaySuffix/27": {
"title": "$:/language/Date/DaySuffix/27",
"text": "-й"
},
"$:/language/Date/DaySuffix/28": {
"title": "$:/language/Date/DaySuffix/28",
"text": "-й"
},
"$:/language/Date/DaySuffix/29": {
"title": "$:/language/Date/DaySuffix/29",
"text": "-й"
},
"$:/language/Date/DaySuffix/3": {
"title": "$:/language/Date/DaySuffix/3",
"text": "-й"
},
"$:/language/Date/DaySuffix/30": {
"title": "$:/language/Date/DaySuffix/30",
"text": "-й"
},
"$:/language/Date/DaySuffix/31": {
"title": "$:/language/Date/DaySuffix/31",
"text": "-й"
},
"$:/language/Date/DaySuffix/4": {
"title": "$:/language/Date/DaySuffix/4",
"text": "-й"
},
"$:/language/Date/DaySuffix/5": {
"title": "$:/language/Date/DaySuffix/5",
"text": "-й"
},
"$:/language/Date/DaySuffix/6": {
"title": "$:/language/Date/DaySuffix/6",
"text": "-й"
},
"$:/language/Date/DaySuffix/7": {
"title": "$:/language/Date/DaySuffix/7",
"text": "-й"
},
"$:/language/Date/DaySuffix/8": {
"title": "$:/language/Date/DaySuffix/8",
"text": "-й"
},
"$:/language/Date/DaySuffix/9": {
"title": "$:/language/Date/DaySuffix/9",
"text": "-й"
},
"$:/language/RelativeDate/Future/Days": {
"title": "$:/language/RelativeDate/Future/Days",
"text": "через <<period>> дней"
},
"$:/language/RelativeDate/Future/Hours": {
"title": "$:/language/RelativeDate/Future/Hours",
"text": "через <<period>> часов"
},
"$:/language/RelativeDate/Future/Minutes": {
"title": "$:/language/RelativeDate/Future/Minutes",
"text": "через <<period>> минут"
},
"$:/language/RelativeDate/Future/Months": {
"title": "$:/language/RelativeDate/Future/Months",
"text": "через <<period>> месяцев"
},
"$:/language/RelativeDate/Future/Second": {
"title": "$:/language/RelativeDate/Future/Second",
"text": "через 1 секунду"
},
"$:/language/RelativeDate/Future/Seconds": {
"title": "$:/language/RelativeDate/Future/Seconds",
"text": "через <<period>> секунд"
},
"$:/language/RelativeDate/Future/Years": {
"title": "$:/language/RelativeDate/Future/Years",
"text": "через <<period>> лет"
},
"$:/language/RelativeDate/Past/Days": {
"title": "$:/language/RelativeDate/Past/Days",
"text": "<<period>> дней назад"
},
"$:/language/RelativeDate/Past/Hours": {
"title": "$:/language/RelativeDate/Past/Hours",
"text": "<<period>> часов назад"
},
"$:/language/RelativeDate/Past/Minutes": {
"title": "$:/language/RelativeDate/Past/Minutes",
"text": "<<period>> минут назад"
},
"$:/language/RelativeDate/Past/Months": {
"title": "$:/language/RelativeDate/Past/Months",
"text": "<<period>> месяцев назад"
},
"$:/language/RelativeDate/Past/Second": {
"title": "$:/language/RelativeDate/Past/Second",
"text": "1 секунду назад"
},
"$:/language/RelativeDate/Past/Seconds": {
"title": "$:/language/RelativeDate/Past/Seconds",
"text": "<<period>> секунд назад"
},
"$:/language/RelativeDate/Past/Years": {
"title": "$:/language/RelativeDate/Past/Years",
"text": "<<period>> лет назад"
},
"$:/language/Docs/Fields/_canonical_uri": {
"title": "$:/language/Docs/Fields/_canonical_uri",
"text": "Полный URI заметки, содержащей внешнюю картинку"
},
"$:/language/Docs/Fields/bag": {
"title": "$:/language/Docs/Fields/bag",
"text": "Название \"мешка\" заметки из TiddlyWeb"
},
"$:/language/Docs/Fields/caption": {
"title": "$:/language/Docs/Fields/caption",
"text": "Текст на вкладке или кнопке"
},
"$:/language/Docs/Fields/color": {
"title": "$:/language/Docs/Fields/color",
"text": "CSS значение цвета заметки"
},
"$:/language/Docs/Fields/component": {
"title": "$:/language/Docs/Fields/component",
"text": "Название компонента, ответственного за [[заметку-тревогу|AlertMechanism]]"
},
"$:/language/Docs/Fields/created": {
"title": "$:/language/Docs/Fields/created",
"text": "Дата создания заметки"
},
"$:/language/Docs/Fields/creator": {
"title": "$:/language/Docs/Fields/creator",
"text": "Имя создателя заметки"
},
"$:/language/Docs/Fields/current-tiddler": {
"title": "$:/language/Docs/Fields/current-tiddler",
"text": "Использовалось для хранения верхней заметки в [[списке истории|HistoryMechanism]]"
},
"$:/language/Docs/Fields/dependents": {
"title": "$:/language/Docs/Fields/dependents",
"text": "Для плагина, перечисляет названия зависимых плагинов"
},
"$:/language/Docs/Fields/description": {
"title": "$:/language/Docs/Fields/description",
"text": "Описание плагина или модального окна"
},
"$:/language/Docs/Fields/draft.of": {
"title": "$:/language/Docs/Fields/draft.of",
"text": "Для черновиков, содержит название редактируемой заметки"
},
"$:/language/Docs/Fields/draft.title": {
"title": "$:/language/Docs/Fields/draft.title",
"text": "Для черновиков, содержит новое название заметки"
},
"$:/language/Docs/Fields/footer": {
"title": "$:/language/Docs/Fields/footer",
"text": "Текст \"подвала\" мастера"
},
"$:/language/Docs/Fields/icon": {
"title": "$:/language/Docs/Fields/icon",
"text": "Название заметки, содержащей значок заметки"
},
"$:/language/Docs/Fields/library": {
"title": "$:/language/Docs/Fields/library",
"text": "Если \"yes\", то заметка сохраняется как библиотека JavaScript"
},
"$:/language/Docs/Fields/list": {
"title": "$:/language/Docs/Fields/list",
"text": "Упорядоченный список названий связанных заметок"
},
"$:/language/Docs/Fields/list-after": {
"title": "$:/language/Docs/Fields/list-after",
"text": "Название заметки, после которой эта заметка добавляется в упорядоченный список"
},
"$:/language/Docs/Fields/list-before": {
"title": "$:/language/Docs/Fields/list-before",
"text": "Название заметки, перед которой эта заметка добавляется в упорядоченный список; если это поле создано и имеет пустое значение, то заметка добавляется в начало списка"
},
"$:/language/Docs/Fields/modified": {
"title": "$:/language/Docs/Fields/modified",
"text": "Дата последнего изменения заметки"
},
"$:/language/Docs/Fields/modifier": {
"title": "$:/language/Docs/Fields/modifier",
"text": "Имя редактора заметки"
},
"$:/language/Docs/Fields/name": {
"title": "$:/language/Docs/Fields/name",
"text": "Название плагина"
},
"$:/language/Docs/Fields/plugin-priority": {
"title": "$:/language/Docs/Fields/plugin-priority",
"text": "Число - приоритет плагина"
},
"$:/language/Docs/Fields/plugin-type": {
"title": "$:/language/Docs/Fields/plugin-type",
"text": "Тип плагина"
},
"$:/language/Docs/Fields/released": {
"title": "$:/language/Docs/Fields/released",
"text": "Дата выпуска TiddlyWiki"
},
"$:/language/Docs/Fields/revision": {
"title": "$:/language/Docs/Fields/revision",
"text": "Версия заметки на сервере"
},
"$:/language/Docs/Fields/source": {
"title": "$:/language/Docs/Fields/source",
"text": "Исходный URL связанный с заметкой"
},
"$:/language/Docs/Fields/subtitle": {
"title": "$:/language/Docs/Fields/subtitle",
"text": "Подзаголовок мастера"
},
"$:/language/Docs/Fields/tags": {
"title": "$:/language/Docs/Fields/tags",
"text": "Список меток связанный с заметкой"
},
"$:/language/Docs/Fields/text": {
"title": "$:/language/Docs/Fields/text",
"text": "Содержимое заметки"
},
"$:/language/Docs/Fields/title": {
"title": "$:/language/Docs/Fields/title",
"text": "Уникальное название заметки"
},
"$:/language/Docs/Fields/type": {
"title": "$:/language/Docs/Fields/type",
"text": "Тип содержимого заметки"
},
"$:/language/Docs/Fields/version": {
"title": "$:/language/Docs/Fields/version",
"text": "Версия плагина"
},
"$:/language/Docs/ModuleTypes/animation": {
"title": "$:/language/Docs/ModuleTypes/animation",
"text": "Анимации для виджета Reveal."
},
"$:/language/Docs/ModuleTypes/command": {
"title": "$:/language/Docs/ModuleTypes/command",
"text": "Команды, исполняемые Node.js."
},
"$:/language/Docs/ModuleTypes/config": {
"title": "$:/language/Docs/ModuleTypes/config",
"text": "Данные для вставки в `$tw.config`."
},
"$:/language/Docs/ModuleTypes/filteroperator": {
"title": "$:/language/Docs/ModuleTypes/filteroperator",
"text": "Отдельные методы операторов фильтра."
},
"$:/language/Docs/ModuleTypes/global": {
"title": "$:/language/Docs/ModuleTypes/global",
"text": "Глобальные данные для вставки в `$tw`."
},
"$:/language/Docs/ModuleTypes/isfilteroperator": {
"title": "$:/language/Docs/ModuleTypes/isfilteroperator",
"text": "Операнды для оператора фильтра ''is''."
},
"$:/language/Docs/ModuleTypes/macro": {
"title": "$:/language/Docs/ModuleTypes/macro",
"text": "Макросы JavaScript."
},
"$:/language/Docs/ModuleTypes/parser": {
"title": "$:/language/Docs/ModuleTypes/parser",
"text": "Парсеры для разных типов содержимого."
},
"$:/language/Docs/ModuleTypes/saver": {
"title": "$:/language/Docs/ModuleTypes/saver",
"text": "Методы сохранения."
},
"$:/language/Docs/ModuleTypes/startup": {
"title": "$:/language/Docs/ModuleTypes/startup",
"text": "Функции, выполняемые при загрузке."
},
"$:/language/Docs/ModuleTypes/storyview": {
"title": "$:/language/Docs/ModuleTypes/storyview",
"text": "Настройка анимации и поведения виджета List."
},
"$:/language/Docs/ModuleTypes/tiddlerdeserializer": {
"title": "$:/language/Docs/ModuleTypes/tiddlerdeserializer",
"text": "Превращают разные типы содержимого в заметки."
},
"$:/language/Docs/ModuleTypes/tiddlerfield": {
"title": "$:/language/Docs/ModuleTypes/tiddlerfield",
"text": "Определяет поведение отдельных полей заметок."
},
"$:/language/Docs/ModuleTypes/tiddlermethod": {
"title": "$:/language/Docs/ModuleTypes/tiddlermethod",
"text": "Добавляет методы к прототипу заметки `$tw.Tiddler`."
},
"$:/language/Docs/ModuleTypes/upgrader": {
"title": "$:/language/Docs/ModuleTypes/upgrader",
"text": "Обработка заметок во время обновления/импорта."
},
"$:/language/Docs/ModuleTypes/utils": {
"title": "$:/language/Docs/ModuleTypes/utils",
"text": "Добавляет методы в `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/utils-node": {
"title": "$:/language/Docs/ModuleTypes/utils-node",
"text": "Добавляет специфичные для Node.js методы в `$tw.utils`."
},
"$:/language/Docs/ModuleTypes/widget": {
"title": "$:/language/Docs/ModuleTypes/widget",
"text": "Виджеты отвечают за отображение и обновление DOM."
},
"$:/language/Docs/ModuleTypes/wikimethod": {
"title": "$:/language/Docs/ModuleTypes/wikimethod",
"text": "Добавляет методы в `$tw.Wiki`."
},
"$:/language/Docs/ModuleTypes/wikirule": {
"title": "$:/language/Docs/ModuleTypes/wikirule",
"text": "Отдельные правила для главного парсера WikiText."
},
"$:/language/Docs/PaletteColours/alert-background": {
"title": "$:/language/Docs/PaletteColours/alert-background",
"text": "Фон сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/alert-border": {
"title": "$:/language/Docs/PaletteColours/alert-border",
"text": "Граница сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/alert-highlight": {
"title": "$:/language/Docs/PaletteColours/alert-highlight",
"text": "Подсветка сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/alert-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/alert-muted-foreground",
"text": "Приглушенный цвет текста сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/background": {
"title": "$:/language/Docs/PaletteColours/background",
"text": "Общий фон"
},
"$:/language/Docs/PaletteColours/blockquote-bar": {
"title": "$:/language/Docs/PaletteColours/blockquote-bar",
"text": "Оформление цитаты"
},
"$:/language/Docs/PaletteColours/button-background": {
"title": "$:/language/Docs/PaletteColours/button-background",
"text": "Фон кнопки по умолчанию"
},
"$:/language/Docs/PaletteColours/button-border": {
"title": "$:/language/Docs/PaletteColours/button-border",
"text": "Граница кнопки по умолчанию"
},
"$:/language/Docs/PaletteColours/button-foreground": {
"title": "$:/language/Docs/PaletteColours/button-foreground",
"text": "Цвет кнопки по умолчанию"
},
"$:/language/Docs/PaletteColours/code-background": {
"title": "$:/language/Docs/PaletteColours/code-background",
"text": "Фон блоков кода"
},
"$:/language/Docs/PaletteColours/code-border": {
"title": "$:/language/Docs/PaletteColours/code-border",
"text": "Граница блоков кода"
},
"$:/language/Docs/PaletteColours/code-foreground": {
"title": "$:/language/Docs/PaletteColours/code-foreground",
"text": "Цвет текста блоков кода"
},
"$:/language/Docs/PaletteColours/dirty-indicator": {
"title": "$:/language/Docs/PaletteColours/dirty-indicator",
"text": "Индикатор несохранённых изменений"
},
"$:/language/Docs/PaletteColours/download-background": {
"title": "$:/language/Docs/PaletteColours/download-background",
"text": "Фон кнопки Скачать"
},
"$:/language/Docs/PaletteColours/download-foreground": {
"title": "$:/language/Docs/PaletteColours/download-foreground",
"text": "Цвет текста кнопки Скачать"
},
"$:/language/Docs/PaletteColours/dragger-background": {
"title": "$:/language/Docs/PaletteColours/dragger-background",
"text": "Фон перетаскиваемой ссылки"
},
"$:/language/Docs/PaletteColours/dragger-foreground": {
"title": "$:/language/Docs/PaletteColours/dragger-foreground",
"text": "Цвет текста перетаскиваемой ссылки"
},
"$:/language/Docs/PaletteColours/dropdown-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-background",
"text": "Фон выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropdown-border": {
"title": "$:/language/Docs/PaletteColours/dropdown-border",
"text": "Граница выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background",
"text": "Фон вкладок выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropdown-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/dropdown-tab-background-selected",
"text": "Фон выбранных вкладок выпадающего меню"
},
"$:/language/Docs/PaletteColours/dropzone-background": {
"title": "$:/language/Docs/PaletteColours/dropzone-background",
"text": "Фон области перетаскивания"
},
"$:/language/Docs/PaletteColours/external-link-background": {
"title": "$:/language/Docs/PaletteColours/external-link-background",
"text": "фон внешней ссылки"
},
"$:/language/Docs/PaletteColours/external-link-background-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-background-hover",
"text": "Фон внешней ссылки при наведении"
},
"$:/language/Docs/PaletteColours/external-link-background-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-background-visited",
"text": "Фон посещённой внешней ссылки"
},
"$:/language/Docs/PaletteColours/external-link-foreground": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground",
"text": "Цвет текста внешней ссылки"
},
"$:/language/Docs/PaletteColours/external-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-hover",
"text": "Цвет текста внешней ссылки при наведении"
},
"$:/language/Docs/PaletteColours/external-link-foreground-visited": {
"title": "$:/language/Docs/PaletteColours/external-link-foreground-visited",
"text": "Цвет текста посещённой внешней ссылки"
},
"$:/language/Docs/PaletteColours/foreground": {
"title": "$:/language/Docs/PaletteColours/foreground",
"text": "Общий цвет текста"
},
"$:/language/Docs/PaletteColours/message-background": {
"title": "$:/language/Docs/PaletteColours/message-background",
"text": "Фон сообщений"
},
"$:/language/Docs/PaletteColours/message-border": {
"title": "$:/language/Docs/PaletteColours/message-border",
"text": "Граница сообщений"
},
"$:/language/Docs/PaletteColours/message-foreground": {
"title": "$:/language/Docs/PaletteColours/message-foreground",
"text": "Цвет текста сообщений"
},
"$:/language/Docs/PaletteColours/modal-backdrop": {
"title": "$:/language/Docs/PaletteColours/modal-backdrop",
"text": "Цвет фона за модальным окном"
},
"$:/language/Docs/PaletteColours/modal-background": {
"title": "$:/language/Docs/PaletteColours/modal-background",
"text": "Фон модального окна"
},
"$:/language/Docs/PaletteColours/modal-border": {
"title": "$:/language/Docs/PaletteColours/modal-border",
"text": "Граница модального окна"
},
"$:/language/Docs/PaletteColours/modal-footer-background": {
"title": "$:/language/Docs/PaletteColours/modal-footer-background",
"text": "Фон подвала модального окна"
},
"$:/language/Docs/PaletteColours/modal-footer-border": {
"title": "$:/language/Docs/PaletteColours/modal-footer-border",
"text": "Граница подвала модального окна"
},
"$:/language/Docs/PaletteColours/modal-header-border": {
"title": "$:/language/Docs/PaletteColours/modal-header-border",
"text": "Граница шапки модального окна"
},
"$:/language/Docs/PaletteColours/muted-foreground": {
"title": "$:/language/Docs/PaletteColours/muted-foreground",
"text": "Приглушенный цвет текста"
},
"$:/language/Docs/PaletteColours/notification-background": {
"title": "$:/language/Docs/PaletteColours/notification-background",
"text": "Фон уведомлений"
},
"$:/language/Docs/PaletteColours/notification-border": {
"title": "$:/language/Docs/PaletteColours/notification-border",
"text": "Граница уведомлений"
},
"$:/language/Docs/PaletteColours/page-background": {
"title": "$:/language/Docs/PaletteColours/page-background",
"text": "Фон страницы"
},
"$:/language/Docs/PaletteColours/pre-background": {
"title": "$:/language/Docs/PaletteColours/pre-background",
"text": "Фон неформатированного текста"
},
"$:/language/Docs/PaletteColours/pre-border": {
"title": "$:/language/Docs/PaletteColours/pre-border",
"text": "Граница неформатированного текста"
},
"$:/language/Docs/PaletteColours/primary": {
"title": "$:/language/Docs/PaletteColours/primary",
"text": "Первичный цвет"
},
"$:/language/Docs/PaletteColours/sidebar-button-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-button-foreground",
"text": "Цвет текста кнопок боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground",
"text": "Цвет элементов управления боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-controls-foreground-hover",
"text": "Цвет элементов управления боковой панели при наведении"
},
"$:/language/Docs/PaletteColours/sidebar-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground",
"text": "Цвет текста на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-foreground-shadow": {
"title": "$:/language/Docs/PaletteColours/sidebar-foreground-shadow",
"text": "Цвет тени текста на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground",
"text": "Приглушенный цвет текста на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-muted-foreground-hover",
"text": "Приглушенный цвет текста на боковой панели при наведении"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background",
"text": "Фон вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-background-selected",
"text": "Фон выбранных вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border",
"text": "Граница вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-border-selected",
"text": "Граница выбранных вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-divider": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-divider",
"text": "Разделитель вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground",
"text": "Цвет текста вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/sidebar-tab-foreground-selected",
"text": "Цвет текста выбранных вкладок на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground",
"text": "Цвет ссылок на заметки на боковой панели"
},
"$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/sidebar-tiddler-link-foreground-hover",
"text": "Цвет ссылок на заметки на боковой панели при наведении"
},
"$:/language/Docs/PaletteColours/site-title-foreground": {
"title": "$:/language/Docs/PaletteColours/site-title-foreground",
"text": "Цвет заголовка сайта"
},
"$:/language/Docs/PaletteColours/static-alert-foreground": {
"title": "$:/language/Docs/PaletteColours/static-alert-foreground",
"text": "Цвет текста статической версии сообщения об ошибке"
},
"$:/language/Docs/PaletteColours/tab-background": {
"title": "$:/language/Docs/PaletteColours/tab-background",
"text": "Фон вкладок"
},
"$:/language/Docs/PaletteColours/tab-background-selected": {
"title": "$:/language/Docs/PaletteColours/tab-background-selected",
"text": "Фон выбранных вкладок"
},
"$:/language/Docs/PaletteColours/tab-border": {
"title": "$:/language/Docs/PaletteColours/tab-border",
"text": "Граница вкладок"
},
"$:/language/Docs/PaletteColours/tab-border-selected": {
"title": "$:/language/Docs/PaletteColours/tab-border-selected",
"text": "Граница выбранных вкладок"
},
"$:/language/Docs/PaletteColours/tab-divider": {
"title": "$:/language/Docs/PaletteColours/tab-divider",
"text": "Разделитель вкладок"
},
"$:/language/Docs/PaletteColours/tab-foreground": {
"title": "$:/language/Docs/PaletteColours/tab-foreground",
"text": "Цвет текста вкладок"
},
"$:/language/Docs/PaletteColours/tab-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tab-foreground-selected",
"text": "Цвет текста выбранных вкладок"
},
"$:/language/Docs/PaletteColours/table-border": {
"title": "$:/language/Docs/PaletteColours/table-border",
"text": "Граница таблиц"
},
"$:/language/Docs/PaletteColours/table-footer-background": {
"title": "$:/language/Docs/PaletteColours/table-footer-background",
"text": "Фон подвала таблиц"
},
"$:/language/Docs/PaletteColours/table-header-background": {
"title": "$:/language/Docs/PaletteColours/table-header-background",
"text": "Фон шапки таблиц"
},
"$:/language/Docs/PaletteColours/tag-background": {
"title": "$:/language/Docs/PaletteColours/tag-background",
"text": "Фон меток"
},
"$:/language/Docs/PaletteColours/tag-foreground": {
"title": "$:/language/Docs/PaletteColours/tag-foreground",
"text": "Цвет текста меток"
},
"$:/language/Docs/PaletteColours/tiddler-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-background",
"text": "Фон заметок"
},
"$:/language/Docs/PaletteColours/tiddler-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-border",
"text": "Граница заметок"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground",
"text": "Цвет элементов управления заметки"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-hover",
"text": "Цвет элементов управления заметки при наведении"
},
"$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected": {
"title": "$:/language/Docs/PaletteColours/tiddler-controls-foreground-selected",
"text": "Цвет выбранных элементов управления заметки"
},
"$:/language/Docs/PaletteColours/tiddler-editor-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-background",
"text": "Фон редактора заметок"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border",
"text": "Граница редактора заметок"
},
"$:/language/Docs/PaletteColours/tiddler-editor-border-image": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-border-image",
"text": "Граница редактора изображений"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-even": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-even",
"text": "Фон четных полей"
},
"$:/language/Docs/PaletteColours/tiddler-editor-fields-odd": {
"title": "$:/language/Docs/PaletteColours/tiddler-editor-fields-odd",
"text": "Фон нечётных полей"
},
"$:/language/Docs/PaletteColours/tiddler-info-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-background",
"text": "Фон информационной панели заметки"
},
"$:/language/Docs/PaletteColours/tiddler-info-border": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-border",
"text": "Граница информационной панели заметки"
},
"$:/language/Docs/PaletteColours/tiddler-info-tab-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-info-tab-background",
"text": "Фон вкладок информационной панели заметки"
},
"$:/language/Docs/PaletteColours/tiddler-link-background": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-background",
"text": "Фон ссылок на заметку"
},
"$:/language/Docs/PaletteColours/tiddler-link-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-link-foreground",
"text": "Цвет текста ссылок на заметку"
},
"$:/language/Docs/PaletteColours/tiddler-subtitle-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-subtitle-foreground",
"text": "Цвет текста подзаголовка заметки"
},
"$:/language/Docs/PaletteColours/tiddler-title-foreground": {
"title": "$:/language/Docs/PaletteColours/tiddler-title-foreground",
"text": "Цвет текста заголовка заметки"
},
"$:/language/Docs/PaletteColours/toolbar-cancel-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-cancel-button",
"text": "Цвет кнопки 'отменить'"
},
"$:/language/Docs/PaletteColours/toolbar-close-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-close-button",
"text": "Цвет кнопки 'закрыть'"
},
"$:/language/Docs/PaletteColours/toolbar-delete-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-delete-button",
"text": "Цвет кнопки 'удалить'"
},
"$:/language/Docs/PaletteColours/toolbar-done-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-done-button",
"text": "Цвет кнопки 'готово'"
},
"$:/language/Docs/PaletteColours/toolbar-edit-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-edit-button",
"text": "Цвет кнопки 'редактировать'"
},
"$:/language/Docs/PaletteColours/toolbar-info-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-info-button",
"text": "Цвет кнопки 'информация'"
},
"$:/language/Docs/PaletteColours/toolbar-new-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-new-button",
"text": "Цвет кнопки 'создать'"
},
"$:/language/Docs/PaletteColours/toolbar-options-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-options-button",
"text": "Цвет кнопки 'настройки'"
},
"$:/language/Docs/PaletteColours/toolbar-save-button": {
"title": "$:/language/Docs/PaletteColours/toolbar-save-button",
"text": "Цвет кнопки 'сохранить'"
},
"$:/language/Docs/PaletteColours/untagged-background": {
"title": "$:/language/Docs/PaletteColours/untagged-background",
"text": "Фон метки 'без метки'"
},
"$:/language/Docs/PaletteColours/very-muted-foreground": {
"title": "$:/language/Docs/PaletteColours/very-muted-foreground",
"text": "Очень приглушенный цвет текста"
},
"$:/language/EditTemplate/Body/External/Hint": {
"title": "$:/language/EditTemplate/Body/External/Hint",
"text": "Содержимое этой заметки находится вне TiddlyWiki. Но вы можете редактировать метки и поля"
},
"$:/language/EditTemplate/Body/Placeholder": {
"title": "$:/language/EditTemplate/Body/Placeholder",
"text": "Введите текст заметки"
},
"$:/language/EditTemplate/Field/Remove/Caption": {
"title": "$:/language/EditTemplate/Field/Remove/Caption",
"text": "удалить поле"
},
"$:/language/EditTemplate/Field/Remove/Hint": {
"title": "$:/language/EditTemplate/Field/Remove/Hint",
"text": "Удалить поле"
},
"$:/language/EditTemplate/Fields/Add/Button": {
"title": "$:/language/EditTemplate/Fields/Add/Button",
"text": "добавить"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/System": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/System",
"text": "Системные поля"
},
"$:/language/EditTemplate/Fields/Add/Dropdown/User": {
"title": "$:/language/EditTemplate/Fields/Add/Dropdown/User",
"text": "Пользовательские поля"
},
"$:/language/EditTemplate/Fields/Add/Name/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Name/Placeholder",
"text": "название поля"
},
"$:/language/EditTemplate/Fields/Add/Prompt": {
"title": "$:/language/EditTemplate/Fields/Add/Prompt",
"text": "Добавить новое поле:"
},
"$:/language/EditTemplate/Fields/Add/Value/Placeholder": {
"title": "$:/language/EditTemplate/Fields/Add/Value/Placeholder",
"text": "значение"
},
"$:/language/EditTemplate/Shadow/OverriddenWarning": {
"title": "$:/language/EditTemplate/Shadow/OverriddenWarning",
"text": "Это переопределённая встроенная заметка. Для восстановления стандартного значения просто удалите её"
},
"$:/language/EditTemplate/Shadow/Warning": {
"title": "$:/language/EditTemplate/Shadow/Warning",
"text": "Это встроенная заметка. Любое изменение переопределит стандартное значение"
},
"$:/language/EditTemplate/Tags/Add/Button": {
"title": "$:/language/EditTemplate/Tags/Add/Button",
"text": "добавить"
},
"$:/language/EditTemplate/Tags/Add/Placeholder": {
"title": "$:/language/EditTemplate/Tags/Add/Placeholder",
"text": "название метки"
},
"$:/language/EditTemplate/Tags/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Caption",
"text": "список меток"
},
"$:/language/EditTemplate/Tags/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Tags/Dropdown/Hint",
"text": "Показать список меток"
},
"$:/language/EditTemplate/Type/Delete/Caption": {
"title": "$:/language/EditTemplate/Type/Delete/Caption",
"text": "удалить тип содержимого"
},
"$:/language/EditTemplate/Type/Delete/Hint": {
"title": "$:/language/EditTemplate/Type/Delete/Hint",
"text": "Удалить тип содержимого"
},
"$:/language/EditTemplate/Type/Dropdown/Caption": {
"title": "$:/language/EditTemplate/Type/Dropdown/Caption",
"text": "список типов содержимого"
},
"$:/language/EditTemplate/Type/Dropdown/Hint": {
"title": "$:/language/EditTemplate/Type/Dropdown/Hint",
"text": "Показать список типов содержимого"
},
"$:/language/EditTemplate/Type/Placeholder": {
"title": "$:/language/EditTemplate/Type/Placeholder",
"text": "тип содержимого"
},
"$:/language/EditTemplate/Type/Prompt": {
"title": "$:/language/EditTemplate/Type/Prompt",
"text": "Тип:"
},
"$:/language/Exporters/StaticRiver": {
"title": "$:/language/Exporters/StaticRiver",
"text": "Показываемые заметки в виде статического HTML файла"
},
"$:/language/Exporters/JsonFile": {
"title": "$:/language/Exporters/JsonFile",
"text": "Заметки в формате JSON"
},
"$:/language/Exporters/CsvFile": {
"title": "$:/language/Exporters/CsvFile",
"text": "Заметки в формате CSV"
},
"$:/language/Exporters/TidFile": {
"title": "$:/language/Exporters/TidFile",
"text": "Одна заметка в формате \".tid\""
},
"$:/language/Filters/AllTags": {
"title": "$:/language/Filters/AllTags",
"text": "Все метки, кроме системных"
},
"$:/language/Filters/AllTiddlers": {
"title": "$:/language/Filters/AllTiddlers",
"text": "Все заметки, кроме системных"
},
"$:/language/Filters/Drafts": {
"title": "$:/language/Filters/Drafts",
"text": "Черновики"
},
"$:/language/Filters/Missing": {
"title": "$:/language/Filters/Missing",
"text": "Отсутствующие заметки"
},
"$:/language/Filters/Orphans": {
"title": "$:/language/Filters/Orphans",
"text": "Потерянные заметки"
},
"$:/language/Filters/OverriddenShadowTiddlers": {
"title": "$:/language/Filters/OverriddenShadowTiddlers",
"text": "Переопределённые встроенные заметки"
},
"$:/language/Filters/RecentSystemTiddlers": {
"title": "$:/language/Filters/RecentSystemTiddlers",
"text": "Недавно измененные заметки, включая системные"
},
"$:/language/Filters/RecentTiddlers": {
"title": "$:/language/Filters/RecentTiddlers",
"text": "Недавно измененные заметки"
},
"$:/language/Filters/ShadowTiddlers": {
"title": "$:/language/Filters/ShadowTiddlers",
"text": "Встроенные заметки"
},
"$:/language/Filters/SystemTags": {
"title": "$:/language/Filters/SystemTags",
"text": "Системные метки"
},
"$:/language/Filters/SystemTiddlers": {
"title": "$:/language/Filters/SystemTiddlers",
"text": "Системные заметки"
},
"$:/language/Filters/TypedTiddlers": {
"title": "$:/language/Filters/TypedTiddlers",
"text": "Не вики-текстовые тиддлеры"
},
"GettingStarted": {
"title": "GettingStarted",
"text": "\\define lingo-base() $:/language/ControlPanel/Basics/\nДобро пожаловать в ~TiddlyWiki, нелинейную личную сетевую записную книжку.\n\nДля начала убедитесь, что у вас работает сохранение - подробные инструкции на https://tiddlywiki.com/.\n\nЗатем вы можете:\n\n* Создать новые заметки, используя кнопку 'плюс' на боковой панели\n* Зайти в панель управления, используя кнопку с изображением 'шестерёнки' на боковой панели и настроить TiddlyWiki на свой вкус\n** Убрать это сообщение, изменив настройку 'заметки по умолчанию' на вкладке Основные\n* Сохранить изменения при помощи кнопки 'скачать' на боковой панели\n* Изучить подробнее WikiText\n\n!! Set up this ~TiddlyWiki\n\n<div class=\"tc-control-panel\">\n\n|<$link to=\"$:/SiteTitle\"><<lingo Title/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteTitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/SiteSubtitle\"><<lingo Subtitle/Prompt>></$link> |<$edit-text tiddler=\"$:/SiteSubtitle\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/DefaultTiddlers\"><<lingo DefaultTiddlers/Prompt>></$link> |<<lingo DefaultTiddlers/TopHint>><br> <$edit-text tag=\"textarea\" tiddler=\"$:/DefaultTiddlers\"/><br>//<<lingo DefaultTiddlers/BottomHint>>// |\n</div>\n\nSee the [[control panel|$:/ControlPanel]] for more options.\n"
},
"$:/language/Import/Listing/Cancel/Caption": {
"title": "$:/language/Import/Listing/Cancel/Caption",
"text": "Отмена"
},
"$:/language/Import/Listing/Hint": {
"title": "$:/language/Import/Listing/Hint",
"text": "Импортируемые заметки:"
},
"$:/language/Import/Listing/Import/Caption": {
"title": "$:/language/Import/Listing/Import/Caption",
"text": "Импортировать"
},
"$:/language/Import/Listing/Select/Caption": {
"title": "$:/language/Import/Listing/Select/Caption",
"text": "Выбор"
},
"$:/language/Import/Listing/Status/Caption": {
"title": "$:/language/Import/Listing/Status/Caption",
"text": "Примечание"
},
"$:/language/Import/Listing/Title/Caption": {
"title": "$:/language/Import/Listing/Title/Caption",
"text": "Название"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Incompatible",
"text": "Заблокированный несовместимый или устаревший плагин"
},
"$:/language/Import/Upgrader/Plugins/Suppressed/Version": {
"title": "$:/language/Import/Upgrader/Plugins/Suppressed/Version",
"text": "Заблокированный плагин (импотируемый <<incoming>> старее существующего <<existing>>)"
},
"$:/language/Import/Upgrader/Plugins/Upgraded": {
"title": "$:/language/Import/Upgrader/Plugins/Upgraded",
"text": "Обновляемый плагин с версии <<incoming>> до <<upgraded>>"
},
"$:/language/Import/Upgrader/State/Suppressed": {
"title": "$:/language/Import/Upgrader/State/Suppressed",
"text": "Заблокированная временная внутренняя заметка"
},
"$:/language/Import/Upgrader/System/Suppressed": {
"title": "$:/language/Import/Upgrader/System/Suppressed",
"text": "Заблокированная системная заметка"
},
"$:/language/Import/Upgrader/ThemeTweaks/Created": {
"title": "$:/language/Import/Upgrader/ThemeTweaks/Created",
"text": "Импортированная настройка темы из <$text text=<<from>>/>"
},
"$:/language/BinaryWarning/Prompt": {
"title": "$:/language/BinaryWarning/Prompt",
"text": "Эта заметка содержит двоичные данные"
},
"$:/language/ClassicWarning/Hint": {
"title": "$:/language/ClassicWarning/Hint",
"text": "Эта заметка написана в формате TiddlyWiki Classic WikiText, который не совместим с TiddlyWiki 5. Подробнее: https://tiddlywiki.com/static/Upgrading.html"
},
"$:/language/ClassicWarning/Upgrade/Caption": {
"title": "$:/language/ClassicWarning/Upgrade/Caption",
"text": "обновление"
},
"$:/language/CloseAll/Button": {
"title": "$:/language/CloseAll/Button",
"text": "закрыть все"
},
"$:/language/ConfirmCancelTiddler": {
"title": "$:/language/ConfirmCancelTiddler",
"text": "Отменить изменения заметки \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmDeleteTiddler": {
"title": "$:/language/ConfirmDeleteTiddler",
"text": "Удалить заметку \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmEditShadowTiddler": {
"title": "$:/language/ConfirmEditShadowTiddler",
"text": "Вы собираетесь редактировать встроенную заметку. Любое изменение переопределит стандартное значение и может привести к проблемам при обновлении TiddlyWiki. Вы действительно хотите редактировать \"<$text text=<<title>>/>\"?"
},
"$:/language/ConfirmOverwriteTiddler": {
"title": "$:/language/ConfirmOverwriteTiddler",
"text": "Заменить заметку \"<$text text=<<title>>/>\"?"
},
"$:/language/Count": {
"title": "$:/language/Count",
"text": "номер"
},
"$:/language/DefaultNewTiddlerTitle": {
"title": "$:/language/DefaultNewTiddlerTitle",
"text": "Новая заметка"
},
"$:/language/DropMessage": {
"title": "$:/language/DropMessage",
"text": "Перетащите сюда (или нажмите escape для отмены)"
},
"$:/language/Encryption/Cancel": {
"title": "$:/language/Encryption/Cancel",
"text": "Отмена"
},
"$:/language/Encryption/ConfirmClearPassword": {
"title": "$:/language/Encryption/ConfirmClearPassword",
"text": "Вы действительно хотите сбросить пароль? Это действие отменит шифрование при следующем сохранении"
},
"$:/language/Encryption/Password": {
"title": "$:/language/Encryption/Password",
"text": "Пароль"
},
"$:/language/Encryption/PasswordNoMatch": {
"title": "$:/language/Encryption/PasswordNoMatch",
"text": "Пароли не совпадают"
},
"$:/language/Encryption/PromptSetPassword": {
"title": "$:/language/Encryption/PromptSetPassword",
"text": "Установить новый пароль для TiddlyWiki"
},
"$:/language/Encryption/RepeatPassword": {
"title": "$:/language/Encryption/RepeatPassword",
"text": "Повторите пароль"
},
"$:/language/Encryption/SetPassword": {
"title": "$:/language/Encryption/SetPassword",
"text": "Введите пароль"
},
"$:/language/Encryption/Username": {
"title": "$:/language/Encryption/Username",
"text": "Имя пользователя"
},
"$:/language/InvalidFieldName": {
"title": "$:/language/InvalidFieldName",
"text": "Недопустимые символы в названии поля \"<$text text=<<fieldName>>/>\". Поля могут содержать только латинские буквы нижнего регистра, цифры и символы: подчеркивание (`_`), дефис (`-`) и точку (`.`)"
},
"$:/language/MissingTiddler/Hint": {
"title": "$:/language/MissingTiddler/Hint",
"text": "Заметка \"<$text text=<<currentTiddler>>/>\" отсутствует - нажмите {{||$:/core/ui/Buttons/edit}} чтобы её создать"
},
"$:/language/OfficialPluginLibrary": {
"title": "$:/language/OfficialPluginLibrary",
"text": "Официальная Библиотека Плагинов ~TiddlyWiki"
},
"$:/language/PluginReloadWarning": {
"title": "$:/language/PluginReloadWarning",
"text": "Пожалуйста, сохраните {{$:/core/ui/Buttons/save-wiki}} и перезапустите {{$:/core/ui/Buttons/refresh}} вики, чтобы изменения в плагинах возымели эффект."
},
"$:/language/RecentChanges/DateFormat": {
"title": "$:/language/RecentChanges/DateFormat",
"text": "DD MMM YYYY"
},
"$:/language/SystemTiddler/Tooltip": {
"title": "$:/language/SystemTiddler/Tooltip",
"text": "Это системная заметка"
},
"$:/language/TagManager/Colour/Heading": {
"title": "$:/language/TagManager/Colour/Heading",
"text": "Цвет"
},
"$:/language/TagManager/Count/Heading": {
"title": "$:/language/TagManager/Count/Heading",
"text": "Номер"
},
"$:/language/TagManager/Icon/Heading": {
"title": "$:/language/TagManager/Icon/Heading",
"text": "Значок"
},
"$:/language/TagManager/Info/Heading": {
"title": "$:/language/TagManager/Info/Heading",
"text": "Детали"
},
"$:/language/TagManager/Tag/Heading": {
"title": "$:/language/TagManager/Tag/Heading",
"text": "Метка"
},
"$:/language/UnsavedChangesWarning": {
"title": "$:/language/UnsavedChangesWarning",
"text": "Изменения TiddlyWiki не сохранены"
},
"$:/language/Modals/Download": {
"title": "$:/language/Modals/Download",
"type": "text/vnd.tiddlywiki",
"subtitle": "Скачать изменения",
"footer": "<$button message=\"tm-close-tiddler\">Закрыть</$button>",
"help": "https://tiddlywiki.com/static/DownloadingChanges.html",
"text": "Ваш браузер поддерживает только ручное сохранение.\n\nЧтобы сохранить измененную ~TiddlyWiki, щёлкните правой кнопкой мыши по ссылке ниже и выберите \"Скачать файл\" или \"Сохранить файл\", затем выберите расположение и имя файла.\n\n//Вы можете заметно ускорить этот процесс, щёлкнув по ссылке с нажатой клавишей Control (Windows) или Options/Alt (Mac OS X). У вас не спросят расположение и имя файла, возможно, имя будет неузнаваемым -- также может понадобиться добавить расширение `.html` к имени файла.//\n\nНа смартфонах, которые на позволяют скачивать файлы, можно поместить ссылку в закладки, затем синхронизировать закладки с компьютером, где ~TiddlyWiki можно сохранить обычным методом.\n"
},
"$:/language/Modals/SaveInstructions": {
"title": "$:/language/Modals/SaveInstructions",
"type": "text/vnd.tiddlywiki",
"subtitle": "Сохраните свою работу",
"footer": "<$button message=\"tm-close-tiddler\">Закрыть</$button>",
"help": "https://tiddlywiki.com/static/SavingChanges.html",
"text": "Изменения должны быть сохранены в виде HTML файла ~TiddlyWiki.\n\n!!! На компьютере\n\n# Нажмите ''Сохранить как'' в меню ''Файл''\n# Выберите название и расположение файла\n#* Иногда требуется также явно указать формат сохраняемого файла: ''Веб-страница, только HTML'' или подобный\n# Закройте эту вкладку\n\n!!! На смартфоне\n\n# Поместите эту страницу в закладки\n#* Если у вас настроен iCloud или Google Sync, тогда закладка автоматически синхронизируется с компьютером, и вы сможете открыть её и сохранить по инструкции для компьютеров\n# Закройте эту вкладку\n\n//При открытии закладки в Mobile Safari вы снова увидите это сообщение. Если вы хотите продолжить работу с файлом, нажмите на кнопку ''Закрыть'' ниже//\n"
},
"$:/config/NewJournal/Tags": {
"title": "$:/config/NewJournal/Tags",
"text": "Дневник"
},
"$:/config/NewJournal/Title": {
"title": "$:/config/NewJournal/Title",
"text": "DD MMM YYYY"
},
"$:/language/Notifications/Save/Done": {
"title": "$:/language/Notifications/Save/Done",
"text": "Успешно сохранено"
},
"$:/language/Notifications/Save/Starting": {
"title": "$:/language/Notifications/Save/Starting",
"text": "Идёт сохранение"
},
"$:/language/Search/DefaultResults/Caption": {
"title": "$:/language/Search/DefaultResults/Caption",
"text": "Список"
},
"$:/language/Search/Filter/Caption": {
"title": "$:/language/Search/Filter/Caption",
"text": "Фильтр"
},
"$:/language/Search/Filter/Hint": {
"title": "$:/language/Search/Filter/Hint",
"text": "Поиск с помощью [[фильтров|https://tiddlywiki.com/static/Filters.html]]"
},
"$:/language/Search/Filter/Matches": {
"title": "$:/language/Search/Filter/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/Matches": {
"title": "$:/language/Search/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/Shadows/Caption": {
"title": "$:/language/Search/Shadows/Caption",
"text": "Встроенные"
},
"$:/language/Search/Shadows/Hint": {
"title": "$:/language/Search/Shadows/Hint",
"text": "Поиск встроенных заметок"
},
"$:/language/Search/Shadows/Matches": {
"title": "$:/language/Search/Shadows/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/Standard/Caption": {
"title": "$:/language/Search/Standard/Caption",
"text": "Обычные"
},
"$:/language/Search/Standard/Hint": {
"title": "$:/language/Search/Standard/Hint",
"text": "Поиск обычных заметок"
},
"$:/language/Search/Standard/Matches": {
"title": "$:/language/Search/Standard/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/Search/System/Caption": {
"title": "$:/language/Search/System/Caption",
"text": "Системные"
},
"$:/language/Search/System/Hint": {
"title": "$:/language/Search/System/Hint",
"text": "Поиск системных заметок"
},
"$:/language/Search/System/Matches": {
"title": "$:/language/Search/System/Matches",
"text": "//<small><<resultCount>> совпадений</small>//"
},
"$:/language/SideBar/All/Caption": {
"title": "$:/language/SideBar/All/Caption",
"text": "Все"
},
"$:/language/SideBar/Contents/Caption": {
"title": "$:/language/SideBar/Contents/Caption",
"text": "Оглавление"
},
"$:/language/SideBar/Drafts/Caption": {
"title": "$:/language/SideBar/Drafts/Caption",
"text": "Черновики"
},
"$:/language/SideBar/Missing/Caption": {
"title": "$:/language/SideBar/Missing/Caption",
"text": "Отсутствующие"
},
"$:/language/SideBar/More/Caption": {
"title": "$:/language/SideBar/More/Caption",
"text": "Ещё"
},
"$:/language/SideBar/Open/Caption": {
"title": "$:/language/SideBar/Open/Caption",
"text": "Открытые"
},
"$:/language/SideBar/Orphans/Caption": {
"title": "$:/language/SideBar/Orphans/Caption",
"text": "Потерянные"
},
"$:/language/SideBar/Recent/Caption": {
"title": "$:/language/SideBar/Recent/Caption",
"text": "Последние"
},
"$:/language/SideBar/Shadows/Caption": {
"title": "$:/language/SideBar/Shadows/Caption",
"text": "Встроенные"
},
"$:/language/SideBar/System/Caption": {
"title": "$:/language/SideBar/System/Caption",
"text": "Системные"
},
"$:/language/SideBar/Tags/Caption": {
"title": "$:/language/SideBar/Tags/Caption",
"text": "Метки"
},
"$:/language/SideBar/Tags/Untagged/Caption": {
"title": "$:/language/SideBar/Tags/Untagged/Caption",
"text": "без метки"
},
"$:/language/SideBar/Tools/Caption": {
"title": "$:/language/SideBar/Tools/Caption",
"text": "Инструменты"
},
"$:/language/SideBar/Types/Caption": {
"title": "$:/language/SideBar/Types/Caption",
"text": "Типы"
},
"$:/SiteSubtitle": {
"title": "$:/SiteSubtitle",
"text": "нелинейная личная сетевая записная книжка"
},
"$:/SiteTitle": {
"title": "$:/SiteTitle",
"text": "Моя ~TiddlyWiki"
},
"$:/language/TiddlerInfo/Advanced/Caption": {
"title": "$:/language/TiddlerInfo/Advanced/Caption",
"text": "Расширенные"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Empty/Hint",
"text": "нет"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Heading",
"text": "Сведения о плагине"
},
"$:/language/TiddlerInfo/Advanced/PluginInfo/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/PluginInfo/Hint",
"text": "Плагин содержит следующие встроенные заметки:"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Heading",
"text": "Встроенность"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/NotShadow/Hint",
"text": "Заметка <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> не является встроенной"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/OverriddenShadow/Hint",
"text": "Она переопределена обычной заметкой"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Hint",
"text": "Заметка <$link to=<<infoTiddler>>><$text text=<<infoTiddler>>/></$link> является встроенной"
},
"$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source": {
"title": "$:/language/TiddlerInfo/Advanced/ShadowInfo/Shadow/Source",
"text": "Она принадлежит плагину <$link to=<<pluginTiddler>>><$text text=<<pluginTiddler>>/></$link>"
},
"$:/language/TiddlerInfo/Fields/Caption": {
"title": "$:/language/TiddlerInfo/Fields/Caption",
"text": "Поля"
},
"$:/language/TiddlerInfo/List/Caption": {
"title": "$:/language/TiddlerInfo/List/Caption",
"text": "Список"
},
"$:/language/TiddlerInfo/List/Empty": {
"title": "$:/language/TiddlerInfo/List/Empty",
"text": "У этой заметки нет списка"
},
"$:/language/TiddlerInfo/Listed/Caption": {
"title": "$:/language/TiddlerInfo/Listed/Caption",
"text": "В списках"
},
"$:/language/TiddlerInfo/Listed/Empty": {
"title": "$:/language/TiddlerInfo/Listed/Empty",
"text": "Этой заметки нет в списках"
},
"$:/language/TiddlerInfo/References/Caption": {
"title": "$:/language/TiddlerInfo/References/Caption",
"text": "Ссылки"
},
"$:/language/TiddlerInfo/References/Empty": {
"title": "$:/language/TiddlerInfo/References/Empty",
"text": "Другие заметки не ссылаются на эту"
},
"$:/language/TiddlerInfo/Tagging/Caption": {
"title": "$:/language/TiddlerInfo/Tagging/Caption",
"text": "Отмеченные"
},
"$:/language/TiddlerInfo/Tagging/Empty": {
"title": "$:/language/TiddlerInfo/Tagging/Empty",
"text": "Нет заметок, отмеченных этой"
},
"$:/language/TiddlerInfo/Tools/Caption": {
"title": "$:/language/TiddlerInfo/Tools/Caption",
"text": "Инструменты"
},
"$:/language/Docs/Types/application/javascript": {
"title": "$:/language/Docs/Types/application/javascript",
"description": "JavaScript code",
"name": "application/javascript",
"group": "Разработка"
},
"$:/language/Docs/Types/application/json": {
"title": "$:/language/Docs/Types/application/json",
"description": "JSON data",
"name": "application/json",
"group": "Разработка"
},
"$:/language/Docs/Types/application/x-tiddler-dictionary": {
"title": "$:/language/Docs/Types/application/x-tiddler-dictionary",
"description": "Data dictionary",
"name": "application/x-tiddler-dictionary",
"group": "Разработка"
},
"$:/language/Docs/Types/image/gif": {
"title": "$:/language/Docs/Types/image/gif",
"description": "GIF изображение",
"name": "image/gif",
"group": "Изображение"
},
"$:/language/Docs/Types/image/jpeg": {
"title": "$:/language/Docs/Types/image/jpeg",
"description": "JPEG изображение",
"name": "image/jpeg",
"group": "Изображение"
},
"$:/language/Docs/Types/image/png": {
"title": "$:/language/Docs/Types/image/png",
"description": "PNG изображение",
"name": "image/png",
"group": "Изображение"
},
"$:/language/Docs/Types/image/svg+xml": {
"title": "$:/language/Docs/Types/image/svg+xml",
"description": "SVG изображение",
"name": "image/svg+xml",
"group": "Изображение"
},
"$:/language/Docs/Types/image/x-icon": {
"title": "$:/language/Docs/Types/image/x-icon",
"description": "ICO значок",
"name": "image/x-icon",
"group": "Изображение"
},
"$:/language/Docs/Types/text/css": {
"title": "$:/language/Docs/Types/text/css",
"description": "Static stylesheet",
"name": "text/css",
"group": "Разработка"
},
"$:/language/Docs/Types/text/html": {
"title": "$:/language/Docs/Types/text/html",
"description": "HTML разметка",
"name": "text/html",
"group": "Текст"
},
"$:/language/Docs/Types/text/plain": {
"title": "$:/language/Docs/Types/text/plain",
"description": "Обычный текст",
"name": "text/plain",
"group": "Текст"
},
"$:/language/Docs/Types/text/vnd.tiddlywiki": {
"title": "$:/language/Docs/Types/text/vnd.tiddlywiki",
"description": "TiddlyWiki 5",
"name": "text/vnd.tiddlywiki",
"group": "Текст"
},
"$:/language/Docs/Types/text/x-tiddlywiki": {
"title": "$:/language/Docs/Types/text/x-tiddlywiki",
"description": "TiddlyWiki Classic",
"name": "text/x-tiddlywiki",
"group": "Текст"
},
"$:/languages/ru-RU/icon": {
"title": "$:/languages/ru-RU/icon",
"type": "image/svg+xml",
"text": "<?xml version=\"1.0\" encoding=\"UTF-8\"?>\n<svg xmlns=\"http://www.w3.org/2000/svg\" viewBox=\"0 0 9 6\" width=\"900\" height=\"600\">\n<rect width=\"9\" height=\"6\" fill=\"#D52B1E\"/>\n<rect width=\"9\" height=\"4\" fill=\"#0039A6\"/>\n<rect width=\"9\" height=\"2\" fill=\"#FFF\"/>\n<path d=\"m0,0h9v6H0z\" stroke=\"#a0a0a0\" stroke-width=\".1\" fill=\"none\"/>\n</svg>"
}
}
}
{
"tiddlers": {
"$:/config/DefaultColourMappings/menubar-foreground": {
"title": "$:/config/DefaultColourMappings/menubar-foreground",
"text": "#fff"
},
"$:/config/DefaultColourMappings/menubar-background": {
"title": "$:/config/DefaultColourMappings/menubar-background",
"text": "#5778d8"
},
"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols": {
"title": "$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/pagecontrols",
"text": "hide"
},
"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/server": {
"title": "$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/server",
"text": "hide"
},
"$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar": {
"title": "$:/config/plugins/menubar/MenuItems/Visibility/$:/plugins/tiddlywiki/menubar/items/sidebar",
"text": "hide"
},
"$:/config/plugins/menubar/breakpoint": {
"title": "$:/config/plugins/menubar/breakpoint",
"text": "620px"
},
"$:/plugins/tiddlywiki/menubar/config": {
"title": "$:/plugins/tiddlywiki/menubar/config",
"tags": "$:/tags/ControlPanel/Toolbars",
"caption": "Menu Bar",
"text": "\\define config-base() $:/config/plugins/menubar/MenuItems/Visibility/\n\n! Menu Bar Configuration\n\n!! Menu Items\n\nSelect which menu items will be shown. You can also drag items to reorder them.\n\n<$set name=\"tv-config-toolbar-icons\" value=\"yes\">\n\n<$set name=\"tv-config-toolbar-text\" value=\"yes\">\n\n<$macrocall $name=\"list-tagged-draggable\" tag=\"$:/tags/MenuBar\" itemTemplate=\"$:/core/ui/ControlPanel/Toolbars/ItemTemplate\"/>\n\n</$set>\n\n</$set>\n\n!! Breakpoint Position\n\nThe breakpoint position between narrow and wide screens. Should include CSS units (eg. `400px`).\n\n<$edit-text tiddler=\"$:/config/plugins/menubar/breakpoint\" default=\"\" tag=\"input\"/>\n\n!! Menu Bar Colours\n\nTo change the colour of the menu bar, define the colours `menubar-foreground` and `menubar-background` in the currently selected palette\n"
},
"$:/plugins/tiddlywiki/menubar/items/contents": {
"title": "$:/plugins/tiddlywiki/menubar/items/contents",
"caption": "Contents",
"description": "Table of Contents",
"is-dropdown": "yes",
"tags": "$:/tags/MenuBar",
"text": "<div class=\"tc-table-of-contents\">\n\n<<toc-selective-expandable 'TableOfContents'>>\n\n</div>\n"
},
"$:/plugins/tiddlywiki/menubar/items/hamburger": {
"title": "$:/plugins/tiddlywiki/menubar/items/hamburger",
"tags": "$:/tags/MenuBar",
"caption": "Hamburger",
"description": "Show the full menu bar on a narrow screen",
"custom-menu-content": "{{$:/plugins/tiddlywiki/menubar/items/hamburger}}",
"show-when": "narrow",
"text": "<$list filter=\"[[$:/state/popup/menubar/hamburger]get[text]else[no]match[no]]\">\n<$button set=\"$:/state/popup/menubar/hamburger\" setTo=\"yes\">\n{{$:/core/images/menu-button}}\n</$button>\n</$list>\n<$list filter=\"[[$:/state/popup/menubar/hamburger]get[text]else[no]match[yes]]\">\n<$button set=\"$:/state/popup/menubar/hamburger\" setTo=\"no\">\n{{$:/core/images/close-button}}\n</$button>\n</$list>\n"
},
"$:/plugins/tiddlywiki/menubar/items/pagecontrols": {
"title": "$:/plugins/tiddlywiki/menubar/items/pagecontrols",
"tags": "$:/tags/MenuBar",
"description": "Page controls from the sidebar",
"caption": "Page controls",
"custom-menu-content": "<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/pagecontrols\" mode=\"inline\"/>",
"text": "\\whitespace trim\n\\define config-title()\n$:/config/PageControlButtons/Visibility/$(listItem)$\n\\end\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/PageControls]!has[draft.of]]\" variable=\"listItem\">\n<$set name=\"hidden\" value=<<config-title>>>\n<$list filter=\"[<hidden>!text[hide]]\" storyview=\"pop\" variable=\"ignore\">\n<$set name=\"tv-config-toolbar-class\" filter=\"[<tv-config-toolbar-class>] [<listItem>encodeuricomponent[]addprefix[tc-btn-]]\">\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n</$set>\n</$list>\n</$set>\n</$list>\n"
},
"$:/plugins/tiddlywiki/menubar/items/search": {
"title": "$:/plugins/tiddlywiki/menubar/items/search",
"custom-menu-content": "{{$:/plugins/tiddlywiki/menubar/items/search}}",
"description": "Search",
"caption": "Search",
"tags": "$:/tags/MenuBar",
"text": "<$set name=\"searchTiddler\" value=\"$:/temp/menubarsearch\">\n\n<span style=\"margin: 0 0.5em;\">\n\n<$edit-text tiddler=<<searchTiddler>> tag=\"input\" type=\"search\" focusPopup=\"$:/state/popup/menubar-search-dropdown\" class=\"tc-popup-handle tc-menu-show-when-wide\" placeholder=\"Search...\" default=\"\"/>\n\n</span>\n\n<$reveal tag=\"div\" class=\"tc-block-dropdown-wrapper\" state=\"$:/state/popup/menubar-search-dropdown\" type=\"nomatch\" text=\"\" default=\"\">\n\n<div class=\"tc-block-dropdown tc-search-drop-down\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">Type your search terms</div>\"\"\" variable=\"ignore\">\n\n<$list filter=\"[<searchTiddler>get[text]minlength{$:/config/Search/MinLength}limit[1]]\" emptyMessage=\"\"\"<div class=\"tc-search-results\">{{$:/language/Search/Search/TooShort}}</div>\"\"\" variable=\"listItem\">\n\n{{$:/core/ui/SearchResults}}\n\n</$list>\n\n</$list>\n\n</div>\n\n</$reveal>\n\n</$set>\n"
},
"$:/plugins/tiddlywiki/menubar/items/server": {
"title": "$:/plugins/tiddlywiki/menubar/items/server",
"tags": "$:/tags/MenuBar",
"description": "Server options",
"caption": "Server",
"custom-menu-content": "<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/server\" mode=\"inline\"/>",
"text": "<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[yes]]\" variable=\"ignore\">\n<$transclude tiddler=\"$:/core/ui/Buttons/save-wiki\" mode=\"inline\"/>\n</$list>\n<$list filter=\"[[$:/status/IsLoggedIn]get[text]else[no]match[no]]\" variable=\"ignore\">\n<$button message=\"tm-login\">\nLogin\n</$button>\n</$list>\n"
},
"$:/plugins/tiddlywiki/menubar/items/sidebar": {
"title": "$:/plugins/tiddlywiki/menubar/items/sidebar",
"caption": "Sidebar",
"description": "Sidebar",
"is-dropdown": "yes",
"tags": "$:/tags/MenuBar",
"text": "<$scrollable fallthrough=\"none\" class=\"tc-popup-keep tc-menubar-dropdown-sidebar\">\n\n<$transclude tiddler=\"$:/core/ui/SideBarSegments/tabs\" mode=\"inline\"/>\n\n</$scrollable>\n"
},
"$:/plugins/tiddlywiki/menubar/items/topleftbar": {
"title": "$:/plugins/tiddlywiki/menubar/items/topleftbar",
"tags": "$:/tags/MenuBar",
"description": "Items from $:/tags/TopLeftBar",
"caption": "Legacy Top Left Bar",
"custom-menu-content": "<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/topleftbar\" mode=\"inline\"/>",
"text": "<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopLeftBar]!has[draft.of]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"
},
"$:/plugins/tiddlywiki/menubar/items/toprightbar": {
"title": "$:/plugins/tiddlywiki/menubar/items/toprightbar",
"tags": "$:/tags/MenuBar",
"description": "Items from $:/tags/TopRightBar",
"caption": "Legacy Top Right Bar",
"custom-menu-content": "<$transclude tiddler=\"$:/plugins/tiddlywiki/menubar/items/toprightbar\" mode=\"inline\"/>",
"custom-menu-styles-wide": "float: right;",
"text": "<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/TopRightBar]!has[draft.of]reverse[]]\" variable=\"listItem\" storyview=\"pop\">\n\n<$transclude tiddler=<<listItem>> mode=\"inline\"/>\n\n</$list>"
},
"$:/plugins/tiddlywiki/menubar/menu": {
"title": "$:/plugins/tiddlywiki/menubar/menu",
"tags": "$:/tags/PageTemplate",
"text": "\\define menubar-inner(size)\n<ul class=\"tc-menubar-list\">\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$list filter=\"[[$size$]match[wide]] ~[<currentTiddler>get[show-when]match[$size$]] ~[{$:/state/popup/menubar/hamburger}match[yes]]\" variable=\"ignore\">\n<li style={{!!custom-menu-styles-$size$}} class={{{ [<currentTiddler>get[show-when]addprefix[tc-menubar-]] tc-menubar-item +[join[ ]] }}}>\n<$list filter=\"[<currentTiddler>!is-dropdown[yes]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Dropdown -->\n\t<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n\t<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n\t<$button popup=<<dropdown-state>> selectedClass=\"tc-selected\">\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t<$text text=\" \"/>\n\t<span class=\"tc-menubar-dropdown-arrow\">\n\t<$transclude tiddler=\"$:/core/images/down-arrow\" mode=\"inline\"/>\n\t</span>\n\t</$set>\n\t</$button>\n\t</$set>\n\t</$set>\n\"\"\">\n<$list filter=\"[<currentTiddler>has[custom-menu-content]]\" variable=\"listItem\" emptyMessage=\"\"\"\n\t<!-- Link -->\n\t<$link to={{!!target}}>\n\t<$set name=\"tv-wikilinks\" value=\"no\">\n\t<$transclude field=\"caption\" mode=\"inline\"/>\n\t</$set>\n\t</$link>\n\"\"\">\n<!-- Custom content -->\n<$transclude field=\"custom-menu-content\" mode=\"inline\"/>\n</$list>\n</$list>\n</li>\n</$list>\n</$list>\n</$list>\n</ul>\n\\end\n\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]limit[1]]\" variable=\"listItem\">\n<nav class=\"tc-menubar tc-adjust-top-of-scroll\">\n<div class=\"tc-menubar-narrow\">\n<<menubar-inner narrow>>\n</div>\n<div class=\"tc-menubar-wide\">\n<<menubar-inner wide>>\n</div>\n<div style=\"clear:both;\"/>\n<$list filter=\"[all[shadows+tiddlers]tag[$:/tags/MenuBar]!has[draft.of]is-dropdown[yes]]\">\n<$list filter=\"[<currentTiddler>addprefix[$:/config/plugins/menubar/MenuItems/Visibility/]get[text]] ~show +[match[show]]\" variable=\"ignore\">\n<$set name=\"dropdown-state\" value=<<qualify \"$:/state/popup/topmenu/dropdown/\">>>\n<$set name=\"dropdown-state\" value={{{ [<dropdown-state>addsuffix<currentTiddler>] }}}>\n<$reveal type=\"popup\" state=<<dropdown-state>> class={{{ [<currentTiddler>get[dropdown]get[class]] }}} tag=\"div\">\n<div class=\"tc-drop-down\">\n<$transclude/>\n</div>\n</$reveal>\n</$set>\n</$set>\n</$list>\n</$list>\n</nav>\n</$list>\n"
},
"$:/core/ui/PageTemplate/topleftbar": {
"title": "$:/core/ui/PageTemplate/topleftbar",
"text": "<!-- The menubar plugin overrides this tiddler to remove the core top left menu. The menu items that it would include are instead included in the menubar -->"
},
"$:/core/ui/PageTemplate/toprightbar": {
"title": "$:/core/ui/PageTemplate/toprightbar",
"text": "<!-- The menubar plugin overrides this tiddler to remove the core top right menu. The menu items that it would include are instead included in the menubar -->"
},
"$:/plugins/tiddlywiki/menubar/readme": {
"title": "$:/plugins/tiddlywiki/menubar/readme",
"text": "!! Introduction\n\nThis plugin provides a menu bar with the following features:\n\n* Menu items take the form of simple text links, dropdowns, or entirely custom content\n* Menu items can be individually enabled via the control panel\n* Responds to reduced screen width by abbreviating the menu items to a \"hamburger\" dropdown\n\n!! Menu Item Tiddlers\n\nMenu items are tagged <<tag $:/tags/MenuBar>>. The following fields are used by this plugin:\n\n|!Field Name |!Purpose |\n|title |Each menu item must have a unique title (not shown to the user) |\n|description |Description for use in listings |\n|tags |Must contain `$:/tags/MenuBar` |\n|caption |The text that is displayed for the menu item. Avoid links, using `~` to suppress CamelCase links if required |\n|target |For simple link menu items specifies a tiddler title as the target of the link |\n|is-dropdown |Set to `yes` to indicate a dropdown menu item |\n|text |For dropdown menu items, specifies the body of the dropdown |\n|custom-menu-content |Optional wikitext to be displayed in place of the caption |\n|custom-menu-styles-wide |Optional string of styles to be applied to menu item when the menubar is wide |\n|custom-menu-styles-narrow |Optional string of styles to be applied to menu item when the menubar is narrow |\n\nCustom menu items should make sure that the clickable link or button is an immediate child, and not wrapped in another element.\n\nNote that menu items can be pushed to the right of the menu bar setting the ''custom-menu-styles'' field to `float: right;`.\n"
},
"$:/plugins/tiddlywiki/menubar/styles": {
"title": "$:/plugins/tiddlywiki/menubar/styles",
"tags": "[[$:/tags/Stylesheet]]",
"text": "\\define breakpoint-plus-one()\n<$text text={{{ [{$:/config/plugins/menubar/breakpoint}removesuffix[px]add[1]addsuffix[px]] }}} />\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\nnav.tc-menubar {\n\tposition: fixed;\n\tz-index: 850;\n\tdisplay: inline-block;\n\ttop: 0;\n\tright: 0;\n\tleft: 0;\n}\n\nnav.tc-menubar ul.tc-menubar-list {\n\tposition: relative;\n\tlist-style-type: none;\n\tmargin: 0;\n\tpadding: 0 0 0 42px;\n\tbackground: <<colour background>>;\n\tbackground: <<colour menubar-background>>;\n\t<<box-shadow \"1px 1px 5px rgba(0, 0, 0, 0.3)\">>\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\thtml nav.tc-menubar ul.tc-menubar-list {\n\t\tpadding: 0 0 0 8px;\n\t}\n\n}\n\nnav.tc-menubar li.tc-menubar-item {\n\tdisplay: inline-block;\n\tmargin: 0;\n\tpadding: 0;\n}\n\nnav.tc-menubar .tc-menubar-narrow li.tc-menubar-item {\n\tdisplay: block;\n}\n\nnav.tc-menubar li.tc-menubar-item > a,\nnav.tc-menubar li.tc-menubar-item > button {\n\tdisplay: inline-block;\n/*\ttext-transform: uppercase; */\n\tline-height: 1;\n\tfont-weight: 700;\n\tcolor: <<colour foreground>>;\n\tcolor: <<colour menubar-foreground>>;\n\tfill: <<colour foreground>>;\n\tfill: <<colour menubar-foreground>>;\n\ttext-decoration: none;\n\tpadding: 0.5em;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n\tcursor: pointer;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar li.tc-menubar-item > a.tc-selected,\nnav.tc-menubar li.tc-menubar-item > button.tc-selected {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n}\n\nnav.tc-menubar li.tc-menubar-item svg {\n\ttransition: none;\n\twidth: 1em;\n\theight: 1em;\n\tfill: <<colour foreground>>;\n\tfill: <<colour menubar-foreground>>;\n}\n\nnav.tc-menubar li.tc-menubar-item .tc-menubar-dropdown-arrow svg {\n\twidth: 0.5em;\n\theight: 0.5em;\n}\n\nnav.tc-menubar li.tc-menubar-item > a.tc-selected svg,\nnav.tc-menubar li.tc-menubar-item > button.tc-selected svg {\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n}\n\nnav.tc-menubar li.tc-menubar-item > a:hover,\nnav.tc-menubar li.tc-menubar-item > button:hover svg,\nnav.tc-menubar li.tc-menubar-item > button:hover {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar li.tc-menubar-item > a:active,\nnav.tc-menubar li.tc-menubar-item > button:active svg,\nnav.tc-menubar li.tc-menubar-item > button:active {\n\tbackground: <<colour foreground>>;\n\tbackground: <<colour menubar-foreground>>;\n\tcolor: <<colour background>>;\n\tcolor: <<colour menubar-background>>;\n\tfill: <<colour background>>;\n\tfill: <<colour menubar-background>>;\n\tborder-radius: 0;\n\ttext-decoration: none;\n}\n\nnav.tc-menubar .tc-drop-down,\nnav.tc-menubar .tc-block-dropdown {\n\tmax-width: 70vw;\n\tmax-height: 70vh;\n\toverflow: auto;\n}\n\nnav.tc-menubar .tc-drop-down a {\n\ttext-decoration: none;\n}\n\nnav.tc-menubar .tc-drop-down .tc-table-of-contents button {\n\tdisplay: inline-block;\n\twidth: auto;\n}\n\nnav.tc-menubar .tc-drop-down ol {\n\tmargin: 0;\n}\n\nnav.tc-menubar .tc-drop-down .tc-menubar-dropdown-sidebar a,\nnav.tc-menubar .tc-drop-down .tc-menubar-dropdown-sidebar button {\n\tdisplay: inline;\n\twidth: auto;\n}\n\nnav.tc-menubar .tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button {\n\tdisplay: block;\n\twidth: 100%;\n}\n\n@media (max-width: {{$:/config/plugins/menubar/breakpoint}}) {\n\n\t.tc-menubar-wide {\n\t\tdisplay: none;\n\t}\n\n}\n\n@media (min-width: <<breakpoint-plus-one>>) {\n\n\tnav.tc-menubar li.tc-menubar-item.tc-menubar-narrow,\n\t.tc-menubar-narrow {\n\t\tdisplay: none;\n\t}\n\n}\n\n\n"
},
"$:/tags/MenuBar": {
"title": "$:/tags/MenuBar",
"list": "$:/plugins/tiddlywiki/menubar/items/hamburger $:/plugins/tiddlywiki/menubar/items/topleftbar $:/plugins/tiddlywiki/menubar/items/contents $:/plugins/tiddlywiki/menubar/items/search $:/plugins/tiddlywiki/menubar/items/pagecontrols $:/plugins/tiddlywiki/menubar/items/server $:/plugins/tiddlywiki/menubar/items/toprightbar"
}
}
}
$:/themes/tiddlywiki/vanilla/themetweaks
$:/core/ui/ControlPanel/Basics
$:/core/ui/ControlPanel/Plugins/Add/Plugins
$:/core/ui/ControlPanel/Plugins/Installed/Plugins
$:/core/ui/ControlPanel/TiddlerFields
$:/core/ui/ControlPanel/Info
$:/core/ui/SideBar/Recent
{
"tiddlers": {
"$:/info/browser": {
"title": "$:/info/browser",
"text": "yes"
},
"$:/info/node": {
"title": "$:/info/node",
"text": "no"
},
"$:/info/url/full": {
"title": "$:/info/url/full",
"text": "file:///C:/Users/nsa/Desktop/st7.html"
},
"$:/info/url/host": {
"title": "$:/info/url/host",
"text": ""
},
"$:/info/url/hostname": {
"title": "$:/info/url/hostname",
"text": ""
},
"$:/info/url/protocol": {
"title": "$:/info/url/protocol",
"text": "file:"
},
"$:/info/url/port": {
"title": "$:/info/url/port",
"text": ""
},
"$:/info/url/pathname": {
"title": "$:/info/url/pathname",
"text": "/C:/Users/nsa/Desktop/st7.html"
},
"$:/info/url/search": {
"title": "$:/info/url/search",
"text": ""
},
"$:/info/url/origin": {
"title": "$:/info/url/origin",
"text": "null"
},
"$:/info/browser/screen/width": {
"title": "$:/info/browser/screen/width",
"text": "1920"
},
"$:/info/browser/screen/height": {
"title": "$:/info/browser/screen/height",
"text": "1080"
},
"$:/info/browser/language": {
"title": "$:/info/browser/language",
"text": "ru-RU"
}
}
}
{
"tiddlers": {
"$:/themes/tiddlywiki/snowwhite/base": {
"title": "$:/themes/tiddlywiki/snowwhite/base",
"tags": "[[$:/tags/Stylesheet]]",
"text": "\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline\n\n.tc-sidebar-header {\n\ttext-shadow: 0 1px 0 <<colour sidebar-foreground-shadow>>;\n}\n\n.tc-tiddler-info {\n\t<<box-shadow \"inset 1px 2px 3px rgba(0,0,0,0.1)\">>\n}\n\n@media screen {\n\t.tc-tiddler-frame {\n\t\t<<box-shadow \"1px 1px 5px rgba(0, 0, 0, 0.3)\">>\n\t}\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\t.tc-tiddler-frame {\n\t\t<<box-shadow none>>\n\t}\n}\n\n.tc-page-controls button svg, .tc-tiddler-controls button svg, .tc-topbar button svg {\n\t<<transition \"fill 150ms ease-in-out\">>\n}\n\n.tc-tiddler-controls button.tc-selected,\n.tc-page-controls button.tc-selected {\n\t<<filter \"drop-shadow(0px -1px 2px rgba(0,0,0,0.25))\">>\n}\n\n.tc-tiddler-frame input.tc-edit-texteditor {\n\t<<box-shadow \"inset 0 1px 8px rgba(0, 0, 0, 0.15)\">>\n}\n\n.tc-edit-tags {\n\t<<box-shadow \"inset 0 1px 8px rgba(0, 0, 0, 0.15)\">>\n}\n\n.tc-tiddler-frame .tc-edit-tags input.tc-edit-texteditor {\n\t<<box-shadow \"none\">>\n\tborder: none;\n\toutline: none;\n}\n\ntextarea.tc-edit-texteditor {\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/editorfontfamily}};\n}\n\ncanvas.tc-edit-bitmapeditor {\n\t<<box-shadow \"2px 2px 5px rgba(0, 0, 0, 0.5)\">>\n}\n\n.tc-drop-down {\n\tborder-radius: 4px;\n\t<<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\n.tc-block-dropdown {\n\tborder-radius: 4px;\n\t<<box-shadow \"2px 2px 10px rgba(0, 0, 0, 0.5)\">>\n}\n\n.tc-modal {\n\tborder-radius: 6px;\n\t<<box-shadow \"0 3px 7px rgba(0,0,0,0.3)\">>\n}\n\n.tc-modal-footer {\n\tborder-radius: 0 0 6px 6px;\n\t<<box-shadow \"inset 0 1px 0 #fff\">>;\n}\n\n\n.tc-alert {\n\tborder-radius: 6px;\n\t<<box-shadow \"0 3px 7px rgba(0,0,0,0.6)\">>\n}\n\n.tc-notification {\n\tborder-radius: 6px;\n\t<<box-shadow \"0 3px 7px rgba(0,0,0,0.3)\">>\n\ttext-shadow: 0 1px 0 rgba(255,255,255, 0.8);\n}\n\n.tc-sidebar-lists .tc-tab-set .tc-tab-divider {\n\tborder-top: none;\n\theight: 1px;\n\t<<background-linear-gradient \"left, rgba(0,0,0,0.15) 0%, rgba(0,0,0,0.0) 100%\">>\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button {\n\t<<background-linear-gradient \"left, rgba(0,0,0,0.01) 0%, rgba(0,0,0,0.1) 100%\">>\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button.tc-tab-selected {\n\t<<background-linear-gradient \"left, rgba(0,0,0,0.05) 0%, rgba(255,255,255,0.05) 100%\">>\n}\n\n.tc-message-box img {\n\t<<box-shadow \"1px 1px 3px rgba(0,0,0,0.5)\">>\n}\n\n.tc-plugin-info {\n\t<<box-shadow \"1px 1px 3px rgba(0,0,0,0.5)\">>\n}\n"
}
}
}
{
"tiddlers": {
"$:/themes/tiddlywiki/vanilla/themetweaks": {
"title": "$:/themes/tiddlywiki/vanilla/themetweaks",
"tags": "$:/tags/ControlPanel/Appearance",
"caption": "{{$:/language/ThemeTweaks/ThemeTweaks}}",
"text": "\\define lingo-base() $:/language/ThemeTweaks/\n\n\\define replacement-text()\n[img[$(imageTitle)$]]\n\\end\n\n\\define backgroundimage-dropdown()\n<div class=\"tc-drop-down-wrapper\">\n<$button popup=<<qualify \"$:/state/popup/themetweaks/backgroundimage\">> class=\"tc-btn-invisible tc-btn-dropdown\">{{$:/core/images/down-arrow}}</$button>\n<$reveal state=<<qualify \"$:/state/popup/themetweaks/backgroundimage\">> type=\"popup\" position=\"belowleft\" text=\"\" default=\"\">\n<div class=\"tc-drop-down\">\n<$macrocall $name=\"image-picker\" actions=\"\"\"\n\n<$action-setfield\n\t$tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\"\n\t$value=<<imageTitle>>\n/>\n\n\"\"\"/>\n</div>\n</$reveal>\n</div>\n\\end\n\n\\define backgroundimageattachment-dropdown()\n<$select tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment\" default=\"scroll\">\n<option value=\"scroll\"><<lingo Settings/BackgroundImageAttachment/Scroll>></option>\n<option value=\"fixed\"><<lingo Settings/BackgroundImageAttachment/Fixed>></option>\n</$select>\n\\end\n\n\\define backgroundimagesize-dropdown()\n<$select tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize\" default=\"scroll\">\n<option value=\"auto\"><<lingo Settings/BackgroundImageSize/Auto>></option>\n<option value=\"cover\"><<lingo Settings/BackgroundImageSize/Cover>></option>\n<option value=\"contain\"><<lingo Settings/BackgroundImageSize/Contain>></option>\n</$select>\n\\end\n\n<<lingo ThemeTweaks/Hint>>\n\n! <<lingo Options>>\n\n|<$link to=\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\"><<lingo Options/SidebarLayout>></$link> |<$select tiddler=\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\"><option value=\"fixed-fluid\"><<lingo Options/SidebarLayout/Fixed-Fluid>></option><option value=\"fluid-fixed\"><<lingo Options/SidebarLayout/Fluid-Fixed>></option></$select> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/options/stickytitles\"><<lingo Options/StickyTitles>></$link><br>//<<lingo Options/StickyTitles/Hint>>// |<$select tiddler=\"$:/themes/tiddlywiki/vanilla/options/stickytitles\"><option value=\"no\">{{$:/language/No}}</option><option value=\"yes\">{{$:/language/Yes}}</option></$select> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/options/codewrapping\"><<lingo Options/CodeWrapping>></$link> |<$select tiddler=\"$:/themes/tiddlywiki/vanilla/options/codewrapping\"><option value=\"pre\">{{$:/language/No}}</option><option value=\"pre-wrap\">{{$:/language/Yes}}</option></$select> |\n\n! <<lingo Settings>>\n\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/fontfamily\"><<lingo Settings/FontFamily>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/fontfamily\" default=\"\" tag=\"input\"/> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/codefontfamily\"><<lingo Settings/CodeFontFamily>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/codefontfamily\" default=\"\" tag=\"input\"/> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/editorfontfamily\"><<lingo Settings/EditorFontFamily>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/editorfontfamily\" default=\"\" tag=\"input\"/> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\"><<lingo Settings/BackgroundImage>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimage\" default=\"\" tag=\"input\"/> |<<backgroundimage-dropdown>> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment\"><<lingo Settings/BackgroundImageAttachment>></$link> |<<backgroundimageattachment-dropdown>> | |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize\"><<lingo Settings/BackgroundImageSize>></$link> |<<backgroundimagesize-dropdown>> | |\n\n! <<lingo Metrics>>\n\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/fontsize\"><<lingo Metrics/FontSize>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/fontsize\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/lineheight\"><<lingo Metrics/LineHeight>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/lineheight\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize\"><<lingo Metrics/BodyFontSize>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/bodylineheight\"><<lingo Metrics/BodyLineHeight>></$link> |<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/bodylineheight\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storyleft\"><<lingo Metrics/StoryLeft>></$link><br>//<<lingo Metrics/StoryLeft/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storyleft\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storytop\"><<lingo Metrics/StoryTop>></$link><br>//<<lingo Metrics/StoryTop/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storytop\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storyright\"><<lingo Metrics/StoryRight>></$link><br>//<<lingo Metrics/StoryRight/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storyright\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/storywidth\"><<lingo Metrics/StoryWidth>></$link><br>//<<lingo Metrics/StoryWidth/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/storywidth\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth\"><<lingo Metrics/TiddlerWidth>></$link><br>//<<lingo Metrics/TiddlerWidth/Hint>>//<br> |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint\"><<lingo Metrics/SidebarBreakpoint>></$link><br>//<<lingo Metrics/SidebarBreakpoint/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint\" default=\"\" tag=\"input\"/> |\n|<$link to=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth\"><<lingo Metrics/SidebarWidth>></$link><br>//<<lingo Metrics/SidebarWidth/Hint>>// |^<$edit-text tiddler=\"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth\" default=\"\" tag=\"input\"/> |\n"
},
"$:/themes/tiddlywiki/vanilla/base": {
"title": "$:/themes/tiddlywiki/vanilla/base",
"tags": "[[$:/tags/Stylesheet]]",
"text": "\\define custom-background-datauri()\n<$set name=\"background\" value={{$:/themes/tiddlywiki/vanilla/settings/backgroundimage}}>\n<$list filter=\"[<background>is[image]]\">\n`background: url(`\n<$list filter=\"[<background>!has[_canonical_uri]]\">\n`\"`<$macrocall $name=\"datauri\" title={{$:/themes/tiddlywiki/vanilla/settings/backgroundimage}}/>`\"`\n</$list>\n<$list filter=\"[<background>has[_canonical_uri]]\">\n`\"`<$view tiddler={{$:/themes/tiddlywiki/vanilla/settings/backgroundimage}} field=\"_canonical_uri\"/>`\"`\n</$list>\n`) center center;`\n`background-attachment: `{{$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment}}`;\n-webkit-background-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;\n-moz-background-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;\n-o-background-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;\nbackground-size:` {{$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize}}`;`\n</$list>\n</$set>\n\\end\n\n\\define if-fluid-fixed(text,hiddenSidebarText)\n<$reveal state=\"$:/themes/tiddlywiki/vanilla/options/sidebarlayout\" type=\"match\" text=\"fluid-fixed\">\n$text$\n<$reveal state=\"$:/state/sidebar\" type=\"nomatch\" text=\"yes\" default=\"yes\">\n$hiddenSidebarText$\n</$reveal>\n</$reveal>\n\\end\n\n\\define if-editor-height-fixed(then,else)\n<$reveal state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"fixed\">\n$then$\n</$reveal>\n<$reveal state=\"$:/config/TextEditor/EditorHeight/Mode\" type=\"match\" text=\"auto\">\n$else$\n</$reveal>\n\\end\n\n\\rules only filteredtranscludeinline transcludeinline macrodef macrocallinline macrocallblock\n\n/*\n** Start with the normalize CSS reset, and then belay some of its effects\n*/\n\n{{$:/themes/tiddlywiki/vanilla/reset}}\n\n*, input[type=\"search\"] {\n\tbox-sizing: border-box;\n\t-moz-box-sizing: border-box;\n\t-webkit-box-sizing: border-box;\n}\n\nhtml button {\n\tline-height: 1.2;\n\tcolor: <<colour button-foreground>>;\n\tbackground: <<colour button-background>>;\n\tborder-color: <<colour button-border>>;\n}\n\n/*\n** Basic element styles\n*/\n\nhtml {\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/fontfamily}};\n\ttext-rendering: optimizeLegibility; /* Enables kerning and ligatures etc. */\n\t-webkit-font-smoothing: antialiased;\n\t-moz-osx-font-smoothing: grayscale;\n}\n\nhtml:-webkit-full-screen {\n\tbackground-color: <<colour page-background>>;\n}\n\nbody.tc-body {\n\tfont-size: {{$:/themes/tiddlywiki/vanilla/metrics/fontsize}};\n\tline-height: {{$:/themes/tiddlywiki/vanilla/metrics/lineheight}};\n\tword-wrap: break-word;\n\t<<custom-background-datauri>>\n\tcolor: <<colour foreground>>;\n\tbackground-color: <<colour page-background>>;\n\tfill: <<colour foreground>>;\n}\n\n<<if-background-attachment \"\"\"\n\nbody.tc-body {\n background-color: transparent;\n}\n\n\"\"\">>\n\nh1, h2, h3, h4, h5, h6 {\n\tline-height: 1.2;\n\tfont-weight: 300;\n}\n\npre {\n\tdisplay: block;\n\tpadding: 14px;\n\tmargin-top: 1em;\n\tmargin-bottom: 1em;\n\tword-break: normal;\n\tword-wrap: break-word;\n\twhite-space: {{$:/themes/tiddlywiki/vanilla/options/codewrapping}};\n\tbackground-color: <<colour pre-background>>;\n\tborder: 1px solid <<colour pre-border>>;\n\tpadding: 0 3px 2px;\n\tborder-radius: 3px;\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/codefontfamily}};\n}\n\ncode {\n\tcolor: <<colour code-foreground>>;\n\tbackground-color: <<colour code-background>>;\n\tborder: 1px solid <<colour code-border>>;\n\twhite-space: {{$:/themes/tiddlywiki/vanilla/options/codewrapping}};\n\tpadding: 0 3px 2px;\n\tborder-radius: 3px;\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/codefontfamily}};\n}\n\nblockquote {\n\tborder-left: 5px solid <<colour blockquote-bar>>;\n\tmargin-left: 25px;\n\tpadding-left: 10px;\n\tquotes: \"\\201C\"\"\\201D\"\"\\2018\"\"\\2019\";\n}\n\nblockquote > div {\n\tmargin-top: 1em;\n\tmargin-bottom: 1em;\n}\n\nblockquote.tc-big-quote {\n\tfont-family: Georgia, serif;\n\tposition: relative;\n\tbackground: <<colour pre-background>>;\n\tborder-left: none;\n\tmargin-left: 50px;\n\tmargin-right: 50px;\n\tpadding: 10px;\n border-radius: 8px;\n}\n\nblockquote.tc-big-quote cite:before {\n\tcontent: \"\\2014 \\2009\";\n}\n\nblockquote.tc-big-quote:before {\n\tfont-family: Georgia, serif;\n\tcolor: <<colour blockquote-bar>>;\n\tcontent: open-quote;\n\tfont-size: 8em;\n\tline-height: 0.1em;\n\tmargin-right: 0.25em;\n\tvertical-align: -0.4em;\n\tposition: absolute;\n left: -50px;\n top: 42px;\n}\n\nblockquote.tc-big-quote:after {\n\tfont-family: Georgia, serif;\n\tcolor: <<colour blockquote-bar>>;\n\tcontent: close-quote;\n\tfont-size: 8em;\n\tline-height: 0.1em;\n\tmargin-right: 0.25em;\n\tvertical-align: -0.4em;\n\tposition: absolute;\n right: -80px;\n bottom: -20px;\n}\n\ndl dt {\n\tfont-weight: bold;\n\tmargin-top: 6px;\n}\n\nbutton, textarea, input, select {\n\toutline-color: <<colour primary>>;\n}\n\ntextarea,\ninput[type=text],\ninput[type=search],\ninput[type=\"\"],\ninput:not([type]) {\n\tcolor: <<colour foreground>>;\n\tbackground: <<colour background>>;\n}\n\ninput[type=\"checkbox\"] {\n vertical-align: middle;\n}\n\n.tc-muted {\n\tcolor: <<colour muted-foreground>>;\n}\n\nsvg.tc-image-button {\n\tpadding: 0px 1px 1px 0px;\n}\n\n.tc-icon-wrapper > svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\nkbd {\n\tdisplay: inline-block;\n\tpadding: 3px 5px;\n\tfont-size: 0.8em;\n\tline-height: 1.2;\n\tcolor: <<colour foreground>>;\n\tvertical-align: middle;\n\tbackground-color: <<colour background>>;\n\tborder: solid 1px <<colour muted-foreground>>;\n\tborder-bottom-color: <<colour muted-foreground>>;\n\tborder-radius: 3px;\n\tbox-shadow: inset 0 -1px 0 <<colour muted-foreground>>;\n}\n\n/*\nMarkdown likes putting code elements inside pre elements\n*/\npre > code {\n\tpadding: 0;\n\tborder: none;\n\tbackground-color: inherit;\n\tcolor: inherit;\n}\n\ntable {\n\tborder: 1px solid <<colour table-border>>;\n\twidth: auto;\n\tmax-width: 100%;\n\tcaption-side: bottom;\n\tmargin-top: 1em;\n\tmargin-bottom: 1em;\n\t/* next 2 elements needed, since normalize 8.0.1 */\n\tborder-collapse: collapse;\n\tborder-spacing: 0;\n}\n\ntable th, table td {\n\tpadding: 0 7px 0 7px;\n\tborder-top: 1px solid <<colour table-border>>;\n\tborder-left: 1px solid <<colour table-border>>;\n}\n\ntable thead tr td, table th {\n\tbackground-color: <<colour table-header-background>>;\n\tfont-weight: bold;\n}\n\ntable tfoot tr td {\n\tbackground-color: <<colour table-footer-background>>;\n}\n\n.tc-csv-table {\n\twhite-space: nowrap;\n}\n\n.tc-tiddler-frame img,\n.tc-tiddler-frame svg,\n.tc-tiddler-frame canvas,\n.tc-tiddler-frame embed,\n.tc-tiddler-frame iframe {\n\tmax-width: 100%;\n}\n\n.tc-tiddler-body > embed,\n.tc-tiddler-body > iframe {\n\twidth: 100%;\n\theight: 600px;\n}\n\n/*\n** Links\n*/\n\nbutton.tc-tiddlylink,\na.tc-tiddlylink {\n\ttext-decoration: none;\n\tfont-weight: 500;\n\tcolor: <<colour tiddler-link-foreground>>;\n\t-webkit-user-select: inherit; /* Otherwise the draggable attribute makes links impossible to select */\n}\n\n.tc-sidebar-lists a.tc-tiddlylink {\n\tcolor: <<colour sidebar-tiddler-link-foreground>>;\n}\n\n.tc-sidebar-lists a.tc-tiddlylink:hover {\n\tcolor: <<colour sidebar-tiddler-link-foreground-hover>>;\n}\n\nbutton.tc-tiddlylink:hover,\na.tc-tiddlylink:hover {\n\ttext-decoration: underline;\n}\n\na.tc-tiddlylink-resolves {\n}\n\na.tc-tiddlylink-shadow {\n\tfont-weight: bold;\n}\n\na.tc-tiddlylink-shadow.tc-tiddlylink-resolves {\n\tfont-weight: normal;\n}\n\na.tc-tiddlylink-missing {\n\tfont-style: italic;\n}\n\na.tc-tiddlylink-external {\n\ttext-decoration: underline;\n\tcolor: <<colour external-link-foreground>>;\n\tbackground-color: <<colour external-link-background>>;\n}\n\na.tc-tiddlylink-external:visited {\n\tcolor: <<colour external-link-foreground-visited>>;\n\tbackground-color: <<colour external-link-background-visited>>;\n}\n\na.tc-tiddlylink-external:hover {\n\tcolor: <<colour external-link-foreground-hover>>;\n\tbackground-color: <<colour external-link-background-hover>>;\n}\n\n/*\n** Drag and drop styles\n*/\n\n.tc-tiddler-dragger {\n\tposition: relative;\n\tz-index: -10000;\n}\n\n.tc-tiddler-dragger-inner {\n\tposition: absolute;\n\ttop: -1000px;\n\tleft: -1000px;\n\tdisplay: inline-block;\n\tpadding: 8px 20px;\n\tfont-size: 16.9px;\n\tfont-weight: bold;\n\tline-height: 20px;\n\tcolor: <<colour dragger-foreground>>;\n\ttext-shadow: 0 1px 0 rgba(0, 0, 0, 1);\n\twhite-space: nowrap;\n\tvertical-align: baseline;\n\tbackground-color: <<colour dragger-background>>;\n\tborder-radius: 20px;\n}\n\n.tc-tiddler-dragger-cover {\n\tposition: absolute;\n\tbackground-color: <<colour page-background>>;\n}\n\n.tc-dropzone {\n\tposition: relative;\n}\n\n.tc-dropzone.tc-dragover:before {\n\tz-index: 10000;\n\tdisplay: block;\n\tposition: fixed;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbackground: <<colour dropzone-background>>;\n\ttext-align: center;\n\tcontent: \"<<lingo DropMessage>>\";\n}\n\n.tc-droppable > .tc-droppable-placeholder {\n\tdisplay: none;\n}\n\n.tc-droppable.tc-dragover > .tc-droppable-placeholder {\n\tdisplay: block;\n\tborder: 2px dashed <<colour dropzone-background>>;\n}\n\n.tc-draggable {\n\tcursor: move;\n}\n\n.tc-sidebar-tab-open .tc-droppable-placeholder, .tc-tagged-draggable-list .tc-droppable-placeholder,\n.tc-links-draggable-list .tc-droppable-placeholder {\n\tline-height: 2em;\n\theight: 2em;\n}\n\n.tc-sidebar-tab-open-item {\n\tposition: relative;\n}\n\n.tc-sidebar-tab-open .tc-btn-invisible.tc-btn-mini svg {\n\tfont-size: 0.7em;\n\tfill: <<colour muted-foreground>>;\n}\n\n/*\n** Plugin reload warning\n*/\n\n.tc-plugin-reload-warning {\n\tz-index: 1000;\n\tdisplay: block;\n\tposition: fixed;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbackground: <<colour alert-background>>;\n\ttext-align: center;\n}\n\n/*\n** Buttons\n*/\n\nbutton svg, button img, label svg, label img {\n\tvertical-align: middle;\n}\n\n.tc-btn-invisible {\n\tpadding: 0;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n \tcursor: pointer;\n\tcolor: <<colour foreground>>;\n}\n\n.tc-btn-boxed {\n\tfont-size: 0.6em;\n\tpadding: 0.2em;\n\tmargin: 1px;\n\tbackground: none;\n\tborder: 1px solid <<colour tiddler-controls-foreground>>;\n\tborder-radius: 0.25em;\n}\n\nhtml body.tc-body .tc-btn-boxed svg {\n\tfont-size: 1.6666em;\n}\n\n.tc-btn-boxed:hover {\n\tbackground: <<colour muted-foreground>>;\n\tcolor: <<colour background>>;\n}\n\nhtml body.tc-body .tc-btn-boxed:hover svg {\n\tfill: <<colour background>>;\n}\n\n.tc-btn-rounded {\n\tfont-size: 0.5em;\n\tline-height: 2;\n\tpadding: 0em 0.3em 0.2em 0.4em;\n\tmargin: 1px;\n\tborder: 1px solid <<colour muted-foreground>>;\n\tbackground: <<colour muted-foreground>>;\n\tcolor: <<colour background>>;\n\tborder-radius: 2em;\n}\n\nhtml body.tc-body .tc-btn-rounded svg {\n\tfont-size: 1.6666em;\n\tfill: <<colour background>>;\n}\n\n.tc-btn-rounded:hover {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tbackground: <<colour background>>;\n\tcolor: <<colour muted-foreground>>;\n}\n\nhtml body.tc-body .tc-btn-rounded:hover svg {\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-btn-icon svg {\n\theight: 1em;\n\twidth: 1em;\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-btn-text {\n\tpadding: 0;\n\tmargin: 0;\n}\n\n/* used for documentation \"fake\" buttons */\n.tc-btn-standard {\n\tline-height: 1.8;\n\tcolor: #667;\n\tbackground-color: #e0e0e0;\n\tborder: 1px solid #888;\n\tpadding: 2px 1px 2px 1px;\n\tmargin: 1px 4px 1px 4px;\n}\n\n.tc-btn-big-green {\n\tdisplay: inline-block;\n\tpadding: 8px;\n\tmargin: 4px 8px 4px 8px;\n\tbackground: <<colour download-background>>;\n\tcolor: <<colour download-foreground>>;\n\tfill: <<colour download-foreground>>;\n\tborder: none;\n\tborder-radius: 2px;\n\tfont-size: 1.2em;\n\tline-height: 1.4em;\n\ttext-decoration: none;\n}\n\n.tc-btn-big-green svg,\n.tc-btn-big-green img {\n\theight: 2em;\n\twidth: 2em;\n\tvertical-align: middle;\n\tfill: <<colour download-foreground>>;\n}\n\n.tc-primary-btn {\n \tbackground: <<colour primary>>;\n}\n\n.tc-sidebar-lists input {\n\tcolor: <<colour foreground>>;\n}\n\n.tc-sidebar-lists button {\n\tcolor: <<colour sidebar-button-foreground>>;\n\tfill: <<colour sidebar-button-foreground>>;\n}\n\n.tc-sidebar-lists button.tc-btn-mini {\n\tcolor: <<colour sidebar-muted-foreground>>;\n}\n\n.tc-sidebar-lists button.tc-btn-mini:hover {\n\tcolor: <<colour sidebar-muted-foreground-hover>>;\n}\n\nbutton svg.tc-image-button, button .tc-image-button img {\n\theight: 1em;\n\twidth: 1em;\n}\n\n.tc-unfold-banner {\n\tposition: absolute;\n\tpadding: 0;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n\twidth: 100%;\n\twidth: calc(100% + 2px);\n\tmargin-left: -43px;\n\ttext-align: center;\n\tborder-top: 2px solid <<colour tiddler-info-background>>;\n\tmargin-top: 4px;\n}\n\n.tc-unfold-banner:hover {\n\tbackground: <<colour tiddler-info-background>>;\n\tborder-top: 2px solid <<colour tiddler-info-border>>;\n}\n\n.tc-unfold-banner svg, .tc-fold-banner svg {\n\theight: 0.75em;\n\tfill: <<colour tiddler-controls-foreground>>;\n}\n\n.tc-unfold-banner:hover svg, .tc-fold-banner:hover svg {\n\tfill: <<colour tiddler-controls-foreground-hover>>;\n}\n\n.tc-fold-banner {\n\tposition: absolute;\n\tpadding: 0;\n\tmargin: 0;\n\tbackground: none;\n\tborder: none;\n\twidth: 23px;\n\ttext-align: center;\n\tmargin-left: -35px;\n\ttop: 6px;\n\tbottom: 6px;\n}\n\n.tc-fold-banner:hover {\n\tbackground: <<colour tiddler-info-background>>;\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-unfold-banner {\n\t\tposition: static;\n\t\twidth: calc(100% + 59px);\n\t}\n\n\t.tc-fold-banner {\n\t\twidth: 16px;\n\t\tmargin-left: -16px;\n\t\tfont-size: 0.75em;\n\t}\n\n}\n\n/*\n** Tags and missing tiddlers\n*/\n\n.tc-tag-list-item {\n\tposition: relative;\n\tdisplay: inline-block;\n\tmargin-right: 7px;\n}\n\n.tc-tags-wrapper {\n\tmargin: 4px 0 14px 0;\n}\n\n.tc-missing-tiddler-label {\n\tfont-style: italic;\n\tfont-weight: normal;\n\tdisplay: inline-block;\n\tfont-size: 11.844px;\n\tline-height: 14px;\n\twhite-space: nowrap;\n\tvertical-align: baseline;\n}\n\nbutton.tc-tag-label, span.tc-tag-label {\n\tdisplay: inline-block;\n\tpadding: 0.16em 0.7em;\n\tfont-size: 0.9em;\n\tfont-weight: 400;\n\tline-height: 1.2em;\n\tcolor: <<colour tag-foreground>>;\n\twhite-space: nowrap;\n\tvertical-align: baseline;\n\tbackground-color: <<colour tag-background>>;\n\tborder-radius: 1em;\n}\n\n.tc-sidebar-scrollable .tc-tag-label {\n\ttext-shadow: none;\n}\n\n.tc-untagged-separator {\n\twidth: 10em;\n\tleft: 0;\n\tmargin-left: 0;\n\tborder: 0;\n\theight: 1px;\n\tbackground: <<colour tab-divider>>;\n}\n\nbutton.tc-untagged-label {\n\tbackground-color: <<colour untagged-background>>;\n}\n\n.tc-tag-label svg, .tc-tag-label img {\n\theight: 1em;\n\twidth: 1em;\n\tmargin-right: 3px; \n\tmargin-bottom: 1px;\n\tvertical-align: text-bottom;\n}\n\n.tc-edit-tags button.tc-remove-tag-button svg {\n\tfont-size: 0.7em;\n\tvertical-align: middle;\n}\n\n.tc-tag-manager-table .tc-tag-label {\n\twhite-space: normal;\n}\n\n.tc-tag-manager-tag {\n\twidth: 100%;\n}\n\nbutton.tc-btn-invisible.tc-remove-tag-button {\n\toutline: none;\n}\n\n/*\n** Page layout\n*/\n\n.tc-topbar {\n\tposition: fixed;\n\tz-index: 1200;\n}\n\n.tc-topbar-left {\n\tleft: 29px;\n\ttop: 5px;\n}\n\n.tc-topbar-right {\n\ttop: 5px;\n\tright: 29px;\n}\n\n.tc-topbar button {\n\tpadding: 8px;\n}\n\n.tc-topbar svg {\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-topbar button:hover svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-sidebar-header {\n\tcolor: <<colour sidebar-foreground>>;\n\tfill: <<colour sidebar-foreground>>;\n}\n\n.tc-sidebar-header .tc-title a.tc-tiddlylink-resolves {\n\tfont-weight: 300;\n}\n\n.tc-sidebar-header .tc-sidebar-lists p {\n\tmargin-top: 3px;\n\tmargin-bottom: 3px;\n}\n\n.tc-sidebar-header .tc-missing-tiddler-label {\n\tcolor: <<colour sidebar-foreground>>;\n}\n\n.tc-advanced-search input {\n\twidth: 60%;\n}\n\n.tc-search a svg {\n\twidth: 1.2em;\n\theight: 1.2em;\n\tvertical-align: middle;\n}\n\n.tc-page-controls {\n\tmargin-top: 14px;\n\tfont-size: 1.5em;\n}\n\n.tc-page-controls .tc-drop-down {\n font-size: 1rem;\n}\n\n.tc-page-controls button {\n\tmargin-right: 0.5em;\n}\n\n.tc-page-controls a.tc-tiddlylink:hover {\n\ttext-decoration: none;\n}\n\n.tc-page-controls img {\n\twidth: 1em;\n}\n\n.tc-page-controls svg {\n\tfill: <<colour sidebar-controls-foreground>>;\n}\n\n.tc-page-controls button:hover svg, .tc-page-controls a:hover svg {\n\tfill: <<colour sidebar-controls-foreground-hover>>;\n}\n\n.tc-menu-list-item {\n\twhite-space: nowrap;\n}\n\n.tc-menu-list-count {\n\tfont-weight: bold;\n}\n\n.tc-menu-list-subitem {\n\tpadding-left: 7px;\n}\n\n.tc-story-river {\n\tposition: relative;\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-sidebar-header {\n\t\tpadding: 14px;\n\t\tmin-height: 32px;\n\t\tmargin-top: {{$:/themes/tiddlywiki/vanilla/metrics/storytop}};\n\t}\n\n\t.tc-story-river {\n\t\tposition: relative;\n\t\tpadding: 0;\n\t}\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-message-box {\n\t\tmargin: 21px -21px 21px -21px;\n\t}\n\n\t.tc-sidebar-scrollable {\n\t\tposition: fixed;\n\t\ttop: {{$:/themes/tiddlywiki/vanilla/metrics/storytop}};\n\t\tleft: {{$:/themes/tiddlywiki/vanilla/metrics/storyright}};\n\t\tbottom: 0;\n\t\tright: 0;\n\t\toverflow-y: auto;\n\t\toverflow-x: auto;\n\t\t-webkit-overflow-scrolling: touch;\n\t\tmargin: 0 0 0 -42px;\n\t\tpadding: 71px 0 28px 42px;\n\t}\n\n\thtml[dir=\"rtl\"] .tc-sidebar-scrollable {\n\t\tleft: auto;\n\t\tright: {{$:/themes/tiddlywiki/vanilla/metrics/storyright}};\n\t}\n\n\t.tc-story-river {\n\t\tposition: relative;\n\t\tleft: {{$:/themes/tiddlywiki/vanilla/metrics/storyleft}};\n\t\ttop: {{$:/themes/tiddlywiki/vanilla/metrics/storytop}};\n\t\twidth: {{$:/themes/tiddlywiki/vanilla/metrics/storywidth}};\n\t\tpadding: 42px 42px 42px 42px;\n\t}\n\n<<if-no-sidebar \"\n\n\t.tc-story-river {\n\t\twidth: calc(100% - {{$:/themes/tiddlywiki/vanilla/metrics/storyleft}});\n\t}\n\n\">>\n\n}\n\n@media print {\n\n\tbody.tc-body {\n\t\tbackground-color: transparent;\n\t}\n\n\t.tc-sidebar-header, .tc-topbar {\n\t\tdisplay: none;\n\t}\n\n\t.tc-story-river {\n\t\tmargin: 0;\n\t\tpadding: 0;\n\t}\n\n\t.tc-story-river .tc-tiddler-frame {\n\t\tmargin: 0;\n\t\tborder: none;\n\t\tpadding: 0;\n\t}\n}\n\n/*\n** Tiddler styles\n*/\n\n.tc-tiddler-frame {\n\tposition: relative;\n\tmargin-bottom: 28px;\n\tbackground-color: <<colour tiddler-background>>;\n\tborder: 1px solid <<colour tiddler-border>>;\n}\n\n{{$:/themes/tiddlywiki/vanilla/sticky}}\n\n.tc-tiddler-info {\n\tpadding: 14px 42px 14px 42px;\n\tbackground-color: <<colour tiddler-info-background>>;\n\tborder-top: 1px solid <<colour tiddler-info-border>>;\n\tborder-bottom: 1px solid <<colour tiddler-info-border>>;\n}\n\n.tc-tiddler-info p {\n\tmargin-top: 3px;\n\tmargin-bottom: 3px;\n}\n\n.tc-tiddler-info .tc-tab-buttons button.tc-tab-selected {\n\tbackground-color: <<colour tiddler-info-tab-background>>;\n\tborder-bottom: 1px solid <<colour tiddler-info-tab-background>>;\n}\n\n.tc-view-field-table {\n\twidth: 100%;\n}\n\n.tc-view-field-name {\n\twidth: 1%; /* Makes this column be as narrow as possible */\n\ttext-align: right;\n\tfont-style: italic;\n\tfont-weight: 200;\n}\n\n.tc-view-field-value {\n}\n\n@media (max-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\t.tc-tiddler-frame {\n\t\tpadding: 14px 14px 14px 14px;\n\t}\n\n\t.tc-tiddler-info {\n\t\tmargin: 0 -14px 0 -14px;\n\t}\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\t.tc-tiddler-frame {\n\t\tpadding: 28px 42px 42px 42px;\n\t\twidth: {{$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth}};\n\t\tborder-radius: 2px;\n\t}\n\n<<if-no-sidebar \"\n\n\t.tc-tiddler-frame {\n\t\twidth: 100%;\n\t}\n\n\">>\n\n\t.tc-tiddler-info {\n\t\tmargin: 0 -42px 0 -42px;\n\t}\n}\n\n.tc-site-title,\n.tc-titlebar {\n\tfont-weight: 300;\n\tfont-size: 2.35em;\n\tline-height: 1.2em;\n\tcolor: <<colour tiddler-title-foreground>>;\n\tmargin: 0;\n}\n\n.tc-site-title {\n\tcolor: <<colour site-title-foreground>>;\n}\n\n.tc-tiddler-title-icon {\n\tvertical-align: middle;\n\tmargin-right: .1em;\n}\n\n.tc-system-title-prefix {\n\tcolor: <<colour muted-foreground>>;\n}\n\n.tc-titlebar h2 {\n\tfont-size: 1em;\n\tdisplay: inline;\n}\n\n.tc-titlebar img {\n\theight: 1em;\n}\n\n.tc-subtitle {\n\tfont-size: 0.9em;\n\tcolor: <<colour tiddler-subtitle-foreground>>;\n\tfont-weight: 300;\n}\n\n.tc-subtitle .tc-tiddlylink {\n\tmargin-right: .3em;\n}\n\n.tc-tiddler-missing .tc-title {\n font-style: italic;\n font-weight: normal;\n}\n\n.tc-tiddler-frame .tc-tiddler-controls {\n\tfloat: right;\n}\n\n.tc-tiddler-controls .tc-drop-down {\n\tfont-size: 0.6em;\n}\n\n.tc-tiddler-controls .tc-drop-down .tc-drop-down {\n\tfont-size: 1em;\n}\n\n.tc-tiddler-controls > span > button,\n.tc-tiddler-controls > span > span > button,\n.tc-tiddler-controls > span > span > span > button {\n\tvertical-align: baseline;\n\tmargin-left:5px;\n}\n\n.tc-tiddler-controls button svg, .tc-tiddler-controls button img,\n.tc-search button svg, .tc-search a svg {\n\tfill: <<colour tiddler-controls-foreground>>;\n}\n\n.tc-tiddler-controls button svg, .tc-tiddler-controls button img {\n\theight: 0.75em;\n}\n\n.tc-search button svg, .tc-search a svg {\n height: 1.2em;\n width: 1.2em;\n margin: 0 0.25em;\n}\n\n.tc-tiddler-controls button.tc-selected svg,\n.tc-page-controls button.tc-selected svg {\n\tfill: <<colour tiddler-controls-foreground-selected>>;\n}\n\n.tc-tiddler-controls button.tc-btn-invisible:hover svg,\n.tc-search button:hover svg, .tc-search a:hover svg {\n\tfill: <<colour tiddler-controls-foreground-hover>>;\n}\n\n@media print {\n\t.tc-tiddler-controls {\n\t\tdisplay: none;\n\t}\n}\n\n.tc-tiddler-help { /* Help prompts within tiddler template */\n\tcolor: <<colour muted-foreground>>;\n\tmargin-top: 14px;\n}\n\n.tc-tiddler-help a.tc-tiddlylink {\n\tcolor: <<colour very-muted-foreground>>;\n}\n\n.tc-tiddler-frame .tc-edit-texteditor {\n\twidth: 100%;\n\tmargin: 4px 0 4px 0;\n}\n\n.tc-tiddler-frame input.tc-edit-texteditor,\n.tc-tiddler-frame textarea.tc-edit-texteditor,\n.tc-tiddler-frame iframe.tc-edit-texteditor {\n\tpadding: 3px 3px 3px 3px;\n\tborder: 1px solid <<colour tiddler-editor-border>>;\n\tbackground-color: <<colour tiddler-editor-background>>;\n\tline-height: 1.3em;\n\t-webkit-appearance: none;\n\tfont-family: {{$:/themes/tiddlywiki/vanilla/settings/editorfontfamily}};\n}\n\n.tc-tiddler-frame .tc-binary-warning {\n\twidth: 100%;\n\theight: 5em;\n\ttext-align: center;\n\tpadding: 3em 3em 6em 3em;\n\tbackground: <<colour alert-background>>;\n\tborder: 1px solid <<colour alert-border>>;\n}\n\ncanvas.tc-edit-bitmapeditor {\n\tborder: 6px solid <<colour tiddler-editor-border-image>>;\n\tcursor: crosshair;\n\t-moz-user-select: none;\n\t-webkit-user-select: none;\n\t-ms-user-select: none;\n\tmargin-top: 6px;\n\tmargin-bottom: 6px;\n}\n\n.tc-edit-bitmapeditor-width {\n\tdisplay: block;\n}\n\n.tc-edit-bitmapeditor-height {\n\tdisplay: block;\n}\n\n.tc-tiddler-body {\n\tclear: both;\n}\n\n.tc-tiddler-frame .tc-tiddler-body {\n\tfont-size: {{$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize}};\n\tline-height: {{$:/themes/tiddlywiki/vanilla/metrics/bodylineheight}};\n}\n\n.tc-titlebar, .tc-tiddler-edit-title {\n\toverflow: hidden; /* https://github.com/Jermolene/TiddlyWiki5/issues/282 */\n}\n\nhtml body.tc-body.tc-single-tiddler-window {\n\tmargin: 1em;\n\tbackground: <<colour tiddler-background>>;\n}\n\n.tc-single-tiddler-window img,\n.tc-single-tiddler-window svg,\n.tc-single-tiddler-window canvas,\n.tc-single-tiddler-window embed,\n.tc-single-tiddler-window iframe {\n\tmax-width: 100%;\n}\n\n/*\n** Editor\n*/\n\n.tc-editor-toolbar {\n\tmargin-top: 8px;\n}\n\n.tc-editor-toolbar button {\n\tvertical-align: middle;\n\tbackground-color: <<colour tiddler-controls-foreground>>;\n\tcolor: <<colour tiddler-controls-foreground-selected>>;\n\tfill: <<colour tiddler-controls-foreground-selected>>;\n\tborder-radius: 4px;\n\tpadding: 3px;\n\tmargin: 2px 0 2px 4px;\n}\n\n.tc-editor-toolbar button.tc-text-editor-toolbar-item-adjunct {\n\tmargin-left: 1px;\n\twidth: 1em;\n\tborder-radius: 8px;\n}\n\n.tc-editor-toolbar button.tc-text-editor-toolbar-item-start-group {\n\tmargin-left: 11px;\n}\n\n.tc-editor-toolbar button.tc-selected {\n\tbackground-color: <<colour primary>>;\n}\n\n.tc-editor-toolbar button svg {\n\twidth: 1.6em;\n\theight: 1.2em;\n}\n\n.tc-editor-toolbar button:hover {\n\tbackground-color: <<colour tiddler-controls-foreground-selected>>;\n\tfill: <<colour background>>;\n\tcolor: <<colour background>>;\n}\n\n.tc-editor-toolbar .tc-text-editor-toolbar-more {\n\twhite-space: normal;\n}\n\n.tc-editor-toolbar .tc-text-editor-toolbar-more button {\n\tdisplay: inline-block;\n\tpadding: 3px;\n\twidth: auto;\n}\n\n.tc-editor-toolbar .tc-search-results {\n\tpadding: 0;\n}\n\n/*\n** Adjustments for fluid-fixed mode\n*/\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n<<if-fluid-fixed text:\"\"\"\n\n\t.tc-story-river {\n\t\tpadding-right: 0;\n\t\tposition: relative;\n\t\twidth: auto;\n\t\tleft: 0;\n\t\tmargin-left: {{$:/themes/tiddlywiki/vanilla/metrics/storyleft}};\n\t\tmargin-right: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth}};\n\t}\n\n\t.tc-tiddler-frame {\n\t\twidth: 100%;\n\t}\n\n\t.tc-sidebar-scrollable {\n\t\tleft: auto;\n\t\tbottom: 0;\n\t\tright: 0;\n\t\twidth: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth}};\n\t}\n\n\tbody.tc-body .tc-storyview-zoomin-tiddler {\n\t\twidth: 100%;\n\t\twidth: calc(100% - 42px);\n\t}\n\n\"\"\" hiddenSidebarText:\"\"\"\n\n\t.tc-story-river {\n\t\tpadding-right: 3em;\n\t\tmargin-right: 0;\n\t}\n\n\tbody.tc-body .tc-storyview-zoomin-tiddler {\n\t\twidth: 100%;\n\t\twidth: calc(100% - 84px);\n\t}\n\n\"\"\">>\n\n}\n\n/*\n** Toolbar buttons\n*/\n\n.tc-page-controls svg.tc-image-new-button {\n fill: <<colour toolbar-new-button>>;\n}\n\n.tc-page-controls svg.tc-image-options-button {\n fill: <<colour toolbar-options-button>>;\n}\n\n.tc-page-controls svg.tc-image-save-button {\n fill: <<colour toolbar-save-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-info-button {\n fill: <<colour toolbar-info-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-edit-button {\n fill: <<colour toolbar-edit-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-close-button {\n fill: <<colour toolbar-close-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-delete-button {\n fill: <<colour toolbar-delete-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-cancel-button {\n fill: <<colour toolbar-cancel-button>>;\n}\n\n.tc-tiddler-controls button svg.tc-image-done-button {\n fill: <<colour toolbar-done-button>>;\n}\n\n/*\n** Tiddler edit mode\n*/\n\n.tc-tiddler-edit-frame em.tc-edit {\n\tcolor: <<colour muted-foreground>>;\n\tfont-style: normal;\n}\n\n.tc-edit-type-dropdown a.tc-tiddlylink-missing {\n\tfont-style: normal;\n}\n\n.tc-type-selector .tc-edit-typeeditor {\n\twidth: 20%;\n}\n\n.tc-edit-tags {\n\tborder: 1px solid <<colour tiddler-editor-border>>;\n\tpadding: 4px 8px 4px 8px;\n}\n\n.tc-edit-add-tag {\n\tdisplay: inline-block;\n}\n\n.tc-edit-add-tag .tc-add-tag-name input {\n\twidth: 50%;\n}\n\n.tc-edit-add-tag .tc-keyboard {\n\tdisplay:inline;\n}\n\n.tc-edit-tags .tc-tag-label {\n\tdisplay: inline-block;\n}\n\n.tc-edit-tags-list {\n\tmargin: 14px 0 14px 0;\n}\n\n.tc-remove-tag-button {\n\tpadding-left: 4px;\n}\n\n.tc-tiddler-preview {\n\toverflow: auto;\n}\n\n.tc-tiddler-preview-preview {\n\tfloat: right;\n\twidth: 49%;\n\tborder: 1px solid <<colour tiddler-editor-border>>;\n\tmargin: 4px 0 3px 3px;\n\tpadding: 3px 3px 3px 3px;\n}\n\n<<if-editor-height-fixed then:\"\"\"\n\n.tc-tiddler-preview-preview {\n\toverflow-y: scroll;\n\theight: {{$:/config/TextEditor/EditorHeight/Height}};\n}\n\n\"\"\">>\n\n.tc-tiddler-frame .tc-tiddler-preview .tc-edit-texteditor {\n\twidth: 49%;\n}\n\n.tc-tiddler-frame .tc-tiddler-preview canvas.tc-edit-bitmapeditor {\n\tmax-width: 49%;\n}\n\n.tc-edit-fields {\n\twidth: 100%;\n}\n\n\n.tc-edit-fields table, .tc-edit-fields tr, .tc-edit-fields td {\n\tborder: none;\n\tpadding: 4px;\n}\n\n.tc-edit-fields > tbody > .tc-edit-field:nth-child(odd) {\n\tbackground-color: <<colour tiddler-editor-fields-odd>>;\n}\n\n.tc-edit-fields > tbody > .tc-edit-field:nth-child(even) {\n\tbackground-color: <<colour tiddler-editor-fields-even>>;\n}\n\n.tc-edit-field-name {\n\ttext-align: right;\n}\n\n.tc-edit-field-value input {\n\twidth: 100%;\n}\n\n.tc-edit-field-remove {\n}\n\n.tc-edit-field-remove svg {\n\theight: 1em;\n\twidth: 1em;\n\tfill: <<colour muted-foreground>>;\n\tvertical-align: middle;\n}\n\n.tc-edit-field-add-name {\n\tdisplay: inline-block;\n\twidth: 15%;\n}\n\n.tc-edit-field-add-value {\n\tdisplay: inline-block;\n\twidth: 40%;\n}\n\n.tc-edit-field-add-button {\n\tdisplay: inline-block;\n\twidth: 10%;\n}\n\n/*\n** Storyview Classes\n*/\n\n.tc-viewswitcher .tc-image-button {\n\tmargin-right: .3em;\n}\n\n.tc-storyview-zoomin-tiddler {\n\tposition: absolute;\n\tdisplay: block;\n\twidth: 100%;\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-storyview-zoomin-tiddler {\n\t\twidth: calc(100% - 84px);\n\t}\n\n}\n\n/*\n** Dropdowns\n*/\n\n.tc-btn-dropdown {\n\ttext-align: left;\n}\n\n.tc-btn-dropdown svg, .tc-btn-dropdown img {\n\theight: 1em;\n\twidth: 1em;\n\tfill: <<colour muted-foreground>>;\n}\n\n.tc-drop-down-wrapper {\n\tposition: relative;\n}\n\n.tc-drop-down {\n\tmin-width: 380px;\n\tborder: 1px solid <<colour dropdown-border>>;\n\tbackground-color: <<colour dropdown-background>>;\n\tpadding: 7px 0 7px 0;\n\tmargin: 4px 0 0 0;\n\twhite-space: nowrap;\n\ttext-shadow: none;\n\tline-height: 1.4;\n}\n\n.tc-drop-down .tc-drop-down {\n\tmargin-left: 14px;\n}\n\n.tc-drop-down button svg, .tc-drop-down a svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-drop-down button.tc-btn-invisible:hover svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-drop-down .tc-drop-down-info {\n\tpadding-left: 14px;\n}\n\n.tc-drop-down p {\n\tpadding: 0 14px 0 14px;\n}\n\n.tc-drop-down svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\n.tc-drop-down img {\n\twidth: 1em;\n}\n\n.tc-drop-down a, .tc-drop-down button {\n\tdisplay: block;\n\tpadding: 0 14px 0 14px;\n\twidth: 100%;\n\ttext-align: left;\n\tcolor: <<colour foreground>>;\n\tline-height: 1.4;\n}\n\n.tc-drop-down .tc-tab-set .tc-tab-buttons button {\n\tdisplay: inline-block;\n width: auto;\n margin-bottom: 0px;\n border-bottom-left-radius: 0;\n border-bottom-right-radius: 0;\n}\n\n.tc-drop-down .tc-prompt {\n\tpadding: 0 14px;\n}\n\n.tc-drop-down .tc-chooser {\n\tborder: none;\n}\n\n.tc-drop-down .tc-chooser .tc-swatches-horiz {\n\tfont-size: 0.4em;\n\tpadding-left: 1.2em;\n}\n\n.tc-drop-down .tc-file-input-wrapper {\n\twidth: 100%;\n}\n\n.tc-drop-down .tc-file-input-wrapper button {\n\tcolor: <<colour foreground>>;\n}\n\n.tc-drop-down a:hover, .tc-drop-down button:hover, .tc-drop-down .tc-file-input-wrapper:hover button {\n\tcolor: <<colour tiddler-link-background>>;\n\tbackground-color: <<colour tiddler-link-foreground>>;\n\ttext-decoration: none;\n}\n\n.tc-drop-down .tc-tab-buttons button {\n\tbackground-color: <<colour dropdown-tab-background>>;\n}\n\n.tc-drop-down .tc-tab-buttons button.tc-tab-selected {\n\tbackground-color: <<colour dropdown-tab-background-selected>>;\n\tborder-bottom: 1px solid <<colour dropdown-tab-background-selected>>;\n}\n\n.tc-drop-down-bullet {\n\tdisplay: inline-block;\n\twidth: 0.5em;\n}\n\n.tc-drop-down .tc-tab-contents a {\n\tpadding: 0 0.5em 0 0.5em;\n}\n\n.tc-block-dropdown-wrapper {\n\tposition: relative;\n}\n\n.tc-block-dropdown {\n\tposition: absolute;\n\tmin-width: 220px;\n\tborder: 1px solid <<colour dropdown-border>>;\n\tbackground-color: <<colour dropdown-background>>;\n\tpadding: 7px 0;\n\tmargin: 4px 0 0 0;\n\twhite-space: nowrap;\n\tz-index: 1000;\n\ttext-shadow: none;\n}\n\n.tc-block-dropdown.tc-search-drop-down {\n\tmargin-left: -12px;\n}\n\n.tc-block-dropdown a {\n\tdisplay: block;\n\tpadding: 4px 14px 4px 14px;\n}\n\n.tc-block-dropdown.tc-search-drop-down a {\n\tdisplay: block;\n\tpadding: 0px 10px 0px 10px;\n}\n\n.tc-drop-down .tc-dropdown-item-plain,\n.tc-block-dropdown .tc-dropdown-item-plain {\n\tpadding: 4px 14px 4px 7px;\n}\n\n.tc-drop-down .tc-dropdown-item,\n.tc-block-dropdown .tc-dropdown-item {\n\tpadding: 4px 14px 4px 7px;\n\tcolor: <<colour muted-foreground>>;\n}\n\n.tc-block-dropdown a:hover {\n\tcolor: <<colour tiddler-link-background>>;\n\tbackground-color: <<colour tiddler-link-foreground>>;\n\ttext-decoration: none;\n}\n\n.tc-search-results {\n\tpadding: 0 7px 0 7px;\n}\n\n.tc-image-chooser, .tc-colour-chooser {\n\twhite-space: normal;\n}\n\n.tc-image-chooser a,\n.tc-colour-chooser a {\n\tdisplay: inline-block;\n\tvertical-align: top;\n\ttext-align: center;\n\tposition: relative;\n}\n\n.tc-image-chooser a {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tpadding: 2px;\n\tmargin: 2px;\n\twidth: 4em;\n\theight: 4em;\n}\n\n.tc-colour-chooser a {\n\tpadding: 3px;\n\twidth: 2em;\n\theight: 2em;\n\tvertical-align: middle;\n}\n\n.tc-image-chooser a:hover,\n.tc-colour-chooser a:hover {\n\tbackground: <<colour primary>>;\n\tpadding: 0px;\n\tborder: 3px solid <<colour primary>>;\n}\n\n.tc-image-chooser a svg,\n.tc-image-chooser a img {\n\tdisplay: inline-block;\n\twidth: auto;\n\theight: auto;\n\tmax-width: 3.5em;\n\tmax-height: 3.5em;\n\tposition: absolute;\n\ttop: 0;\n\tbottom: 0;\n\tleft: 0;\n\tright: 0;\n\tmargin: auto;\n}\n\n/*\n** Modals\n*/\n\n.tc-modal-wrapper {\n\tposition: fixed;\n\toverflow: auto;\n\toverflow-y: scroll;\n\ttop: 0;\n\tright: 0;\n\tbottom: 0;\n\tleft: 0;\n\tz-index: 900;\n}\n\n.tc-modal-backdrop {\n\tposition: fixed;\n\ttop: 0;\n\tright: 0;\n\tbottom: 0;\n\tleft: 0;\n\tz-index: 1000;\n\tbackground-color: <<colour modal-backdrop>>;\n}\n\n.tc-modal {\n\tz-index: 1100;\n\tbackground-color: <<colour modal-background>>;\n\tborder: 1px solid <<colour modal-border>>;\n}\n\n@media (max-width: 55em) {\n\t.tc-modal {\n\t\tposition: fixed;\n\t\ttop: 1em;\n\t\tleft: 1em;\n\t\tright: 1em;\n\t}\n\n\t.tc-modal-body {\n\t\toverflow-y: auto;\n\t\tmax-height: 400px;\n\t\tmax-height: 60vh;\n\t}\n}\n\n@media (min-width: 55em) {\n\t.tc-modal {\n\t\tposition: fixed;\n\t\ttop: 2em;\n\t\tleft: 25%;\n\t\twidth: 50%;\n\t}\n\n\t.tc-modal-body {\n\t\toverflow-y: auto;\n\t\tmax-height: 400px;\n\t\tmax-height: 60vh;\n\t}\n}\n\n.tc-modal-header {\n\tpadding: 9px 15px;\n\tborder-bottom: 1px solid <<colour modal-header-border>>;\n}\n\n.tc-modal-header h3 {\n\tmargin: 0;\n\tline-height: 30px;\n}\n\n.tc-modal-header img, .tc-modal-header svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\n.tc-modal-body {\n\tpadding: 15px;\n}\n\n.tc-modal-footer {\n\tpadding: 14px 15px 15px;\n\tmargin-bottom: 0;\n\ttext-align: right;\n\tbackground-color: <<colour modal-footer-background>>;\n\tborder-top: 1px solid <<colour modal-footer-border>>;\n}\n\n/*\n** Notifications\n*/\n\n.tc-notification {\n\tposition: fixed;\n\ttop: 14px;\n\tright: 42px;\n\tz-index: 1300;\n\tmax-width: 280px;\n\tpadding: 0 14px 0 14px;\n\tbackground-color: <<colour notification-background>>;\n\tborder: 1px solid <<colour notification-border>>;\n}\n\n/*\n** Tabs\n*/\n\n.tc-tab-set.tc-vertical {\n\tdisplay: -webkit-flex;\n\tdisplay: flex;\n}\n\n.tc-tab-buttons {\n\tfont-size: 0.85em;\n\tpadding-top: 1em;\n\tmargin-bottom: -2px;\n}\n\n.tc-tab-buttons.tc-vertical {\n\tz-index: 100;\n\tdisplay: block;\n\tpadding-top: 14px;\n\tvertical-align: top;\n\ttext-align: right;\n\tmargin-bottom: inherit;\n\tmargin-right: -1px;\n\tmax-width: 33%;\n\t-webkit-flex: 0 0 auto;\n\tflex: 0 0 auto;\n}\n\n.tc-tab-buttons button.tc-tab-selected {\n\tcolor: <<colour tab-foreground-selected>>;\n\tbackground-color: <<colour tab-background-selected>>;\n\tborder-left: 1px solid <<colour tab-border-selected>>;\n\tborder-top: 1px solid <<colour tab-border-selected>>;\n\tborder-right: 1px solid <<colour tab-border-selected>>;\n}\n\n.tc-tab-buttons button {\n\tcolor: <<colour tab-foreground>>;\n\tpadding: 3px 5px 3px 5px;\n\tmargin-right: 0.3em;\n\tfont-weight: 300;\n\tborder: none;\n\tbackground: inherit;\n\tbackground-color: <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-right: 1px solid <<colour tab-border>>;\n\tborder-top-left-radius: 2px;\n\tborder-top-right-radius: 2px;\n\tborder-bottom-left-radius: 0;\n\tborder-bottom-right-radius: 0;\n}\n\n.tc-tab-buttons.tc-vertical button {\n\tdisplay: block;\n\twidth: 100%;\n\tmargin-top: 3px;\n\tmargin-right: 0;\n\ttext-align: right;\n\tbackground-color: <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n\tborder-right: none;\n\tborder-top-left-radius: 2px;\n\tborder-bottom-left-radius: 2px;\n\tborder-top-right-radius: 0;\n\tborder-bottom-right-radius: 0;\n}\n\n.tc-tab-buttons.tc-vertical button.tc-tab-selected {\n\tbackground-color: <<colour tab-background-selected>>;\n\tborder-right: 1px solid <<colour tab-background-selected>>;\n}\n\n.tc-tab-divider {\n\tborder-top: 1px solid <<colour tab-divider>>;\n}\n\n.tc-tab-divider.tc-vertical {\n\tdisplay: none;\n}\n\n.tc-tab-content {\n\tmargin-top: 14px;\n}\n\n.tc-tab-content.tc-vertical {\n\tdisplay: inline-block;\n\tvertical-align: top;\n\tpadding-top: 0;\n\tpadding-left: 14px;\n\tborder-left: 1px solid <<colour tab-border>>;\n\t-webkit-flex: 1 0 70%;\n\tflex: 1 0 70%;\n\toverflow: auto;\n}\n\n.tc-sidebar-lists .tc-tab-buttons {\n\tmargin-bottom: -1px;\n}\n\n.tc-sidebar-lists .tc-tab-buttons button.tc-tab-selected {\n\tbackground-color: <<colour sidebar-tab-background-selected>>;\n\tcolor: <<colour sidebar-tab-foreground-selected>>;\n\tborder-left: 1px solid <<colour sidebar-tab-border-selected>>;\n\tborder-top: 1px solid <<colour sidebar-tab-border-selected>>;\n\tborder-right: 1px solid <<colour sidebar-tab-border-selected>>;\n}\n\n.tc-sidebar-lists .tc-tab-buttons button {\n\tbackground-color: <<colour sidebar-tab-background>>;\n\tcolor: <<colour sidebar-tab-foreground>>;\n\tborder-left: 1px solid <<colour sidebar-tab-border>>;\n\tborder-top: 1px solid <<colour sidebar-tab-border>>;\n\tborder-right: 1px solid <<colour sidebar-tab-border>>;\n}\n\n.tc-sidebar-lists .tc-tab-divider {\n\tborder-top: 1px solid <<colour sidebar-tab-divider>>;\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button {\n\tdisplay: block;\n\twidth: 100%;\n\tbackground-color: <<colour sidebar-tab-background>>;\n\tborder-top: none;\n\tborder-left: none;\n\tborder-bottom: none;\n\tborder-right: 1px solid #ccc;\n\tmargin-bottom: inherit;\n}\n\n.tc-more-sidebar > .tc-tab-set > .tc-tab-buttons > button.tc-tab-selected {\n\tbackground-color: <<colour sidebar-tab-background-selected>>;\n\tborder: none;\n}\n\n/*\n** Manager\n*/\n\n.tc-manager-wrapper {\n\t\n}\n\n.tc-manager-controls {\n\t\n}\n\n.tc-manager-control {\n\tmargin: 0.5em 0;\n}\n\n.tc-manager-list {\n\twidth: 100%;\n\tborder-top: 1px solid <<colour muted-foreground>>;\n\tborder-left: 1px solid <<colour muted-foreground>>;\n\tborder-right: 1px solid <<colour muted-foreground>>;\n}\n\n.tc-manager-list-item {\n\n}\n\n.tc-manager-list-item-heading {\n display: block;\n width: 100%;\n text-align: left;\t\n\tborder-bottom: 1px solid <<colour muted-foreground>>;\n\tpadding: 3px;\n}\n\n.tc-manager-list-item-heading-selected {\n\tfont-weight: bold;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n\tbackground-color: <<colour foreground>>;\n}\n\n.tc-manager-list-item-heading:hover {\n\tbackground: <<colour primary>>;\n\tcolor: <<colour background>>;\n}\n\n.tc-manager-list-item-content {\n\tdisplay: flex;\n}\n\n.tc-manager-list-item-content-sidebar {\n flex: 1 0;\n background: <<colour tiddler-editor-background>>;\n border-right: 0.5em solid <<colour muted-foreground>>;\n border-bottom: 0.5em solid <<colour muted-foreground>>;\n white-space: nowrap;\n}\n\n.tc-manager-list-item-content-item-heading {\n\tdisplay: block;\n\twidth: 100%;\n\ttext-align: left;\n background: <<colour muted-foreground>>;\n\ttext-transform: uppercase;\n\tfont-size: 0.6em;\n\tfont-weight: bold;\n padding: 0.5em 0 0.5em 0;\n}\n\n.tc-manager-list-item-content-item-body {\n\tpadding: 0 0.5em 0 0.5em;\n}\n\n.tc-manager-list-item-content-item-body > pre {\n\tmargin: 0.5em 0 0.5em 0;\n\tborder: none;\n\tbackground: inherit;\n}\n\n.tc-manager-list-item-content-tiddler {\n flex: 3 1;\n border-left: 0.5em solid <<colour muted-foreground>>;\n border-right: 0.5em solid <<colour muted-foreground>>;\n border-bottom: 0.5em solid <<colour muted-foreground>>;\n}\n\n.tc-manager-list-item-content-item-body > table {\n\tborder: none;\n\tpadding: 0;\n\tmargin: 0;\n}\n\n.tc-manager-list-item-content-item-body > table td {\n\tborder: none;\n}\n\n.tc-manager-icon-editor > button {\n\twidth: 100%;\n}\n\n.tc-manager-icon-editor > button > svg,\n.tc-manager-icon-editor > button > button {\n\twidth: 100%;\n\theight: auto;\n}\n\n/*\n** Alerts\n*/\n\n.tc-alerts {\n\tposition: fixed;\n\ttop: 28px;\n\tleft: 0;\n\tright: 0;\n\tmax-width: 50%;\n\tz-index: 20000;\n}\n\n.tc-alert {\n\tposition: relative;\n\tmargin: 14px;\n\tpadding: 7px;\n\tborder: 1px solid <<colour alert-border>>;\n\tbackground-color: <<colour alert-background>>;\n}\n\n.tc-alert-toolbar {\n\tposition: absolute;\n\ttop: 7px;\n\tright: 7px;\n line-height: 0;\n}\n\n.tc-alert-toolbar svg {\n\tfill: <<colour alert-muted-foreground>>;\n}\n\n.tc-alert-subtitle {\n\tcolor: <<colour alert-muted-foreground>>;\n\tfont-weight: bold;\n font-size: 0.8em;\n margin-bottom: 0.5em;\n}\n\n.tc-alert-body > p {\n\tmargin: 0;\n}\n\n.tc-alert-highlight {\n\tcolor: <<colour alert-highlight>>;\n}\n\n@media (min-width: {{$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint}}) {\n\n\t.tc-static-alert {\n\t\tposition: relative;\n\t}\n\n\t.tc-static-alert-inner {\n\t\tposition: absolute;\n\t\tz-index: 100;\n\t}\n\n}\n\n.tc-static-alert-inner {\n\tpadding: 0 2px 2px 42px;\n\tcolor: <<colour static-alert-foreground>>;\n}\n\n/*\n** Floating drafts list\n*/\n\n.tc-drafts-list {\n\tz-index: 2000;\n\tposition: fixed;\n\tfont-size: 0.8em;\n\tleft: 0;\n\tbottom: 0;\n}\n\n.tc-drafts-list a {\n\tmargin: 0 0.5em;\n\tpadding: 4px 4px;\n\tborder-top-left-radius: 4px;\n\tborder-top-right-radius: 4px;\n\tborder: 1px solid <<colour background>>;\n\tborder-bottom-none;\n\tbackground: <<colour dirty-indicator>>;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n}\n\n.tc-drafts-list a:hover {\n\ttext-decoration: none;\n\tbackground: <<colour foreground>>;\n\tcolor: <<colour background>>;\n\tfill: <<colour background>>;\n}\n\n.tc-drafts-list a svg {\n\twidth: 1em;\n\theight: 1em;\n\tvertical-align: text-bottom;\n}\n\n/*\n** Control panel\n*/\n\n.tc-control-panel td {\n\tpadding: 4px;\n}\n\n.tc-control-panel table, .tc-control-panel table input, .tc-control-panel table textarea {\n\twidth: 100%;\n}\n\n.tc-plugin-info {\n\tdisplay: flex;\n\tborder: 1px solid <<colour muted-foreground>>;\n\tfill: <<colour muted-foreground>>;\n\tbackground-color: <<colour background>>;\n\tmargin: 0.5em 0 0.5em 0;\n\tpadding: 4px;\n align-items: center;\n}\n\n.tc-plugin-info-sub-plugins .tc-plugin-info {\n margin: 0.5em;\n\tbackground: <<colour background>>;\n}\n\n.tc-plugin-info-sub-plugin-indicator {\n\tmargin: -16px 1em 0 2em;\n}\n\n.tc-plugin-info-sub-plugin-indicator button {\n\tcolor: <<colour background>>;\n\tbackground: <<colour foreground>>;\n\tborder-radius: 8px;\n padding: 2px 7px;\n font-size: 0.75em;\n}\n\n.tc-plugin-info-sub-plugins .tc-plugin-info-dropdown {\n\tmargin-left: 1em;\n\tmargin-right: 1em;\n}\n\n.tc-plugin-info-disabled {\n\tbackground: -webkit-repeating-linear-gradient(45deg, #ff0, #ff0 10px, #eee 10px, #eee 20px);\n\tbackground: repeating-linear-gradient(45deg, #ff0, #ff0 10px, #eee 10px, #eee 20px);\n}\n\n.tc-plugin-info-disabled:hover {\n\tbackground: -webkit-repeating-linear-gradient(45deg, #aa0, #aa0 10px, #888 10px, #888 20px);\n\tbackground: repeating-linear-gradient(45deg, #aa0, #aa0 10px, #888 10px, #888 20px);\n}\n\na.tc-tiddlylink.tc-plugin-info:hover {\n\ttext-decoration: none;\n\tbackground-color: <<colour primary>>;\n\tcolor: <<colour background>>;\n\tfill: <<colour foreground>>;\n}\n\na.tc-tiddlylink.tc-plugin-info:hover .tc-plugin-info > .tc-plugin-info-chunk > svg {\n\tfill: <<colour foreground>>;\n}\n\n.tc-plugin-info-chunk {\n margin: 2px;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-toggle {\n\tflex-grow: 0;\n\tflex-shrink: 0;\n\tline-height: 1;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-icon {\n\tflex-grow: 0;\n\tflex-shrink: 0;\n\tline-height: 1;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-description {\n\tflex-grow: 1;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-buttons {\n\tfont-size: 0.8em;\n\tline-height: 1.2;\n\tflex-grow: 0;\n\tflex-shrink: 0;\n text-align: right;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-description h1 {\n\tfont-size: 1em;\n\tline-height: 1.2;\n\tmargin: 2px 0 2px 0;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-description h2 {\n\tfont-size: 0.8em;\n\tline-height: 1.2;\n\tmargin: 2px 0 2px 0;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-description div {\n\tfont-size: 0.7em;\n\tline-height: 1.2;\n\tmargin: 2px 0 2px 0;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-toggle img, .tc-plugin-info-chunk.tc-plugin-info-toggle svg {\n\twidth: 1em;\n\theight: 1em;\n}\n\n.tc-plugin-info-chunk.tc-plugin-info-icon img, .tc-plugin-info-chunk.tc-plugin-info-icon svg {\n\twidth: 2em;\n\theight: 2em;\n}\n\n.tc-plugin-info-dropdown {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tbackground: <<colour background>>;\n\tmargin-top: -8px;\n}\n\n.tc-plugin-info-dropdown-message {\n\tbackground: <<colour message-background>>;\n\tpadding: 0.5em 1em 0.5em 1em;\n\tfont-weight: bold;\n\tfont-size: 0.8em;\n}\n\n.tc-plugin-info-dropdown-body {\n\tpadding: 1em 1em 0 1em;\n\tbackground: <<colour background>>;\n}\n\n.tc-plugin-info-sub-plugins {\n\tpadding: 0.5em;\n margin: 0 1em 1em 1em;\n\tbackground: <<colour notification-background>>;\n}\n\n.tc-install-plugin {\n\tfont-weight: bold;\n\tbackground: green;\n\tcolor: white;\n\tfill: white;\n\tborder-radius: 4px;\n\tpadding: 3px;\n}\n\n.tc-install-plugin.tc-reinstall-downgrade {\n\tbackground: red;\n}\n\n.tc-install-plugin.tc-reinstall {\n\tbackground: blue;\n}\n\n.tc-install-plugin.tc-reinstall-upgrade {\n\tbackground: orange;\n}\n\n.tc-check-list {\n\tline-height: 2em;\n}\n\n.tc-check-list .tc-image-button {\n\theight: 1.5em;\n}\n\n/*\n** Message boxes\n*/\n\n.tc-message-box {\n\tborder: 1px solid <<colour message-border>>;\n\tbackground: <<colour message-background>>;\n\tpadding: 0px 21px 0px 21px;\n\tfont-size: 12px;\n\tline-height: 18px;\n\tcolor: <<colour message-foreground>>;\n}\n\n.tc-message-box svg {\n\twidth: 1em;\n\theight: 1em;\n vertical-align: text-bottom;\n}\n\n/*\n** Pictures\n*/\n\n.tc-bordered-image {\n\tborder: 1px solid <<colour muted-foreground>>;\n\tpadding: 5px;\n\tmargin: 5px;\n}\n\n/*\n** Floats\n*/\n\n.tc-float-right {\n\tfloat: right;\n}\n\n/*\n** Chooser\n*/\n\n.tc-chooser {\n\tborder-right: 1px solid <<colour table-header-background>>;\n\tborder-left: 1px solid <<colour table-header-background>>;\n}\n\n\n.tc-chooser-item {\n\tborder-bottom: 1px solid <<colour table-header-background>>;\n\tborder-top: 1px solid <<colour table-header-background>>;\n\tpadding: 2px 4px 2px 14px;\n}\n\n.tc-drop-down .tc-chooser-item {\n\tpadding: 2px;\n}\n\n.tc-chosen,\n.tc-chooser-item:hover {\n\tbackground-color: <<colour table-header-background>>;\n\tborder-color: <<colour table-footer-background>>;\n}\n\n.tc-chosen .tc-tiddlylink {\n\tcursor:default;\n}\n\n.tc-chooser-item .tc-tiddlylink {\n\tdisplay: block;\n\ttext-decoration: none;\n\tbackground-color: transparent;\n}\n\n.tc-chooser-item:hover .tc-tiddlylink:hover {\n\ttext-decoration: none;\n}\n\n.tc-drop-down .tc-chosen .tc-tiddlylink,\n.tc-drop-down .tc-chooser-item .tc-tiddlylink:hover {\n\tcolor: <<colour foreground>>;\n}\n\n.tc-chosen > .tc-tiddlylink:before {\n\tmargin-left: -10px;\n\tposition: relative;\n\tcontent: \"» \";\n}\n\n.tc-chooser-item svg,\n.tc-chooser-item img{\n\twidth: 1em;\n\theight: 1em;\n\tvertical-align: middle;\n}\n\n.tc-language-chooser .tc-image-button img {\n\twidth: 2em;\n\tvertical-align: -0.15em;\n}\n\n/*\n** Palette swatches\n*/\n\n.tc-swatches-horiz {\n}\n\n.tc-swatches-horiz .tc-swatch {\n\tdisplay: inline-block;\n}\n\n.tc-swatch {\n\twidth: 2em;\n\theight: 2em;\n\tmargin: 0.4em;\n\tborder: 1px solid #888;\n}\n\ninput.tc-palette-manager-colour-input {\n\twidth: 100%;\n\tpadding: 0;\n}\n\n/*\n** Table of contents\n*/\n\n.tc-sidebar-lists .tc-table-of-contents {\n\twhite-space: nowrap;\n}\n\n.tc-table-of-contents button {\n\tcolor: <<colour sidebar-foreground>>;\n}\n\n.tc-table-of-contents svg {\n\twidth: 0.7em;\n\theight: 0.7em;\n\tvertical-align: middle;\n\tfill: <<colour sidebar-foreground>>;\n}\n\n.tc-table-of-contents ol {\n\tlist-style-type: none;\n\tpadding-left: 0;\n}\n\n.tc-table-of-contents ol ol {\n\tpadding-left: 1em;\n}\n\n.tc-table-of-contents li {\n\tfont-size: 1.0em;\n\tfont-weight: bold;\n}\n\n.tc-table-of-contents li a {\n\tfont-weight: bold;\n}\n\n.tc-table-of-contents li li {\n\tfont-size: 0.95em;\n\tfont-weight: normal;\n\tline-height: 1.4;\n}\n\n.tc-table-of-contents li li a {\n\tfont-weight: normal;\n}\n\n.tc-table-of-contents li li li {\n\tfont-size: 0.95em;\n\tfont-weight: 200;\n\tline-height: 1.5;\n}\n\n.tc-table-of-contents li li li li {\n\tfont-size: 0.95em;\n\tfont-weight: 200;\n}\n\n.tc-tabbed-table-of-contents {\n\tdisplay: -webkit-flex;\n\tdisplay: flex;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents {\n\tz-index: 100;\n\tdisplay: inline-block;\n\tpadding-left: 1em;\n\tmax-width: 50%;\n\t-webkit-flex: 0 0 auto;\n\tflex: 0 0 auto;\n\tbackground: <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item > a,\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item-selected > a {\n\tdisplay: block;\n\tpadding: 0.12em 1em 0.12em 0.25em;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item > a {\n\tborder-top: 1px solid <<colour tab-background>>;\n\tborder-left: 1px solid <<colour tab-background>>;\n\tborder-bottom: 1px solid <<colour tab-background>>;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item > a:hover {\n\ttext-decoration: none;\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n\tbackground: <<colour tab-border>>;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item-selected > a {\n\tborder-top: 1px solid <<colour tab-border>>;\n\tborder-left: 1px solid <<colour tab-border>>;\n\tborder-bottom: 1px solid <<colour tab-border>>;\n\tbackground: <<colour background>>;\n\tmargin-right: -1px;\n}\n\n.tc-tabbed-table-of-contents .tc-table-of-contents .toc-item-selected > a:hover {\n\ttext-decoration: none;\n}\n\n.tc-tabbed-table-of-contents .tc-tabbed-table-of-contents-content {\n\tdisplay: inline-block;\n\tvertical-align: top;\n\tpadding-left: 1.5em;\n\tpadding-right: 1.5em;\n\tborder: 1px solid <<colour tab-border>>;\n\t-webkit-flex: 1 0 50%;\n\tflex: 1 0 50%;\n}\n\n/*\n** Dirty indicator\n*/\n\nbody.tc-dirty span.tc-dirty-indicator, body.tc-dirty span.tc-dirty-indicator svg {\n\tfill: <<colour dirty-indicator>>;\n\tcolor: <<colour dirty-indicator>>;\n}\n\n/*\n** File inputs\n*/\n\n.tc-file-input-wrapper {\n\tposition: relative;\n\toverflow: hidden;\n\tdisplay: inline-block;\n\tvertical-align: middle;\n}\n\n.tc-file-input-wrapper input[type=file] {\n\tposition: absolute;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbottom: 0;\n\tfont-size: 999px;\n\tmax-width: 100%;\n\tmax-height: 100%;\n\tfilter: alpha(opacity=0);\n\topacity: 0;\n\toutline: none;\n\tbackground: white;\n\tcursor: pointer;\n\tdisplay: inline-block;\n}\n\n/*\n** Thumbnail macros\n*/\n\n.tc-thumbnail-wrapper {\n\tposition: relative;\n\tdisplay: inline-block;\n\tmargin: 6px;\n\tvertical-align: top;\n}\n\n.tc-thumbnail-right-wrapper {\n\tfloat:right;\n\tmargin: 0.5em 0 0.5em 0.5em;\n}\n\n.tc-thumbnail-image {\n\ttext-align: center;\n\toverflow: hidden;\n\tborder-radius: 3px;\n}\n\n.tc-thumbnail-image svg,\n.tc-thumbnail-image img {\n\tfilter: alpha(opacity=1);\n\topacity: 1;\n\tmin-width: 100%;\n\tmin-height: 100%;\n\tmax-width: 100%;\n}\n\n.tc-thumbnail-wrapper:hover .tc-thumbnail-image svg,\n.tc-thumbnail-wrapper:hover .tc-thumbnail-image img {\n\tfilter: alpha(opacity=0.8);\n\topacity: 0.8;\n}\n\n.tc-thumbnail-background {\n\tposition: absolute;\n\tborder-radius: 3px;\n}\n\n.tc-thumbnail-icon svg,\n.tc-thumbnail-icon img {\n\twidth: 3em;\n\theight: 3em;\n\t<<filter \"drop-shadow(2px 2px 4px rgba(0,0,0,0.3))\">>\n}\n\n.tc-thumbnail-wrapper:hover .tc-thumbnail-icon svg,\n.tc-thumbnail-wrapper:hover .tc-thumbnail-icon img {\n\tfill: #fff;\n\t<<filter \"drop-shadow(3px 3px 4px rgba(0,0,0,0.6))\">>\n}\n\n.tc-thumbnail-icon {\n\tposition: absolute;\n\ttop: 0;\n\tleft: 0;\n\tright: 0;\n\tbottom: 0;\n\tdisplay: -webkit-flex;\n\t-webkit-align-items: center;\n\t-webkit-justify-content: center;\n\tdisplay: flex;\n\talign-items: center;\n\tjustify-content: center;\n}\n\n.tc-thumbnail-caption {\n\tposition: absolute;\n\tbackground-color: #777;\n\tcolor: #fff;\n\ttext-align: center;\n\tbottom: 0;\n\twidth: 100%;\n\tfilter: alpha(opacity=0.9);\n\topacity: 0.9;\n\tline-height: 1.4;\n\tborder-bottom-left-radius: 3px;\n\tborder-bottom-right-radius: 3px;\n}\n\n.tc-thumbnail-wrapper:hover .tc-thumbnail-caption {\n\tfilter: alpha(opacity=1);\n\topacity: 1;\n}\n\n/*\n** Diffs\n*/\n\n.tc-diff-equal {\n\tbackground-color: <<colour diff-equal-background>>;\n\tcolor: <<colour diff-equal-foreground>>;\n}\n\n.tc-diff-insert {\n\tbackground-color: <<colour diff-insert-background>>;\n\tcolor: <<colour diff-insert-foreground>>;\n}\n\n.tc-diff-delete {\n\tbackground-color: <<colour diff-delete-background>>;\n\tcolor: <<colour diff-delete-foreground>>;\n}\n\n.tc-diff-invisible {\n\tbackground-color: <<colour diff-invisible-background>>;\n\tcolor: <<colour diff-invisible-foreground>>;\n}\n\n.tc-diff-tiddlers th {\n\ttext-align: right;\n\tbackground: <<colour background>>;\n\tfont-weight: normal;\n\tfont-style: italic;\n}\n\n.tc-diff-tiddlers pre {\n margin: 0;\n padding: 0;\n border: none;\n background: none;\n}\n\n/*\n** Errors\n*/\n\n.tc-error {\n\tbackground: #f00;\n\tcolor: #fff;\n}\n\n/*\n** Tree macro\n*/\n\n.tc-tree div {\n \tpadding-left: 14px;\n}\n\n.tc-tree ol {\n \tlist-style-type: none;\n \tpadding-left: 0;\n \tmargin-top: 0;\n}\n\n.tc-tree ol ol {\n \tpadding-left: 1em; \n}\n\n.tc-tree button { \n \tcolor: #acacac;\n}\n\n.tc-tree svg {\n \tfill: #acacac;\n}\n\n.tc-tree span svg {\n \twidth: 1em;\n \theight: 1em;\n \tvertical-align: baseline;\n}\n\n.tc-tree li span {\n \tcolor: lightgray;\n}\n\nselect {\n color: <<colour select-tag-foreground>>;\n background: <<colour select-tag-background>>;\n}\n\n/*\n** Utility classes for SVG icons\n*/\n\n.tc-fill-background {\n\tfill: <<colour background>>;\n}"
},
"$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/bodyfontsize",
"text": "15px"
},
"$:/themes/tiddlywiki/vanilla/metrics/bodylineheight": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/bodylineheight",
"text": "22px"
},
"$:/themes/tiddlywiki/vanilla/metrics/fontsize": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/fontsize",
"text": "14px"
},
"$:/themes/tiddlywiki/vanilla/metrics/lineheight": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/lineheight",
"text": "20px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storyleft": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storyleft",
"text": "0px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storytop": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storytop",
"text": "0px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storyright": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storyright",
"text": "770px"
},
"$:/themes/tiddlywiki/vanilla/metrics/storywidth": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/storywidth",
"text": "770px"
},
"$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/tiddlerwidth",
"text": "686px"
},
"$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/sidebarbreakpoint",
"text": "960px"
},
"$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth": {
"title": "$:/themes/tiddlywiki/vanilla/metrics/sidebarwidth",
"text": "350px"
},
"$:/themes/tiddlywiki/vanilla/options/stickytitles": {
"title": "$:/themes/tiddlywiki/vanilla/options/stickytitles",
"text": "no"
},
"$:/themes/tiddlywiki/vanilla/options/sidebarlayout": {
"title": "$:/themes/tiddlywiki/vanilla/options/sidebarlayout",
"text": "fixed-fluid"
},
"$:/themes/tiddlywiki/vanilla/options/codewrapping": {
"title": "$:/themes/tiddlywiki/vanilla/options/codewrapping",
"text": "pre-wrap"
},
"$:/themes/tiddlywiki/vanilla/reset": {
"title": "$:/themes/tiddlywiki/vanilla/reset",
"type": "text/plain",
"text": "/*! normalize.css v8.0.1 | MIT License | github.com/necolas/normalize.css */\n\n/* Document\n ========================================================================== */\n\n/**\n * 1. Correct the line height in all browsers.\n * 2. Prevent adjustments of font size after orientation changes in iOS.\n */\n\nhtml {\n line-height: 1.15; /* 1 */\n -webkit-text-size-adjust: 100%; /* 2 */\n}\n\n/* Sections\n ========================================================================== */\n\n/**\n * Remove the margin in all browsers.\n */\n\nbody {\n margin: 0;\n}\n\n/**\n * Render the `main` element consistently in IE.\n */\n\nmain {\n display: block;\n}\n\n/**\n * Correct the font size and margin on `h1` elements within `section` and\n * `article` contexts in Chrome, Firefox, and Safari.\n */\n\nh1 {\n font-size: 2em;\n margin: 0.67em 0;\n}\n\n/* Grouping content\n ========================================================================== */\n\n/**\n * 1. Add the correct box sizing in Firefox.\n * 2. Show the overflow in Edge and IE.\n */\n\nhr {\n box-sizing: content-box; /* 1 */\n height: 0; /* 1 */\n overflow: visible; /* 2 */\n}\n\n/**\n * 1. Correct the inheritance and scaling of font size in all browsers.\n * 2. Correct the odd `em` font sizing in all browsers.\n */\n\npre {\n font-family: monospace, monospace; /* 1 */\n font-size: 1em; /* 2 */\n}\n\n/* Text-level semantics\n ========================================================================== */\n\n/**\n * Remove the gray background on active links in IE 10.\n */\n\na {\n background-color: transparent;\n}\n\n/**\n * 1. Remove the bottom border in Chrome 57-\n * 2. Add the correct text decoration in Chrome, Edge, IE, Opera, and Safari.\n */\n\nabbr[title] {\n border-bottom: none; /* 1 */\n text-decoration: underline; /* 2 */\n text-decoration: underline dotted; /* 2 */\n}\n\n/**\n * Add the correct font weight in Chrome, Edge, and Safari.\n */\n\nb,\nstrong {\n font-weight: bolder;\n}\n\n/**\n * 1. Correct the inheritance and scaling of font size in all browsers.\n * 2. Correct the odd `em` font sizing in all browsers.\n */\n\ncode,\nkbd,\nsamp {\n font-family: monospace, monospace; /* 1 */\n font-size: 1em; /* 2 */\n}\n\n/**\n * Add the correct font size in all browsers.\n */\n\nsmall {\n font-size: 80%;\n}\n\n/**\n * Prevent `sub` and `sup` elements from affecting the line height in\n * all browsers.\n */\n\nsub,\nsup {\n font-size: 75%;\n line-height: 0;\n position: relative;\n vertical-align: baseline;\n}\n\nsub {\n bottom: -0.25em;\n}\n\nsup {\n top: -0.5em;\n}\n\n/* Embedded content\n ========================================================================== */\n\n/**\n * Remove the border on images inside links in IE 10.\n */\n\nimg {\n border-style: none;\n}\n\n/* Forms\n ========================================================================== */\n\n/**\n * 1. Change the font styles in all browsers.\n * 2. Remove the margin in Firefox and Safari.\n */\n\nbutton,\ninput,\noptgroup,\nselect,\ntextarea {\n font-family: inherit; /* 1 */\n font-size: 100%; /* 1 */\n line-height: 1.15; /* 1 */\n margin: 0; /* 2 */\n}\n\n/**\n * Show the overflow in IE.\n * 1. Show the overflow in Edge.\n */\n\nbutton,\ninput { /* 1 */\n overflow: visible;\n}\n\n/**\n * Remove the inheritance of text transform in Edge, Firefox, and IE.\n * 1. Remove the inheritance of text transform in Firefox.\n */\n\nbutton,\nselect { /* 1 */\n text-transform: none;\n}\n\n/**\n * Correct the inability to style clickable types in iOS and Safari.\n */\n\nbutton,\n[type=\"button\"],\n[type=\"reset\"],\n[type=\"submit\"] {\n -webkit-appearance: button;\n}\n\n/**\n * Remove the inner border and padding in Firefox.\n */\n\nbutton::-moz-focus-inner,\n[type=\"button\"]::-moz-focus-inner,\n[type=\"reset\"]::-moz-focus-inner,\n[type=\"submit\"]::-moz-focus-inner {\n border-style: none;\n padding: 0;\n}\n\n/**\n * Restore the focus styles unset by the previous rule.\n */\n\nbutton:-moz-focusring,\n[type=\"button\"]:-moz-focusring,\n[type=\"reset\"]:-moz-focusring,\n[type=\"submit\"]:-moz-focusring {\n outline: 1px dotted ButtonText;\n}\n\n/**\n * Correct the padding in Firefox.\n */\n\nfieldset {\n padding: 0.35em 0.75em 0.625em;\n}\n\n/**\n * 1. Correct the text wrapping in Edge and IE.\n * 2. Correct the color inheritance from `fieldset` elements in IE.\n * 3. Remove the padding so developers are not caught out when they zero out\n * `fieldset` elements in all browsers.\n */\n\nlegend {\n box-sizing: border-box; /* 1 */\n color: inherit; /* 2 */\n display: table; /* 1 */\n max-width: 100%; /* 1 */\n padding: 0; /* 3 */\n white-space: normal; /* 1 */\n}\n\n/**\n * Add the correct vertical alignment in Chrome, Firefox, and Opera.\n */\n\nprogress {\n vertical-align: baseline;\n}\n\n/**\n * Remove the default vertical scrollbar in IE 10+.\n */\n\ntextarea {\n overflow: auto;\n}\n\n/**\n * 1. Add the correct box sizing in IE 10.\n * 2. Remove the padding in IE 10.\n */\n\n[type=\"checkbox\"],\n[type=\"radio\"] {\n box-sizing: border-box; /* 1 */\n padding: 0; /* 2 */\n}\n\n/**\n * Correct the cursor style of increment and decrement buttons in Chrome.\n */\n\n[type=\"number\"]::-webkit-inner-spin-button,\n[type=\"number\"]::-webkit-outer-spin-button {\n height: auto;\n}\n\n/**\n * 1. Correct the odd appearance in Chrome and Safari.\n * 2. Correct the outline style in Safari.\n */\n\n[type=\"search\"] {\n -webkit-appearance: textfield; /* 1 */\n outline-offset: -2px; /* 2 */\n}\n\n/**\n * Remove the inner padding in Chrome and Safari on macOS.\n */\n\n[type=\"search\"]::-webkit-search-decoration {\n -webkit-appearance: none;\n}\n\n/**\n * 1. Correct the inability to style clickable types in iOS and Safari.\n * 2. Change font properties to `inherit` in Safari.\n */\n\n::-webkit-file-upload-button {\n -webkit-appearance: button; /* 1 */\n font: inherit; /* 2 */\n}\n\n/* Interactive\n ========================================================================== */\n\n/*\n * Add the correct display in Edge, IE 10+, and Firefox.\n */\n\ndetails {\n display: block;\n}\n\n/*\n * Add the correct display in all browsers.\n */\n\nsummary {\n display: list-item;\n}\n\n/* Misc\n ========================================================================== */\n\n/**\n * Add the correct display in IE 10+.\n */\n\ntemplate {\n display: none;\n}\n\n/**\n * Add the correct display in IE 10.\n */\n\n[hidden] {\n display: none;\n}\n"
},
"$:/themes/tiddlywiki/vanilla/settings/fontfamily": {
"title": "$:/themes/tiddlywiki/vanilla/settings/fontfamily",
"text": "-apple-system, BlinkMacSystemFont, \"Segoe UI\", Helvetica, Arial, sans-serif, \"Apple Color Emoji\", \"Segoe UI Emoji\", \"Segoe UI Symbol\""
},
"$:/themes/tiddlywiki/vanilla/settings/codefontfamily": {
"title": "$:/themes/tiddlywiki/vanilla/settings/codefontfamily",
"text": "\"SFMono-Regular\",Consolas,\"Liberation Mono\",Menlo,Courier,monospace"
},
"$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment": {
"title": "$:/themes/tiddlywiki/vanilla/settings/backgroundimageattachment",
"text": "fixed"
},
"$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize": {
"title": "$:/themes/tiddlywiki/vanilla/settings/backgroundimagesize",
"text": "auto"
},
"$:/themes/tiddlywiki/vanilla/sticky": {
"title": "$:/themes/tiddlywiki/vanilla/sticky",
"text": "<$reveal state=\"$:/themes/tiddlywiki/vanilla/options/stickytitles\" type=\"match\" text=\"yes\">\n``\n.tc-tiddler-title {\n\tposition: -webkit-sticky;\n\tposition: -moz-sticky;\n\tposition: -o-sticky;\n\tposition: -ms-sticky;\n\tposition: sticky;\n\ttop: 0px;\n\tbackground: ``<<colour tiddler-background>>``;\n\tz-index: 500;\n}\n\n``\n<$list filter=\"[range[100]]\">\n`.tc-story-river .tc-tiddler-frame:nth-child(100n+`<$text text=<<currentTiddler>>/>`) {\nz-index: `<$text text={{{ [[200]subtract<currentTiddler>] }}}/>`;\n}\n`\n</$list>\n</$reveal>\n"
}
}
}
АКМЕОЛОГИЧЕСКАЯ СОСТАВЛЯЮЩАЯ В РАЗВИТИИ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРОФЕССИОНАЛА
КОЗИНА ОКСАНА ВИКТОРОВНАНаписать письмо автору1
1 Алтайский государственный технический университет им. И.И. Ползунова
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 (55) Год: 2015 Страницы: 89-90
УДК: 378
ЖУРНАЛ:
АКМЕОЛОГИЯ
Издательство: Научно-исследовательский институт школьных технологий (Москва)
ISSN: 2072-7577
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВОЕ РАЗВИТИЕ ЛИЧНОСТИ, PERSON'S LINGUISTIC DEVELOPMENT, ПРОФЕССИОНАЛ, PROFESSIONAL, ВЗАИМОДЕЙСТВИЕ СУБЪЕКТОВ УЧЕНИЯ, INTERACTION BETWEEN THE PARTICIPANTS OF THE EDUCATIONAL PROCESS, УСЛОВИЯ, CONDITIONS
АННОТАЦИЯ:
Статья посвящена актуальной проблеме развития языковой личности профессионала. В соответствии с предъявляемыми требованиями к уровню языковой подготовки будущего специалиста, в процессе обучения иностранному языку в вузе создаются специальные условия для его дальнейшего развития и саморазвития.
---
На современном этапе поликультурного и мультилингвального общества владение иностранным языком обеспечивает будущему специалисту доступ к профессиональной
информации, к деловой коммуникации с зарубежными партнерами, что способствует его профессиональному и личностному росту. В данной связи приоритетной и актуальной задачей
модернизации образования является подготовка компетентных, конкурентоспособных, гибких специалистов, профессионализм которых напрямую зависит от уровня и качества
языкового развития.
В последнее время в области теории и методики обучения
иностранным языкам в неязыковом вузе произошли кардинальные изменения. Совсем недавно в процессе обучения
делался акцент на формирование набора знаний, умений
и владений (ЗУВ), в настоящее время новый подход апеллирует к развитию и реализации «Я»-концепции, создание специальных условий для развития языковой личности, проявлению
(раскрытию) всех ее способностей.
Сложность и взаимозависимость структурных компонентов языковой и профессиональной подготовки заставляют
педагогов нового формата решать проблемы развития языковой личности через обучение иностранному языку, в данном
случае иностранный язык является специфической интеллектуальной деятельностью для обучающихся, а не просто
сумма ЗУВ. Следовательно, функция языка как инструмента
приобретения знаний трансформируется в эффективное средство для развития языковой личности будущего специалиста
через удвоение возможностей получения информации из
глобального культурно-образовательного пространства [1].
В рамках появления новых тенденций в образовательном процессе эффективное педагогическое взаимодействие, как отмечает С.Я. Ромашина должно быть
коммуникативным, совместным и диалогичным по форме партнерских отношений [2]. Отсюда следует, что
процесс диалогового общения должен протекать в условиях понимания, открытости, искренности, доброжелательности, эмпатии, которые приведут обучающихся к самосовершенствованию, самопознанию, самораскрытию и иным
«самостям» [3].
Следует подчеркнуть, что важнейшим условием для достижения такого уровня развития личности является фасилитирующее общение преподавателя иностранного языка
с обучающимися. Под понятием «фасилитирующее общение»
понимается «новый, относительно устойчивый, коммуникативно-гуманистический вид межличностного педагогического
взаимодействия, где реализуется такая система методов, приемов, способов общения между субъектами учения, которая
помогает педагогу развиваться самому, развивать других посредством эффективного дидактического коммуникативного
воздействия, с учетом принципов диалогичности, преемственности и интеграции в условиях гуманизации образования. Ха
89
рактеристиками фасилитирующего общения являются: обучающе-воспитательный характер, субъектность, диалогичность,
креативность, этичность» [4, с. 273]. Данный стиль общения
обеспечивает не только гуманистический, очеловеченный
характер взаимодействия субъектов учения, а также влияет
как на языковое, так и на личностное развитие обучаемых.
Курс обучения иностранному языку в вузе является, по
сути, одним из главных этапов в системе «школа – вуз – послевузовское обучение» (повышение квалификации, самообразование). Данный курс продолжает школьный и обеспечивает подготовку к дальнейшей самостоятельной работе по
специальности, требующей применения иностранного языка
в условиях конкурентной профессиональной среды. Обладая
огромным образовательным потенциалом процесс обучения
иностранному языку в вузе, с одной стороны, активизирует
лингвистическую подготовку, за счет пополнения знаний
по профессиональной деятельности, межкультурной коммуникации, а с другой стороны, формирует индивидуальные,
личностно-деятельностные характеристики, достигающиеся
во всех взаимосвязях.
Таким образом, развитие языковой личности средствами
иностранного языка происходит в профессионально-ориентированном и личностно-ориентированном направлениях.
В данной связи прослеживается акмеологическая составляющая, позволяющая формировать искомые профессиональные
и личностные качества будущего специалиста и проецировать
их дальнейшее развитие в пост-учебной деятельности.
Обобщая вышесказанное, необходимо отметить, что создавшаяся в настоящее время ситуация в образовательной
среде, позволяет преподавателям иностранного языка в неязыковом вузе разрабатывать и внедрять в практику специализированные курсы, авторские программы обучения в рамках
своего предмета, что дает дополнительный стимул к развитию
вариативности и непрерывности системы языковой подготовки в контексте единого образовательного пространства
и общих требований к современной, конкурентоспособной
языковой личности.
---
Литература
[1]. Козина, О.В. Мир науки, культуры, образования. 2010. № 1.
С. 141–145.
[2].Ромашина, С.Я. Дидактические основы формирования культуры
коммуникативного воздействия педагога: уч. Пособие для студентов
педагогических вузов. – Барнаул: Изд-во БГПУ, 2002.
[3]. Мясникова, О.В., Козина, О.В. Акмеология. 2014. № S3–4. С. 119–
120.
[4]. Козина, О.В., Майер, А.А. Мир науки, культуры, образования. 2009.
№ 7–2. С. 272–275.
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АКСИОЛОГИЧЕСКИЙ АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ
На фоне общей тенденции к гуманизации в образовании в последние годы приобретает новое качество взгляд на иностранный язык как учебный предмет с точки зрения его воспитательных, развивающих, общеобразовательных возможностей. В связи с этим сильнее проявляет себя аксиологический аспект иностранного языка как одной из важнейших составляющих обучения. Проблема, на наш взгляд, заключается в том, насколько взаимосвязаны процессы становления аксиосферы личности и обучение иностранному языку. В последние десятилетия в лингводидактике сложился антропологический подход к обучению иностранным языкам, рассматривающий язык не просто как определенную систему языковых средств, а как один из аспектов человеческого бытия. В центре антропологической лингвистики стоит человек со своими психическими особенностями и культурной деятельностью. Человек формируется как личность, постигая язык, посредством которого он приобщается к культуре и принимает участие в социальной деятельности. Через язык он знакомится с богатством и разнообразием окружающего мира, с нормами поведения и духовными ценностями. Он познает мир через осознание себя и своей деятельности в нем. Поэтому с позиций антропоцентризма в психолингвистике процесс формирования личности приравнивается к процессу ее социализации, где человек говорящий и человек духовный являются звеньями одной цепи. Поставив в центр человека с его психическими особенностями и культурной деятельностью, антропологическая лингвистика перенесла акценты с прагматических на аксиологические аспекты изучения иностранного языка. Идеи антропоцентризма в лингвистике привели к возникновению такого понятия, как языковая личность. В качестве цели обучения было заявлено не овладение языковой системой, отдельными знаниями, умениями и навыками, а формирование языковой личности, способной к осуществлению речевых поступков. Поскольку именно язык является главной формой выражения и существования национальной культуры, языковая личность всегда национальна. О.А. Леонтович определяет языковую личность как «национально-специфический тип коммуниканта, обладающий культурно обусловленной ментальностью, картиной мира и системой ценностей, придерживающийся определенных когнитивных подходов, языковых, поведенческих и коммуникативных норм и потенциально способный к межкультурной трансформации». Поскольку процесс становления языковой личности не ограничивается овладением вербального кода языка, но включает также формирование мировоззрения, ценностных ориентаций, это должно учитываться и при обучении иностранному языку. Поэтому не подлежит сомнению, что иностранный язык должен изучаться в контексте культуры страны изучаемого языка: ее ценностей, традиций, национальных реалий. Эта мысль была высказана Е.И. Пассовым, который считает, что правильнее было бы сделать урок иностранного языка уроком иноязычной культуры. Концепция направленности современного языкового образования на соизучение языка и культуры была разработана
В.В. Сафоновой и получила наименование социокультурного подхода в преподавании иностранных языков. Одним из важнейших аспектов изучения иностранного языка при социокультурном подходе является аксиологический, предполагающий формирование у учащихся определенных ценностных ориентаций. При обучении иностранному языку происходит моделирование социокультурного пространства учащихся: формирование их представлений об окружающем мире, ценностных приоритетов, свойственных носителю данного языка как представителю определенного социума, и т. д. При этом иностранный язык становится важным инструментом вторичной социализации личности обучающихся. В этой связи говорят о вторичной языковой личности, которая определяется как совокупность способностей человека к иноязычному общению на межкультурном уровне, то есть к адекватному взаимодействию с представителями других культур. Поскольку социализация предполагает усвоение определенных ценностей, становление вторичной языковой личности невозможно без обращения к ценностному сознанию обучающихся. Человек не может пользоваться знаниями до тех пор, пока они не будут соотнесены с его личностными ценностными установками и ориентирами. Знания могут быть использованы как средство самовыражения и самореализации только после того, как займут свое место в структуре личностных ценностей. Необходимость вторичной социализации обусловлена теми же причинами, что и необходимость первичной социализации: соответствие жизни и деятельности человека общественным нормам и ценностям является условием нормального социального самочувствия и, напротив, несоответствие поведения ценностям общества создает у человека состояние дискомфорта, является причиной конфликтных ситуаций, недопонимания и т. п. Социализация предполагает усвоение определенных ценностей. Так, при обучении иностранному языку мы акцентируем внимание учащихся на определенных национальных особенностях (пунктуальность у немцев, чувство юмора у англичан и др.), изучаем культурные ценности народа (искусство, литература, материальное производство и т. д.), обусловленные особенностями ценностного сознания правила этикета, мимические и жестовые коды, принятые в данном языковом сообществе. Перед лингводидактикой стоит задача формирования личности обучаемого не только как субъекта речи, но и как субъекта культуры и нравственности. При этом важно акцентировать общечеловеческие ценности, такие как толерантность, милосердие, ответственность, гражданственность и другие. С одной стороны, человек рассматривает себя как представителя национальной культуры, а с другой - осознает свою сопричастность общечеловеческим процессам. В результате личностная аксиосфера человека обогащается за счет приобщения к ценностям страны изучаемого языка, к общечеловеческим ценностям и ценностям родной культуры в процессе актуализации их при сопоставлении в диалоге культур. Формируя таким образом аксиосферу человека, мы несомненно обогащаем его духовный мир. Однако то, насколько аксиологический аспект иностранного языка влияет на формирование вторичной языковой личности, предстояло выяснить с помощью эксперимента. Эксперимент проводился на базе Калужского филиала Российского государственного аграрного университета - Московской сельскохозяйственной академии им. К.А. Тимирязева - и длился в течение трех семестров. Мы сопоставили уровень сформированности аксиосферы студентов и их уровень владения иностранным языком. Сформированность аксиосферы оценивалась по трем
уровням. Высокий уровень означает сформированность устойчивых ценностных ориентаций и подразумевает, что человек оценивает любые факты с точки зрения морали, способен отличить гуманный поступок от негуманного, терпимо относится к ценностям других культур, способен взглянуть на одни и те же явления с позиции разных культур, постоянно руководствуется в своей жизнедеятельности нравственными ценностями. Средний уровень означает сформированность ценностных ориентаций, которые, однако, недостаточно устойчивы. Низкий уровень означает слабую ориентацию на духовнонравственные ценности или ее отсутствие, склонность к антиценностям, неспособность преодолеть свой эгоцентризм. Чтобы определить уровень сформированности аксиосферы у студентов, мы использовали различные диагностические методы: наблюдение, беседу, анкетирование, тестирование. Полученные результаты показали, что у 35% студентов система ценностей имеет средний уровень сформированности, определенные ценностные ориентации сформированы у них в большей или меньшей степени, у 50,8% студентов почти отсутствовала ориентированность на духовно-нравственные ценности (низкий уровень сформированности аксиосферы), лишь у 14,2% студентов наблюдалась целостная устойчивая система ценностных ориентаций (высокий уровень). В качестве критериев владения иностранным языком мы взяли успеваемость по иностранному языку, а также дополнительные тесты, целью которых было выявить уровень сформированности вторичной языковой личности. Студентам был предложен тест, куда вошли вопросы на знание языковых норм, а также вопросы социокультурного, страноведческого и лингвострановедческого характера. Результаты исследования показали, что уровень сформированности вторичной языковой личности и уровень сформированности аксиосферы проявляют себя в одном и том же направлении. Студенты, показывающие высокий уровень сформированности аксиосферы, могли адекватно реагировать на иноязычное высказывание, проявляли хорошие лингвострановедческие знания, их общая успеваемость по иностранному языку также могла свидетельствовать об уровне сформированности вторичной языковой личности. Так, студенты с высоким уровнем сформированности ценностных ориентаций имели преимущественно оценки «хорошо» и «отлично», студенты со средним уровнем «хорошо» и «удовлетворительно» и с низким – только «удовлетворительно». Чтобы подтвердить наше предположение о взаимозависимости процесса формирования аксиосферы и вторичной языковой личности, мы провели дальнейшее исследование. Среди групп по изучению иностранного языка были выделены экспериментальные и контрольные группы. Эксперимент был направлен на формирование ценностных ориентаций у студентов, обогащение их духовно-нравственной сферы. Начиная уже с первых занятий, обучение иностранному языку носило аксиологическую направленность. Вводный урок был посвящен значению иностранных языков в нашей жизни, аксиологическим объектом выступал иностранный язык как ценность. В дальнейшем на занятиях также актуализировались духовно-нравственные ценности. Использовался материал, обладающий высоким аксиологическим потенциалом. Разговорные темы, тексты для чтения и аудирования носили ценностную направленность. Особое внимание уделялось общечеловеческим, а также русским, английским, немецким национальным ценностям, отражающим специфику восприятия окружающего мира представителями данных народов. Студенты, изучая иностранный
язык, могли взглянуть на одни и те же явления действительности под разным углом, с позиции разных культур. При этом важно было акцентировать общечеловеческие ценности, такие как толерантность, милосердие, ответственность, гражданственность и другие. Вместе с тем, как отмечает Л.В. Кибирева, у воспитательного процесса есть своя внутренняя динамика, предполагающая определенное продвижение в освоении каждой ценности в новых ракурсах ее осмысления на качественно новом уровне, так как единичного знакомства с фактом культуры, каким бы необычным и впечатляющим он ни был, недостаточно, чтобы оценить его значимость, присвоить как духовную ценность [2]. В связи с этим необходимо предусмотреть систему фактов культуры и соотносимых с ними проблем обсуждения, ситуаций общения, которые целенаправленно формировали бы отношение к определенной ценности как объекту воспитания. Нами была также разработана схема актуализации ценностей, необходимая для успешного их присвоения студентами, которая включает несколько этапов: 1. Концентрация внимания студентов на определенных ценностях. Идентификация поступков героев, общественных явлений, культурно-исторических событий в текстах и других учебных материалах. 2. Воздействие на эмоционально-чувственную сферу студентов. Определение собственной эмоциональной реакции на выделенную ценностную ориентацию. 3. Формулирование личностного смысла ценности в процессе обсуждения. 4. Включение студентов в активные виды деятельности, упражняющие их в нравственных поступках. 5. Закрепление ценностных ориентаций в сознании, готовность руководствоваться ими в повседневной жизни. Важно упомянуть, что присвоение человеком определенных ценностей может быть успешным только в том случае, если учебное воздействие охватывает как мыслительную, так и эмоциональную сферы психики человека, если факты и доводы взволнуют его и будут восприняты как личные убеждения. Поэтому важно отметить роль преподавателя в данном процессе: личные качества преподавателя, его приверженность тем или иным ценностям, умение сделать процесс обучения иностранному языку аксиологически направленным (создавать благоприятную атмосферу на занятиях, вызывать необходимую эмоциональную реакцию на предмет обсуждения, акцентировать внимание студентов на ценностях, отобранных в качестве целей учебно-воспитательного процесса). По истечении трех семестров был проведен второй срез, результаты которого подтвердили наше предположение о взаимозависимости уровня сформированности аксиосферы и вторичной языковой личности. Высокий уровень сформированности аксиосферы имели 15% студентов контрольных групп и 26,6% студентов экспериментальных групп, соответственно, успеваемость данных студентов по иностранному языку оказалась также высокой, они проявляли хорошие социокультурные, страноведческие и лингвострановедческие знания, что дает основание говорить о высоком уровне сформированности у них вторичной языковой личности. Средний уровень сформированности аксиосферы имели 36,6% студентов контрольных групп и 56,6% студентов экспериментальных групп, низкий, соответственно, 48,3% и 16,6%. Существует и обратная связь. Нами было замечено, что студенты, изучающие немецкий язык и имеющие хорошую или отличную оценку по предмету, часто являются приверженцами немецких ценностей, высоко ценят немецкую культуру, искусство и пр. То же самое можно сказать и в отношении студентов, изучающих английский язык.
Формирование вторичной языковой личности и формирование аксиосферы представляют собой два взаимообусловленных процесса, так как, с одной стороны, без обращения к аксиологическому аспекту языка невозможно успешное формирование вторичной языковой личности, а с другой, при обучении иностранному языку за счет приобщения к иноязычной картине мира не может не затрагиваться духовно-нравственная сфера сознания обучающихся, не обогащаться их личностная аксиосфера.
АКТУАЛИЗАЦИЯ ДИАЛОГИЧЕСКОГО ОПЫТА ЯЗЫКОВОЙ ЛИЧНОСТИ БАКАЛАВРА КАК СПОСОБ РЕАЛИЗАЦИИ КОМПЕТЕНТНОСТНОЙ МОДЕЛИ ВЫСШЕГО МЕНЕДЖМЕНТ- ОБРАЗОВАНИЯ
ЧЕРКАШИНА Т.Т.Написать письмо автору1, МОРОЗОВА А.В.Написать письмо автору1
1 Государственный университет управления
Тип: статья в журнале - научная статья Язык: русский
Том: 1Номер: 3 (5) Год: 2015 Страницы: 52-59
УДК: 372.881.161.1
ЖУРНАЛ:
НАУЧНЫЙ РЕЗУЛЬТАТ. СЕРИЯ: ПЕДАГОГИКА И ПСИХОЛОГИЯ ОБРАЗОВАНИЯ
Издательство: Белгородский государственный национальный исследовательский университет (Белгород)
eISSN: 2313-8971
КЛЮЧЕВЫЕ СЛОВА:
УРОВЕНЬ СФОРМИРОВАННОСТИ ДИАЛОГИЧЕСКОГО ОПЫТА, КОМПЕТЕНТНОСТНАЯ МОДЕЛЬ, КОММУНИКАТИВНОЕ ЛИДЕРСТВО
АННОТАЦИЯ:
В статье обосновывается актуальность формирования диалогического опыта языковой личности коммуникативного лидера в качестве специально поставленной педагогической задачи по реализации компетентностной модели высшего менеджмент-образования.
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Компетентностный подход к формированию диалогического опыта ориентирован на
формирование у студентов-экономистов прагматических инструментальных знаний, умений и навыков, что, несомненно, актуализирует важность и своевременность становления
инновационной модели подготовки будущей
управленческой элиты страны. Формирование языковой личности диалогического типа
определяется развитием ее творческого потенциала, детерминированного «приращением»
субъектности, что в свою очередь требует новых
форм и методов обучения. В связи с этим интерактивные технологии обучения становятся сегодня наиболее привлекательными ввиду возможности моделировать в учебном процессе
искусственно созданные условия, имитирующие типичные ситуации менеджмента. Однако, несмотря на большую работу, проводимую
в области интегративно-методических изысканий теоретиков и практиков, в лингводидактике по-прежнему малоизученными и слабо
разработанными остаются исследования, касающиеся проблем формирования диалогической культуры студентов экономических вузов.
Специальные исследования и многочисленные
публикации не дают ответа на главные методические вопросы: а) можно ли развивать лидерские качества или они заданы природой; б)
каковы научно-дидактические основы модели
формирования профессиональной диалогической компетентности будущего бакалавра; в)
какова степень лингводидактического обоснования целей, принципов, методических подходов, определения содержания, критериев
оценки уровня сформированности лидерского
опыта личности; г) на что опирается мониторинг и диагностика качества и эффективности приобретения бакалавром диалогического
стиля взаимодействия.
Актуальность поиска ответов на вышеперечисленные вопросы определяется:
− высокой степенью востребованности в
современном полимодальном мире личности
с активной мотивированностью на диалоговый стиль профессионального взаимодействия;
− потребностью формирования субъектности как сущностной характеристики будущего менеджера;
− расхождением между социальным заказом – компетентностным подходом и методической неподготовленностью, например,
экономических вузов к его реализации;
− логикой современного социально-экономического и социокультурного развития,
потребовавшего от различных наук интегративного, системного подхода к осмыслению
целей, содержания и методов обучения будущего профессионала русскому языку, культуре речи, основам риторики и деловых коммуникаций в специальных целях;
− недостаточно сформированными аналитико-синтетическими навыками работы с
информацией: 1) умение на основе исходного текста создавать свой научно-информативный текст определенного речевого жанра
(речь-представление, речь-отчет, речь-предложение, речь-мнение и др.); 2) умением действовать в жанре, детерминированном статусно-релевантными отношениями институционального дискурса: «руководитель-подчиненный», «партнер-партнер» и др.;
− слабо выраженными у обучающихся навыками диалогового взаимодействия с
позиций управления речевым поведением:
вызвать доверие, убедить, понимать, чувствовать речевую обстановку и ситуацию общения, уметь добиться поставленной цели с
помощью речи, при этом не нарушая коммуникативного равновесия;
− недостаточно сформированными навыками действий в заданной дискурсивной речевой позиции: Автор, Слушатель, Эксперт.
Между тем при всей очевидности культурообразующей, социально востребованной
методики формирования «целостного» человека, изложенной в гуманитарной концепции образования, речевая подготовка будущей управленческой элиты не в полной мере
отвечает требованиям модернизации образования и по-прежнему отмечена заметными
противоречиями на следующих уровнях:
- методологическом: между потребностью в управленческих кадрах, умеющих
убеждать, вдохновлять, управлять словом, и
отсутствием педагогических моделей, ориентированных на формирование лидерских
качеств будущей бизнес-элиты страны в процессе ее профессиональной подготовки в диалоговой системе ВПО;
- между диалогической природой образовательного дискурса и преимущественно монологическим способом его реализации;
54
- теоретическом: между значительным
по объему количеством научных разработок
по отдельным аспектам речевой подготовки учащихся высшей школы и отсутствием
специальных исследований, касающихся интерактивных моделей обучения;
- нормативном: между обозначенными ФГОС ВПО по направлению подготовки
«Менеджмент организации» требованиями к
уровню профессиональной коммуникативной
подготовки бакалавра и факультативностью
их реализации с учетом статуса речеведческих
дисциплин (дисциплина «Русский язык и
культура речи» была, к сожалению, исключена из нового стандарта. Ей на смену пришли
дисциплины по выбору (ДПВ): «Культура
речи и деловое общение», «Деловая риторика», «Деловые коммуникации» и т.п.);
- содержательном: между рекомендациями ФГОС ВПО и учебными программами
ДПВ, не учитывающими а) специфику вуза; б)
интегративную направленность дисциплины
«Культура речи и деловое общение»; в) подмену содержательного плана речеведческого
курса теоретическими сведениями из пограничных наук: психологии, этики, теории корпоративной культуры и т.д. и, как следствие,
– излишняя перегруженность курса ненужными управленцу знаниями в ущерб сведениям по культуре речи, стилистике, практической риторике и деловому общению;
- организационном: между междисциплинарным характером содержания курса и
недостаточным количеством учебных часов,
выделяемых на освоение дисциплины: низкая трудоемкость дисциплины (2 кредита,
или 72 уч. часа) – одно из главных препятствий для реализации комплекса психолого-педагогической адаптации к освоению
курса студентами не только разного уровня
интеллектуального развития, но и разного
уровня языковой подготовки;
- методическом: между отсутствием целостной методической системы формирования диалогической компетентности, представляющей собой синтез инварианта разнообразных коммуникативно-деятельностных
моделей обучения с множеством вариативных моделей его реализации, и потребностью
в интегративной системе обучения культуре
русского речевого взаимодействия будущих
российских управленцев [4, с.15].
Жесткий формат современного рынка труда корреспондирует появление в квалификационных требованиях работодателей наряду с
профессиональными знаниями по определенному направлению подготовки претендента
на вакантную должность достаточно высокий
уровень языковой, речевой, коммуникативной компетенций бакалавров, сформированный диалогический опыт взаимодействия [6, с.
28]. Введение двухуровневой системы высшего профессионального образования призвано
оптимизировать систему подготовки управленческих кадров, ликвидировать несоответствие между фундаментальными знаниями и
потребностями современного менеджмента.
Главной чертой социализации в настоящее
время становится профессионализация. В ст.17
проекта федерального закона «Об образовании» сказано, что образование должно быть
направлено на «самоопределение личности,
создание условий для ее развития и самореализации», «должно обеспечивать высокий
уровень общей и профессиональной культуры
личности», «должно содействовать взаимопониманию и сотрудничеству»», «способствовать
реализации права обучающихся на свободный
выбор мнений и убеждений». Меняется не
только цель и содержание образования, меняется и оценка его результатов. Вместо традиционных критериев: «подготовленность»,
«образованность» - используются «компетенция», «компетентность». Ставка на компетентностный подход отражает социальный заказ
на иное содержание высшего образования.
Компетентностный подход становится определяющим в ходе дискуссии лингводидактов о
составе и содержании ключевых компетенций,
которыми должен овладеть будущий коммуникативный лидер в процессе изучения речеведческих дисциплин. Семантическая близость
понятий «компетенция» и «компетентность»
(компетентность – это владение компетенциями, т.е. интегративными знаниями, умениями
и навыками) позволяет рассматривать компетентность в качестве активной реализации
компетенций. Материалы Симпозиума Совета Европы свидетельствуют о том, что с точки
зрения результатов образования важно знать
не только что, но и как делать.
Компетентность как определенная стандартом квалификация выпускника вуза
представляет собой в отличие от компетен-
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Сетевой научно-практический журнал
ции, как объективированной формы профессионализма, ее субъективированную форму.
Квалификация, согласно Болонскому протоколу, в идеале означает наличие компетенции и компетентности. Квалификация, как и
компетенция, присваивается формально. Выпускнику ГУУ, окончившему вуз по специальности «Менеджмент организации», присваивается квалификация «менеджер высшей
квалификации», в соответствии с которой он
может быть наделен компетенцией как некой
обобщенной характеристикой полномочий
вне зависимости от его личностных качеств
(меня научили и уполномочили). Компетентность, напротив, определяет возможность и
способность человека осуществлять профессиональную деятельность успешно (я умею).
Лидерство, например, – это качественная
характеристика личности, достигшей определенного уровня компетентности (я умею
убеждать лучше других). Д.Кун определяет
компетентность как общий уровень способностей или квалификации, демонстрируемый человеком [3, с. 69]. Таким образом,
усвоение знаний в объеме, определенном
стандартом, остается ведущим условием компетенции, а теоретическая или практическая
компетентность специалиста – это не только
знания, но и умения, навыки и, главным образом, личностная потребность развивать,
совершенствовать эти знания. Компетентность в отличие от компетенции приобретается в процессе рефлексопрактики.
Компетентность вне личности априори
невозможна, потому что каждый человек имеет свой когнитивно-индивидуальный стиль
деятельности, имеет свои профессионально
значимые характеристики. Определением
сущности компетентностной оценки специалиста занимались в разное время Н. Хомский,
Дж. Равен, Э.М. Калицкий, Н.Г. Гончарик,
И.А. Зимняя, А.В. Макаров и многие другие ученые. И.А. Зимняя выделяет целую
номенклатуру компетентностей, которыми должен обладать специалист, среди них:
а) ключевые компетенции – определяют
метапредметное содержание образования;
б) общепредметные компетенции – характеризуют определенный круг учебных предметов и образовательных областей; в) предметные компетенции – частные по отношению
к двум предыдущим уровням компетенции,
имеющие конкретное описание и возможность формирования в рамках учебных предметов. Разделяя точку зрения И.А. Зимней,
которая считает, что компетентность – это
активная реализация компетенций, к ключевым компетенциям, имеющим важное значение для формирования ЯЛ коммуникативного лидера, мы относим:
− ценностно-смысловую компетенцию
(мировоззрение, ценностные ориентиры студента, механизмы самоопределения в различных ситуациях);
− учебно-познавательную компетенцию
(элементы логической, методологической,
общеучебной деятельности; целеполагание,
планирование, анализ, рефлексия, самооценка; приемы решения учебно-познавательных
проблем; функциональная грамотность);
− социокультурную компетенцию (познание и опыт деятельности в области национальной и общечеловеческой культуры; духовно-нравственные основы жизни человека
и человечества, отдельных народов; культурологические основы семейных, социальных,
общественных явлений и традиций; роль науки и религии в жизни человека; компетенции в бытовой и культурно-досуговой сфере);
− коммуникативную компетенцию (знание языков, способов взаимодействия с окружающими и удаленными людьми и событиями; навыки работы в группе, коллективе, владение различными социальными ролями);
− информационную компетенцию (поиск, анализ и отбор необходимой информации, ее преобразование, сохранение и передача; владение современными информационными технологиями);
− здоровьесберегающую компетенцию
(способы физического, духовного и интеллектуального саморазвития; эмоциональная саморегуляция и самоподдержка; личная гигиена,
забота о собственном здоровье, половая грамотность; внутренняя экологическая культура;
способы безопасной жизнедеятельности).
Учитывая, что базовые интеллектуально-поведенческие навыки самоорганизации
личности и когнитивно-прагматические интересы студента формируются не на отдельном от учебного процесса поле, диалогическая компетентность как «способность посредством языка и социокультурных знаний
устанавливать межличностное общение»
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Сетевой научно-практический журнал
приобретает черты «интегративной характеристики профессиональных, личностных,
деловых качеств специалиста и имеет потенциальные тенденции к «обогащению, «наращиванию и расширению» [1, с.165]. Формирование профессиональной диалогической
компетентности как важной составной части коммуникативной компетентности – это
процесс формирования определенного круга
знаний, умений адекватного использования
языковых и речевых средств применительно
к задачам общения, имеющий целью – развитие умений понимать, правильно интерпретировать и строить тексты разных типов,
владеть нормами речи, учитывать ситуацию
общения. Л.Г. Антонова считает, что коммуникативная компетентность является целенаправленной оценкой когнитивных сторон
речевого опыта языковой личности, связанных с оперированием текстовой информацией. Для «достижения коммуникативной
компетенции в социальной сфере, – считает
Т.И. Голубева, – необходимы определённые
группы умений, в том числе умения: общаться вербально и невербально, вести переговоры, действовать сообща» [2, с. 103], при этом
составными частями обучения профессиональной коммуникативной компетенции, по
его мнению, должны стать культура речи и
элементарная грамотность студентов. В.И.
Аннушкин настаивает на актуализации риторической грамотности, под которой ученый понимает прежде всего эффективное
использование риторических законов создания непротиворечивого авторского текста,
владение учащимся всеми регистрами языка
в изменяющихся условиях речи (т.е. в речевых ситуациях); весь комплекс речевых умений, который позволяет оратору добиваться
результативности в общении.
Основываясь на системном анализе основных категорий компетентностной парадигмы
Э.М. Калицкого, Н.Г. Гончарик конкретизируем содержание семантических полей понятия
лингвоинтенсивная «профессия» применительно к будущей профессиональной деятельности студента-экономиста: информационное
(И) – знаниевое пространство, информационные потоки внутри и вне профессии, необходимые для ее функционирования; правовое (П) – нормативная среда для выполнения
функций, совокупность полномочий и ответственности, которыми наделяется должность;
деятельностно-технологическое (ДТ), определяемое содержанием основных задач, функций и направлений деятельности; антропологическое (А), включающее в себя способности
и качества человека, необходимые для осуществления профессиональной деятельности
[4, с. 237]. Пересечение данных семантических
полей составляет содержание базовых категорий компетентностной парадигмы, таких как:
квалификация (К-1), компетенция (К-2), компетентность (К-3) (рис.1), которые в совокупности определяют конкурентоспособность выпускника вуза.
Рис. 1. Основные категории компетентностной парадигмы
Fig. 1. The main categories of the competence paradigm
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Сетевой научно-практический журнал
К сожалению, сегодня можно встретить
людей, обладающих обширными знаниями,
но не умеющих мобилизовать их в нужный
момент. В процессе профессиональной подготовки студенту предстоит освоить от 300
тысяч до 1 млн. фактов. Однако факты, существующие в пассивной форме, бесполезны. Они становятся востребованными при
условии овладения будущим специалистом
технологией применения усвоенных правил,
законов, предписаний. Согласно статистике, выпускнику вуза требуется знать как минимум 10 000 разрозненных правил. «Быть
компетентным не означает быть ученым и
образованным» [1, с.43]. Знание – это еще
не опыт, который, как известно, передать невозможно. Знания принято делить на декларативные – это знания-факты (что я знаю) и
процедурные знания, умения и навыки (как,
где и с какой целью я могу эти знания употребить) [6, с.116].
Таким образом, собственно-коммуникативный и поведенческо-коммуникативный
компоненты профессиональной компетентности составляют основу формирования интегративной диалогической компетентности
коммуникативного лидера в области управления, для которого качество языковой, речевой, коммуникативной компетенций составляет не просто общекультурное пожелание.
59
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российского филологического образования. Методологические проблемы обучения русскому языку: Научное издание.
М.: Изд-во МГУП, 2000. 400 с.
2. Голубева Т.И. Категория времени. Время
объективное, субъективное, психологическое, художественное // Вестник университета (ГУУ). Раздел «Современная
образовательная среда университета». М.
2011. №25. С. 102-105.
3. Гойхман О.Я. Теория и практика обучения речевой коммуникации студентов-нефилологов сервисных специальностей: Автореф. дис. … д-ра. пед. наук. М.,
2001. 43 с.
4. Черкашина Т.Т. Коммуникативная компетенция менеджера и проблемы формиa Culture of Dialogue within the Discipline of
“Russian Language and Culture of Speech: a
Metamethodological Approach: Monograph.
M.: Publishing House of Moscow University
for the Humanities, 2010. 299 p.
5. Cherkashina T.T, Tartynskikh V.V., Paudyal’
N.Yu., Morozova А.V. Debates, Discussions
and Negotiations: Gaming Technology Communicative Leadership. Tool for Organizing
and Conducting Career Guidance. M .: GUU,
2014. 172 p.
6. Cherkashina T.T, Tartynskikh V.V., Paudyal’
N.YU., Filindash L.V., Morozova А.V. Interactive Technology for Effective Communication.
Tutorial of Speech and Business Communications. Grif UMO. M.: GUU, 2014. 201 p.
рования культуры диалога в рамках дисциплины «Русский язык и культура речи:
метаметодический подход: Монография.
М.: Издательство Московского гуманитарного университета, 2010. 299 с.
5. Черкашина Т.Т, Тартынских В.В., Паудяль Н.Ю., Морозова А.В. Дебаты, дискуссии, переговоры:игровые технологии
коммуникативного лидерства. Методическое пособие по организации и проведению профориентационной работы. М.:-
ГУУ, 2014. 172 с.
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Интерактивные технологии эффективной коммуникации. Учебное пособие по
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АНАЛИЗ ЛИНГВОМЕТОДИЧЕСКИХ МОДЕЛЕЙ СТРУКТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ
ЛЕГОСТАЕВА О.В.1
1 Государственный университет – учебно-научно-производственный комплекс, г. Орёл
Тип: статья в журнале - научная статья Язык: русский
Номер: 5 Год: 2013 Страницы: 185-189
ЖУРНАЛ:
ЯЗЫК И КУЛЬТУРА (НОВОСИБИРСК)
Издательство: Общество с ограниченной ответственностью "Центр развития научного сотрудничества" (Новосибирск)
АННОТАЦИЯ:
В данной статье освещаются различные способы в трактовке концепта «языковая личность», а также рассматриваются механизмы формирования языковой и глобальной картин мира в русском и английском языковых сознаниях.
---
АНАЛИЗ ЛИНГВОМЕТОДИЧЕСКИХ МОДЕЛЕЙ
СТРУКТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ
© Легостаева О.В.
Государственный университет – учебно-научно-производственный комплекс,
г. Орѐл
В данной статье освещаются различные способы в трактовке концепта «языковая личность», а также рассматриваются механизмы формирования языковой и глобальной картин мира в русском и английском языковых сознаниях.
Старший преподаватель кафедры «Иностранные языки».
186 ЯЗЫК И КУЛЬТУРА
Многомерный характер концепта «языковая личность» определяет сложность еѐ структуры. В лингводидактике существуют различные способы представления языковой личности: трѐхуровневая организация языковой личности [5], модель языковой личности в трѐхмерном пространстве [3], языковая
личность как языковая (лингвистическая) способность [1, 2, 7]. С нашей точки зрения, языковая личность включает в себя понятие языковая способность.
Арутюнова Н.Д. считает, что «языковая способность – динамическое образование, механизм, обеспечивающий использование психологических орудий, а процесс использования орудий, культурные правила их выбора и ситуативная организация вне языковой способности» [1]. Беляев Б.В. рассматривает как компоненты языковой способности фонетические, лексические,
грамматические аспекты, синтезирующиеся в чувстве языка [2]. Чувство языка понимается как способность интуитивно выбирать требуемые звуки и слова, их сочетания, а также интуитивно отбрасывать несвойственные языку явления. Согласно Е.Н. Пузанковой [7], языковая способность включает языковой, интеллектуальный и творческий компоненты. С точки зрения Ю.Н. Караулова [5], полное описание языковой личности предполагает языковую,
когнитивную, прагматическую характеристики, а именно:
1. Характеристику семантико-строевого уровня организации языковой
личности.
Учитывается не только запас слов и словосочетаний индивида, но и умение правильно его (запас слов) использовать в соответствии с нормами вариативности, функционально-стилистической ценности. Индивидуальность
семантико-строевой характеристики определяется не только уровнем владения этим умением, но и нарушением индивидом нормативных правил словообразования, грамматики и произношения. Автор в качестве примера исследует его (индивида) лексикон.
Изучение русского и иностранного языков по-разному влияет на развитие вербально-семантического уровня. Если в родном языке вербальносемантический уровень является генетически и социально-обуссловленной
«данностью» [5], то при изучении иностранного языка происходит не только «накапливание языкового материала в результате подбора лексических
единиц, ситуаций и усвоения грамматических форм и структур, но и перестройка речевых механизмов человека для взаимодействия, а позже и параллельного использования двух языковых систем» [6]. При изучении иностранного языка лексическая единица связывается не с тем или иным субъектом действительности, а с соответствующим словом родного языка и только через него с самим обозначаемым. При этом возникает опасность создания ложных знаковых связей, если новое иностранное слово не имеет полноценного эквивалента в родном языке. Связь иностранного слова с родным
языком также провоцирует и его связь с соответствующей семантической системой, которая образуется вокруг любой лексической единицы. Так, образо-
Язык и ментальность 187
вание знаковой связи «hоuse – дом», возбуждает семантические связи слова
«дом» типа «идти домой», что при буквальном переводе приводит к грубым
ошибкам.
2. Реконструкцию языковой картины личности на основе произведѐнных ею текстов.
Картина мира выступает как система представлений о реальности, которые выражаются в тезаурусе личности. Картины мира разнообразны –
научные, религиозные, философские. Тезаурус личности базируется на системе понятий, обеспечивает поиск слов, исходя из понятий, и проявляется в
содержании и текстовой организации. Он позволяет выявить жизненные
установки, нравственные идеалы, которые отражают видение картины мира
индивидом. При изучении иностранного языка происходит формирование
глобальной картины мира, т.е. осознание универсальных свойств, присущих
всем языкам (например, категория множественности, членение на тему и
рему). Так, мы узнаѐм известную личность при использовании ею излюбленных разговорных формул и индивидуальных речевых оборотов;
3. Выявление мотивов, находящих отражение в механизмах порождения
текстов и в их (текстов) содержании. Они определяются интересами говорящего и ситуативными факторами общения. Именно мотивированность говорящего является «коммуниктивно-деятельностной потребностью» и представляет собой единицу прагматического уровня языковой личности [5].
Осознание потребности речевого высказывания есть процесс созревания
мотивов, который завершается целеполаганием. Ситуация определяет выбор
языковых средств: темп, стиль, структуру, лексическое оформление высказывания. В лингвистической прагматике предприняты попытки обоснования структуры прагматической характеристики личности посредством теории речевых актов и соответствующих им речевых стратегий, воплощѐнных
в конкретных речевых формулах [9, 8]. Речевой акт включает процесс создания текстов: от ситуации, требующей высказывания, к мысленной подготовке, через устное или письменное выражение мысли говорящего к пониманию речи. В высказывании индивида отражаются культурные традиции,
менталитет народа. Например, в русском языке наблюдается тенденция к
снижению формальности высказывания за счѐт использования местоимений
третьего лица «Принесли бы мне попить». В английском языке высказывание практически никогда не адресовано субъекту, выраженному местоимением третьего лица, что объясняется нежеланием англичанина втягивать
адресата в сферу своих проблем, высказывание направлено на первое лицо
“How can I get to…?”. В зависимости от цели высказывания выделяют косвенные, контактоустанавливающие и эмоционально-оценивающие речевые
акты. Для реализации коммуниктивно-деятельностной потребности языковая личность использует все средства языка: лексические, синтаксические (ис-
188 ЯЗЫК И КУЛЬТУРА
пользование речевых клише, побудительных предложений этикетного характера, модальных глаголов, риторических вопросов, вопросительные предложения с усилительными частицами, утвердительные и отрицательные формы общих вопросов в английском языке), фонетические (интонация, темп,
ритм речи), грамматическая связь слов с помощью падежных окончаний,
предлогов, видовременные отношения глаголов). Таким образом, речевой
акт является продуктом речевой деятельности языковой личности: от ситуации, требующей высказывания, к мысленной подготовке, через устное или
письменное выражение мысли говорящего к восприятию, пониманию речи
слушающим. Речевой акт приобретает особую ценность при изучении иностранного языка, когда цель высказывания – языковая правильность.
В модели языковой личности, предложенной Ю.Н. Карауловым, нет чѐтких дидактических критериев оценки степени владения языком. Богин Г.И.
предлагает лингводидактическую модель языковой личности, основанную
на системе социальных оценок. Она имеет «вектор развития» [3]. Богин Г.И.
включает в структуру языковой личности следующие компоненты:
– уровневые структуры языка (фонетика, грамматика, лексика);
– типы речевой деятельности (говорение, слушание, письмо, чтение);
– степени овладения языком.
Степени овладения языком показывают реализацию прогресса в языке,
качество процесса становления языковой личности. Богин Г.И. выделяет
уровни правильности, интериоризации, насыщенности, адекватного выбора,
адекватного синтеза языковых единиц и речевых операций в производимых
индивидом текстах с точки зрения стороннего наблюдателя. Автор описывает:
1. Уровень правильности как начальный этап развития личности, где
происходит ассоциация слова с предметом.
В основе уровня – языковая норма, осознаваемая говорящим правильность. В быту этот уровень критикуется по формуле «он русского языка ещѐ
не знает». Например, иностранец делает ошибку: «Я буду прыгнуть сейчас».
2. Уровень интериоризации.
Переход к уровню интериоризации обеспечивается началом готовности
ребѐнка к пользованию внутренней речи. Согласно данным психолингвистики, у десятилетних детей обнаружено прямо-пропорциональное отношение между чтением и угадыванием последующего сюжетного хода художественного текста. Уровень интериоризации влияет на скорость устной речи,
может проявляться в паузах.
3. Уровень насыщенности.
Для него характерно обогащение лексического запаса и овладение множеством грамматических форм. Формирование готовности понимать и воспроизводить в речи значительное богатство средств выражения приходится
на возраст 11-15 лет. Языковая личность, достигнув этого уровня развития,
Язык и ментальность 189
приступает к систематизации своего лингвистического опыта, стремится к
эффективному оформлению речевого высказывания.
4. Уровень адекватного выбора.
На этом уровне развития языковой личности новые решения о сочетании форм базируются на способности воспроизводить старые связи в новых
условиях, на «внутреннем лексиконе» – ассоциативной сети, позволяющей
производить выбор единиц, принадлежащих к разным уровням системы
языка. Именно с выбора средств выражения начинается реализация творческих способностей языковой личности и реализация прогресса в языке.
5. Уровень адекватного синтеза целого текста.
Происходит реализация коммуникативной и эстетической функций языка. Уровни адекватного выбора и адекватного синтеза сходны в функционировании, но различны по протяжѐнности речевой цепи. Человек от интуитивного усвоения языка приходит к осознанному владению. Другими словами, от «количественной растяжимости» – объѐма словарей, индивидуального лексикона личность переходит к «качественной вариативности» – общеязыковым и индивидуально-творческим возможностям речевого участия
в ситуациях общения [4].
Список литературы:
1. Арутюнова Н.Д. Человеческий фактор в языке: коммуникация, модальность, дейксис [Текст] / Н.Д. Арутюнова, Т.В. Булыгина, А.А. Кибрик. –
М.: Наука, 1992. – 281 с.
2. Беляев Б.В. Очерки по психологии обучения иностранным языкам
[Текст] / Б.В. Беляев. – М.: Просвещение, 1965. – 240 с.
3. Богин Г.И. Модель языковой личности в еѐ отношении к разновидностям текстов [Текст]: дисс. ... докт. фил. наук / Г.И. Богин. – Калинин, 1985. –
326 с.
4. Бодуэн де Куртене И.А. Избранные труды по общему языкознанию
[Текст] / И.А. Бодуэн де Куртене. – М.: Изд. Акад. Наук СССР, 1963. – 381 с.
5. Караулов Ю.Н. Русский язык и языковая личность [Текст] / Ю.Н. Караулов. – М.: УРСС, 1987. – 263 с.
6. Миньяр-Белоручев Р.К. Механизм билингвизма и проблема родного
языка при обучении иностранному [Текст] / Р.К. Миньяр-Белоручев // Иностранные языки в школе. – 1991. – № 5. – С. 14-16.
7. Пузанкова Е.Н. Формирование языковой способности обучающихся
при обучении русскому языку: монография. [Текст] / Е.Н. Пузанкова. – Орел:
Полиграфическая фирма «Картуш», 2004. – 347 с.
8. Фрумкина Р.М. Вероятность элементов текста и речевое поведение
[Текст] / Р.М. Фрумкина. – М.: Наука, 1971. – 168 с.
9. Шмелѐв А.Д. Русский язык и внеязыковая деятельность [Текст] /
А.Д. Шмелѐв. – М.: Яз. Слав культ., 2002. – 492 с
АНГЛИЙСКИЙ ЯЗЫК ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
КЛИМЕНКО ТАТЬЯНА ГЕОРГИЕВНАНаписать письмо автору1
1 Ярославский государственный университет им. П. Г. Демидова
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (26) Год: 2013 Страницы: 172-175
УДК: 811.11
ЖУРНАЛ:
ВЕСТНИК ЯРОСЛАВСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА ИМ. П. Г. ДЕМИДОВА. СЕРИЯ ГУМАНИТАРНЫЕ НАУКИ
Издательство: Ярославский государственный университет им. П.Г. Демидова (Ярославль)
ISSN: 1996-5648eISSN: 2658-3844
КЛЮЧЕВЫЕ СЛОВА:
АНГЛИЙСКИЙ ЯЗЫК ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ (ESP), ENGLISH FOR SPECIAL PURPOSES (ESP), ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE PERSONALITY, ЯЗЫКОВАЯ ЛАКУНА, LANGUAGE GAP, ЦЕЛЬ, AIM, МОТИВАЦИЯ, MOTIVATION
АННОТАЦИЯ:
В статье рассматривается роль иностранного языка для специальных целей в процессе формирования вторичной языковой личности на всех этапах ее развития. ESP предоставляет дополнительные ресурсы для формирования вторичной языковой личности, особенно на вербально-семантическом и когнитивном уровнях развития; обеспечивает устойчивую мотивацию, возможности профессионального роста и межкультурной коммуникации.
Не подлежит сомнению, что одним из факторов
успешности в современном мире является владение иностранным языком, в частности английским.
Если говорить о профессиональной деятельности,
то просто знания английского языка недостаточно.
В условиях мировой интеграции и глобализации
эффективность и востребованность специалистов
различного профиля напрямую зависит от уровня
и качества иноязычной профессиональной коммуникативной компетенции специалистов и их готовности к профессиональному общению с представителями других культур.
Впервые профильно-ориентированный подход
к обучению иностранным языкам был предложен
Т. Хатчинсоном и А. Уотерсом во второй половине
прошлого века [1]. Они выделяют три фактора, обусловивших необходимость появления языка для специальных целей. Это, во-первых, бурное развитие
международного сотрудничества в послевоенные
годы, особенно в научно-технической сфере, что повлекло за собой возрастание роли английского языка
как средства общения. Во-вторых, осознание роли и
влияния контекста на лингвистические особенности
текста и устную коммуникацию. Третьим фактором,
оказавшим серьезное влияние на развитие языка для
специальных целей, Хатчинсон и Уотерс называют
психологию [2]. Это ориентация на личность обучаемого, его мотивы, потребности, интересы. Известное высказывание Хатчинсона – «Скажи мне, для
чего тебе нужен английский, и я скажу тебе, какой
английский, тебе нужен» [3] – подразумевает и предполагает четкое осознание мотивов и целей обучения иностранному языку как со стороны преподавателя, так и со стороны обучаемого.
В настоящее время в научной лингвистической
среде нет единого мнения относительно места и ста-
172
туса ESP в системе языка (либо это функциональная
разновидность языка, подъязык или жанр). В самом
общем плане ESP – это овладение языком в интересах профессии. При этом ни один профессиональный язык не обходится без общеупотребительного
языка, который составляет основу для профессионально ориентированного обучения. По мнению
Л. Н. Выгонской, под языком для специальных целей
понимается набор языковых единиц разных уровней
(прежде всего лексического), посредством которых
специалисты в той или иной сфере могут передавать сообщения специального характера [4]. Это не
отдельная часть языка, а научный функциональный
стиль, который составляет подсистему внутри языка
и живет по тем же морфологическим и синтаксическим законам, что и язык в целом.
Перед преподавателем ESP встают задачи по
выявлению общего и специфического в языке, проведению анализа потребностей и учета индивидуальных запросов студентов, конкретизации целей,
содержания, средств профессионально ориентированного обучения, отбора языкового и учебно-методического материала в соответствии с коммуникативными потребностями будущих специалистов.
Цель данной статьи – рассмотреть роль и возможности иностранного языка для специальных целей
в процессе формирования вторичной языковой
личности. Концепт вторичной языковой личности
является на сегодняшний день системообразующим фактором процесса обучения иностранному
языку. Модель была предложена И. И. Халеевой [5] на основе концепции языковой личности
Ю. Н. Караулова [6]. Вторичная языковая личность
есть совокупность способностей человека к иноязычному общению, предполагающая адекватное
взаимодействие с представителями иных культур.
В структуре вторичной языковой личности выделяются три уровня:
1. Вербально-семантический уровень, подразумевающий знание системы языка и умение применять ее в ситуации общения (единицы языка и
структурные связи);
2. Когнитивный уровень, подразумевающий
знание идей, понятий, концепций, представлений,
которые складываются в картину мира;
3. Мотивационный, или прагматический, уровень, предполагающий возможность и способность
реализовать свои цели, мотивы, оценки в процессе
речевой деятельности.
Языковая личность специалиста характеризуется
иноязычной профессиональной коммуникативной
компетенцией, которая интегрируется с формированием собственно профессиональной компетенции.
В данной статье мы будем опираться на специальный язык для психологов. Психология – относительно молодая бурно развивающаяся наука с
большим количеством научных школ, подходов,
направлений, отраслей – от теоретических аспектов общей психологии до клинической психологии
и индивидуального консультирования. Это обусловливает огромную сферу проблематики, лексики,
стилистики, из которой преподавателю предстоит
отобрать основу для учебного языкового материала, ориентируясь на запросы конкретных профессиональных направлений.
При формировании вербально-семантического
уровня вторичной языковой личности, который
Ю. Н. Караулов называет нулевым [7], идет накопление словарного запаса, усвоение значений слов,
словосочетаний, ассоциативных связей между отдельными речевыми единицами. По большей части
специальная психологическая лексика выросла
из общеразговорной лексики. Однако значение и
уместность употребления тех или иных слов определено психологическим контекстом. Существует,
разумеется, специальная терминология, понимание смысла которой в полном объеме представляет
определенную сложность для студентов, поскольку
специальный иностранный язык зачастую предшествует курсам по специальным дисциплинам.
Язык для специальных целей существенно расширяет представление о значении многих слов,
знакомых студентам по школьной программе.
В специальном контексте многие слова приобретают дополнительное, порой неожиданное значение. И наоборот, часто наблюдается сужение
и конкретизация значения многозначного слова
в силу влияния профессионального контекста.
Например, многозначное слово set приобретает
значение «установка на что-либо, настрой». Слово
performance, помимо значения «исполнение, действие, поступок», часто подразумевает поведение и
даже степень эффективности самореализации, то
есть расширяет свое значение.
Особенности национального восприятия действительности часто не совпадают с привычной для
обучаемых картиной мира, что находит свое отражение в языковых различиях. При сопоставлении
лексики русского и английского языков вообще и
специальной лексики в частности можно обнаружить пробелы, белые пятна в семантике одного из
языков. Эти пробелы называются лексическими
173
лакунами и являются результатом отсутствия однозначного эквивалента слову другого языка. Например, в русском языке отсутствует слово, которое
объединяет братьев и сестер, тогда как в английском
языке есть соответствующее слово siblings. Заметим, что специалисты иногда используют слово
сиблинги, заимствуя его из английского в целях
удобства и лаконичности. Иностранные слова, особенно термины, могут более полно и точно передавать мысль, что существенно для профессионала.
Для формирования вторичной языковой личности важно дать обучаемым возможность почувствовать логику языкового мышления. Это позволяет
взглянуть на значение иностранного слова глазами
носителя языка. Например, глагол to discourage по
словарям имеет значение «обескуражить, отбить
охоту, расхолаживать». Само по себе русское слово
«обескуражить» воспринимается многими русскоязычными как синоним слов «сильно удивить»,
«ошарашить». Из сорока опрошенных студентов и
взрослых две трети предложили именно такое значение, что неверно. Если же при объяснении значения английского слова «to discourage» оттолкнуться
от корня courage, что означает «мужество», то при
отрицательном префиксе -dis понятно, что мы имеем
дело с процессом, при котором мужество исчезает.
Именно в значении «создать ситуацию, при которой человек теряет уверенность в себе», этот глагол
часто используется в специальной литературе, в частности в области детско-родительских отношений.
Единицами когнитивного уровня вторичной языковой личности являются понятия, идеи, концепции, которые могут частично или полностью не
совпадать или отсутствовать в одном из специальных языков в силу влияния различных социокультурных факторов, а также различий в научных подходах. Например, существует большое количество
определений процесса мышления как в отечественной, так и в зарубежных психологических школах.
Приведем лишь некоторые из них:
Мышление – высшая ступень познания;
Мышление – психический процесс, направленный на решение проблемных ситуаций;
Мышление – манипуляция умственными представлениями.
Такое большое количество дефиниций одного и
того же явления представляет несомненную ценность для учебного процесса, поскольку предлагает богатое семантическое поле отдельно взятой
лексической единицы и открывает широкие возможности для практической работы (сопоставление, перефраз, выбор предпочтений). У студентов
возникает естественный профессиональный интерес, мотивация на изучение иностранного языка
как источника профессиональной информации
для конкретных академических целей (использование оригинальных источников при подготовке к
семинарам, конференциям и т. п.). С позиций же
формирования вторичной языковой личности возникает ситуация, при которой расширение знаний
в области языка происходит не извне, а через проникновение в когнитивную сферу носителей языка.
При этом формирование коммуникативной компетенции интегрируется с формированием профессиональной компетенции.
Самым высоким уровнем в структуре языковой личности является мотивационный (прагматический) уровень, который включает цели, мотивы,
интересы, установки и интенциональности. Этот
уровень обеспечивает переход к осмыслению реальной деятельности в мире. По мнению М. Г. Евдокимовой, говорить об осуществлении данной задачи
как об основной цели обучения иностранному языку
в рамках неязыкового вуза возможно лишь в ограниченных пределах [8]. Представляется, однако, что
можно руководствоваться этой целью в качестве
сверхзадачи, стратегической линии. Формирование
прагматического уровня осуществимо лишь при возможности «подключения» обучаемого к языковой и
концептуальной картинам мира, а также к социокультурному иноязычному фону. Основополагающую роль в этом процессе играет мотивация. Язык
для специальных целей изначально предполагает
сильную и устойчивую мотивацию, так как служит
инструментом профессионального роста и развития,
ключом к получению профессиональной информации и возможности делового сотрудничества.
Исходя из вышесказанного, можно полагать, что
иностранный язык для специальных целей предоставляет дополнительные ресурсы для формирования вторичной языковой личности, особенно на
вербально-семантическом и когнитивном уровнях
развития.
В рамках времени, отводимого на курс иностранного языка для специальных целей, важно
попытаться развить у обучаемого «вкус» к языку,
дать импульс саморазвития через осмысление языковых явлений и сопричастность к иной языковой
культуре, иному социокультурному фону, а также
через перспективу использовать профессиональный язык в реальной практической деятельности и
профессиональной межкультурной коммуникации.
174
Список использованной литературы
1. Hutchinson T. & Waters A. English for Specific
Purposes: A learning-centered approach. Cambridge:
Cambridge University Press, 1987.
2. Там же.
3. Там же.
4. Выгонская Л. Н., Григорьева И. А. Английский язык для механиков и математиков. М.: МГУ,
2013. С. 296.
5. Халеева И. И. Вторичная языковая личность как
реципиент инофонного текста: Язык – система. Язык
– текст. Язык – способность. М., 1995. С. 277–288.
6. Караулов Ю. Н. Русский язык и языковая личность. М.: Наука, 1987. С. 104.
7. Там же.
8. Евдокимова М. Г. Межкультурный аспект
содержания обучения языку для специальных
целей // Язык и культура. 2004. № 4. С. 109–1
175
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УДК 378.147:811.111'233'243:37.026
АНТРОПОЛОГИЧЕСКИЙ ПОДХОД К ОБУЧЕНИЮ ЯЗЫКОВОЙ ЛИЧНОСТИ
ИНОЯЗЫЧНОЙ ЛИНГВОКОГНИТИВНОЙ ДЕЯТЕЛЬНОСТИ
Статья посвящена рассмотрению антропоцентрической пара-
дигмы лингвистической мысли и методических подходов к формиро-
ванию лингвокогнитивной (субъектной) деятельности языковой лич-
ности в процессе обучения иностранному языку.
Ключевые слова: антропоцентрическая парадигма, языковая
личность, лингвокогнитивная деятельность, коммуникативно-
когнитивное обучение.
В связи с эволюцией науки о языке, уточнением новых её принципов предметом
языкознания всё чаще становятся пограничные понятия, изучаемые ранее смежными нау-
ками, и это ведёт к возникновению новых направлений в языкознании.
В лингвистике второй половины ХХ в. на место господствующей системно-
структурной парадигме приходит парадигма антропоцентрическая, возвратившая челове-
ку статус «меры всех вещей» и вернувшая его в центр мироздания [1, с. 64]. Хотя само по-
нятие антропоцентризма не является новым для лингвистической мысли, но именно в
конце ХХ столетия антропоцентризм, на более высоком основании, послужил развитию
совершенно новой парадигмы в языкознании.
Принцип антропоцентризма, или «человека в языке», утверждался в отечествен-
ном языкознании довольно давно. Ещё в конце XIX в. И. А. Бодуэн де Куртенэ в работе
«Фонология» (1899 г.) выделял антропофонику как науку, которая занимается «только
звуками по существу своему исключительно человеческими, т.е. звуками человеческой ре-
чи» [2, с. 354]. В последнее время указанный принцип нашел отражение в работах В. М.
Алпатова, Ю. Д. Апресяна, Н. Д. Арутюновой, А. Вежбицкой и других представителей Мос-
ковской семантической школы. Следование канонам антропоцентризма приобрело особое
значение в гуманитарной семантике, которая в отличие от формальной, или логико-
математической, изучает и семиотические системы (язык, явления культуры, обычаи и
обряды, искусство и т. д.), передающие информацию и действующие в человеческом обще-
стве каноны.
Антропоцентрический подход к языку, представленный во многих лингвистиче-
ских традициях, исторически первичен, однако с течением времени он потерял всеобщ-
ность, и только в последние десятилетия вновь занял ведущие позиции в науке вообще и в
лингвистике в частности. Антропоцентрический подход к языку становится базовым для
естественной лингвистической экспансии, он сближает лингвистику с психологией, со-
циологией, философией и культурологией.
Современные лингвистические исследования посвящены продолжению изучения
языка с позиций системоцентризма и антропоцентризма одновременно, что обеспечивает
наиболее глубокое и всестороннее проникновение в предмет, «ибо так же, как нельзя со-
мневаться в том, что язык антропоцентричен и антропоморфен по своей природе, нельзя
сомневаться и в том, что он по прежнему продолжает оставаться системой» [3]. По мнению
Е. А. Поповой «объемный подход к фактам языка (структурный, семантический, функцио-
нальный) служит отличительной приметой лингвистики ХХ века» [4, c. 74]. Е. С. Кубряко-
ва, отстаивая «идеи полипарадигмальности, или полипарадигматизма современной лин-
гвистики», считает «именно его показателем зрелости гуманистической науки», когда
происходит «такой прогресс знания, который обеспечивается анализом объекта сразу же
по разным направлениям, в разных парадигмах знания» [5, с.4].
Е. А. Карабутова
Белгородский
государственный
национальный
исследовательский
университет
e-mail:
karabutova@bsu.edu.ru
83 НАУЧНЫЕ ВЕДОМОСТИ | : |Серия Гуманитарные науки. 2012. № 12 (131). Выпуск 14
Некоторые ученые весьма скептически относятся к антропоцентрическому подходу,
отмечая, что новые направления лингвистических исследований такого рода развиваются
в рамках традиционной структурной лингвистики и лишь открывают ее новые возможно-
сти. Так, происходящие изменения В. А. Пищальникова объясняет сменой ракурса, фор-
мулированием «нового объекта исследования - языковой способности, осуществляющей-
ся в речевой деятельности, стремлением постичь сущность когнитивных процессов. Сис-
темоцентрическая лингвистика, - по мнению автора, - только начинает обращаться к бо-
лее или менее систематическому изучению этого нового для нее научного объекта, акцен-
тируя когнитивный аспект исследования» [6, c. 123].
По мнению многих лингвистов, современная лингвистика еще не пришла к четко-
му определению нового объекта исследований, «целей и ценностей, доминирующих на
данном этапе развития науки», методов и принципов описания [7], объясняя тем, что но-
вая парадигма находится на стадии формирования. Ученые, отстаивающие идеи этой по-
зиции, указывают на терминологический разнобой и нечетко определенные понятия, кото-
рые во множестве употребляются в различных новых областях лингвистики, заимствуясь из
других наук.
Вполне очевидно закономерное и естественное сближение лингвистики с другими
науками как процесс, обусловленный общей тенденцией современной общественной жиз-
ни к интеграции и глобализации результатов всех проявлений человеческой деятельности.
Неизбежность сближения лингвистики с другими науками отмечали уже в первой поло-
вине ХХ века такие лингвисты, как Э. Сепир, Р. Якобсон, Э. Бенвенист. Так, Р. Якобсон пи-
сал: «Сейчас мы сталкиваемся с настоятельной необходимостью тщательной совместной
работы ученых самых разных специальностей. Особенно пристального внимания требуют
взаимоотношения между лингвистикой и смежными науками» [8, c. 369]. Резюмируя ре-
зультаты междисциплинарного совещания представителей разных номотетических наук о
человеке, Р. Якобсон указал, что «проблемы взаимосвязей наук о человеке сконцентриро-
ваны вокруг лингвистики. Этот факт объясняется, прежде всего, исключительно регуляр-
ной и замкнутой структурированностью языка и той важной ролью, которую он играет в
культуре; с другой стороны, как антропологи, так и психологи признают, что лингвистика
является наиболее продвинутой и точной наукой о человеке и, следовательно, является
методологической моделью для остальных смежных наук» [8, c.370]. Р. Якобсоном выде-
лены такие направления, как социолингвистика, этнолингвистика, антропологическая
лингвистика.
Значимость лингвистики для других наук также подчеркивает Э. Сепир: «Значи-
мость лингвистических данных для антропологии и истории культуры давно уже стала
общепризнанным фактом. В процессе развития лингвистических исследований язык до-
казывает свою полезность как инструмент познания в науках о человеке и, в свою очередь,
нуждается в этих науках. Современному лингвисту становится трудно ограничиваться
лишь своим традиционным предметом. Если он не вовсе лишен воображения, то он не
может не разделять взаимных интересов, которые связывают лингвистику с антропологией
и историей культуры, с социологией, психологией, философией и - в более отдаленной пер-
спективе - с физиологией и физикой» [9, c. 260 - 261].
По мнению А. Ченки связь языкознания с когнитивной наукой, психологией, ней-
ронаукой, антропологией и философией объясняется тем, что «язык отражает взаимодей-
ствие между психологическими, коммуникативными, функциональными и культурными
факторами» и что его структура «является порождением двух важных факторов: один -
внутренний (т. е. ум индивидуального говорящего), другой - внешний (а именно культура,
общая с другими говорящими на том же языке)» [10, c. 340].
Е. С. Кубрякова, характеризуя наряду с функционализмом и экспланаторностью
антропоцентризм как основную парадигмальную черту современной лингвистики, выде-
ляет так называемый экспансионизм, который выражается в расширении объектов иссле-
дования лингвистической науки, в привлечении ее к анализу языковых фактов, средств и
методов других наук [11, c. 207 - 211].
Итак, анализ специальной литературы подтверждает концентрирование внимания
различных наук вокруг человека. В этом плане повышение внимания лингвистов к про-
блеме взаимосвязи языка и человека и привлечение для ее решения данных других наук
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представляется закономерным и обоснованным. Антропоцентризм признан большинст-
вом современных ученых как один из ведущих принципов развития современной лингвис-
тики для рассмотрения языковых явлений в диаде «язык и человек»» [11, c. 212]. Сейчас
«взамен требования изучать систему (или структуру) языка выдвигается требование изу-
чать языковую способность идеального говорящего / слушающего, его языковые знания,
его компетенцию. внутреннее состояние говорящего, языковые механизмы мозга, струк-
туры представления в нем знания языка и т. п.» [12, c. 12].
Однако принцип антропоцентризма понимается учеными неоднозначно.
В лингвистической науке определились разные подходы к реализации антропологическо-
го принципа в зависимости от основополагающей гипотезы. Первый подход предполагает
включение «языковой личности» в объект науки о языке (от содержания науки к ее исто-
рии) [13, c. 43]. Второй - отражен в современной лингвистической философии и связан с
признанием языка как части человека [14, c. 80 - 81]. Согласно третьему подходу предме-
том языкознания признан человек как пользователь языка [15, с. 11], как «... тот центр, че-
рез который проходят координаты, определяющие предмет, задачи, методы, ценностные
ориентации современной лингвистики» [4, c. 69]. Последний, четвертый подход к реали-
зации антропологического принципа, разработанный еще В. ф. Гумбольдтом, полагав-
шим, что изучение языка подчинено «цели познания человеком самого себя и своего от-
ношения ко всему видимому и скрытому вокруг себя» [16, с. 383] основан на признании
языка как той составляющей, которая делает человека человеком. Рассматривая связь че-
ловека и языка, В. ф. Гумбольдт, утверждал, что «язык есть орган внутреннего бытия» че-
ловека [17, с. 47]; «язык - не просто внешнее средство общения людей, поддержания об-
щественных связей, он заложен в самой природе человека и необходим для развития его
духовных сил и формирования мировоззрения» [17, c. 51]; «именно язык. состоит с харак-
тером в теснейшем и оживленнейшем взаимодействии» [17, c. 55], «духовное развитие.
возможно только благодаря языку.» [17, c. 63]; «языки неразрывно срослись с внутренней
природой человека.» [17, c. 65].
Существующие разные подходы и трактовки принципов антропоцентризма вполне
очевидно подтверждают, что отечественная и зарубежная лингвистика в последние деся-
тилетия сменила парадигму развития, объявила новый подход - антропоцентрический - к
изучению языка, определив центром внимания человека, творящего язык и творимого
языком, поскольку «нельзя понять сам по себе язык, не выйдя за его пределы, не обра-
тившись к его творцу, носителю, пользователю - к человеку, к конкретной языковой лич-
ности» [18, с. 7].
Исследователи называют этот поворот «антропоцентрическим сдвигом» в филоло-
гии конца ХХ века [19, с. 43]. Лингвисты единодушны в своем мнении о том, что характер-
ной чертой науки о языке конца ХХ века является «ориентация на переход от позитивного
знания к глубинному на путях целостного синтетического постижения языка как антропо-
центрического феномена» [20, с. 25]. По мнению В. И. Постоваловой, «обращение к теме
человеческого фактора в языке свидетельствует о переходе от лингвистки «имманентной»
с ее установкой рассматривать язык «сам в себе и для себя» к лингвистике антропологиче-
ской, предполагающей изучать язык в тесной связи с человеком, его сознанием, мышле-
нием, духовно практической деятельностью» [21, с.8]. Поэтому универсальным концептом
объявлен человек, и описание этого «важнейшего суперпонятия» [22, с.18] является зада-
чей антропоцентрической лингвистики.
В. М. Алпатов в статье «Об антропоцентрическом и системоцентрическом подходах
к языку» (1993) отмечает, что именно антропоцентрический подход исторически первичен
и заключается в том, что исследователь изучает язык как его носитель и опирается при
этом на «осмысление и описание своих представлений носителя языка, часто именуемых
лингвистической интуицией» [23, с. 15]. Антропоцентризм как «особый принцип исследо-
вания», по словам Е. С. Кубряковой заключается в том, что научные объекты изучаются,
прежде всего, по их роли для человека, по их назначению в его жизнедеятельности, по их
функциям для развития человеческой личности и ее усовершенствования. Он обнаружи-
вается в том, что человек становится точкой отсчета в анализе тех или иных явлений, что
он вовлечен в этот анализ, определяя его перспективу и конечные цели.
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Вышеизложенное позволяет резюмировать, что антропоцентрический подход за-
нимает сегодня центральное место в лингвистических исследованиях и понимается как
одна из основополагающих характеристик новой лингвистической парадигмы форми-
рующейся на данном этапе. Все явления языка рассматриваются в неразрывной связи с
феноменом человека как «языковой личности».
Принципиальная позиция антропологической лингвистики нашла достаточно чет-
кое выражение в трудах Ю. Н. Караулова, и формулируется она следующим образом:
«языковая личность, выраженная в языке (текстах) и через язык, есть личность, реконст-
руированная в основных своих чертах на базе языковых средств» [18, c.38]. «Под языковой
личностью я понимаю совокупность способностей и характеристик человека, обусловли-
вающих создание и восприятие им речевых произведений (текстов), которые различаются
а) степенью структурно-языковой сложности, б) глубиной и точностью отражения дейст-
вительности, в) определенной целевой направленностью» [24, c. 3].
Языковая личность понимается Ю. Н. Карауловым и ... «как вид полноценного
представления личности, вмещающий в себя и психологический, и социальный, и этиче-
ский, и другие компоненты, но преломленные через ее язык, ее дискурс» [24, c. 7].
Существуют и другие точки зрения на понятие «языковая личность». Г. И. Богин,
например, с позиции лингводидактики определяет языковую личность следующим обра-
зом: «языковая личность - тот, кто присваивает язык, т.е. тот, для кого язык есть речь»
[25]. Согласно мнению Т. Г. Винокур, языковая личность должна быть дифференцирована
«не как социально-психологическая уникальность, но как коммуникативно-
деятельностная единица, представляющая собой двучлен «говорящий/слушающий» [26].
В. И. Карасик под "языковой личностью" понимает «закрепленный преимущественно в
лексической системе базовый национально-культурный прототип носителя определенного
языка, своего рода "семантический фоторобот", составляемый на основе мировоззренче-
ских установок, ценностных приоритетов и поведенческих реакций» [27].
Наше исследование посвящено изучению русскоязычного преподавателя англий-
ского языка с точки зрения анализа его речевого поведения в образовательном процессе с
целью выявления лингво-прагматических особенностей вторичной языковой личности,
под которой понимается «коммуникативно-активный субъект, способный в той или иной
мере познавать, описывать, оценивать, преобразовывать окружающую действительность и
участвовать в общении с другими людьми средствами иностранного языка в иноязычно-
речевой деятельности» [28, c. 3].
В рамках теории языковой личности рассматривается структура языковой лично-
сти (Караулов), представленная тремя уровнями:
1) вербально-семантическим, предполагающим для носителя нормальное вла-
дение естественным языком, а для исследователя — традиционное описание формальных
средств выражения определенных значений;
2) когнитивным, единицы которого — понятия, идеи, концепты, складывающие-
ся у каждой языковой индивидуальности в более или менее упорядоченную, более или
менее систематизированную «картину мира», отражающую иерархию ценностей. Когни-
тивный уровень устройства языковой личности и ее анализа предполагает расширение
значения и переход к знаниям, охватывая тем самым интеллектуальную сферу личности,
давая исследователю выход через язык, через процессы говорения и понимания — к зна-
нию, сознанию, процессам познания человека;
3) прагматическим (цели, мотивы, интересы, установки и интенциональности).
Этот уровень обеспечивает в анализе языковой личности закономерный и обусловленный пе-
реход от оценок ее речевой деятельности к осмыслению реальной деятельности в мире [29].
Мы избираем антропологический подход в качестве главного при анализе методов
и приемов психолингвистики, коммуникативной лингвистики, когнитивной лингвистики
и других современных направлений науки о языке. Анализ языковых средств на междис-
циплинарной основе позволяет воссоздать целостный образ человека, реконструировать
языковую модель его поведения, все компоненты которой взаимосвязаны и взаимообу-
словлены. Основные направления лингводидактического исследования таковы, что обу-
чаемый и как личность, и как субъект, и как индивид неизменно занимает в нем цен-
тральное место. Учебно-воспитательный процесс, глубоко социальный, деятельностный,
86 НАУЧНЫЕ ВЕДОМОСТИ | : |Серия Гуманитарные науки. 2012. № 12 (131). Выпуск 14
информационный и коммуникативный по своей природе, призван «производить челове-
ка» для общества, чтобы тот, в свою очередь, производил общество «в своей продуктивной
деятельности и в своем общении» [30, c. 98]. Такого рода созидательная, формирующая
цель не может быть достигнута без знания и учета в учебно-коммуникативной деятельно-
сти желаний, интересов и стремлений обучаемого, ибо любое человеческое действие, как
известно, «причинно обусловлено и мотивировано необходимостью удовлетворения вы-
звавшей его потребности» (И. А. Зимняя). Данное обстоятельство позволяет рассматри-
вать дидактический процесс как методологическую основу для дальнейшего планомерно-
го и последовательного действия по разработке методов развития необходимых навыков и
умений ... с помощью системы соответствующих упражнений» [31], определяя своей целью
обучение, воспитание и развитие личности обучаемого средствами иностранного языка и
культуры в процессе совершения лингвокогнитивной, интеллектуально-эмоциональной
коммуникативной деятельности.
Лингвокогнитивную (субъектную) деятельность языковой личности следует соот-
носить, прежде всего, с понятием ее языковой компетенции, которая, Ю. Д. Апресяном
отождествляется с «владением языком», а С. И. Виноградовым определяется как «набор
умений и способностей», включая способность к перефразированию, владение синоними-
ей и различение омонимии, ортологическую способность, т.е. умение отличать правиль-
ные в языковом отношении предложения от неправильных и, наконец, селективную спо-
собность, реализующуюся в отборе изобразительно-выразительных языковых средств,
наиболее эффективных для данных условий общения [32, c. 148]. В целом лингвокогни-
тивная деятельность языковой личности предполагает учет ее картины мира, или «рекон-
струкцию языковой модели мира, или тезауруса данной личности (на основе произведен-
ных ею текстов или на основе специального тестирования)» [18, c. 43]. Понимание языко-
вой личности как личности, проявляющейся в языке (текстах), основывается на представ-
лении о том, что она способна производить собственные и воспринимать (понимать) тек-
сты других людей в процессе своей предметно-познавательной деятельности, а также осу-
ществлять свободный переход в дискурсе от знаний к значениям и обратно. При том, что
слово и знание, слово и образ (концепт), объективное и субъективное, язык и речь нераз-
рывно связаны, «слово существует как ядро многомерных связей и ассоциаций, - по мне-
нию Е. С. Кубряковой, - притом функционирующих не только в роли отражающих собст-
венно языковые связи, но и стоящие за ними структуры знания» [33, c. 21] в голове чело-
века в качестве таких феноменов, как словесная или вербальная память, внутренний (мен-
тальный) лексикон, механизм порождения, восприятия и понимания речи.
Структурное строение когнитивно-креативной деятельности языковой личности
находит рассмотрение в структуре порождения речевого высказывания А. А. Леонтьева,
которое включает: звено мотивации и формирования речевой интенции (намерения); зве-
но ориентировки; звено планирования; звено реализации плана (исполнительное); звено
контроля [34, с. 64].
Социально-психологическому, а значит, и национальному, причем как в интра-, так
и в интерсубъектном плане, представлению о субъекте деятельности наиболее полно отве-
чает позиция А. А. Залевской, которая подчеркивает, что слово у человека «является сред-
ством «выхода» индивида на субъективную картину объективного мира, вне которой ни
само слово, ни его использование не имеют никакого смысла» [35, с. 52].
Антропоцентрический подход к изучению языка находит свое воплощение и в дея-
тельностном подходе в теории текста, выводящим нас на понимание природы тезаурусно-
го уровня организации языковой личности, когда понятия, идеи, перцептивные образы,
концепты, фреймы, схемы и т. д. «...выстраиваются в упорядоченную, достаточно строгую
иерархическую систему, в какой-то степени (непрямой) отражающую структуру мира, и
известным (хотя и отдаленным) аналогом этой системы может служить обыкновенный
тезаурус» [18, с. 52].
По мере овладения иностранными языками когнитивная сфера языковой личности
обогащается и расширяется главным образом, во-первых, в процессе «размывания знако-
вости» лексикона и формирования «асемиотичной» образности, где образ понимается как
«способ квантования когнитивного пространства и считывания информации в нем»
[18, c. 177]; во-вторых, благодаря способности человека в когнитивном пространстве се-
87 НАУЧНЫЕ ВЕДОМОСТИ | : |Серия Гуманитарные науки. 2012. № 12 (131). Выпуск 14
мантизировать образ, раскрыть его содержание в знаках языка. «Всякий образ, - по мне-
нию Ю. Н. Караулова, - можно перевести на семантический уровень, можно вербализо-
вать, раскрыть его суть, его когнитивное и эмоциональное содержание, построив соответ-
ствующий текст... » [18], выбрав его из следующей типологии: текст с эксплицитной / им-
плицитной деятельностью в тексте; текст с одной деятельностью / с несколькими деятель-
ностями; текст с кумулятивной / некумулятивной деятельностью (кумулятивная деятель-
ность характеризуется целеполаганием); текст с одним/несколькими агенсами [36, с. 7].
При обучении иностранному языку, принимая во внимание интеракцию (взаимо-
действие) языковых структур с другими когнитивными и концептуальными структурами,
методически важным в процессе коммуникативно-когнитивного обучения иноязычному
речевому общению нам представляется создание условий для а) обогащения, «раздува-
ния» знаковой стороны идеосети субъекта учебной деятельности, б) формирования меха-
низма «размывания знаковости» и инофонной образности. Такое методическое решение
проблемы позволит обучающемуся избежать замещения образов инокультурной действи-
тельности образами и представлениями, сформированными на базе родного языка, а так-
же обеспечит формирование истинных представлений личности об изучаемой инофонной
культуре, соответствующих реальной действительности, что неизбежно будет иметь след-
ствием корректный выбор значения языковыми средствами фрагментов инофонной куль-
туры в актах межкультурной коммуникации (интерференции).
Успешность процесса учебной иноязычной коммуникации зависит от сходства об-
разов отправителя сообщения и реципиента. Основу этого сходства определяет общность
знаний говорящего и слушающего, пишущего и читающего, знания, предваряющие и оп-
ределяющие смысл языкового знака. Следовательно, перед методикой коммуникативно-
когнитивного обучения иноязычному речевому общению стоят следующие задачи:
1) активизировать студентов на проникновение в механизмы смыслообразования
посредством анализа речевой деятельности, выводя их за границы статичной языковой
системы на лингвокогнитивный уровень усвоения изучаемых языковых единиц;
2) формировать в сознании студентов основы лингвокогнитивного фонда в процес-
се решения учебно-познавательных задач, проблемных ситуаций, дидактических игр, лин-
гвокогнитивного анализа текста и др., т. е. максимально активизировать их речемысли-
тельную деятельность;
3) формировать у студентов способность проникать в «дух» изучаемого ими языка,
в «плоть» культуры народа, с которым может осуществляться межкультурная коммуника-
ция [37], т. е. направить усилия на формирование «вторичной языковой личности».
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89 НАУЧНЫЕ ВЕДОМОСТИ | : |Серия Гуманитарные науки. 2012. № 12 (131). Выпуск 14
ANTHROPOLOGICAL APPROACH TO THE TEACHING OF LINGUISTIC IDENTITY
IN FOREIGN LANGUAGE LINGUISTIC-COGNITIVE ACTIVITY
E. A. Karabutova
Belgorod National
Research University
e-mail:
karabutova@bsu.edu.ru
The article is devoted to the anthropocentric paradigm of linguistic
science and methodical approaches to the formation of linguistic-cognitive ac-
tivity of a linguistic identity in the process of teaching English.
Keywords: anthropocentric paradigm, linguistic identity, linguistic-
АНТРОПОЦЕНТРИЧЕСКАЯ ЛИНГВИСТИКА КАК ТЕОРЕТИЧЕСКАЯ БАЗА РАЗРАБОТКИ ПОНЯТИЯ "РЕГИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ"
ШУЛЬГИНА Н.П.Написать письмо автору1, БУГАЕНКО Н.П.Написать письмо автору2
1 ФГБОУ ВПО «Юго-Западный государственный университет» (Курск)
2 Новороссийский филиал Пятигорского государственного лингвистического университета (Новороссийск)
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (14) Год: 2015 Страницы: 18-24 Поступила в редакцию: 17.11.2014
УДК: 378.016: 811.161.1
ЖУРНАЛ:
ИЗВЕСТИЯ ЮГО-ЗАПАДНОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ЛИНГВИСТИКА И ПЕДАГОГИКА
Издательство: Юго-Западный государственный университет (Курск)
ISSN: 2223-151X
КЛЮЧЕВЫЕ СЛОВА:
АНТРОПОЦЕНТРИЧЕСКАЯ ЛИНГВИСТИКА, ANTHROPOCENTRIC LINGUISTICS, ЯЗЫКОВАЯ ЛИЧНОСТЬ, РЕГИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, LOCAL LINGUISTIC IDENTITY, РЕГИОНАЛЬНОЕ СОЗНАНИЕ, РЕГИОНАЛЬНЫЙ КОЛОРИТ, LOCAL PERCEPTION, LOCAL COLOUR
АННОТАЦИЯ:
В статье рассматривается антропоцентрическая лингвистика как теоретическая база понятия «региональная языковая личность». С этой целью авторами прослеживается взаимосвязь составляющих основу категориального аппарата антропоцентрической лингвистики понятий, рассматриваются понятия «региональное языковое сознание», «региональный колорит».
---
Современная научная парадигма
лингвистической науки, выкристаллизовавшаяся на рубеже XX – XXI веков, характеризуется тем, что точкой отсчета в
анализе тех или иных явлений становится человек «во всей реальной и потенциальной совокупности своих проявлений»
[11, с. 9].
В рамках создания теоретического
аппарата исследования региональной
языковой личности нами постулируется и
подвергается обоснованию взаимосвязь
понятий, составляющих основу категориального аппарата антропоцентрической
лингвистики. В связи с этим описаны
научные парадигмы, традиционно выделяемые в науке о языке, даны трактовки
антропоцентрической парадигмы в лингвистике, представлено многообразие точек зрения на категорию «языковая личность» в антропоцентрической лингвистике, предложены определения и сущностные характеристики понятия «региональная языковая личность», введены
понятия «региональное языковое сознание», «региональный колорит».
Традиционно в науке о языке выделяются три научные парадигмы:
– сравнительно-историческая, характерная для языкознания XIX века и основанная на сравнительно-историческом
методе;
– системно-структурная, в центре
внимания которой находится слово;
– антропоцентрическая, «возвратившая человеку статус «меры всех вещей»
и вернувшая его самого в центр мироздания» [5, с. 64].
В рамках последней, согласно
определению В.А.Масловой, интересы
исследователей «переключаются с объектов познания на субъекта, т.е. анализируется человек в языке и язык в человеке» [14, с. 6].
В этой связи важно подчеркнуть, что
язык всегда признавался самой яркой
определяющей характеристикой этноса.
Проблема «язык и культура», «язык и человек» была одной из центральных в
языкознании XIX века и рассматривалась
в трудах В. фон Гумбольдта, Э. Бенвениста, Г. Штейнталя, А.А. Потебни и других ученых. Однако в первой половине
XX столетия она была оттеснена на второй план, язык стал рассматриваться «в
самом себе и для себя» [13]. Антропоцентрическая парадигма в языкознании актуализировалась, как уже было сказано
выше, на рубеже XX – XXI веков.
Характеризуя антропоцентрическую
парадигму лингвистики ХХI века, ученые
подчеркивают, что она включает четыре
взаимосвязанных, но одновременно разных направления:
– первое направление исследует
язык как «зеркало» человека, базовым
для него является понятие языковой картины мира, а основной задачей – изучение того, как человек отражает себя в
языке;
– второе направление – коммуникативная лингвистика, ее характеризует интерес к человеку, в первую очередь в его
отнесенности к процессу коммуникации;
– третье направление, прибегая к
данным других наук, изучает роль языка
в познавательных процессах и когнитивной организации человека;
– четвертое направление, названное
С.Г. Васильевой «внутрисубъектной
лингвистикой» или «теорией носителя
языка» [3], нацелено на выяснение того,
каким образом язык существует в самом
человеке [13].
Таким образом, отправной точкой
исследуемой нами проблемы становятся
человек и язык. В этой связи в ходе анализа работ философов, психологов, лингвистов по заявленной проблеме нами бы-
19
ли актуализированы три ключевых для
нашего исследования положения:
• язык – «нерасчлененный поток
языковых действий и связанных с ними
мыслительных усилий, представлений,
воспоминаний, переживаний, сопровождающих жизнедеятельность человека в
качестве неотъемлемого аспекта его существования» [7, с. 5];
• язык – «продукт культуры, ее
важная составная часть и условие существования, фактор формирования культурных кодов» [13, с.6];
• человек познает мир «через осознание себя, своей теоретической и предметной деятельности в нем», и это дает
ему право «творить в своем сознании антропоцентрический порядок вещей», который определяет его «духовную сущность, мотивы его поступков, иерархию
ценностей» [14, с. 6-7].
Приведенные положения, а также
выводы, сделанные в работах ряда ученых (Р. Боженковой, Н.А. Боженковой,
В.В. Красных и др.), дают нам основание
рассматривать одно из ключевых понятий данного исследования – языковую
личность – в следующей взаимосвязи:
язык – сознание – культура – лингвокультура – сообщество – коммуникация
[2, 11]. Подчеркнем, что все понятия,
включенные в цепочку, относятся к категориальному аппарату антропоцентрической лингвистики.
Вместе с тем «продуктом» антропоцентрической парадигмы в современной
лингвистике являются когнитивная лингвистика и лингвокультурология [1].
Когнитивная лингвистика – направление в языкознании, которое исследует
проблемы соотношения языка и сознания, роль языка в концептуализации и
категоризации мира, в познавательных
процессах и обобщении человеческого
опыта, связь отдельных когнитивных
способностей человека с языком и формы
их взаимодействия [8, 12].
Когнитивизм – направление в психологии. Утверждает, что индивиды – не
просто машины, механически реагирующие на внутренние факторы или внешние
события; разуму человека доступно нечто
большее, чем информация, поступающая
извне. Когнитивный подход в основном
заключается в стремлении понять, каким
образом человек расшифровывает информацию о действительности и организует ее, чтобы принимать решения или
решать насущные задачи [16].
В трактовке словаря лингвистических терминов Т.В. Жеребило, когнитивизм – 1) возвращение к проблемам познания и познавательных процессов;
2) направление в науке; 3) определенный
этап в развитии когнитивной науки, сменившийся впоследствии коннекционизмом [17].
Согласно когнитивизму человек
должен изучаться как система переработки информации, а поведение человека –
описываться и объясняться в терминах
его внутренних состояний. Эти состояния
физически проявлены, наблюдаемы и интерпретируются как получение, переработка, хранение, а затем и мобилизация
информации для рационального решения
мыслительных задач. Поскольку решение этих задач непосредственно связано
с использованием языка, вполне естественно, что язык оказался в центре
внимания когнитивистики и когнитивистов [8, с. 17–33].
В дефиниции В.А. Масловой лингвокультурология – «отрасль лингвистики,
возникшая на стыке лингвистики и культурологии» [14, с. 9]; «гуманитарная дисциплина, изучающая воплощённую в живой национальный язык и проявляющуюся в языковых процессах материальную и
духовную культуру» [14, с. 30]; «интегративная область знаний, вбирающая в
себя результаты исследований в культурологии и языкознании, этнолингвистике
и культурной антропологии [14, с. 32].
В. В. Воробьевым лингвокультурология определяется как «комплексная научная дисциплина синтезирующего типа,
изучающая взаимосвязь и взаимодействие культуры и языка в его функционировании и отражающая этот процесс как
Серия Лингвистика и педагогика. 2015. № 1 (14) 21
целостную структуру единиц в единстве
их языкового и внеязыкового (культурного) содержания при помощи системных
методов и с ориентацией на современные
приоритеты и культурные установления
(система норм и общечеловеческих ценностей)» [6, с. 32].
Основным объектом лингвокультурологии В.В. Воробьев называет «взаимосвязь и взаимодействие культуры и
языка в процессе его функционирования
и изучение интерпретации этого взаимодействия в единой системной целостности», а предметом данной дисциплины –
«национальные формы бытия общества,
воспроизводимые в системе языковой
коммуникации и основанные на его культурных ценностях», – всё, что составляет
«языковую картину мира» [6, с. 43].
По мнению В. В. Красных, лингвокультурология – «дисциплина, изучающая проявление, отражение и фиксацию
культуры в языке и дискурсе, непосредственно связанная с изучением национальной картины мира, языкового сознания, особенностей ментально-лингвального комплекса» [11].
Таким образом, одним из важнейших компонентов лингвокультурологии
являются «проявления культуры народа,
которые отразились и закрепились в языке», а ее базовой категорией, «отражающей ментальность и менталитет обобщенного носителя естественного языка и
предоставляющей этой научной дисциплине исследовательский инструмент для
воссоздания прототипического образа
«человека говорящего», становятся концепт и языковая личность [5, с.72].
Языковая личность – одно из базовых понятий данного исследования. Зародившаяся в недрах антропоцентризма,
категория «языковая личность» является
неотъемлемой частью концептуального
аппарата сегодняшней лингвистики и
весьма продуктивным теоретическим
конструктом.
В настоящее время известны многочисленные дефиниции языковой личности. Под этим термином понимается,
во-первых, человек как существо универсальное и бесконечное (Т. де Шарден,
А.С. Арсеньев); во-вторых, человек как
носитель языка, взятый со стороны его
способности к речевой деятельности, – по
существу личность речевая (В.В. Виноградов, Клод Ажежа, Славчо Петков,
Г.И. Богин); в-третьих, многослойный,
многокомпонентный, структурно упорядоченный набор языковых способностей, умений, готовностей производить и
воспринимать речевые произведения
(Ю.Н. Караулов); в-четвертых, как человек говорящий – homo loquens, личность
коммуникативная, полноправный член
сообщества, носитель сознания и языка,
представитель культуры и лингвокультуры, социализировавшийся и проявляющий себя в коммуникации (Клод
Ажежа, Ю.Н. Караулов, Н.А. Боженкова, В.В. Красных и др.); в-пятых, закрепленный преимущественно в лексической системе базовый национальнокультурный прототип носителя определенного языка, своего рода «семантический фоторобот», составляемый на основе мировоззренческих установок, ценностных приоритетов и поведенческих
реакций, отраженных в словаре – личность словарная, этносемантическая
(Р.К. Боженкова, С.Г. Воркачев). Каждая
языковая личность располагает концептуальной и языковой картинами мира, которые представляют собой глобальную,
непрерывно конструируемую систему информации об универсуме (Р.К. Боженкова,
Н.А. Боженкова).
Новые перспективы в определении
понятия языковой личности открывает
мысль В.В. Красных о том, что «человек
говорящий формируется как личность,
как носитель сознания, как полноправный член некоторого сообщества именно
в коммуникации, впитывая в себя культуру данного сообщества с помощью
языка и лингвокультуру именно с помощью языка данного сообщества. Следовательно, можно утверждать, что человек
говорящий есть объект (творение) языка,
культуры, лингвокультуры, коммуника-
22 ISSN 2223-151X. Известия Юго-Западного государственного университета.
ции. Однако человек говорящий, будучи
носителем сознания и находящийся в непрерывном процессе коммуникации в
рамках некоторого сообщества, «сплетающий внутри себя» (В. фон Гумбольдт)
язык, культуру и лингвокультуру и
«вплетающий себя» в язык, культуру и
лингвокультуру, оказывается не только
объектом, но и субъектом (творцом) языка, культуры, коммуникации [11, с. 9-10].
Таким образом, языковая личность
является «видом полноценного представления личности, которая вмещает в себя
психический, социальный, этический и
другие компоненты, но преломленные
через ее язык, ее дискурс» [15, с. 106].
Антропоцентрической лингвистикой
языковая личность представляется как
сложный, комплексный и многомерный
объект исследований, как «неслиянное»
единство человек – язык – сознание –
культура – лингвокультура – человек –
сообщество – коммуникация [11, с. 9-16].
Предложенная модель позволяет как
представить языковую личность целостно, так и конструировать и реконструировать ее посредством анализа составляющих ее компонентов.
В последние годы в лингвистической
литературе актуализировалось изучение
собирательного портрета социальной
группы как коллективной языковой личности: диалектной (К.И. Демидова,
Е.В. Иванцова, В.П. Тимофеев), средневекового человека (Т.И. Вендина), бывшего сельского жителя (М.В. Власкова),
американской (Т.Ю. Ма), региональной
языковой личности (Т.А. Голикова,
А.С. Зубков, А.А. Ворожбитова,
Н.П. Шульгина, Н.П. Бугаенко и др.).
Данное положение также учитывалось
нами при определении понятия региональная языковая личность.
Кроме того, в качестве плодотворной идеи нами рассматривалось мнение
ряда ученых о том, что на формирование
региональной языковой личности влияет
особое региональное сознание (А.С. Зубков, А.А. Ворожбитова, И.М. Просвиркина), региональный колорит (Н.П. Шульгина, Н.П. Бугаенко и др.).
Таким образом, региональная языковая личность может быть определена посредством включения в названную выше
модель понятий «коллективная языковая
личность», «региональное сознание»,
«региональный колорит».
Сказанное дает нам основание предложить следующую дефиницию обозначенного научно-теоретического конструкта. Региональная языковая личность –
фрагмент языковой личности, прототип
носителя языка и культуры региона, категория, соотносимая с доминантами региональной культуры, регионального менталитета, выраженного в специфических
языковых стереотипах и типичных моделях взаимодействия с окружающим миром [19].
По отношению к ментальным
структурам региональная языковая личность предстаёт как языковой субъект,
закреплённый в индивидуальной языковой картине мира и выраженный в языке
и речи. По отношению к лингвистически
и культурно значимым функциональным
системам человека региональная языковая личность понимается как динамическое единство взаимодействующих субъектов социокультурной, познавательной,
коммуникативной и семиотической деятельности [18].
Осваивая ценности окружающего
мира, региональная языковая личность
опирается на устоявшиеся в регионе традиции, нормы и обычаи, на особую культурную жизнь, свойственную только
данному региону, – в этом и проявляется
связь двух феноменов: региональной
языковой личности и регионального колорита [19].
Таким образом, региональную языковую личность можно определить как собирательный портрет социальной группы, коллективная языковая личность, на
формирование которой особое влияние
оказывает региональное сознание и региональный колорит.
Серия Лингвистика и педагогика. 2015. № 1 (14) 23
Резюмируя сказанное, акцентируем
внимание на позициях, позволяющих нам
сделать вывод о том, что теоретическую
базу понятия «региональная языковая
личность» составляет антропоцентрическая лингвистика:
1. Основу категориального аппарата
антропоцентрической лингвистики составляет понятие человек, его «главная
характеристика и важнейшая составляющая» – язык и связанная с ним «теснейшим образом» культура.
2. Естественным и логичным звеном
данной цепочки понятий является зародившаяся в «недрах антропоцентризма» и
являющаяся его «неотъемлемой частью»
языковая личность, которую можно
представить как взаимосвязь язык – сознание – культура – лингвокультура – сообщество – коммуникация.
3. Региональная языковая личность –
закономерный результат и продукт антропоцентрической лингвистики, который можно представить следующей многомерной фигурой (моделью): язык – региональное сознание – лингвокультура –
региональный колорит - сообщество –
коммуникация.
---
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АСПЕКТЫ СОЦИОКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ, ДЕТЕРМИНИРУЮЩЕЙ РАЗВИТИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, В УСЛОВИЯХ ИНФОРМАТИЗАЦИИ ОБРАЗОВАНИЯ
СМИРНОВА ЕЛЕНА ВЛАДИМИРОВНАНаписать письмо автору1
1 Тольяттинский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Том: 5Номер: 4 (17) Год: 2016 Страницы: 224-227
УДК: 378:811.111
ЖУРНАЛ:
АЗИМУТ НАУЧНЫХ ИССЛЕДОВАНИЙ: ПЕДАГОГИКА И ПСИХОЛОГИЯ
Издательство: Ассоциация «Профессиональные аналитики аутопойэйзисных систем» (Тольятти)
ISSN: 2309-1754
КЛЮЧЕВЫЕ СЛОВА:
СОЦИАЛЬНО-КУЛЬТУРНАЯ ОКРУЖАЮЩАЯ СРЕДА, SOCIO-CULTURAL ENVIRONMENT, ЛИНГВИСТИЧЕСКОЕ ОБРАЗОВАНИЕ, LINGUISTIC EDUCATION, СОЦИАЛЬНО-НРАВСТВЕННЫЕ ВЗАИМООТНОШЕНИЯ, SOCIAL AND MORAL RELATIONSHIP, МЕЖСОЦИОКУЛЬТУРНОЕ ОТРАЖЕНИЕ РАЗВИТИЯ ЛИЧНОСТИ, INTERSOCIOCULTURAL REFLECTION OF DEVELOPMENT OF THE PERSONALITY, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE IDENTITY, СОЦИАЛЬНО-КУЛЬТУРНАЯ ОБЩНОСТЬ, SOCIO-CULTURAL COMMUNITY, БИЛИНГВАЛЬНОЕ СОЗНАНИЕ, BILINGUAL CONSCIOUSNESS, ИНОЯЗЫЧНАЯ СРЕДА, FOREIGN-LANGUAGE ENVIRONMENT, СОЦИОКУЛЬТУРНЫЙ СТЕРЕОТИП ОБЩЕНИЯ, SOCIOCULTURAL STEREOTYPE OF COMMUNICATION, НАЦИОНАЛЬНАЯ МЕНТАЛЬНОСТЬ, NATIONAL MENTALITY, ОБРАЗОВАТЕЛЬНЫЕ РЕСУРСЫ, EDUCATIONAL RESOURCES, ЭЛЕКТРОННЫЕ СРЕДСТВА УЧЕБНОГО НАЗНАЧЕНИЯ, ELECTRONIC MEANS OF EDUCATIONAL PURPOSE, МЕЖКУЛЬТУРНАЯ СОЦИОИНТЕГРАЦИЯ, МУЛЬТИМЕДИА, MULTIMEDIA, КУЛЬТУРОЛОГИЧЕСКАЯ АУТЕНТИЧНОСТЬ, CULTUROLOGICAL AUTHENTICITY, CROSS-CULTURAL SOСIO-INTEGRATION
АННОТАЦИЯ:
Социокультурная среда представляет важнейшую основу для формирования вторичной языковой личности. В современных условиях процесс обучения иностранным языкам студентам активно внедряет использование электронных средств учебного назначения (ЭСУН). ЭСУН несут огромный потенциал для формирования вторичной языковой личности, обеспечивая актуальным материалом. Однако, вопрос наполнения ЭСУН корректным, адекватным и аутентичным учебным материалом, отражающим социокультурные особенности, приобретает особую актуальность. Социокультурный содержательно-методический аспект любого ЭСУН формирует мотивацию студентов к обучению, приближает процесс обучения к наиболее реальной «живой», аутентичной коммуникации. Взаимодействие накопленного «родного багажа» языковой личности и новых реалий и иноязычной среды происходят в пространстве, расположенном в системе трех координат: действительность, язык и сознание. Только осознав основные закономерности новой действительности и нового языка, языковая личность имеет шанс реализоваться и удовлетворить необходимые потребности своего бытия в иноязычной сфере. Механизм формирования новой языковой личности в иноязычной среде будет иметь как сходство, так и различие с аналогичным процессом в условиях родной языковой среды. Перед лингводидактикой на современном этапе выдвигается принципиально новая задача формирования в результате обучения иностранному языку вторичной (удвоенной) языковой личности, что предполагает приобщение студентов через новый язык к новым картинам мира.
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Постановка проблемы в общем виде и ее связь с
важными научными и практическими задачами. В современных условиях процесс обучения иностранным
языкам все больше вовлекает использование средств
информационных и коммуникационных технологий.
Электронные средства учебного (ЭСУН) назначения несут в себе огромный потенциал для формирования социально-культурной среды, адаптирующей студента к
иной языковой, культурной и социальной среде, определяющей развитие и формирование билингвальной
личности студентов при формировании всех видов речевой иноязычной деятельности. Однако, вопрос корректности, адекватности и аутентичности наполнения
учебным материалом ЭСУН c точки зрения учета социально-культурных особенностей приобретает особую
актуальность. Наполнение ЭСУН должно включать в
себя варианты построения индивидуальной траектории
обучения в зависимости от уровня знания иностранного языка, принципа «от простого к сложному», снятия
трудностей, опоры на аудио- и видеоисточники учебной
информации. Социально-культурный аспект любого
ЭСУН формирует мотивацию к обучению, приближает
процесс обучения к наиболее реальной «живой», аутентичной коммуникации. Весомый вклад ученых в теоретический аспект и исследования указанной проблемы во
многих ее методических и прикладных аспектах не полностью решает проблему с практической точки зрения, а
именно в аспекте социально-культурного, когнитивного
подхода при использовании ЭСУН. В частности, дискуссионными остаются вопросы представления учебно
224
го материала в ЭСУН с учетом адекватного наполнения
и мотивационными стимулами обучающихся.
Анализ последних исследований и публикаций, в которых рассматривались аспекты этой проблемы и на
которых обосновывается автор; выделение неразрешенных раньше частей общей проблемы. Исследованию теоретических и практических вопросов применения средств
ИКТ в обучении вообще и иностранного языка в частности посвящены труды отечественных и зарубежных ученых: Артамоновой Г.В., Есениной Н.Е., Захаровой И.Г.,
Карамышевой Т.В., Лавиной Т.А., Лапчик М.П., Мазура
З.Ф., Мартиросян Л.П., Метелевой Л.А., Панюковой С.В.,
Петуховой А.А., Роберт И.В., Смирновой Е.В., Цветковой
Л.А., Чертаковой Е.М., Hayase M., Higgins J., Kobayashi
E., Levy V., Nagashima Sh., O’Shea T. и др.
Формирование целей статьи (постановка задания).
Целью статьи является исследование и определение
вопросов, связанных с формированием социокультурной среды, определяющей развитие вторичной языковой личности в условиях обучения с использованием
электронных средств учебного назначения, предназначенных для развития и совершенствования умений иноязычной деятельности.
Изложение основного материала исследования с полным обоснованием полученных научных результатов.
Лингвистическое образование, формируемое с самого
рождения, сопровождается изучением культуры народа
в процессе социально-нравственных взаимоотношений.
Современная модель овладения иностранным языком
рассматривает язык не в абстракции от социально-культурной окружающей среды, а как межсоциокультурное
отражение развития личности, вводя концепт языковой
личности, а применительно к обучению иностранным
языкам – вторичной языковой личности. По мнению
И.И. Халеевой, овладеть суммой знаний о картине мира
– значит выйти на когнитивный (тезаурусный) уровень
языковой личности. При подготовке активного участника
межкультурной коммуникации, важно научить носителя
образа мира одной социально-культурной общности понимать носителя иного языкового образа мира. Понять
какую-нибудь фразу или текст означает, пропустив ее через свой тезаурус, соотнести со своими знаниями и найти
соответствующее её содержанию место в картине мира. В
процессе изучения иностранного языка студент не только
овладевает знаниями, умениями и навыками оперирования языковыми средствами, с новым языком ему открывается новая картина мира, соответственно, его сознание
«удваивается». Таким образом, перед лингводидактикой
на современном этапе выдвигается принципиально новая
задача формирования в результате обучения иностранному языку вторичной (удвоенной) языковой личности, что
предполагает приобщение студентов через новый язык
к новым картинам мира. Студенты уже являются носителем одного языка, их сознание сформировано родным
языком, по отношению к которому они будут осмысливать и оценивать иностранный язык. В связи с этим, в обучении иностранному языку на современном этапе речь
идет о согласовании в пределах индивидуального сознания двух смысловых контекстов, родного и иноязычного,
то есть о формировании билингвального сознания.
Формирование личности происходит в коммуникативном пространстве языковой среды. Иногда язык отождествляется с собственно средой, которая окружает
наше бытие, без участия которой ничего не может произойти в нашей жизни, которая не существует вне нас
как объективная данность, а находится в нас самих, в
нашем сознании, в нашей памяти, изменяя свои очертания с каждым движением мысли, каждым проявлением личности. Все эти умозаключения характеризуют
родную языковую среду, где изначально формируется
языковая личность. Что происходит с языковой личностью, когда она попадает в иноязычное языковое пространство и шире – в иноязычную среду? Очевидно, что
полная реализация языковой личности в инокультуре и
иноязыке не всегда будут соответствовать навыкам и
умениям, которые сформированы на базе родной культуры и языка. И иносреда, особенно на первых порах в
ней пребывания, будет скорее вне обучающегося, чем
внутри него. Взаимодействие накопленного «родного
багажа» языковой личности и новых реалий и иноязычной среды происходят в пространстве, расположенном
в системе трех координат: действительность, язык и
сознание. Таким образом, только осознав основные закономерности новой действительности и нового языка,
языковая личность имеет шанс реализоваться и удовлетворить необходимые потребности своего бытия в иноязычной сфере. Причем механизм формирования новой
языковой личности в иноязычной среде будет иметь как
сходство, так и различие с аналогичным процессом в условиях родной языковой среды. В родной языковой среде превалирует усвоение языка через действительность,
а в иноязычной – наоборот: действительность усваивается через язык. Поэтому, можно выделить те факторы
воздействия на языковую личность в иноязычной среде,
которые способствуют скорейшему усвоению нового
языка, аккумулируют ее формирование и реализацию на
иностранном языке. Во-первых, это естественный достоверный видеоряд, который включает в себя статичную
и мобильную наглядную действительность, невербальные проявления социокультуры в языковой среде. Вовторых, это естественный достоверный аудиоряд, который включает в себя всю воспринимаемую на слух информацию окружающей языковой среды. В-третьих, это
естественный ситуативный ряд. Мы рассматриваем его
как совокупность взаимозависимых и взаимообусловленных компонентов: речевой ситуации, коммуникативного поведения, социокультурного стереотипа общения
и межкультурного языкового контакта. В-четвертых, это
насыщенный ряд национальных фоновых знаний, инокультуры. В-пятых, это обучающая стихия языка.
Формирование вторичной языковой личности в современных условиях образовательного процесса в системе
подготовки студентов происходит в качественно новой
среде [1-6], характеризующейся активным внедрением и
использованием электронных средств учебного назначения (ЭСУН). Новое содержание образовательной среды
создает дополнительные возможности для стимулирования любознательности обучающихся к иностранному
языку благодаря широчайшим возможностям глобальной
сети Internet, где предоставляется доступ к электронным
библиотекам (научно-техническим, научно-методическим, справочным и т.д.), интерактивным базам данных
культурных, научных и информационных центров, энциклопедиям, словарям. Кроме этого существуют так называемые «списки рассылки», позволяющие получать по
электронной почте подборки материалов по множеству
узких тем на иностранном языке. Через Internet студенты
могут обратиться с вопросом по заинтересовавшей проблеме по иностранному языку не только к своему преподавателю, но и к носителю языка, к ведущим отечественным и зарубежным специалистам, вынести вопрос на
обсуждение в электронной конференции или чате [7, с.
312-320.]. Само разнообразие информации на иностранном языке, о стране изучаемого языка, предлагающейся
в образовательной среде, интегрированной в мировое
информационное пространство, помогает преподавателю
подвести обучающегося к поиску собственного взгляда на суть изучаемой проблемы на иностранном языке.
Студенты получают широчайший доступ не только к
традиционной исторически сложившейся социокультурной составляющей, но и к современным изменяющимся
политическим, экономическим и социально-культурным
условиям жизни [8-11].
Использование ЭСУН в системе подготовки студентов дает возможность развивать умения иноязычной деятельности (чтение, говорение, аудирование и письмо на
иностранном языке) при использовании программ подготовки презентаций; участвовать в общении на английском
Смирнова Елена Владимировна
АСПЕКТЫ СОЦИОКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ ...
226 АНИ: педагогика и психология. 2016. Т. 5. № 4(17)
педагогические
науки
языке с опорой на источники информации, представленной в динамическом виде или в виде иллюстраций; целенаправленно понимать иноязычную информацию в
естественном темпе при непосредственном общении с собеседником и опосредованном общении; понимать иноязычную информацию при чтении с использованием электронных словарей; письменно передавать иноязычную
информацию (электронная конференцсвязь, электронное
письмо и т.п.); самостоятельно использовать инструментальные средства для подбора примеров из аутентичных
иноязычных материалов; развивать творчество и любознательность, развивая интерес к поисково-познавательной деятельности. Например, наибольшую популярность
получают такие средства распространения культурной,
страноведческой и образовательной информации, как
виртуальные музеи, галереи. Информационные ресурсы
глобальной сети Internet предоставляют сегодня уникальные возможности совершить виртуальные путешествия
во всемирно известные сокровищницы изобразительного
искусства: Эрмитаж, Государственный музей изобразительных искусств им. А.С. Пушкина, Лувр, Лондонскую
национальную галерею, Метрополитен музей и увидеть
гениальные творения великих художников. Познание
виртуального мира, вовнутрь которого попадает студент
в процессе обучения, развивает воображение и образное,
абстрактное мышление, помогает понять и осознать сущность самых уникальных явлений и процессов, характерных для определенной иноязычной культуры. Диалог
культур активно развивается через языковые (лингвистические) проекты.
Формирование и развитие умений речевой иноязычной деятельности (УРИЯД) направлены на установление межкультурных контактов и взаимопонимания в соответствии с коммуникативным намерением говорящего [12-20]. Основной целью обучения является развитие
у студентов способности осуществлять межкультурную
коммуникацию в разнообразных социально-детерминированных и профессионально-ориентированных ситуациях. Одной из основных задач формирования вторичной языковой личности в современном обучении является способность успешно осуществлять социальное и
профессионально-направленное взаимодействие с носителями иной культуры. Коммуникативное намерение
возникает под влиянием окружающих предметов и явлений, представлений и чувственных переживаний. Они
создают техническую основу предкоммуникативной
фазы и способствуют формированию коммуникации. С
привлечением к учебному процессу ЭСУН визуальные
(текст, картина, серии рисунков, таблицы), аудиовизуальные средства ИКТ (звуковое кино, видео, компьютер) и комплексное использование этих средств в самых
разнообразных сочетаниях способствуют удержанию
в памяти логической последовательности излагаемых
фактов и уточнению ситуации общения.
Учебный процесс не может провести студентов через все возможные, реально существующие ситуации
общения, поэтому УРИЯД должны формироваться в
условиях учебных коммуникативных профессионально-ориентированных и межкультурных ситуаций, моделирующих и имитирующих реальное речевое общение.
Социокультурные содержательные компоненты, содержащие звуковое кино и видео – особый вид наглядности,
используемый в ЭСУН и содержащий примеры социокультурных особенностей страны изучаемого языка [21,
22]. ЭСУН обеспечивают такие стимулы, которые не
могут создать преподаватель или традиционный учебник, т.е. показ на экране жизненных ситуаций, позволяющих действующим лицам совершать речевые поступки в профессионально-ориентированном, социальном и
культурном контексте изучаемого языка [23, с. 21-22].
С их помощью реализуется динамическая модель коммуникации (жесты, мимика, паузы, интонации и др.).
ЭСУН представляет существенные удобства и для преподавателя, поскольку при традиционной форме он не
имеет возможности принести в аудиторию все нужные
ему содержательно-методические пособия (материалы
свежих научных международных конференций, текущих социальных явлений в обществах и предложений
по способам их решения и т.п.). ЭСУН позволяет представить наглядное изображение такого учебного материала, к тому же, при работе с компьютером к зрительному каналу восприятия добавляется моторный, т.к. специфика компьютерных упражнений заключается в том,
что они связаны с перемещением, движением учебного
материала с социокультурной направленностью содержания. В процессе выполнения интерактивных заданий
студенты проявляют творчество и самостоятельность, а
не являются пассивными исполнителями речевых действий. Все это в целом является стимулом личностного развития студента, его умения социализироваться и
взаимодействовать [1, с.78-81]. Сотрудничество и межкультурная социоинтеграция – необходимый компонент
учебного процесса.
Чем ближе содержание предлагаемого учебного задания к реально существующей естественной языковой
среде, тем эффективнее будет протекать процесс формирования и развития вторичной языковой личности студента. В ЭСУН убедительность тексту придадут фотографии или картинки событий, персонажей, места действия, историческая или географическая карта, схема.
Текст воспринимается студентом естественно, если он
представляет собой реально существующий тип текста
(реклама, письмо, газетная статья, объявление и т.д.).
Компьютерная форма такого представления текста призвана повысить мотивацию студентов к чтению и создать
условия для лучшего понимания ими коммуникативной
задачи текста. Возможности гипертекста расширяют содержание текста за счет дополнительной социокультурной информации, углубления смысла, ассоциативных
связей, создавая своеобразный контекст. При работе над
гипертекстом каждый студент получает возможность
пройти свой путь познания, в зависимости от уровня
своей подготовки, скорости усвоения материала и т.д.
Использование гипертекстовой технологии в ЭСУН позволит студенту выбрать стратегию чтения иноязычного
текста, создать новый текст на основе фрагментов, превращая его в соавтора и собеседника [24, с. 43-46]
Использование возможностей мультимедиа в ЭСУН
позволяет создавать необходимый звуковой фон: разговоры, музыка, шум транспорта, что способствует лучшему пониманию событий, формирует навык восприятия
текста на фоне разнообразных помех, естественных для
реальной жизни. При построении ЭСУН следует учитывать социокультурную методическую аутентичность
содержания: культурологическую аутентичность (наличие сведений о стране изучаемого языка); аутентичность
национальной ментальности (знание межкультурных
различий); информативную аутентичность (значимость
информации для студентов, интерес к ней, соответствие
их возрасту, интеллектуальному уровню); ситуативную
аутентичность (аутентичность жанра, персонажей, естественность обсуждения предлагаемой темы); реактивную аутентичность (способность вызвать эмоциональный, мыслительный и речевой отклик).
Традиционно вид информационной деятельности
обучающегося был ограничен известным набором: восприятие (при прослушивании, просмотре) в процессе
объяснения нового учебного материала определенного
конкретного объема; запоминание, заучивание самим обучающимся, как правило, только части представленного
учебного материала; воспроизведение (вербально или в
письменной форме) усвоенного материала. Появление
интерактивных средств обучения обеспечивает такие
новые формы учебной деятельности как интерактивный
диалог не только со студентом и преподавателем, но и со
средством обучения, функционирующим на базе средств
ИКТ. Важно отметить, что роль студента в условиях информатизации обучения остается не только ведущей, но
Смирнова Елена Владимировна
АСПЕКТЫ СОЦИОКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ ...
АНИ: педагогика и психология. 2016. Т. 5. № 4(17) 227
педагогические
науки
и еще более усиливается. Это связано с тем, что преподаватель осуществляет ее в новой педагогической среде, характеризующейся использованием современных информационных средств. Роль студента переходит на более
сложный путь поиска, выбора информации, ее обработки
и передачи. Применение учебной информации, содержащей социокультурные содержательные аспекты, добытой студентами, переводит процесс обучения с уровня
пассивного потребления информации на уровень активного преобразования информации. А в более совершенном варианте – на уровень самостоятельной постановки
учебной задачи (проблемы), выдвижения гипотезы для
ее разрешения, проверки ее правильности и формулирования выводов и обобщений по искомой закономерности
[15, с. 83-86.]. При этом важна организация как индивидуальных, так и групповых, а также коллективных форм
и видов учебной деятельности с использованием ЭСУН.
ЭСУН, функционирующее на базе средств ИКТ, реализует возможности нелинейности предоставления информации, расширяющей самостоятельность учащихся
в выборе режимов учебной деятельности, автоматизации осуществления контроля и самоконтроля, предоставляет возможность индивидуального способа управления учебной деятельностью, адаптации формы предъявления учебного материала к индивидуальным особенностям восприятия информации, оперативного доступа
к дополнительному и справочному материалу и т.д.
Таким образом, рассмотренные выше социокультурные содержательно-методические аспекты ЭСУН,
детерминирующие формирование вторичной языковой
личности студента, ориентируют учебный процесс по
иностранному языку для студентов на активизацию
имеющихся у каждого студента интеллектуальных способностей, знаний и компетенций, развитие способности к
самообразованию, самовоспитанию, самообучению, саморазвитию; формирование творческих способностей, познавательного интереса, трудолюбия; максимальный учет индивидуальных особенностей студента и предпочитаемых
способов работы с учебным материалом, обеспечивает
реализацию индивидуального подхода и интенсификацию самостоятельной работы, накопление культуроведческих знаний и социального опыта.
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Яроцкая Л.В. Иностранный язык и становление профессиональной личности (неязыковой вуз) : Монография
[ext[ссылка|https://yadi.sk/i/D_mGU4pPhXOsvQ]]
ВИРТУАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ И ОБУЧЕНИЕ ИНОСТРАННЫМ ЯЗЫКАМ В ВЫСШЕЙ ШКОЛЕ
ПОПОВА ТАТЬЯНА ПЕТРОВНА, НЕНАШЕВА ТАТЬЯНА АЛЕКСАНДРОВНА
1 Национальный исследовательский университет «Высшая Школа Экономики»
Тип: статья в журнале - научная статья Язык: русский
Том: 8Номер: 5-1 Год: 2016 Страницы: 230-237 Поступила в редакцию: 05.09.2016
УДК: 372.881.111.1
ЖУРНАЛ:
ИСТОРИЧЕСКАЯ И СОЦИАЛЬНО-ОБРАЗОВАТЕЛЬНАЯ МЫСЛЬ
Издательство: Негосударственное образовательное частное учреждение дополнительного профессионального образования "Кубанская многопрофильная академия подготовки, переподготовки, повышения квалификации специалистов" (Краснодар)
ISSN: 2075-9908eISSN: 2219-6048
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, ВИРТУАЛЬНОЕ КОММУНИКАТИВНОЕ ПРОСТРАНСТВО, VIRTUAL COMMUNICATIVE ENVIRONMENT, ВИРТУАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, VIRTUAL LINGUISTIC IDENTITY, ВИРТУАЛЬНЫЙ ДИСКУРС, VIRTUAL DISCOURSE, ИНФОРМАЦИОННАЯ КОМПЕТЕНТНОСТЬ, INFORMATION COMPETENCE
АННОТАЦИЯ:
Многие российские высшие учебные заведения поддерживают внедрение информационных технологий, активно используя их в учебном процессе. Принимая во внимание, что переход на новую образовательную модель преподавания иностранных языков (ИЯ) создает необходимость разработки новых концепций в вузовском образовании, обучение в новых условиях направлено на достижение максимального соответствия уровня владения английским языком международным и отечественным стандартам. Авторы статьи затрагивают проблему языковой личности и системы языка, языковой личности и овладения ИЯ. Языковая личность является интегративным понятием, компоненты которого разнородны и взаимосвязаны. В статье дается описание виртуальной языковой личности, которая рассматривается как новый тип языковой личности, характеризующийся набором специфических черт: особыми ценностями, изменившимся отношением ко времени и пространству, высокой степенью поглощенности виртуальной деятельностью, особыми целями коммуникации. Авторы статьи приходят к выводу, что использование иноязычной среды Интернет в процессе обучения ИЯ как в режиме самообразования, так и в условиях аудиторной работы оказывается мощным средством формирования иноязычной виртуальной коммуникативной компетенции студентов неязыкового вуза.
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На наших глазах во всех сферах, включая образование, происходят кардинальные изменения. Особенно заметно их проявление в обучении неродному языку. Тема инноваций в образовательной сфере ясно обозначена во всех государственных документах.
Для достижения целей обучения вузам необходимо не только поднять стандарты качества, но и обеспечить возможность преподавания различных дисциплин на иностранном языке
(чаще всего английском), гарантировать доступ к новейшей оригинальной литературе по специальности, предоставить возможность студентам принимать участие в международных программах, научных конференциях, стажировках. Кроме того, вузы должны создать условия для повышения конкурентоспособности выпускников для их успешного трудоустройства. Это означает, что студенты должны достичь достаточно высокого уровня владения английским языком уже
в первые годы обучения в вузе [1].
Нельзя забывать, что процесс реформирования образования всегда довольно длителен и
складывается под влиянием большого количества факторов, среди которых свое место занимают инновационные шаги, влияющие на направления, содержание и формы развития. Рассуждая о нововведениях в образовании, отметим, что изменился взгляд на обучение, его цели,
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условия, ценности. В центре внимания стала человеческая личность. Мы живем в цивилизации
видеоряда, где главный авторитет – «Я сам» [2]. Человек стал интересен как субъект деятельности, как развивающаяся личность, что и послужило стимулом к разнообразию в образовательной среде.
Интерес к открытиям в лингвистике, готовность внести исследовательский материал
науки о языке в практику обучения, стремление к высоким результатам являются приоритетными в профессиональной деятельности вузовских преподавателей. Интересными и важными для
формирования методологической основы современных моделей обучения являются такие теории, как компетентностный подход в обучении (Зимняя И.А.), психология целостности человека
(Б.Г. Ананьев), теория деятельности (Л.С. Выготский, С.Л. Рубинштейн, А.Н. Леонтьев), теория
высказывания и текста (М.М. Бахтин, Ю.М. Лотман), дискурс-анализ (Т.А. ван Дейк) и др.
Цель данной работы – рассмотреть различные подходы к определению понятия языковой
личности, виртуальной языковой личности, а также возможности коммуникативной среды Интернет для повышения эффективности процесса формирования иноязычной информационной
коммуникативной компетенции студентов.
Лингвисты перешли от анализа языковой системы к описанию языка определенного человека, его речевой деятельности, что привело к появлению концепта языковая личность (Богин, Караулов). Задача вузов в настоящее время – формирование языковой личности для
успешного профессионального общения, а также культурного развития личности.
Современные научные исследования все больше затрагивают проблему языковой личности и системы языка, языковой личности и текста, языковой личности и овладения ИЯ и многие
другие.
Рассматривая подходы и параметры в описании современной языковой личности, представляющей собой многомерное образование, следует признать, что понятие структуры языковой личности по Ю.Н. Караулову, хотя оно постоянно корректируется и дополняется, остается
данностью. Языковая личность определяется как «многослойный и многокомпонентный набор
языковых способностей, умений, готовностей к осуществлению речевых поступков разной степени сложности» [3].
Автор описывает структуру языковой личности, состоящую из трех уровней: вербальносемантического, когнитивного и прагматического. При этом вербально-семантический уровень,
который предполагает наличие формальных средств выражения определенных значений, является для носителя нормальным владением языком. Когнитивный уровень охватывает понятия, идеи, которые определяют семантические поля и языковую картину мира носителя языка.
Этот уровень способствует расширению значений отдельных слов и обеспечивает переход к
знаниям, то есть относится к мыслительной сфере личности говорящего. Прагматический уровень языковой личности составляют цели, мотивы, интересы, установки, коммуникативные потребности. Он осуществляет переход от осмысления к пониманию реальной деятельности. Поскольку общение обусловлено деятельностью людей, и прежде всего профессиональной деятельностью, следует иметь в виду коммуникативно-деятельностные потребности личности,
обусловленные всей парадигмой социально-деятельностного поведения человека. Исследуя
некоторые аспекты языковой личности, Ю.Н. Караулов отмечает, что предметом интереса в
процессе обучения являются: на вербально-семантическом уровне – формирование автоматизированных навыков использования типовых конструкций; на когнитивном – проблема развертывания текста по темам и семантическим полям, а также сжатие исходного текста до проблемного; на прагматическом уровне – соответствие языковых средств коммуникативным условиям их использования [4].
Феномен языковой личности рассматривается с позиций разных научных направлений,
при этом в ней выделяются различные слои и аспекты для изучения. Например, В.И. Карасик
разделил речевую организацию человека на пять аспектов: языковую способность, коммуникативную потребность, коммуникативную компетенцию, языковое сознание и речевое поведение
[5, с. 24-25]. Следует заметить, что любая языковая личность руководствуется определенным
набором алгоритмов модели речевого поведения. К таковым можно отнести речевой стереотип,
коммуникативный стереотип (речевые клише и формулы), ментальный стереотип (характерологические особенности языковой личности) [6, с. 162-178].
Если рассматривать языковую личность с позиции лингводидактики, можно опереться на
мнение Л.П. Клобуковой, которая полагает, что языковая личность представляет собой «многослойную и многокомпонентную парадигму речевых личностей, которые дифференцируются, с
одной стороны, с учетом различных уровней языка, с другой стороны – с учетом основных ви-
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дов речевой деятельности, с третьей – с учетом тех тем, сфер и ситуаций, в рамках которых
происходит речевое общение» [7].
Решая проблемы обучения ИЯ, нельзя не учитывать и национально-культурную составляющую этого процесса. Ставя перед собой задачу формирования иноязычной коммуникативной компетенции у студентов вуза, необходимо учитывать специфические знания и умения языковой личности в культуре изучаемого языка, а также те специфические умения, которые реализует языковая личность в общении. Как справедливо сформулировал Г.И. Богин, языковая
личность ‒ это «тот, кто присваивает язык» [8].
В лингводидактическом плане важным моментом является также и то, что языковая личность развивается от одного своего уровня к другому и результат этого развития может быть
описан в упорядоченной форме.
Таким образом, языковая личность является интегративным понятием, компоненты которого разнородны и взаимосвязаны. Полное описание языковой личности предполагает ее языковые, когнитивные, коммуникативные, культурные характеристики. Это обобщенный образ носителя языковых знаний, культурных ценностей, который способен решить коммуникативную
задачу в любой ситуации общения. Как известно, вуз готовит студента к профессиональной деятельности. Полученные знания, умение общаться во многом определяют успешность дальнейшего жизненного пути выпускника. Поэтому применение эффективных методов и форм обучения иностранным языкам, направленных на всестороннее развитие личности, является необходимостью. Нельзя отрицать, что главным фактором развития языковой личности выступает
обучение [9].
При этом важнейшим фактором, влияющим на процесс обучения, становится Интернет,
который превратился в новую коммуникативную среду, позволившую выделить различные способы взаимодействия людей. Характерной чертой интернет-общения является прежде всего
опосредованность. Возникает ряд дискурсов со своими конститутивными признаками (виртуальный дискурс, электронный дискурс, сетевой дискурс) [10]. Говоря о конститутивных признаках дискурса, необходимо принимать во внимание участников общения, их цели, ценности,
стратегии, так как именно языковая личность находится в центре внимания рассматриваемого
взаимодействия [11, с. 245]. Таким образом, возникает необходимость описать такую языковую
личность, которая для достижения целей общения использует виртуальное коммуникативное
пространство. Исследователи употребляют словосочетания «виртуальная личность» или «виртуальная языковая личность» [12; 13].
Однако, как отмечает О.В. Лутовинова, очень трудно дать определение столь неоднородному феномену. Исследователь предлагает рассмотреть языковую личность, производящую
речевую деятельность в виртуальном пространстве, с лингвистической точки зрения. Соглашаясь с Е.А. Горным в том, что виртуальная личность как жанр сетевого творчества не имеет точного аналога в англоязычном Интернете, О.В. Лутовинова констатирует, что в контексте англоязычного Интернета виртуальная личность ограничена рамками конкретного сообщества, в то
время как русский сетевой инвайронмент способен порождать формы и содержания для более
широкой аудитории [14; 15].
Если трактовать виртуальную личность как придуманный образ, манипулируемый своим
создателем, следует отделить ее от личности, которая общается в сети от своего собственного
имени, то есть сетевой личности, являющейся частью реальной личности, которая психологически комфортно взаимодействует в виртуальном пространстве [16]. В то же время необходимо
понимать, что для адресата адресант виртуален, если они не знакомы в реальной жизни. Таким
образом, виртуальная личность может рассматриваться как сплав «я» реальной личности с ее
сконструированным образом [17]. Согласно М.Б. Бергельсону, у участников виртуального дискурса нет актуальной когнитивной модели друг друга, поэтому они не могут быть уверены, кто в
реальности с ними общается в сети [18]. Следовательно, виртуальная личность является
условным образом реальной личности, воспринимаемой собеседниками как набор характеристик, которые они ассоциируют с этой личностью [19; 20; 21].
Виртуальную языковую личность можно рассматривать как новый тип языковой личности, характеризующийся набором специфических черт: особыми ценностями, изменившимся отношением ко времени и пространству, высокой степенью поглощенности виртуальной деятельностью, специфическими целями и стратегиями коммуникации.
О.В. Лутовинова полагает, что термин «виртуальная языковая личность» следует применять с осторожностью, не делая синонимом вообще любой языковой личности, которая исполь-
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зует интернет-общение для самых разных целей и с различной степенью представленности в
ней своего собственного «Я» [22].
Понятно, что виртуальная личность реализует себя в виртуальной коммуникативной среде. Такая личность обладает коммуникативной компетенцией в виде знаний, навыков и умений
для осуществления общения в рамках виртуального дискурса исходя из его целей и задач. Оно
состоит из трех компонентов: энциклопедического, лингвистического и интерактивного, каждый
из которых обладает определенной спецификой, по сравнению с реальным дискурсом [23].
Мы разделяем мнение о том, что реальный и виртуальный дискурс объединяют идентичные функциональные цели (социализирующие, коммуникативные, учебные, игровые, манипулятивные, психотерапевтические), при этом выделяется третичная социализация, сетевая инкультурация, самопрезентация и развлечение как специфические функциональные цели виртуального дискурса. К третичной социализации также следует отнести интериоризацию ценностей
и норм поведения в виртуальном пространстве, инкультурацию как процесс присвоения виртуальной культуры и самопрезентацию как реализацию виртуальной языковой личности в виртуальной среде [24].
Согласно мнению Т.М. Гермашевой, виртуальная языковая личность реализуется в создаваемых ею же текстах и проявляется в виртуальной коммуникативной среде как «квазиличность». Это означает установление отношений с виртуальным адресатом с помощью сетевой
идентификации, представления аватара, языковых и неязыковых средств виртуальной коммуникации. При этом, как пишет автор, спектр тональности эмоционально-стилевого формата
виртуальной коммуникации различается. В виртуальном дискурсе фатическая тональность игрового, юмористического, доверительного, ироничного характера преобладает над информативной тональностью [25].
В качестве уникальной коммуникативной среды предлагается блог-дискурс, поскольку он
позволяет быть «наедине со всеми», то есть сочетает в себе публичное и личное. Можно
настраивать это сочетание под себя, выбрать наиболее удобную модель взаимоотношений с
миром и людьми. По мнению А. Жичкиной, блог является максимально гибкой и многофункциональной формой интернет-коммуникации. Виртуальная языковая личность, подобно реальной
личности, сохраняет собственное видение мира и ситуации коммуникации, однако не осознается партнером по блог-коммуникации как идентифицированная языковая личность [26].
Следует отметить, что в блогах формируется специфическое ролевое поведение коммуникантов, для которого характерна полиидентичность, поскольку анонимность и ограниченный
сенсорный опыт позволяют экспериментировать с собственной идентичностью. Для реализации
коммуникативных намерений человек создает уникальные социальные и психологические образы. В блог-дискурсе распространено использование самопрезентаций, различного рода повествований; фотографий, картин, аудиофайлов и пр. Все эти коммуникативные средства вызывают живой интерес у молодых людей. Т.М. Гермашева приходит к выводу, что виртуальная
языковая личность в описанных условиях представляет собой реальную языковую личность,
обладающую специальными коммуникативными компетенциями, которые необходимы для
осуществления коммуникации в виртуальной среде. Такая личность реализует себя в виртуальном дискурсе в новом образе, обладающем высокой степенью свободы [27].
Изменение парадигмы исследований в области лингвистики привело к тому, что языковая
личность, а затем и виртуальная языковая личность стала объектом пристального внимания
теории и методики обучения иностранным языкам, поскольку методика неизбежно имеет дело с
лингвистическими понятиями и, прежде всего, данными сопоставительной лингвистики, так как
они определяют специфику объекта обучения. Благодаря антропологическому подходу современной лингвистики были пересмотрены и методологические основы обучения ИЯ. Встал вопрос о необходимости формирования вторичной языковой личности, свойства которой позволяют обучаемому стать эффективным участником межкультурной коммуникации. Для реализации этой глобальной цели необходимо развивать у обучаемых умения пользоваться определенным иноязычным кодом, вооружать их внеязыковой информацией, необходимой и достаточной для адекватного общения и достижения взаимопонимания на межкультурном уровне, а
также развивать у них качества, позволяющие осуществлять как непосредственное, так и опосредованное (через Интернет) общение с представителями разных культур [28].
Ключевое понятие языковой личности, таким образом, трансформируется в результате
изменений в структуре общества. Процесс глобализации диктует потребность в формировании
нового типа языковой личности в процессе обучения иностранным языкам в сторону ее поликультурной направленности и информационной грамотности.
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Российское образовательное пространство, в отличие от западного, до сих пор не имеет
достаточного количества лингвометодических исследований, содержащих обобщение форм и
методов обучения иноязычной виртуальной коммуникации. По мнению Е.М. Дубовиковой, использование в обучении информационного дискурса всегда имело место в процессе изучения
ИЯ, однако сегодня необходимо создать модели формирования иноязычной виртуальной коммуникативной компетенции обучаемых, способствующие успешной коммуникации в иноязычной
(чаще англоязычной) виртуальной среде. Анализ научно-методической литературы показывает,
что использование массово-информационной виртуальной иноязычной среды Интернет в процессе обучения иностранному языку как в режиме самообразования, так и в коммуникативной
ситуации аудиторной работы оказывается мощным средством формирования иноязычной виртуальной коммуникативной компетенции студентов неязыкового вуза. Результаты проведенного
Е.М. Дубовиковой опытного обучения студентов экономической и юридической специальностей
позволили выделить типы коммуникативных актов, включенных в содержание обучения дискуссионным навыкам и умениям в интернет-среде. К ним относятся пять типов: фатический (установление, продление и разъединение контактов); информативный (передача, прием информации и действия с ней); эмоционально-оценочный (оценка, комментирование информации и выражение эмоций по поводу информации); организационный (организация речи и достижение
взаимопонимания участников общения); регулятивный (регулирование действий партнеров общения) [29].
Параллельно с процессом виртуализации общества идет процесс виртуализации профессиональной коммуникации в пространстве Интернета. В связи с этим можно говорить о модели обучения студентов неязыкового вуза профессиональному межкультурному общению,
направленной на виртуальную среду межкультурной коммуникации специалистов. Следовательно, в состав целей обучения должно войти формирование виртуальной языковой личности,
обладающей иноязычной информационной коммуникативной компетенцией [30].
Следует заметить, что при условии развитой информационной компетенции, студенты
смогут более эффективно развивать иноязычную коммуникативную компетенцию. Это происходит в силу различных причин. К ним можно отнести следующие: 1) повышение мотивации учения (компьютеры популярны в молодежной среде); 2) использование круглосуточно доступных
аутентичных материалов; 3) непосредственность взаимодействия; 4) индивидуализация обучения (возможность учитывать уровень довузовской подготовки, психологические особенности
студентов); 5) множественность источников информации (возможность быстро обнаружить и
привлечь тысячи источников, позволяя студенту изучить проблему многосторонне, способствовать осмыслению информации в межкультурном аспекте); 6) глобальность подхода.
Одним из авторов, предложивших наиболее общее определение информационной компетентности, является О.Б. Зайцева, которая полагает, что это сложное индивидуальнопсихологическое обучение, основанное на объединении знаний и практических умений в области информационных компьютерных технологий, а также определенный набор личностных качеств [31].
Считается, что работа в электронной образовательной среде является комфортной для
студентов, помогает некоторым из них преодолеть психологический барьер, неуверенность в
себе, возникающие при работе в классе, когда каждый сравнивает себя с другими студентами.
Снижение уровня стресса при работе в электронной среде повышает их уверенность и самооценку, что продуктивно сказывается на их участии в групповых дискуссиях и дебатах.
Можно согласиться с мнением о том, что в электронном дискурсе общение носит несколько искусственный характер. Таким образом, электронно-опосредованное общение отличается от непосредственного, хотя и дополняет его и, кроме того, расширяет сферу академического взаимодействия за счет новых возможностей интерактивности. Исследователями в области электронного дискурса отмечается, что электронные средства успешно интегрируются в
существующие коммуникации. Их эффективность при этом определяется выбором тематики,
регламента, технологий, ожидаемым результатом [32].
В заключение отметим, что использование информационно-коммуникативных возможностей интернет-пространства позволяет моделировать иноязычную виртуальную коммуникацию
студентов с учетом их профессиональных интересов, обеспечивая эффективную коммуникативную деятельность, в ходе которой студент выстраивает отношения с собой, с другими, с
глобальным миром.
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31. Зайцева О.Б. Формирование информационной компетентности будущих учителей средствами инновационных
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Образование и педагогические науки Education and Pedagogical Sciences
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ВЛИЯНИЕ ИНТЕРНЕТ-СРЕДЫ НА ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ
МЯСИЩЕВ ГЕОРГИЙ ИГОРЕВИЧ
1 Ростовский государственный строительный университет, 344022, Ростовская область, г. Ростов-на-Дону, ул. Социалистическая, д. 162
Тип: статья в журнале - научная статья Язык: русский
Том: 7Номер: 4 (29) Год: 2015 Страницы: 126
УДК: 378.126
ЖУРНАЛ:
ИНТЕРНЕТ-ЖУРНАЛ НАУКОВЕДЕНИЕ
Издательство: Издательский центр "Науковедение" (Москва)
eISSN: 2223-5167
КЛЮЧЕВЫЕ СЛОВА:
ЛИНГВИСТИЧЕСКАЯ КОММУНИКАЦИЯ, LINGUISTIC COMMUNICATION, ВЫСШЕЕ ОБРАЗОВАНИЕ, HIGHER EDUCATION, ПЕДАГОГИЧЕСКИЕ ТЕХНОЛОГИИ, EDUCATIONAL TECHNOLOGY, ИНТЕЛЛЕКТУАЛЬНЫЙ ТРУД, INTELLECTUAL WORK
АННОТАЦИЯ:
Рассматривается роль интернет среды в образовательной деятельности на всех этапах обучения. Анализируются изменения условий формирования языковой личности обучающегося в исторической перспективе. Исследуется роль интернет-среды в этом процессе. Дается описание основных источников воздействия на языковую личность в интернет-среде. Изучается степень их воздействия. Ставится вопрос о разработке эффективных методов формирования языковой личности в новых условиях. Определяется зависимость развития языка и мышления. Развитое мышление, способность воспринимать, оценивать информацию и трансформировать ее в полезную деятельность во многом зависит от владения языком, от читательского опыта и кругозора как неразрывного единства. Делается вывод, что читательский опыт и кругозор неизбежно требуют определенной лингвистической базы и способствуют ее накоплению. Отсутствие навыков чтения и анализа сложного текста, умения создавать собственные тексты и вести целесообразную и эффективную дискуссию, выстраивать коммуникацию с разными людьми ограничивает возможности развития и эффективной социализации человека, его выбор профессии и вероятность карьерного роста. Успешность человека как специалиста определяется степенью его умения работать с различным текстом.
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Информационная революция, произошедшая на рубеже последнего десятилетия ХХ –
первого десятилетия XXI века, оказала решающее влияние на социум в целом, и процессы,
регулирующие его внутреннее взаимодействия в частности. Не будет преувеличением сказать,
что языковая личность человека формируется окружающим его информационным
пространством, насыщенном вербализированной информацией, и требующем
продуцирования аналогичной информации. Более того, именно в настоящее время
окончательно стирается грань между способностью продуцировать текст и речь и
потребностью в этом. Не только люди с ограниченными возможностями к речевой
деятельности (с нарушениями слуха и/или зрения), но и искусственно созданные формы
машинного интеллекта оказываются полностью включены в мировое языковое пространство.
Информационные технологии определяют всю сферу деятельности человека, регламентируют
ее. Именно в настоящее время основная организационная и управленческая роль перешла к
тексту различного типа и содержания, поскольку в настоящее время обмен текстовой
информацией, в том числе регламентно-организационного характера, достиг абсолютного
максимума, значительно потеснив взаимодействие в телефонном, телеграфном и т.п.
режимах. Возможность мгновенной передачи текстовых сообщений неограниченного объема,
формирование текста в режиме реального времени, совокупная работа над общим текстом
удаленных пользователей, обмен текстовой информацией с моделированием различных
социо-психологических ситуаций, ранее возможное только при непосредственном общении, –
все это оказывается решающим в современной практической деятельности человека.
Профессиональный текст различного типа оказывается главным продуктом и инструментом
современности, обладающим внутренней, уникальной ценностью.
Этот факт невозможно игнорировать, как невозможно игнорировать и то, что
современное подрастающее поколение полностью интегрировано в виртуальную среду, где
основным элементом взаимодействия является текст. Независимо от того, окажется данное
явление постоянным цивилизационным признаком, закрепившимся, подобно эпистолярным
формам взаимодействия, на протяжении нескольких веков или же оно будет заменено в
течение одного-двух поколений новым феноменом, это явление оказывает значительное
влияние на сегодняшнюю действительность и включается во все сферы взаимодействия
человека, в т.ч. образовательную деятельность.
Обучающиеся XIX-XX веков были интегрированы в специально созданное текстовое
пространство учебной и художественной литературы и, в меньшей степени, средств массовой
информации. Организация этого пространства предполагало формирование определенного
образа языковой личности обучающегося, позиционировавшейся как эталонной. Опираясь на
методические и дидактические пособия тех лет, например, такие, как «Наставление
преподавателям русского языка и словесности» И.И. Срезневского (1852); «Методика
преподавания литературы» М.А. Рыбниковой (1930); ее же «Очерки по методике
литературного чтения» (1963); «Развитие мышления старшеклассников на уроках
литературы» О. Ю. Богдановой (1979); «Организация исследовательской деятельности
учащихся на уроках литературы» М.Г. Качурина (1988) и другие, мы можем сформировать
основные критерии этого эталонного образа:
1) Способность взаимодействовать с текстовой информацией учебного и научноучебного характера.
2) Способность анализировать текстовую информацию с позиции ее соответствия:
a) содержательным критериям;
b) профессиональным критериям;
c) гуманистическим критериям;
3
d) идеологическим критериям;
e) критериям языкового оформления.
3) Способность продуцировать текст, соответствующий критериям:
a) актуальности;
b) содержательности, в т.ч. общественной значимости;
c) профессиональным качествам;
d) гуманистическим критериям;
e) идеологическим критериям;
f) критериям языкового оформления.
4) Способность продуцировать устную речь, вести дискуссию, беседу, публичное
выступление.
5) Способность аналитически воспринимать устную речь, вести конспектирование,
работу с записями. [1, 2, 3, 4, 5]
Важным фактором оказывается содержание самих критериев взаимодействия
обучающегося с текстом.
Предполагалось, что все тексты имеют план содержания и план выражения,
стремящиеся к вероятному идеалу, они нормированы и регламентированы в соответствии с
едиными представлениями о качестве специального учебного текста и о качестве текста
художественной литературы. Таким образом, эталонный образ языковой личности
формировался под воздействием искусственной речевой и текстовой среды, специально и
направленно организованной. Предполагалось дуалистическое содержание процесса
обучения, с точки зрения воздействия речи и текста различного характера на обучающегося: с
одной стороны внешний мир, с различными проявлениями текстов и речевых форм бытового,
этнического и профессионального характера, с другой стороны искусственная среда среднего
и высшего образования, формирующая эталон человека как языковой личности.
Этот эталон предполагал, что по окончании образовательного учреждения как средней,
так и высшей ступени, выпускник обладает следующими способностями:
1) Способность к правильной, нормированной, с точки зрения орфоэпии и лексики,
устной речи. Полному и грамотному изложению своих мыслей, способности
вести диалог различного уровня.
2) Способность к восприятию сложного, стилистически неоднородного текста.
3) Способность продуцировать тексты, орфографически, грамматически,
пунктуационно и стилистически нормированные.
4) Способность вести самостоятельный научно-методический поиск на
элементарном уровне разрешения профессиональной проблемы, что включало в
себя, способность воспринимать и продуцировать текст профессионального
характера.
Формальные критерии не изменились и в настоящее время, но содержательный
характер образовательной среды изменился кардинально. Теперь обучающийся тесно
включен в текстовое пространство, где специальные тексты и художественная литература
составляют лишь часть от общего объема письменной речи, с которой взаимодействует
обучающийся.
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Изменения коснулись и уровня специальных текстов. Требования обязательной
нормаизации по единому эталонному уровню было отвергнуто, что привело к достаточной
разнородности текстов по качественному уровню [6, 7]. Тексты учебников и других
специальных изданий иногда имеют значительные расхождения с нормативной стилистикой,
особенно это касается социально-ориентированных пособий, направленных на
воспитательную и просветительскую деятельность в подростковой среде [8, 9, 10]. Авторы
этих изданий полагают, что в специальной литературе возможно использование бытовой
лексики, сленговых выражений, просторечных и сниженных конструкций, сомнительных
приемов убеждения. В этой связи, бывает затруднительно отделить поставленные авторами
задачи повышения читательского интереса от снижения качества подготовленного текста
следом за общей тенденцией к смешению языковых стилей, денормированию языка.
Кроме специальных текстов учебного, учебно-методического и воспитательного
характера, обучающиеся включены в текстовое пространство интернет-среды, где основная
масса коммуникативного взаимодействия идет на уровне устно-письменной речи,
нормируемой и упорядочиваемой, большей частью, интуитивно, нежели в соответствии с
языковой нормой. По сравнению с досоветским и советским периодом, в истории
лингвистики, педагогики и методики, объем текста, с которым взаимодействует обучающийся
в течение всего активного периода обучения в школе и вузе, значительно вырос.
Основными сферами, в которых обучающийся сталкивается с необходимостью вести
письменную коммуникацию и воспринимать тексты разного характера, являются:
специально подготовленные тексты учебного и профессионального характера и
тексты классической художественной литературы;
тексты, подготавливаемые обучающимися или неквалифицированным
персоналом образовательных, просветительских и др. социо-культурных
порталов, имеющих форму библиотечных или справочных ресурсов;
тексты, генерируемые в режимах реального времени на различных тематических
форумах и аналогичных им ресурсах;
тексты, генерируемые в социальных сетях и на форумах без определенной
тематически, в процессе взаимодействия участников коммуникации.
Важно отметить, что в настоящее время не существует крупных статистических или
лингвистических исследований в области языка интернет-сообщества и специфики
порождаемых в нем текстов, однако автор настоящей статьи предпринял некоторую попытку
исследовать этот процесс.
Для этого был изучен возрастной состав аудитории пользователей, путем опроса
обучающихся среднего звена (школьников) и студентов вуза. Так, контингент обучающихся
МБОУ №2 в возрасте от 13 до 18 лет показал 100% использование интернет-ресурсов в
повседневной действительности (107 опрошенных). Из них информационно-справочные
ресурсы, включая создаваемые энтузиастами, использовали 100% опрошенных. Регулярно
посещают тематические форумы 38% (39 человек), социальные сети 95% (102 респондента).
Результаты опроса, проведенного среди студентов Ростовского государственного
строительного университета в возрасте от 17 до 21 года, показали близкие результаты: 100%
(147 обучающихся) используют информационно-справочные ресурсы, 31% (45 человек)
использует тематические форумы профессионального характера, социальные сети используют
129 обучающихся из 147 отвечавших на вопросы анкеты (89%).
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Анализ некоторых из названных в добровольном анкетировании источников показал,
что в большинстве случаев тексты, представленные на них, содержат значительные
расхождения с традиционным представлением о лингвистической норме. При этом,
многочисленные библиотечные ресурсы, содержащие справочную или иную учебную
литературу, могут содержать в предлагаемом контенте фактические, орфографические,
пунктуационные и др. недочеты, неисправляемые обучающимися при заимствовании или
иных формах использования содержащейся информации (например, при использовании
текстов, размещенных в Википедии).
В этой связи, система, при которой изучение языка и языковой нормы идет, как
активно (путем осознанного методического изучения), так и пассивно (путем чтения
значительных объемов качественного нормированного текста), не функционирует. Языковые
факты не ассоциируются в сознании обучающегося с изученными принципами их
употребления и не реализуются на практике.
Коммуникативное взаимодействие и тексты, порождаемые в результат этого
взаимодействия в основной посещяемой обучающимися интернет-среде, в целом, отличаются
следующими особенностями:
На коммуникативном уровне
тяготение к категоричности, аксиоматичности высказываний, отказу от
критического восприятия подаваемой информации;
софистичность аргументации для доказательства собственного суждения, если
таковое требуется, отказ от принципов этики в процессе доказательства,
попытки утвердить свою точку зрения путем не логических доказательств, а с
помощью прямых атак на личность оппонента, психологических уловок и т.п.
шаблонность аргументации, привычка использовать одинаковые механизмы в
построении доказательств, ведении дискуссии без учета ситуации и конкретики
вопроса.
На содержательном уровне
использование т.н. «пустой проблемы» - ведение дискуссии о фактически не
существующем или не представляющем для собеседников ценности факте;
тяготение к использованию социальных мифов и заблуждений, утверждение
заведомо ложной информации в качестве объективной истины;
нарочитое противопоставление собственной идеи существующим
представлениям о сути вещей, воинственный нигилизм в отношении
существующего знания как такового.
На формальном уровне
недочеты в области правописания, употребления знаков препинания;
простой синтаксис, в случае использования сложных синтаксических
конструкций – недочеты при их построении;
выбор стилистически неверных, часто двусмысленных вариантов при
построении высказывания, непонимание специфики различных стилей речи,
уместности употребления различных языковых средств.
Учитывая фактор спонтанности, эмоциональности и близости коммуникации в
интернет-среде к устным формам межличностного или группового взаимодействия,
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лингвистические недочеты могли бы быть объяснимы, но не в том случае, когда речь идет о
значительных по объему текстах, подготавливаемых автором заранее, да и сам принцип
письменного общения предполагает возможность обдумывания текста, выбора верного, с
лингвистической точки зрения, варианта.
Особый интерес в изучении проблем функционирования языковой личности
современного молодого человека в интернет-среде представляют «литературные порталы»,
где существует возможность опубликовать собственное художественное творчество.
Основная масса молодых людей, так или иначе использующих эти ресурсы, принадлежит к
возрастной категории от 18 до 27 лет. Изучая верифицируемые ими тексты, возможно
получить представление об их восприятии языковой картины мира, а также собственно о
сущности языковой личности автора.
Данная проблема слишком велика, чтобы ее рассмотреть в небольшом объеме статьи,
но она достаточно принципиальна, чтобы обойти ее вниманием.
Очевидно, что тексты, верифицируемые на литературных ресурсах, должны восходить
к классической литературе и опираться на нее. Однако обзор публикуемых текстов и
авторских комментариев и пояснений к ним показывает, что не только содержание и
оформление этих произведений достаточно сложно связать с продолжением традиций
русской классической литературы, но и само представление о сущности художественного
текста достаточно расплывчато. Обобщив наблюдения, можно отметить следующие
особенности верифицируемых в интернет-среде художественных текстов и авторского
позиционирования по отношению к ним:
1. Ограниченный читательский опыт или нигилистическое отношение к
художественной классике. Авторы, зачастую, бравируют ограниченным
знанием классической литературы, полагая, что личное творчество в области
литературы не должно быть связано с литературным наследием классиков.
2. Слабое знание описываемого предмета или проблемы. Различные фактические
ошибки авторов, иногда, совершенно парадоксальны и заставляют скептически
отнестись к наличию у автора минимальной базы знаний. Авторы декларируют
приват эмотивности или конгениальности текста над содержательностью,
превосходство непосредственного, внецивилизационного восприятия автора над
опытом и изучением действительности или социума.
3. Дистанцирование от принципов русского языка, теории литературы. Авторы
полагают, что их задача сводится только к генерированию текстовой
информации, а правильность, в том числе стилистическая нормированность, -
дело редакторов и корректоров. Аналогичную позицию они занимают в
отношении принципов теории литературы, полагая, что они не существенны.
4. Шаблонность, как в плане содержания, так и в плане выражения. Зачастую,
верифицированные тексты напоминают мозаику, собранную из одних и тех же
частей, отличаясь лишь именем автора. Авторская индивидуальность
достаточно редко проявляется в среде массового интернет-творчества.
5. Бедность языка: ограниченность применяемых выразительных средств,
изобилие речевых недочетов, включая неоправданные повторы, алогизмы,
сомнительное словотворчество, смешение речевых стилей и др.
6. Подмена выразительности текста эпатажностью и натурализмом. Авторы не
всегда отдают себе отчет в том, что эпатажность или натуралистичность
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описаний лишь инструмент при создании произведения, а не центральный
ценностный концепт.
7. Подмена художественного текста различными формами мемуаристической,
автобиографичной литературы, подмена типизации натурализмом,
использование произведения для решения индивидуальных проблем психологии
или социализации личности, например, «обличение несправедливости мира по
отношению к автору или его идеалам».
8. Использование квазихудожественных произведений в политических и других
целях.
Нам представляется принципиальным и важным тот факт, что формируемые таким
образом тексты и коммуникативные модели, оказывают непосредственное влияние на
формирование эталонного облика языковой личности человека. При отсутствии четко
обозначенных образовательных установок, осознаваемых критериев качества текста,
мотивации к изучению и употреблению нормированного языка, саморазвитию мышления и
кругозора, обучающийся рискует не только в образовательном, но и в социальном отношении.
Известно, что развитие языка и мышления тесным образом связаны между собой. Развитое
мышление, способность воспринимать, оценивать информацию и трансформировать ее в
полезную деятельность во многом зависит от владения языком, от читательского опыта и
кругозора как неразрывного единства. Очевидно также, что читательский опыт и кругозор
неизбежно требуют определенной лингвистической базы, хотя и сами способствуют ее
накоплению. Отсутствие навыков чтения и анализа сложного текста, умения создавать
собственные тексты и вести целесообразную и эффективную дискуссию, выстраивать
коммуникацию с разными людьми для достижения поставленной цели ограничивает
возможности развития и эффективной социализации человека, выбор профессии и
вероятность карьерного роста. Фактически, успешность человека как специалиста прямо
определяется, в том числе и степенью его умения работать с текстом.
Таким образом, в настоящее время сложилась ситуация, при которой языковая
личность обучающегося формируется под влиянием различных факторов, в том числе
интернет-среды. Выстраивание учебного процесса без учета этого влияния, только на
принципах взаимодействия обучающихся с качественными текстами и по принципам
традиционной межличностной и групповой коммуникации, неэффективно. Совершенно
очевидно, что в настоящее время требуются специальные исследования, которые могли бы
составить более полную картину воздействия современного текстового пространства на
языковую личность и выработать методологически оправданные решения.
Интернет-журнал «НАУКОВЕДЕНИЕ»
http://naukovedenie.ru
Том 7, №4 (июль - август 2015)
publishing@naukovedenie.ru
9
http://naukovedenie.ru 132PVN415
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ЛИТЕРАТУРА
1. Срезневский И.И. Наставление преподавателям русского языка и словесности. –
СПб., 2007.
2. Рыбникова М.А. Избранные труды. – М., 1958.
3. Рыбникова М.А. Очерки по методике литературного чтения. – М., 1963.
4. Богданова О.Ю. Развитие мышления старшеклассников на уроках литературы:
Пособие к спецкурсу. – М., 1979.
5. Качурин М.Г. Организация исследовательской деятельности учащихся на
уроках литературы. – М., 1988.
6. Побегайлов О.А., Мясищев Г.И. Формирование риторического образа
преподавателя дисциплин экономики, организации и управления производством
в аспекте использования терминологии // Научное обозрение. 2014. №9-3. - С.
1003-1006.
7. Побегайлов О.А., Мясищев Г.И. Проблемы коммуникации, терминологии и
текста в образовательном процессе в высшей школе (на материале курса
экономики, организации и управления в строительстве) Научное обозрение.
2014. №10-2. - С. 598-601.
8. Семченко Е.Е. Цивилизационные аспекты развития системы образования//
Интернет-журнал «НАУКОВЕДЕНИЕ» 2012. №1 (10),
http://naukovedenie.ru/sbornik10/10_12.pdf (доступ свободный). Загл. с экрана. Яз.
рус., англ.
9. Алимова Н.К. Основные направления развития современной системы высшего
образования // Интернет-журнал «НАУКОВЕДЕНИЕ» 2012. №1 (10),
http://naukovedenie.ru/sbornik10/10_18.pdf (доступ свободный). Загл. с экрана. Яз.
рус., англ.
10. Бичева И.Б., Китов А.Г. О готовности преподавателей к инновационным
преобразованиям в учебно-профессиональной деятельности // Интернет-журнал
«НАУКОВЕДЕНИЕ» 2014. №6. http://naukovedenie.ru/PDF/45PVN614.pdf
(доступ свободный). Загл. с экрана. Яз. рус., англ.
Рецензент: Гайбарян Ольга Ервандовна, к. фил. н., доцент кафедры «Теории и истории
мировой литературы», ФГБОУ ВПО «Южный федеральный университет».
ВЛИЯНИЕ КУЛЬТУРОЛОГИЧЕСКИХ АСПЕКТОВ НА ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
УРМАНОВА Л.Э.1
1 Казанский национальный исследовательский технический университет им. А.Н. Туполева (КНИТУ-КАИ)
Тип: статья в журнале - научная статья Язык: русский
Номер: 4-3 Год: 2014 Страницы: 45-51
ЖУРНАЛ:
ТЕОРЕТИЧЕСКИЕ И ПРИКЛАДНЫЕ АСПЕКТЫ СОВРЕМЕННОЙ НАУКИ
Издательство: Индивидуальный предприниматель Петрова Мария Григорьевна (Северный)
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, ЯЗЫК, МЫШЛЕНИЕ, КУЛЬТУРА, ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ, ЯЗЫКОВАЯ КАРТИНА МИРА, СТРУКТУРА ЯЗЫКОВОЙ ЛИЧНОСТИ
АННОТАЦИЯ:
Статья посвящена исследованию влияния культурологических аспектов на формирование языковой личности, выявлению сложных взаимосвязей «языка» и «культуры», «языка» и мышления», сложностей дефиниции категории языковой личности, сущностных характеристик феномена, его структуры.
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Гуманизация научной мысли в эпоху Постмодерна привела к появлению и интенсификации процессов развития наук, в центре изучения которых
45
находятся все аспекты существования человека. Актуальность подобных
наук в современном мире основывается на понимании того, что в большинстве случаев человек имеет дело не с реальным миром, а его репрезентацией,
созданным преимущественно при помощи языковых средств. Великий философ М. Хайдеггер утверждал, что именно язык является первосущностью,
«домом бытия», полагая, что языковые средства не только отражают, но и создают реальность, в которой живет человек. Разумеется, эта реальность будет
совершенно разной для представителей разных этносов, поскольку язык – не
что иное, как материальное отражение культуры, верований, традиций, обычаев народа. Как утверждает современная исследовательница В. Маслова:
«Язык одновременно является и орудием создания, развития, хранения (в виде текстов) культуры, и ее частью, потому что с помощью языка создаются
реальные, объективно существующие произведения материальной и духовной культуры» [11, с. 27].
Исследования взаимоотношений этноса, языка и культуры появились
еще в XІX столетии в работах немецких ученых братьев Гримм, украинского
исследователя и собирателя фольклора А. Потебни, русских ученых И. Буслаева, А. Н. Афанасьева. Нельзя не упомянуть об огромном вкладе в развитие учения о взаимосвязи языка, культуры, мышления таких ученых, как В.
Фон Гумбольдт, М. Бахтин, Ю. Караулов. С тех пор изучением взаимосвязи
языка и мышления отдельного этноса, культуры занимались многие отечественные и зарубежные исследователи, однако, адекватность и эквивалентность передачи лингвокультурного аспекта по-прежнему остается малоисследованной, что обуславливает актуальность выбранной темы исследования.
Предметом исследования выступают проблемы взаимоотношения категорий «языка», «культуры», многочисленные взаимосвязи культур в процессе
художественного перевода.
Основной задачей исследования выступает исследование взаимоотношений между понятиями «язык» и «культура», влияние культурологических
аспектов на формирование языковой личности.
Традиционная лингвистика длительное время рассматривала язык исключительно в системно-структурном аспекте, в отрыве от человека – носителя языка, члена того социума, в котором язык функционирует, а также в
отстранении от культуры, которую он выражает и развитию которой способствует. При таком подходе культурная, духовная, "человекоформирующая"
сущность языка оставалась вне поля зрения.
Лишь в ХIХ в. начался рост интереса исследователей к взаимосвязи
понятий «культуры» и «языка». Одним из первых ученых, указавших на взаимосвязь культурного наследия этноса с языковыми средствами для их выражения, был В. Гумбольдт, учение которого получило свое дальнейшее развитие в работах отечественных, зарубежных лингвистов, философов, педагогов, социологов, психологов.
Одним из первых отечественных ученых, занимавшихся выявлением и
исследованием различных многообразных связей между указанными поняти-
46
ями, был Ю. Н. Караулов. Именно ему отечественная лингвистика обязана
появлением термина «языковая личность».
В современной научной литературе представлено множество определений понятия «языковой личности». В словаре под ред. Т. В. Матвеевой приводится следующая дефиниция: «Языковая личность – человек как носитель
определѐнных речевых предпочтений, знаний и умений, установок и поведения. Все эти свойства определяются на основе текстов, создаваемых данной
личностью, и в совокупности характеризуют языковую способность индивида, его личное представление о мире и о своѐм месте в этом мире»
[12, с. 412].
К. Ф. Седов дает следующее определение феномена: «Языковая личность – это человек, способный совершать речевые поступки» [14, с. 6].
Согласно определению, приведенному Ю. Н. Карауловым, под языковой личностью понимают «человека, обладающего способностью создавать и
воспринимать тексты, различающиеся: «а) степенью структурно-языковой
сложности; б) глубиной и точностью отражения действительности; в) определенной целевой направленностью» [7, с. 94].
Таким образом, определение Ю. Н. Караулова базируется на понимании личности в качестве субъекта отношений и сознательной деятельности,
определяющейся преимущественно указанной системой социальных отношений, культурой и обусловленной в том числе биологическими особенностями. «Личность одновременно и продукт, и субъект истории, культуры, ее
творец и творение. Творцом культуры человек становится благодаря способности быть субъектом деятельности, создающим и постоянно совершенствующим новую среду. Пусковой механизм деятельности человека – его потребности, другие ее составляющие – способности удовлетворять и развивать
потребности и умения превращать способности в реальные поступки»
[6, с. 21]. Язык, выступая средством реализации познания, мышления, коммуникативных актов трансформируется в инструмент удовлетворения потребностей человека, а сама личность получает репрезентацию лишь в самой
структуре языка. Интеллектуальные характеристики языковой личности выдвигаются на первый план в феномене языковой личности, поскольку интеллект, мышление исследуется и проявляется исключительно через язык.
«Понятие личности напрямую связано с понятием "картина мира",
представляющим собой фундаментальное понятие, отражающее взаимоотношение человека и мира. Формирование картины мира невозможно без языка, т.к. язык – это орудие познания, с помощью языка фиксируются и передаются из поколения в поколение результаты познавательной деятельности
человека» [6, с. 28]. «Язык – это носитель социальной памяти человечества,
всей суммы его знаний. Понятие "языковая картина мира" связано с понятием "языковое сознание", понимаемое как "особенности культуры и общественной жизни данного человеческого коллектива, определившие его психологическое своеобразие и отразившиеся в специфических чертах данного
языка» [1, с. 587].
47
Язык имеет тесные и многосторонние связи с многогранным, многоаспектным понятием культуры. Указанные взаимосвязи могут быть охарактеризованы как отношения взаимопроникновения. Языковая система служит
материальной оболочкой репрезентации культуры, основанием для создания
ценностей культурной модели. Культурный феномен лишь находит отражение в мышлении человека, когда проходит этап номинации, сигнификации,
фиксации в языковой системе. Язык как семиотическая система является
неотъемлемой частью культурологической среды, в свою очередь, содержание, внутренний смысл знака выступает культурным образованием, результатом человеческой деятельности. Культура взаимопроникает в языковую
структуру, поскольку ее достижения могут быть отражены лишь посредством
языка. Другими словами, «язык связан с культурой и немыслим вне культуры, как и культура немыслима без языка», – отмечает А. А. Реформаторский
[13, с. 8].
В лингвистическом аспекте взаимопроникновение языка и культуры
может интерпретироваться следующим образом: усвоение языка выступает
одновременно и усвоением культурного наследия, вхождение в культурологический фон этноса – носителя данного языка, поскольку языковые коммуникативные акты выступают необходимым условием становления, существования и возможного развития человеческой культуры, обеспечивая преемственность культурных процессов данного этноса: продуцирование, сохранение и передачу культурных ценностей. Коммуникативная деятельность становится связующим звеном, в котором реализуется взаимодействие языка как
знаковой системы и культуры, в которой эта система существует и компонентом которой он выступает. Понимание этой взаимосвязи в процессе обучения
или перевода позволяет предупредить как языковые, так и культурологические
помехи практической реализации коммуникативных актов. Понимание языковой структуры, как неотъемлемого компонента культурного наследия, репрезентации опыта многочисленных поколений предков, создававших эту культуру, умение выделять в языковых единицах (особенно в лексикологии и фразеологии) национально-культурный семантический компонент способствуют
более полному пониманию культурного наследия страны.
Ю. Н. Караулов выделяет три структурных уровня языковой личности:
вербально – семантический (инвариантный, семантико – строевой) отражает степень владения повседневным языком.
на когнитивном уровне осуществляется актуализация, идентификация релевантных знаний, представлений, свойственных языковой личности
и формирующих коллективное и (или) индивидуальное, коллективное когнитивное пространство. Под понятием индивидуального когнитивного пространства В. В. Красных понимает «определенным образом структурированную совокупность знаний и представлений, которыми обладает любая (языковая) личность, каждый говорящий» [8, с. 52]). В свою очередь, в термин
«коллективное когнитивное пространство» ученый вкладывает понятие
«определенным образом структурированной совокупности знаний и представлений, которыми необходимо обладают все личности, входящие в тот
48
или иной социум» [8, с. 52]). Сформированность этого уровня предполагает
репрезентацию языковой модели мира личности, ее культуры.
третий – высший уровень – прагматический, включает в себя
выявление и характеристику мотивов и целей, движущих развитием языковой личности [7, с. 105].
Непосредственно на уровне речевой личности раскрывается национально-культурная специфика самого общения [16, с. 47].
Параметры языковой личности не разработаны до конца современными
лингвистами. Языковая личность существует в пространстве культуры, которая находит свою репрезентацию в языковой структуре, в формах социального сознания на разных уровнях, поведенческих стереотипах, традициях, нормах, предметах материальной культуры и т. д.
В. В. Красных выделяет следующие компоненты в языковой личности:
а) говорящий человек – личность, в деятельностную модель которого
включена речевая деятельность;
б) собственно языковая личность – личность, обладающая сформированной совокупностью знаний, представлений, проявляющая себя в речевой
деятельности;
в) речевая личность – личность, находящая свою реализацию в процессе формирования коммуникативных актов, владеющая определенным арсеналом стратегий и тактик речевого поведения, репертуаром средств и способная выбирать адекватную в зависимости от целей, условий протекания
коммуникации;
г) коммуникативная личность – конкретный участник конкретного
коммуникативного акта, реально действующий в реальной коммуникации
[8, с. 172].
Языковая личность – исключительно социальное явление, имеющее,
однако, индивидуальный аспект. Формирование индивидуальных аспектов
осуществляется посредством становления внутреннего отношения к языковой системе, формирования языковых смыслов. Данный процесс сопровождается воздействием языковой личности на становление, трансформацию
языковых традиций. Формирование языковой личности основывается на присвоении языкового богатства, созданного многочисленными поколениями его
предков. Язык каждой конкретной личности формируется на основании всего
культурного наследия, представленного в языковой структуре, дополненного
индивидуальными языковыми особенностями. Таким образом, языковая личность становится носителем ментальности этноса, языкового сознания,
трансформируемого индивидуальными особенностями личности.
Н. А. Ипполитова приводит следующие характеристики феномена:
«Языковая личность характеризуется развитием творческих способностей,
освоением духовных ценностей, осознанных в процессе социализации, индивидуальными особенностями еѐ коммуникативных возможностей, еѐ речевого поведения. Очевидно, что человек как языковая личность реализуется
только в текстовой деятельности, в ходе создания речевых произведений, что
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предполагает перенесение акцентов при освоении языка с его единиц как системы на текст как коммуникативную единицу (единицу общения)» [5, с. 24].
Исследовательница выделяет следующие сущностные характеристики
языковой личности, как феномена:
умение пользоваться всеми видами речевой деятельности, что предполагает создание текста в устной и письменной форме (письмо, говорение)
и извлечение смысла из читаемого или воспринимаемого на слух текста
(слушание, чтение в различных ситуациях общения);
умение гибко и системно использовать потенциал лингвистического
образования для саморазвития, самореализации в речевом творчестве, продуктом которого выступает дискурс как явление и компонент культурного
пространства;
способность продуцировать в дискурсах ценностные, эстетические
установки, сформированные в определѐнном, исторически сложившемся социуме и осознанные носителями языка на личностном уровне;
способность в процессе создания, интерпретации дискурсов реализовывать когнитивную функцию, познавая действительность, передавая своѐ
отношение к ней, формировать свою картину мира, корректировать представление о ней в процессе социализации, развития;
способность реализовать свой творческий потенциал, свою индивидуальность [5, с. 24 – 25].
Таким образом, Н. А. Ипполитова высказывает сходное с большинством исследователей мнение ведущей роли текста в формировании языковой личности, соглашаясь со словами Ф. К. Седова: «за каждой языковой
личностью стоит множество производимых ею текстов». [14, с. 6].
По мнению исследовательницы: «атрибутивным признаком языковой
личности является функциональная грамотность, определяющая уровень
владения и пользования языком, необходимый и достаточный для обеспечения жизнедеятельности в определѐнном социокультурном пространстве»
[5, с. 27].
Непосредственно с понятием «языковой личности» связаны понятия
«языковой компетенции», под которой сегодня чаще всего понимают совокупность конкретных умений, необходимых члену языкового сообщества для
речевых контактов с другими и овладения языком как учебной дисциплиной
[3, с. 121]. Характеристики феномена «языковой компетенции», а также совокупность знаний, умений и навыков, которые позволяют продиагностировать уровень сформированности «языковой компетенции» не совпадают у
разных авторов, ее у всех четко обозначены. Трудности дефиниции и выделения существенных характеристик связаны преимущественно с объективно
большим количеством этих умений и отсутствием корректной их иерархизации (см., например, такой ряд: владение лексикой, грамматикой, умение
адекватно воспринимать и порождать текст [10, с. 232]).
Таким образом, можно утверждать, что формирование языковой личности осуществляется при непосредственном влиянии культурологического
окружения, и рассматривать язык обособленно от него представляется неце-
50
лесообразным. Важнейшим фактором формирования языковой личности выступает дискурсивная деятельность, создание текстов, речевых высказываний, не только связанных, но во многом и спродуцированных культурологическим фоном языковой личности.
Список литературы
1. Ахманова О.С. Словарь лингвистических терминов. – М., 1966. – 608 с.
2. Берсиров Б.М. Формирование лингвистической культуры у студентов в процессе обучения языку // Вестник Адыгейского государственного университета. Сер. Педагогика и психология. – 2010. № 2. – С. 71-76.
3. Василевич А.П. Проблемы измерения языковой компетенции // Лингвистические основы преподавания языка. – М., 1983. – С. 113 – 136.
4. Жеглова О. А. Формирование языковой личности студентов вуза в условиях
гуманитаризации высшего образования/ О. А. Жеглова // Молодой ученый. – 2011. – № 6.
Т.2. – С. 148-150.
5. Ипполитова Н.А. Что нужно знать учителю о феномене языковой личности. /
Н.А. Ипполитова. // Начальная школа плюс до и после. – 2010. – №2. – С.22-28.
6. Каган М.С. Философия культуры. – М., 1996. – 415 с.
7. Караулов Ю.Н. Русский язык и языковая личность. – М.: Издательство ЛКИ,
2010. – 264 с.
8. Красных В.В. Прецедентные тексты и проблема восприятия русского текста в
иноязычной аудитории. // Актуальные проблемы языкознания. Сб. работ молодых ученых
фил. ф -та МГУ им. М.В. Ломоносова. Вып. 2. Изд. МГУ. М., 1998. – С. 169 – 179.
9. Красных В.В. Свой среди чужих: миф или реальность? – М.: Гнозис, 2003. –
375 с.
10. Леонтьев А.А. Психолингвистические единицы и порождение речевого высказывания. – М., 1969. – 308 с.
11. Маслова В. А. Лингвокультурология: учеб. пособие для студ. высш. учеб, заведений. – М.: Издательский центр «Академия», 2001. – 208с.
12. Матвеева Т.В. Учебный словарь: русский язык, культура речи, стилистика, риторика / Т.В. Матвеева. – М., 2003. – 432 с.
13. Реформатский А.А. Введение в языковедение/ Под ред. В.А. Виноградова. –
М.: Аспект Пресс, 1996. – 536 с.
14. Седов К.Ф. Дискурс и личность / К.Ф. Седов. – М., 2004. – 320 с.
15. Скворцова В. А. Коммуникативная модель развития проблемы как отражение
мыслительного стиля языковой личности через призму ответного пространства интервью:
диссертация ... кандидата филологических наук: 10.02.19 / Скворцова Виктория Алексеевна; [Место защиты: Адыг. гос. ун-т].- Краснодар, 2012.- 167 с.
16. Толмачева Т.А. Теория языковой личности и процесс обучения межкультурной
коммуникации // Вестник молодых ученых: Сборник работ. – Горно-Алтайск: РИО ГАГУ,
2004. – С. 46-49.
17. Хлызова Н. Ю. Зарубежные СМИ в процессе становления медиакомпетентности языковой личности/ Н. Ю. Хлызова // Средства массовой информации в современном
мире. – Спб.: С.-Петерб. гос. ун-т, 2010. – С. 131-133.
18. Хлызова Н. Ю. Формирование медиакомпетентности языковой личности как
приоритетное направление развития педагогической науки // Материалы науч.-практич.
конфр. «Современные проблемы гуманитарных и естественных наук». – Иркутск: гос.
линг. у-нт, 2010. – С. 179-1
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=27676323"><b>ВЛИЯНИЕ
САМОРЕГУЛЯЦИИ ПРОИЗВОЛЬНОЙ АКТИВНОСТИ ЛИЧНОСТИ НА САМООПРЕДЕЛЕНИЕ В
РАННЕЙ ЮНОСТИ</b></a><br/>
<font color="#00008f"><i>Булгаков
В.М.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34346497">Современные
тенденции развития науки и технологий</a>. 2016. <a href="https://www.elibrary.ru/contents.asp?id=34346497&selid=27676323">№ 11-12</a>.
С. 23-26. </font>
</p>
<p><br/>
---
ВЛИЯНИЕ САМОРЕГУЛЯЦИИ ПРОИЗВОЛЬНОЙ АКТИВНОСТИ
ЛИЧНОСТИ НА САМООПРЕДЕЛЕНИЕ В РАННЕЙ ЮНОСТИ
Булгаков В.М.
старший преподаватель кафедры социальной психологии и акмеологии,
Орловский государственный университет им. И.С. Тургенева,
Россия, г. Орел
В статье рассматриваются подходы к проблеме саморегуляции произвольной активности личности в отечественной психологии. Автор показывает положительное влияние формирования компонентов осознанной саморегуляции у старшеклассников как условий для успешного профессионального и личностного самоопределения в ранней юности.
Ключевые слова: самосознание, произвольная активность, самоконтроль, саморегуляция целенаправленной активности личности, самоорганизации, саморазвития, самоопределения в юношеском возрасте.
Проблема саморегуляции издавна привлекала внимание исследователей, как в плане теоретического рассмотрения, так и в плане экспериментальных исследований. Единой точки зрения на определения термина осознанная саморегуляция пока не существует в научном сообществе. На сегодняшний момент среди психологических исследований регуляции в отечественной психологии можно выделить три основные направления с точки
зрения предмета исследования: 1) изучение особенностей регуляции деятельности (О.А. Конопкин, А.К. Осницкий, К.А. Абульханова-Славская,
24
A.M. Волков, А.Г. Асмолов, Г.Н. Солнцева и др.); 2) исследования личностной регуляции поведения (В.Г. Леонтьев, Д.А. Леонтьев, В.А. Иванников,
Ю.М. Миславский, В.И. Моросанова, И.И. Чеснокова, А.С. Шаров, В.А. Ядов
и др.); 3) исследования социальной, нормативной регуляции поведения
(М.И. Бобнева, И.Ю. Истошин, Е.А. Родионова, Е.В. Шорохова, С.Г. Якобсон
и др.).
Анализ регуляции деятельности наиболее подробно представлен в исследованиях О.А. Конопкина [5]. При построении модели саморегуляции автор концентрирует свое внимание на структурных особенностях, функциональных звеньях данного процесса. Предлагаемая О.А. Конопкиным модель
функциональной структуры регуляции имеет несколько основных звеньев:
1) субъективная модель значимых для реализации цели условий, 2) принятая
субъектом программа преобразований, 3) система критериев оценки успешности действий, 4) информация о ходе преобразований и их результатах,
5) представление о желаемых результатах преобразований. Автором была
выделена модель, отражающая, в первую очередь, информационный аспект
процесса регуляции: взаимодействие представленных в сознании субъекта
образований, отвечающих за передачу, прием, изменение информации, касающейся особенностей протекания деятельности. Ведущим механизмом регуляции деятельности считается механизм контроля и оценки действий по ходу
их осуществления. Осознанная саморегуляция понимается О.А. Конопкиным
как «системно организованный процесс внутренней активности человека по
инициации, построению, поддержанию и управлению разными видами и
формами произвольной активности, непосредственно реализующей достижение принимаемых человеком целей» [4, с.6].
Проблема соотношения регуляции деятельности и личностной регуляции представлена в работах К.А. Абульхановой-Славской [1]. Автор рассматривает два уровня, между которыми существует тесная связь, это уровень личностной регуляции деятельности и уровень психической регуляции
(психических процессов, свойств и состояний). На личностном уровне регуляция деятельности предполагает постановку цели, побуждение к деятельности, а также сохранение и поддержание соответствующего уровня активности, реализацию определенных требований личности к себе.
Интересной и проработанной является модель Ю.А. Миславского
(1991). Ю.А. Миславский взял за основу модель О.А. Конопкина и по аналогии сделал теоретическую модель системы регуляции личности. В целом,
структурными компонентами саморегуляции личности, по Ю.А. Миславскому, являются ценности, цели, идеалы, образ «Я», притязания и самооценка.
Эти функциональные составляющие формируются в процессах общения, отношений с другими людьми и детерминируют активность и развитие личности. Таким путем Ю.А. Миславский осуществил переход от деятельностной к
личностной модели регуляции [6].
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Личностный подход при построении структуры регуляции мы наблюдаем у В.А. Ядова. Им разработана «диспозиционная концепция регуляции
социального поведения». У автора поведение личности регулируется иерархически структурированной диспозиционной системой, а структурные компоненты личности отождествляются с уровнями диспозиции [10].
Особый интерес в рамках личностного подхода вызывает концепция
А.С. Шарова (1994, 2000). Он рассматривает регуляцию как центр, как ведущую систему психологической структуры личности. «Регуляция – это
направленная на развитие целостности субъектная активность, осуществляемая посредством системы выборов» [9, с.105]. Регуляция как ведущая система структуры личности наполняется содержанием через структурные подсистемы: ценностно-смысловую сферу человека, активность и рефлексию, которые являются необходимыми и обязательными, без них регуляция невозможна.
Другой подход к личностной регуляции представлен в теории
И.И. Чесноковой. Проблема саморегуляции рассматривается ею в контексте
самосознания человека. Именно через процесс саморегуляции, самоорганизации проявляются, объективируются знания человека о себе, как результат
самопознания, и его эмоционально-ценностное отношение к себе. Саморегуляция, по мнению И.И. Чесноковой, проявляется в непосредственном осуществлении коррекции действий и готовности личности вносить изменения в
собственное поведение [8].
Из анализа предложенных подходов к исследованию личностной регуляции поведения (Ю.М. Миславского, И.И. Чесноковой, В.А. Ядова) можно
сделать вывод о сложной структурной организации данного процесса, его
целостности, разворачивании на разных уровнях функционирования личности. Личностная регуляция поведения связывается исследователями с такими
образованиями, как ценностные ориентации, образ «Я», идеал, уровень притязаний, самооценка, самосознание. Процесс личностной регуляции поведения направлен на обеспечение в индивиде определенных личностных черт,
которые проявляются в разных ситуациях, разных формах активности.
Ситуация развития в ранней юности характеризуется в первую очередь
тем, что молодежь стоит на пороге вступления в самостоятельную жизнь [3].
Основная задача возраста, в плане личностного и профессионального самоопределения, стать более свободным от императивности как внешних воздействий, так и собственных непосредственных побуждений, и действовать в
соответствии с сознательно поставленными целями и принятыми решениями.
Из человека, подчиненного обстоятельствам, старшеклассники постепенно
превращаются в руководителя этих обстоятельств, субъекта взаимодействия,
который часто сам создает среду и активно ее преобразует. Таким образом,
саморегуляция выступает в юношеском возрасте как основание субъектности
т.е. помогает юноше реализовать целеполагания и целеосуществление, достичь высшего уровня самоорганизации, саморазвития, самоопределения.
26
Помочь юношам и девушкам преодолеть сложившийся кризис личностного и профессионального самоопределения должна, на наш взгляд, ориентация, в учебно-воспитательном процессе в старших классах общеобразовательных школ на развитие и формирование системы осознанной личностной саморегуляции. Важно развивать у старшеклассников основные элементы саморегуляции: рефлексию, самостоятельность, инициативность, ответственность, планирование и контроль своей деятельности, а также временную перспективу личности.
Итак, осознанная саморегуляция целенаправленной активности личности выступает как наиболее общая функция целостной психики старшеклассника, в процессе саморегуляции и реализуется единство психики во всем богатстве условно выделенных ее отдельных уровней, сторон и процессов. На
наш взгляд, целенаправленная работа по формированию и развитию осознанной саморегуляция произвольной активности личности в ранней юности
является не только условием успешности профессионального и личностного
самоопределения, но и одним из факторов развитие самостоятельной и активной личности подрастающего поколения как субъекта личностных и общественный преобразований в современном мире.
Список литература
1. Абульханова-Славская К.А. Личностные механизмы регуляции деятельности. //
Проблемы психологии личности. – М.: Наука,1982. – С. 92-102.
2. Брушлинский А.В. Проблемы психологии субъекта. – М.: НП РАН, 1994. – 109 с.
3. Кон И.С. Психология юношеского возраста М.: Просвещение, 1972. – 175 с.
4. Конопкин О.А. Психическая саморегуляция произвольной активности человека
(структурно-функциональный аспект) // Вопросы психологии. – 1995. -№ 1. – С. 5-12.
5. Конопкин О.А. Психологические механизмы регуляции деятельности. – М.:
Наука, 1980. – 255 с.
6. Миславский Ю.А. Саморегуляция и активность личности в юношеском возрасте.
– М.: Педагогика, 1991. – 151 с.
7. Психологические механизмы регуляции социального поведения / Отв. ред.
М.И. Бобнева, Е.В. Шорохова. – М.: Наука, 1979. – 368 с.
8. Чеснокова И.И. Самосознание, саморегуляция, самодетерминация личности //
Проблемы психологии личности. – М., 1982. – С. 120-135.
9. Шаров А.С. Психология познания человека. – Омск: Изд-во ОмГПУ, 1994. –
358 с.
10. Ядов В.А. Регуляция и саморегуляция социального поведения личности: постановка проблемы // Саморегуляция и прогнозирование социального поведения личности. -
Л.: Наука, 1979. – С. 6-32.
ВЛИЯНИЕ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ НА ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ПЕРЕВОДЧИКА
СУТОЦКАЯ МАРИЯ ЮРЬЕВНАНаписать письмо автору1
1 Лицей № 2 (Пермь, Россия)
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2013 Страницы: 454-457
ЖУРНАЛ:
ИНДУСТРИЯ ПЕРЕВОДА
Издательство: Пермский национальный исследовательский политехнический университет (Пермь)
КЛЮЧЕВЫЕ СЛОВА:
СОЦИОКУЛЬТУРНАЯ КОМПЕТЕНЦИЯ, ЯЗЫКОВАЯ ЛИЧНОСТЬ ПЕРЕВОДЧИКА, ЭЛИТАРНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ
АННОТАЦИЯ:
Обосновывается влияние социокультурной компетенции на формирование языковой личности будущего переводчика, рассматриваются компоненты социокультурной компетенции, затрагиваются вопросы элитарной языковой личности переводчика в свете теории гармонизации переводческого пространства
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В настоящее время происходит активизация сотрудничества России со
странами дальнего зарубежья. Плодотворное развитие экономических и политических отношений немыслимо без знаний культуры иной страны. Готовность жить в поликультурном мире требует владения социокультурной компетенцией, в основе которой лежат следующие компетенции:
1. Умение выделять общее и культурно-специфическое в моделях развития различных стран и цивилизаций, различных исторических этапов одной и
той же страны, социальных слоев общества.
2. Готовность представлять свою страну и ее культуру с учетом возможной межкультурной интерференции со стороны слушателей, предвосхищая
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причины возможного недопонимания и снимая их за счет выбора адекватных
средств речевого взаимодействия. К ним можно отнести поиск оригинальных
и понятных метафор, создание ярких образов путем сравнения и противопоставления культурных реалий / фактов / единиц информации; использование
не просто перевода, а антонимического перевода / перевода-толкования.
3. Признание права разных культурных моделей, а значит, и формируемых на их основе представлений / норм жизни / верований и т.д. на существование.
4. Готовность конструктивно отстаивать собственные позиции, не унижая других и не попадая в прямую зависимость от чужих приоритетов [1].
Необходимо отметить, что социокультурная компетенция представляет
собой совокупность определенных знаний, навыков, умений способностей и
качеств, формируемых в процессе формальной или неформальной языковой
подготовки к межкультурному общению, и является важной для развития
личности обучаемого.
На основании вышесказанного одной из целей подготовки будущего переводчика становится развитие социокультурной компетенции старшеклассников и формирование языковой личности будущего переводчика в рамках
проведения спецкурса по изучению истории и культуры стран изучаемого
языка.
Надо подчеркнуть, что «Федеральные государственные стандарты среднего (полного) образования по иностранному языку третьего поколения» характеризуют социокультурную компетенцию как часть коммуникативной
компетенции наряду с речевой, языковой, компенсаторной, учебнопознавательной [2]. Данная компетенция формируется на основе механизмов
смыслообразования и предполагает активное использование личностного
смыслового опыта, что включает в себя поэтапное освоение социокультурной
информации и превращение ее в личностный опыт: 1) восприятие информации (актуализация субъективного опыта); 2) понимание информации (соединение сознания и социокультурного опыта); 3) оценивание, сопоставление со
своим опытом (интерпретация, выработка личностно-ценностной позиции);
4) вложение освоенного опыта в продуктивные формы своей деятельности
(реализация ценностно-смысловой позиции в творческой деятельности) [3].
Необходимо заметить, что от будущего переводчика требуется владение
культурой мышления, способность к общению, анализу, восприятию и умению понимать значение и смысл информации.
Исходя из вышесказанного, в процессе обучения на уроках спецкурса в
лицее мы уделяем внимание переводу как подготовительному этапу высшего
профессионального образования. В качестве главного социокультурного
компонента содержания обучения изучаем тематические, страноведческие,
художественные тексты, диалоги, стихи, песни, письма, ситуативные клише.
Одним из эффективных путей развития социокультурной компетенции старшеклассников являются аудиотексты, записанные в реальных ситуациях иноязычного общения или начитанные носителями языка. Они представляют
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учащимся не только звучащую английскую речь в оригинале, но и вводят в
традиционные сферы общения представителей другой культуры, дают представление о манере общения, об особенностях языка.
Приведем пример работы над темами «Billingual education in Canada and
Wales, On-line education» [4]. Обмениваясь личными письмами по вышеупомянутым темам, учащиеся перевели английскую пословицу «The spirit is willing but the flesh is weak» на русский язык следующим образом: «Выше головы
не прыгнешь» (букв. «дух желает, но плоть слаба»). В своем ответе канадским друзьям, желая поддержать их, ученики использовали русскую пословицу «Не вешай нос», что в переводе на английский звучит как «Keep your
chin up» (букв. «держи подбородок выше»). Мы видим, что дословный перевод обеих пословиц был бы неверно истолкован носителями русского и английского языков.
Нельзя отрицать, что владение социокультурной компетенцией влияет
на языковую личность переводчика, так как любая информация, проходя через индивидуальное сознание человека, несет своеобразный отпечаток его
индивидуальности, т.е. на входе и выходе неидентична [5]. Перевод с языка
на язык представляет собой не что иное, как трансформацию менталитета [6].
Задача современного переводчика заключается в выявлении и транслировании доступными средствами национальной специфики обеих культур. Проблема культурной трансляции смыслов при переводе исследуется в работах
Л.В. Кушниной. Согласно утверждениям автора, высшая цель процесса перевода – это интеграция переводного текста в принимающую культуру, т.е.
гармонизация смысла. Гармоничным признается такой текст перевода, который естественным образом вписывается в другую культуру, становится ее
неотъемлемым компонентом, при этом оригинал остается достоянием родной
культуры. Переводчик, создающий текст для другой языковой личности, сам
приобретает черты элитарной языковой личности, преобразуя и совершенствуя себя и окружающих людей. Он не создает смыслы, он их транслирует,
оперируя обменом смыслами адресанта и адресата. У переводчика формируется индивидуально-образный смысл на основе понимания переводчиком
подтекста. В результате гармонизации смыслов появляется качественный,
уникальный и неповторимый перевод [5, с. 73–74].
Подводя итоги, можно сделать вывод, что, занимаясь переводом в лицее,
учащиеся имеют реальную перспективу активного освоения ресурсов информационного общества, получения определенного культурного опыта, в
котором важную роль играет смысловой аспект. Влияние социокультурной
компетенции на языковую личность происходит, когда будущий переводчик
не только получает и использует информацию, а пропускает ее через свои
культурные нормы и ценности, извлекая при этом определенный смысл, который реализуется в виде умений действовать или компетенции.
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Таким образом, смысловой опыт личности переводчика является необходимым компонентом социокультурной компетенции, осуществляя свой
вклад в формирование единого социокультурного информационного пространства деятельности, общения и развития языковой личности.
СПИСОК ЛИТЕРАТУРЫ
1. Сафонова В.В. Коммуникативная компетенция: современные подходы к многоуровневому описанию в методических целях. Серия: О чем спорят в языковой
педагогике. – М.: Еврошкола, 2004.
2. Государственные образовательные стандарты среднего (полного) и высшего профессионального образования [Электронный ресурс]. – URL: http://www.edu.ru (дата обращения: 15.03.2013).
3. Муравьева Н.Г. Понятие социокультурной компетенции в современной науке и
образовательной практике [Электронный ресурс]. – URL: www.utmn.ru/showdoc/5282 (дата
обращения: 15.03.2013).
4. Sharman E. Across cultures. – Longman, Pearson Education Limited, 2004.
5. Кушнина Л.В., Силантьева М.С. Языковая личность переводчика в свете концепции переводческого пространства // Вестник ПГНИТУ. – 2010. – Вып. 6 (12). – С. 71–75.
6. Бурукина О.А. Перевод в контексте современной когнитивной парадигмы // Вестник МГЛУ. Перевод как когнитивная деятельность. – М., 2003. – С. 5–21.
ВЛИЯНИЕ УСПЕШНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ ВЕДОМСТВЕННОГО ЮРИДИЧЕСКОГО ВУЗА НА БУДУЩИХ СОТРУДНИКОВ ОРГАНОВ ВНУТРЕННИХ ДЕЛ
НОВИК Н.Н., ХРУСТАЛЕВА О.Н.
1 Казанский (Приволжский) федеральный университет, Институт психологии и образования
2 Казанский юридический институт МВД России
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2015 Страницы: 182-184
ЖУРНАЛ:
КАЗАНСКАЯ НАУКА
Издательство: Общество с ограниченной ответственностью «Рашин Сайнс» (Казань)
ISSN: 2078-9955eISSN: 2078-9963
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ ПРЕПОДАВАТЕЛЯ, LANGUAGE PERSONALITY FACULTY, СОТРУДНИК ОРГАНОВ ВНУТРЕННИХ ДЕЛ, STAFF OF THE INTERIOR, ВЕДОМСТВЕННЫЙ ЮРИДИЧЕСКИЙ ВУЗ, DEPARTMENTAL LAW SCHOOL
АННОТАЦИЯ:
В статье проанализированы те свойства языковой личности (ЯЛ) педагога, которые являются отличительными и необходимы именно для оптимального осуществления соответствующей профессиональной деятельности, а также представлены результаты исследования ЯЛ преподавателей ведомственного юридического вуза, попытка воссоздать модель идеальной ЯЛ преподавателя (существующего на современном этапе развития методической науки в профессиональном сознании, на уровне идей эмпирических обобщений).
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Ответственное отношение к собственной речевой деятельности и сформированное
продуктивное языковое сознание предопределяют профессиональный успех преподавателя,
которому необходимо уметь анализировать собственную речь, отбирая средства,
репрезентатирующие его ЯЛ, что способствует повышению эффективности обучения [1].
Человек как языковая личность постоянно оценивается наблюдающими его людьми, и
суждения о нем, имеющие оценочный характер, доступны отнюдь не только лингвистам. И
потому с осознания того, что любая речевая ошибка – это оскорбление слушающего, только
и может начинаться искусство речи. Можно скрывать недостаток профессиональных знаний,
но язык всегда выдаст его носителя речевой ошибкой. Всякая ошибка в речи наносит удар по
профессиональной репутации и авторитету говорящего: ошибки в речи – это то, чего нужно
стыдиться. А как быть, если выступающий перед аудиторией преподаватель или
руководитель даже не осознает, что допускает ошибки в речи?
Профессию полицейского можно в определенном смысле отнести к речевым: организуя
свою деятельность через слово, сотрудник выражает себя в профессиональном тексте и в
устных контактах с коллегами, гражданами. Низкий уровень речевой (и общей) культуры
сотрудников правоохранительных органов в целом не способствует взаимопониманию с
населением, оказывает влияние на возникновение недоверия, неприязни граждан к полиции,
а также негативно сказывается на формировании имиджа сотрудника органов внутренних
дел.
Успешность решения социально значимой задачи, стоящей перед отечественными
учебными заведениями, по подготовке поколения нравственно и духовно зрелых,
самостоятельных, активных и компетентных граждан, живущих и работающих в свободной
демократической стране, результативность намеченных преобразований во многом зависит
от уровня профессионально-нравственного саморазвития преподавателя как процесса и
результата целенаправленной и осознанной работы педагога над собой с целью повышения
уровня профессионального и нравственного самосознания и поведения, формирования
духовных потребностей, личных качеств и культуры. Именно профессорскопреподавательский состав образовательной организации своей профессиональной
деятельностью и поведением актуализирует тенденцию учащихся к личностному росту,
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способствует их нравственному становлению и на этой основе обретению ими личностных
смыслов и духовно-нравственных ценностей.
Однако, как свидетельствуют многочисленные наблюдения, уровень профессиональнонравственного саморазвития у значительной части вузовских преподавателей не
соответствует высоким современным требованиям общества и высшей школы: отмечается
достаточно слабая направленность на саморазвитие, зачастую работа по активизации
профессионально-нравственного саморазвития преподавателя в вузе не носит системный и
целенаправленный характер, часто проводится формально. Характерный для педагогов
конформизм, стремление соответствовать лишь требованиям руководства, не просто боязнь
ответственности, а даже желание избежать ее, не говоря уже об отсутствии
самостоятельности в выборе направлений и средств учебно-воспитательного процесса еще
более усугубляется в ведомственном вузе, где, помимо требований образовательных
стандартов, присутствуют еще и ведомственные.
С позиций реализации конечной цели в подготовке специалистов принято говорить о
формировании их коммуникативной компетенции, которая обычно трактуется как синтез
знаний и опыта в какой-либо отрасли. При этом отмечается, что формирование у будущих
юристов-сотрудников полиции коммуникативной компетенции охватывает не только знания
языковой системы и владения языковым материалом, но и соблюдение социальных норм
речевого общения, правил речевого поведения.
Человек как языковая личность постоянно оценивается наблюдающими его людьми, и
суждения о нем, имеющие оценочный характер, доступны отнюдь не только лингвистам.
Можно скрывать недостаток профессиональных знаний, но язык всегда выдаст его носителя
речевой ошибкой. Всякая ошибка в речи наносит удар по профессиональной репутации и
авторитету говорящего.
Предметом культуры речи как учебной дисциплины являются нормы литературного
языка, виды общения, его принципы и правила, этические нормы общения, функциональные
стили речи, основы искусства речи, а также трудности применения речевых норм и
проблемы современного состояния культуры общества. «Нельзя познать сам по себе язык, не
выйдя за его пределы, не обратившись к его творцу, носителю, пользователю - к человеку, к
конкретной ЯЛ», - руководствуясь этим высказыванием Ю.Н. Караулова [2], на занятиях по
культуре речи мы предложили курсантам и студентам обратиться к личностям
современников – ярких носителей, по их мнению, элитарной речевой культуры. В числе
личностей, являющихся образцами для подражания в отношении речевой культуры для
студентов-юристов, в первую очередь вузовские преподаватели.
Насколько отличается от школьного учителя вузовский преподаватель – вчерашний
выпускник или практический работник! Готов ли молодой (по возрасту или стажу)
преподаватель работать с достаточно взрослыми курсантами, слушателями, а главное, готов
ли преподаватель именно как личность, как языковая личность быть примером, образцом для
учащихся. Как правило, в процессе выработки собственного стиля работы с аудиторией,
освоения методических приемов подачи материала по своему предмету, преподаватели берут
за образец «успешного», по их мнению, «своего» вузовского или школьного преподавателя.
В связи с этим особую актуальность приобретают задачи обоснования, раскрытия и
реализации возможностей педагогического обеспечения профессионально-нравственного
саморазвития вузовского преподавателя в условиях образовательной организации как
социально значимого направления педагогической теории и практики. И здесь поддержку
начинающему преподавателю оказывают и закрепленные за ним наставники из числа
опытных сотрудников кафедры, и участие в занятиях Школы молодого преподавателя.
Материалом для наблюдения за ЯЛ преподавателя послужили устная речь (лекции и
семинарские занятия, непосредственное общение студентов с преподавателем, его общение в
научных кругах, с коллегами (в рамках вузовских конференций, круглых столов), бытовое
общение) и письменная речь (опубликованные лекции, статьи и выступления на
конференциях, замечания по поводу курсовых, квалификационных работ студентов и
183
курсантов, рецензии и др.). Кроме того, некоторые преподаватели активно используют для
общения с обучающимися интернет-ресурсы, отсылая их за дополнительными материалами
к своим сайтам.
В результате исследования студенты и курсанты отметили следующие типологические
черты ЯЛ преподавателя юридического вуза, которые, по их мнению, являются наиболее
привлекательными и уважаемыми.
Прежде всего, отмечаются «грамотная, правильно поставленная литературная речь»,
выразительность речи, уместные паузы и логические ударения. Тембр спокойный, мягкий,
музыкальный, «никогда не повышает голос», «голос не раздражает, но и не убаюкивает», «в
речи нет назойливых слов-паразитов». Отмечены и антипримеры, когда преподаватель
каждую новую мысль начинает со слова «итак», а другой – то ли утверждает, то ли
спрашивает после каждой новой «порции» информации – «это понятно». В результате
учащиеся, вместо того чтобы усваивать материал, считают количество повторений словпаразитов, что, по их замечанию, очень отвлекает.
Особо выделена такая черта преподавателя, как предельная вежливость (преподаватель не
дает прозвищ, не навешивает «ярлыки», что, однако, не мешает эмоционально оценивать
поступки учащихся), обращение «на Вы», к аудитории со словом «друзья», «коллеги»…
Огромное уважение вызывает у курсантов знание преподавателем нескольких языков (от
трех до семи), среди которых, помимо русского и татарского, греческий, латинский,
французский, немецкий, чувашский, испанский и др., а также чтение непереводной
литературы на языке оригинала.
Особо отмечены: начитанность, эрудиция и интеллект преподавателя, чтение специальной
научной литературы, отслеживание новинок в периодике (особо отмечено чтение газет, в том
числе политических), отслеживание мировых новостей, тенденций; напротив, преподаватель,
плохо ориентирующийся в современных гаджетах, выглядит в глазах учащихся
своеобразным «музейным экспонатом».
Результаты проведенного исследования еще раз уверили нас, насколько важно, чтобы
человек, чья профессия - воспитание и обучение будущих сотрудников правоохранительных
органов, сам являлся в первую очередь сформировавшейся языковой личностью, независимо
от преподаваемого предмета.
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Список литературы
1. Дрянгина Е.А. Обучение студентов-филологов ассоциативно-образным средствам
репрезентации ЯЛ учителя: дис….канд.пед.наук. - Саранск, 2011.
2. Караулов Ю.Н. Русский язык и языковая личность: монография / отв. ред Д.Н. Шмелев. –
М.: Наука, 1987. - С.3.
184
ВЛИЯНИЕ ЯЗЫКОВОГО ОБУЧЕНИЯ НА КОГНИТИВНОЕ РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
ЛЕГОСТАЕВА О.В.1
1 Государственный университет – учебно-научно-производственный комплекс, г. Орёл
Тип: статья в журнале - научная статья Язык: русский
Номер: 30 Год: 2013 Страницы: 12-17
ЖУРНАЛ:
ПСИХОЛОГИЯ И ПЕДАГОГИКА: МЕТОДИКА И ПРОБЛЕМЫ ПРАКТИЧЕСКОГО ПРИМЕНЕНИЯ
Издательство: Общество с ограниченной ответственностью "Центр развития научного сотрудничества" (Новосибирск)
АННОТАЦИЯ:
В данной статье освещаются различные когнитивные операции (анализ, синтез, сравнение, компрессия, трансформация), а также рассматривается их роль в познавательной деятельности языковой личности при сравнительном изучении русского и иностранного языков.
13
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Как известно из психолого-педагогической литературы, содержание учебного предмета оказывает влияние на развитие интеллектуальных характеристик (мышления, памяти, внимания). Караулов Ю.Н. считает, что при анализе языковой личности интеллектуальную характеристику необходимо выдвигать на первый план. Языковая личность согласно Ю.Н. Караулову, «начинается по ту сторону обыденного языка, когда в игру вступают интеллектуальные силы» [6]. В связи с изучением русского и иностранного языков в
вузе целесообразно исследовать влияние данных учебных дисциплин на
когнитивное развитие языковой личности, а именно когнитивные операции
анализа, синтеза, сравнения, памяти, сознания.
Когнитивные операции являются неотъемлемой частью познавательной
деятельности при сравнительном изучении русского и иностранного языков.
Они способствуют глубокому пониманию языковых явлений, проведению
аналогий с родным языком при изучении фонетики, грамматики, лексики,
переносу умений и знаний из смежных дисциплин. Анализ выступает как
мысленное расчленение целостности структуры объекта на составные элементы; синтез – мысленное воссоединение элементов в целостную структуру, объединение элементов по ассоциации; сравнение – выделение сходства
и различий между объектами, замещение, сопоставление валентных связей
в лингвистике; обобщение – выделение общих признаков; компрессия – сжатие формы с опущением несущественных элементов содержания; трансформация – синонимическая замена формы без существенного изменения содержания. Когнитивные операции задействованы при смысловой обработке
текстовой информации, изучении языковой теории, речевой деятельности.
Они играют роль компенсаторного механизма, восполняя пробелы в языковых знаниях (например, синонимическая замена лексической единицы при
трансформации). Операции анализа и сравнения задействованы при выделении универсальных грамматических категорий в языковом строе. Уровень
развития когнитивных операций проявляется (логичность, связность, информативность, образность). Когнитивные операции также являются неотъемлемой частью учебных умений (способность к переносу знаний, способность
к самообучению, рациональное использование учебного времени). С точки
зрения В.Н. Сорокоумовой, когнитивные операции являются «конкретными
познавательными действиями» [9]. При работе с учебным материалом студент предпринимает конкретные познавательные действия, т.е. совершенствуются когнитивные операции сравнения, анализа, обобщения, компрессии.
Согласно Г.И. Богину, при овладении иностранным языком происходит «своеобразная компрессия познавательной деятельности» [4]. Компрессия заключается в том, что рубежи в овладении вторым языком достигаются быстрее,
чем в овладении первым. Леонтьев А.А. подчѐркивал, что каждый единичный вид деятельности начинается мотивом и планом и завершается достижением намеченной цели, в середине же их лежит система действий и операций, направленных на это достижение [7]. Такая система определяет ав-
14 ПСИХОЛОГИЯ И ПЕДАГОГИКА: МЕТОДИКА И ПРОБЛЕМЫ
томатизм выполнения речевой деятельности, что важно при изучении языка.
С точки зрения Н.В. Барышникова, лингвистический и учебный опыт обучаемых позволяет им овладеть вторым языком за соответственно меньший
объѐм учебного времени [2].
Однако в процессе познавательной деятельности могут возникнуть «познавательные затруднения – барьер в понимании, осознании, усвоении, воспроизведении и продуктивном использовании различных фрагментов учебного материала, сущностных связей между изучаемыми объектами [9]. При
изучении русского и иностранного языков они проявляются в межъязыковой и внутриязыковой интерференции. Различия между сходными явлениями родного и иностранного языков не всегда осознаются студентами, и студенты переносят в иноязычную речевую деятельность определѐнные речевые операции на родном языке, уже сформированные навыки неродного
языка влияют на вновь формируемые. Упражнения на сравнения и дифференциацию языковых явлений в различных языках способствуют преодолению интерферирующего воздействия родного языка, формированию навыка
переключения. Происходит синтез сознательного и бессознательного. В основе выработки всех речевых навыков автоматизма говорения, понимания,
аудирования, письма и чтения находится языковая (лингвистическая) интуиция. Существуют разные определения языковой интуиции: «Чутьѐ нормы и
чутьѐ стиля» [1], «оценка природы лингвистических высказываний или отношений между высказываниями [9]. Львов М.Р. считает, что интуиция возникает только лишь при усвоении исключений; интуиция возникает под влиянием аудирования в здоровой языковой среде (иноязычной среде); интуиция
обеспечивает моментальные процессы порождения высказываний, аудирования, чистоту произношения на родном языке и акцент в неродной речи,
орфографическую интуицию (врождѐнную грамотность) [8]. Основное условие существования языковой интуиции – обильная речевая практика. Если речевая практика в течение длительного времени отсутствует, то языковая интуиция утрачивается. Очевидно, что языковая личность функционирует при правильном неосознанном оформлении и оценке чужих лингвистических высказываний. Языковая догадка является компонентом языковой
интуиции и также функционирует на уровне бессознательного. Развитие
языковой догадки важно в иноязычной речевой деятельности как способ
формирования компенсаторных умений.
Процесс изучения иностранного языка оказывает развивающее влияние
на психические процессы, в первую очередь на мышление индивида. Мышление человека связано с речью и языком. Вербальное логическое мышление
является высшей формой мышления, посредством которого человек, опираясь на коды языка, способен отражать сложные связи, формировать понятия,
делать выводы и решать сложные теоретические задачи. Тот факт, что мысль
кодируется в речи, чтобы приобрести истинную ясность, Л.С. Выготский выразил в формуле «мысль совершается в слове» [5]. В основе движения мысли
Общая психология и психология личности 15
лежит обобщѐнное знание о предмете – понятие. При изучении иностранного
языка в сознании индивида происходит становление понятийной базы. Наблюдается удвоение языковых кодов, так как за одним понятием закрепляются два наименования. По мере повторения действий у каждого понятия вырабатывается двойной языковой код. При координативном билингвизме существуют две независимые понятийные базы, окружающие одну и ту же объективнуюдействительность: одна выражается средствами родного языка, другая выражается средствами иностранного языка. Каждая из систем понятий включается в работу попеременно в зависимости от того, на каком языке протекает
речевое общение. При субординативном билингвизме явление сначала связывается со словом родного языка, а уже затем иностранного языка. Следовательно, при субординативном билингвизме индивид мыслит только на родном
языке, а при координативном – на двух языках. Но это не значит, что мысли
возникают в сознании билингва одновременно на двух языках. Процесс мышления у билингва происходит иначе: мысль возникает и выражается на том или
ином языке попеременно, а в момент речи и в процессе обдумывания человек
мыслит на одном конкретном языке. Единство языка и речи при координативном билингвизме проявляется в иноязычном мышлении. Как в отечественной,
так и в зарубежной методике существуют противоположные точки зрения на
процесс взаимодействия иностранного языка и мышления индивида:
‒ надо учить мыслить на иностранном языке (т.е. формировать иноязычное мышление);
‒ мысль формируется на родном языке, а формулируется на иностранном.
С точки зрения Б.В. Беляева, «мышление на двух разных языках предполагает оперирование двумя разными понятиями» и «мышление на иностранном языке отличается определѐнным своеобразием [3]. Субъективное
содержание мышления как совокупности понятий и суждений всегда оказывается иным, если мы выражаем мысль на разных языках. Барышников Н.В.
критически относится к возможности формирования мысли на одном языке и
исследует особый, «индивидуальный язык мышления» личности: мысли формируются и формулируются изначально на языке общения, а в случае некоторых сбоев формирование мысли может быть на родном языке, а формулирование – на иностранном. Родной язык выступает в качестве «компенсаторного
механизма» [2]. В случае сбоев индивид, получая сообщение на иностранном
языке, вначале переводит его на родной язык, осмысливает ответ и затем переводит его на иностранный язык. С нашей точки зрения целесообразно выделить следующие признаки мышления билингвальной личности:
1. свободное беспереводное владение языком, когда мысли возникают
на базе слов неродного языка;
2. свободное использование системы понятий, которая выражается
лексическими и грамматическими средствами иностранного языка
также свободно, как и на родном языке;
16 ПСИХОЛОГИЯ И ПЕДАГОГИКА: МЕТОДИКА И ПРОБЛЕМЫ
3. обозначение объектов мысли непосредственно средствами двух
языков;
4. использование родного языка в качестве «компенсаторного механизма» [2].
Закрепление знаний и навыков, использование личного опыта, сохранение информации связано с работой памяти. Организация запоминаемого
материала происходит в процессе осмысленного заучивания, использовании
приѐмов запоминания сложного материала при работе словесно-логической
памяти. Мысли оформляются в различную языковую форму, располагаются
в логической взаимосвязи. Предметы и явления действительности запечатлеваются ассоциативным способом, т.е. группами в связи друг с другом.
Существуют ассоциации по сходству, по контрасту т.д. В зависимости от целей деятельности выделяют механическое и осмысленное запоминание.
При заучивании иностранных слов, терминов, стихотворений функционирует механическое запоминание. Оно предполагает неоднократное повторение материала без опоры на смысловые, логические связи между его частями. При этом студент не может оперировать с отдельными составляющими
информации, включать их в определѐнный контекст. Осмысленное же запоминание предполагает не только понимание того, что запоминается в данный момент, но и установление логических связей с прежними знаниями.
Активная интеллектуальная работа с заучиваемым материалом влияет не
только на полноту, но и на прочность заучивания.
Содержание учебного предмета влияет на развитие языкового сознания.
Иноязычное сознание предполагает умение оценивать и отражать компоненты действительности с позиции носителя языка. При обучении иностранному языку такими компонентами являются речевые ситуации. Коммуникант должен ориентироваться в них, используя средства и способы языковой культуры другого народа. Становление иноязычного сознания может
сопровождаться лингвострановедческой интерференцией – неправильном
осмыслении фоновой лексики. Синтез языковой теории и когнитивных операций, осознание особенностей собственной памяти, мышления, сознания
происходит в процессе переводческой деятельности. Переводческая деятельность предполагает творческую реализацию языковой личности.
Список литературы:
1. Баранов М.Т. Методика преподавания русского языка в школе [Текст]
/ М.Т. Баранов. – М.: Academia, 2000. – 368 с.
2. Барышников Н.В. Мультилингводидактика [Текст] / Н.В. Барышников
// Иностранные языки в школе. – 2005. – № 5. – С. 19-27.
3. Беляев Б.В. Очерки по психологии обучения иностранным языкам
[Текст] / Б.В. Беляев. – М.: Просвещение, 1965. – 240 с.
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ВОЗМОЖНОСТИ РАЗВИТИЯ ТВОРЧЕСКОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СПЕЦИАЛИСТА В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ
АЛЕКСЕЕВА Н.А.
1 ПФ Российский государственный университет правосудия
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (36) Год: 2015 Страницы: 225-230
УДК: 378.6
ЖУРНАЛ:
УЧЕНЫЕ ЗАПИСКИ. ЭЛЕКТРОННЫЙ НАУЧНЫЙ ЖУРНАЛ КУРСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА
Издательство: Курский государственный университет (Курск)
eISSN: 2074-1774
КЛЮЧЕВЫЕ СЛОВА:
КОММУНИКАТИВНАЯ КРЕАТИВНОСТЬ, ЯЗЫКОВАЯ ЛИЧНОСТЬ СПЕЦИАЛИСТА, КОММУНИКАТИВНЫЙ ПОДХОД, КОММУНИКАТИВНО-КРЕАТИВНАЯ СРЕДА, ВНУТРЕННЯЯ МОТИВАЦИЯ
АННОТАЦИЯ:
Занятия по иностранному языку позволяют создать креативную среду, характеризующуюся неопределенностью и потенциальной многогранностью. Широкий спектр учебно-речевых ситуаций в полной мере реализует потенциальные возможности иностранного языка для формирования и развития творческой языковой личности студентов, их коммуникативных умений и навыков, формирует и укрепляет внутреннюю мотивацию иноязычной речевой деятельности и общения, оптимизирует личностную самооценку.
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В процессе интеграции страны в мировую экономику, расширения зарубежных
культурных и других связей все более востребованы специалисты, владеющие
иностранным языком. Специалисту необходимо уметь вести диалог, соблюдая нормы
культурной и деловой этики, принимать оригинальные и адекватные ситуациям
решения, видеть перспективы и планировать стратегии и тактики развития
межличностного взаимодействия. Это требует нового подхода в обучении
иностранным языкам, который бы обеспечивал подготовку специалиста к креативному
межличностному и ролевому общению.
Отдавая должное накопленным в педагогике и методике обучения иностранным
языкам обобщениям и опыту реализации коммуникативного подхода в подготовке
специалистов (И.Л. Бим, Н.И. Гез, Р.П. Мильруд, Е.И. Пассов, Дж. Шейлз) и
интенсивного обучения (Г.А. Китайгородская, В.В. Петрусинский, Г. Лозанов), следует
отметить явную неразработанность психологических основ творческого овладения
иностранным языком и развития в этом обучении творческой личности специалиста.
Речь должна идти как минимум о двух проблемах: во-первых, о коммуникативном
творчестве средствами иностранного языка и, следовательно, о развитии системы
свойств и способностей, составляющих коммуникативную креативность; во-вторых, о
формировании в процессе обучения иностранным языкам творческой языковой
личности специалиста. Ни та, ни другая из названных проблем не изучена в
педагогической психологии и не получила в ней своего решения.
Актуальность исследования креативности в иноязычном общении очевидна по
ряду причин. Во-первых, недостаточно разработаны общие представления о
коммуникативной креативности и ее структуре, а возможности развития
коммуникативной креативности в обучении иностранным языкам вообще не
обсуждались. Во-вторых, разработка представлений о вторичной языковой личности
специалиста в области иностранных языков ведется сегодня преимущественно на
лингвистическом и филологическом уровнях (Н.Д. Арутюнова, 1999; Ю.Н. Караулов,
Е.С. Кубрякова, 1986; Р.М. Фрумкина, 2001, Л.А.Хараева, 2000), а также в области
методики преподавания иностранных языков (Т.А. Барановская, 2004; Г.И. Богин, 1975;
Р.П. Мильруд, 2004; И.И. Халеева, 1989; Т.К. Цветкова, 2002). Собственно
психологических исследований процесса становления и развития языковой личности и
ее структуры на личностном уровне явно недостаточно. Исключение составляет
диссертационное исследование А.Н. Плехова (2007). Наконец, в-третьих, нет
однозначности в подходах к методам и средствам диагностики коммуникативной
креативности. Одно из недавних исследований психологии коммуникативного
творчества и развития коммуникативной креативности (Н.В. Мартышкина, 2006)
выполнено на материале детей дошкольного возраста.
Цель исследования – выявить психологические условия и факторы оптимального
формирования коммуникативной креативности специалиста в процессе обучения
иностранному языку. Объект исследования – процесс профессионального обучения и
развития творческой личности будущего специалиста через обучение иностранным
языкам. Предмет исследования – коммуникативная креативность в структуре языковой
личности специалиста и факторы ее развития в процессе обучения английскому языку.
Языковая личность специалиста, владеющего иностранным языком, как мы
полагаем, представлена упорядоченной системой свойств, способностей и умений,
обеспечивающих готовность к полноценному иноязычному общению средствами
иностранного языка. Эта система, как можно полагать, включает лингвокогнитивные
(интеллектуальные), эмоциональные, волевые, мотивационные, коммуникативные,
ценностно-смысловые характеристики личности специалиста по иностранным языкам.
Коммуникативная креативность в структуре языковой личности, как мы
предполагаем, представлена системой свойств и умений, обеспечивающих ей
возможность оригинального, нестандартного, творческого решения ситуаций
иноязычного общения, и характеризует творческую языковую личность специалиста.
Мы предполагаем, что коммуникативная креативность как системное качество
языковой личности специалиста может быть оптимально сформирована в условиях
специальной программы профессионально-творческого обучения иностранному языку.
В качестве основных психологических условий эффективности такой программы
предполагаются:
– направленность программы на целостную языковую личность специалиста в
совокупности лингвокогнитивных, мотивационных, эмоциональных, волевых и
ценностно-смысловых характеристик;
– обогащенная творческая среда иноязычного общения и учебно-речевой
деятельности, в том числе творчески ориентированная личность преподавателя
иностранных языков;
– модификация учебного процесса по дисциплине «Английский язык»: активное
использование проблемного обучения, ролевых и деловых игр, групповых дискуссий,
психотехнических игр, психогимнастики;
– доминирующая роль ценностно- и нравственно-смысловой направленности
учебного иноязычно-речевого общения.
Специально проделанный нами анализ проблемы словесного и
коммуникативного творчества в философско-психологических воззрениях выдающихся
отечественных мыслителей М.М. Бахтина и Г.Г. Шпета позволил заключить, во-первых,
что диалогическое общение представляет собой интегральное коммуникативное
творчество, поскольку является творческим процессом, который совершается
творческой языковой личностью в условиях принципиально творческой
коммуникативной среды с, безусловно, творческим продуктом, созидаемым в
двуголосом единстве общающихся людей; во-вторых, что процессы овладения и
владения языком и внутренней формой слова, необходимые для социального
взаимодействия, связаны с формированием языковой личности как особой системы
свойств, описывающих внутренний мир человека, его мировоззрение, языковую
картину мира, его переживания и отношения, духовно-нравственное содержание.
Поиск и анализ основных психологических особенностей языковой личности,
составляющих ее коммуникативную креативность, а также факторов, определяющих
развитие иноязычного коммуникативного творчества и коммуникативной креативности
вторичной языковой личности специалиста позволил выработать представление о
психологической структуре творческой языковой личности специалиста в области
иностранных языков и дать ее рабочее определение.
В качестве специфических особенностей и факторов такого рода
рассматриваются: 1) коммуникативная компетентность, в том числе в ее
специфическом варианте – в виде иноязычной компетентности; 2) мотивация
иноязычной речевой деятельности и общения; 3) эмпатия как проявление
эмоционально-ценностного отношения партнеров коммуникации; 4) вербальная
креативность как специфическое проявление интеллекта в творческой иноязычной
речевой деятельности; 5) ценностно-смысловые характеристики языковой личности. В
результате этого анализа структура творческой языковой личности описана как
взаимосвязанная совокупность следующих компонентов, каждый из которых, в свою
очередь, описывается совокупностью измерений.
Создавая авторскую инновационную программу, мы руководствовались
принципами коммуникативного подхода в обучении иностранным языкам (Г.А.
Китайгородская, Дж. Шейлз): а) аутентичности общения (учебно-речевые ситуации
стимулируют изучение материала и способствуют естественному коммуникативному
поведению); б) интерактивности, предполагающей наличие истинного
сотрудничества с основным акцентом на развитие умений общаться; в) культурного
контекста (понимание межэтнических реалий, знание истории, географии,
общественных и социальных отношений, обычаев и традиций, экономики и искусства
страны изучаемого языка); г) гуманизации общения, ориентированного на нравственные
ценности (честность, откровенность, бескорыстие, доверие, благодарность, забота,
верность слову).
Занятия по иностранному языку позволяют создать креативную среду,
характеризующуюся неопределенностью и потенциальной многогранностью.
Неопределенность стимулирует поиск собственных ориентиров. Множественность
обеспечивает возможность их нахождения. Программа курса была реализована на
плановых занятиях и спецкурсе по английскому языку в экспериментальных группах
испытуемых (ЭГ, 60 человек) в течение двух семестров (140 часов). Программа
включает восемь разделов, охватывающих основные лексико-грамматические темы
общеразговорного английского языка. Для формирования и развития коммуникативных
навыков и умений широко использовались нетрадиционные методы обучения:
а) психогимнастические упражнения, направленные на создание работоспособности,
атмосферы доверия и принятия обучаемых друг другом, на развитие представлений о
себе; б) ролевые игры, направленные на формирование практических и социальных
навыков, на развитие коммуникативных свойств личности, умения эффективно
сотрудничать и общаться с другими людьми, умения отстаивать свою точку зрения;
в) позиционные игры, направленные на оптимизацию общения с преподавателем, на
формирование равенства и партнерства; г) развивающие игры, направленные на
развитие познавательных психических процессов – внимания, памяти, мышления, речи;
д) работа с образами зрительными (картинки, фотографии) и слуховыми
(магнитофонные записи диалогов, фраз, историй); е) дискуссии на темы, интересующие
студентов. Подобная методика преподавания иностранного языка и широкий спектр
учебно-речевых ситуаций позволяют в полной мере реализовать потенциальные
возможности иностранного языка как учебного предмета для формирования и развития
творческой языковой личности студентов, их коммуникативных умений и навыков,
общих способностей, обогащения эмоциональной сферы личности, профилактики и
терапии языковой тревожности, формирования и укрепления внутренней мотивации
иноязычной речевой деятельности и общения, оптимизации личностной самооценки. В
материалах параграфа обширно представлены образцы заданий и упражнений по
восьми основным разделам авторского инновационного курса английского языка:
«Знакомство», «Семья», «Самое лучшее место», «Дом, где я живу», «Путешествие»,
«Гостиница», «За покупками», «В ресторане».
Контрольная диагностика позволила сделать ряд заключений.
1. Произошла существенная оптимизация коммуникативной компетентности
студентов по всем ее проявлениям:
– статистически значимо выросли показатели социально-перцептивных
способностей студентов. Особенно вырос показатель индивидуализированности
описаний других людей у этих студентов. Это один из главных показателей
творческого проявления социальной перцепции. Значимо выросли показатели
активности и точности социальной перцепции;
– также значимо увеличились показатели вербальной и невербальной экспрессии
и несколько увеличился тестовый показатель интеллекта;
– произошла оптимизация показателей личности по следующим факторам
опросника Кеттелла: выросли показатели гибкости и проницательности, снизились
показатели подозрительности к людям.
2. Обнаружены существенные позитивные изменения в системе мотивации и
общения студентов. Эти изменения можно охарактеризовать следующим образом:
а) наиболее значимые для оптимальной мотивации творческого отношения к ИЯ
внутренние мотивы, к числу которых относятся профессионально-творческие,
эмоционально-ценностные, коммуникативные и познавательные, значительно
усилились в сравнении с аналогичными данными на диагностическом этапе;
б) показатели внешней мотивации (прагматической, позиционной,
идентификационной и долженствования), напротив, значимо ослабли.
в) внутренние мотивы студентов КГ не претерпели значимых изменений, что же
касается внешней мотивации иноязычного общения и речи, то она значимо возросла у
студентов. Данный факт свидетельствует о том, что без специального формирующего
воздействия на мотивационную сферу в овладении иноязычной речью и общением
мотивация иноязычной речи и общения имеет тенденцию к усилению ее ориентации в
сторону прагматизации.
3. Результаты контрольного тестирования эмпатийных способностей, языковой
тревожности и оптимальности личностной самооценки свидетельствуют о
существенной оптимизации этих характеристик языковой личности, о значительном
росте творческих потенциалов общения студентов.
4. В качестве основного результата эксперимента выявлено значительное
развитие творческого потенциала языковой личности в показателях вербальной
коммуникативной креативности. Показатели оригинальности вербального творчества
по тесту С.Медника и показатели по тест-опроснику Т.Ю. Осиповой значимо выросли в
уровневом выражении. Также значимо выросли показатели по тесту вероятностного
прогнозирования, что позволяет говорить о развитии у студентов гибкости и
подвижности вербального мышления. Повышение коммуникативной креативности
студентов в их общении, в том числе иноязычном, нашло проявление в целостной
картине их образа жизни, учебы и взаимоотношений с преподавателями, сокурсниками
и другими окружающими людьми, что является главным результатом всей
комплексной работы и позволяет говорить о высокой эффективности предложенной
программы в достижении этих целей. Что касается аналогичных показателей для
студентов КГ, то в них не наблюдается значимых изменений, что позволяет относить
результаты за счет влияния формирующей работы.
Наиболее существенные данные для подтверждения проверяемой в
исследовании гипотезы о внутренней взаимосвязи свойств и способностей в структуре
творческой языковой личности и факторах развития ее коммуникативной креативности
мы получили в результате корреляционного анализа показателей вербальной
коммуникативной креативности по трем диагностическим тестам креативности
(С. Медника, Т.Ю. Осиповой и вероятностного прогнозирования) и показателей по
всем другим свойствам и компонентам структуры языковой личности.
Таким образом, результаты проведенного исследования процесса формирования
творческой языковой личности и коммуникативной креативности будущих
специалистов средствами иностранного языка позволили сформулировать следующие
выводы.
1. Подтвердились основные положения, составляющие исходные гипотезы:
коммуникативная креативность, являясь системным качеством языковой личности
специалиста, может быть оптимально сформирована в условиях специальной
программы профессионально-творческого обучения иностранному языку; основными
психологическими условиями эффективности такой программы являются ее
направленность на целостную языковую личность специалиста; обогащенная
творческая среда иноязычного общения и учебно-речевой деятельности; творчески
ориентированная личность преподавателя иностранных языков; модификация учебного
процесса по ИЯ (проблемное обучение, ролевые и деловые игры, групповые дискуссии,
психотехнические игры, психогимнастика; доминирующая роль ценностно- и
нравственно-смысловой направленности учебного иноязычно-речевого общения).
2. Исследование подтвердило эффективность разработанной с учетом
выделенных психологических условий формирующей программы в виде
инновационного учебного курса иностранного языка и тем самым позволило показать
высокий развивающий потенциал иностранного языка как учебного предмета,
иноязычной речевой деятельности и общения как средства формирования творческой
языковой личности специалиста в области иностранных языков.
---
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Бахтин М.М. Эстетика словесного творчества / сост. С.Г. Бочаров. М.:
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Богоявленская Д.Б. Психология творческих способностей: учеб. пособие для
студ. высш. учеб. завед. М.: Академия, 2002. 320 с.
Бодалев А.А. Личность и общение: избр. тр. М.: Педагогика, 1983. 272 с.
Галкина Т.В. Алексеева А.Г. Методика определения уровня развития
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Емельянова Н.А. Формирование оптимальной мотивации овладения иностранным языком студентами неязыкового вуза: дис. … канд. психол. наук.
Н.Новгород, 1997.
Жинкин Н.И. Язык–речь–творчество. М.: Лабиринт, 1998
Зимняя И.А. Лингвопсихология речевой деятельности. М.–Воронеж, 2001. 400 с.
Каган М.С. Мир общения: Проблема межсубъективных отношений. М.:
Политиздат, 1988. 319 с.
Кидрон А.А. Коммуникативная способность и ее совершенствование: дис. …
канд. психол. наук. Л., 1981.
Китайгородская Г.А. Методические основы интенсивного обучения
иностранным языкам. М.: Изд-во МГУ, 1986. 175 с.
Кубрякова Е.С. Номинативный аспект речевой деятельности. М.: Наука, 1986.
156 с
Куницына В.Н. Стиль общения и его формирование. Л., 1985.
Матюшкин А.М. Концепция творческой одаренности // Вопросы психологии.
1985. №6. С. 29–33.
Осипова Т.Ю. Психологические условия развития коммуникативной
креативности у студентов технического вуза: дис. … канд. психол. наук. Томск, 2000.
198 с.
Плехов А.Н. Психологические условия развития вторичной языковой личности
преподавателя-лингвиста: дис... канд. психол. наук. Н. Новгород, 2007.
Риверс У. Пусть они говорят то, что им хочется сказать // Методика
преподавания иностранных языков за рубежом. Вып. 2. М., 1976.
Рыжов В.В., Сорокоумова Г.В. Психология творческой личности: Креативная
личность и сферы ее актуализации. Н. Новгород: ВГИПУ, 2006. 184 с.
Тюрьмина Н.А. Креативность в сфере общения: психологические особенности,
условия формирования в подростковом возрасте: дис. … канд. психол. наук. Казань,
2004. 231 с.
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J. of Personality. 1965. V. 33. P. 348–369
Ю.В. Привалова
ВОПРОСЫ ФОРМИРОВАНИЯ КУЛЬТУРНО-ЯЗЫКОВОЙ ЛИЧНОСТИ,
ОБЛАДАЮЩЕЙ МЕЖКУЛЬТУРНОЙ КОМПОНЕНТОЙ
ПЕРЕВОДЧЕСКОЙ КОМПЕТЕНЦИИ, ПРИ ОБУЧЕНИИ
ХУДОЖЕСТВЕННОМУ ПЕРЕВОДУ
Рассматриваются проблемы формирования культурно-языковой личности переводчика нового типа при обучении художественному переводу. Приводятся результаты
теоретического анализа понятий "языковая личность" и "культурно-языковая личность"
переводчика. Уточняется понятие переводческой компетенции, рассматриваются составляющие межкультурной компоненты переводческой компетенции.
Культурно-языковая личность; межкультурная компонента; переводческая компетенция; художественный перевод.
J.V. Privalova
THE QUESTIONS OF FORMATION OF CULTURAL-LANGUAGE
PERSONALITY POSESSING THE INTERCULTURAL CONSTITUENT
OF TRANSLATION COMPETENCE IN THE PROCESS OF TEACHING
TRANSLATION OF FICTION
The article reviews the problems of formation of cultural-language personality of the new
type of translator in the process of teaching translation of fiction. The results of the theoretical
analysis of such concepts as language personality and cultural-language personality of the trans-
lator are presented. The concept of translation competence is specified, the components of the
intercultural constituent of translation competence are examined.
Cultural-language personality; intercultural constituent; translation competence; transla-
tion of fiction.
В настоящее время одной из самых насущных проблем в плане международного общения является диалог культур. Общество стремится интерпретировать каждый феномен человеческой жизни как феномен культуры, и культура в XXI веке становится проблемой всей жизни каждого человека, способного только в ней реализовать себя. Это объясняется направленностью на осуществление взаимосвязанной политики в области образования, культуры, коммуникации и науки в целях обеспечения уважения разнообразия культур, терпимости, диалога и сотрудничества в обстановке доверия и взаимного понимания.
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Сегодня имеет место тенденция к интеграции культур. Вступая в диалог, национальные культуры открывают в себе новые грани. Основными категориями концепции диалога культур являются “культура – личность – диалог – текст – понимание”. В связи с этим в последнее время перевод начали рассматривать как культурологическое явление, поскольку он пересекает не только границы языков, но и границы культур, а создаваемый в ходе этого процесса текст транспонируется не только в другую языковую систему, но и в систему другой культуры. Такой учет культурологических особенностей в переводе предполагает преодоление не только языковых, но и культурных барьеров, что позволяет рассматривать перевод как вид межкультурной речевой деятельности. Однако, признавая неоспоримое влияние культурных факторов на переводческий процесс, мы не вправе преувеличивать их роли и трактовать перевод как исключительно культурологическое явление. Необходимо учитывать еще и своеобразный характер взаимодействия языка и культуры. Подход к переводу, заключающийся в том, что в действительности переводятся не языки, а культуры, лишает язык какой-либо самостоятельности индивидуальных черт. Несомненно, что перевод с одного языка на другой почти всегда, так или иначе, предполагает и перевод из одной культуры в другую, но все это протекает в сложном, многослойном процессе взаимодействия языков и культур. Переводчику отводится важная роль посредника культур, поскольку именно он переводит в своем сознании имя определенной реалии из одной социокультурной плоскости в другую, руководствуясь своей культурной памятью, неотделимой от культурной памяти народа. В этой связи методика обучения художественному переводу должна решать задачу формирования переводческой компетенции, позволяющей культурноязыковой личности студента-переводчика выйти за пределы собственной культуры и осуществить медиативную деятельность. В основе методики обучения переводу лежит убеждение в том, что способностью переводить человек обладает генетически, как и способностью овладевать языками, и хотя каждый отдельный человек обладает этой способностью в неодинаковой степени, она может быть развита и доведена до профессионального уровня, то есть овладение переводческой компетенцией не является (исключительно) прерогативой особо одаренных людей. Овладение указанной компетенцией происходит в процессе становления языковой личности, т.е., по Ю.Н. Караулову, личности, выраженной в языке, отражающей через язык картину мира и определяющей процессы восприятия и понимания [3]. Формирование ее возможно “как преодоление культурологической дистанции в результате “вхождения”, “пропускания” через себя, свое сознание и свое мировидение еще одной культуры”. Следовательно, по нашему мнению, в методике преподавания перевода главенствующее положение должны занять проблемы формирования языковой личности переводчика нового типа (Ю.Н. Караулов, И.И. Халеева, В.П. Фурманова и др.). Определение требуемых качеств личности посредством исследования и учета потребностей переводоведения, выработка методик их формирования в процессе обучения переводу выдвигаются как первоочередные цели образовательного процесса в этой области. В связи с вышеизложенным при обучении художественному переводу на первый план выступает культурно-языковая личность студента-переводчика. Понятие языковой личности в отечественной методике было детально разработано в трудах Ю.Н. Караулова, И.И. Халеевой, В.П. Фурмановой и других исследователей. Ю.Н. Караулов предполагает трехуровневую модель языковой личности, выделяя: вербально-семантический уровень (нормальное владение естественным языком, то есть “лексиконом” в широком смысле); тезаурусный уровень (охваты112
вает интеллектуальную сферу личности, где запечатлен “образ мира”, или система знаний о мире. Его единицами являются идеи, понятия, концепты, которые складываются в картину мира, отражающую систему ценностей.); мотивационный уровень (отражает “прагматикон личности”, т.е. цели, мотивы, интересы, установки и обеспечивает переход от оценок ее речевой деятельности к осмыслению реальной деятельности в мире) [3]. И.И. Халеева расширяет тезаурусную сферу, подразделяя ее на два взаимосвязанных, но во многом и автономных конструкта: тезаурус-I (восходящий к ассоциативно-вербальной сети языка и формирующий “языковую картину мира”); тезаурус-II (система пресуппозиций и импликаций языковой личности, формирующая ее “концептуальную”, или “глобальную картину мира”), тем самым, вводя понятие вторичной языковой личности. Однако в данном исследовании мы будем придерживаться терминологии В.П. Фурмановой и рассматривать именно культурно-языковую личность переводчика, поскольку мы подходим к переводу как к виду межкультурной речевой деятельности. Вслед за В.П. Фурмановой, при определении содержания понятия культурно-языковой личности мы исходим из понятия субъекта как носителя определенной структуры, которая принадлежит конкретной лингвокультурной общности, объединенной приемственностью культуры, общностью ее форм и соотнесенностью “культурного” и “языкового” сознания [5]. Культурно-языковая личность, являясь продуктом культуры, не отделима от этноса и социума, обусловлена традиционным образом жизни, то есть опытом предшествующих поколений. Она является проводником этнои социокультурного влияния и имеет этнои социокультурный статус, ее характеризуют культурное сознание и интеллект, способность иметь дело с абстрактными символами и опытом. Таким образом, “культурно-языковая личность – это интегративное и целостное качество субъекта, обладающего определенными этнои социокультурным статусом, языковым и культурным информационным запасом, представленным в виде тезаурусов, и способностью его адекватного применения, которое свидетельствует об уровнях владения языком и культурой” [6]. Из данного определения следует, что культурно-языковая личность рассматривается в единстве познавательной и коммуникативной сфер деятельности, направленной на формирование информационного запаса о культурном фоне страны и моделировании речевого/ неречевого поведения. В.П. Фурманова выделяет следующие уровни владения языком: 1) коммуникативно-адекватный (низший); 2) профессионально-адекватный; 3) художественно-адекватный (высший). При этом художественно-адекватный уровень владения языком означает его применение для реконструкции и интерпретации текста, представляющего модель иноязычной культуры, а также для создания собственных художественных текстов. Поскольку переводчик художественной литературы должен уметь не только интерпретировать текст, но и уметь моделировать картину иноязычной действительности, мы выделяем художественноадекватный уровень владения языком как необходимый и имеющий большое значение для переводчиков. Уровни владения культурой включают: 1) нормативно-адаптивный (низший); 2) социально-адаптивный; 3) креативный (высший). Креативный уровень является крайне важным для переводчиков, так как он означает, что субъект выступает как создатель, художник, автор продуктов материальной или духовной культуры, кем и является по своей сути переводчик при создании текста перевода. Суммируя вышеизложенное, можно прийти к выводу, что неотъемлемыми компонентами структуры культурно-языковой личности переводчика являются художественно-адекватный уровень владения языком и креативный уровень владения культурой.
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Для обеспечения эффективной межкультурной коммуникации на уровне художественного текста необходимо формирование таких компетенций культурноязыковой личности, которые обеспечили бы возможность создания общего культурного значения, разделяемого собеседниками, принадлежащими к различным культурам. При этом культурно-языковая личность должна быть способной выйти за пределы собственной культуры и осуществить медиативную деятельность. Суммируя вышеизложенное, необходимо отметить, что в целях продуктивного выступления в роли медиатора культур культурно-языковая личность переводчика, познавшая как особенности разных культур, так и особенности их взаимодействия, должна обладать межкультурной компонентой переводческой компетенции. Представляется необходимым уточнить понятие переводческой компетенции. Под переводческой компетенцией подразумевается номенклатура знаний, умений, навыков, а также способностей и личностных качеств, необходимых для реализации художественного перевода. На основе имеющихся способностей человек усваивает определенные знания. Знания являются одним из компонентов переводческой компетенции. Их важность признается многими исследователями перевода [1]. С помощью теоретических и практических знаний в процессе деятельности формируются общие и специфические переводческие умения и навыки, необходимые для осуществления художественного перевода. Под навыком понимается “действие, ставшее автоматизмом в результате выполнения упражнений” [2]. На основе функционирования навыков вырабатываются умения. Таким образом, вышеупомянутые способности, знания, навыки и умения, а также определенные качества личности составляют переводческую компетенцию. В методической литературе, посвященной обучению переводу, существуют различные точки зрения на переводческую компетенцию и особенно ее компонентный состав. Так, Л.К. Латышев, изучая проблемы обучения профессиональных переводчиков, под переводческой компетенцией понимает “совокупность знаний, умений и навыков, позволяющих переводчику успешно решать свои профессиональные задачи” и считает, что “эта совокупность может быть подразделена на две части, а каждая из частей в свою очередь – на две составляющие” [4]. По его мнению, переводческая компетенция состоит из базовой и прагматической частей. Базовая часть объединяет в себе все элементы переводческой компетенции, задействованные в профессиональном переводе постоянно, то есть во всех его проявлениях (письменном и всех видах устного и во всех тематическо-текстовых жанрах). Прагматическая часть включает в себя знания, умения и навыки, необходимые переводчику лишь в определенных видах перевода и/ или при переводе текстов той или иной тематики какого-либо жанра. Исходя из профессиональной направленности обучения художественному переводу, на первый план выходит формирование межкультурной компоненты переводческой компетенции, которая позволяет культурно-языковой личности выйти за пределы собственной культуры и приобрести качества посредника культур. Анализ лингвистической и методической литературы по переводу, опыт работы в группах специальности “Перевод и переводоведение” и собственные наблюдения за процессом переводческой деятельности позволяют нам утверждать, что составляющими межкультурной компоненты переводческой компетенции являются: ♦ фоновые знания о предмете коммуникации и об элементах базовой части иноязычной “картины мира”, соотносящихся с предметом коммуникации; ♦ лингвистические знания о типах языковых соответствий, лакунах культурного пространства и способах их элиминации; 114
♦ языковой навык распознавания и распредмечивания содержания культурных терминов с опорой на фоновые знания; ♦ речевой навык понимания и употребления устойчивых соответствий в данной сфере межкультурного общения; ♦ речевое умение элиминировать лакуны культурного пространства с учетом этнокультурных особенностей коммуникантов. Формирование межкультурной компоненты переводческой компетенции происходит не только в интеллектуально-когнитивной области, но затрагивает психические и эмоциональные процессы. Такое положение обуславливает интегрированный характер заданий, направленных на формирование и развитие данной компоненты. Результативность заданий, в свою очередь, обеспечивается применением специфических принципов их создания и отбора. Суммируя вышеизложенное, следует отметить, что в процессе обучения художественному переводу культурно-языковая личность студента должна выйти на художественно-адекватный и креативный уровни, преобразиться в саморазвивающийся эмоционально зрелый интеллектуально-познавательный организм, способный справляться с непредвиденными культурно-обусловленными ситуациями перевода посредством определения или создания уникальных инструментов поиска, обработки и практического применения информации.
БИБЛИОГРАФИЧЕСКИЙ СПИСОК
1. Gile D. Basic Concepts and Models for Conference Interpretation Training. – Paris: INALCO
and CEEI[ISIT], 1990.
2. Капитонова Т.И., Щукин А.Н. Современные методы обучения русскому языку ино-
странцев. – М.: Русский язык, 1987. – 230 с.
3. Караулов Ю.Н. Русский язык и языковая личность. – М.: Наука, 1987. – 256 с.
4. Латышев Л.К. Технология перевода. Учебное пособие по подготовке переводчиков.
– М.: НВИ-ТЕЗАУРУС, 2000. – 280 с.
5. Пассов Е.И., Кузовлев В.П., Коростелев В.С. Цель обучения иностранному языку на
современном этапе развития общества // Иностранные языки в школе. – 1987. – № 6.
– С. 14-17.
6. Фурманова В.П. Межкультурная коммуникация и культурно-языковая прагматика в
теории и практике преподавания ИЯ: Дисс. на соискание ученой степени доктора педа-
гогических наук. – М.: МПГУ, 1994. – 475 с.
ВОСПИТАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ НА ОСНОВЕ КУЛЬТУРОЛОГИЧЕСКОЙ И ПРОФЕССИОНАЛЬНОЙ ЛЕКСИКИ
Т.И. ВОРОБЬЕВА
(Белгородский университет потребительской кооперации)
На современном этапе в связи с интенсификацией межкультурных контактов
возрастают требования к владению иност-
ранным языком как средством межкультур-
ной коммуникации и воспитанию языковой
личности с учетом этих требований. Новые
направления в обучении иностранным язы-
кам всё более сопрягаются с освоением
иноязычной культуры, репрезентантом кото-
рой является соответствующий язык. Через
язык и путём применения новых методи-
ческих технологий достигается качественно
новая цель – развитие индивидуальности
в диалоге культур и формирование вто-
ричной языковой личности. Такая личность
есть совокупность способностей человека
к иноязычному общению на межкультурном
уровне, под которым понимается адекватное
взаимодействие с представителями других
культур.
Введение культурного компонента в учеб-
ный процесс представляется важным факто-
ром обогащения социального опыта обучае-
мых в иной культурной плоскости, фактором
познания иной «картины» соответствующей
страны в многообразных проявлениях её
национальной идентичности, основанной,
в свою очередь, на некоторых иных/особых
параметрах национального менталитета [3,
с. 115].
Менталитет французов в его языковом/
речевом проявлении можно представить,
следуя форме Э. Сепира: «Культуру можно
определить как то, что данное общество
делает и думает; язык есть то, как думают».
Мы нередко встречаемся в обыденной жизни
с такими фактами жизненного узуса и, соот-
ветственно, с такими языковыми формами,
которые сталкивают нас со своеобычностью,
инаковостью других народов. Чаще всего,
причём подсознательно, мы убеждаемся,
что французы (англичане, немцы, американ-
цы…) присутствуют в нашем сознании тогда,
когда мы сравниваем и сопоставляем свои
67
ОБРАЗОВАНИЕ. КАЧЕСТВО.
ИННОВАЦИИ
2011’1
Эти различия в основном обусловлены раз-
личием языкового выражения менталитета
представителей разных культур, но не только
языкового. Уровень демократичности в об-
ществе оказывает соответствующее влияние
на направление развития языковых средств
выражения. Учитывая то, что демократичес-
кие отношения во французском, да и вооб-
ще в западноевропейском обществе имеют
более глубокие социально-исторические
корни, можно предположить, что многие
трудности, как в обучении, так и в изучении
французского языка, имеют именно соци-
альные причины, проявляющиеся в разности
менталитетов.
Приведем еще несколько примеров, пока-
зывающих семантическую неоднозначность
оценки различными социумами внешне оди-
наковых слов и понятий. Так, слова: берёза,
сыр, шампанское имеют практически точный
эквивалент во французском, английском,
немецком и многих других языках. Но слово
«береза» для русского человека является
символом Родины, воспетым в песнях и
стихах, тогда как французское «bouleau» не
имеет подобной социально-эмоциональ-
ной коннотации. С другой стороны, слова
«fromage» (сыр) и «champagne» (шампанс-
кое) имеют определённо большее значение
для души француза, чем для русского, немца
или англичанина. При этом совершенно не-
обязательно, что любой француз любит эти
продукты; гораздо более важна гордость за
то, что это «произведения» именно француз-
ской культуры.
Межкультурные контакты могут быть как
положительными, то есть иметь, по опре-
делению Л.Н. Гумилёва, комплиментарный
характер, так и отрицательными, т.е. иметь
характер конфликтный. Исследование язы-
ковых проявлений менталитета, необходимо
для того, чтобы, по возможности, избежать
в будущем реальном общении конфликтно-
го развития событий и научиться достигать
комплиментарности.
Усвоив некоторое количество моделей,
репрезентирующих менталитеты потенци-
альных коммуникантов, конечно, невозможно
на сто процентов избежать конфликтов, но
совершенно очевидно, что, усвоив такие
модели, можно иметь больше возможнос-
тей для их избежания. Речь идёт именно о
ментальном сближении на основе общности
универсальных, культурных ценностей, точ-
нее, на основе отношения к ним, выражен-
ного национальным языком. Таким образом,
проблема выливается в знание языковых
ментальные привычки с другими. И получа-
ется, что, когда мы хотим выразить мысль,
что кто-то ушёл из гостей не попрощавшись,
мы говорим «ушёл по-английски», массовое
неучастие в выборах определяем как «голо-
совать по-итальянски», а сравнения «пунк-
туальный как немец» или «легкомысленный
как француз» вошли в наш речевой обиход
как бы сами собой, и для нас – это лишняя
возможность сравнить себя с другими.
Французы, в свою очередь, также склонны
обращаться к узусу других народов, и в их
языковом сознании множество иностранных
образов типа «boire comme un Suisse»/пить
дома втихаря, словно швейцарец; «l’oeil
amеricain» дословно: американский глаз,
когда хотят сказать о сметливости какого-ни-
будь человека и его безошибочном выборе,
особенно в бизнесе.
Можно представить другие примеры, ил-
люстрирующие языковое сознание и шире
– менталитеты разных социумов. Фран-
цузы не приемлют, как правило, формы
императива в общественных отношениях,
настороженно относятся ко всякого рода
назиданиям, советам, наставлениям (тому,
что мы часто называем словосочетанием
«читать мораль»), выраженным в вышеназ-
ванной грамматической форме. У нас же это
в порядке вещей: «Не влезай! Убьёт!»; «Не
прислоняться!»; «Не курить! Не сорить!» и
т. д. Сравним: «Attention! Danger de mort!»;
«Dеfense de fumer!»; «Dеfense de s’adosser!».
Французский менталитет прибегает в этих
случаях и им подобных к конверсионным пре-
образованиям и к замене одной части речи
другой (транспозиции). Французы прибегают
в данном случае к более мягким, личностным
средствам выражения, либо к выражениям
с модальными глаголами «vouloir, pouvoir».
Например, «Voulez-vous me passer le pain,
s’il vous plait?»; «Clairе, veux-tu reciter notre
fable?». Подобные вопросы в смысле побуж-
дения воспринимаются, как правило, наши-
ми учениками неадекватно и буквально, если
они не знают узуальной формы для подобных
случаев. Но было бы ошибочным думать, что
императив там отвергается вовсе в речи. Для
него существуют определённые ситуации,
принятые обществом (конвенциональные).
Например, надписи на дверях: «Poussez!»
– «От себя (толкайте)!»; «Tirez!» – «К себе
(тяните)!»; на стук в дверь – «Oui, entrez, s’il
vous plait!» и т. д. Таким образом, сплошь и
рядом можно наблюдать ситуативные разли-
чия в употреблении и способах выражения,
казалось бы, простых вербальных действий.
/
/ /
/
68
ОБРАЗОВАНИЕ. КАЧЕСТВО.
ИННОВАЦИИ
2004’01(2) ОБРАЗОВАНИЕ. КАЧЕСТВО.
ИННОВАЦИИ
2011’1
формул, репрезентирующих менталитет и
умения применять их в различных ситуациях
общения.
В связи с этим, ценность в обучении при-
обретает духовная сокровищница народов:
пословицы, поговорки, анекдоты, крылатые
слова, загадки, сравнения и так далее, в
качестве компактных, ярких, образных, узу-
альных форм и способов выражения мысли
и проявления языковой культуры и менталь-
ности, идущей из глубины веков. Речь идёт
о пословицах и поговорках, но в связи с
языковыми проблемами, хотя очевидно, что,
например, культурологические и языковые
проблемы практически невозможно разде-
лить. Многие пословицы и поговорки, проис-
хождение которых базируется на наблюде-
нии за поведением животных, природными
явлениями, людьми и, особенно, за их нрава-
ми, дают совет, урок. Они показывают чело-
веку, в чём заключается его предназначение,
его возможности, его духовные потенции.
Изучая иностранный язык, мы пользуемся
не только инструментом постижения чужой
культуры, но у нас появляется уникальная
возможность использования информации о
ней для оптимизации обучения.
Приведем пример. Если в качестве анкет-
ного французу задать вопрос о выборе од-
ной из двух следующих пословиц: «Artisan qui
ne ment n’a metier entre gens / On ne croit pas
un menteur mкme quand il dit la verite», то по
его выбору мы могли бы судить о том, как он
оценивает концепт «врать». Это значит, что
далее мы можем угадать и поведенческую
альтернативу испытуемого, то есть судить
о его менталитете. С другой стороны, ана-
лизируя действия тех же французов, напри-
мер, по их отношению к концепту «красота»,
мы могли бы предположить (на основании
внешнего, увиденного), что в качестве аль-
тернативного варианта они выбрали бы
«Gracieusete et proprete valent mieux que sale
beaute», а не «Arrogance et vanite font escorte
а la beaute». Подобным образом можно было
бы сравнивать национальные менталитеты и
делать из этого соответствующие для обу-
чения выводы.
Таким образом, анализ вышеизложенных
языковых проявлений есть решение двусто-
ронней задачи: для развивающей педагогики
– это обогащение внутреннего мира обучаю-
щихся, их знакомство с культурологическими
ценностями; для методики – отбор языково-
го материала, с помощью которого можно
оптимизировать обучение иностранным
языкам в плоскости межкультурной комму-
никации и воспитать всесторонне развитую
и подготовленную к профессиональной де-
ятельности личность.
. Акимова М.А. «Ох уж эти французы!» (Менталитет и образ жизни французов) – Сборник
века. Иностранные языки и методика их преподава-ния. – Калуга: КГПУ, 2000.
2. Зэлдин Т. Всё о французах: Послесловие И.М. Бунина. – М.: Прогресс, 989.
. Мишин И.Ф. Освоение инокультурного пространства в концепции диалога культур //
Державинские чтения. Филология и журналистика. – Тамбов: ТГУ, 2002
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В АСПЕКТЕ ЛИНГВОРИТОРИЧЕСКОЙ ПАРАДИГМЫ (РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ)
ОСИНЦЕВА-РАЕВСКАЯ Е.А.Написать письмо автору1
1 Сочинский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (27) Год: 2014 Страницы: 176-182
ЖУРНАЛ:
ИЗВЕСТИЯ БАЛТИЙСКОЙ ГОСУДАРСТВЕННОЙ АКАДЕМИИ РЫБОПРОМЫСЛОВОГО ФЛОТА: ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ НАУКИ
Издательство: Калининградский государственный технический университет (Калининград)
ISSN: 2071-5331
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, ЛИНГВОРИТОРИЧЕСКАЯ ПАРАДИГМА, LINGUISTIC & RHETORICAL (L&R) PARADIGM, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC IDENTITY, РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ, RUSSIAN AS A FOREIGN LANGUAGE, LINGUISTICPERSONALITY
АННОТАЦИЯ:
Анализируются различные трактовки понятия «вторичная языковая личность», изложены теоретические обоснования исследования вторичной языковой личности на материале русского языка как иностранного в лингвориторической парадигме.
---
Введение. Цель – рассмотреть существующие трактовки понятия «вторичная языковая
личность», представить теоретическое обоснование лингвориторического подхода к
исследованию вторичной языковой личности, конкретизировать в аспекте русского языка
как иностранного, предложить обобщающее определение вторичной языковой личности
как объекта лингвориторического изучения. В ходе работы применялись методы
теоретического анализа проблемы исследования, анализа базовых понятий, категоризации
понятий.
Особенностью лингводидактического подхода к определению и характеристикам
вторичной языковой личности, реализованного в ряде цитируемых научных трудов,
является рассмотрение не столько лингвистических, сколько собственно педагогических и
частнометодических аспектов центральной для темы статьи категории.
Специфика нашего исследования вторичной языковой личности (на примере русского
языка как иностранного) заключается в том, что оно предпринято с позиций теории
языка. Соответственно, теоретическому анализу подвергается и названный пласт научноисследовательского дискурса – трудов по лингводидактике, причем он служит своего рода
эмпирическим материалом 2-го уровня (в то время как данные психолингвистических
экспериментов, проводимых с инофонами, представляют для нас эмпирический материал
1-го уровня).
Результаты такого понятийного анализа необходимы для установления
типологических черт и сущностных признаков феномена вторичной языковой личности,
для категориальной разработки данного понятия с позиций интегративного
лингвориторического подхода. Становление вторичной языковой личности при овладении
иностранными языками предполагает
готовностьосуществлятьречевуюдеятельностьнаизучаемомязыке,способностькадекватном
увзаимодействиюспредставителямииныхкультурисоциумов, в идеале – самоощущение в
качестве носителя языка.
176
В связи с этой практической проблемой не только для лингводидактики, но и для
лингвистической науки в целом, для теории языкознании актуально новое направление –
теория становления и функционирования вторичной языковой личности. Ниже
рассмотрим существующие трактовки базового для предпринятого исследования понятия.
Понятие«вторичная языковая личность», введенное И.И. Халеевой [1], базируется на
модели «языковой личности» Ю.Н. Караулова, детально рассмотренной в его книге
«Русский язык и языковая личность» [2].
Согласно мнения ученого, языковая личность состоит из 3-х уровней: нулевого –
структурно-языкового (или ассоциативно-семантического), отражающего степень
владения языком; первого – лингвокогнитивного, выявляющего картину мира данной
языковой личности; второго – мотивационного, характеризующего «мотивы и цели,
движущие ее развитием, поведением, управляющие ее текстопроизводством… и
определяющие иерархию смыслов и ценностей в ее языковой модели мира» [2, с. 27].
Разработанная И.И. Халеевой модель вторичной языковой личности исходит из
концепции языковой личности Ю.Н. Караулова и состоит из трех уровней: вербальносемантического, тезаурусного, прагматического.
По мнению исследователя, для описания модели вторичной языковой личности
необходимы те процессы, которые происходят в личности в момент овладения ею
неродным для нее языком. Поскольку вербально-семантическая «сеть» языков различна,
автор делит именно первый уровень языковой личности на две тезаурусные сферы:
тезаурус I (формирование «языковой картины мира») и тезаурус II (формирование
вторичного когнитивного сознания).
Данные сферы автономны и в тоже время взаимосвязаны друг с другом, т.к. тезаурус I
формируется под воздействием тезауруса II. Безусловно, носители разных языков
различаются тезаурусом I, но и существуют различия в тезаурусе II. Формирование
тезауруса II подразумевает развитие умений распознавать мотивы и установки личности,
принадлежащей иной общности, где действует иная система ценностей, норм и оценок
(см. об этом [3]).
Н.Д. Гальскова определяет вторичную языковую личность «как совокупность
способностей человека к иноязычному общению на межкультурном уровне, под которым
понимается адекватное взаимодействие с представителями других культур» [4, с. 59].
В более широкой трактовке данный термин представлен, например, в работах Р.Г.
Давлетбаевой: вторичная языковая личность есть совокупность способностей человека к
общению на втором языке на межкультурном уровне [5].
Результатом образовательной деятельности в сфере иностранного языка должна стать
активная и свободная жизнеспособная личность, являющаяся реальным субъектом своего
собственного развития, личность, способнаяи готовая к иноязычному общению
намежкультурном уровне [6].
Под вторичной языковой личностью понимается «качественное новообразование
личности, отличающейся положительным отношением к языку как к ценности,
принадлежащей определенной культуре, что проявляется в готовности восприятия других
культур и способности реализовать представления о специфике национальнокультурного речевого поведения в собственной межкультурной коммуникации» [7, с. 32. –
Курсив наш. – Е. О.-Р.].
К.Н. Хитрик справедливо подчеркивает: «говоря о личности как о единой системе,
принципиально неверно полагать, что вторичная языковая личность существует отдельно
от первичной, что она является «надстройкой», не меняющей структуру первичной
языковой личности.«Вторичная» языковая личность как системное образование, имеющее
своим основанием социально-психологическую личность человека вообще и взятое под
углом зрения обучения культуре иноязычного речевого общения, характеризуется
наличием у нее: 1) языкового сознания (и самосознания), 2) когнитивного сознания и 3)
нравственного сознания» [8].
177
Для исследований в области состояния и функционирования, а также
психолингвистической динамики становления вторичной языковой личности, в том числе
конкретно при изучении русского языка как иностранного (РКИ), важное значение
приобретает следующее высказывание Г.И. Богина: «Какова бы ни была сложность
языковой личности, ее нельзя сформировать, не имея предметного представления о ее
структуре» [9, с. 3].В лингводидактических исследованиях сделаны выводы об
особенностях подхода к проблеме вторичной языковой личности в сфере РКИ с учетом
принципа моделирования:
1. Педагогически сообразное рассмотрение вторичной языковой личности не требует
изучения речевого процесса и соответствующих психических механизмов, что далеко
увело бы от задач изучения русского языка как иностранного.
2. При изучении РКИ важнее всего то, что вторичная языковая личность
закономерным образом развивается от одного своего уровня к другому, а также то, что
результат этого развития может быть описан в упорядоченной форме.
3. Упорядоченная форма есть структурная форма, умещающаяся в какую-то легко
обозримую модель. Эта модель должна давать знание о том, к каким речевым поступкам
может быть готов или подготовлен носитель языка, что он может делать с языком.
Вторичная языковая личность в данном случае характеризуется не столько тем, что она
знает в языке, сколько тем, что она может с языком делать [10, с. 94. Курсив наш. – Е. О.-
Р.].
В целом приходится учитывать, что задача идеального функционирования инофона,
изучающего русский язык, в качестве «вторичной языковой личности», способной видеть
мир так же, как и носители языка, воспринимать их ассоциации и метафоры как свои и
активно производить их в качестве таковых, по Д.Б. Гудкову,невыполнима (для взрослых).
Допускается, что на поверхностном уровне адаптация к иноязычной культуре может
происходить достаточно успешно, но при обращении к более глубоким слоям сознания
основные «архетипы» родной культуры, воспринятые с рождения модели отражения и
классификации явлений окружающей действительности, во многом детерминирующие
глубинные мотивации личности, остаются без существенных изменений. «Необходимо
знакомить инофона с русским взглядом на мир, но при этом необходимо помнить, что
инофон никогда не станет русской языковой личностью» [11, с. 37].
При этом следует учитывать сложность исследуемого феномена. «В нашем понимании
любая языковая личность представляет собой многослойную и многокомпонентную
парадигму речевых личностей, которые могут дифференцироваться, во-первых, по
уровню языковых знаний, во-вторых, по степени владения видами речевой деятельности,
в-третьих, – потем темам, сферам и коммуникативным ситуациям, в рамках которых
происходит речевое общение» [12, с. 322-323].
Рассмотрение языковой личности с позиций лингводидактики привело нас к выводу о
том, что языковая личность представляет собой многослойную и многокомпонентную
парадигму речевых личностей, которые дифференцируются, с одной стороны, с учетом
различных уровней языка, с другой стороны – с учетом основных видов речевой
деятельности, а с третьей – с учетом тех тем, сфер и ситуаций, в рамках которых
происходит речевое общение.
Данные параметры, с учетом которых описывается портрет языковой личности,
взаимодействуя в самых различных комбинациях, обусловливают существование как
бесконечного числа конкретных языковых личностей, так и сложную комбинаторику
различных речевых личностей в рамках единой языковой личности (см. об этом: [12]).
Несмотря на то, что термин «вторичная языковая личность» достаточно широко
встречается в современной научной литературе по лингводидактике (В.И. Карасик, М.К.
Колкова, О.А. Леонтович, Г.В. Елизарова, И.И. Халеева, К. Хитрик и др.), теория
феномена вторичной языковой личности не имеет однозначных решений.
178
Теоретическое обоснование лингвориторического подхода к исследованию вторичной
языковой личности,( конкретизируем его в аспекте русского языка как иностраннго)
Другой подход к интерпретации концепта «вторичная языковая личность» базируется
на приобщении через иностранный язык не только к вторичной языковой системе
инофонной лингвокультуры, но и к речемыслительной деятельности и концептуальной
картине мира, в рамках которых происходит становление национального характера и
национального менталитета носителя языка.
Наиболее полным в этом плане мы считаем определение А.А. Ворожбитовой, которая
определяет вторичную языковую личность как субъекта речемыслительной деятельности
на неродном языке, в психолингвистическом континууме инокультурной ментальности, в
ходе которой осуществляется восприятие, переработка и производство информации о
мире и человеке в форме потока связной речи – дискурса разных типов, который
фиксируется в текстах разной жанрово-стилевой принадлежности как семиотических
результатах речемыслительного процесса [13].
Новый подход к интерпретации концепта «вторичная языковая личность» базируется,
прежде всего, на сочетании лингвокогнитивного, лингвориторического и
лингвокультурологического подходов, а психолингвистическая система, направленная на
устройство феномена вторичной языковой личности, ориентирована на
функционирование таких уровней в ее структуре, как лингвистический,
лингвокультурологический, риторический, практический и коммуникационнотехнологический.
В настоящее время в филологии осознается необходимость интегративных подходов в
области лингвистики, риторики, лигводидактики.
Проблемы антропоцентрической и функциональной лингвистики целесообразно
рассматривать во взаимодействии с современной общей риторикой, также выступающей
личностно-функциональным аспектом языкознания, что дает основания считать
лингвориторическую парадигму важной областью как чисто теоретических изысканий,
так и их функционально-прикладных реализаций [13, с. 6].
При обращении к языку как способу социокультурного бытования языковой личности,
как среде «языкового существования», т.е. «никогда не прекращающейся жизни «с
языком» и «в языке» [14, с. 8] мы выходим на уровень лингвориторики, рассматривающей
язык как средство речевой деятельности, осуществляемой языковой личностью и, в
частности, вторичной языковой личностью в рамках совокупности речевых событий
посредством механизмов реализации ее интегральной лингвориторической компетенции.
Лингвориторический аспект устройства и функционирования вторичной языковой
личности предполагает рассмотрение языковых структур не изолированно, а в составе
риторических, имеющих непосредственный выход в коммуникацию. Поскольку
мыслеречевые феномены представляют собой неразрывное единство идеологии, ее
материального носителя и способа воплощения, лингвориторический ракурс анализа и
интерпретации рождается на пересечении указанных категориальных рядов.
Соответственно, возникают взаимосвязи этосно-мотивационно-диспозитивных
параметров, логосно-тезаурусно-инвентивных параметров, пафосно-вербальноэлокутивных параметров и др. Совокупная вторичная языковая личность этносоциума (ее
коллективные прагматикон, тезаурус, ассоциативно-вербальная сеть) воплощает
константы духа – этос, логос и пафос, образующие весь спектр мыслеречи, в инвентивнодиспозитивно-элокутивном пространстве глобального дискурсивно-текстообразующего
процесса производства языка и культуры [15].
Лингвориторический аспект выступает качественной характеристикой деятельностнокоммуникативных потребностей вторичной языковой личности и выражает степень
адекватности и полноты индивидуальной картины мира, фиксирует уровень овладения
богатствами иностранного языка.
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Будучи материальным средством реализации дискурсивно-текстообразующего
процесса, лингвориторический аспект, таким образом выступает средством манифестации
ассоциативно-вербальной сети, тезауруса и прагматикона вторичной языковой личности,
коммуникативно мобилизованных в условиях речевых событий различной конфигурации,
и предстает своего рода «квинтэссенцией» вторичной языковой личности [16].
Лингвориторическая компетенция формируется – интуитивно или осознанно (в
процессе изучения языка и самообразования) – исключительно для нужд адаптации в
конкретном этносоциуме, а в качестве суммарного потенциала коллективной
лингвориторической компетенции вторичной языковой личности этносоциума выступает
важнейшим фактором социального прогресса – в той мере, в какой он обусловлен
процессами в системе речевой коммуникации [17, с.31–32].
Механизм реализации лингвориторической компетенции – это психолингвистическое
образование в структуре вторичной языковой личности, комплекс взаимообусловленных
мыслеречевых умений, с помощью которых реализуются различные аспекты
коммуникативной, текстовой и языковой субкомпетенций. Будучи распределены по трем
субкомпетенциям, данные механизмы выступают как:
а) собственно текстовые (инвентивный, диспозитивный, элокутивный),
коррреспондирующие с классическим риторическим каноном;
б) коммуникативные (ориентировочный, акциональный, психориторический),
соответствующие докоммуникативному и собственно коммуникативному этапам речевого
поведения адресанта, обусловленного характером взаимодействия с адресатом;
в) механизмы психофизиологического обеспечения (редакционно-рефлексивный,
мнемонический).
В результате теоретического анализа проблемы нами разработано наиболее
детализированное на данный момент, уточненное определение базовой
антрополингвистической категории «вторичная языковая личность» как объекта
лингвориторических исследований, которая объективно является центральной точкой
отсчета для лингводидактических построений.
Вторичная языковая личность есть совокупность черт субъекта, которая складывается
из овладения вербально-семантическим кодом изучаемого языка, то есть «языковой
картиной мира» носителей этого языка, речемыслительной деятельности на неродном
языке, в ходе которой осуществляется восприятие, переработка и производство
информации и концептуальной картиной мира, позволяющей человеку понять новую для
него социальную действительность.
Под вторичной языковой личностью мы понимаем тот пласт новой языковой
компетенции, который наслаивается на уже имеющуюся языковую картину мира. Человек
видит себя в качестве субъекта диалога культур, как творческого, гуманистического,
многоязычного и толерантного человека, имеющего культурную компетентность,
самоидентичность, мультикультурные навыки общения, адаптированный к различным
культурным значениям. Можно говорить о том, что вторичная языковая личность в
процессе изучения иностранного языка является продолжением качеств языковой
личности в рамках родного языка.
Вторичная языковая личность со сложившейся адекватной образной сферой,
приобретенной в процессе освоения изучаемого языка и культуры, характеризуется
сложной структурной организацией, включающей первичную сферу родного языка и
культуры и вторичную сферу, приобретенную в процессе освоения изучаемого языка и
культуры его носителей.
Функционирование вторичной языковой личности успешно, если обучаемый смог
приспособить свое языковое сознание к изучаемому иностранному языку и расширить его
за счет новых связей, присущих изучаемому иностранному языку.
В ходе анализа и усвоения существующих в иноязычной культуре ценностей, норм
поведенияпроисходит процесс рефлексии, т.е. обогащение своих способностей и
180
личностных качеств. B общении на иностранном языке имеет значение знание контекста
происходящего и, конечно, осознание своей позиции в актекоммуникации.
Это дает возможность прогнозировать речевые действия друг друга, влиять на
речевого партнера.
Вторичная языковая личность в психолингвистическом аспекте выступает как
интегральная индивидуальность, способная к оптимальной мыслеречевой деятельности на
базе когнитивной, коммуникативной и эмоционально-волевой саморегуляции и
самоактуализации. Вторичную языковую личность делает сильной высокая
лингвориторическая компетенция, позволяющая эффективно осуществлять мыслеречевую
деятельность в продуктивном рецептивном регистрах, монологическом и диалогическом
режимах, устной и письменной формах.
В заключение отметим, что феномен вторичной языковой личности не подразумевает
мировоззренческой «перестройки» обучаемого, т.е. не предполагает создания системы
иных аксиологических установок.
По мере овладения иностранным языком индивид не формирует вторую
концептуальную систему (образ мира) наподобие той, что существует на родном языке и
связана с родной культурой.
Концептуальная система (образ мира) становится не удвоенной, а сдвоенной, т.е.
когнитивные структуры, функционирующие в результате рефлексии над различиями
между родной и второй культурами, инкорпорируются в когнитивные структуры,
функционирующие на базе родной культуры.
В знаниях, стоящих за словом, наблюдается интеграция составляющих разных
культур. При этом, в определенной речевой ситуации актуализируется тот или иной
компонент образа в рамках создающейся в процессе речепорождения функциональной
системы смыслов.
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Литература
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4. ГальсковаН.Д.Теорияобученияиностраннымязыкам:Лингводидактикаиметодика:[учеб.пособиедляст
удентовлингв. ун-товифак.ин.яз.вузов]/Н.Д.Гальскова,Н.И.Гез.М.,2004.
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методическое пособие для преподавателей русского языка как иностранного / Е.И. Пассов, Н.Е.
Кузовлева. М., 2010.
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специальном языковом вузе: на материале иранской ветви индоевропейских языков: Автореф. дис.
... д-ра пед. наук. М., 2001.
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10. Халяпина Л.П. Трансформация концепта «языковая личность» в теории и методике обучения
иностранным языкам // Известия Российского государственного педагогического института им. А.И.
Герцена. СПб, 2006. Т. 7, № 21–1.
11. Гудков Д.Б. Межкультурная коммуникация: проблемы обучения. Лекционный курс для студентов
РКИ. М., 2003.
12. Клобукова Л.П. Структура языковой личности на разных этапах ее формирования. Язык, сознание,
коммуникация: Сб. статей / Ред. В.В. Красных, А. И. Изотов. М., 1997. Вып. 2.
13. Ворожбитова А.А. Лингвориторическая парадигма: теоретические и прикладные аспекты:
Монография / А.А. Ворожбитова. Сочи, 2000.
14. Гаспаров Б.М. Язык, память, образ. Лингвистика языкового существования. М., 1996.
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15. Ворожбитова А.А. Лингвориторическое образование как инновационная педагогическая система
(принципы проектирования и опыт реализации): монография / А.А. Ворожбитова; под науч. ред.
Ю.С. Тюнникова. 2-е изд., испр. и доп. М., 2012.
16. Ворожбитова А. Синергетический аспект вузовского образования в свете лингвориторического
подхода // Alma mater (Вестник высшей школы). 1999. № 2.
17. Ворожбитова А.А. Интерпретативная культура языковой личности как инструмент изучения
дискурсивных процессов: теория и методика формирования в лингвориторической парадигме //
Вестник Сочинского государственного университета туризма и курортного дела. 2012. №2 (20).
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ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ЦЕЛЬ И РЕЗУЛЬТАТ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ
ГУСЕВА А.А.1, ЧЕРНЯКОВА Н.В.2
1 Средняя общеобразовательная школа № 51, г. Воронеж
2 Воронежский институт высоких технологий
Тип: статья в журнале - научная статья Язык: русский
Номер: 12 Год: 2014 Страницы: 216-217
УДК: 372.8
ЖУРНАЛ:
ВЕСТНИК ВОРОНЕЖСКОГО ИНСТИТУТА ВЫСОКИХ ТЕХНОЛОГИЙ
Издательство: Воронежский институт высоких технологий (Воронеж)
ISSN: 1994-1730
КЛЮЧЕВЫЕ СЛОВА:
ИНОСТРАННЫЙ ЯЗЫК, ЯЗЫКОВАЯ КОМПЕТЕНЦИЯ, МЕЖКУЛЬТУРНЫЕ КОММУНИКАЦИИ
АННОТАЦИЯ:
Результат любого языкового образования - сформированная языковая личность, а результат образования в области иностранных языков - вторичная языковая личность. В связи с этим учащийся становится субъектом учебной деятельности и межкультурной коммуникации.
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ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ МАГИСТРАНТА ТЕХНИЧЕСКОГО ПРОФИЛЯ
РИДНАЯ ЮЛИЯ ВИКТОРОВНА1
1 Новосибирский государственный технический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 8-2 (26) Год: 2013 Страницы: 150-152
УДК: 378.147:811
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC PERSONALITY, МАГИСТРАНТЫ ТЕХНИЧЕСКОГО ПРОФИЛЯ, TECHNICAL PROFILE POSTGRADUATES, ОБУЧЕНИЕ ИНОСТРАННОМУ ЯЗЫКУ, TEACHING FOREIGN LANGUAGE, МЕТОДИЧЕСКИЕ ПРИЕМЫ, METHODOLOGICAL TECHNIQUES, СТРАТЕГИИ, STRATEGIES
АННОТАЦИЯ:
В статье рассматривается понятие вторичной языковой личности. Особое внимание уделяется условиям формирования вторичной языковой личности магистранта технического профиля. Дается ее характеристика с позиции трехуровневости процессов восприятия и понимания. Предлагаются методические приемы и стратегии для преподавания иностранного языка данной категории обучающихся.
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В последние годы в проблематике дисциплин, связанных с языком (лингвистике, лингводидактике, психологии, социологии и др.), большое внимание уделяется исследованию особенностей и описанию характеристик языковой личности. Лингвоперсонология, антропология и когнитивная лингвистика также нацелены
на изучение взаимодействия личности и языка [7]. С лингводидактической точки зрения рассмотрение данного вопроса также представляет интерес, поскольку позволяет сделать выводы о целесообразности и эффективности использования тех или иных методов в обучении иностранному языку [5], определить основные закономерности и теоретические основы иноязычной подготовки магистрантов технического профиля.
Основоположник теории языковой личности – Ю. Н. Караулов связывает с ней «совокупность (и результат
реализации) способностей к созданию и восприятию речевых произведений (текстов), различающихся: а) степенью структурно-языковой сложности, б) глубиной и точностью отражения действительности и в) определенной
целевой направленностью» [4, с. 51]. Если сформированную языковую личность рассматривать как результат образования на родном языке, результатом обучения иностранному языку может явиться сформированная вторичная языковая личность, базирующаяся на разработанной Ю. Н. Карауловым структуре языковой личности.
Вторичная языковая личность рассматривается исследователями в различных аспектах:
1) как совокупность способностей (готовности) человека к «производству» речевых поступков в условиях аутентичного общения с представителями других культур [11];
2) как коммуникативно-активный субъект, способный познавать, описывать, оценивать, преобразовывать
окружающую действительность и участвовать в общении с другими людьми средствами иностранного языка [10];
3) как «показатель способности человека принимать полноценное участие в межкультурной коммуникации» [3, c. 65];
4) как «совокупность черт человека, которая складывается из овладения вербально-семантическим кодом изучаемого языка, то есть ―языковой картиной мира‖ носителей этого языка, и концептуальной картиной мира, позволяющей человеку понять новую для него социальную действительность» [12, с. 184];
5) как «реализуемая средствами изучаемого языка структура языковой личности его носителя» [9, с. 62-63].
Таким образом, языковая личность (или первичная языковая личность) связана с носителем языка и принадлежностью к тому или иному национальному типу, а вторичная языковая личность – с субъектом образовательного процесса, овладевающим иностранным языком и успешно использующим полученные навыки
в межкультурном общении.
«Методическая модель» языковой личности, согласно идее о трехуровневости процессов восприятия и
понимания, имеет трехуровневую организацию. При этом на каждом из уровней структура складывается из
специфических типовых элементов: а) единиц соответствующего уровня; б) отношений между ними; в) стереотипных объединений этих единиц. Ю. Н. Караулов выделяет три уровня языковой личности носителя
родного языка: 1) нулевой – вербально-семантический, или структурно-системный; 2) первый – лингвокогнитивный, или тезаурусный; 3) второй – мотивационный. Таким образом, в модели языковой личности
первоначально выделяют три уровня: лексикон, тезаурус и прагматикон.
Рассматривая вторичную языковую личность как задачу и результат при обучении иностранному языку,
можно найти параллели в структурах первичной и вторичной языковой личности.
На уровне лексикона (вербально-семантическом уровне) – нулевом уровне (по Караулову) – обучающиеся овладевают лексикой и специальным словарем, а также речевыми формулами, клише и стереотипами, необходимыми для эффективного взаимодействия в условиях межкультурной коммуникации, осваивают
структурно-системные связи изучаемого языка посредством обучения языковым аспектам (лексическому,
грамматическому, фонетическому).
На уровне тезауруса (лингвокогнитивном) происходит овладение элементами семиотического кода иноязычного и инокультурного социума, формируется первый уровень структуры вторичной языковой личности. На данном уровне обучающиеся обретают знания о социокультурной и ситуативной специфике поведения в иноязычной среде, овладевают тезаурусом определенной сферы общения, а именно: высказываниями,
дефинициями, пословицами и другими коммуникативными единицами инокультурного социума.
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На третьем уровне, уровне прагматикона, или мотивационном, обучающиеся овладевают навыками взаимодействия с языковой личностью инофона и умением адекватно интерпретировать ее мотивы и потребности и в конечном итоге – стратегиями воздействия в ситуациях межкультурного общения.
Поскольку в основе концепции лежит коммуникативно-деятельностный подход, подчеркнем значимость
каждого уровня с позиции обеспечения соответствующих речевых готовностей.
Лексикон образует словарный запас языковой личности, умение осуществлять адекватный выбор языковых
средств. Владение тезаурусом обеспечивает умение определять тему высказывания, выражать свое мнение, готовность пользоваться внутренней речью, готовность производить и воспроизводить генерализованные высказывания и т.д. Прагматикон отвечает за коммуникативные потребности, за соответствие выбранных языковых
средств условиям коммуникации, за использование подъязыков и регистров, за прочтение подтекста.
Продолжающиеся исследования в области взаимодействия языка, культуры и человека как субъекта межкультурной коммуникации дают основания согласиться с мнением о наличии в структуре вторичной языковой личности четвертого уровня – эмоционального [2; 13]. Эмоциональная сфера играет значительную роль в
межличностных связях, позволяет обеспечить успешность речевого взаимодействия [8]. В условиях межкультурной коммуникации важно эмоциональное отношение и принятие факта существования другой культуры,
что, в свою очередь, влияет на понимание чужой культуры и менталитета, а следовательно, на взаимопонимание. «Эмоционально-ценностные мотивы овладения языком, преобладающие способы выражения эмоциональных состояний и переживаний, индивидуальный репертуар лингвистических и экстралингвистических
средств выражения чувств и переживаний» [10, с. 133], являющиеся эмоциональным компонентом вторичной
языковой личности, имеют особое значение в условиях иноязычного речевого общения.
Таким образом, в процессе формирования вторичной языковой личности важно обратить внимание не
только на умения адекватно использовать в речи языковые единицы, но и предвидеть влияние транслируемой информации на эмоциональную сферу собеседника и его реакцию.
При формировании вторичной языковой личности средствами иностранного языка и культуры происходят изменения в сфере языкового и когнитивного сознания, а также эмоциональной сфере обучающегося,
идет приобщение к иноязычной картине мира (языковой и концептуальной), а мотивационно-потребностная
сфера не удваивается, а обогащается [11].
Обращаясь к вторичной языковой личности, остановимся на условиях ее формирования, а именно на тех
факторах, которые способствуют успешному процессу овладения иностранным языком магистрантов технического профиля – сложившихся специалистов инженерного профиля, принадлежащих к единому социуму.
В научной литературе рассматриваются когнитивные стили как индивидуальная специфика в способе
получения, переработки и использования информации и их влияние на формирование профессиональнокоммуникативной компетенции в условиях межкультурной коммуникации [6]. Результаты исследования
И. Б. Авдеевой дают основания утверждать о наличии когнитивного стиля специалистов инженерного профиля, или инженерного когнитивного стиля (инженерной логики, инженерной картины мира), обусловленного двумя аспектами: а) генетическим, или когнитивным, и б) социальным, ситуативным, то есть учебнопрофессиональным [1], и рассматривать языковую личность инженера в парадигме инженерной коммуникации. Кроме того, опираясь на психологическую модель вторичной языковой личности, а именно ее лингвокогнитивный компонент [10], можно говорить о роли индивидуальных особенностей психических познавательных процессов и возрастных особенностях при формировании вторичной языковой личности магистрантов. Согласно исследованиям, возрастная группа обучающихся, к которой относятся магистранты, характеризуется следующими чертами:
- сформированностью умственных способностей индивида;
- наличием довольно богатого понятийного аппарата;
- активизацией зрительной памяти;
- сформированностью системы родного языка;
- стремлением к сознательной деятельности;
- преобладанием практического мышления;
- периодом интенсивного формирования специальных способностей, связанных с профессионализацией;
- опорой на собственный опыт и внутреннюю систему ценностей и мотивации в процессе обучения.
Перечисленные выше характеристики позволяют выделить ряд факторов, положительно влияющих на
обучение иностранному языку магистрантов: 1) логичное, от простого к сложному, представление материала в письменном виде или с использованием зрительных опор; 2) опора на жизненный и языковой опыт;
3) рассмотрение мотивации как системы побудителей, способствующих направленности, избирательности,
осмысленности, динамичности учебной деятельности и, следовательно, ее успешности.
Итак, анализ вышеупомянутой модели вторичной языковой личности, учет специфики инженерного когнитивного стиля и возрастных особенностей при обучении иноязычной речи, текстообразующей деятельности магистрантов технического профиля позволяет сделать вывод о специфичности процесса их обучения
и помогает обосновать релевантность применения в качестве лингводидактической основы следующих приемов и упражнений:
- дедуктивный способ представления информации, ориентированный на детали, аналитический, пошаговый, структурированный;
- установка на прогнозирование и планирование любой деятельности;
- использование визуальных средств обучения (графиков, схем, таблиц);
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- ориентация на письменные, фактические источники с целью воссоздания наиболее объективной информации;
- использование двуязычных списков слов, организованных в соответствии с семантическими полями,
и тезаурусов;
- большое количество повторений;
- малая вариативность учебных заданий;
- акцент на произвольное запоминание и саморегуляцию;
- эффективность самоисправления и исправления других;
- ориентация на различия, анализ, аналогию, синтез при рассмотрении любого явления или объекта;
- опора на родной язык;
- представление материала методом прототипов, моделей;
- учет фоновых знаний по дисциплине;
- использование в обучении речевых образцов;
- развитие автоматических навыков использования типовых конструкций и клише;
- обучение продуцированию текста по темам, семантическим полям, жанрам;
- обучение свертыванию исходного текста для получения вторичного текста, выбору языковых средств
в соответствии с коммуникативными условиями их использованиями (в соответствии с жанром).
Таким образом, при обучении иностранному языку магистрантов технического профиля имеет значение
учет компонентов структуры вторичной языковой личности. Так, вербально-семантический уровень, или
лексикон, можно соотнести с этапом формирования автоматизированных навыков использования типовых
конструкций, моделей и структур. Логико-когнитивный уровень, или тезаурус, коррелирует с этапом работы
по формированию умений выделять лексико-тематическую сетку текста, определять динамику развития
мысли в нем, его сегментацию, выявлять главное и второстепенное в смысловом отношении. Деятельностнокоммуникативный уровень, или прагматикон, взаимосвязан с выбором языковых средств и жанровых моделей для достижения эффективного взаимодействия в условиях межкультурной коммуникации.
Список литературы
1. Авдеева И. Б. Инженерная коммуникация как самостоятельная речевая культура: когнитивный, профессиональный
и лингвистический аспекты: (теория и методика обучения русскому языку как иностранному). М.: Изд-во МГТУ
им. Н. Э. Баумана, 2005. 368 с.
2. Бикмурзин К. Ш. Формирование «вторичной» языковой личности в процессе изучения иностранного языка // Вестник
Оренбургского государственного педагогического университета. 2010. № 2. С. 69-73.
3. Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам. Лингводидактика и методика: учеб. пособие.
Изд-е 6-е, стер. М.: Академия, 2009. 336 с.
4. Караулов Ю. Н. Русский язык и языковая личность. Изд-е 2-е, стер. М.: Едиториал УРСС, 2002. 264 с.
5. Ковалева Ю. Ю. Лингвокультурная компетенция как условие развития культурно-языковой личности студента технического вуза // В мире научных открытий. 2010. № 5 (11). С. 63-67.
6. Плетяго Т. Ю. Роль когнитивных стилей в формировании читательской компетенции студентов вуза в условиях
межкультурной коммуникации // Образование и наука. 2011. № 8 (87). С. 112-124.
7. Поляков О. Г. Когнитивная лингвистика и обучение иностранным языкам: прикладные аспекты // Когнитивные исследования языка. 2012. Вып. XI. С. 790-792.
8. Поляков О. Г. Когнитивные и аффективные факторы успешного обучения иностранному языку в высшей школе //
Филологические науки. Вопросы теории и практики. 2012. № 7 (18). Ч. 1. С. 162-164.
9. Потѐмкина Е. В. «Вторичная языковая личность» как объект лингводидактики // Вестник Центра международного
образования Московского государственного университета. Филология. Культурология. Педагогика. Методика. 2012.
№ 4. С. 59-64.
10. Рыжов В. В. Вторичная языковая личность и профессионализм иноязычного общения // Вестник Нижегородского
государственного лингвистического университета им. Н. А. Добролюбова. 2008. № 3. С. 130-140.
11. Халеева И. И. Основы теории обучения пониманию иноязычной речи (подготовка переводчиков). М.: Высшая школа,
1989. 240 с.
12. Халяпина Л. П. Технология сопоставительного концептуального анализа в системе формирования поликультурной
языковой личности // Сибирский педагогический журнал. 2009. № 1. С. 184-193.
13. Чернышов С. В. Стратегическая цель обучения иностранным языкам как социальный заказ информационного
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Хлызова Наталья Юрьевна
Кандидат педагогических наук, доцент кафедры американистики ФГБОУ
ВПО «ИГЛУ», г. Иркутск, Россия
ББК 81
УДК37.035.44
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ С ПОЗИЦИИ
ГЛОБАЛЬНО-ОТКРЫТОГО ИНФОРМАЦИОННОГО ОБЩЕСТВА В
КОНТЕКСТЕ МЕДИАОБРАЗОВАНИЯ
На основе компаративного анализа исследований в области лингводидак-
тики и медиаобразования, в статье представлено перспективное направление
236
изучения вопросов вторичной языковой личности, посвященное пересмотру
и дополнению существующих концепции медиаобразовательным компонен-
том. Автор вводит термин «медиакомпетентность вторичной языковой лич-
ности», за которым стоит действительно новое дидактическое явление, кото-
рое ранее никем не было исследовано и описано.
Ключевые слова: медиаобразование; вторичная языковая личность; ме-
диакомпетентность вторичной языковой личности; медиатизированная рече-
вая деятельность.
SECONDARY LANGUAGE PERSON IN VIEW OF GLOBAL
INFORMATION-ORIENTED SOCIETY IN THE MEDIA EDUCATION
CONTEXT
According to comparative analysis of foreign language teaching and media edu-
cation investigations the author argues a perspective direction of secondary lan-
guage person studies, based on supplementing existing theories with media educa-
tion component. For the first time the new notion «media competence of ambiva-
lent language person» is provided. It is a new didactic phenomenon that has not
been investigated and described before.
Key words: media education; secondary language person; media competence of
secondary language person; media speech activity.
Общепринято считать «результатом любого языкового образования сфор-
мированную языковую личность, а результатом образования в области ино-
странных языков – вторичную языковую личность как показатель способно-
сти человека принимать полноценное участие в межкультурной коммуника-
ции» [3, с. 65]. Однако постижение иной общности с иной системой норм и
ценностей, т.е. формирование вторичной языковой личности, происходит че-
рез аутентичную коммуникацию с носителем языка, речевая деятельность
которого служит образцом для студента. Но чаще всего именно аутентичной
коммуникации лишены студенты в России. Можно констатировать, что на
современном этапе медиатизации общества с изменением информационного
ландшафта, обучение иностранному языку становится невозможным без ме-
диакомпетентности студентов, а, следовательно, возникает необходимость
внедрения медиаобразования в процесс обучения иностранному языку. В со-
ответствии с новыми условиями развития медиа и информационного образо-
вательного пространства, предоставляющие возможность медиатизированно-
го аутентичного общения, цель обучения иностранным языкам трансформи-
руется от формирования вторичной языковой личности до формирования ме-
диакомпетентной вторичной языковой личности, способной осуществлять
медиатизированное иноязычное общение на межкультурном уровне. Суще-
ствующие концепции вторичной языковой личности должны быть дополнены
и пересмотрены с позиции глобально-открытого информационного общества
в контексте медиаобразования.
В медиаобразовании акцент делается на активную позицию личности, ко-
торая должна уметь анализировать, синтезировать и давать собственную
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оценку полученной информации, обладающей критическим и творческим
мышлением. С чем нельзя не согласиться, говоря и о вторичной языковой
личности, которая, апостериори, должна быть способна анализировать, син-
тезировать и давать собственную оценку полученной информации на ино-
странном языке. По словам Л.А. Ивановой, «медиаобразование и «иностран-
ный язык» имеют общий генезис. Оба явления базируются на идее коммуни-
кации. Содержание этих двух явлений, с одной стороны, медиаобразование с
его ярко выраженным социально-культурным характером, ставящее целью
формирование медиакомпетентности, с другой стороны, иностранный язык
(урок иностранного языка) настолько взаимосвязаны и взаимообусловлены,
что единственно верный путь – это их интеграция» [4, с. 76]. Н.П. Рыжих в
интегрированных занятиях по медиаобразованию и иностранному отмечает
«полную меру соответствия принципам практической направленности обу-
чения иностранному языку, дальнейшего совершенствования владения ино-
странным языком, преемственного характера обучения, обобщенности, по-
вышения удельного веса самостоятельной работы, использования техниче-
ских средств обучения» [6, с. 96].
Итак, имея коммуникативно-направленный характер и общность в целях
формирования «способности высказать собственные суждения на основе по-
лученной информации, интерпретировать и создавать сообщения» [8], дан-
ные дисциплины легко интегрируются, взаимообусловливаются и взаимодо-
полняются. Тем самым цель обучения иностранному языку и цель ме-
диаобразования эффективно достигаются. По сути медиакомпетентность
вторичной языковой личности студента есть интегрированный результат как
медиаобразования, целью и результатом которого является медиакомпетент-
ность, так и практического курса иностранного языка, цель и результат по-
следнего – вторичная языковая личность. Проведенный нами сопоставитель-
ный анализ понятий «вторичная языковая личность» и «медиакомпетентная
вторичная языковая личность» свидетельствует о том, что медиаобразова-
тельный аспект органично вписывается в структуру вторичной языковой
личности, не противоречит лингвистическому, а расширяет его диапазон
знаниями языка медиа за счет включения личности в опосредованную ком-
муникацию, в медиатизированное пространство.
Из рассмотренных сопоставлений, положений, мнений по вопросам медиа-
компетентности личности, вторичной языковой личности выходит понятие
«медиакомпетентность вторичной языковой личности», которое представляет
собой интегративную, стратегическую характеристику личности, состоя-
щую из совокупности специальных знаний, умений, отношений, позволяющих
личности функционировать в мировом информационном пространстве,
осуществлять межкультурную коммуникацию как на межличностном,
непосредственном уровне, так и на медиатизированном, опосредованном со-
временными медиа.
Важная роль формирования медиакомпетентности вторичной языковой
личности в контексте модернизации образования обусловливает необходи-
мость более глубокого проникновения в ее внутреннее содержание: в компо-
238
ненты, уровни, показатели сформированности. В качестве теоретической ба-
зы, объективирующей такую нашу исследовательскую деятельность, мы вы-
брали работы А.В. Федорова, Д. Поттера, А. Силвэрблэта. Результатом изу-
чения явления вторичной языковой личности в медиаобразовательном ракур-
се является определение ее структуры. Как справедливо заметил Г.И. Богин:
«Какова бы ни была сложность языковой личности, ее нельзя сформировать,
не имея предметного представления о ее структуре» [1, с. 3]. Исходя из необ-
ходимости формирования вторичной языковой личности в контексте медиа-
компетентности, структура изучаемого явления состоит из двух основных
аспектов:
1) лингвистического, предполагающего знание языковых средств и пра-
вил оперирования ими в соответствии с законами изучаемого иностранного
языка; реализацию речевых умений в различных иноязычных ситуациях; го-
товность вступать в общение на иностранном языке как процессе передачи,
приема информации, а также как процессе взаимодействия на межкультур-
ном уровне;
2) медиаобразовательного аспекта, состоящего в знании языка медиа,
правил их функционирования в соответствии с законами изучаемого ино-
странного языка; реализацию речевых умений в различных медиатизирован-
ных иноязычных ситуациях; готовность вступать в медиатизированное об-
щение на иностранном языке как процессе передачи, приема медиа инфор-
мации, а также как процессе опосредованного взаимодействия на межкуль-
турном уровне.
При этом необходимо заметить, что наличие лингвистического аспекта не
гарантирует наличие медиаобразовательного, но является необходимой базой
его формирования. Иными словами, лингвистический аспект представляется
традиционной целью обучения иностранному языку, достаточно освещен и
изучен. В процессе актуализации медиакомпетентности вторичной языковой
личности не является определяющим. Отсюда следует, что основное внима-
ние должно уделяться рассмотрению содержания именно медиаобразова-
тельного аспекта вторичной языковой личности как основного движущего
механизма феномена медиакомпетентности вторичной языковой личности.
Исходя из того, что выделенные аспекты предполагают наличие языковой,
речевой и коммуникативной компетенций, основными компонентами вто-
ричной языковой личности являются:
1. Языковой компонент. Данный компонент основан на языковой компе-
тенции, заключается в знании языковых средств и правил оперирования ими
в языке медиа в соответствии с законами изучаемого иностранного языка
(Знаю).
2. Речевой компонент состоит в речевой компетенции, реализации языко-
вых средств в различных медиа ситуациях (Могу).
3. Коммуникативный компонент отвечает за готовность, мотивацию к
межличностному и медиатизированному общению, к осуществлению непо-
средственной и опосредованной речевой деятельности (Хочу). В основе ком-
понента лежит коммуникативная компетенция, способность организовать
239
медиатизированное поведение адекватно задачам медиатизированного обще-
ния, которое представляет собой процесс передачи и приема медиа информа-
ции и регулирование отношений между его участниками.
В условиях медиатизации общества речь идет о медиакомпетентности вто-
ричной языковой личности, структурные компоненты вторичной языковой
личности расширяются медиазнаниями, медиаумениями, медиаотношениями.
В результате компонентами медиакомпетентности вторичной языковой лич-
ности становятся: когнитивный, действенно-операционный, мотивационный.
Логика выявления компонентов медиакомпетентности вторичной языковой
личности представлена на рисунке 1.
Рис.1. Логика выявления компонентов медиакомпетентности вторич-
ной языковой личности
В когнитивный компонент входит языковой структурный компонент вто-
ричной языковой личности и медиазнаний, т.е. языковая компетенция, за-
ключающаяся в знании языковых средств и правил оперирования ими в язы-
ке и языке медиа в соответствии с законами изучаемого иностранного языка
плюс знания основных категорий и понятий медиаобразования, медийного
спектра, дистинктивных признаков различных жанров, закономерностей
процессов функционирования медиа в социуме, закономерностей восприятия
и понимания иноязычной информации.
Действенно-операционный = речевой компонент вторичной языковой лич-
ности + медиа умения, т.е. речевая компетенция, реализация языковых
средств в различных межличностных и медиаситуациях плюс умения осу-
+
= = =
++
Вторичная языковая личность
Языковой компонент
кт
Речевой компонент Коммуникативный ком-
понент
Медиазнания Медиаумения Медиаотношения
Когнитивный компо-
нент
Действенно-
операционный компонент
Мотивационный ком-
понент
Медиакомпетентность вторичной языковой
личности
240
ществлять поиск, сбор иноязычной информации, создавать собственный ме-
диапродукт, передавать, получать медиасообщения на иностранном языке, в
умении применения иноязычной информации, мобильности, ассоциативно-
сти, гибкости, в умении давать собственную интерпретацию, оценку, крити-
ческий анализ, суждение иноязычного медиатекста и авторской позиции.
Мотивационный = коммуникативный компонент вторичной языковой лич-
ности + медиа отношение, заключается в готовности, мотивации к межлич-
ностному и медиатизированному общению, к осуществлению непосред-
ственной и опосредованной речевой деятельности, в готовности организовать
медиатизированное поведение адекватно задачам опосредованного общения,
которое представляет собой процесс передачи и приема иноязычной медиа-
информации и регулирование отношений между его участниками, в потреб-
ности самосовершенствования в процессе создания медиапродуктов, в осо-
знании необходимости формирования медиакомпетентности, в переживании
несоответствия имеющегося уровня медиакомпетентности установленным
нормам.
Выявленные компоненты медиакомпетентности вторичной языковой лич-
ности позволяют конкретизировать понятие «медиакомпетентность вторич-
ной языковой личности студента» и рассмотреть его процессуальный аспект.
Учитывая, что с каждым годом медиа играют все большую роль в жизни
общества и в системе образования процесс обучения иностранному языку
должен быть направлен на приобщение учащихся к концептуальной системе
чужого информационного лингвосоциума в процессе медиатизированной ре-
чевой деятельности, т.е. в процессе речевой активности личности, направ-
ленной на реализацию языковых средств в различных медиаситуациях и ее
взаимодействия средствами медиа. Медиатизированная речевая деятельность
состоит из трех этапов, отражающих актуализацию основных компонентов
медиакомпетентности вторичной языковой личности. Имеющаяся информа-
ция сведена в табличный формат (Таблица 1).
Таблица 1
Поэтапная реализация компонентов медиакомпетентности вторичной
языковой личности
Этапы медиатизированной
речевой деятельности
Компоненты медиакомпетентности
вторичной языковой личности
Рецептивный Когнитивный
Действенно-операционный
Мотивационный
Формирующий Когнитивный
Действенно-операционный
Мотивационный
Исполнительный Когнитивный
Действенно-операционный
Мотивационный
241
Как видно из таблицы 2, данные компоненты проявляют себя на всех эта-
пах медиатизированной речевой деятельности, являются одинаково востре-
бованными, а значит равноценными в структуре медиакомпетентности вто-
ричной языковой личности и в процессе ее актуализации.
На основании сказанного следует, что структура медиатизированной рече-
вой деятельности определяется действием компонентов медиакомпетентно-
сти вторичной языковой личности и включает три этапа. Указанные компо-
ненты взаимосвязаны и взаимообусловлены. Как следствие, уместно вести
речь об уровнях сформированности всех компонентов одновременно: эле-
ментарном, среднем и продвинутом, которые соответствуют уровням владе-
ния иностранным языком (английским языком: Basic, Intermediate, Advanced;
французским: Dйbutant, Intermйdiaire, Avancй; немецким: Grundstufe, Mittel-
stufe, Oberstufe; итальянским: Еlementare, Intermedio, Avanzato; китайским: 初
级, 中 级, 高 级; корейским: 고급, 중급, 초급 и др.). Выделенные уровни обу-
словливают определение показателей сформированности компонентов ме-
диакомпетентности вторичной языковой личности, к которым относятся:
лингвистический, оценивающий формирование языковой компетенции,
знаний языковых средств и правил оперирования ими в языке и языке медиа
в соответствии с законами изучаемого иностранного языка, умения реализа-
ции языковых средств в различных межличностных и медиаситуациях;
медиаобразовательный, оценивающий знания основных категорий и
понятий медиаобразования, медийного спектра, дистинктивных признаков
различных жанров, закономерностей процессов функционирования медиа в
социуме, закономерностей восприятия и понимания иноязычной информа-
ции; умения осуществлять поиск, сбор иноязычной информации, создавать
собственный медиапродукт, передавать, получать медиасообщения на ино-
странном языке, умения применения иноязычной информации, мобильности,
ассоциативности, гибкости, умения давать собственную интерпретацию,
оценку, критический анализ, суждение иноязычного медиатекста и авторской
позиции, определяет формирование отношений, мотивов, готовностей к ра-
боте с медиатизированной иноязычной информацией.
Исходя из того факта, что «теоретически увеличивать степень медиаком-
петентности можно в течение всей человеческой жизни, воспринимая, интер-
претируя и анализируя познавательную, эмоциональную, эстетическую и
этическую медиаинформацию» [7, с. 8], в соответствии с системой непре-
рывного образования формирование медиакомпетентности вторичной языко-
вой личности следует производить в течение всего обучения в среднем учеб-
ном заведении. С целью эффективности формирования изучаемой личност-
ной характеристики, учитывая разный уровень владения иностранным язы-
ком и уровень медиакомпетентности школьников, нами выделены три услов-
ных этапа формирования медиакомпетентности вторичной языковой лично-
сти: начальный, основной, завершающий.
Итак, современные условия развития общества требуют от человека уме-
ний грамотно работать с иноязычной информацией, осуществлять поиск,
оценивать, самостоятельно создавать и передавать сообщение в профессио-
242
нальной и в повседневной деятельностях, осуществлять медиатизированное
общение между представителями разных языков и культур. С целью удовле-
творения возникших требований педагогический процесс должен быть орга-
низован в соответствии и с учетом условий развития современного общества.
Одной из ключевых компетентностей, необходимой для полноценного функ-
ционирования в обществе и непосредственно связанной с успехом человека в
быстро меняющемся мире, становится медиакомпетентность. В этих услови-
ях образование должно быть направлено на обеспечение медиакомпетентно-
сти личности, понимающей принципы функционирования медиа и умеющей
осуществлять навигацию в иноязычном информационном пространстве, на
медиакомпетентность вторичной языковой личности.
Библиографический список
1. Богин, Г. И. Типология понимания текста [Текст] : учеб. пособие / Г. И.
Богин. – Калинин : Калин. гос. ун-т. –1986. – 86 с.
2. Гальскова, Н. Д. Современная методика обучения иностранным языкам
[Текст] : пособие для учителя / Н. Д. Гальскова. – М. : АРКТИ-ГЛОССА,
2000. – 165 с.
3. Гальскова, Н. Д. Теория обучения иностранным языкам: Лингводидак-
тика и методика [Текст] / Н. Д. Гальскова, Н. И. Гез. – М. : Академия, 2007. –
336 с.
4. Иванова, Л. А. Интеграция медиаобразования и учебной дисциплины
«иностранный язык» в образовательном процессе через аудиовизуальные
СМК [Текст] / Л. А. Иванова // Фундаментальные исследования. – 2008. – №
5. – С. 75–77.
5. Федоров, А. В. Проблемы медиаобразования (научная школа под руко-
водством А. В.Федорова) [Текст] : монография / А. В. Федоров, И. В. Челы-
шева, А. А. Новикова, Н. П. Рыжих. – Таганрог : Изд-во Таганрогского госу-
дарственного педагогического института, 2007. – 212 c.
6. Федоров, А. В. Развитие медиакомпетентности и критического мышле-
ния студентов педагогического вуза [Текст] / А. В. Федоров. – М. : Изд-во
МОО ВПП ЮНЕСКО «Информация для всех», 2007. – 616 c.
7. Council of Europe, 2000 [электронный ресурс]. – Режим доступа: www.
URL: http://www.ifap.ru/pr/2006/060914a.htm. – (дата обращения: 20.02.10).
ТЕОРЕТИЧЕСКИЕ ВОПРОСЫ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ
Садовникова Оксана Эдуардовна
Старший преподаватель кафедры прикладной лингвистики ФГБОУ ВПО
«ИГЛУ», г. Иркутск, Россия
УДК 372.881.1
ББК 83
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23017716"><b>ГОТОВНОСТЬ
ЛИЧНОСТИ К САМОРЕГУЛЯЦИИ ПСИХИЧЕСКИХ СОСТОЯНИЙ В ОСОБЫХ И
ЭКСТРЕМАЛЬНЫХ УСЛОВИЯХ</b></a><br/>
<font color="#00008f"><i>Лаврик
А.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34054311">Вестник
Университета Российской академии образования</a>. 2014. <a href="https://www.elibrary.ru/contents.asp?id=34054311&selid=23017716">№ 2</a>.
С. 92-95. </font>
</p>
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ГОТОВНОСТЬ ЛИЧНОСТИ К САМОРЕГУЛЯЦИИ ПСИХИЧЕСКИХ СОСТОЯНИЙ В ОСОБЫХ И ЭКСТРЕМАЛЬНЫХ УСЛОВИЯХ
Лаврик А.В.
Важнейшим фактором успешности деятельности личности в особых и экстремальных условиях является высокий уровень готовности к саморегуляции психических состояний. При этом во многих случаях высокий уровень готовности к саморегуляции психических состояний компенсирует недостаток опыта саморегуляции в силу того обстоятельства, что опытность как интегральное ценностное качество личности обладает меньшими динамическими характеристиками, чем готовность к какой-либо деятельности. У «опытных» довольно часто проявляется специфическая деформация реализации саморегуляции в особых и экстремальных условиях, заключающаяся в абсолютизации своего опыта при отсутствии элементов готовности к данной деятельности. Такой человек, несмотря на действительно богатый опыт, порой не в состоянии успешно регулировать своё психофизиологическое состояния из-за иной социально-психологической ситуации, к которой он оказывается не готовым. Таким образом, готовность к саморегуляции психических состояний как фактор успешности деятельности личности в особых и экстремальных условиях имеет отношение не только к молодым людям, но и к тем, чей опыт такой деятельности достаточно богат. В деятельности в особых и экстремальных условиях существенными факторами успешности являются волевые черты личности, выступающие как важный элемент в структуре готовности к саморегуляции. Например, быстрое решение задач требует решительных действий, а внутреннее состояние человека, подчиняясь воздействию отрицательных эмоций и негативных психических состояний, зачастую тормозит требуемую от него активность. В этом случае ему приходится усилием воли заставить себя подавить тормозящие моменты и начать соответствующую практической цели активную деятельность. Поэтому человек должен отчетливо осознать, что целеустремленной саморегуляцией можно вызвать у себя все положительные волевые качества, необходимые в процессе решения той или иной профессиональной задачи. Таким образом, для успешной деятельности в особых и экстремальных условиях важно наличие именно готовности к саморегуляции психических состояний. Учитывая специфику деятельности личности в особых и экстремальных условиях, необходимо отметить, что её готовность к саморегуляции психических состояний должна обеспечить: 1) успешность выполнения качественных и количественных параметров профессиональной деятельности; 2) успешность действий, совершаемых в особых и экстремальных условиях деятельности; 3) высокий уровень ответственности и творческой направленности в решении поставленной задачи. Обусловленность готовности к какой-либо деятельности внешними или внутренними детерминантами признаётся различными направлениями современной
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психологии. Но для объяснения поведения личности в постоянно и быстро меняющемся мире существенное значение имеет и положение о первичной, опережающей активности человека по отношению к окружающей среде и инициирующей её изменения. Преодоление внутренних и внешних противоречий, фрустрационного напряжения может обеспечить переход в новые качественные состояния развитие психики. Другим важным утверждением, составляющим основу понимания готовности к саморегуляции психических состояний как фактора успешности деятельности личности в особых и экстремальных условиях, является положение теории отношений о том, что восприятие событий и явлений определяет сложным образом поведение и деятельность субъекта. Это означает, что отношение личности к разного рода изменениям активно влияет на восприятие нововведений и реальное участие в их осуществлении. Диспозиционная концепция, сформулированная В.А. Ядовым, характеризует социальное поведение личности в зависимости от состояний её готовности к определенному способу действий. Она связывает готовность личности к поведению в данной социальной ситуации с социальными условиями предшествующей деятельности, в которых формируется устойчивая предрасположенность к реализации определённых потребностей субъекта [4, с. 24]. Диспозиции личности в целом представляют собой иерархически организованную систему, вершину которой образуют общая направленность интересов и система ценностных ориентации как продукт воздействия общих социальных условий, средние уровни — система обобщенных социальных установок на многообразные социальные объекты и ситуации, а нижний — ситуативные социальные установки как готовность к оценке и действию в конкретных («микросоциальных») условиях деятельности [3, с. 107]. В соответствии с концепцией В.А. Ядова, высшие диспозиции (доминирующая направленность интересов личности в определённые сферы социальной деятельности, система ценностных ориентаций на цели жизнедеятельности и средства их достижения, основные жизненные принципы человека, его «концепция жизни») наиболее устойчивы, что соответствует относительно более высокой стабильности общих социальных условий деятельности личности (устойчивые особенности образа жизни больших социальных общностей), они активно воздействуют на диспозиции нижележащих уровней. Однако расположенные ниже ситуативные социальные установки (аттитюды) обладают сложной структурой, которая содержит эмоциональный (оценочный), когнитивный (рассудочный) и собственно поведенческий (поведенческая готовность) уровни, формируемые предметными потребностями человека и соответствующими социальными ситуациями. Они, в отличие от обобщённых, обладают относительной самостоятельностью, что обеспечивает адаптацию личности к меняющимся (нестабильным) условиям деятельности при сохранении устойчивой целостности её высших генеральных диспозиций. Последние регулируют общую направленность социального поведения личности, а диспозиции других уровней — поведение в той или иной сфере деятельности, направленность поступков в отношении определённых социальных объектов и ситуаций. Роль ведущей диспозиции принимает на себя та, которая наиболее полно соответствует данным условиям и цели деятельности в данном «масштабе».
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Необходимо отметить, что структура отношений личности к условиям своего существования и деятельности, которая определяет её успешность, выходит за рамки диспозиций. Эту структуру образуют потребности личности, условия деятельности и собственно диспозиционные образования, которые формируются на стыке между потребностями и условиями их реализации. Все три компонента данной структуры иерархизированы. Иерархия потребностей образуется на основании последовательного расширения границ активности личности, на низшем уровне находится потребность первичного включения человека в ближайшее (семейное) окружение, далее — включение в различного рода контактные группы, наконец, в целостную социальную систему. Условия деятельности (ситуации), в которых могут быть реализованы те или иные потребности личности, иерархизированы по степени стабильности: низший уровень — наименее устойчивые, ежеминутно меняющиеся «предметные ситуации». Человек непрерывно «переходит» из одной предметной ситуации в другую. Средний уровень — условия группового общения. В течение значительного времени основные требования группы, в которой протекает активность человека (семья, коллектив), сохраняются неизменными. Максимально стабильными являются общие социальные условия — экономические, политические, культурные особенности образа жизни. На всех уровнях социально значимое поведение личности регулируется её диспозиционной системой, однако в каждой конкретной ситуации и в зависимости от цели ведущая роль принадлежит определённому уровню диспозиции или конкретному диспозиционному образованию. Механизм функционирования диспозиционной системы состоит в том, что непосредственно перед поведенческим актом вся диспозиционная структура приходит в состояние актуальной готовности, то есть образует актуальную диспозицию. Однако ведущую роль будут играть те уровни иерархии и те конкретные диспозиции, которые соответствуют определённым потребностям и условиям деятельности (ситуации), сложившимся на данный момент. Для актуализации диспозиций должны быть такие условия, как знания, накапливаемые человеком в течение всей его жизни — «когнитивные элементы» диспозиций, соотнесение знаний с потребностью и эмоциональное подкрепление их — образование мнений, оценочных суждений, убеждений, идеалов (в зависимости от уровня в диспозиционной иерархии). В нормальных условиях поведение является целесообразным, так как его алгоритм формируется во взаимодействии всех компонентов диспозиционной структуры. В ситуациях стресса, которые характерны для значительной части профессиональной деятельности работника службы безопасности, когда установочная регуляция разрушается, сила эмоций становится столь значительной, что поведение нередко теряет целесообразность. На низшем уровне диспозиционной иерархии максимально чётко выражается поведенческая готовность определённым образом отреагировать на ситуацию. Это установки практического поведения. На уровне социальных установок и ценностных ориентаций формируются поведенческие планы и программы. Кроме диспозитивной теории, исследование влияния готовности к саморегуляции психических состояний в процессе деятельности личности в особых и экстремальных условиях возможно и с опорой на принципы, разработанные К.К. Платоновым: це-
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ленаправленности; единства; объективности; динамичности; структурированности [2, c. 26]. Готовность к деятельности, обеспечивающая её успешность наряду с другими важнейшими факторами, — сложное образование психических процессов, волевых компонентов и мотивов поведения, форма самой деятельности. Под состоянием готовности к деятельности необходимо понимать ценностное состояние личности, выраженное в настроенности его психики на преодоление трудностей деятельности, обеспечивающие результативность и качество её выполнения, адекватность её значимости и сложности. В наиболее общем виде развитие готовности включает в себя настрой на определённое поведение, преодоление трудности деятельности, поиск недостающей информации о протекающих и предстоящих событиях, создание условий для достижения цели, оценку адекватности своих действий. Состояние повышенной готовности приходит с возникновением новизны в деятельности, особым стимулированием, особым характером работы и т.д. Таким образом, состояние готовности к деятельности, обеспечивающее её успешность, выступает как сложная динамическая структура. Ощущение устойчивости собственной личности и личности другого — важное условие внутреннего благополучия человека и установления нормальных взаимоотношений с окружающими людьми [1, c. 362]. Устойчивость личности предполагает и характеризует целенаправленность последовательности её действий, предсказуемость её поведения, придает её поступкам закономерный характер [там же]. В критических ситуациях поведение личности, обладающей высокой устойчивостью, в целом осуществляется по следующей схеме: задача → актуализируемый ею мотив → осуществление действий, ведущих к реализации этого мотива → осознание трудностей → негативная эмоциональная реакция → поиск способов преодоления трудностей → снижение силы отрицательных эмоций → улучшение функционирования. Поведение неустойчивой личности отличается неспособностью преодолевать трудности, следовательно, неготовностью деятельности в особых и экстремальных условиях, неуспешностью. Для такой личности характерны переживания, связанные с переоцениванием возможной неудачи и недооцениванием возможности удовлетворения потребности. Таким образом, развитие и оптимизация готовности к деятельности выступает как сложный процесс, направленный на достижение целостного успешного типа личности и состоящий из психологической подготовки, совершенствования структуры личности, развития способностей к саморегуляции.
Литература
1. Немов Р.С. Психология. Книга 1. Общие основы психологии. — М.: ВЛАДОС, 1997.
2. Платонов К.К. Вопросы психологии труда. — М.: Медицина, 1970. — 264 с.
3. Психология. Словарь / Под общ. ред. А.В. Петровского, М.Г. Ярошевского. — М.: Политиздат, 1990. — 494с.
4. Саморегуляция и прогнозирование социального поведения личности / Под ред. В.А. Ядова. — Л., 1979.
ДИАЛОГ КУЛЬТУР КАК ОСНОВА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В КОНТЕКСТЕ КОГНИТИВНОЙ ПАРАДИГМЫ
ВЯЛИКОВА Г.С., ФИНИКОВА Ю.Б.
1 Государственный социально-гуманитарный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 8 Год: 2016 Страницы: 55-57
ЖУРНАЛ:
КАЗАНСКАЯ НАУКА
Издательство: Общество с ограниченной ответственностью «Рашин Сайнс» (Казань)
ISSN: 2078-9955eISSN: 2078-9963
КЛЮЧЕВЫЕ СЛОВА:
КУЛЬТУРА, CULTURE, ДИАЛОГ КУЛЬТУР, DIALOGUE OF CULTURES, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, КОГНИТИВНАЯ ПАРАДИГМА, COGNITIVE PARADIGM
АННОТАЦИЯ:
Статья посвящена проблеме формирования языковой личности в условиях кризиса мультикультурализма в глобальном мире, где вопросы культурного диалога приобретают особое звучание. Показана специфика категории «диалог культур», выявлена его роль в аспекте формирования культуры языковой личности в образовательном процессе с целью ее успешной самореализации в XXI веке. В статье также представлены некоторые учебно-методические рекомендации по формированию данного личностного образования.
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Тема диалога культур в контексте развития личности на сегодняшний день является
весьма актуальной. Не случайно в материалах Совета Европы обращается особое внимание
на необходимость формирования языковой личности через диалог культур,
способствующего установлению контактов, стремлению понять друг друга, осознанию
общечеловеческого «мы» и формированию национальной идентичности. Развитие этих
способностей неотделимо от освоения «чужой» культуры, так как «способность одного
народа осваивать достижения другого – один из главных показателей жизнеспособности его
культуры, очевиднейший индикатор прогресса культуры» [5]. Это утверждение особенно
важно в последние годы, отмеченные возрастающим противоборством цивилизованных
стран, возникновением проблем международного терроризма, а также кризисом российскоевропейских отношений не только в области политики и экономики, но и в области
культурного плюрализма, предполагающего не монологичное, а диалогичное развитие
общества. В этом процессе складывается конгломерат различных по своей истории,
традициям, языку, религии культурных социумов, которые развиваются, взаимодействуют и
влияют друг на друга на основе межкультурного диалога по внутренним присущим им
законам. Они относительно самостоятельны и, оставаясь разными, сталкиваются в едином
информационном пространстве.
Культурные различия обязательно предполагают столкновения, если принять во внимание
тот факт, что ментальные особенности меньше подвержены изменениям, чем экономические
и политические. Становится все более очевидным, что, наряду с экономикой и политикой,
диалог культур является важным фактором регуляции как внутренней жизни отдельного
народа, так и взаимоотношений между странами, а значит, и стимулом для формирования
современной языковой личности, способной к общению на межкультурном уровне, под
которым понимается адекватное взаимодействие с представителями других культур на
основе имеющихся языковых и фоновых знаний.
Следует заметить, что впервые в науку понятие «языковая личность» было введено
русским филологом В.В. Виноградовым. Ученый подошел к понятию языковой личности
путем исследования языка художественной литературы. Логика развития понятий «образ
автора» подвела исследователя к вопросу о соотношении в произведении языковой
личности, художественного образа и образа автора. Первые описания конкретных языковых
личностей также принадлежит перу В.В. Виноградова. По мнению учѐного, языковая
личность – это:
носитель языка, который охарактеризован на основе анализа сделанных им текстов с
точки зрения применения в этих текстах системных средств этого языка, чтобы представить
его видение окружающей действительности и возможность для достижения каких-то его
целей;
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название способа описания языковой способности человека, получение знания о
личности на основе его письменного и устного текста [3].
Выделяют 3 уровня рассмотрения языковой личности: 1) вербально-семантический
(рассматриваются слова и их значения); 2) когнитивный (рассматриваются концепты); 3)
мотивационный (рассматривается цель употребления слов и когниций говорящим или
пишущим) [Там же].
Речь человека с неизбежностью отражает его внутренний мир, служит источником знания
о его личности. Более того, очевидно, что человека нельзя изучить вне языка, так как даже с
обывательской точки зрения трудно понять, что представляет из себя субъект, пока мы не
услышим, как и что он говорит. В связи с этим особое звучание приобретает проблема
диалога культур как основа формирования языковой личности.
По утверждению одного из крупных исследователей рассматриваемой проблемы А.А.
Радугина, начало теоретического рассмотрения проблемы человеческого общения в рамках
поликультурного пространства в 20-е годы XX века было положено немецким философом М.
Хайдеггером в его книге «Бытие и время» и французским исследователем Г. Марселем в
«Метафизическом дневнике», Ж.-П. Сартром и А. Камю в работах 40-60-х годов [6].
Это связано с тем, что в XX веке ценностные и духовные спектры разных форм культуры
(Запад, Восток, Европа, Азия и Африка) «… стягиваются в одном культурном пространстве
и требуют от общества и каждого человека в отдельности не однозначного выбора, а
постоянного духовного сопряжения, взаимоперехода и взаимопроникновения» [2].
Согласно точке зрения российского философа В.С. Библера, который в течение
длительного времени занимался проблемами диалога культур, двадцатое столетие породило
немыслимый синтез культур, поставив тем самым проблемы их взаимодействия. Учѐный
утверждал: «Типологически различные «культуры (целостные кристаллы произведений
искусства, религии, нравственности …) втягиваются в одно временное и духовное
«пространство», странно и мучительно сопрягаются друг с другом, почти … «дополняют»,
то есть исключают и предполагают, друг друга» [1]. И потому очень важно хаос различных
культур преобразовать в осмысленный и заинтересованный диалог.
Диалог как принцип культурного развития позволяет не только органично заимствовать
лучшее из мирового наследия, но заставляет человека проявить себя, совершить личностное
переосмысление «чужой» культуры. Только внутреннее переосмысление культурных
ценностей, только активный диалог с культурными фигурами делает человека культурным,
приобщенным к большому космосу культуры. Диалоговая форма позволяет проявиться
многогранной природе культуры.
Культура – это огромное многоплановое пространство, подобное произведению
искусства. В своей сущности культура является инструментальным механизмом, с помощью
которого человек может лучше справляться с теми специфическими проблемами, которые
ставит перед ним окружающая его среда, где каждый культурный элемент выполняет особую
функцию [4].
В нынешнем столетии стало ясно, что «диалог культур предполагает взаимопонимание и
общение не только между различными культурными образованиями в рамках больших
культурных зон, но и требует сближения огромных культурных регионов, сформировавших
на заре цивилизации свой комплекс отличительных черт» [7].
Диалог – это вопрос не только о гуманитарных контактах больших культур, но и о
способе приобщения отдельно взятой личности к духовному миру этих культурных
образований в контексте когнитивной парадигмы, заключающей в себе возможность
расширения познавательной сферы обучающихся через приобретение знаний и овладение
нормами поведения в межкультурном сообществе в рамках конкретного исторического
периода.
Формированию языковой культуры личности в данном аспекте способствует целостный
педагогический процесс, включающий изучение иностранных языков.
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Во всех учебниках по иностранному языку в целях реализации основного требования –
формирование языковой личности – представлен разноплановый материал. Это
художественные и публицистические тексты, законченные по содержанию, логически
цельные, связанные по содержанию и стилистически. Изучая подобные тексты, обучаемые
работают не только над лексико-грамматическими заданиями, но и получают информацию о
культуре, традициях и обычаях, истории народов, проживающих в стране изучаемого языка.
Кроме того в учебно-методических пособиях представлены цифры, факты, таблицы,
результаты социологических и статистических опросов. Подобная информация обогащает
знания о стране изучаемого языка конкретными и убедительными сведениями из различных
областей жизни; служит источником для речемыслительной деятельности: на их основе
можно сопоставлять социокультурные явления, делать гипотезы и выводы; даѐт
возможность не только иллюстрировать и систематизировать, но и активизировать ценный
лексический и грамматический материал в высказываниях, имеющих страноведческое
содержание.
Таким образом происходит знакомство с иноязычной культурой и ментальностью и их
сравнение с отечественными аналогами через тексты зарубежных авторов, что дает
возможность формировать языковую личность в условиях межкультурной коммуникации.
С этой целью в контексте диалога культур на основе имеющейся визуальной информации
педагог имеет возможность формулировать разнообразные задания в рамках таких
образовательных блоков, как «История», «Художественное искусство», «Литературные
памятники», «Музыкальная гостиная», «Межличностные отношения» и т.д., включающие
конкретные модули: «Чтение», «Аудирование», «Письмо», «Говорение», «Грамматика»,
«Лексика». В каждом из них представлена новая лексика по теме, аутентичные тексты и
диалоги, творческие задания, лингвострановедческая информация и др. При этом занятия
должны сопровождаться мультимедийными презентациями, фотоколлажами, музыкой,
работой с электронными учебниками, которые помогают вхождению обучаемых в тему
занятия, создают определенный фон, способствуют развитию познавательного интереса и
творческой мыслительной активности обучаемых, расширению поликультурных знаний,
формируют уважение к отечественным и зарубежным ценностям.
В целом проблема диалога культур в обучении и воспитании не нова. Но в контексте
формирования языковой личности она приобретает иной масштаб и трактовку,
предполагающие развитие диалогического сознания и мышления, освобождение субъекта от
плоского рационализма и косности взглядов на окружающий мир.
---
Список литературы
1. Библер В.С. Культура. Диалог культур // Вопросы философии. – 1989. – №6. – С. 79.
2. Библер В.С. Школа диалога культур // Советская педагогика. – 1988. – №11. – С. 105.
3. Виноградов В.В. О художественной прозе: монография. – М.; Л.: Наука, 1930. – С. 126.
4. Вяликова Г.С., Финикова Ю.Б. Теоретико-методологические основы межкультурной
коммуникация как социокультурного феномена. – Известия Российской академии
образования. – 2012. – № 3. – С. 90.
5. Головлѐва Е.Л. Основы межкультурной коммуникации. – Ростов н/Д: Феникс, 2008. – С.21.
6. Культурология: Учебное пособие / Составитель и ответств. редактор А. А. Радугин. – М.:
Центр, 2001. – С. 117.
7. Померанц Г.С. Диалог культурных миров // Лики культуры: Альманах / ред. С. Я. Левит. –
М.: Юрист, 1995. – Т.1. – С. 449
ДИАЛОГОВЫЕ ТЕХНОЛОГИИ КАК СРЕДСТВО
ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ
Макшанцева Н.В.
Российская высшая школа претерпевает сегодня глубинные преобразования, связанные не только с гармонизацией отечественной и европейской образовательных структур в свете Болонского процесса, но и с трансформацией системы ценностей в образовании. До недавнего времени профессиональная подготовка студентов высшей школы включала теоретическое обоснование предметного содержания, номенклатуру и иерархию знаний, умений, навыков, а также методики их формирования, контроля и оценки. В настоящее время в педагогическом образовании наметился переход от предметно-центрированной модели подготовки специалиста с однозначно заданными когнитивными параметрами к интегрированной модели, базирующейся на взаимодействии предметной деятельности, социокультурной составляющей и личностных качеств студента. Как известно, социокультурные языковые изменения в обществе являются ключом к осознанию себя в мире, постижению изменений, происходящих в действитель-
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ности, важным элементом речевой культуры, средством понимания и уважения субъектов общения. Профессиональная деятельность лингвистов тем самым представляет процесс взаимодействия субъектов коммуникации, непосредственного переживания, аналитической оценки социокультурных смыслов. Предметом профессиональной деятельности выступает в нашем случае русский язык, или в метафорическом именовании “образ профессии”. Личность студента оценивается в русле деятельностного подхода, то есть рассматривается как субъект, усваивающий, осваивающий и присваивающий знания о языке в контексте современной концептологии. Среди множества функций языка определены главные: коммуникативная, когнитивная, кумулятивная, трансляции смысла, эмоциональная, директивная. В связи с этим язык понимается, с одной стороны, как категория, формирующая личность человека, с другой – как общественное явление. В качестве объекта исследования и обучения язык рассматривают в ракурсе теории В. Гумбольдт, А. Потебня, Э. Бенвенист, Б. Серебренников, Н. Арутюнова и другие. В их исследовангиях содержится следующие концептуальные позиции: •принцип “человек в языке” (язык изучается не имманентно, а в тесной связи с человеком, его сознанием, духовностью); •постулат о существовании особого языкового мировидения; •понимание языка как деятельности, совокупности актов речевой деятельности; •определение языка как духовной силы; •представление о языке как картине мира, то есть концептосфере определенного народа; •идея о внутренней форме языка и слова, как способе выражения значения в слове, осознаваемом говорящим; •разграничение значения и смысла; • утверждение тесной связи языка и культуры, которые существуют в диалоге между собой. Педагогическая проблема представляется соответственно в выявлении соотношения общественной и личностной значимости языка, в определении целей, задач, содержания, средств, результата подготовки будущего специалиста-лингвиста в условиях образовательной среды университета. Основным средством решения проблемы принята система диалоговых технологий, к числу которых мы относим: репродуктивно-иллюстративную, задачную, тренинговую. Целью репродуктивно-иллюстративной технологии является формирование профессионального мышления как компонента операциональной стороны профессионализма будущего специалиста-лингвиста; усвоение языковых единиц, репрезентирующих концепты; воспроизведение, “выводимость” смысла высказывания (текста); процедура интерпретации; формирование лингвокультурологической компетенции; толерантности. Содержание составляют образцы действий и операций по анализу концептуального описания языковых единиц; концептосфера русского мира; культурная картина мира, этнические и культурные стереотипы. Средствами данной технологии являлись: анализ словарных дефиниций для определения интегративных смыслов, объективно-субъективные программы репрезентаций концептов; ценностно-рефлексивная деятельность, текстовый анализ. Цель задачной технологии – ориентация на формирование профессионального менталитета, профессионального мышления; содержание – психологическая и филологическая герменевтика в концептуальном описании дидактических единиц; средства – система учебно-профессиональных герменевтических задач, методы герменевтического обучения. Целью тренинговой технологии является формирование навыков и умений, необходимых для научно-исследовательской, творческой деятельности в области концептуального описания языковых единиц; формирование профессиональной компетентности будущего специалиста-лингвиста; построение индивидуальной траектории своего образования.Содержание включает индивидуальные и совместные проекты, направленные на развитие интеллектуальных, творческих, лингвокреативных способностей, коммуникативных умений, конструктивного аналитического мышления специалиста-лингвиста, профессиональная работа с текстом. Средства достижения цели – техника рефлексивного обу
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чения, компаративный анализ, моделирование текста, диалогов, составление планов исследовательских проектов, формирование цели научной работы, разработка собственных версий репрезентации и способов и приемов анализа концептов, концептосфер, построение фреймов. Критерии и показатели результативности (по трем технологиям) определяются на следующих уровнях: на теоретическом – сведения по когнитивной лингвистике, педагогике, знания по культуре, философии, лингвистике, межкультурной коммуникации, литературе, истории, этнологии; на психологическом – развитые научные, когнитивные, исследовательские способности, качества профессиональной языковой личности; на практическом – овладение механизмами определения концептов, систематизации языковых единиц “на входе” и “выходе” текста, обоснование параметризации концепта, выбора интегральных показателей концепта; выявление структурно-смысловых блоков, организующих концептуальное описание; понимание предмета и процедуры вывода истолкования смысла, навыки и модели интерпретации, порождение текстов разных жанров и типов, научные проекты, образовательные продукты (концептуарий, текст, гипотеза), учебно-методическая продукция, индивидуальные программы, деятельностные технологии. Уровни освоения предмета будущей профессиональной деятельности обозначены как адаптивный, репродуктивнотворческий, творческий (поисково-исследовательский). Диалог является ведущей единицей во всех названных технологиях.Диалоговый способ обучения получает распространение в лингводидактике в силу ряда причин.Как показывают исследования, человечество уходит от монологического восприятия мира, в основе которого лежит субъектно-объектная гносеологическая модель. Новая гносеологическая модель характеризуется осознанным переходом к субъектно-субъектным отношениям, интегративному взаимодействию, широко понятому диалогу. Согласно М.М. Бахтину, “жизнь по своей природе диалогична. Жить – значит участвовать в диалоге: вопрошать, внимать, ответствовать, соглашаться и т.п. в этом диалоге человек участвует весь и всею жизнью: глазами, губами, руками, душой, духом, поступками. Он вкладывает всего себя в слово, и это слово входит в диалогическую ткань человеческой жизни”. Э. Бенвенист выдвинул теорию языка как возможности личностного начала в человеке, справедливо считая, что благодаря языку человек конституируется как субъект: «Я могу употребить “я” только при обращении к кому-то, кто в моем обращении предстанет как “ты”» [2, с. 294]. Таким образом, диалогичность становится ведущим принципом жизнедеятельности и технологий обучения. В содержательном аспекте основной единицей диалога как деятельностно-речевого образования, на наш взгляд, является высказывание, поскольку границы высказываний означают “смену речевых субъектов и смену говорящих” [1, с. 302]. В высказывании происходит совместное действие, совместная работа. Как единица дискурса оно “входит в мир совершенно иных отношений”, требующих экстралингвистического, экстратекстового ответного понимания [3, с. 140]. Ответное понимание всегда носит диалогический характер. В ходе обучения студенты подводились к выводу, что высказывание как единица речевого общения имеет не значение, а смысл, причем ценностный смысл, требующий ответного понимания. И при осуществлении высказывания наблюдается сложная динамика взаимоотношений между значением и смыслом. Хотя одно не бывает без другого (значение существует ради смысла, а смысл возможен постольку, поскольку есть значение), они входят в высказывание по-разному. Если значением является вещь, о которой говорится, то смыслом – способ, каким представлена информация об этой вещи. Смысл, по мнению М. Бахтина, персоналистичен: в нем всегда есть вопрос, обращение и предвосхищение ответа. Диалогическое взаимодействие предполагает проблему понимания, в ходе которого адресат устанавливает между словами смысловые связи, которые составляют в совокупности смысловое содержание, высказывания. Нами учитывалась иерархия уровней понимания текста: 1) словесное; 2) смысловое (понятийное, контексту-
33
альное, концептуальное); 3) творческое; 4) духовное. Особый интерес представляет концептуальное понимание, направленное на оптимальное восприятие национально-специфического образа мыслей, который воплощен в языковой когниции, присущей народу, говорящему на данном языке. Когнитивные процессы пронизывают весь процесс диалога. Значительную их часть при восприятии высказывания, средств их языкового выражения носитель языка почти не замечает. Встречая в тексте необычное слово, необычное употребление, носитель языка подвергает его осознанной рефлексии.Объем неизвестного значительно увеличивается, если в диалог вступают представители другой культуры. Как показал обучающий эксперимент, на уровне словесного понимания реплик у студентов не возникает трудностей. Интерпретация социокультурной специфики, воплощенной в концептах, требует дополнительной работы (ассоциативный эксперимент, знакомство с безэквивалентными словами, прояснение внутренней формы слов, репрезентирующих концепты, осмысление коннотаций, социокультурного и исторического комментария). Обучение студентов с помощью диалоговых технологий способствует их становлению как профессионалов в образовательном пространстве. Действие, которое строится в этом образовательном пространстве, есть акт профессионального развития. При определении профессионального развития как динамического, градационного становления субъекта деятельности было установлено изменение профессиональных качеств будущего специалиста в направлении повышения их самореализации, лингвокультурологической компетенции, креативности, концептуальной подготовки.
Графики
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Таблица 1
| |>| Критерии |
|~| Констатирующий срез | Обучающий эксперимент |
|Средние значения | 3,41 | 5,28 |
|Доверительный интервал | 3,1 – 3,7 | 4,9 – 5,6 |
|Max | 7 | 10 |
|Min | 1 | 1 |
|Число рассмотренных случаев | 104 | 104 |
Эффективность профессионального развития студентов-лингвистов актуализирована по многим параметрам, к важнейшим из которых отнесены выведение концептуального смысла и выявление национально-культурного компонента. Показатели овладения студентами основных операций концептуального описания языковых единиц подтвердили эффективность разработанных технологий (см. рис. 1, 2 и табл. 1). Дидактический диалог обладает духовными и нравственными ценностями. Существуя объективно, он функционирует через субъектность каждого из его участников. Это сущностная характеристика совместно взаимодействующих субъектов, основанная на духовном общении, интеллектуальном поиске, смысловой конвергенции, на свободном самовыражении себя в мире культуры и образования.
Литература
1. Бахтин М.М. Эстетика словесного твор-
чества // Составитель С.Г. Бочаров. М., 1986.
С. 302.
2. Зинченко В.Г., Зусман В.Г., Кирно-
зе З.И. Межкультурная коммуникация. От
системного подхода к синергетической па-
радигме. М., 2007. С. 140.
3. Бенвенист Эмиль. О субъективности в
языке // Общая лингвистика. М., 1974. С. 294.
35
УДК 371 (07)
С. Д. Пивкин, Н. Ш. Валеева
ДОПОЛНИТЕЛЬНАЯ ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА ПЕРЕВОДЧИКА
В ТЕХНИЧЕСКОМ ВУЗЕ В АСПЕКТЕ
САМОРЕАЛИЗАЦИИ ЕГО ЯЗЫКОВОЙ ЛИЧНОСТИ
Ключевые слова: языковая личность, профессиональная коммуникация, самореализация, учебная деятельность,
компетентностный подход.
В работе описываются особенности обучения инженеров лингвистическим знаниям в
сфере профессиональной коммуникации. Значительное внимание уделяется компетентностному
подходу к подготовке переводчиков в системе дополнительного образования технического вуза.
Подготовка переводчика рассматривается как развитие вторичной (поликультурной) языковой
личности. Подчеркивается важность самореализации обучающегося в учебно-профессиональной
деятельности.
Key words: linguistic personality, professional communication, self-fulfillment, learning activity, competence oriented
approach.
The specific features of teaching engineers linguistic aspects in the field of their professional
communication are given in this paper. A focus is on the competence oriented approach to training
interpreters in a technical school within further education. Under study are also fostering a linguistic
personality when training interpreters. Self fulfillment of a student is emphasized when studying
professional aspects of the trade.
Возможность более глубокого изучения иностранного языка (ИЯ) будущим
дипломированным специалистом в рамках дополнительного образования в техническом вузе
открывает перед ним широкие перспективы в плане удовлетворения его профессиональных
потребностей, а также личностного роста как более развитой личности, способной к
многостороннему восприятию стремительно меняющегося многоязычного мира, в котором
ему предстоит найти свое достойное место и реализовать свой потенциал. Эта личность, по
нашему мнению, носит в себе признаки языковой личности (ЯЛ) и потому нуждается во
внимательном исследовании. Саморазвитие и самореализация ЯЛ в процессе подготовки
переводчика в сфере профессиональной коммуникации, хотя и протекают латентно, но могут
быть рассмотрены с точки зрения влияния на этот процесс средств педагогического
воздействия.
Профессиональная коммуникация представляет собой обмен информацией между
членами профессионального сообщества для достижения взаимопонимания и взаимодействия
в конкретной области деятельности. Для того чтобы этот обмен успешно осуществлялся,
необходимо овладеть профессиональным подъязыком, имеющим распространение в
корпоративной среде для решения частных проблем. Растущие контакты между
профессионалами в различных регионах и странах поднимают значимость профессиональной
коммуникации на новый, более высокий уровень, требующий хорошего знания иностранных
языков и владения профессиональной лексикой.
Профессиональный подъязык в конкретной сфере деятельности постигается в
естественной среде реальных производственных отношений. Задача педагога в
профессиональном образовании состоит в том, чтобы создать условия погружения в такую
квази-среду в учебной деятельности и облегчить обучающимся понимание понятийной
основы профессионального языка. Изучение иностранного языка в профессиональной
коммуникации накладывает дополнительные трудности терминологического характера и
требует учета особенностей профессионально-корпоративной деятельности в учебном
процессе [1].
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Кроме того, при изучении ИЯ в техническом вузе важно стремиться к преодолению
технократического мышления у будущих инженеров, которое зачастую преобладает у них в
силу направленности обучения на прагматический аспект, слабо учитывающий
гуманистическую составляющую профессиональной подготовки в целом. Преобладание в
учебном плане точных дисциплин накладывает отпечаток на способы усвоения учебного
материала обучающимися и затрудняет овладение ими иноязычной речевой деятельностью и
культурой. Отсюда задача овладения последними усложняется и одновременно требует более
внимательного отношения к созданию условий по развитию ЯЛ в учебно-профессиональной
деятельности.
Языковая личность самореализуется в течение всего жизненного цикла в какой-то
сфере профессиональной деятельности, однако, уже в процессе ее обучения должны быть
созданы условия, чтобы не только способствовать раскрытию ее потенциала, но и открывать
смысл и перспективу ее дальнейшего развития и саморазвития.
Педагогика обладает достаточным арсеналом, чтобы повлиять на этот процесс, и в
этом проявляется ее гуманистическое начало. Важнейшая ее задача состоит в том, чтобы
связать образование со всем жизненным планом человека, его назначением и призванием и
наметить перспективу его дальнейшего развития как потенциально значимой и уникальной
личности.
Раскрытие потенциальных возможностей языковой личности, реализация ее
внутренних установок наиболее заметно происходят в учебной деятельности (УД), которая
непосредственным образом вытекает из нашего понимания деятельности вообще. В процессе
обучения складываются «субъект-объектные», «субъект-субъектные» отношения, учет
которых важен для достижения значимого результата в этой деятельности. Последние
обретают особенный смысл в современных условиях, учитывая меняющуюся стратегию
образования, в котором в центре внимания оказывается обучающийся как основной субъект
учебной деятельности.
Образовательная сфера содержит в себе большие возможности для самореализации
личности, в том числе и языковой личности, в своей современной парадигме развития,
исходящей из признания того факта, что непреходящие ценности и цели образования должны
опираться на высшие человеческие устремления, жизненные идеалы и приоритеты.
При таком видении концепция самореализации языковой личности и личности в
общем понимании в учебной деятельности проявляет свое несомненное преимущество перед
абстрактным построением взглядов о явно недостижимом всестороннем развитии личности.
Структурно эта концепция предполагает наличие следующих этапов в достижении
поставленной цели:
- сквозное формирование осознанной веры каждого студента в то, что истинным
смыслом его жизни является наиболее полная самореализация, позволяющая выполнить
личное предназначение в жизни;
- системное изучение индивидуальных способностей, познавательных интересов и
мотивов поведения каждого обучающегося;
- организация профориентационной и профконсультационной работы в учебном
заведении;
- определение индивидуальной «образовательной траектории» для каждого студента
и как следствие этого – дифференциация содержания и методов обучения, воспитания и
развития с учетом их индивидуальных различий;
- осуществление текущего и итогового контроля достигнутых результатов
образования на основе четких критериев качества эффективности образования в аспекте
самореализации личности на каждом этапе учебной и последующей трудовой деятельности;
- внесение необходимых корректив в педагогический процесс на основе
непрерывного мониторинга его результатов [2];
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- усиление творческой направленности обучения на всех его этапах с целью
раскрытия творческого потенциала обучающегося.
В отечественной психолого-педагогической литературе в последние годы возобладала
тенденция рассматривать профессиональное образование в вузе с позиций компетентностного
подхода, в котором центральным моментом признается теоретическая и практическая
готовность индивида к соответствующему виду деятельности. Теоретическая готовность
предполагает способность мыслить и анализировать, а практическая готовность выражается во
внешних (предметных) умениях, к которым относятся организаторские и коммуникативные
умения [3].
В проекте Федерального государственного стандарта высшего образования вводятся
такие понятия, как универсальные компетенции, общенаучные компетенции и
профессиональные компетенции. Профессиональные компетенции складываются из научно-
профессионального, организационно-управленческого и информационно-аналитического
видов деятельности, и учет их особенностей в профессиональной подготовке специалиста
обязателен. Однако из перечисленных компетенций в рамках проводимого нами исследования
несомненный интерес представляют для нас не только профессиональные компетенции, но и
универсальные компетенции (УК), в которые принято включать общенаучные компетенции
(ОНК), инструментальные (ИК) и социально-личностные и общекультурные компетенции
(СЛК). Безусловно, важную часть в этом ряду представляют общенаучные компетенции,
которые предполагают владение системным анализом, синтезом и научной рефлексией. В
последние годы, однако, пришло осознание того факта, что не менее важную, а иногда просто
безусловно необходимую часть в профессиональной подготовке занимают инструментальные
компетенции, предполагающие в том числе владение устной и письменной коммуникацией на
родном и иностранных языках, а также социально-личностные и общекультурные
компетенции, дающие возможность индивиду общаться с представителями иной культуры и
области знания, осуществлять рефлексию по отношению к себе, обладать высокой общей
культурой, стремлением добиваться успеха в своей деятельности и т.п.
Эта мысль находит подтверждение и в некоторых источниках, в которых содержится
важное замечание о том, что компетентность предполагает «…помимо технологической
подготовки, целый ряд других компонентов, имеющих в основном внепрофессиональный и
надпрофессиональный характер, но в то же время необходимых сегодня каждому
специалисту. Это, в первую очередь, такие качества личности, как самостоятельность,
способность принимать решения, творческий подход к любому делу, умение доводить его до
конца, умение постоянно учиться. Это – гибкость мышления, наличие абстрактного,
системного и экспериментального мышления, это – умение вести диалог и
коммуникабельность, способность к сотрудничеству и т.д. Над собственно профессиональной
– технологической – подготовкой вырастает огромная внепрофессиональная надстройка
требований к специалисту» [4].
В этом отношении профессиональное обучение иностранным языкам (ИЯ) является
важным компонентом в намеченной стратегии. Языковое образование все в большей
степени стало обращаться к личности студента, что выражается, в частности, в приоритете
продуктивной познавательной деятельности над репродуктивной. В продуктивной
познавательной деятельности ведущим является саморегуляция, в основе которой заложен
механизм рефлексивной самооценки. Целенаправленное развитие такой деятельности в
области изучения ИЯ и иноязычной культуры означает, что обучающийся: включается в
определение целей овладения ИЯ; активно участвует в определении конечного результата
овладения ИЯ; участвует в отборе наиболее эффективных форм и приемов обучения;
отслеживает успешность своего продвижения в овладении ИЯ; оценивает реальные
достижения в использовании ИЯ; оценивает опыт своей учебной деятельности; оценивает
себя [5].
340
При подготовке переводчика в сфере профессиональной коммуникации в
техническом вузе, следовательно, особое звучание обретает продуктивная познавательная
деятельность, поскольку обучение иностранному языку происходит в контексте усвоения
знаний в инженерной области и поэтому требует нестандартных подходов к изучению
сопряженных дисциплин. Тем не менее, какими бы ни были особенности профессиональной
подготовки переводчика, развитие языковой личности продолжает оставаться в фокусе нашего
внимания.
В современной стратегии обучения ИЯ и иноязычной культуре ключевой является
языковая личность или вторичная (поликультурная) личность. Она рассматривается как цель
образования, а язык как инструмент социально-культурной деятельности.
При изучении ИЯ и культуры ключевым компонентом становится учебная
компетенция, что означает способность обучающегося непосредственно управлять своей УД
от постановки цели (учебной задачи) до оценки полученного результата.
Саморазвитие ЯЛ в области изучения ИЯ в сфере профессиональной коммуникации
происходит в ситуации развития, отличительными особенностями которой являются: 1)
создание реальных условий для самоопределения и саморазвития обучающегося как ЯЛ; 2)
моделирование личностно значимого для обучающегося контекста продуктивной
деятельности, которая, во-первых, направлена на создание личностного образовательного
продукта и, во-вторых, требует самостоятельного освоения обучающимися ИЯ и культуры; 3)
включение изучения ИЯ в процесс создания образовательного продукта; 4) постановка
проблемной творческой задачи «на поиск» (открытие для себя ИЯ и культуры); 5) опора на
рефлексивную самооценку и саморегуляцию учебной деятельности; 6) включение в
сотрудничество и сотворчество всех субъектов учебной деятельности [5].
Совокупность разнообразных отношений в социальной среде диктует также
необходимость овладения рядом жизненно важных компетенций, среди которых все большую
значимость в современном глобальном мире занимает компетенция в межкультурной
коммуникации, вызванная интенсивным взаимодействием этносов, традиций и культур.
Если обратиться к теории коммуникации, то понятие «коммуникативная
компетентность» выступает как способность к выбору и реализации речевого поведения в
зависимости от способности человека ориентироваться в различной обстановке, то есть
умения оценивать ситуацию с учетом темы, задач, коммуникативных установок, возникающих
в процессе взаимодействия с окружающими [6].
С позиций обозначенного подхода и активности личности, включая ЯЛ, на каждом
этапе ее развития в «ученический период» обратимся к основным узловым моментам теории
учебной деятельности (УД) для того, чтобы очертить круг явлений, входящих в эту
специфическую деятельность человека.
Внимательный анализ УД позволяет нам выделить ряд ключевых этапов, которые
схематично отражают общую направленность и структуру учебного процесса, показывающих
пошаговое формирование компетенций и обеспечивающих реализацию усваиваемых
обучающимися знаний, умений и навыков в учении:
- мотивация учебной деятельности;
- создание коммуникативно-познавательной обстановки;
- создание проблемной ситуации;
- постановка учебной задачи через осмысление позиций, поступков и действий
личности, решение учебной задачи через раскрытие смыслов действий
(деятельности);
- перенос полученных знаний и умений в новую ситуацию,
смысловой выбор;
- рефлексивный мониторинг развития личности [7].
Иерархия высших целей современного образования заставляет искать новые подходы
к организации учебного процесса в системе образования. Первая и самая традиционная
341
ориентирована на подготовку профессионально грамотного специалиста, способного
квалифицированно исполнять свои профессиональные обязанности, и в этом смысле она
удовлетворяет потребности государства обеспечить воспроизводство трудовых ресурсов на
должном уровне. Вторая цель обращена к высшим человеческим устремлениям, ценностным
ориентирам и духовным и нравственным достижениям и заключает в себе смыслообразующую
основу. Смысл жизни человека состоит в его наиболее полной жизненной самореализации на
основе своих индивидуальных способностей, знаний, умений и навыков, ценностной
ориентации, определяющей масштаб личности, что дает основание подчеркнуть важность
реализации принципа моделирования условий самореализации личности в учебной
деятельности. Смысл жизнедеятельности в процессе обучения превращается во вполне
конкретную «мозаику» личностных устремлений, предопределяющих необходимость выбора
индивидуальных траекторий образования, дифференциацию подходов к каждому
обучающемуся и гибкость оценки достигнутых результатов образования [2].
Таким образом, развитие и саморазвитие личности в процессе обучения иностранному
языку помимо профессионального роста предполагает значительные изменения в
характеристике личности, которую мы рассматриваем как языковую личность, и эти
изменения создают необходимую основу для раскрытия ее потенциала в будущем в
профессиональной деятельности, связанной с языком и словом.
Литература
1. Солнышкина, М.И. Профессиональный морской язык / М.И. Солнышкина. - М. : Академия, 2005. –
256 с.
2. Гершунский, Б.С. Концепция самореализации личности в системе обоснования ценностей и целей
образования / Б.С. Гершунский // Педагогика.- 2003. - № 10. - С. 3-7.
3. Ошанин, Д.А. Концепция оперативности в инженерной и общей психологии / Д.А. Ошанин. – М. :
Наука, 1977. – С. 131-145.
4. Новиков, А.М. Методология образования/А.М. Новиков. – М : Эгвес, 2002. - 320 с.
5. Коряковцева, Н.Ф. Современная методика организации самостоятельной работы изучающих
иностранный язык /Н.Ф. Коряковцева. – М.: АРКТИ, 2002. -176 с.
6. Садохин, А.П. Компетентность или компетенция в межкультурной коммуникации /А.П. Садохин //
Вестник МГУ. Сер. 19, 2007. - № 3. – С. 39-56.
7. Пивкин, С.Д. Концепция самореализации языковой личности в рамках модели смыслообразования /
С.Д. Пивкин // Вестник Казан. технол. ун-та. – 2011. – Т. 14, № 1. – С. 293-299.
_______________________________________
© С. Д. Пивкин - канд. пед. наук, доц. каф. иностранных языков НХТИ КНИТУ, sergpiv@fromru.com;
Н. Ш. Валеева – д-р пед. наук, проф., зав. каф. социальной работы, педагогики, психологии КНИТУ,
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=35552765"><b>ЖИЗНЕННАЯ
УСПЕШНОСТЬ КАК МЕТАРЕСУРС В СИСТЕМЕ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ СТУДЕНТОВ,
ПОЛУЧАЮЩИХ СРЕДНЕЕ СПЕЦИАЛЬНОЕ И ВЫСШЕЕ ОБРАЗОВАНИЕ</b></a><br/>
<font color="#00008f"><i>Деева
Н.А.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=35552760">Вестник
Удмуртского университета. Серия Философия. Психология. Педагогика</a>.
2018. Т. 28. <a href="https://www.elibrary.ru/contents.asp?id=35552760&selid=35552765">№ 3</a>.
С. 297-307. </font>
</p>
---
УДК 159.9, 159.9.07
Н.А. Деева
ЖИЗНЕННАЯ УСПЕШНОСТЬ КАК МЕТАРЕСУРС В СИСТЕМЕ САМОРЕГУЛЯЦИИ
ЛИЧНОСТИ СТУДЕНТОВ, ПОЛУЧАЮЩИХ СРЕДНЕЕ СПЕЦИАЛЬНОЕ И ВЫСШЕЕ
ОБРАЗОВАНИЕ
В статье ставится актуальная проблема понимания жизненной успешности личности на примере студенчества.
Описано понимание жизненной успешности личности с позиций регулятивного и ресурсного подходов как интегративного метаресурса в системе саморегуляции, осуществляющего функцию рефлексивного сопоставления
социальных и индивидуальных представлений о жизненной успешности с целью построения собственной жизненной программы. Раскрыто понимание жизненной успешности как механизма, интегрального свойства и состояния. Обозначена прогностическая роль жизненной успешности в жизни личности и общества. Представлена методика исследования и приведены результаты анализа эмпирических данных. Для студенчества показаны
общие тенденции и значимые различия в ценностных основаниях, механизмах, личностных детерминантах
жизненной успешности в зависимости от уровня получаемого образования.
Ключевые слова: жизненная успешность, метаресурс, саморегуляция, студенчество.
Актуальность исследования
Основные вызовы современности обусловлены противоречивыми контекстами постмодерна,
которые в общих чертах можно охарактеризовать как ситуацию неопределенности, где сталкиваются
открытые возможности с подчас иллюзорностью их многообразия. Личности как субъекту необходимо обращаться к поиску внутренних возможностей (психологических ресурсов) для осуществления
взаимосвязи с миром, в процессе которой происходит не только адаптация в узком смысле, но собственное развитие и реализация потенциала. Это актуализирует проблемы, связанные с пониманием
личности как самоорганизующейся системы, когда осуществляется саморегуляция наиболее высокого уровня субъектности и человек «выступает центром реорганизации бытия» [1]. Данный уровень
саморегуляции нуждается в «метаресурсах», обеспечивающих эффективность системы «психического управления поведением и развитием личности», «который показывает, в какой мере личности удалось освоить управление своими внутренними и внешними ресурсами для целей максимальной самореализации» [10]. В связи с этим, особенно остро встает проблема системной организации и функционирования психологических ресурсных возможностей человека, определения метасистемных характеристик, которые задают векторы функционирования всей системы регуляции в целом. Содержание и организация таких метаресурсов определяется совершенно конкретными запросами к человеку со стороны государства и общества: «достигать», «добиваться лучших результатов», «совершать
прорывы, победы», «идти в ногу со временем», «быть эффективным в неопределенности», «быть
двигателем инноваций», «быть успешным».
Такая ориентация на успех обусловливает возрастающий интерес гуманитарных наук (в том
числе психологии) к проблемам понимания его феноменологии и содержательного наполнения в современных условиях. Ученые указывают, что проблема успеха «приобретает новую, более глубокую
проблематизацию, связанную с операционализацией конкретных видов успешности и их критериев»
[14]. В междисциплинарных исследованиях отмечается, что суть успеха и успешности имеет универсальный характер и состоит в достижении субъективно максимального результата наиболее конструктивным путем в процессе соотнесения своей деятельности с духовно-нравственными ценностями
и получении при этом наиболее полного эмоционального удовлетворения [7; 8]. Жизненная успешность отражает основные ценностные тенденции и устремления человека и общества и определяет
путь становления личности [3], являясь образцом и ориентиром для осуществления собственной жизни. Соответственно, жизненная успешность является регулятивом с огромнейшим ресурсным потенциалом. Причем, зная ее организацию, особенности развития и формирования, можно не только наиболее глубоко понимать ресурсный потенциал личности и складывающуюся общественную ситуа-
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цию, но и прогнозировать ход становления субъектов взаимодействия (личности, группы, возрастной
субкультуры и т.п.).
Особенно актуальна данная проблема для студенческого сообщества. Принято считать, что
студенчество в сравнении с другими категориями граждан и молодежи – это наиболее пассионарная
социальная группой [5]. Для нее свойственны наибольшая чувствительность к изменениям в обществе и сензитивность по отношению к разного рода инновациям [2]. Социально-психологические и
личностные особенности современного студенчества заключаются в возможностях биографического
планирования,в напряженном поиске смысла жизни, самоопределении [13], самореализации, саморазвитии, достижении успеха и формировании представлений о жизненной успешности. Совпадение
возрастного этапа юности с периодом студенчества еще более актуализирует данные особенности и,
соответственно, процессы и механизмы саморегуляции, связанные с ними. Можно сказать, что этот
период – наиболее благоприятен для оформления оснований жизненной успешности личности.
Регулятивный и ресурсный подходы как методологические основания изучения жизненной
успешности
На всем протяжении развития психологии исследователи обращались к отдельным проявлениям феномена жизненной успешности. В отечественной психологии проблема жизненной успешности
затрагивалась в исследованиях, связанных с саморегуляцией, активностью, жизненным путем, жизнетворчеством, самореализацией, успешностью переживаний, ценностно-смысловой сферой и т.п. (см.:
К.А. Абульханова-Славская, Л.И. Анциферова, Р.А. Ахмеров, Л.Ф. Бурлачук, Ф.Е. Василюк,
В.Н. Дружинин, О.А. Конопкин, Д.А. Леонтьев, В.И. Моросанова, А.С. Шаров и др.). Для последнего
десятилетия характерно появление работ, посвященных изучению отдельных аспектов жизненной
успешности: определение сущностных характеристик, концепта и предметной области жизненной
успешности (Н.В. Гафарова 2015, Н.В. Головчанова 2010, С.Ю. Ключников 2003); социальные и личные представления об успехе, успешности и успешной личности (Ю.В. Курицкая 2012, Н.В. Розенберг 2001); выявление и обоснование факторов (Т.Г. Логвинова 2016) и наиболее значимых детерминант успешности (Н.В. Головчанова 2010, С.Ю. Ключников 2003, Л.Н. Щербакова 2006). Таким образом, очерчивается проблема целостного и глубокого понимания жизненной успешности как интегративного образования, встроенного в систему саморегуляции, выполняющего определенные функции
и обладающего ресурсными возможностями. Анализ исследований позволяет выделить достаточно
четкие методологические основания в понимании жизненной успешности в виде интеграции ресурсного и регулятивного подходов, реализующих принципы системности и субъектности.
В настоящее время определяется тенденция понимания психологических ресурсов как интегральной характеристики, которая представляет собой определенную систему: взаимосвязанную совокупность качеств личности, выполняющую регулятивную функцию и обеспечивающую наиболее
эффективное взаимодействие человека с миром. При таком понимании возникает проблема структурно-функциональной организации психологических ресурсных возможностей человека: выделения
элементов, уровней, функциональных связей, механизмов и процессов, а также определения метасистемных характеристик, которые бы задавали векторы функционирования всей системы ресурсов в
целом [6]. В свою очередь, при изучении проблематики, связанной с саморегуляцией, исследователи
указывают на ресурсный потенциал ее компонентов, механизмов и процессов. К сущностным характеристикам системы саморегуляции относят следующие: осознанность, субъектность, целенаправленность, наличие системы выборов [9; 11; 15]. Система саморегуляции приводит в определенное
состояние психику человека в целом, «помогает» занять субъектную позицию, которая выражается в
постановке и достижении разнообразных целей с учетом складывающейся ситуации во взаимосвязи
человека и мира. Развитая система саморегуляции содержит в себе те интегративные метаресурсы,
которые помогают раскрывать человеку собственный потенциал, актуализировать свои возможности,
достигать поставленных целей и сохранять баланс целостности и открытости миру [12]. Наряду с
этим, успешность является неотъемлемым структурно-функциональным звеном процесса саморегуляции [12] и содержательным показателем субъектности, обладая при этом огромнейшим ресурсным
потенциалом.
Данные методологические основания позволили нам осуществить анализ проблематики жизненной успешности в социально-философском, научно-психологическом и практико-прагматическом
контекстах [3]. Полученные результаты позволили сделать вывод о том, что жизненная успешность,
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как метасистемное образование, с одной стороны, отражает и презентует, а с другой – определяет основные ценностные ориентиры и стратегии жизни и общества, и человека, являясь точкой отсчета для
субъективного выбора «жизненных координат» личности. Жизненная успешность встроена в систему
саморегуляции и функционирует во взаимосвязи ее основных компонентов: ценностно-смысловой
сферы, рефлексии и активности [15. С. 114]. Функционирование данных компонентов циклично и
замкнуто, но одновременно отрыто миру и динамично изменяемо. Социальные и индивидуальные
представления о жизненной успешности – это основание для поиска личностью некой «точки отсчета»
в пространстве собственных ценностно-смысловых образований, исходя из которой выстраиваются
координаты собственной жизненной успешности. Заданные координаты определяют качественное и
количественное наполнение личной успешности, что выражается в определенных жизненных целях,
стратегиях, программах, проектах и конкретных результатах. Оформление пространства координат
успешности становится возможным (и в той или иной степени эффективным) для личности благодаря
наличию рефлексивных способностей, когда происходит обращения к себе, к результатам своей жизнедеятельности, прогнозированию, анализу и соотнесению целей и результатов во взаимосвязи внешнего и внутреннего мира, очерчивания и выделения значимости ценностей и смыслов. Ценностносмысловая наполненность жизненной успешности, благодаря рефлексивному соотнесению, разворачивается во внешней и внутренней активности личности (конативной, аффективной, когнитивной). В
свою очередь, активность и ее результаты сигнализируют об эффективности функционирования компонентов саморегуляции с позиции жизненной успешности и подвигают человека к дальнейшим поискам смысла, сопоставлению целей и результатов, выбору способов активности как вариантов достижения поставленных целей. В процессе функционирования данной системы специфика жизненной
успешности проявляется на уровне механизмов, личностных качеств и состояний.
Функционирование механизмов жизненной успешности представляет собой многоуровневую,
иерархически простроенную организацию в ценностно-смысловом пространстве личности, охватывающую измерения целевой и ценностной иерархий и бытия, выражая их во взаимосвязи: «цельценность-бытие». Соответственно определяются три иерархически взаимосвязанных механизма:
рефлексивно-технологический, рефлексивно-аксиологический и рефлексивно-онтологический.
Рефлексивно-технологический механизм раскрывается в наиболее оптимальном достижении
цели, выраженной в конкретном результате деятельности. Именно рефлексивно-технологический механизм обеспечивает разворачивание процессуальной стороны жизненной успешности, ее программ,
стратегий, стилей, реализующихся в активности. Его эффективность соответствует основным требованиям технологичности любого процесса: сопоставимость цели и результата, гибкость, корректируемость, концептуальность. Отметим, что такое требование, как концептуальность, определенно
указывает на взаимосвязь рефлексивно-технологического механизма с рефлексивно-аксиологическим
и рефлексивно-онтологическим. Концептуальность, в данном случае, понимается как опора на какиелибо жизненные концепции, базовые ценности и принципы, обеспечивающие подлинность целей и
полноту истинной самореализации личности. Отрываясь от своих оснований в процессе достижения
и выстраивания жизненной успешности личность становится в большей степени манипулятивной и
не получает полноты ощущений от результатов: не видит в них смысла.
Суть рефлексивно-аксиологического механизма заключается в ценностно-значимом отношении
к своей субъектной социально оцениваемой активности, на основании чего личность выстраивает
взаимодействие с социокультурной реальностью. В основании данного механизма лежит рефлексия
значимости всех элементов субъектной активности: от цели до результата. Подлинное понимание
значимости цели деятельности и самой выполняемой деятельности невозможно без сформированного
рефлексивно-аксиологического механизма.
Рефлексивно-онтологический механизм заключается в рефлексивной переработке и переживании жизненного опыта с позиций наиболее универсальных жизненных принципов (правил, точек
опоры), которые даны в человеческом бытии и которые личность усвоила. Онтологические принципы
дают возможность понять смыслы субъектной активности, а рефлексивно-онтологический механизм
– соотнести их с образцами жизненной успешности, данными в человеческом бытии, на основании
чего осмыслить собственную жизненную успешность. Четкое определение и понимание основных
принципов жизни определяют стратегию успешности, которая разворачивается в соотношении работы над собой (включая в первую очередь – над своим внутренним миром) и преодолении внешних
трудностей. Опора на данные принципы, следование им обеспечивают успешное существование в
социальном, профессиональном и личностном планах.
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Функционирование вышеперечисленных механизмов способствует формированию жизненной
успешности как интегрального свойства личности, обеспечивающего наиболее эффективное функционирование самих механизмов. Как интегральное свойство личности, жизненная успешность детерминирована совокупностью определенных качеств (Н.В. Головчанова, Л.И. Дементий, Л.Н. Щербакова, С. Кови, Дж. Лусиани, Ф. МакГро, Б. Трейси и другие), которые структурированы в функциональные блоки: направленность, рефлексия, волевая регуляция, социально-психологическое
взаимодействие.
Наиболее согласованное и продуктивное функционирование механизмов жизненной успешности и ее личностных детерминант в целом активизирующе влияет на личность и способствует возникновению позитивных состояний в процессе достижения цели и при оценке полученных результатов. Подобные состояния можно характеризовать как удовлетворенность, получение удовольствия от
процесса и результата, готовность к деятельности, желание достичь успеха, интерес, радость, восторг
от осуществляемой деятельности, счастье и благополучие, приятное чувство усталости, наполненность смыслом.
С позиций ресурсного и регулятивного подходов жизненная успешность понимается как интегративный метаресурс в системе саморегуляции, осуществляющий функцию рефлексивного сопоставления социальных и индивидуальных представлений о жизненной успешности с целью построения собственной жизненной программы и выступает (1) как совокупность особых рефлексивных механизмов, функционирующих в ценностно-смысловом пространстве личности в иерархической взаимосвязи «цель-ценность-бытие» и направленных на понимание соотношения цели и результата деятельности с учетом их социальной значимости и бытийной осмысленности; (2) как интегральное
свойство личности, состоящее из структурно-функциональных блоков личностных качеств, обеспечивающих направленность, волевую регуляцию, рефлексию и социально-психологическую сторону
функционирования механизмов жизненной успешности; (3) как состояние, возникающее в процессе
достижения цели и оценивания результата, сопровождающегося позитивным тоном, оказывающим
активизирующее влияние на личность [6]. Такое понимание жизненной успешности явилось концептуальным основанием для создания методики ее исследования.
Методика исследования
Методика направлена на исследование сущности функционирования жизненной успешности
как метаресурса в системе саморегуляции личности. Сложная структурно-функциональная организация исследуемого феномена обусловила выбор качественной стратегии исследования в целом и сочетание качественных и количественных исследовательских методов. Методика представляет собой
опросник, состоящий из нескольких частей, которые прошли проверку на внутреннюю согласованность, содержательную и конструктную валидность. Содержательное наполнение опросника выделено методом тематического анализа научно-психологических текстов, посвященных проблематике
жизненной успешности, а также текстов структурированного эссе на тему: «Жизненная успешность
современного человека».
Первая часть направлена на исследование ценностных ориентиров как оснований представлений о жизненной успешности и индивидуальных координат ее построения. Респондентам предлагалось проранжировать данные ценности по степени значимости в первом случае для себя, во втором –
для современного успешного человека. Кроме того, респондентам предлагалось дополнить список
ценностей по их желанию и также проранжировать их. Сопоставление ценностных иерархий, характерных для конкретного респондента, и абстрактного современного человека, дает возможность понять координаты жизненной успешности конкретной личности и степень их совпадения с представлениями о ней. Также в первой части методики предлагалось ответить на открытые вопросы: «Жизненная успешность для Вас – это прежде всего…»; «Современный успешный человек – это …». Ответы на данные вопросы в сопоставлении с иерархией ценностных ориентиров качественно дополняют данные о ценностных основаниях жизненной успешности респондентов.
Вторая часть методики направлена на исследование сформированности и степени выраженности механизмов жизненной (рефлексивно-технологического, рефлексивно-аксиологического, рефлексивно-онтологического) успешности и представлена в виде письменного опросника, состоящего из 30
вопросов закрытого типа, по 10 вопросов относительно каждого механизма. Каждый вопрос предлагалось оценить по 8-балльной шкале отношений по степени истинности для респондента, где опреде-
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ленно ложно – 1; в основном ложно – 2; до определенной степени ложно – 3; немного ближе к тому,
что это ложно – 4; немного ближе к тому, что это правда – 5; до определенной степени правда – 6; в
основном правда – 7; определенно правда – 8.
| №| высказывание | оценка |
| 1|Я быстро приспосабливаюсь к ситуации| |
| 2|Из затруднительной ситуации есть как минимум три выхода| |
| 3|Личные успехи я оцениваю прежде всего с позиций общественных норм и требований| |
| 4|Я стараюсь изменить ситуацию в соответствии с моими потребностями и приоритетами| |
| 5|Я добиваюсь целей, которые ставлю, несмотря на трудности| |
| 6|Личные успехи я оцениваю прежде всего с позиции своих личных жизненных принципов| |
| 7|Нестандартные новые ситуации и события мотивируют меня к действиям| |
| 8|При постановке целей я оцениваю свои реальные возможности| |
| 9|Для меня важно быть успешным| |
| 10|Взаимодействуя с человеком или группой людей по какому-либо важному вопросу, я старюсь предложить план действия и обосновать свою позицию| |
| 11|У меня всегда есть несколько вариантов плана для достижения цели| |
| 12|Мои жизненные цели являются очень важными для меня| |
| 13|В случае принятия важных решений я замечаю, что окружающие часто принимают мою позицию и руководствуются ею| |
| 14|Я могу изменить свои привычки ради достижения цели| |
| 15|Высказывание: «цель оправдывает средства» – является неверным| |
| 16|В процессе решения особо важных задач я замечаю, что окружающие часто принимают мою стратегию и руководствуются ею| |
| 17|Я анализирую результаты полученной деятельности, отмечаю плюсы и минусы| |
| 18|Жизненная успешность диктуется общественными нормами| |
| 19|Значимая для меня деятельность (учебная, профессиональная, художественная, волонтерская и др.), которую я осуществляю в данный момент, является значимой и для общества| |
| 20|В процессе деятельности я могу изменять и корректировать цели| |
| 21|Каждый человек успешен по-своему| |
| 22|Деятельность, которую я сейчас осуществляю (учебная, профессиональная, художественная, волонтерская и др.) вносит вклад в развитие общества в целом| |
| 23|Планируя будущее, я учитываю полезный (положительный и отрицательный) прошлый опыт| |
| 24|Достигая успеха в чем-либо, я испытываю очень сильные положительные переживания| |
| 25|Деятельность, которую я сейчас осуществляю (учебная, профессиональная, художественная, волонтерская и т. п.) важна для моего близкого окружения| |
| 26|Достигнутый результат я сравниваю с поставленной целью| |
| 27|Ставя цель, я понимаю, зачем мне это надо| |
| 28|Я способен изменять стереотипы людей| |
| 29|Ставя цель, я очень подробно и образно (в красках и деталях) представляю будущий результат моей деятельности| |
| 30|Ставя перед собой цель, я продумываю то, как ее достижение отразится на моей жизни и жизни других людей| |
Ключ для обработки данных:
рефлексивно-технологический механизм – 2,5,8,11,14,17,20,23,26,29;
рефлексивно-аксиологический механизм –1,4,7,10,13,16,19,22,25,28;
рефлексивно-онтологический механизм – 3,6,9,12,15,18,21,24,27,30.
По каждому механизму подсчитывался средний балл, показывающий степень его выраженности.
Третья часть методики направлена на изучение жизненной успешности как интегрального
свойства личности и ее личностных детерминант. В результате анализа личностные качества были
структурированы в блоки: блок направленности; блок рефлексии; блок волевой регуляции; блок со-
301
циально-психологического взаимодействия. Респондентам предлагалось оценить степень выраженности каждого личностного качества в процентах (каждое – от ста процентов) в первом случае у себя,
во втором – у современного успешного человека. Кроме того, респондентам предлагалось по их желанию дополнить список личностных качеств и также оценить их. Сопоставление степени выраженности личностных качеств, характерных для конкретного респондента и абстрактного современного
человека, дает возможность понять значимость детерминант жизненной успешности конкретной
личности и степень их совпадения с представлениями о характерных особенностях успешного человека в целом.
Четвертая часть методики направлена на изучение состояний, сопровождающих эффективное
функционирование жизненной успешности как метаресурса. Респондентам предлагалось вспомнить
особо значимые для них ситуации, когда они были наиболее успешны, и оценить силу своих переживания по 10-балльной дискретной шкале отношений, где 0 – полное отсутствие переживания, а 10 –
максимальная сила его проявления. Кроме того, респондентам предлагалось по их желанию дополнить список состояний и также оценить их. В заключение респондентам предлагалось оценить свою
жизненную успешность на данный момент по 10-балльной дискретной шкале отношений.
Результаты исследования
В исследовании приняли участие студенты мужского и женского пола в возрасте 17–21 год в
количестве 100 человек, получающие высшее и среднее специальное образование в образовательных
организациях Краснодарского края. Выборка была поделена на две части, в зависимости от уровня
получаемого образования. При обработке эмпирических данных использован пакет программ SPSS
19.0 и Excel, с помощью которых были применены методы описательной статистики, критерии
Фридмана и Манна – Уитни; проведен корреляционный и факторный анализ.
Результаты первой части методики позволили проанализировать особенности ценностных ориентиров как оснований представлений о жизненной успешности и индивидуальных координат ее построения (рис. 1).
картинка
Рис. 1. Значимость ценностных ориентиров в студенческих выборках
В целом для студенческой выборки характерна направленность на весьма традиционные ценности, связанные с собственным Эго: семья, как часть личного (своего) пространства человека; саморазвитие, как работа над собой; карьера как построение собственного пути в профессии. В дальнейшем наблюдается дифференциация в ценностной иерархии выборок. Так, для студентов университета
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высокую значимость имеют такие ценности, как здоровье физическое и духовное, любовь, смысл
жизни. Для студентов колледжа – материальное благополучие, дружба, хорошие взаимоотношения.
Для студентов университета в меньшей степени значимы такие ценности, как: владение особой информацией, получение удовлетворения от процесса, социальный статус, престиж. Для студентов колледжа – достижение результата, владение особой информацией, смысл жизни.
При этом значимые различия по выборкам отмечаются в таких ценностях, как семья (U –
271,5), смысл жизни (U – 302,5), здоровье физическое и духовное (U – 273,0). Семья в большей степени важна для студентов колледжа. Смысл жизни, здоровье физическое и духовное, достижение результата в большей степени важны для студентов университета.
Таким образом, представления о ценностной направленности успешного человека в выборке
студентов университета можно охарактеризовать как традиционные, с характерной для юношеского
возраста амбициозностью, направленностью на результат, заинтересованностью смыслом жизни и
своим здоровьем; при этом – незацикленностью на статусных вещах. Представления о ценностной
направленности успешного человека в выборке студентов колледжа также весьма традиционны для
общества в целом. В отличие от студентов университета наибольшее значение придается материальной стороне и семейным ценностям, без пристрастного поиска смысла жизни и направленности на
результат.
Анализ данных, полученных при исследовании рефлексивных механизмов жизненной успешности, показал их неравномерную сформированность в обеих выборках (рис. 2). Значимость различий
подтверждается критерием Фридмана (Хи-квадрат равен 7,280 при асимптотическом значении 0,026).
диаграмма
Рис. 2. Выраженность механизмов жизненной успешности в студенческой выборке
Отметим также, что, при общей тенденции выраженности, в большей степени механизмы выражены в выборке студентов университета: показатели всех трех механизмов между выборками значимо различаются. Это может свидетельствовать о наиболее напряженной работе студентов университета в определении координат своей жизненной успешности. Так, наиболее сформированн рефлексивно-технологический механизм (U – 667,5). Рефлексивно-онтологический механизм занимает второе место (U – 697,5). Рефлексивно-аксиологический механизм, по сравнению с остальными, выражен в меньшей степени (U – 624,5). Соответственно, возникает первоначальное предположение, что в
данной выборке у респондентов существуют трудности при реализации собственных ценностей в социокультурном пространстве. Это может проявляться в недостаточном осознании значимости своей
деятельности для себя и для общества. Слабость данного механизма может сказываться на функционировании технологических и онтологических аспектов жизненной успешности, как бы разрывая их;
цели могут ставиться с опорой на «ложные» онтологические принципы, которые преподносятся как
таковые окружением и не являются в полной мере осмысленными и подлинными для субъекта. В
данном случае рефлексивно-аксиологический механизм жизненной успешности как раз является тем
ресурсным потенциалом, актуализируя и оформляя который, создавая себе точки опоры, человек может наиболее успешно ориентироваться и реализовываться.
Исследование личностных качеств, имеющих наибольшее значение для жизненной успешности, показало, что они сформированы неравномерно относительно друг друга; значимость их разли-
303
чий подтверждается критерием Фридмана (Хи-квадрат равен 118,103 при асимптотическом значении
0,001). Относительно двух выборок значимые различия получены по таким качествам, как дисциплинированность (U – 546,5), умение работать в команде (U – 636,5), социальный интерес (U – 652,5).
Данные качества в наибольшей степени значимы для выборки студентов колледжа.
В результате факторизации качеств в каждой выборке с использованием метода главных компонент было извлечено три фактора с собственными значениями больше единицы, которые содержательно выражают субъектные позиции по отношению к жизненной успешности (табл.). Эти факторы подверглись вращению по методу Варимакс и объясняют 57 % совокупной (общей) дисперсии для выборки студентов университета и 60 % совокупной (общей) дисперсии для выборки студентов колледжа.
Результаты факторного анализа личностных качеств детерминирующих жизненную успешность
"две таблицы"
а) матрица повернутых компонент (студенты
университета)
| |>|>| компонента |
|~|1 | 2 | 3 |
|мотивация достижения успеха |,806 |,129 |,261|
|целеустремленность |,797 |, |,|
|умение ставить цели |,790 |,158 |,231|
|потребность в саморазвитии |,688 |, |,182|
|склонность к риску |,568 |,215 |-,332|
|сила воли |,563 |,482 |,238|
|настойчивость |,441 |,369 |,385|
|социальный интерес |, |,848 |,|
|инициативность |,164 |,784 |,186|
|умение работать в команде |, |,711 |,353|
|лидерские качества |,222 |,620 |,403|
|развитое воображение |,291 |,556 |,|
|гибкость поведения |, |,532 |,181|
|гибкость мышления |,459 |,494 |,383|
|увлеченность деятельностью |,378 |,407 |,|
|оптимистичность |, |,213 |,814|
|реалистичность |, |,112 |,662|
|дисциплинированность |-,108 |,510 |,656|
|способность прогнозировать ход событий |,496 |, |,614|
|умение увидеть происходящее со стороны |,584 |,167 |,602|
|жизнестойкость |,293 |,157 |,549|
|принципиальность |, |,252 |,262 |
в) матрица повернутых компонент (студенты
колледжа)
| |>|>| компонента |
|~|1 | 2 | 3 |
|социальный интерес |,869 |,174 |,152|
|увлеченность деятельностью |,849 |,105 |,205|
|лидерские качества |,778 |,227 |,|
|умение работать в команде |,774 |,284 |,|
|дисциплинированность |,748 |,149 |,108|
|жизнестойкость |,726 |,258 |,141|
|настойчивость |,643 |, |,507|
|сила воли |,580 |,547 |,295|
|целеустремленность |,541 |,486 |,339|
|гибкость мышления |,521 |,395 |,306|
|оптимистичность |,251 |,728 |,177|
|реалистичность |, |,716 |,284|
|мотивация достижения успеха |,321 |,669 |,|
|умение увидеть происходящее со стороны |,150 |,579 |,417|
|принципиальность |,123 |,565 |,366|
|потребность в саморазвитии |,227 |,435 |,|
|гибкость поведения |,122 |,248 |,762|
|склонность к риску |,152 |,216 |,752|
|способность прогнозировать ход событий |,217 |,292 |,684|
|развитое воображение |, |,280 |,594|
|инициативность |,569 |-,136 |,584|
|умение ставить цели |,328 |,461 |,470|
Описание факторов в выборке студентов университета. Фактор 1 (дисперсия 19,94 %) включает в себя такие переменные с наиболее высокими нагрузками, как мотивация достижения успеха,
умение ставить цели, целеустремленность; также в данный фактор вошли такие переменные, как потребность в саморазвитии, умение видеть происходящее со стороны, способность прогнозировать ход
событий, гибкость мышления, сила воли. Совокупность данных качеств выражается в целостной интегративной характеристике личности, которую можно охарактеризовать как «прагматическую нацеленность на результат», что будет приводить к изменению ситуации. Фактор 2 (дисперсия 17,78 %) включает в себя такие переменные с наиболее высокими нагрузками, как социальный интерес, инициативность, умение работать в команде, лидерские качества; также в данный фактор вошли такие переменные, как склонность к риску, увлеченность деятельностью, настойчивость, развитое воображение. Совокупность данных качеств выражается в целостной интегративной характеристике личности, кото-
304
рую можно охарактеризовать как «направленность на процесс с учетом социального взаимодействия».
Фактор 3 (дисперсия 17,32 %) включает в себя такие переменные с наиболее высокими нагрузками,
как дисциплинированность, оптимистичность; также в данный фактор вошли такие переменные, как
реалистичность, гибкость поведения, жизнестойкость, принципиальность. Совокупность данных качеств выражается в целостной интегративной характеристике личности: «адаптации к ситуации».
Описание факторов в выборке студентов колледжа. Фактор 1 (дисперсия 26,67 %) включает в
себя такие переменные с наиболее высокими нагрузками, как социальный интерес, увлеченность деятельностью, лидерские качества, умение работать в команде, дисциплинированность, жизнестойкость; также в данный фактор вошли такие переменные, как настойчивость, сила воли, целеустремленность, гибкость мышления. Совокупность данных качеств выражается в целостной интегративной
характеристике личности, которую можно охарактеризовать как «продуктивность социального взаимодействия». Фактор 2 (дисперсия 17,24 %) включает в себя такие переменные с наиболее высокими
нагрузками, как оптимистичность, реалистичность, мотивация достижения успеха; также в данный
фактор вошли такие переменные, как умение увидеть происходящее со стороны, принципиальность,
потребность в саморазвитии. Совокупность данных качеств выражается в целостной интегративной
характеристике личности, которую можно охарактеризовать как «оптимистическую позицию». Фактор 3 (дисперсия 16,46 %) включает в себя такие переменные с наиболее высокими нагрузками, как
гибкость поведения, склонность к риску, способность прогнозировать ход событий; также в данный
фактор вошли такие переменные, как развитое воображение, инициативность, умение ставить цели.
Совокупность данных качеств выражается в целостной интегративной характеристике личности, которую можно охарактеризовать как «рефлексивно-поведенческую».
Из приведенных данных видны существенные различия в субъектных позициях по отношению
к жизненной успешности между студентами двух выборок. Так, если в выборке студентов университета доминирует фактор «прагматической направленности на результат», то в выборке студентов
колледжа – фактор «продуктивности социального взаимодействия». В целом же факторы (а, соответственно, и субъектные позиции и интегральные личностные характеристики успешности) выборки
студентов колледжа можно характеризовать как наиболее гармоничные.
график
Рис. 3. Выраженность эмоциональных состояний у респондентов в ситуациях жизненной успешности
Анализ результатов исследования состояний, сопровождающих эффективное функционирование жизненной успешности как метаресурса, показал, что все характерные состояния ярко выражены
у респондентов в моменты переживания ситуаций, связанных с жизненной успешностью (диапазон
от 7,22 до 8,88 баллов по 10-балльной дискретной шкале отношений) (рис. 3). При этом значимых
различий между выборками выявлено не было. Отметим, что наиболее выраженными являются такие
состояния, как чувство внутреннего благополучия, интерес и ощущение осмысленности. В наименьшей степени выражены удовлетворенность процессом и ощущение наполненности жизни.
В общей оценке личной жизненной успешности респондентов на момент исследования есть
значимые различия (U – 436,0). По 10-балльной дискретной шкале отношений у студентов университета она ниже (приближается к средней линии шкалы), чем у студентов колледжа (рис. 4).
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Рис. 4. Оценка собственной жизненной успешности респондентами
Заключение
В исследуемых студенческих выборках существуют и сходство, и значимые различия в структуре и функционировании жизненной успешности. Сходство проявляется в традиционности ценностных ориентиров, низкой выраженности рефлексивно-аксиологического механизма, интеграции личностных качеств как выражения субъектных позиций по отношению к жизненной успешности, яркой
положительной эмоциональной окраске переживаний, связанных с успехом. При этом студенты университета более степени прагматичны: они видят необходимость в поиске смысла жизни и достижении результата на фоне наиболее интенсивного функционирования механизмов жизненной успешности и при более критичном отношении к своей успешности в актуальной ситуации. Студенты колледжа в большей степени социально направлены: они видят особую значимость семьи и материального благополучия как ценностных ориентиров жизненной успешности.
Результаты теоретического и эмпирического исследования структурно-функциональной организации жизненной успешности личности и ее ресурсного потенциала могут послужить основанием для
лучшего понимания и представления системы психологических ресурсов и их функционирования.
СПИСОК ЛИТЕРАТУРЫ
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ЖУРНАЛИСТ КАК ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В ЛИНГВОРИТОРИКЕ СОВРЕМЕННОГО РОССИЙСКОГО ГЛЯНЦЕВОГО ДИСКУРСА
ВОРОЖБИТОВА АЛЕКСАНДРА АНАТОЛЬЕВНАНаписать письмо автору1, СКУЛКИН ОЛЕГ ВЛАДИМИРОВИЧНаписать письмо автору1
1 Сочинский государственный университет, Россия
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 (26) Год: 2013 Страницы: 185-188
УДК: 81
ЖУРНАЛ:
ИЗВЕСТИЯ СОЧИНСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА
Издательство: Сочинский государственный университет (Сочи)
КЛЮЧЕВЫЕ СЛОВА:
ЛИНГВОРИТОРИЧЕСКАЯ (ЛР) ПАРАДИГМА, ДИСКУРС ГЛЯНЦЕВЫХ ЖУРНАЛОВ, МАСКУЛИННЫЙ / ФЕМИННЫЙ ГЕНДЕР-ИДЕАЛ, ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ЖУРНАЛИСТА
АННОТАЦИЯ:
В статье рассматривается современный отечественный дискурс глянцевых журналов в аспекте его продуцирования журналистом как профессиональной языковой личностью. Исследуется лингвориторическая (ЛР) специфика речемыслительного процесса журналиста в данном типе масс-медиа по формированию инвариантного ядра и вариативных компонентов двух гендер-идеалов в дискурсе российского глянца.
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Введение. Объектом изучения избран глянцевый журнальный дискурс начала ХХI в. в России,
предметом – лингвориторические (ЛР) параметры современного отечественного гендер-идеала обоих
типов, маскулинного и феминного, в аспектах инвариантного ядра и вариативных особенностей.
Журналист – продуцент данного типа дискурса, так называемых «журналов об образе жизни»,
рассматривается как профессиональная языковая личность, с учетом жанрово-стилевой специфики
«глянцевых масс-медиа». При этом выявляются отличительные особенности реализации
универсальных ЛР параметров речемыслительного процесса по формированию гендер-идеала в
дискурс-ансамбле российского глянца.
Материалы и методы. Проанализированы подборки глянцевых журналов: мужских
(«FHM», «GQ», «Maxim») и женских («Glamour», «Cosmopolitan», «Vogue») – за 2009–2013 гг. С
позиций интегративной ЛР теории и методологии [1, 2] применялись методы описательного,
контекстуального, концептуального, риторического, дискурсивного анализа, интертекстуального
сопоставления, дистрибутивный, герменевтико-интерпретационный; методики наблюдения,
описания, языкового и внеязыкового соотнесения.
Обсуждение. Глянцевый журнал на прилавке и на витринах газетного киоска –
неотъемлемый атрибут существования российской коллективной языковой личности в наши дни.
Данный тип изданий представляет собой результирующий коммуникативный продукт
речемыслительной деятельности профессиональной языковой личности журналиста (мы говорим как
об индивидуальной языковой личности продуцента, так и об обобщенном ее типе), а также, в силу
коллегиальности формирования журнального дискурса, групповой, точнее – корпоративной
языковой личности. В целом в данной функции условно выступает такая группа сотрудников, как
«редакция (редколлегия) журнала»; ее ядром является «креативная группа». Творческие
подпроцессы профессиональной деятельности данного коллегиального субъекта: дискурсивнотекстообразующий и дискурсивно-визуализирующий – разворачиваются в ситуации (и
детерминируются ею) острой конкурентной борьбы с другими аналогичными в плане жанра и
адресата (мужской или женский читательский контингент) изданиями, которые в совокупности
составляют дискурс-ансамбли российских глянцевых журналов для мужчин и для женщин. Нами
дифференцированы два типа продуцентов глянцевого дискурса: непосредственный и
опосредованный продуценты той или иной конкретной глянцевой дискурс-практики.
1. Непосредственный продуцент глянцевой дискурс-практики. В качестве
«непосредственного продуцента» глянцевого дискурса выступает журналист как профессиональная
языковая личность в составе корпоративной языковой личности данного института масс-медиа и
конкретного издания. Его правомерно рассматривать как важнейший творческий элемент
редакционно-издательского механизма функционирования и развития глянцевого журнала об образе
жизни. Конечная цель данного типа профессиональной языковой личности – обеспечить
положительную динамику коммерческого успеха каждого очередного номера журнала.
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Соответственно, основные задачи 1-го уровня, реализуемые в дискурсивно-текстообразующем
процессе и изначально организующие творческую речемыслительную деятельность «глянцевого
журналиста», его ЛР стратегию и тактику, таковы:
– обеспечить быструю и стопроцентную раскупаемость тиража, в идеале – создать ситуацию
потребности в печати дополнительного тиража каждого номера (как сверхзадача);
– сформировать активное внимание рекламодателей к изданию (желательно формирование
очереди и конкурсная основа предоставления печатной площади для рекламы).
Названные сверхзадачи экстралингвистического уровня квалифицируются нами в качестве
ведущих для суперсферы социокультурной коммуникации в области масс-медиа. Решение данных
задач обеспечивается оптимальным выполнением соответствующих задач дискурсивного уровня,
которые их технологически конкретизируют:
– предоставить потенциальному читателю интересный, привлекательный в эмоциональнопсихологическом плане материал для восприятия, обеспечить повышенное многоканальное
воздействие на сознание и подсознание воспринимающей языковой личности благодаря
синергетическому эффекту взаимодействия визуально-невербального и вербально-текстового блоков
журнальной дискурс-практики;
– представить очередную продукцию рекламодателя («новый рекламный повод») либо уже
рекламировавшуюся в прошлых выпусках продукцию («текущий рекламный повод»)
потенциальному потребителю в выгодном, эмоционально привлекательном свете, убедить его в
необходимости ее приобретения на всех уровнях речевого воздействия (вербальные уровни
аргументации: логический, психологический; невербальные: наглядно-фактографический, образнохудожественный). Это осуществляется двумя основными способами:
1) параллельно с основным материалом содержательно-информационной части журнала
(инвентивный стержень данного номера как очередного компонента общей дискурс-практики
издания, формируемый «темой номера»), т.е. эксплицитно;
2) интегрированно, в рамках основной информации, зачастую завуалированно и косвенно, т.е.
имплицитно.
В плане постановки проблемы отметим возможность аналогии с типами грамматической связи
между предложениями в сложном синтаксическом целом (ССЦ). Напомним, что в аспекте темарематической организации выделяются цепная и параллельная виды связи. На материале
исследуемого нами глянцевого журнального дискурса правомерно поставить вопрос о типах, вопервых, тема-рематических сцеплений на дискурсивном уровне, во-вторых, на этом же или на ином
уровне анализа связать последние с жанрово-стилевой многослойностью глянцевого журнального
дискурса. Второй аспект обусловлен тем, что в последнем наблюдается наличие и тесное
переплетение таких подвидов институционального дискурса масс-медиа, как: 1) рекламный дискурс:
1.1) дискурс социальной рекламы; 1.2) дискурс коммерческой рекламы; 2) PR дискурс: 2.1) дискурс
PR-имиджирования; 2.2) дискурс PR-брендинга; 2.3) дискурс корпоративной культуры; 2.4) дискурс
медиарилейшнз; 2.5) дискурс PR-кампаний; 3) собственно журналистский дискурс: 3.1)
информационный; 3.2) проблемный; 3.3) развлекательный. К жанру «проблемной статьи»
применительно к глянцевому дискурсу мы относим популярный уровень обсуждения тех или иных
значимых для современного человека вопросов повседневной жизни. Такие инвентивные
доминанты, как карьера, здоровье, мода, секс, отношения, борьба со стрессами, психология успеха
выявлены нами в качестве инвариантных компонентов мужских и женских глянцевых журналов.
Гендерно-специфическими правомерно назвать такие темы для обсуждения, как, например, «выбор
автомобиля», «компьютерные игры», «новинки сферы высоких технологий», «спорт» в журналах для
мужчин и «красота, уход за телом», «как понравиться достойному мужчине» и т.п. в женских
журналах.
В целом наличие охарактеризованных выше двух способов интертекстуальных включений
фрагментов рекламного и PR типов дискурса в собственно журналистский можно квалифицировать –
с учетом категории интертекстуальности – как следующие типы связи дискурсивных фрагментов: 1)
эксплицитно-параллельное межжанровое дискурсивное сцепление; 2) имплицитно-интегрированное
межжанровое дискурсивное сцепление. При этом интертекстуальность осуществляется в режиме
жанровых включений рекламного и PR дискурсов в информационно-проблемно-развлекательный
текстовой массив основных жанров журналистики (письмо главного редактора, обзор, интервью,
статья, информационная заметка, анонс и др.). По аналогии с явлениями и понятиями истории
конвергентного развития языков на базе субстрата или суперстрата уместна частичная экстраполяция
данного принципа на дискурс журнального глянца. При этом можно выделить следующие типы
интертекстуальных включений:
1) дискурс-основа (субстрат) – журналистский дискурс информационного, проблемного,
развлекательного характера; интертекстуальные включения (суперстрат) – рекламные / PR вставки
(от буквальных наименований до аллюзий, намеков и т.д.), интегрированные в инвентивнодиспозитивный каркас и элокутивное наполнение базового нарратива;
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2) дискурс-основа (субстрат) – рекламный / PR дискурс с характеристикой / рекламируемого /
пропагандируемого объекта, явления, процесса или персоны в его основном, «развернутом» виде;
интертекстуальные включения (суперстрат) – информационно-проблемно-развлекательные
элементы внерекламного характера, вплетенные в ткань основного изложения.
Убеждение адресата достигается, в том числе, системой эксплицитно разворачиваемых
вербальных аргументов. Доводы «к этосу», «к логосу» и «к пафосу» (в связи с последним см. работы
по экспрессивному синтаксису, напр., [3–7]): апелляция к категориям престижа, здоровья,
привлекательности для противоположного пола и т.д. – выстраиваются с опорой на известный
перечень базовых человеческих потребностей, по А. Маслоу. При этом в дискурсивном пространстве
возникает синергетический эффект от комплексного воздействия также невербальных аргументов
визуального блока. Они действуют на органы восприятия реципиента на основе принципов
наглядности, яркости цветовых решений, эстетики транслируемых в подсознание образов
рекламируемых товаров. В мужских журналах дополнительным средством снятия барьеров в
сознании и открытия каналов доступа информации непосредственно в подсознание выступают
визуальные ряды фотосессий эротических женских образов. Титульный снимок фотосессии, как
правило, вынесен на обложку, привлекая покупателей сквозь стекла витрин по сигнальному
принципу апелляции к одной из базовых человеческих потребностей. Соседство данного
«аранжирующего» подтипа визуального ряда с основным, «рабочим» его подтипом – фотообразами
рекламируемых товаров для мужчин, от автомобилей и яхт до аксессуаров, выступает одним из
блокираторов для сознания, активно внедряя в подсознание реципиента идеи, центральные для
журналиста и рекламодателя (производителя или посредника в реализации того или иного
дорогостоящего товара). При этом «товарный ряд» визуального блока является основным для
журналиста и рекламодателя, в то время как для читателя, чье внимание захвачено эротическим
рядом визуального блока, товарный ряд последнего, напротив, выступает в роли как бы «ненавязчиво
вспомогательного».
2. Опосредованный продуцент глянцевой дискурс-практики. В качестве
«опосредованного продуцента» той или иной конкретной журнальной дискурс-практики выступает
заказчик-рекламодатель (в широком смысле – заказчик PR-кампании), цель которого – реализовать
предлагаемый товар / услугу в массовом масштабе. Данный действующий элемент в механизме
индустрии глянцевых масс-медиа выступает «идейным вдохновителем» в аспекте материальной
составляющей формируемого изданием идеала образа жизни для современного россиянина –
потенциального читателя. С позиций необходимости анализа «фактора адресата» (Н.Д. Арутюнова) к
последнему следует отнести такие слои населения – социостратные прослойки коллективной
языковой личности реципиента, как, например, «богатые люди» и так называемый «средний класс»,
воспринимающий глянцевый журнал как привлекательный атрибут «красивой жизни». Заказчик
становится также источником материального обеспечения и стимулирования выпуска журнала. (См.
в связи с этим также работы [8–10].
Специфика функций первого и второго продуцентов заключается в следующем: журналист
продуцирует и выстраивает контент (наполнение) очередного выпуска издания таким образом, чтобы
в его рамки можно было встроить товары и услуги, которые предлагает рекламодатель. Кроме того,
контент подбирается не только с учетом возможности некоего симбиоза с рекламой, но и с учетом
интересов потенциальных читателей, которые впоследствии и выступят в роли покупателей. При
этом опосредованный продуцент – рекламодатель – предлагает журналисту вписать свой товар в
концепцию издания или подготовить новые материалы, которые помогут пробудить в реципиенте
тягу к покупке его товара.
Таким образом, в результате анализа роли и функций участников массовой коммуникации на
базе дискурса глянцевых журналов, мы приходим к трехкомпонентной системе, которая представлена
позициями рекламодателя, журналиста и читателя (рис. 1).
Рис. 1. Схема взаимодействий участников коммуникации в рамках
дискурса глянцевого журнала – процесса и продукта речемыслительной деятельности журналиста
как профессиональной языковой личности
Известия Сочинского государственного университета. 2013. № 3 (26)
188
Заключение. Итак, обобщающая схема демонстрирует, что первые два действующих элемента
«корпоративного продуцента» как подвергаются воздействию, так и оказывают его: рекламодатель
ставит условия, необходимые для успешного проведения рекламной или PR кампании, журналист же
создает благоприятную почву для ее проведения, внося творческие предложения и привлекая
необходимую рекламодателю аудиторию. Таким образом, первые два элемента пребывают в
перманентном творческом взаимодействии, по сути – рекламно-информационном симбиозе.
Последний элемент схемы – читатель – лишь подвергается воздействию, причем как со стороны
журналиста, который оказывает прямое влияние на читателя посредством своих текстов, так и со
стороны рекламодателя, оказывающего как прямое влияние (рекламные объявления), так и
косвенное («замаскированные», имплицитные рекламные и PR-тексты). Отчасти отдельные
активные (и имеющие свободное время) читатели могут, вступая в переписку с журналом, а также
публикуя свое мнение в социальных сетях, обеспечивать определенное подобие обратной связи
журналисту.
Примечания:
1. Vorozhbitova A.A. Lingual rhetoric paradigm as integrative research prism in philological science //
European researcher. 2010. № 2. С. 183-190.
2. Vorozhbitova A.A. Discourse-paradigmatics and Discourse-syntagmatics Categories in Linguo-rhetoric
Paradigm // European researcher. 2011. № 11 (14). Р. 1532-1537.
3. Щербань Г.Е. Функции частиц в конструкциях экспрессивного синтаксиса // Дис. ... д-ра филол. наук.
Нальчик, 2002.
4. Щербань Г.Е. Частица ИМЕННО как средство актуализации ремы в конструкциях экспрессивного
синтаксиса // Актуальные проблемы филологии и педагогической лингвистики. Межвуз. сб. науч. тр. Вып. ХI.
Владикавказ, 2009. С. 245-249.
5. Щербань Г.Е. Текстовые функции частицы И ВОТ // Вестник Северо-Осетинского госуниверситета им.
К.Л. Хетагурова. 2009. № 1. С. 28-33.
6. Щербань Г.Е. Модальные частицы как средство передачи подтверждения в вопросно-ответной
сегментации авторского монолога // Известия КБНЦ РАН. № 1 (27). 2009. С. 151-159.
7. Щербань Г.Е. Частица ДАЖЕ как средство организации экспрессивного повтора // Актуальные
проблемы филологии и педагогической лингвистики. Владикавказ, 2011. № 13. С. 306-309.
8. Буянова Л.Ю. PR-текст как суггестивно-информационный феномен: специфика вербальносемиотической и прагматической репрезентации // Язык. Речь. Речевая деятельность: Межвуз. сб. науч. тр.
Выпуск 13. Нижний Новгород: НГЛУ им. Н.А. Добролюбова, 2012. С. 8-12.
9. Буянова Л.Ю., Ежова Е.Н. Российская рекламно-информационная картина мира: объектнопрагматическое и социально-культурное измерение // Культурная жизнь Юга России. № 3 (32). Краснодар,
2009. С. 96-98.
10. Буянова Л.Ю. Вербально-семиотический модуль «Рынок» как доминанта русской финансовоэкономической картины мира // Известия Кабардино-Балкарского государственного университета. 2012. Т. 2.
№ 3. С. 87-90.
!!2011
[[ИНДИВИДУАЛЬНЫЙ СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ]]
[[Зона ближайшего развития для взрослых]]
<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=17309297"><b>ЗНАЧЕНИЕ
МОТИВОВ САМОАКТУАЛИЗАЦИИ ДЛЯ ОРГАНИЗАЦИИ СИСТЕМЫ САМОРЕГУЛЯЦИИ
ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ</b></a><br/>
<font color="#00008f"><i>Берберян
А.С.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33727716">Сборники
конференций НИЦ Социосфера</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33727716&selid=17309297">№ 19</a>.
С. 67-75. </font>
</p>
---
ЗНАЧЕНИЕ МОТИВОВ САМОАКТУАЛИЗАЦИИ
ДЛЯ ОРГАНИЗАЦИИ СИСТЕМЫ САМОРЕГУЛЯЦИИ
ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ
А. С. Берберян
Российско-Армянский (Славянский) государственный
университет, г. Ереван, Армения
Summary. The article analyzes the motives of self-actualization, and also
identifies psychological characteristics of student's ideal "I" and real "I".
Key words: motives, self-actualization, student's self-identity.
С позиций современной психологии личность определяется,
главным образом, социальными и социально-психологическими
свойствами. Побудительным стимулом, мотивом психической активности являются потребности человека [5]. Мотивация зависит от
социальных, характерологичеких, культурных факторов, от прошлого опыта. Уровень мотивации определяется уровнем притязаний,
успехом и неуспехом.
Выделяются следующие виды мотиваций: биологические, познавательные, социальные, положительные и отрицательные. Неуспех в результате препятствий и различных неблагоприятных обстоятельств может порождать состояние конфликта и фрустрации,
агрессии и регрессии, длительного психического напряжения, реакции замещения.
Мотивация преступного поведения является причиной преступной деятельности. Мотивы как внутреннее побуждение к дея-
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тельности, субъективный стимул человеческих поступков, не только
отражают социальные условия, в которых рос и формировался человек, но и являются выражением движущих сил личности, связанных с удовлетворением потребностей [1].
О мотивах многих распространённых преступлений до сих пор
сохраняются упрощённые, весьма неверные представления. Достаточно часто в качестве побуждений к совершению корыстных преступлений называются корыстные мотивы. Однако поведение человека полимотивировано: преступные действия обусловливают не
только осознаваемые человеком, но и бессознательные, и частично
осознаваемые мотивы.
Исследование, проведенное Ю. М. Антоняном и В. В. Гульданом по изучению мотивов преступлений, показало, что их личностный смысл обычно ускользает от сознания человека, слабо или вообще не охватывается им, нося бессознательный характер. Это относится не только к насильственным действиям, но и к корыстным
преступлениям. В связи с этим необходимо отметить, что у каждого
человека есть ведущие мотивы, так называемая основная мотивационная тенденция, сущность его личности, как правило, определяющая поведение. Необходимый учёт этой тенденции позволяет связать воедино и объяснить преступные действия в прошлом, поведение в период отбывания наказания и последующие поступки, а тем
самым прогнозировать поведение. Таким образом, всё большее число исследователей приходит к выводу о том, что мотивы многих
преступлений носят бессознательный характер. Неосознанность мотивов не освобождает от уголовной ответственности за совершение
преступных действий, поскольку субъект осознаёт их уголовно наказуемый характер. В настоящее время можно сказать, что мотивация
поведения является ключевым понятием, на основе которого могут
быть объединены усилия криминологов, психологов, судебных психиатров по изучению преступных и общественно опасных действий,
а также по разработке мер по их предупреждению [2].
Исследователь Б. В. Зейгарник выделила разные варианты нарушения структуры мотивов при личностной патологии, в основе
формирования которых лежат два психологических механизма мотивообразования:
1. Нарушение опосредования потребностей;
2. Нарушение их опредмечивания [4].
К мотивам, связанным с нарушением опредмечивания потребностей, относятся мотивы психопатической самоактуализации. Для
них характерно формирование мотивов, отчуждаемых от актуальных потребностей субъекта и ведущих при их реализации к его социальной и даже биологической дезадаптации.
В качестве основного побудительного фактора при формировании такого рода мотивов можно выделить стремление к ликвида
68
ции личностного диссонанса, в частности рассогласования между
идеальным «Я» и самооценкой в структуре “Образа Я”.
По данным исследователей, мотивы психопатической самоактуализации наблюдались у 91 % паранойяльных психопатических
личностей, истерических – у 54 %, возбудимых – у 47 %, тормозимых – у 40 % и неустойчивых – у 35 %.
При возбудимой психопатии наиболее частым мотивом поведения во всех разнообразных ситуациях совершения различных
противоправных действий являлось стремление к реализации неадекватно завышенного уровня притязаний, тенденция к доминированию и властвованию, упрямство, обидчивость, нетерпимость к
противодействию, склонность к самовзвинчиванию и поискам повода для разрядки аффективного напряжения. Согласно статистическим данным, 88 % противоправных действий, совершённых лицами возбудимого круга по мотивам психопатической самоактуализации, были направлены против личности и общественных норм.
Одним из основных мотивационных факторов, способствующих совершению противоправных действий для данного типа лиц,
является тенденция к немедленной реализации актуальной потребности.
Важнейшим мотивационным механизмом, определяющим у
истерических психопатов совершение преступления, является
стремление к манипулированию, контролю над окружающими. В
основе этого механизма лежит эгоцентрическая установка личности, в соответствии с которой все внешние объекты, включая людей,
рассматриваются как орудия, которые должны служить потребностям «Я». Чаще всего эти лица совершают мошенничество, кражи и
спекуляции.
У психопатических лиц тормозимого круга мотивационными
чертами личности являются повышенная чувствительность и ранимость, замкнутость, пассивность, повышенная истощаемость, стремление к ограничению контактов.
Психопатическая самоактуализация у тормозимых психопатов
выражается в сохранении ими привычного стереотипа действий, в
уходе от перенапряжений и стресса, нежелательных контактов, в сохранении личностной независимости. Эти лица при столкновении с
окружающими, с непосильными задачами в силу ранимости, мягкости, низкой толерантности к стрессу не получают положительного
подкрепления, чувствуют себя обиженными, преследуемыми.
Эти лица чаще совершают бродяжничество, дезертирство.
Основным мотивом поведения неустойчивых психопатических личностей является жажда новых впечатлений и развлечений,
уход от стресса, однообразных монотонных ситуаций. Они, не колеблясь, меняют решения и установки, места работы и профессии,
не доводят до конца ни одного дела. Среди противоправных дейст-
69
вий неустойчивых психопатов, совершаемых ими по этим мотивам,
преобладают бродяжничество, хищения, сексуальные преступления.
При исследовании мотивов психопатической самоактуализации особое внимание привлекает категория самооценки, которая
прямо связана с поведением. Изучение структурных элементов самооценки психопатических личностей было проведено Б. В. Зейгарником с помощью модифицированной методики ДембоРубинштейна [6], используемой для изучения самооценки по ряду
параметров: здоровье, ум, характер, счастье [5]. Для уточнения самооценки в процедуру исследования могут быть включены такие
шкалы, как честность, доброта, способность к прогнозированию, сила воли. В методике Дембо-Рубинштейн обследуемому представляется возможность определить своё состояние по избранным для самооценки шкалам с учётом ряда нюансов, отражающих степень выраженности того или иного личного свойства.
Методика представляет интерес в плане сопоставления различных составляющих “Образа Я”. Согласно инструкции респонденту предлагают лист бумаги, на котором изображены вертикальные линии. Респонденту поясняют относительно расположения
личностных свойств на линиях: верхний полюс соответствует позитивному. Например, одна из линий представляет ум, следовательно,
верхний полюс соответствует качествам ума высшего уровня, на нём
расположены умные люди, внизу – глупые. Обследуемого просят
обозначить точкой на этой линии свое место. Такие же вертикальные линии проводятся и для выражения самооценки субъекта по
намеченным целям.
Кроме того, испытуемые дают не только реальную оценку своего состояния, но и потенциально возможное и идеальное “Я”, указав
место, которое они могут занять, и то, которое хотели бы занимать.
Результаты исследования свидетельствуют о том, что у здоровых лиц все значения актуальной самооценки располагаются чуть
выше средней отметки на шкалах. Наиболее высокое положение
наблюдалось по шкалам «честность» и «доброта». Для здоровых
лиц также характерен разрыв между актуальной самооценкой и
идеальным «Я».
По результатам теста “Самооценка” мы выявили психологические характеристики “Я” – идеального и “Я” – реального у психически
здоровых лиц по 4 блокам: I – Межличностные отношения; общение;
II – поведение; III – деятельность; IV – переживания, чувства [3].
По I блоку: “Межличностные отношения, общение” наблюдается следующая картина:
Максимально выраженные психологические характеристики
“Я” - идеального: вежливость (4,8), тактичность (4,8), заботливость
(4,7), отзывчивость (4,7), приветливость (4,7), обаятельность (4,7),
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обязательность (4,8), ответственность (4,9), доминирующие характеристики “Я” – реального: общительность (4,3), справедливость (4, 2).
Таблица 1
Психологические характеристики “Я” – идеального и “Я” –
реального в сфере “Межличностные отношения, общение”
| № | Качества |“Я” – |“Я” – | Коэффициент |
|~|~| Идеальное | Реальное | различия |
|1|Вежливость|4.8|3.9|0.9|
|2|Заботливость|4.7|3.7|1|
|3|Искренность|4.6|4.2|0.6|
|4|Коллективизм|4.1|3.5|0.8|
|5|Отзывчивость|4.8|4.0|0.5|
|6|Радушие|4.5|4.0|0.3|
|7|Сочувствие|4.4|4.1|0.7|
|8|Тактичность|4.8|4.1|1.4|
|9|Терпимость|4.4|3.0|0.6|
|10|Чуткость|4.4|3.8|0.6|
|11|Доброжелательность|4.7|4.1|0.7|
|12|Приветливость|4.7|4.0|0.8|
|13|Обаятельность|4.7|3.9|0.3|
|14|Общительность|4.6|4.3|0.9|
|15|Обязательность|4.7|3.8|0.9|
|16|Ответственность|4.9|4.0|0.4|
|17|Откровенность|3.7|4.1|0.4|
|18|Справедливость|4.6|4.2|0.4|
|19|Совместимость|4.2|3.3|0.9|
|20|Требовательность|4.5|3.8|0.7|
| | Итого среднее |4.5 |3,9 |0,6 |
Значительны различия между “Я” – идеальное и “Я” – реальное по параметрам, которые можно объединить в 2 группы: 1. Заботливость, вежливость, отзывчивость; 2. Обязательность, ответственность. В сфере поведения наблюдаются высокие оценки по характеристикам “Я” –идеальное: смелость (4,8), самостоятельность
(4,9), целеустремленность (4,8), по характеристикам “Я” – реальное:
порядочность (4,3), энтузиазм (4,3), настойчивость (4,4). Результаты
значений отражены в Таблице 2.
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Таблица 2
Психологические характеристики “Я” – идеального и
“Я” – реального в сфере “Поведение”
| № | Качества |“Я” – |“Я” – | Коэффициент |
|~|~| Идеальное | Реальное | различия |
|1|Активность|4.6|3.7|0.9|
|2|Гордость|4.4|3.9|0.5|
|3|Добродушие|4.4|3.9|0.5|
|4|Порядочность|4.5|4.3|0.2|
|5|Смелость|4.8|3.9|0.9|
|6|Твердость|4.7|3.9|0.8|
|7|Уверенность|4.5|3.3|1.2|
|8|Честность|4.6|4.1|0.5|
|9|Энергичность|4.7|4.0|0.7|
|10|Энтузиазм|4.7|4.3|0.4|
|11|Добросовестность|4.7|4.0|0.7|
|12|Инициативность|4.8|4.0|0.8|
|13|Интеллигентность|4.7|4.0|0.7|
|14|Настойчивость|4.0|4.4|0.4|
|15|Решительность|4.8|3.9|0.9|
|16|Принципиальность|4.4|3.8|0.6|
|17|Самокритичность|4.4|3.7|0.7|
|18|Самостоятельность|4.9|4.0|0.9|
|19|Уравновешенность|4.6|3.2|1.4|
|20|Целеустремленность|4.8|4.0|0.8|
| |Итого среднее|4.6|4.3|0.3|
Существенные различия между Я-идеальное и Я-реальное наблюдаются по следующим качествам: активность; смелость; уверенность; самостоятельность; уравновешенность.
Максимально выраженные качества в сфере “Деятельность” по
характеристикам “Я” – идеальное и “Я” – реальное можно сгруппировать следующим образом: 1) трудолюбие (4,7), дисциплинированность (4,8), работоспособность (4,8), собранность (4,8). 2) мастерство
(4,8), точность (4,8), скорость (4,8), вежливость (4,8), находчивость
(4,8); по характеристикам “Я” – реальное: понятливость (4,2), увлечённость (4,1) , любознательность (4,1). Результаты представлены в
Таблице 3.
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Таблица 3
Психологические характеристики “Я”– идеального и “Я” –
реального в сфере “Деятельность”
| № | Качества |“Я” – |“Я” – | Коэффициент |
|~|~| Идеальное | Реальное | различия |
|1|Вдумчивость|4.5|3.8|0.7|
|2|Деловитость|4.7|3.7|1|
|3|Мастерство|4.8|3.7|0.9|
|4|Понятливость|4.7|4.2|0.5|
|5|Скорость|4.8|4.0|0.8|
|6|Собранность|4.8|4.0|0.8|
|7|Точность|4.8|4.0|0.8|
|8|Трудолюбие|4.7|3.8|0.9|
|9|Увлеченность|4.1|4.1|0|
|10|Усидчивость|4.6|3.6|1|
|11|Аккуратность|4.7|3.8|0.9|
|12|Внимательность|4.8|4.0|0.8|
|13|Дальновидность|4.7|3.7|1|
|14|Дисциплинированность|4.8|3.8|1|
|15|Исполнительность|4.6|3.7|0.9|
|16.|Любознательность|4.7|4.1|0.6|
|17|Находчивость|4.8|3.9|0.9|
|18|Последовательность|4.5|3.8|0.7|
|19|Работоспособность|4.8|3.8|1|
|20|Скрупулёзность|4.0|3.8|0.2|
| |Итого среднее|4.6|3.9|0,7|
Различия между желаемой и реальной самооценкой определяются следующими характеристиками: 1. Профессионально важные психологические качества: мастерство, деловитость; 2. Стрем-
73
ление приобрести умение трудиться, работоспособность, трудолюбие, усидчивость, дисциплинированность.
В сфере “Переживания, чувства” анализ результатов показал доминирование характеристик “Я”– идеального: весёлости, бесстрашия,
свободолюбия, жизнерадостности – по 4, 6; “Я” – реального: свободолюбие (4,3). Показатели отражены в таблице 4.
Таблица 4
Психологические характеристики “Я”– идеального и “Я” –
реального в сфере “Переживания и чувства”
| № | Качества |“Я” – |“Я” – | Коэффициент |
|~|~| Идеальное | Реальное | различия |
|1|Бодрость|4.5|3.6|0.9|
|2|Бесстрашие|4.6|3.7|0.9|
|3|Веселость|4.6|3.8|0.8|
|4|Душевность|4.5|4.0|0.5|
|5|Милосердие|4.2|4.0|0.2|
|6|Нежность|4.5|4.0|0.5|
|7|Свободолюбие|4.6|4.3|0.3|
|8|Сердечность|4.1|4.0|0.1|
|9|Страстность|4.1|3.8|0.3|
|10|Стыдливость|3.6|3.3|0.3|
|11|Взволнованность|3.8|4.1|0.3|
|12|Восторженность|3.8|3.7|0.1|
|13|Жалостливость|4.0|4.0|0|
|14|Жизнерадостность|4.6|3.9|0.7|
|15|Любвеобильность|4.4|4.1|0.3|
|16|Оптимистичность|4.5|3.5|1.2|
|17|Сдержанность|4.3|3.4|0.9|
|18|Удовлетворенность|4.4|3.5|0.9|
|19|Хладнокровность|3.6|3.1|0.5|
|20|Чувствительность|4.2|4.1|0.1|
| |Итого среднее|4.2|4.4|0.2|
Максимальные различия наблюдаются по параметрам: а) уверенности, стыдливости б) эмоциональной устойчивости, взволнованности, восторженности, хладнокровности, причём вышеперечисленные различия не возрастающие, а убывающие.
Актуальная самооценка у субъектов истеро-возбудимых психопатов выше, чем у психически здоровых. Расхождения между идеальным «Я» и актуальной самооценкой незначительны (за исключением «способности к прогнозированию»). Они считают себя добрыми, честными, спокойными по характеру, слабовольными, принимающими всё близко к сердцу, страдающими из-за своей добро-
74
ты. Если у здоровых лиц имеет место рассогласование между идеальным «Я» и областью реальных достижений (что имеет мотивационно-регулирующее значение), то у психопатических личностей
эта дифференциация отсутствует.
Вышеприведённые результаты свидетельствуют об игнорировании истеро-возбудимыми лицами своих затруднений и конфликтов, а также о неумении учитывать ими реальный жизненный опыт,
т. е. о нарушении критичности по отношению к собственной личности. Самооценка при таких обстоятельствах не является фактором
коррекции и регуляции поведения.
У данных лиц расхождение между идеальным – «Я» и актуальной самооценкой столь велико, что заставляет их постоянно
осознавать свою несостоятельность. Идеальное «Я» представляет
для них источник чувства вины и собственной неполноценности.
Разрыв так велик, что не побуждает, а блокирует развитие в желательном направлении.
Таким образом, рассмотрение элементов самооценки у психопатических личностей позволяет утверждать, что актуальная самооценка, будучи завышенной у истеро-возбудимых (снижение необходимости самоконтроля за своими действиями) и заниженной у
тормозимых (блокада потенциального развития), по сравнению с
психически здоровыми людьми не приводит к самоконтролю, не
выполняет функцию обратной связи в регуляции поведения, что
оказывается способствующим фактором в совершении субъектом
противоправных действий.
Библиографический список
1. Антонян Ю. М., Бородин С. В. Преступность и психические аномалии. – М:
Наука, 1987.
2. Балабанова Л. Судебная патопсихология, психология в системе силовых
структур государства. – М., 1998.
3. Берберян А. С. Структурно-функциональная организация системы
4. саморегуляции личности студента // Современные проблемы прикладной
психологии. – Ереван, 2007.
5. Зейгарник Б. В. Личность и патология деятельности. – М.: Изд-во МГУ, 1974.
6. Рубинштейн С. Я. Экспериментальные методы в патопсихологии. – М., 1974.
7. Соколова Е. Т. Мотивация и восприятие в норме и патологии. – М., 1970.
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''М.С. Нохрин''
К ПОНЯТИЮ «ПРОФЕССИОНАЛЬНЫЙ ПОТЕНЦИАЛ» В КОНТЕКСТЕ ТРЕБОВАНИЙ ФЕДЕРАЛЬНОГО ГОСУДАРСТВЕННОГО ОБРАЗОВАТЕЛЬНОГО СТАНДАРТА ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
[ext[ссылка|https://dspace.susu.ru/xmlui/bitstream/handle/0001.74/1245/23.pdf?sequence=1&isAllowed=y]]
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=36634895"><b>ИНДИВИДУАЛЬНО-ПСИХОЛОГИЧЕСКИЕ
ОСОБЕННОСТИ ЛИЧНОСТИ КАК ФАКТОРЫ САМОРЕГУЛЯЦИИ КУРСАНТОВ</b></a><br/>
<font color="#00008f"><i>Большунова
Н.Я., Федоришин М.И.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=36634883">Вестник
Красноярского государственного педагогического университета им. В.П.
Астафьева</a>. 2018. <a href="https://www.elibrary.ru/contents.asp?id=36634883&selid=36634895">№ 4 (46)</a>.
С. 105-116. </font>
</p>
---
ИНДИВИДУАЛЬНО-ПСИХОЛОГИЧЕСКИЕ
ОСОБЕННОСТИ ЛИЧНОСТИ
КАК ФАКТОРЫ САМОРЕГУЛЯЦИИ КУРСАНТОВ
Важной задачей обучения курсантов в выс ших образовательных организациях явля ется развитие саморегуляции. Развитая са- - -
морегуляция может стать основой адекватного и
успешного поведения военнослужащего в экстремальных условиях. В то же время особенности деятельности военнослужащего таковы, что, с одной
стороны, он должен быть постоянно готов к самостоятельным и ответственным действиям в чрезвычайных обстоятельствах (что предполагает развитую саморегуляцию), с другой – его жизнедеятельность жестко детерминирована Уставом, приказами, распоряжениями и другими нормативноправовыми актами, а это может негативно влиять
на развитие саморегуляции [Большунова, 2017].
Саморегуляция в самом общем значении
понимается, согласно психологическому словарю, как «активность, направленная на достижение поставленной субъектом произвольной цели и предполагающая создание модели, а также ее корректировку в ходе деятельности». Современные психологи, занимающиеся в настоящее время проблемами саморегуляции (О.А. Конопкин, А.К. Осницкий, В.И. Моросанова, Д. Майерс и др.) полагают, что саморегуляция проявляет себя в инициализации субъектом целей активности и контролировании
процесса ее достижения [Конопкин, 1995; Моросанова, Коноз, 2000; Осницкий, 1986; Myers,
2007]. Необходимо отметить, что в настоящее
105
время среди психологов нет единообразия в
понимании этого явления. Например, ряд исследователей выделяют саморегуляцию личности и саморегуляцию деятельности. А.К. Осницкий вводит следующее разграничение между
этими видами саморегуляции: «Саморегуляция
деятельности обнаруживает себя в феноменологии предметных преобразований и в преобразованиях прилагаемых усилий. Саморегуляция личностная связана преимущественно с
определением и коррекцией своих позиций (в
рамках культурно-исторической традиции, закрепленной в нормах социума)» [Осницкий,
Корнеева, 2017; Merton, 2006]. Рассматриваются такие ее виды, как произвольная и непроизвольная [Большунова, Оспенников, 2015; Голубева, 2005]. Выделяются также различные приемы и способы саморегуляции (самоприказ, самоубеждение, рефлексия, аутогенная тренировка, копинг-стратегии, самовнушение, медитация и пр.), стилевые особенности (планирование, моделирование, программирование,
оценивание результатов, проявляющиеся в параметрах гибкости и самостоятельности) [Моросанова, 2000].
В исследованиях обнаружена взаимосвязь
различных параметров саморегуляции c функциональным профилем межполушарной ассиметрии [Осницкий, Корнеева, 2017], выявлены ее связи с такими параметрами, как ответственность [Синькевич, Ивутина, 2016], агрессия и этнические характеристики [Банщикова,
Фомина, Моросанова, 2017], рефлексия [Карпов, 2017] и др.
Эти данные свидетельствуют, что и собственно саморегуляция, и процесс ее освоения индивидуально своеобразны. Военнослужащие с разными типами темперамента, особенностями характера, потребностями, системой ценностей и др. проходят «свой» личный
путь освоения способов владения собой, преодоления трудностей и препятствий, самодетерминации.
В то же время важно отметить – обучение
курсантов военных институтов организовано
так, что оно чрезмерно формализовано и обезличено, что порождает ряд трудностей в его индивидуализации [Субботина, Пучка, 2016].
1. С одной стороны, специфика обучения курсантов проявляется в чрезмерной регламентированности приказами и другими
нормативно-правовыми актами, даже в повседневной деятельности нельзя отклониться от прописанного Уставом алгоритма жизни. Это способствует формированию у военнослужащего
дисциплинированности и ответственности, без
которых не может существовать ни одна армия.
Однако будущий офицер – это индивидуальная
и неповторимая личность, поэтому подлинное
обучение и развитие невозможно без учета индивидуальных особенностей. Это касается и развития саморегуляции.
2. Проблема индивидуализации процесса
обучения курсантов обусловлена тем, что нельзя «ломать» уже сформированную систему обучения, однако необходимо найти адекватные
способы не только сохранения, но и развития
индивидуальности. Важно найти то «золотое сечение», которое сохранит гармонию Приказа и
Личности.
3. Сложность обусловлена отсутствием знаний относительно специфики структуры саморегуляции у курсантов ВООВО, а также
индивидуально-психологических факторов, которые могут оказывать влияние на ее развитие.
Результаты. Согласно данным различных
отечественных и зарубежных исследований, на
саморегуляцию и ее формирование могут оказывать влияние такие факторы, как:
– специально человеческие типы (художественный, мыслительный) личности (индивидуальности) [Большунова, 1980; Горская, Глызина,
2016] и характер межполушарных отношений
[Голубева, 2005; Осницкий, Корнеева, 2017];
– уровень рефлексии (самопонимания)
[Карпов, 2017];
– система жизненных ценностей [Леонтьев,
2005];
– уровень субъективного контроля, где интернальность трактуется как возможность человека быть «хозяином собственной судьбы» [Горская, Глызина, 2016].
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Для выявления индивидуально-психологических факторов, оказывающих влияние на саморегуляцию, нами были использованы следующие методики:
– опросник «Стиль саморегуляции поведения» (В.И. Моросанова);
– методика диагностики уровня субъективного контроля (Дж. Роттер);
– методика «Иерархия жизненных ценностей» (Г.В. Резапкина);
– методика диагностики рефлексивности
(А.В. Карпов);
– опросник волевых качеств личности
(М.В. Чумакова);
– тест жизнестойкости (Д.А. Леонтьев).
Эмпирическая выборка состояла из 60 курсантов 3 курса Новосибирского военного института имени генерала армии И.К. Яковлева войск
национальной гвардии Российской Федерации
(далее – НВИ ВНГ РФ) в возрасте от 19 до 21 года.
Основная цель работы – выявление
индивидуально-психологических особенностей
личности как факторов саморегуляции.
Статистический анализ осуществлен посредством множественного регрессионного анализа, который позволяет оценить степень влияния
двух и более независимых переменных (предикторов) на зависимую переменную (критерий).
В качестве предикторов (факторов) выступали
индивидуально-психологические особенности
личности, в качестве критериев – основные характеристики саморегуляции [Моросанова, Плахотникова, 2013].
Применение множественного регрессионного анализа позволило получить следующие
результаты.
На общий уровень саморегуляции оказывает влияние совокупность трех факторов: «целеустремленность», «отдых», «материальная обеспеченность» (R = 0,579, R2 = 0,299 при
р = 0,000) (рис. 1). Данные компоненты имеют высокую степень влияния на общий уровень сформированности индивидуальной системы осознанной саморегуляции произвольной активности человека и описывают 30 % изменчивости
переменной «общий уровень саморегуляции»
[Моросанова, 2013]. Причем «отдых» влияет на
«общий уровень саморегуляции» отрицательно
(? = -0,395 при р = 0,001), а остальные два фактора – положительно: «целеустремленность»
(? = 0,367 при р = 0,002), «материальная обеспеченность» (? = 0,231 при р = 0,044) (рис. 1).
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Можно подумать, что ценность материального обеспечения дает мотивацию выполнения
тяжелой, а порой опасной работы. Военнослужащие, для которых одной из ключевых ценностей
является отдых, напротив, склонны демонстрировать низкий уровень саморегуляции, что, вероятно, связано с эмоциональной и социальной незрелостью курсантов либо хронической усталостью и недостаточным уровнем профессиональной мотивации. Таким образом, целеустремленность, ориентация на высокий уровень жизни, а
также минимально выраженное стремление к отдыху и развлечениям способствуют высокому общему уровню саморегуляции.
На параметр саморегуляции «самостоятельность» влияет совокупность двух факторов: «рефлексивность» и «материальная «обеспеченность» (R = 0,530, R2= 0,256 при р = 0,000).
Выделенные компоненты оказывают среднюю
степень влияния на уровень развитости регуляторной автономности и описывают 26% изменчивости переменной «самостоятельность».
Причем, «материальная обеспеченность» влияет на «самостоятельность» положительно
(? = 0,360 при р = 0,003), а «рефлексивность» –
отрицательно (? = -0,329 при р = 0,006) (рис. 2).
Это может означать, что такое качество, как
«самостоятельность», лучше реализуется при
меньшей выраженности рефлексивности и выраженной ценности материального благополучия. Возможно, это характерно именно для данной выборки, поскольку в условиях иерархических отношений чрезмерная рефлексия может
мешать военнослужащему адекватно и правильно выполнять приказы и распоряжения вышестоящих командиров и начальников. В то время
как более низкий уровень рефлексии может позитивно влиять на «разумную инициативу» (самостоятельность), как принято говорить у военнослужащих. Чрезмерная рефлексия (затяжной самоанализ и анализ поведения окружающих людей) может обусловить нерешительность
при принятии решений в чрезвычайных ситуациях [Карпов, 2002]. По-видимому, разрабатывая программу развития саморегуляции у курсантов, необходимо предусмотреть задания, направленные на формирование оптимального
уровня рефлексии.
На «гибкость» саморегуляции со средней
пенью выраженности влияет совокупность
х факторов: «самостоятельность» и «се
я» (R = 0,529, R2 = 0,255 при р = 0,000). Выде
нные компоненты описывают 26 % изменчивости переменной «гибкость». Оба фактора
оказывают положительное влияние на параметр
«гибкость»: «самостоятельность» (? = 0,469
при р = 0,000), «семья» (? = 0,302 при р = 0,010)
(рис. 3).
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Эти данные можно интерпретировать следующим образом: военнослужащие, обладающие таким волевым качеством личности, как самостоятельность, более способны использовать
разные варианты саморегуляции при изменении внешних и внутренних условий. Возможно,
ценность семьи усиливает ответственность за
близких людей и активизует гибкость
Параметр саморегуляции «оценивание
результатов» на среднем уровне обусловлен двумя факторами: «ответственность» и
«отдых» (R = 0,533, R2 = 0,259 при р = 0,000).
Данные компоненты оказывают влияние на
уровень развитости и адекватности оценки испытуемым себя и результатов своей деятельности и поведения и описывают 26 % изменчивости этой переменной. Причем «ответственность» влияет на «оценивание результатов»
положительно (? = 0,387 при р = 0,002), а ценность «отдых» – отрицательно (? = -0,280 при
р = 0,019) (рис. 4).
Это значит, что уровень развитости и адекватности оценки испытуемым себя и результатов своей деятельности и поведения обусловлен
ответственностью как волевым качеством личности, в то время как ценности «отдых» и «развлечения» негативно влияют на этот параметр
саморегуляции
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На параметр саморегуляции «программирование» оказывают влияние на среднем
уровне два фактора: «ответственность» и
«отдых» (R = 0,532, R2 = 0,258 при р = 0,000).
Они описывают 25 % изменчивости этой переменной. Так же, как и в предыдущем случае,
«ответственность» влияет на «оценивание
результатов» положительно (? = 0,152 при
р = 0,000), а «отдых» – негативно (? = -0,170
при р = 0,002) (рис. 5).
Таким образом, выраженность осознанного
программирования человеком своих действий
положительно детерминирована ответственностью как волевым качеством личности, тогда как
высокая ценность отдыха (получение удовольствия от досуга, развлечений) влияет на этот параметр негативно.
На «моделирование» как аспект саморегуляции в высокой степени (описывают 50 % изменчивости переменной «моделирование») оказывает влияние совокупность пяти факторов: «контроль», «отдых», «интернальность в семейных
отношениях», «целеустремленность», «служение» (R = 0,733, R2 = 0,495 при р = 0,000). При этом
необходимо отметить, что три фактора влияют на
выраженность данной характеристики саморегуляции положительно: «контроль» (? = 0,217 при
р = 0,050), «интернальность в семейных отношениях» (? = 0,216 при р = 0,031), «целеустремленность» (? = 0,246 при р = 0,029), а два – отрицательно: «отдых» (? = -0,417 при р = 0,000),
«служение» (? = -0,214 при р = 0,032) (рис. 6).
Таким образом, уровень индивидуальной
развитости представлений о внешних и внутренних значимых условиях деятельности в высокой
степени обусловлен целеустремленностью как
волевым качеством личности, убежденностью
в том, что за получение необходимого результата необходимо бороться, даже если это не гарантирует результат (методика «Жизнестойкость»,
Д.А. Леонтьев), а также осознанием и принятием
собственной ответственности за события, происходящие в семейной жизни («Уровень субъективного контроля Дж. Роттер»). У таких людей также
минимально выражены нацеленность на развлечения и отдых. Эти результаты ожидаемы. В то же
время возникает необходимость понимания и интерпретации негативного влияния выраженности
ценности «служение» на параметр «моделирование», поскольку служение является для военнослужащих профессионально значимой ценностью. Согласно интерпретации Г. Резапкиной, служение «является высшей жизненной ценностью,
отличающей духовно зрелых людей» и «проявляется в способности жертвовать своими интересами ради интересов других людей», «проявлять
милосердие и сострадание, не ожидая награды
или благодарности» [Резапкин, 2007]. Возможно, низкая значимость этой ценности в выборке
курсантов обусловлена спецификой содержания
вопросов в методике Г.А. Резапкиной, где акцент
делается на жалости и сострадании, и в меньшей
110
мере выражена позиция самоотверженности.
Однако полученные данные обусловливают необходимость специального формирования этого
качества в процессе обучения.
На «планирование» как показатель саморегуляции в высокой степени влияет совокупность пяти факторов: «ответственность»,
«семья», «творчество», «левополушарность»,
«инициативность» (R = 0,683, R2 = 0,417 при р =
0,000). Они описывают 42 % изменчивости этой
переменной. Три фактора положительно влияют
на выраженность осознанного планирования
деятельности: «ответственность» (? = 0,347
при р = 0,003), ценность «семья» (? = 0,375 при
р = 0,001), «левополушарность» (? = 0,338 при
р = 0,003), а два – негативно: «творчество»
(? = -0,333 при р = 0,002), «инициативность»
(? = -0,275 при р = 0,020) (рис. 7).
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аким образом, ответственность как волевое
качество личности, высокая ценность семьи и преобладание левого полушария над правым (вербальность, произвольность) позитивно сказываются на способности к осознанному планированию деятельности, в то время как инициативность
(волевое качество личности) и ценность творчества оказывают негативное влияние на этот параметр саморегуляции. Возможно, что последние
факторы отражают особенности выборки военнослужащих и обусловлены выраженной иерархичностью их отношений [Субботина, 2013].
Полученные данные можно преобразовать
в общую модель, в которой отражены факторы,
обусловливающие параметры саморегуляции
на данной выборке курсантов (рис. 8).
Заключение. Таким образом, нами выделены следующие факторы, позитивно влияющие
на саморегуляцию у курсантов ВООВО:
– волевые особенности личности: самостоятельность, ответственность и целеустремленность;
– значимость для личности ценностей семьи и материальной обеспеченности;
– иные факторы: контроль как показатель
жизнестойкости, интернальность в семейных
отношениях как отражение потребности быть в
этой сфере хозяином собственной судьбы, левополушарность (левое полушарие, как известно, отвечает за аналитическое мышление и языковые способности, произвольность и осознанность поведения).
Негативное влияние на саморегуляцию на
данной выборке испытуемых оказывают такие
индивидуально-психологические факторы:
– инициативность как волевое качество личности;
– рефлексивность;
– значимость ценностей творчества, отдыха, служения.
Очевидно, что полученные нами данные
имеют противоречивый характер.
Ценность служения, которая является профессионально значимым качеством личности
военнослужащих, на данной выборке курсантов – будущих офицеров войск национальной
гвардии Российской Федерации показала ее
112
негативное влияние на различные параметры
саморегуляции.
Ценность творчества и инициативность как волевое качество личности также выступают как факторы, негативно влияющие на саморегуляцию.
Рефлексивность как способность к самоанализу, самооценке, пониманию себя выступает в
качестве фактора, негативно влияющего на саморегуляцию.
Эти данные, по-видимому, отражают особенности выборки испытуемых, обусловленные
спецификой обучения в военном вузе и спецификой военной профессии, для которых характерны иерархичность отношений и регламентированность деятельности уставными и нормативными требованиями, что не позволяет в полной мере учитывать индивидуальные особенности курсантов в процессе обучения и порождает выделенные в исследовании противоречия
[Большунова, Кононова, 2014].
Полученные нами данные могут быть использованы при разработке программы развития у курсантов военных вузов саморегуляции,
предполагающей индивидуализацию процесса
обучения, основанную на учете как профессиональной специфики деятельности военнослужащих, так и индивидуально-психологических особенностей курсантов, а также факторов, влияющих на процессы саморегуляции [Cialdini, 2001].
Программа ориентирована на развитие ценности служения, оптимального уровня рефлексии,
волевых качеств личности, способности курсантов адекватно и эффективно оценивать свои индивидуальные особенности и на этой основе
формировать индивидуальный стиль саморегуляции, что позволит проявлять и творчество и
инициативность в условиях служебной деятельности [Большунова, 2011].
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0703-7, 5-9762-0143-1
114
УДК 372.881.1
Кувшинова Наталия Николаевна
аспирантка кафедры методики преподавания
иностранных языков
Иркутского государственного
лингвистического университета
тел.: (924) 603-39-29
ИНДИВИДУАЛЬНЫЙ СТИЛЬ
ИНОЯЗЫЧНОГО ОБЩЕНИЯ
КАК СВОЙСТВО ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ
Аннотация:
Статья посвящена проблеме индивидуального
стиля иноязычного общения. Рассматриваются
особенности развития вторичной языковой лич-
ности. Обосновывается сущность индивидуаль-
ного стиля иноязычного общения как свойства
вторичной языковой личности.
Ключевые слова:
индивидуальность, иноязычное общение, компе-
тенция, индивидуальный стиль иноязычного
общения, вторичная языковая личность.
Kuvshinova Nataliya Nikolaevna
post-graduate student of the chair of
teaching methods of foreign languages,
Irkutsk State Linguistic University
tel.: (924) 603-39-29
INDIVIDUAL STYLE OF
FOREIGN LANGUAGE COMMUNICATION
AS A QUALITY OF SECOND
LANGUAGE PERSONALITY
The summary:
The article is devoted to the problem individual style
of foreign language communication. The author re-
views the features of the second language personality
development. The essence of the individual style of
foreign language communication as a quality of se-
cond language personality is validated.
Keywords:
individuality, foreign language communication, com-
petence, individual style of foreign language commu-
nication, second language personality.
В последние годы явно обозначился всплеск интереса к проблеме изучения индивидуали-
зации человеческой деятельности. Сфера обучения иноязычному общению не стала исключени-
ем. Проблемы, поднимаемые и решаемые психолингвистами и лингводидактами, открывают
нераскрытый до этого времени потенциал в изучении личности, участвующей в иноязычном об-
щении. Одним из таких вопросов является реализация индивидуальных иноязычных коммуника-
тивных способностей, аккумулированных в единое образование − стиль иноязычного общения.
Цель данной публикации – определить статус индивидуального стиля иноязычного обще-
ния (ИСИО) как свойства вторичной языковой личности (ВЯЛ).
Процесс иноязычного общения сугубо индивидуален (А.А. Залевская, И.А. Зимняя,
Н.И. Жинкин, С.Г. Тер-Минасова). Уникальность и индивидуально обусловленная сущность об-
щения как психического процесса могут быть также подтверждены тем, что формирование об-
щения, как и любой внутренней деятельности, происходит через интериоризацию этой дея-
тельности. Иными словами усвоение социального опыта, его принятие происходят на уровне
трех образующих сознания: чувственная ткань → значение → личностный смысл.
Особую актуальность речь, манера, и в целом, стиль общения приобретают для характе-
ристики языковой личности. Языковая личность не представляет собой гомогенное образова-
ние. Это многоуровневое явление, структура которого сплочена со структурой личности в целом
(Е.С. Киреева). Существуя как уникальная сущность, языковая личность обладает свойствен-
ным только ей коммуникативным поведением, выражающимся в текстах, возникающих в ситуа-
циях общения и характеризующих участников общения как принадлежащих к этнокультурной и
социокультурной общности и как индивидуумов [1, с. 5].
Несмотря на множество классификаций, теорий, ракурсов изучений, неизмеримое коли-
чество вариантов действий и поведений личности, языковая личность едина (В.И. Карасик,
Ю.Н. Караулов, И.И. Халеева) и обладает специфическими только для нее концептами, типами
дискурсов, стилем общения, посредством которых выражает себя, отображает осознаваемую
действительность и взаимодействует с окружающим миром.
Такое выражение обеспечивается языковой способностью, исследованию которой по-
священо немало научных трудов (И.Н. Горелов, В.И. Карасик, В.В. Красных, Е.С. Кубрякова,
В.Д. Лютикова, Т.Е. Пшенина, К.Ф. Седов, И.А. Стернин, С.Г. Тер-Минасова и др.). Включая в
себя психические и соматические особенности индивида, языковая способность формирует
коммуникативную потребность для свойственной только данной личности направленности речи
на коммуникативные условия, на участников общения, языковой коллектив, что в дальнейшем
способствует формированию и совершенствованию коммуникативной компетенции.
ТЕОРИЯ И ПРАКТИКА ОБЩЕСТВЕННОГО РАЗВИТИЯ (2012, № 1)
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Из сказанного следует, что каждая языковая личность абсолютно уникальна по своим
психофизиологическим параметрам. Предопределенные природой, особые для каждого чело-
века речемыслительные процессы способствуют нормальной жизнедеятельности организма и
являются внутренним и внешним способом его выражения. Для полноценного развития языко-
вой личности и формирования ее индивидуальности необходимо наличие устойчивых способов
ее дальнейших действий, гарантирующих комфортную деятельность и взаимодействие с окру-
жающей языковой средой.
Несколько иначе, чем «первичная» устроена вторичная языковая личность (И.И. Халеева).
Протекающие психические процессы более сложны, но одновременно с этим они имеют общие
физиологические основы, связанные прежде всего с неповторимой сущностью производимых
интеллектуальных операций.
Из сказанного следует, что формируемое у ВЯЛ вторичное языковое сознание есть со-
ставляющая общих психических процессов, которая характеризуется стабильностью проявле-
ний во времени и по силе выражения, особой важностью для индивида, стойкостью к окружаю-
щим явлениям.
Подобно тому, как языковая личность характеризуется индивидуальным стилем общения,
вторичная языковая личность немыслима без проявлений индивидуального стиля иноязычного
общения. ИСИО является не просто инструментом для осуществления эффективного иноязыч-
ного общения, но и способом развития и проявления психики вторичной языковой личности.
Индивидуальный стиль – способ проявления личности, неотъемлемая ее часть. Если
личность устойчива к катаклизмам, то и стиль будет стойким к различного рода воздействиям.
Это объясняется его тесной взаимосвязью с психофизиологической индивидуальностью чело-
века. Основанный на психофизиологических особенностях личности, ИСИО является компонен-
том индивидуальности, стимулирующим ее к постоянному развитию, в том числе психическому.
Индивидуальный стиль иноязычного общения сохраняет уникальность вторичной языковой
личности под воздействием иного лингвосоциума, обогащая заложенные природой, социализа-
цией в родном лингвокультурном пространстве резервы, рационально их используя и превра-
щая процесс иноязычного общения в эффективную деятельность, а саму ВЯЛ в гармонично
саморазвивающуюся сущность.
Исходя из сказанного, можно заключить, что под индивидуальным стилем иноязычно-
го общения понимается индивидуальная психофизиологическая целостная и относитель-
но стабильная речеповеденческая организация вторичной языковой личности, сформи-
рованная в результате переработки иноязычного и инокультурного опыта и его соотне-
сения с опытом в родном языке и родной культуре. Эта организация характеризуется уни-
кальностью иноязычных речевых действий, способности к саморегуляции и (в случае напряже-
ния) компенсации; она обеспечивает наибольшую эффективность и продуктивность межкуль-
турного общения.
Исходя из данного определения, к параметрам ИСИО должны быть отнесены:
1) индивидуально и ситуативно обусловленные иноязычные речевые операции (дей-
ствия), производимые с определенной содержательной целью и являющиеся одновременно
средством достижения иноязычного коммуникативного намерения ВЯЛ;
2) целостность и относительная стабильность системы речевых операций, заключающа-
яся в особой форме иноязычного речевого поведения отдельного человека как автономной,
уникальной и неповторимой биосоциальной системы (именно целостность позволяет говорить о
тождественности индивидуального стиля самому себе, в условиях непрерывных внутренних и
внешних изменений процесса межкультурного общения);
3) компенсаторная функция, проявляющаяся в индивидуально своеобразном преодоле-
нии трудностей в межкультурном общении и поиске путей повышения продуктивности межкуль-
турного общения;
4) мотивированное деятельностное динамичное взаимодействие с иноязычным миром на
основе иноязычного и инокультурного опыта, соотнесенное с опытом в родном языке и культу-
ре; посредством этого взаимодействия происходят процессы регуляции и саморегуляции ино-
язычной речевой деятельности;
5) поиск и выбор средств для осуществления эффективного межкультурного общения,
отвечающие врожденным психофизиологическим и приобретенным в социуме особенностям
личности, особо проявляющиеся в ситуациях напряжения;
6) многовариантность и оптимальность иноязычных речевых действий, являющиеся
своеобразной переработкой иноязычного и инокультурного опыта в соотнесении с опытом в
родном языке и культуре, служащие одновременно средством комфортного продуктивного вза-
имодействия с иноязычным социумом и способом самовыражения.
ПЕДАГОГИЧЕСКИЕ НАУКИ
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ИСИО, являясь подструктурой вторичной языковой личности, не может не быть связан с
понятием «компетенция», которое имеет сугубо личностный смысл.
Как неоднократно замечали исследователи, компетенция является очень емким поняти-
ем, имеющим сложную интегративную основу (В.И. Байденко, И.А. Зимняя, Н.В. Кузьмина,
В.С. Леднев, А.К. Маркова, Л.М. Митина, Н.Д. Никандров, М.В. Рыжаков, В. Хутмахер).
Компетенция (компетентность) имеет неразрывную взаимосвязь с психической деятель-
ностью человека. Компетенции – это «некоторые внутренние, потенциальные, скрытые психо-
логические новообразования (знания, представления, программы (алгоритмы) действий, систе-
мы ценностей и отношений), которые затем выявляются в компетентностях человека, как акту-
альных, деятельностных проявлениях» [2, с. 23]. Актуализированная компетенция (компетент-
ность) есть интеллектуально и личностно обусловленная социальная и профессиональная
жизнедеятельность человека (выделено нами. – Н.К.) [3, с. 13]. Компетентность тесным обра-
зом связана с развитием и саморазвитием личности (Л.М. Митина), ее опытом, уровнем само-
стоятельности и личной ответственности (И.А. Зимняя), мотивацией (Р. Уайт). Нередко компе-
тентность называют интегративным свойством личности или личностным качеством (И.А. Зим-
няя, Н.В. Кузьмина, Л.М. Митина, Л.А. Петровская).
В подтверждение сказанному нельзя не упомянуть о том, что в различных классификаци-
ях компетентностей широко представлены индивидуально-личностные составляющие: «готов-
ность», «способность», «ответственность», «уверенность» [4, с. 7]. Например, характеристики
актуальных компетентностей включают в себя: а) готовность к проявлению компетентности
(то есть мотивационный аспект); б) владение знанием содержания компетентности (то есть когни-
тивный аспект); в) опыт проявления компетентности в разнообразных стандартных и нестандарт-
ных ситуациях (то есть поведенческий аспект); г) отношение к содержанию компетентности и объек-
ту ее приложения (ценностно-смысловой аспект); д) эмоционально-волевую регуляцию процесса и
результата проявления компетентности [5, с. 15]. Каждая из характеристик компетентности у
каждого человека будет иметь свою степень сформированности, а в совокупности даст абсо-
лютно уникальную комбинацию, определяя индивидуальные черты «портрета» личности.
Интересно привести мнение Дж. Равен, который представляет виды компетентностей,
каждый из которых характеризуется глубоким проникновением в структуру личности. Вот неко-
торые из них: «вовлечение эмоций в процесс деятельности, уверенность в себе, отсутствие
чувства беспомощности, самостоятельность мышления и оригинальность, готовность полагать-
ся на субъективные оценки и идти на умеренный риск, настойчивость, доверие, готовность раз-
решать другим людям принимать самостоятельные решения, способность разрешать конфлик-
ты и смягчать разногласия, способность эффективно работать в качестве подчиненного, терпи-
мость по отношению к различным стилям жизни окружающих» [6, с. 281]. Как видно из пред-
ставленного списка, многие из них имеют явную индивидуальную психофизиологическую осно-
ву, а в социуме лишь регулируются.
В образовательной сфере, в отличие от знаниецентрической модели «знаю, что», компе-
тентностная модель «знаю, как» выводит за рамки просто деятельности и открывает большие
возможности реализации личностью своих резервов. Компетенция (компетентность) проявляет
предпочтения человека, его выбор того способа деятельности, который наилучшим образом
соотноситься как с целью, так и особенностями самой личности (субъекта).
Таким образом, логичным является вывод о том, что компетенция (компетентность), яв-
ляясь свойством (качеством) личности непременно маркирована индивидуальностью. Оказы-
вающий прямое воздействие на формирование и развитие компетенции индивидуальный стиль
содействует благоприятному развитию вторичной языковой личности. ИСИО, являясь доста-
точно глубоким и прочным образованием в психике человека, не может быть нивелирован и
должен стать интегральной составляющей структуры и сущности ВЯЛ.
Учет ИСИО в процессе формирования лингводидактических стратегий, влияние на него с
целью регуляции должен привести к решению имеющихся проблем в области иноязычного об-
разования и выведения его на качественно более высокий уровень.
Ссылки:
1. Карасик В.И. Языковой круг: личность, концепты,
дикурс. Волгоград, 2002.
2. Зимняя И.А. Ключевые компетентности как ре-
зультативно-целевая основа компетентностного
подхода в образовании. М., 2004.
3. Там же.
References (transliterated):
1. Karasik V.I. Yazykovoy krug: lichnostʹ, kontsepty,
dikurs. Volgograd, 2002.
2. Zimnyaya I.A. Klyuchevye kompetentnosti kak re-
zulʹtativno-tselevaya osnova kompetentnostnogo
podkhoda v obrazovanii. M., 2004.
3. Ibid.
ТЕОРИЯ И ПРАКТИКА ОБЩЕСТВЕННОГО РАЗВИТИЯ (2012, № 1)
- 130 -
4. Зимняя И.А. Интегративный подход к оценке еди-
ной социально-профессиональной компетентно-
сти выпускников вузов // Высшее образование се-
годня. 2008. № 5. С. 14–19.
5. Там же.
6. Равен Дж. Компетентность в современном обще-
стве. Выявление, развитие и реализация. М., 2002.
4. Zimnyaya I.A. Integrativniy podkhod k otsenke edinoy
sotsialʹno-professionalʹnoy kompetentnosti vypuskni-
kov vuzov // Vysshee obrazovanie segodnya. 2008.
No. 5. P. 14–19.
5. Ibid.
6. Raven Dzh. Kompetentnostʹ v sovremennom ob-
shchestve. Viyavlenie, razvitie i realizatsiya. M., 2002.
<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=16554926"><b>ИНДИВИДУАЛЬНЫЙ
СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Кузнецова
Е.В.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33666566">Казанская
наука</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33666566&selid=16554926">№ 2</a>.
С. 253-256. </font>
</p>
[ext[ссылка 2 старая|https://elibrary.ru/item.asp?id=16554926]]
''Заметка''
Естественно, что понятие «стиль регуляции произвольной активности» вовсе не
исключает более частных понятий регуляторного стиля общения, стиля регуляции трудовой или учебной деятельности.
Е.В. Кузнецова
Филиал Российского Государственного Социального Университета, Мурманск
ИНДИВИДУАЛЬНЫЙ СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ
Индивидуальное своеобразие произвольной активности человека при его взаимодействии с окружающим миром изучается через понятие индивидуального стиля. Саморегуляция характеризуются тем, как человек планирует, программирует достижение цели, оценивает результаты и корректирует свою активность. Феномен индивидуального стиля обычно описывается через регуляторно-личностные свойства. Для каждого личностного типа существуют комплексы устойчивых особенностей саморегулирования.Ключевые слова:стиль поведения,саморегуляция произвольной активности, индивидуальный стиль саморегуляции поведения, регуляторно-личностные свойства. Проблема закономерностей регуляции человеком своей активности занимает одно из центральных мест в общем контексте субъективного подхода к изучению психики человека (П.К. Анохин, Н.А. Бернштейн, К.А. Абульханова-Славская, О.А. Конопкин). Методологические положения о человеке как субъекте собственной произвольной активности уже традиционны для отечественной психологии (С.Л. Рубинштейн, Б.Г. Ананьев, А.В. Брушлинский, Б.Ф. Ломов, А.Н. Леонтьев и др.). [4] Более тридцати лет проблема осознанной саморегуляции разрабатывается на базе Психологического института РАО, сначала под руководством О.А. Конопкина, а ныне В.И. Моросановой. Тенденция развития регуляторной проблематики в самом общем виде может быть обозначена следующим образом: от наследования структуры осознанной саморегуляции произвольной активности ее общих и возрастных закономерностей к исследованию индивидуальной саморегуляции, ее личностных и когнитивных аспектов; от представлений о функциональных механизмах осознанной саморегуляции деятельности к представлениям о целостной системе саморегуляции произвольной активности человека; от исследований осознанной саморегуляции сенсомоторики и функциональных состояний в контексте психологии труда к исследованию личностных и когнитивных аспектов произвольной саморегуляции в контексте дифференциальной психологии, психологии развития. [2]Основным методологическим принципом субъектного подхода является признание активной роли человека в реализации своих крайне многообразных отношений с окружающим миром. Человек при достижении поставленных целей реализует присущую ему способность к психической саморегуляции, в том смысле, что сам исследует условия, программирует, контролирует и корректирует произвольную активность.Регуляторные процессы у конкретного человека имеют свою индивидуальную специфику. Индивидуальное своеобразие произвольной активности человека при его взаимодействии с окружающим миром обозначается и изучается в психологии через понятие индивидуального стиля самых разных форм психической активности и деятельности (А. Адлер, Г. Оллпорт, К.М. Гуревич, В.С. Мерлин, Е.А. Климов, Б.Ф. Теплов и др.).[4]По мере развития стилевой проблематики понятие стиля постоянно дифференцировалось, в связи с его выделением в различных видах деятельности (профессиональной, учебной, спортивной, производственной, управленческой), а затем и с развитием представлений об индивидуальных стилях различных (эмоциональная, перцептивная, моторная) видов психической активности человека. В отношении конкретного человека не только различные виды произвольной активности, но и процессы, регулирующие эту активность, должны иметь свою специфику, которая определяется как его индивидуальными психическими особенностями, так и требованиями окружающей действительности. Изучение этой специфики позволит не только описывать индивидуальный стиль человека в конкретной деятельности, и ответить на вопросы -почему, в связи с какими субъектными особенностями он сложился и как будет складываться при овладении новыми видами деятельности. [4] Все мы отличаемся в потребности, способности и умениях осознанно и неосознанно планировать жизнедеятельность, контролировать свои действия и их результаты, по существу, осознанно управлять своей активностью. Именно для обозначения и изучения этих существенных индивидуальных особенностей были предложены понятия «стилевые особенности» и «стиль саморегуляции».Под осознанной саморегуляцией понимается системно организованный процесс внутренней психической активности человека по инициации, построению, поддержанию и управлению разными видами и формами произвольной активности, непосредственно реализующей достижениепринимаемых человеком целей. [1] Произвольная активность (в широком смысле этого слова) направлена на достижение результата, а процессы саморегуляции -на обеспечение
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психическими средствами самого процесса его получения. [9]С другой стороны, было замечено, что человек, не только реализуя самостоятельно выдвинутые цели, но выполняя внешне поставленные задачи, неизменно преломляет их через призму собственных смыслов, а также вносит индивидуальную специфику в способы осуществления деятельности, т.е. проявляет себя как личность. [2] При взаимодействии с окружающим миром человек непрерывно сталкивается с ситуацией выбора различных способов реализации своей активности в зависимости от поставленных целей, индивидуальных особенностей и условий окружающей его действительности, особенностей взаимодействующих с ним людей. Но в ситуации выбора снятие неопределенности возможно лишь средствами регуляции, а в случае психической регуляции -средствами саморегуляции в том смысле, что человек сам исследует ситуацию, программирует свою активность и контролирует и корректирует результаты. Разные формы стиля представляют собой относительно самостоятельные, но всѐ же взаимосвязанные и взаимодополняющие друг друга способы жизнедеятельности личности. Это породило необходимость введения в анализ проблемы личностной саморегуляции понятия "индивидуальный стиль жизнедеятельности", которое способно интегрировать в себе все стороны взаимодействий и взаимоотношений личности в пределах ее жизненного мира, показать их динамику. [9] Индивидуальный стиль жизнедеятельности проявляется в сферах жизнедеятельности интегральной индивидуальности. Несмотря на наличие определенных постоянных психологических характеристик, он требует творческого подхода, предполагающего способность изменяться и соответствовать происходящим переменам. Понятие индивидуального стиля регуляции было введено для изучения взаимосвязанной системы особенностей саморегулирования, присущей индивиду и проявляющейся в разнообразных видах и формах его деятельности и поведения [2], [11]. Наибольшее внимание до настоящего времени было уделено типологической обусловленности индивидуального стиля, зависимости его компонентов от темперамента и свойств нервной системы [9], [1].Так, получила признание концепция В.С. Мерлина, рассматривающая индивидуальный стиль как индивидуально своеобразную, типологически обусловленную систему взаимосвязанных действии, направленных на получение определенного результата. В.С. Мерлин подчеркивает связь индивидуального стиля с конкретной деятельностью, в которой он формируется [11].О наличии феномена общего стиля регуляции можно говорить лишь в том случае, когда индивидуальная структура и характерные для данного человека особенности регуляции имеют тенденцию устойчиво проявляться в различных жизненных ситуациях при произвольной организации человеком разнообразных видов своей деятельности и поведения и управлении ими. Именно поэтому данное понятие соотносимо с общими понятиями «целенаправленная активность», «произвольная активность». Естественно, что понятие «стиль регуляции произвольной активности» вовсе не исключает более частных понятий регуляторного стиля общения, стиля регуляции трудовой или учебной деятельности. Сказанное предполагает,что тем самым в понятие стиля произвольного регулирования следует включать наиболее общие, сущностные характеристики регуляторики,не связанные непосредственно с конкретикой и спецификой отдельных, частных видов предметной деятельности, общения, поведения. Следует специально повторить, что имеются в виду особенности лишь внутренней, собственно регуляторной психической активности, которая не находится в прямой связи с чисто внешней индивидуально-устойчивой, экспрессивно-динамической стороной самой деятельности, поведения, с их внешней манерой, «темпераментным рисунком» и т.п. Понятно, что стилевые особенности регуляторики, касаясь лишь ограниченного числа сущностных регуляторных характеристик, предполагают возможность определенной типологизации индивидуальных стилей произвольного регулирования. [9]Таким образом, индивидуальный стиль целенаправленной регуляции описывается такими особенностями существенных характеристик регуляторных процессов, которые устойчиво присущи данному человеку и проявляются в разнообразных видах и формах его произвольной активности.За последние десятилетия в литературе накопились данные об основных принципиальных закономерностях психической целенаправленной саморегуляции деятельности. Однако данные об индивидуальных, а тем более —об индивидуально-типических, различиях регуляторных процессов крайне немногочисленны. Процесс саморегуляции личности часто рассматривают как один из психологических механизмов динамики, направленных на преобразование взаимоотношений человека с самим собой, с обществом и с миром в целом. Интегральная индивидуальность обосновывается как большая система, способная к саморегуляции и самоактуализации, причем все ее своеобразие складывается непосредственно из индивидуальных свойств и индивидуального характера связи между ними. В данном понимании проблемы каждое свойство является типичным по одним своим проявлениям и индивидуальным по другим.Свойства интегральной индивидуальности организованы в системы и подсистемы и структурированы по иерархическому принципу. В интегральной индивидуальности выделяют следующие системы [3]: 1. индивидуальных свойств организма (еѐ подсистемами являются биохимическая, общесоматическая, нейродинамическая); 2. индивидуальных психических свойств (еѐ подсистемы -темперамент, психические свойства личности);3. социально-психологических индивидуальных свойств (еѐ подсистемы -социальные роли в группах и в социально-исторических общностях).Личностный уровень саморегуляции выступает механизмом реализации жизненной направленности как личностной, так и профессиональной. Кроме того, наличие в структуре саморегуляции аппарата самоконтроля позволяет личности не только направлять, но и контролировать свою жизнедеятельность, соизмерять желаемое с достигнутым исходя из определѐнной информации о реализации еѐ замыслов.В процессе жизнедеятельности личность получает информацию о значимых для неѐ условиях жизненного мира. Эта информация поступает от внешних, внутренних и внутриличностных детерминант. Информация, полученная из этих источников, должна быть не только имеющаяся в наличии, но и субъективно принятой личностью. Это происходит только в том случае, если информация поступает достаточно полная по объѐму, адекватная по содержанию и в психологической форме, доступной личности. Исходя из полученной информации и пропуская еѐ через механизм саморегуляции, личность принимает решение: 1) о продолжении развития в данном направлении; 2) о прекращении целенаправленной деятельности в связи с достижением поставленной цели; 3) о необходимости коррекции выбранного направления развития в случае неадекватности одного из источников.Принятие подобного рода решения В. Франкл называет ответственностью. Эта ответственность сопряжена с бременем выбора человеком, какие таящиеся в мире и в нѐм самом возможности заслуживают реализации, а какие нет. Это ответственность человека за свою жизнь. [10] Преломление объективных данных через субъективные характеристики личности не всегда позволяет сразу и в достаточно полной мере получить чѐткую и адекватную модель значимых для неѐ условий. Отсюда необходимость постоянного уточнения исполнительских программ, контроля и коррекции в случае неадекватного восприятия "ситуации жизнедеятельности".Личностный уровень саморегуляции, посредством своего контролирующего аппарата (самоконтроля), влияет на изменение жизненной направленности личности, на изменение еѐ жизненных целей и стратегий, и, как результат этих изменений, -меняется и способ реализации жизненной направленности, то есть индивидуальный стиль жизнедеятельности.Индивидуальный стиль жизнедеятельности представлен как интегральная совокупность разных форм стилей (деятельности, общения, поведения),представлявший собой способ взаимодействия и взаимоотношений интегральной индивидуальности с миром, способ реализации еѐ жизненной направленности. Данный подход обосновывается тем, что понятие "индивидуальный стиль деятельности" охватывает лишь определѐнный срез реального взаимодействия индивидуальности и окружающего еѐ мира, тогда как эти взаимодействия оказываются значительно шире и выходят за его пределы.Наряду со специфическими особенностями, характерными лишь для какой-то одной частной регуляторной функции, существуют и такие особенности, которые характеризуют функционирование любого из звеньев регуляции и тем самым процесс регуляции в целом. Среди них можно выделить: а) адекватность условиям деятельности субъективно принимаемой модели условий, программы, способов контроля, критериев успешности и других блоков регуляции; б) осознанность в детализации и иерархизации представлений об условиях и о программе действий, о контролируемых параметрах, о критериях успешности и т.д. в соответствии с их соотносительной значимостью для достижения цели; в) пластичность процесса регуляции, возможность внесения коррекций в функционирование различных регуляторных блоков, когда этого требуют условия деятельности; г) надежность, устойчивость функционирования регуляторных блоков и их структуры в условиях психической напряженности. По-видимому, эти особенности характеризуют оперативность целостного процесса регуляции. Под оперативностью следует понимать возможность регуляторной системы индивида формироваться в максимальном соответствии целям и условиям деятельности. Наиболее полно концепция оперативности разработана в
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работах Д.А. Ошанина, который изучал оперативные свойства образов-регуляторов действий. В.Д. Шадриков предложил рассматривать оперативность уже не только в связи с формированием информационных структур, используемых в регуляции, но и в связи с формированием операционных механизмов выполнения конкретных задач профессиональной деятельности [11]. Индивидуальные особенности саморегуляции характеризуются тем, как человек планирует и программирует достижение цели, учитывает значимые внешние и внутренние условия, оценивает результаты и корректирует свою активность для достижения субъективно-приемлемых результатов. Личностные структуры различного уровня существенным образом влияют на то, какие цели и как ставит перед собой человек, а также модулируют специфическим образом индивидуальный профиль саморегуляции, т.е. особенности достижения этих целей. А степень и своеобразие субъектной активности, проявляющаяся в таких субъектных качествах, как автономность, настойчивость, ответственность и др., определяют способность преодолевать субъективные и объективные трудности достижения жизненных целей и в свою очередь способствуют через регуляторный опыт формированию личностных качеств, например, таких, как самостоятельность и ответственность. [5]Индивидуальная система саморегуляции является интегратором когнитивных и личностных переменных разной степени осознанности и опосредствует их влияние на продуктивные аспекты произвольной активности, поведения и деятельности человека. В свою очередь личностные особенности различного уровня специфическим образом детерминируют индивидуальную структуру профиля саморегуляции. Субъектная активность человека, ее энергетическое начало и направленность на достижения определяют общий уровень индивидуальной саморегуляции, способность субъекта преодолевать до известной степени негативные черты характера. От опыта саморегуляции, структуры и качества организации регуляторных умений зависит успешность формирования эффективной саморегуляции в конкретных видах деятельности и возможности личностного и субъектного развития человека. [2]Саморегуляция связана не только с реализацией различных видов внешней деятельности и внутренней психической активности, "сопровождая" процесс ее осуществления, а может начинаться (и, как правило, начинается) во времени раньше, чем сама активность (например, процессы антиципации, преднастройки, все что относится к процессам моделирования и планирования. [4]Оперативные свойства регуляторных процессов являются и регуляторно-личностными свойствами, т.е. характеризуют личность человека, его возможности осознанно регулировать свою активность в соответствии с целями и жизненными обстоятельствами.Конечно, личностно-регуляторные свойства не ограничиваются оперативными. Так, к ним можно отнести такие личностные свойства, как уверенность, инициативность, осторожность, критичность, самостоятельность, ответственность. В настоящее время есть серьезные основания предполагать, что многие из тех личностных свойств, которые Оллпорт назвал инструментальными свойствами личности, являются регуляторно-личностными. [7]Важнейшей характеристикой регуляторно-личностных стилевых свойств является их системный характер по отношению к особенностям отдельных регуляторных процессов. Известны исследования свойства "продуктивной" самостоятельности с точки зрения его связи со структурнымии уровневыми характеристиками системы саморегуляции. При описании особенностей организации поведения различных личностных типовможно найти многочисленные факты, свидетельствующие о существовании устойчивых различий в проявлении регуляторно-личностных свойств. [8] Подчеркнем, что регуляторно-личностные особенности не детерминируют непосредственно и жестко способы организации поведения. Существенную роль, играют не только жизненные обстоятельства как таковые, а то, способствуют они или препятствуют проявлению таких особенностей саморегуляции, которые определяются сложившейся акцентуацией характера и препятствуют достижению жизненного успеха. И в свою очередь способствуют ли жизненные обстоятельства формированию такой регуляции поведения, которая, сделавшись для личности привычной, становится стилем, новообразованиями которого являются такие регуляторно-личностные качества, которые смягчают, нивелируют личностную акцентуацию и способствуют достижению личностного и профессионального успеха. [4]Профессиональная деятельность может способствовать или препятствовать формированию продуктивного стиля саморегуляции за счет соответствия стилевыхособенностей регуляторики человека, сложившихся в силу объективно присущей ему личностной акцентуации, требованиям, предъявляемым к регуляторике исполнителя данной профессиональной деятельностью.Индивидуальные формы активности человека осуществляются, с одной стороны, сообразно конкретным жизненным обстоятельствам, а с другой -в той форме, как они обусловливаются и детерминируются его индивидуальными свойствами.Индивидуальные профили саморегуляции описывают стилевые особенности, которые проявляются в том, как человек в различных жизненных ситуациях планирует и программирует свои действия, в какой мере он способен при этом учитывать значимые для достижения поставленных целей условия окружающей действительности, какова индивидуальная развитость у него процессов контроля, оценки и коррекции своих действий, а так же насколько он при этом самостоятелен, целеустремлѐн, способен учитывать изменения внешних обстоятельств и т.д. [5]Оказалось, что при повышении уровня осознанной саморегуляции у испытуемых может происходить формирование профилей с высокой развитостью и взаимосвязанностью основных звеньев, т.е. гармоничного стиля саморегуляции, позволяющего нивелировать влияние личностных особенностей и черт, препятствующих успешному целедостижению. Так, например, чрезмерная субъективность интровертов, их некоторая отстраненность и оторванность от реальности, или свойственная экстравертам импульсивность, недостаточная продуманность действий и поступков могут быть скорректированы собственно субъектной активностью личности за счет развития отдельных функций индивидуальной саморегуляции. В первом случае -моделирования, а во втором -планирования. Но, вместе с тем, результаты исследования показали, что существует и ряд ограничений. [2] Результаты проведенного исследования подтвердили, что основные личностные диспозиции могут быть описаны специфическими структурами индивидуальных особенностей саморегуляции. Повышение степени осознанной саморегуляции влияет на проявления личностных диспозиций, сглаживая, по существу компенсируя, экстремальность проявления стоящих за ними характерологических тенденций. За определенными чертами стоят не только наследственные диспозиции, но и приобретенные стили и стратегии поведения. Сам феномен индивидуального стиля обычно описывается через личностные свойства. Так, исследователи обозначают стили личностными свойствами, т.е. явно или неявно признают их стилеобразующие функции, достаточно вспомнить импульсивность и рефлексивность, автономность и гибкость –безусловно, личностные свойства. По существу за стилями стоят индивидуальные способы познания мира и организации поведения. В рамках концепции индивидуальных стилей саморегуляции был выделен особый класс личностных черт -регуляторно-личностные свойства. Они, с одной стороны, выступают как характеристики целостной системы регуляции, с другой –обнаруживают свою принадлежность к личности как субъекту деятельности и являются ее чертами. Регуляторно-личностные свойства -это черты личности, характеризующие ее в первую очередь как субъекта жизнедеятельности, позволяющие с точки зрения индивидуальных возможностей осознанно выдвигать цели активности и управлять их достижением. Выдвинутые положения были подтверждены в ходе экспериментальных исследований взаимосвязи характера профиля саморегуляции с личностными чертами и акцентуациями характера. Проведенные исследования позволили доказать регуляторную природу таких личностных свойств, как гибкость, самостоятельность, надежность. [2]В.И. Моросанова и Р.Р. Сагиев выделили индивидуально-типические стили саморегуляции. При высокой уверенности формируется автономно-оперативный или оперативный стиль, при развитой рефлексивности формируется автономный и автономно-оперативный стиль. Данные стили связаны с высоким развитием гибкости (оперативный стиль) и самостоятельности (автономный стиль). Ответственный стиль отличается гармоничным профилем саморегуляции и существует в двух вариантах. Первый характеризуется высоким планированием, программированием и оценкой результатов, причем слабая сторона не выявляется, можно отметить лишь незначительное снижение значений по показателю моделирования. Второй вариант характеризуется высоким моделированием, программированием, оценкой результатов и тенденцией к снижению планирования. Напористый стиль не является столь гармоничным и характеризуется высоким моделированием, программированием и низким планированием, оцениванием результатов. [6]Индивидуальные особенности саморегуляции являются проводником, через который свое влияние на деятельность и поведение оказывает личность. Регуляторно-личностные свойства в силу их системного характера могут быть как предпосылками формирования того или иного стиля регуляции, так и новообразованиями в процессе его формирования. Стилевые особенности приобретают черты конкретного стиля саморегуляции деятельности в том случае, когда под влиянием требований конкретной деятельности и личностных, характерологических переменных формируется индивидуально-типический комплекс стилевых особенностей регуляторных процессов, т.е. реализуется интегративная функция стиля саморегулирования. Личностная
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переменная определяет индивидуально-типические особенности данного комплекса, его характерологическую "канву". Требования действительности позволяют определить особенности регуляторики, способствующие успеху деятельности, и недостаточно развитые для обеспечения успешности. [4] Подчеркнем, что если составляющими индивидуального стиля деятельности являются различные индивидуальные формы реализации произвольной активности (особенности движений, способы действий, особенности операций и т.д.), то составляющие индивидуального стиля регуляции -индивидуально-типические особенности саморегуляции. Для проверки развитых представлений о связи индивидуально-стилевых особенностей регуляции с личностными чертами и успешностью конкретных видов произвольной активности было проведено специальное исследование. Результаты исследования позволили сделать вывод о том, что для каждого личностного типа существуют комплексы устойчивых особенностей саморегулирования, связанных с различной успешностью в деятельности. [5]Отметим, что высокий уровень осознанного регулирования и гармоничная развитость отдельных звеньев регуляции не означают нивелирования индивидуальности, так как схожесть структуры регуляции, способов организации активности нив коем случае не означает единообразия конкретных форм реализации этой активности. Как убедительно доказывают результаты исследований, одинаковые по продуктивности особенности регулирования могут иметь в своей основе различную личностно-типологическую основу.По существу стиль регуляции аккумулирует типичные для данной личности способы организации своей активности, и в этом смысле он является предпосылкой формирования индивидуальных стилей деятельности при овладении новыми ее видами. Поэтому диагностика стиля регуляции, знание индивидуальных особенностей отдельных регуляторных звеньев позволят решать всевозможные задачи проектирования индивидуальных стилей конкретных видов профессиональной деятельности, решать задачи профессиональной адаптации.
''Библиографический список ''
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1.Конопкин, О.А. Стилевые особенности саморегуляции деятельности / О. А. Конопкин, В. И. Моросанова // Вопросы психологии. -1989. -No5. -С. 18-20.
2.Моросанова, В.И. Личностные и когнитивные аспекты саморегуляции деятельности человека / В.И. Моросанова, И.В. Плахотникава и др. / под ред. В.И. Моросановой. -М.: Психологический ин-т РАО, 2006. –320 с.
3.Мерлин, В.С. Очерк интегрального исследования индивидуальности / В.С. Мерлин. –М.: Педагогика, 1986. -256 с. 4.Моросанова, В.И. Индивидуальный стиль саморегуляции: феномен, структура и функции в произвольной активности человека / В.И. Моросанова. -М.: Наука, 1998. –192 с.
5.Моросанова, В.И. Стилевые особенности саморегулирования личности / В.И. Моросанова // Вопросы психологии. -1991. -No 1. -С. 121-127.
6.Моросанова, В.И. Диагностика индивидуально-стилевых особенностей саморегуляции в учебной деятельности студентов / В.И. Моросанова, Р.Р. Сагиев // Вопросы психологии. -1994. -No4. -С. 134 -140.
7.Осницкий, А.К. Саморегуляция деятельности школьника и формирование активности личности / А.К. Осницкий. -М.: Знание, 1986. -77 с.
8.Осницкий, А.К. Умения саморегуляции в профессиональном самоопределении учащихся / А.К. Осницкий // Вопросы психологии. -1992. -No 1/ 2. -С. 52-59.
9.Степанский, В.И. Влияние мотивации достижения успеха и избегания неудачи на регуляцию деятельности / В.И. Степанский // Вопросы психологии. -1981. -No6. -С. 59-74.
10.Франкл, В. Человек в поисках смысла / В. Франкл. -М.: Прогресс, 1990. –368 с.
11.Шадриков, В.Д. Проблемы системогенеза профессиональной деятельности / В.Д. Шадриков. -М.: Наука, 1982. -185 с.
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*[[клон|ИНДИВИДУАЛЬНЫЙ СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ 1]]
[ext[ссылка|https://elibrary.ru/item.asp?id=16554926]]
ИНДИВИДУАЛЬНЫЙ СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ
Индивидуальное своеобразие произвольной активности человека при его взаимодействии с окружающим миром изучается через понятие индивидуального стиля. Саморегуляция характеризуются тем, как человек планирует, программирует достижение цели, оценивает результаты и корректирует свою активность. Феномен индивидуального стиля обычно описывается через регуляторно-личностные свойства. Для каждого личностного типа существуют комплексы устойчивых особенностей саморегулирования.Ключевые слова:стиль поведения,саморегуляция произвольной активности, индивидуальный стиль саморегуляции поведения, регуляторно-личностные свойства. Проблема закономерностей регуляции человеком своей активности занимает одно из центральных мест в общем контексте субъективного подхода к изучению психики человека (П.К. Анохин, Н.А. Бернштейн, К.А. Абульханова-Славская, О.А. Конопкин). Методологические положения о человеке как субъекте собственной произвольной активности уже традиционны для отечественной психологии (С.Л. Рубинштейн, Б.Г. Ананьев, А.В. Брушлинский, Б.Ф. Ломов, А.Н. Леонтьев и др.). Более тридцати лет проблема осознанной саморегуляции разрабатывается на базе Психологического института РАО, сначала под руководством О.А. Конопкина, а ныне В.И. Моросановой. Тенденция развития регуляторной проблематики в самом общем виде может быть обозначена следующим образом: от наследования структуры осознанной саморегуляции произвольной активности ее общих и возрастных закономерностей к исследованию индивидуальной саморегуляции, ее личностных и когнитивных аспектов; от представлений о функциональных механизмах осознанной саморегуляции деятельности к представлениям о целостной системе саморегуляции произвольной активности человека; от исследований осознанной саморегуляции сенсомоторики и функциональных состояний в контексте психологии труда к исследованию личностных и когнитивных аспектов произвольной саморегуляции в контексте дифференциальной психологии, психологии развития. Основным методологическим принципом субъектного подхода является признание активной роли человека в реализации своих крайне многообразных отношений с окружающим миром. Человек при достижении поставленных целей реализует присущую ему способность к психической саморегуляции, в том смысле, что сам исследует условия, программирует, контролирует и корректирует произвольную активность.Регуляторные процессы у конкретного человека имеют свою индивидуальную специфику. Индивидуальное своеобразие произвольной активности человека при его взаимодействии с окружающим миром обозначается и изучается в психологии через понятие индивидуального стиля самых разных форм психической активности и деятельности (А. Адлер, Г. Оллпорт, К.М. Гуревич, В.С. Мерлин, Е.А. Климов, Б.Ф. Теплов и др.).По мере развития стилевой проблематики понятие стиля постоянно дифференцировалось, в связи с его выделением в различных видах деятельности (профессиональной, учебной, спортивной, производственной, управленческой), а затем и с развитием представлений об индивидуальных стилях различных (эмоциональная, перцептивная, моторная) видов психической активности человека. В отношении конкретного человека не только различные виды произвольной активности, но и процессы, регулирующие эту активность, должны иметь свою специфику, которая определяется как его индивидуальными психическими особенностями, так и требованиями окружающей действительности. Изучение этой специфики позволит не только описывать индивидуальный стиль человека в конкретной деятельности, и ответить на вопросы -почему, в связи с какими субъектными особенностями он сложился и как будет складываться при овладении новыми видами деятельности. Все мы отличаемся в потребности, способности и умениях осознанно и неосознанно планировать жизнедеятельность, контролировать свои действия и их результаты, по существу, осознанно управлять своей активностью. Именно для обозначения и изучения этих существенных индивидуальных особенностей были предложены понятия «стилевые особенности» и «стиль саморегуляции».Под осознанной саморегуляцией понимается системно организованный процесс внутренней психической активности человека по инициации, построению, поддержанию и управлению разными видами и формами произвольной активности, непосредственно реализующей достижение принимаемых человеком целей. Произвольная активность (в широком смысле этого слова) направлена на достижение результата, а процессы саморегуляции -на обеспечение психическими средствами самого процесса его получения. С другой стороны, было замечено, что человек, не только реализуя самостоятельно выдвинутые цели, но выполняя внешне поставленные задачи, неизменно преломляет их через призму собственных смыслов, а также вносит индивидуальную специфику в способы осуществления деятельности, т.е. проявляет себя как личность. При взаимодействии с окружающим миром человек непрерывно сталкивается с ситуацией выбора различных способов реализации своей активности в зависимости от поставленных целей, индивидуальных особенностей и условий окружающей его действительности, особенностей взаимодействующих с ним людей. Но в ситуации выбора снятие неопределенности возможно лишь средствами регуляции, а в случае психической регуляции -средствами саморегуляции в том смысле, что человек сам исследует ситуацию, программирует свою активность и контролирует и корректирует результаты. Разные формы стиля представляют собой относительно самостоятельные, но всѐ же взаимосвязанные и взаимодополняющие друг друга способы жизнедеятельности личности. Это породило необходимость введения в анализ проблемы личностной саморегуляции понятия "индивидуальный стиль жизнедеятельности", которое способно интегрировать в себе все стороны взаимодействий и взаимоотношений личности в пределах ее жизненного мира, показать их динамику. Индивидуальный стиль жизнедеятельности проявляется в сферах жизнедеятельности интегральной индивидуальности. Несмотря на наличие определенных постоянных психологических характеристик, он требует творческого подхода, предполагающего способность изменяться и соответствовать происходящим переменам. Понятие индивидуального стиля регуляции было введено для изучения взаимосвязанной системы особенностей саморегулирования, присущей индивиду и проявляющейся в разнообразных видах и формах его деятельности и поведения , . Наибольшее внимание до настоящего времени было уделено типологической обусловленности индивидуального стиля, зависимости его компонентов от темперамента и свойств нервной системы , .Так, получила признание концепция В.С. Мерлина, рассматривающая индивидуальный стиль как индивидуально своеобразную, типологически обусловленную систему взаимосвязанных действии, направленных на получение определенного результата. В.С. Мерлин подчеркивает связь индивидуального стиля с конкретной деятельностью, в которой он формируется .О наличии феномена общего стиля регуляции можно говорить лишь в том случае, когда индивидуальная структура и характерные для данного человека особенности регуляции имеют тенденцию устойчиво проявляться в различных жизненных ситуациях при произвольной организации человеком разнообразных видов своей деятельности и поведения и управлении ими. Именно поэтому данное понятие соотносимо с общими понятиями «целенаправленная активность», «произвольная активность». Естественно, что понятие «стиль регуляции произвольной активности» вовсе не исключает более частных понятий регуляторного стиля общения, стиля регуляции трудовой или учебной деятельности. Сказанное предполагает,что тем самым в понятие стиля произвольного регулирования следует включать наиболее общие, сущностные характеристики регуляторики, не связанные непосредственно с конкретикой и спецификой отдельных, частных видов предметной деятельности, общения, поведения. Следует специально повторить, что имеются в виду особенности лишь внутренней, собственно регуляторной психической активности, которая не находится в прямой связи с чисто внешней индивидуально-устойчивой, экспрессивно-динамической стороной самой деятельности, поведения, с их внешней манерой, «темпераментным рисунком» и т.п. Понятно, что стилевые особенности регуляторики, касаясь лишь ограниченного числа сущностных регуляторных характеристик, предполагают возможность определенной типологизации индивидуальных стилей произвольного регулирования. Таким образом, индивидуальный стиль целенаправленной регуляции описывается такими особенностями существенных характеристик регуляторных процессов, которые устойчиво присущи данному человеку и проявляются в разнообразных видах и формах его произвольной активности.За последние десятилетия в литературе накопились данные об основных принципиальных закономерностях психической целенаправленной саморегуляции деятельности. Однако данные об индивидуальных, а тем более —об индивидуально-типических, различиях регуляторных процессов крайне немногочисленны. Процесс саморегуляции личности часто рассматривают как один из психологических механизмов динамики, направленных на преобразование взаимоотношений человека с самим собой, с обществом и с миром в целом. Интегральная индивидуальность обосновывается как большая система, способная к саморегуляции и самоактуализации, причем все ее своеобразие складывается непосредственно из индивидуальных свойств и индивидуального характера связи между ними. В данном понимании проблемы каждое свойство является типичным по одним своим проявлениям и индивидуальным по другим.Свойства интегральной индивидуальности организованы в системы и подсистемы и структурированы по иерархическому принципу. В интегральной индивидуальности выделяют следующие системы : 1. индивидуальных свойств организма (еѐ подсистемами являются биохимическая, общесоматическая, нейродинамическая); 2. индивидуальных психических свойств (еѐ подсистемы -темперамент, психические свойства личности);3. социально-психологических индивидуальных свойств (еѐ подсистемы -социальные роли в группах и в социально-исторических общностях).Личностный уровень саморегуляции выступает механизмом реализации жизненной направленности как личностной, так и профессиональной. Кроме того, наличие в структуре саморегуляции аппарата самоконтроля позволяет личности не только направлять, но и контролировать свою жизнедеятельность, соизмерять желаемое с достигнутым исходя из определѐнной информации о реализации еѐ замыслов.В процессе жизнедеятельности личность получает информацию о значимых для неѐ условиях жизненного мира. Эта информация поступает от внешних, внутренних и внутриличностных детерминант. Информация, полученная из этих источников, должна быть не только имеющаяся в наличии, но и субъективно принятой личностью. Это происходит только в том случае, если информация поступает достаточно полная по объѐму, адекватная по содержанию и в психологической форме, доступной личности. Исходя из полученной информации и пропуская еѐ через механизм саморегуляции, личность принимает решение: 1) о продолжении развития в данном направлении; 2) о прекращении целенаправленной деятельности в связи с достижением поставленной цели; 3) о необходимости коррекции выбранного направления развития в случае неадекватности одного из источников.Принятие подобного рода решения В. Франкл называет ответственностью. Эта ответственность сопряжена с бременем выбора человеком, какие таящиеся в мире и в нѐм самом возможности заслуживают реализации, а какие нет. Это ответственность человека за свою жизнь. Преломление объективных данных через субъективные характеристики личности не всегда позволяет сразу и в достаточно полной мере получить чѐткую и адекватную модель значимых для неѐ условий. Отсюда необходимость постоянного уточнения исполнительских программ, контроля и коррекции в случае неадекватного восприятия "ситуации жизнедеятельности".Личностный уровень саморегуляции, посредством своего контролирующего аппарата (самоконтроля), влияет на изменение жизненной направленности личности, на изменение еѐ жизненных целей и стратегий, и, как результат этих изменений, -меняется и способ реализации жизненной направленности, то есть индивидуальный стиль жизнедеятельности.Индивидуальный стиль жизнедеятельности представлен как интегральная совокупность разных форм стилей (деятельности, общения, поведения),представлявший собой способ взаимодействия и взаимоотношений интегральной индивидуальности с миром, способ реализации еѐ жизненной направленности. Данный подход обосновывается тем, что понятие "индивидуальный стиль деятельности" охватывает лишь определѐнный срез реального взаимодействия индивидуальности и окружающего еѐ мира, тогда как эти взаимодействия оказываются значительно шире и выходят за его пределы.Наряду со специфическими особенностями, характерными лишь для какой-то одной частной регуляторной функции, существуют и такие особенности, которые характеризуют функционирование любого из звеньев регуляции и тем самым процесс регуляции в целом. Среди них можно выделить: а) адекватность условиям деятельности субъективно принимаемой модели условий, программы, способов контроля, критериев успешности и других блоков регуляции; б) осознанность в детализации и иерархизации представлений об условиях и о программе действий, о контролируемых параметрах, о критериях успешности и т.д. в соответствии с их соотносительной значимостью для достижения цели; в) пластичность процесса регуляции, возможность внесения коррекций в функционирование различных регуляторных блоков, когда этого требуют условия деятельности; г) надежность, устойчивость функционирования регуляторных блоков и их структуры в условиях психической напряженности. По-видимому, эти особенности характеризуют оперативность целостного процесса регуляции. Под оперативностью следует понимать возможность регуляторной системы индивида формироваться в максимальном соответствии целям и условиям деятельности. Наиболее полно концепция оперативности разработана в работах Д.А. Ошанина, который изучал оперативные свойства образов-регуляторов действий. В.Д. Шадриков предложил рассматривать оперативность уже не только в связи с формированием информационных структур, используемых в регуляции, но и в связи с формированием операционных механизмов выполнения конкретных задач профессиональной деятельности . Индивидуальные особенности саморегуляции характеризуются тем, как человек планирует и программирует достижение цели, учитывает значимые внешние и внутренние условия, оценивает результаты и корректирует свою активность для достижения субъективно-приемлемых результатов. Личностные структуры различного уровня существенным образом влияют на то, какие цели и как ставит перед собой человек, а также модулируют специфическим образом индивидуальный профиль саморегуляции, т.е. особенности достижения этих целей. А степень и своеобразие субъектной активности, проявляющаяся в таких субъектных качествах, как автономность, настойчивость, ответственность и др., определяют способность преодолевать субъективные и объективные трудности достижения жизненных целей и в свою очередь способствуют через регуляторный опыт формированию личностных качеств, например, таких, как самостоятельность и ответственность. Индивидуальная система саморегуляции является интегратором когнитивных и личностных переменных разной степени осознанности и опосредствует их влияние на продуктивные аспекты произвольной активности, поведения и деятельности человека. В свою очередь личностные особенности различного уровня специфическим образом детерминируют индивидуальную структуру профиля саморегуляции. Субъектная активность человека, ее энергетическое начало и направленность на достижения определяют общий уровень индивидуальной саморегуляции, способность субъекта преодолевать до известной степени негативные черты характера. От опыта саморегуляции, структуры и качества организации регуляторных умений зависит успешность формирования эффективной саморегуляции в конкретных видах деятельности и возможности личностного и субъектного развития человека. Саморегуляция связана не только с реализацией различных видов внешней деятельности и внутренней психической активности, "сопровождая" процесс ее осуществления, а может начинаться (и, как правило, начинается) во времени раньше, чем сама активность (например, процессы антиципации, преднастройки, все что относится к процессам моделирования и планирования. Оперативные свойства регуляторных процессов являются и регуляторно-личностными свойствами, т.е. характеризуют личность человека, его возможности осознанно регулировать свою активность в соответствии с целями и жизненными обстоятельствами.Конечно, личностно-регуляторные свойства не ограничиваются оперативными. Так, к ним можно отнести такие личностные свойства, как уверенность, инициативность, осторожность, критичность, самостоятельность, ответственность. В настоящее время есть серьезные основания предполагать, что многие из тех личностных свойств, которые Оллпорт назвал инструментальными свойствами личности, являются регуляторно-личностными. Важнейшей характеристикой регуляторно-личностных стилевых свойств является их системный характер по отношению к особенностям отдельных регуляторных процессов. Известны исследования свойства "продуктивной" самостоятельности с точки зрения его связи со структурнымии уровневыми характеристиками системы саморегуляции. При описании особенностей организации поведения различных личностных типов можно найти многочисленные факты, свидетельствующие о существовании устойчивых различий в проявлении регуляторно-личностных свойств. Подчеркнем, что регуляторно-личностные особенности не детерминируют непосредственно и жестко способы организации поведения. Существенную роль, играют не только жизненные обстоятельства как таковые, а то, способствуют они или препятствуют проявлению таких особенностей саморегуляции, которые определяются сложившейся акцентуацией характера и препятствуют достижению жизненного успеха. И в свою очередь способствуют ли жизненные обстоятельства формированию такой регуляции поведения, которая, сделавшись для личности привычной, становится стилем, новообразованиями которого являются такие регуляторно-личностные качества, которые смягчают, нивелируют личностную акцентуацию и способствуют достижению личностного и профессионального успеха. Профессиональная деятельность может способствовать или препятствовать формированию продуктивного стиля саморегуляции за счет соответствия стилевыхособенностей регуляторики человека, сложившихся в силу объективно присущей ему личностной акцентуации, требованиям, предъявляемым к регуляторике исполнителя данной профессиональной деятельностью. Индивидуальные формы активности человека осуществляются, с одной стороны, сообразно конкретным жизненным обстоятельствам, а с другой -в той форме, как они обусловливаются и детерминируются его индивидуальными свойствами.Индивидуальные профили саморегуляции описывают стилевые особенности, которые проявляются в том, как человек в различных жизненных ситуациях планирует и программирует свои действия, в какой мере он способен при этом учитывать значимые для достижения поставленных целей условия окружающей действительности, какова индивидуальная развитость у него процессов контроля, оценки и коррекции своих действий, а так же насколько он при этом самостоятелен, целеустремлѐн, способен учитывать изменения внешних обстоятельств и т.д. Оказалось, что при повышении уровня осознанной саморегуляции у испытуемых может происходить формирование профилей с высокой развитостью и взаимосвязанностью основных звеньев, т.е. гармоничного стиля саморегуляции, позволяющего нивелировать влияние личностных особенностей и черт, препятствующих успешному целедостижению. Так, например, чрезмерная субъективность интровертов, их некоторая отстраненность и оторванность от реальности, или свойственная экстравертам импульсивность, недостаточная продуманность действий и поступков могут быть скорректированы собственно субъектной активностью личности за счет развития отдельных функций индивидуальной саморегуляции. В первом случае -моделирования, а во втором -планирования. Но, вместе с тем, результаты исследования показали, что существует и ряд ограничений. Результаты проведенного исследования подтвердили, что основные личностные диспозиции могут быть описаны специфическими структурами индивидуальных особенностей саморегуляции. Повышение степени осознанной саморегуляции влияет на проявления личностных диспозиций, сглаживая, по существу компенсируя, экстремальность проявления стоящих за ними характерологических тенденций. За определенными чертами стоят не только наследственные диспозиции, но и приобретенные стили и стратегии поведения. Сам феномен индивидуального стиля обычно описывается через личностные свойства. Так, исследователи обозначают стили личностными свойствами, т.е. явно или неявно признают их стилеобразующие функции, достаточно вспомнить импульсивность и рефлексивность, автономность и гибкость –безусловно, личностные свойства. По существу за стилями стоят индивидуальные способы познания мира и организации поведения. В рамках концепции индивидуальных стилей саморегуляции был выделен особый класс личностных черт -регуляторно-личностные свойства. Они, с одной стороны, выступают как характеристики целостной системы регуляции, с другой –обнаруживают свою принадлежность к личности как субъекту деятельности и являются ее чертами. Регуляторно-личностные свойства -это черты личности, характеризующие ее в первую очередь как субъекта жизнедеятельности, позволяющие с точки зрения индивидуальных возможностей осознанно выдвигать цели активности и управлять их достижением. Выдвинутые положения были подтверждены в ходе экспериментальных исследований взаимосвязи характера профиля саморегуляции с личностными чертами и акцентуациями характера. Проведенные исследования позволили доказать регуляторную природу таких личностных свойств, как гибкость, самостоятельность, надежность. В.И. Моросанова и Р.Р. Сагиев выделили индивидуально-типические стили саморегуляции. При высокой уверенности формируется автономно-оперативный или оперативный стиль, при развитой рефлексивности формируется автономный и автономно-оперативный стиль. Данные стили связаны с высоким развитием гибкости (оперативный стиль) и самостоятельности (автономный стиль). Ответственный стиль отличается гармоничным профилем саморегуляции и существует в двух вариантах. Первый характеризуется высоким планированием, программированием и оценкой результатов, причем слабая сторона не выявляется, можно отметить лишь незначительное снижение значений по показателю моделирования. Второй вариант характеризуется высоким моделированием, программированием, оценкой результатов и тенденцией к снижению планирования. Напористый стиль не является столь гармоничным и характеризуется высоким моделированием, программированием и низким планированием, оцениванием результатов. Индивидуальные особенности саморегуляции являются проводником, через который свое влияние на деятельность и поведение оказывает личность. Регуляторно-личностные свойства в силу их системного характера могут быть как предпосылками формирования того или иного стиля регуляции, так и новообразованиями в процессе его формирования. Стилевые особенности приобретают черты конкретного стиля саморегуляции деятельности в том случае, когда под влиянием требований конкретной деятельности и личностных, характерологических переменных формируется индивидуально-типический комплекс стилевых особенностей регуляторных процессов, т.е. реализуется интегративная функция стиля саморегулирования. Личностная переменная определяет индивидуально-типические особенности данного комплекса, его характерологическую "канву". Требования действительности позволяют определить особенности регуляторики, способствующие успеху деятельности, и недостаточно развитые для обеспечения успешности. Подчеркнем, что если составляющими индивидуального стиля деятельности являются различные индивидуальные формы реализации произвольной активности (особенности движений, способы действий, особенности операций и т.д.), то составляющие индивидуального стиля регуляции -индивидуально-типические особенности саморегуляции. Для проверки развитых представлений о связи индивидуально-стилевых особенностей регуляции с личностными чертами и успешностью конкретных видов произвольной активности было проведено специальное исследование. Результаты исследования позволили сделать вывод о том, что для каждого личностного типа существуют комплексы устойчивых особенностей саморегулирования, связанных с различной успешностью в деятельности. Отметим, что высокий уровень осознанного регулирования и гармоничная развитость отдельных звеньев регуляции не означают нивелирования индивидуальности, так как схожесть структуры регуляции, способов организации активности нив коем случае не означает единообразия конкретных форм реализации этой активности. Как убедительно доказывают результаты исследований, одинаковые по продуктивности особенности регулирования могут иметь в своей основе различную личностно-типологическую основу. По существу стиль регуляции аккумулирует типичные для данной личности способы организации своей активности, и в этом смысле он является предпосылкой формирования индивидуальных стилей деятельности при овладении новыми ее видами. Поэтому диагностика стиля регуляции, знание индивидуальных особенностей отдельных регуляторных звеньев позволят решать всевозможные задачи проектирования индивидуальных стилей конкретных видов профессиональной деятельности, решать задачи профессиональной адаптации.
ИНОСТРАННЫЙ ЯЗЫК КАК УЧЕБНЫЙ ПРЕДМЕТ В СИСТЕМЕ ЯЗЫКОВОГО ОБРАЗОВАНИЯ И ЕГО РОЛЬ В ФОРМИРОВАНИИ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ
БУРЯК НАТАЛЬЯ ЮРЬЕВНАНаписать письмо автору1
1 Академия маркетинга и социально-информационных технологий - ИМСИТ
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 (12) Год: 2015 Страницы: 15-19 Поступила в редакцию: 20.05.2015
УДК: 37:008
ЖУРНАЛ:
НАУКА 21 ВЕКА: ВОПРОСЫ, ГИПОТЕЗЫ, ОТВЕТЫ
Издательство: ИП Бобырев Аркадий Викторович (Таганрог)
ISSN: 2307-5902
КЛЮЧЕВЫЕ СЛОВА:
ИНОСТРАННЫЙ ЯЗЫК, ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС, ЯЗЫКОВАЯ СРЕДА, ОБРАЗОВАТЕЛЬНОЕ ПРОСТРАНСТВО
АННОТАЦИЯ:
В статье Буряк Н.Ю. «Иностранный язык как учебный предмет в системе языкового образования и его роль в формировании культуры языковой личности» осмысливается роль иностранного языка в формировании культуры языковой личности. Определены различия между понятиями «овладение языком» и «изучение языка». Сформулированы положения, определяющие перспективу развития отечественной системы обучения иностранному языку.
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Современный этап связан с осуществлением крупномасштабных реформ в образовании, поэтапным вхождением России в европейское образовательное пространство,
изменением приоритетов в обучении. Студент становится центром процесса, преподаватель, осуществляя контроль, чьи формы также меняются, оказывает помощь студенту в обучении, в создании условий для самостоятельного развития и совершенствования. Ориентированное на студента обучение по-новому подходит к ответственности
студента, который с большей долей самостоятельности определяет, как он обучается, и
несет во многом ответственность за собственное обучение [2].
Изменения в процессе обучения не происходят сами по себе. Преподавателю
приходится вносить существенные изменения в программу обучения, прилагать усилия
по формированию нового восприятия процесса обучения у студентов. Все это происходит на фоне глубокого философского переосмысления подходов к образованию, основными чертами которого стали возврат к классической педагогике, методологическую
основу которой составляет принцип природосообразности, гуманизация педагогической системы, а также, как следствие, смещение центра с преподавателя на студента,
обучение в активной и рефлектирующей среде, изменение роли преподавателя. Преподаватель как источник знаний и контролер становится преподавателем-модератором,
фасилитатором, тьютором, координатором, наставником, менеджером. Наблюдается
смещение акцентов в обучении и поиск новых интегрированных принципов. Обучение
в сотрудничестве, кооперативное обучение, обучение в контексте (конструктивизм),
личностно-ориентированный подход, деятельностно-активные или коммуникативнодеятельностные методы обучения, проблемное обучение, использование метода проектов и пр. позволяют студенту выбирать индивидуальную образовательную траекторию.
В то же время в ряде ведущих вузов России происходит постепенный переход к
компетентностной модели образования, которая ориентирована на подготовку высококлассных профессионалов международного уровня.
Содержание вузовской языковой политики определяется спецификой социальноэкономического и политического контекста, в котором функционирует образовательная система по иностранным языкам. Необходимо иметь представление о существующих определениях иностранного языка и о том, что следует понимать под обучением
языку (овладением языком), для того чтобы правильно строить современный процесс
обучения иностранному языку. В науке под языком понимают, прежде всего, естественный человеческий язык (в противопоставление искусственным языкам и языку
животных).
Иностранный язык выступает в качестве своеобразной альтернативы родному
языку. Существуют различные, иногда противоречивые критерии определения родно-
го языка. Оптимальным представляется критерий происхождения, согласно которому
родной язык является тем языком, на котором мать начинает общаться с ребенком с
момента его рождения и который усваивается им в какой-то мере ещё в утробе. В
многонациональном обществе, которым является Россия, человек, может владеть несколькими языками практически в одинаковой степени, что делает сложным разделение языков на родной и неродной.
Таким образом, иностранный язык, в отличие от второго языка усваивается человеком вне социального окружения, в котором этот язык является естественным
средством общения. Однако данное отличие имеет условный характер, и установить
четкие границы между ними достаточно сложно. Иностранный и «второй» языки могут при соответствующих обстоятельствах легко «переходить» друг в друга [3].
Управляемый процесс овладения языком связан с такими понятиями, как преподавание языка и изучение языка, т.е. с обучением языку. Обучение иностранному языку
представляет собой специальным образом (институционально) организованный процесс, в ходе которого в результате взаимодействия обучаемого и обучающего осуществляется воспроизведение и усвоение определенного опыта в соответствии с заданной
целью (Н.Д. Гальскова). Здесь речь идет о речевом иноязычном опыте, которым в той
или иной степени владеет педагог и полностью или частично не владеет студент.
Между понятиями «овладение языком» и «изучение языка» есть существенные
различия. Для процесса овладения языком характерно неосознанное, интуитивное,
непреднамеренное, не находящееся под непосредственным управлением усвоение
языкового содержания. Изучение языка есть процесс осознанный, предполагающий,
прежде всего, эксплицитно выраженное использование и усвоение правил и языковых
элементов. Следовательно, понятие «изучение языка» является более широким,
нежели понятие «овладение языком».
Однако, к сожалению, изучение языка и обучение ему не всегда ведут к овладению
студентами этим предметом. Последнее становится возможным в условиях, когда у студента в результате его учебной деятельности (изучение языка), направляемой
деятельностью педагога (преподавание), развиваются способности к межкультурному
общению с использованием нового языкового кода. Поэтому овладение способностью к
межкультурной коммуникации представляет собой результат в первую очередь
собственной деятельности студента, иными словами, эффективность обучения
определяется личностью студента, который должен брать на себя определенную долю
ответственности за результаты обучения [5].
Процесс внедрения новых зарубежных методик нельзя не приветствовать, но
лишь с поправкой на то, что многие из них разрабатывались со ссылкой на непосредственный контакт с носителями языка. Геополитическое положение (и, к сожалению, экономическое) нашей страны дает основание утверждать, что для большинства студентов существующие в ней условия изучения иностранного языка носят
«искусственный» характер, и в данном случае можно говорить лишь об управляемом изучении ИЯ в отрыве от языковой среды. Если студенты имеют возможность
выйти на непосредственный контакт с носителем языка у себя в стране, то создается
уникальная ситуация естественной языковой среды. Такая ситуация имеет бесспорное преимущество, ибо ни преподаватель, хорошо владеющий ИЯ, ни аутентичные
средства обучения, объективно представляющие культуру страны изучаемого языка,
не могут в полной мере восполнить отсутствие непосредственного взаимодействия с
носителем этого языка. Вот почему так важно налаживать работу по обмену студентами, искать в своей стране (крае, городе, селе) реальные возможности «выхода» на
носителей изучаемого языка, воспитывать у студентов потребность использовать
язык как средство общения.
Востребованность иностранного языка в обществе повышает, в свою очередь,
статус иностранного языка как учебного предмета в системе вузовской подготовки.
Высшая профессиональная образовательная среда быстро реагирует на общественную потребность в знании ИЯ и включает в учебные планы второй ИЯ, а если позволяют условия, и третий [1].
В связи со сказанным выше, Гальскова Н.Д. сформулировала несколько положений, определяющих перспективу развития отечественной системы обучения ИЯ в новых
социально-экономических и политических условиях, а, следовательно, и содержание
языковой образовательной политики.
На уровне системы обучения ИЯ как совокупности образовательных процессов
по ИЯ:
в условиях массового обучения ИЯ более четко дифференцировать цели
обучения применительно к потребностям разных категорий обучающихся. Прагматический аспект обучения ИЯ в настоящее время связан с реальным выходом на иную
культуру и её представителей: не просто знание языка, а умение использовать его в
реальной коммуникации;
конструировать процесс обучения ИЯ как процесс познания студентами
иной культуры и, следовательно, осознания ими своей принадлежности к определенному социокультурному сообществу, что будет способствовать развитию многоязычия в нашей стране, а также взаимопониманию и взаимодействию представителей
разных культур в условиях поликультурной коммуникации [6].
На уровне системы как социально-культурной сферы деятельности по приобщению граждан общества к иностранным языкам.
приобщение каждого члена нашего общества, желающего добиться в
обществе личных и профессиональных успехов, по меньшей мере, к двум иностранным языкам; при этом речь идет не о системе, которая бы «принуждала» всех
к изучению ИЯ, а о создании условий, в которых процесс обучения ИЯ сопровождает человека всю жизнь;
изменения, происходящие как на геополитическом уровне (новые интеграционные тенденции в Европе и мире, миграционные процессы, образование
новых государств и др.), так и внутри России (демократизация общественной жизни, усиление роли и значимости национальных языков) требуют новых подходов к
решению языковых проблем в государстве:
– развитие подлинного многоязычия (родной язык, русский язык как язык межнационального общения и как государственный, иностранные языки);
– развитие национальной культуры на базе родного языка; обучение на родном
языке; широкое применение родных языков в различных сферах жизни национальных
территорий;
– стимулирование изучения наряду с русским и родным языками иностранного
языка как реального средства общения и взаимопонимания с представителями других
культур.
Стимулирование многоязычия в новых геополитических и внутриполитических
условиях в России диктует необходимость развивать многовариантную систему
иностранных языков.
Успех вузовской языковой политики в области образования по ИЯ во многом
определяется тем, насколько своевременно и последовательно интерпретируются
общественные потребности в изучении языков в соответствующих документах,
делающих данную систему легитимной [4].
Для построения адекватной современным требованиям системы обучения иностранным языкам необходимо учитывать методические факторы, позволяющие воплотить социальный заказ общества по отношению к ИЯ в категориях собственно методической науки. В настоящее время общепризнанным является понимание методики как теоретической и прикладной науки, предметом которой является научное
обоснование целей, содержания обучения, а также научная разработка наиболее эффективных методов, приемов и форм обучения с учетом поставленных целей, содержания и конкретных условий обучения.
---
Литература
1. Бердичевский А.Л. Содержание обучения иностранному языку на основе базовой культуры личности // Иностр. языки в школе. – 2004. – № 2. – С. 17-20.
2. Вербицкий А.А. Проблемы гуманизации образования в условиях новой образовательной парадигмы. – М.: МГОПУ им. М.А. Шолохова, 2010. – 278 с.
3. Гальскова Н.Д. Межкультурное обучение: проблема целей и содержания
обучения иностранным языкам // Иностр. языки в. школе. – 2004. – № 1. – С. 3-8.
4. Грушевицкая Т.Г., Попков В.Д., Садохин А.П. Основы межкультурной коммуникации. – М., ЮНИТИ-ДАНА, 2003.
5. Леднев B.C. Содержание образования. – М.: Высшая школа, 1989. – 360 с.
6. Терминасова С.Г. Язык и культурная коммуникация. – М.: Слово, 2000. – 624
* [ext[Elibrary|http://elibrary.ru]]
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ИНТЕГРИРОВАННЫЙ ПОДХОД В ПРОЦЕССЕ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ХЛЫЗОВА Н.Ю.1
1 Евразийский лингвистический институт в г. Иркутске - филиал Московского государственного лингвистического университета
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (20) Год: 2015 Страницы: 152-155 Поступила в редакцию: 15.05.2015
УДК: 37.013.8
ЖУРНАЛ:
ПРОБЛЕМЫ СОЦИАЛЬНО-ЭКОНОМИЧЕСКОГО РАЗВИТИЯ СИБИРИ
Издательство: Братский государственный университет (Братск)
ISSN: 2224-1833
КЛЮЧЕВЫЕ СЛОВА:
МЕДИАКОМПЕТЕНТНОСТЬ, MEDIA COMPETENCE, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE PERSONALITY, МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, MEDIA COMPETENCE OF THE SECONDARY LANGUAGE PERSONALITY
АННОТАЦИЯ:
В данной статье автором предпринята попытка теоретически обосновать, раскрыть сущность и ввести новое понятие - «медиакомпетентность вторичной языковой личности». В своих рассуждениях автор основывался и исходил из уже существующих понятий, в соответствии с чем был проведен терминологический анализ определений «медиакомпетентность личности», «вторичная языковая личность». Описана актуальность данного феномена, рассмотрены предпосылки для формирования медиакомпетентности.
---
Социально-экономические условия развития современного общества требуют подготовку медиакомпетентных специалистов
всех отраслей деятельности, способных грамотно работать с информацией, осуществлять поиск, оценивать, самостоятельно создавать и передавать сообщения. С другой
стороны, современный политический курс
России, открытые границы, дружеские отношения и взаимодействие со многими иностранными государствами предполагают
межкультурное общение, проходящее на
иностранном языке. Следовательно, возникает необходимость модернизации педагогического процесса в соответствии с новыми
требованиями общества с целью обеспечить
студентов медиаобразовательными умениями и знанием иностранного языка.
По мнению И.И. Халеевой, И.Л. Бим, Н.Д.
Гальсковой, Н.И. Гез и др., результат любого
языкового образования есть сформированная языковая личность, а результат образования в области иностранных языков — вторичная языковая личность как показатель
152
способности человека принимать полноценное участие в межкультурной коммуникации [1, с. 65]. В соответствии с современными
условиями развития средства массовой коммуникации и информационного образовательного пространства, дающими возможность опосредованного техническими средствами иноязычного общения, предоставляющего взаимодействие на иностранном
языке через средства массовой коммуникации, цель обучения иностранным языкам
трансформируется от формирования вторичной языковой личности до формирования медиакомпетентной вторичной языковой личности, способной осуществлять медиатизированное иноязычное общение с
англоязычными партнерами. В этой связи
становится актуальной проблема формирования медиакомпетентности вторичной
языковой личности, которая не получила
рассмотрения в современных научных исследованиях. Вопросы формирования медиакомпетентности изучались в ряде исследовательских работ последних лет, которые
внесли большой вклад в науку. Феномен
вторичной языковой личности рассмотрен в
трудах лингвистов, методистов, педагогов
средних и высших учебных заведений, но до
сих пор данные понятия не интегрировались, не изучались коадаптационно.
Прежде всего, разберемся с понятиями
«вторичная языковая личность» и «медиакомпетентность» с целью определения сущности феномена «медиакомпетентность вторичной языковой личности».
Для анализа понятия «вторичная языковая личность» обратимся к термину «языковая личность», введенному Ю.Н. Карауловым: это «многослойный и многокомпонентный набор языковых способностей,
умений, готовностей к осуществлению речевых поступков, которые классифицируются
с одной стороны по видам речевой деятельности (аудирование, говорение, чтение и
письмо), а с другой — по уровням языка» [2,
с. 29]. Иными словами, данный феномен состоит в компетентности человека воспринимать на слух, говорить, читать и писать. Развивая эту мысль применительно к иностранному языку, мы попробуем предположить, что речь пойдет о компетентности
личности в области иноязычной коммуникации, состоящей в умении воспринимать
иностранный язык на слух, говорить, читать
и писать на иностранном языке.
Н.Д. Гальскова рассматривает вторичную
языковую личность как «совокупность способностей человека к иноязычному общению на межкультурном уровне, под которым понимается адекватное взаимодействие
с представителями других культур» [3, c. 46].
Уважаемый автор делает акцент на межкультурное общение, предполагающее владение
как иностранным языком, так и культурой
страны изучаемого языка. По сути, исследователь указывает на «диалог культур» —
«сопоставительное коммуникативно-ориентированное соизучение иностранного языка
и иноязычной культуры в комплексе с углублением знаний родного языка и культуры» [4, c. 78]. Очевидно, что в условиях немногочисленных носителей языка в процессе
обучения и нерегулярных стажировок в
странах изучаемого языка очень трудно
сформировать способности к адекватному
взаимодействию с представителями других
культур. Медиатизация же педагогического
процесса дает огромные возможности аутентичной коммуникации, а, следовательно,
эффективного формирования способностей,
умений и готовности к совершению иноязычных речевых поступков на межкультурном уровне. Одновременно появляется возможность внедрения медиаобразования в
практический курс иностранного языка для
формирования медиакомпетентной вторичной языковой личности.
И.В. Григорьева в качестве общепедагогической задачи образовательной системы
выдвигает «освоение информационного
пространства и коадаптацию его с образовательным пространством вуза» [5]. В этих условиях особо значимым становится формирование медиакомпетентности вторичной
языковой личности, способной решать профессиональные задачи средствами медиа и
медиатехнологий, медиаинформации.
Совет Европы определяет медиаобразование как «обучение, которое стремится развивать медиакомпетентность, понимаемую
как критическое и вдумчивое отношение к
медиа с целью воспитания ответственных
Проблемы социально-экономического развития Сибири___________________________________
154
граждан, способных высказать собственные
суждения на основе полученной информации. Медиаобразование обучает индивидов
интерпретировать и создавать сообщения,
выбирать наиболее подходящие для коммуникации медиа. Медиаобразование позволяет людям осуществлять их право на свободу
самовыражения и информацию, что не
только способствует личному развитию, но
также увеличивает социальное участие и интерактивность. В этом смысле медиаобразование готовит к демократическому гражданству и политическому пониманию. Необходимо развивать медиаобразование как часть
концепции обучения в течение всей жизни
человека» [6].
Л.А. Иванова отмечает необходимость
«совершенствования/развития компетентностной парадигмы в области лингводидактического и медиаобразовательного целеполагания: речь идет о тщательном рассмотрении уже выявленных и о представлении новых субкомпетенций, входящих в состав
коммуникативной (межкультурной) компетенции как метапонятия» [7, с. 48]. Коммуникативно-направленный характер медиаобразования органически вписывается в организацию процесса обучения иностранному языку. Имея общность в целях — сформировать «способность высказать собственные суждения на основе полученной информации, интерпретировать и создавать
сообщения», — данные дисциплины легко
интегрируются, взаимообуславливаются и
взаимодополняются, тем самым эффективно достигаются цели обучения иностранному языку и медиаобразования.
А.В. Федоров и А.А. Новикова в совместной работе понимают медиакомпетентность
личности как совокупность ее мотивов, знаний, умений, способностей, способствующих
использованию, критическому анализу,
оценке и передаче медиатекстов в различных
видах, формах и жанрах, анализу сложных
процессов функционирования медиа в социуме [8, c. 71]. Попробуем перенести предложенное выше определение на вторичную
языковую личность: медиакомпетентность
вторичной языковой личности — это совокупность ее мотивов, знаний, умений, способностей, способствующих осуществлению
медиатизированного иноязычного общения
на межкультурном уровне.
В приведенном определении медиакомпетентности личности делается акцент на
активную позицию личности, способной
анализировать, синтезировать и давать собственную оценку полученной информации,
обладающей критическим и творческим
мышлением, с чем нельзя не согласиться, говоря также о вторичной языковой личности,
которая апостериори должна быть способна
анализировать, синтезировать и давать собственную оценку полученной информации
на иностранном языке. По сути, медиакомпетентность вторичной языковой личности
есть интегрированный результат медиаобразования, целью и результатом которого является медиакомпетентность, и практического курса иностранного языка, цель и результат которого — вторичная языковая
личность.
Исходя из того, что медиаобразование
стремится развивать медиакомпетентность
граждан и дает им возможность «идентифицировать экономические, политические, социальные и/или культурные интересы» [6],
внедрив медиаобразование в процесс обучения иностранному языку, студенты смогут
плодотворно овладевать не только иностранным языком, но и культурой страны
изучаемого языка. Данный аспект представляется очень весомым, поскольку на современном этапе образования мы говорим об
изучении иностранных языков и культур, о
диалоге культур, о межкультурной коммуникации. Это подтверждают убеждения
ученых: «Язык есть духовное орудие создания культурных ценностей, а культура с его
помощью закрепляется как духовное богатство, обогащая при этом язык» [9, с. 47].
«…Изучение иностранного языка означает
овладение теми культурными ценностями,
которые накопило общество, обслуживаемое
тем или иным языком» [10, c. 32]. «Под именем языка мы преподаем культуру» [11].
Безусловно, изучение иностранного языка
должно быть синтезировано с изучением
культуры, постичь которую традиционно
представляется возможным через непосредственное общение с носителями языка, с помощью чтения аутентичной художественной
Педагогика
155
и публицистической литературы. С другой
стороны, исследователи А.А. Новикова и
А.В. Федоров указывают на «поколение
школьников и студентов, для которых более
привычным является восприятие аудиовизуальной информации, нежели печатной», на
так называемое дот-ком поколение
(Generation Dot Com). Ученые отмечают, что
сложившаяся ситуацию необратима, «телевидение, видео, компьютер, Интернет и другие телекоммуникационные сети неумолимо
изменяют аудиторию, постепенно превращая “читателей” в большей мере в “зрителей”» [12, c. 71]. Нельзя не согласиться, что
библиотека и бумажные издания в целом не
выдерживают конкуренции с более быстрым, доступным, экономичным медиатекстом. Мультимедийные приоритеты студентов позволяют им не только сэкономить время, но и получить более прочные знания.
Очевидной становится потребность студентов в умении грамотно работать с информацией, в том числе на иностранном языке, используя различные мультимедийные средства для усовершенствования иностранного
языка и овладения культурой страны изучаемого языка, что еще раз подтверждает
необходимость формирования медиакомпетентности вторичной языковой личности,
личности, способной к поиску, восприятию,
получению иноязычной информации через
различные мультимедийные источники,
умеющей критически оценивать и адекватно
реагировать на полученные сведения.
Таковы некоторые выводы.
---
Литература
1. Гальскова Н. Д. Современная методика обучения иностранным языкам. М.: АРКТИ —
ГЛОССА, 2000. 165 с.
2. Караулов Ю.Н. Русский язык и языковая
личность. Изд. 3-е, стереотипное. М.: Едиториал
УРСС, 2003. С. 29.
3. Гальскова Н.Д. Современная методика обучения иностранным языкам: пособие для учителя. М.: Аркти-Глосса. М., 2000. 165 с.
4. Петрова Л.И. Опыт преподавания английского языка на языковых факультетах педагогических вузов в контексте диалога культур //
Иностранные языки в школе. 2004. № 2. С. 78.
5. Григорьева И.В. Информационно-образовательное пространство вуза как фактор формирования медиакомпетентности будущего педагога [Электронный ресурс] // «Crede Experto:
транспорт, общество, образование, язык»: междунар. информационно-аналит. журн. 2009. № 2.
URL http://ce.if-mstuca.ru/wp-content/uploads/
2014/05/grigoryeva.pdf. (дата обращения:
25.05.2015).
6. Council of Europe, 2000 [Электронный
ресурс]. URL. http://www.ifap.ru/pr/2006/
060914a. htm (дата обращения: 20.01.2010).
7. Новикова А.А., Федоров А.В. Медиаобразовательные квесты // Инновации в образовании.
2008. № 10. С. 71.
8. Иванова Л.А. Формирование медиакомпетентности в процессе изучения второго иностранного языка // Образовательные технологии
XXI века: информационная культура и медиаобразование: сб.ст. М., 2010. С. 45-48.
9. Губина Н.М. Формирование межкультурной компетенции студентов в процессе обучения
деловому английскому языку в элективном спецкурсе: дис. ... канд. пед. наук. М., 2004. С. 47.
10. Птицына И.Ф. Педагогические условия
формирования межкультурной компетенции
вторичной языковой личности: дис. ... канд. пед.
наук. Якутск, 2008. С. 32.
11. Леонтьев А.А. Язык не должен быть «чужим» // Этнопсихолингвистические аспекты
преподавания иностранных языков. М.: ММА им.
И.М. Сеченова: Ин-т языкознания: РАН, 1996.
С. 41-47.
12. Новикова, А.А., Федоров А.В. Медиаобразовательные квест // Инновации в образовании.
2008. № 10.
Научный Вестник Воронежского государственного архитектурно-строительного университета
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МЕТОДИКА И ДИДАКТИКА
METHODS AND DIDACTICS
УДК 374.02
Военный авиационный
инженерный университет, г. Воронеж,
Профессор кафедры иностранных языков,
Кандидат педагогических наук, доцент
e-mail: Volynkina_n@mail.ru
Air Force Engineering University,
Voronezh, Professor, Foreign Language De-
partment, Candidate of Science
(Pedagogics), associate professor
e-mail: Volynkina_n@mail.ru
Н.В. Волынкина
ИНФОЛИНГВИСТИЧЕСКИЙ ПУТЬ РАЗВИТИЯ
ИНТЕЛЛЕКТУАЛЬНО-ТВОРЧЕСКИХ СПОСОБНОСТЕЙ
«ВТОРИЧНОЙ ЯЗЫКОВОЙ IT-ЛИЧНОСТИ»
В статье раскрывается инновационный инфолингвистический путь разви-
тия интеллектуально-творческих способностей «вторичной языковой IT-
личности» через специально разработанную инфолингвистическую систему в
контексте современной образовательной парадигмы. Автором анализируется
структура информационного социокультурного пространства, играющего прин-
ципиальную роль в данном процессе; раскрывается эффективность инновацион-
ной системы через внедрение целого комплекса высокоэффективных методов и
форм, целенаправленно развивающих интеллектуально-творческие способности
учащейся молодежи в высшей школе.
Ключевые слова: инфолингвистическая система, развитие интеллектуаль-
но-творческих способностей, информационное социокультурное пространство,
социокультурная иноязычная среда, вторичная языковая IT-личность.
N.V. Volynkina
THE INFOLINGUISTIC WAY OF DEVELOPING INTELLECTUAL
AND CREATIVE ABILITIES DEVELOPMENT OF A
«SECONDARY LINGUISTIC IT-PERSONALITY»
The article deals with the innovative infolinguistic way of developing intellectual
and creative abilities of a “secondary linguistic IT-personality” through the
infolinguistic system specially developed in the context of a contemporary educational
paradigm. The author analyses the structure of the information sociocultural space
which plays the principal role in the process; describes the efficiency of the innovative
system via a set of high-efficient methods and forms implementation which are aimed at
studying the development of youth’s intellectual and creative abilities in a higher
school.
Key words: infolinguistic system, the development of intellectual and creative
abilities, informative sociocultural space, sociocultural foreign environment, “secondary
linguistic IT-personality”.
В свете глобализации образования особую актуальность приобретает совершенствова-
ние преподавания иностранного (английского) языка как средства межнациональной комму-
никации, занимающего доминирующее положение в мировой информационной системе.
Вместе с тем, овладение информационным социокультурным пространством с одно
временным овладением современными информационными технологиями работы с элек-
_________________________
© Волынкина Н.В., 2011
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тронными библиотеками и каталогами, энциклопедиями и электронными учебниками от-
ражено в требованиях государственного образовательного стандарта к подготовке высоко-
классных специалистов. Особое внимание, по нашему мнению, должно уделяться перехо-
ду на современные, высокотехнологичные интенсивные методы обучения молодого поко-
ления, развитие интеллектуально-творческого потенциала конкурентоспособного специа-
листа со знанием иностранных языков, способного к принятию эффективных, нестандарт-
ных решений в быстроменяющихся условиях современной жизни.
С целью организации учебного процесса в высшей школе на основе инновационных
технологий государство выделяет значительные финансовые и материальные ресурсы.
Внедрение системотехнических комплексов (специальных программных средств, компь-
ютерного и мультимедийного оборудования и т.д.) в образовательный процесс универси-
тетского комплекса в целом и в процесс обучения иностранному языку в частности, обу-
славливает необходимость обращения педагогической науки и практики к проблеме раз-
работки принципиально новой системы, раскрывающей инфолингвистический путь раз-
вития интеллектуально-творческих способностей - инфолингвистической системы.
Инфолингвистический путь предполагает интеграцию информационных и лингвис-
тических (иноязычных) ресурсов информационного социокультурного пространства. Ин-
фолингвистическая система развития интеллектуально-творческих способностей - это
интегрированный комплекс взаимосвязанных элементов - цели, содержания, форм и мето-
дов учебной деятельности, - основанный на оптимальном использовании информационных
и лингвистических (иноязычных) ресурсов информационного социокультурного пространст-
ва, реализующий концептуальный аспект и процессуальную деятельность при диалектиче-
ском взаимодействии субъектов образовательного процесса и направленный на развитие ин-
теллектуально-творческих способностей духовно-нравственной «вторичной языковой IT-
личности», готовой выстраивать и эффективно реализовывать свою жизненную стратегию в
условиях развития информатизации общества и новых наукоемких технологий [1].
В контексте теоретико-методологического анализа инфолингвистического пути раз-
вития интеллектуально-творческих способностей учащейся молодежи в высшей школе
необходимо остановиться на таких сущностных ее компонентах как «информационный» и
«лингвистический», глубинно взаимосвязанных в контексте развития интеллектуально-
творческих способностей и композиционно представляющих понятие «инфолингвистиче-
ская система».
В связи с этим, в рамках нашего исследования целесообразно раскрыть понятия:
«социокультурная иноязычная среда», «информационная среда», «образовательная среда
вуза» и «информационное социокультурное пространство».
В свете современной образовательной парадигмы «социокультурная иноязычная
среда» - важнейший фактор развития творческого потенциала человека. Речь идет о ста-
новлении молодого человека не только как высококвалифицированного конкурентоспо-
собного специалиста, но и как личности, составляющей сложное интегративное целое,
движущейся к овладению межкультурной компетенцией в процессе проектирования и
реализации стратегии собственного творческого развития.
Нам представляется важным, что философское обоснование социокультурной среды
строится на деятельностной природе человека в фундаментальных работах К. Абульхано-
вой–Славской, Г. Батищева, М. Кагана и др., которые рассматривают проблему формиро-
вания личности в контексте деятельностного освоения потенциала культуры. Важное зна-
чение имеет и другое положение диалектики, согласно которому человек активно преоб-
разует обстоятельства, имеющиеся общественные отношения, и в процессе этой преобра-
зующей деятельности изменяется сам.
В связи с этим, традиционно выделяют два уровня социокультурной среды: макро-
среду и микросреду. Макросреда - это общественные условия в самом широком смысле
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(экономические условия, общественные отношения, культура общества). Микросреда –
это «ближайшее» окружение человека, с которым он непосредственно взаимодействует
(семья, друзья, конкретные предприятия, место проживания, учебы, конкретная природная
ландшафтность).
Ценный для нашего исследования вывод сделал А.Г. Асмолов [2], который считает,
что социокультурная среда предполагает, прежде всего, наличие трех обязательных эле-
ментов: субъектов социотворческого процесса, творческой общности (студии, клуба,
группы), самого процесса творческой деятельности на всех ее этапах, а также объектив-
ных условий для осуществления творчества.
В контексте нашего исследования мы рассматриваем сравнительно узкое значение
данного понятия и понимаем под «социокультурной средой» сферу действия малых групп
и входящих в нее личностей. Следовательно, мы можем предположить, что «социокуль-
турная иноязычная среда» - это микросреда, обуславливающая межкультурное общение с
представителями других лингвоэтносоциумов в процессе осуществления ими интеллек-
туально-творческой деятельности.
Социокультурная иноязычная среда предполагает появление у молодежи из разных
стран микросоциальных отношений. Преобладание образовательной иноязычной микро-
среды и общества сверстников обуславливает появление мотивов и потребностей в соци-
альном, культурном, нравственном, духовном, и, наконец, интеллектуально-творческом
развитии. Это тесно связано рефлексией, самоактуализацией и мобилизацией активности
молодого человека, стремлении проявить свои потенциальные возможности в творческой
деятельности.
Макросреда же создает более широкий фон для возможных интеллектуально-
творческих проявлений. Она вместе с обществом сверстников обеспечивает обогащение
культурно-образовательного процесса через вхождение в мир иноязычной культуры. От
этого в конечном итоге зависят нравственные позиции и ценностные ориентации, а также
своеобразие творческого поведения.
Микросоциальные отношения, детерминированные социокультурной иноязычной
средой, включают в себя широкий спектр контактов с социальным иноязычным миром.
Общение на иностранном языке как основной вид такого контакта позволяет каждому ин-
дивиду осознать себя творческой личностью, способной к целенаправленному выстраива-
нию собственной жизненной стратегии.
В исследованиях Н.Д. Гальсковой [3], И.И. Халеевой [4] показано, что при освоении
родного (первого) языка формируется первичная языковая личность, при освоении второ-
го (иностранного языка) формируется вторичная языковая личность. В контексте развития
инфолингвистической системы развития интеллектуально-творческих способностей нас
интересуют особенности построения картины мира языковой личностью при освоении и ис-
пользовании второго языка. Понятие вторичной языковой личности определяется Н.Г. Евдо-
кимовой [5] как совокупность способностей человека строить языковую картину мира, то
есть его способность создавать систему образов новой для него действительности (картину
мира), используя вербально-семантический код иностранного языка в процессе речевой дея-
тельности с инофоном. Одновременно концепт «вторичная языковая личность» рассматрива-
ется автором как личность, «готовая к профессиональной межкультурной коммуникации и
саморазвитию в новой информационно-коммуникационной среде» [5, c. 13].
В связи с этим, нам представляется целесообразным в контексте нашего исследова-
ния раскрыть понятие «вторичной языковой IT-личности».
Вторичная языковая IT-личность – это личность, которая, овладевая межкуль-
турной компетенцией в процессе изучения второго (иностранного) языка и активно ис-
пользуя потенциал новейших информационных технологий, обладает интегративной спо-
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собностью включаться в современные мировые процессы развития цивилизации и вы-
страивать тактику общения с представителями иных лингвоэтносоциумов.
Из определения следует, что проблема формирования у обучаемого черт «вторичной
языковой IT-личности» затрагивает сферу социальных отношений и профессиональной
деятельности человека. В этом, в первую очередь, как утверждает И.П. Павлова [6], про-
является интегративная сущность категории вторичной языковой личности - универсаль-
ной, общепедагогической категории, имеющей «выход» на такие качества личности инди-
видуума, как творчество, автономность, способность строить взаимодействие и взаимопо-
нимание с партнерами по общению, включаться в современные мировые процессы разви-
тия цивилизации.
В настоящее время с полным основанием можно утверждать, что определяющую
роль в формировании «вторичной языковой IT-личности» и общества в целом играет со-
временная информационная среда, представляющая собой, по мнению В.А. Буравихина
[7], совокупность информационных условий существования субъекта (наличие информа-
ционных ресурсов и их качество, развитость информационной инфраструктуры), а также
социально-экономических и культурных условий реализации процессов информатизации.
Информационная среда со всеми своими составляющими (электронные средства массовой
коммуникации – радио, телевидение, Интернет; компьютеризация всех сфер жизни) стала
настолько глобальным явлением в жизни современного человека, что нынешнюю эпоху
можно с полным правом назвать информационной эпохой.
Соглашаясь с В.А. Буравихиным в том, что информационная среда представляет ус-
ловия для развития субъекта информационного пространства, А.Г. Гурвич [8] вместе с
тем, отмечает, что степень ее благоприятствования определяется уже внутренними харак-
теристиками субъекта (информационный потенциал, характеризуемый некоторой априор-
ной информированностью, когнитивностью, определенным уровнем инфопотребности).
Согласно выводам Й. Масуды и А. Турейна [9; 10] информационное общество XXI
века - это «высокоорганизованное креативное общество». Оно прогнозирует развитие
творческого потенциала личности и возрастание роли сознания в историческом процессе.
В соответствии с исследованиями М. Кастельса [11], хорошо организованная ин-
формационная среда, усиленная современными технологиями, позволяет каждому пользо-
вателю найти свою информацию, расширить интеллектуально-творческий, знаниевый
мир, культурный потенциал. Информационная среда содействует реализации интеллекту-
альной и творческой свободы как составляющей социальной свободы личности. Кроме
того, многомерность, многоуровневость информационной среды создают информацион-
ный комфорт для пользователя и способствуют развитию его интеллектуально-
творческого потенциала.
В контексте развития интеллектуально-творческих способностей, сущность которого
состоит в развитии системно-прогностического мышления, осуществляемого через концепту-
альное понятие «работы над проблемой», актуальной является работа с информационным
фондом как главным компонентом информационной среды и как одним из этапов творческо-
го создания нового интеллектуального продукта в ходе решения творческой задачи.
Аутентичные, современные, мультимедийные ресурсы глобальной сети Интернет,
являясь носителями иноязычной информации, дают возможность оперативного доступа к
любой библиотеке мира, предоставляющей новейшую информацию, необходимую для
эффективного решения той или иной творческой задачи. Это позволяет человеку идти в
ногу со временем в условиях стремительно изменяющихся знаний, а при условии успеш-
ной реализации своих интеллектуально-творческих способностей - намного опережать
свое время, создавая инновационные интеллектуальные продукты.
Безусловно, информационный фонд сегодня многообразен как по содержательным и
видовым признакам, так и по видам носителей информации. С целью развития системно-
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прогностического мышления и творческого кругозора необходимо усилить внимание на
самостоятельное чтение книг, как на родном, так и на иностранном языке, а именно: науч-
но-фантастической литературы, литературы по проблемам завтрашнего дня, библиогра-
фической литературы. Кроме того, наличие единомышленников является еще одним из
обязательных условий успешного и гармоничного развития творческой личности.
Тем не менее, для эффективного развития своего интеллектуально-творческого потен-
циала невозможно ограничиваться единомышленниками в ближайшем социальном окруже-
нии. В эпоху глобализированной информации субъекту творческой деятельности предостав-
ляется уникальная возможность визуального общения в социокультурной иноязычной среде.
Научный диспут в режиме on-line, постоянное присутствие в глобальном мировом «мысли-
тельном» пространстве является одним из важных этапов работы над собственной творческой
проблемой, и индивид проявляет себя как «вторичная языковая IT-личность» с развитыми
интеллектуально-творческими способностями к преобразованию себя и окружающего мира,
готовая к профессиональному дискурсу на иностранном языке.
В это свой вклад вносит и образовательная среда вуза. Для нас представляется цен-
ным определение, данное Л.И Боровиковым [12], который под «образовательной средой»
рассматривает «часть социокультурного пространства, зону взаимодействия образова-
тельных систем, их элементов, образовательного материала и субъектов образовательных
процессов». Кроме того, по мнению автора, в образовательной среде вуза каждая система
сосуществует с различными (по функциям, по природе происхождения и др.) системами.
Инфолингвистическая система развития интеллектуально-творческих способностей явля-
ется одной из таких систем в образовательной среде вуза, которая позволяет сформиро-
вать у молодого человека представление о мире и месте творческой личности в нем через
интеграцию знаний по иностранному языку со знаниями смежных наук.
Таким образом, информационная среда, социокультурная иноязычная среда и обра-
зовательная среда вуза, в пределах которой наряду с другими системами обучения опре-
делена и инфолингвистическая система развития интеллектуально-творческих способно-
стей, образуют единое информационное социокультурное пространство, в центре которо-
го – «вторичная языковая IT-личность» (рис. 1).
[img[vol1.png]]
Рисунок 1. Информационное социокультурное пространство в контексте развития
интеллектуально-творческих способностей «вторичной языковой IT-личности»
Формулируя понятие «информационное социокультурное пространство», мы осно-
вывались на принятом в науке определении пространства как «формы существования
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материи, выражающей порядок расположения одновременно сосуществующих объектов»
[13], Информационным пространством считается совокупность результатов семантиче-
ской деятельности человечества, т.е. как «мир имён и названий», сопряженный к физиче-
скому. Таким образом, «информационное социокультурное пространство», в нашем пони-
мании, представляет собой форму сосуществования образовательной среды вуза, информа-
ционной и социокультурной иноязычной среды, ресурсы которых направлены на развитие
интеллектуально-творческих способностей «вторичной языковой IT-личности».
Развитие интеллектуально-творческих способностей «вторичной языковой IT-
личности» в инфолингвистической системе как компонента образовательной среды вуза,
который, в свою очередь, входит в структуру информационного социокультурного про-
странства, реализуется с помощью внедрения целого комплекса высокоэффективных ме-
тодов и форм. Раскроем процессуальный аспект одного из них.
В рамках инфолингвистической системы используются следующие модели, разрабо-
танные в рамках Теории решения изобретательских задач (ТРИЗ) Г.С. Альтшуллером, Н.Н
Хоменко, А. Cокол и др.:
− модель «Элемент - Признак - Значение (признака)», задающая универсальный язык
описания проблемной ситуации;
− модель «Системный оператор», или «Многоэкранная схема талантливого мышле-
ния», отражающая картину мира, основанную на системном диалектическом подходе;
− комплекс моделей «Проблема – решение» на базе алгоритма решения изобрета-
тельских задач (АРИЗ), включающий: модель взаимодействия (модели противоречий и
способов их разрешений); модель идеального конечного результата (ИКР); модели функ-
ции и ресурса; критерий идеальности.
На практических занятиях по иностранному языку данные модели используются в
методе «Синтез творческих задач». Он представляет собой практическую реализацию
наработанных ранее навыков и осуществляется как на иностранном, так и на русском язы-
ке с использованием информационных технологий. Основными требованиями к условию
учебной творческой задачи здесь являются: 1) достаточность условия; 2) корректность во-
проса; 3) наличие противоречия.
Создание таких задач, направленных на развитие интеллектуально-творческих спо-
собностей на практических занятиях по иностранному языку, осуществляется по следую-
щему алгоритму.
I. Подготовительный этап.
1. Выбор учебной темы на иностранном языке, для которой предназначена задача.
2. Подбор информации с использованием IT-ресурсов.
II. Основной этап. Составление текста задачи на иностранном языке.
1. Опишите исходную ситуацию для события, изложенного в информации ("Было").
2. Опишите претензию, предъявленную к описанной исходной ситуации.
3. Опишите суть возникшей проблемы пока без точных формулировок.
4. Опишите решение проблемы ("Стало"). Если информация подобрана правильно,
то в ней содержится описание решения, которое излагается на иностранном языке.
5. Какое физическое противоречие устранено этим решением? Запишите формули-
ровку этого физического противоречия на английском языке. Типовая формулировка та-
кого противоречия: “The object must be … in order to … and it must be … in order to …”
(«Объект должен быть..., чтобы..., и должен быть..., чтобы...»).
6. Какой "инструмент" изменен (введен) для решения этой проблемы?
7. Какое художественное противоречие устранено решением задачи? Запишите
формулировку данного противоречия: “ If … then … but …” («Если... - то..., но...»).
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8. Перечислите ресурсы, которые применены при решении проблемы. Запишите их
на английском языке.
9. Составьте план задачи.
10. Персонифицируйте задачу.
11. Составьте сюжет задачи. Учебная задача должна иметь напряженный сюжет с
уже изученной и самостоятельно подобранной студентами лексикой, с образным языком.
III. Заключительный этап. Проверка текста задачи.
1. Проверьте задачу на группе слушателей, одногруппников.
2. Составьте список недочетов. Данный список включает в себя все, что было не
понято или неправильно понято слушателями; нельзя при этом разъяснять слушателям,
что именно Вы хотели сказать в задаче; не важно, что Вы хотели, важно, что другие люди
увидели в Вашей задаче.
3. Классифицируйте недочеты. Чаще всего встречаются следующие типы недоче-
тов: а) отсутствие механизма решения (или слабый механизм решения) данного типа за-
дач; б) плохо сформулирована задача — нет нужных данных, нечеткое описание, избыток
несущественных деталей, излишне образный язык; в) отсутствие нужных знаний у многих
слушателей (или наличие массового искаженного стереотипа); г) случайное непонимание.
Причина а) требует дополнительных исследований; причины б) и в) — переформулировки
задачи; причину г) можно временно не принимать во внимание (если только она не начнет
слишком часто повторяться).
4. Устранение в тексте причин недочетов.
5. Проверка новой версии задачи. При необходимости некоторые шаги повторяются
несколько раз до полной работоспособности задачи.
Важно заметить, что данный метод способствует эффективному развитию практиче-
ски всех необходимых лингвистических и мыслительных навыков обучающихся, особен-
но, при работе над текстом, при выполнении заданий к которым студенты практикуются в
применении моделей «Элемент-признак-значение», «Системный оператор», а также ком-
плекс моделей «Проблема – решение». Результатом работы, как правило, являются не-
большие устные или письменные тексты на иностранном языке.
Реализация метода «Синтез творческих задач» осуществляется не только на практи-
ческих занятиях базового языкового образования, но и на проблемных IT-лекциях, IT-
семинарах в рамках дополнительного образования «Переводчик в сфере профессиональ-
ной коммуникации». Многообразие творческих заданий в форме интерактивных деловых
игр, иноязычных диалогов и полилогов, выполненных в технологии развития системно-
прогностического мышления в режиме on-line, а также виртуальные образовательные
путешествия в информационном социокультурном пространстве являются ценным педа-
гогическим ресурсом для развития интеллектуально-творческих способностей учащейся
молодежи в вузе.
Такой подход формирует стиль мышления, направленный не на приобретение гото-
вых знаний, а на их самостоятельную генерацию; умение видеть, ставить и решать про-
блемные задачи в своей области деятельности; умение понимать закономерности; воспи-
тание мировоззренческой установки восприятия жизни как динамического пространства
открытых задач.
Данный вывод подтвердил формирующий эксперимент, который проводился в пяти
вузах России: Воронежском институте правительственной связи, Тольяттинской академии
управления, Кузбасском государственном техническом университете, Томском политех-
ническом университете (Институте международного образования и языковой коммуника-
ции), Воронежском филиале Московского гуманитарно-экономического института. Экс-
периментально-исследовательская работа охватывала 1800 испытуемых.
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В организационно-технологическом отношении мы выделили такие этапы развития
интеллектуально-творческих способностей, как теоретико-эмпирический, тренировочно-
конструктивный, оперативно-практический и рефлексивно-оценочный. В этой же логике в
своем исследовании мы выстроили формирующий эксперимент, который проводился в
пяти высших учебных заведениях с одинаковым количеством испытуемых в эксперимен-
тальных и контрольных группах с 2004 по 2009 годы, охватывая пять лет обучения в выс-
шем учебном заведении (табл. 1).
Таблица 1.
Количество испытуемых, принявших участие в эксперименте
вузы
группы
К
ГТУ
В
ИПС
ТП
У ИМО-
ЯК
В
Ф
М
ГЭИ
Т
АУ
В
сего
Экспериментальная
n
=200
n
=150
n=2
40
n
=180
n
=130
n
=900
Контрольная
n
=200
n
=150
n=2
40
n
=180
n
=130
n
=900
Названия этапов отражают основной акцент в работе преподавателя, ее целевые ха-
рактеристики, а характер деятельности субъектов образовательного процесса определяет-
ся выделенными в нашем исследовании принципами проблемности, открытости, систем-
но-диалектической деятельности, глобализации знаний, новизны, интегративности, иде-
альности, дифференцированности, автономности, взаимообучения, рефлексивности, фор-
мирования собственной жизненной стратегии.
Целевые установки каждого этапа направлены на развитие определенного критерия
развития интеллектуально-творческих способностей обучающегося. При этом развивались
и другие критерии, но акцент делался на один, наиболее значимый. Специфика реализа-
ции инфолингвистической системы определялась индивидуальными особенностями IT-
студента. Здесь нами учитывались не только возрастные отличия испытуемых, но и уро-
вень их общего развития, накопленный субъектный опыт, особенности обучающихся в
гражданском и военном вузе, в языковом и неязыковом высшем учебном заведении, типо-
логические и индивидуальные особенности. Для успешного развития интеллектуально-
творческих способностей мы использовали как непосредственные, так и косвенные виды
воздействия на обучающихся. В зависимости от направленности на какой-либо критерий
работа велась индивидуально, в группе или коллективно, что определяло степень воздей-
ствия на студента/курсанта.
Основную экспериментальную работу мы проводили в процессе преподавания базо-
вого курса иностранного языка в вузе, а также в рамках дополнительного высшего образо-
вания «Переводчик в сфере профессиональной коммуникации». В этих же группах прово-
дилась параллельная работа в данном направлении преподавателями профильных дисцип-
лин в процессе реализации авторской технологии модельно-сетевой интеграции. Коорди-
нация их инновационной деятельности осуществлялась через проводимые автором показ-
ные занятия, консультации и совместные проекты (олимпиады, конференции, конкурсы,
защиты выпускной квалификационной работы на иностранном языке и т.д.).
С целью выявления начального уровня развития интеллектуально-творческих спо-
собностей первокурсников на основании разработанных нами критериев и их уровневых
качественно-количественных показателей было проведено предэкспериментальное срезо-
вое тестирование (2004 г.), доказывающее исходную равноценность экспериментальной и
Научный Вестник Воронежского государственного архитектурно-строительного университета
137
контрольной групп с использованием специально разработанного диагностического паке-
та для определения уровня развития данных способностей у испытуемых.
В процессе экспериментальной работы были проведены замеры по выявлению уров-
ня развития интеллектуально-творческих способностей испытуемых по четырём критери-
ям (мотивационно-когнитивному, компетентностному, оперативно-процессуальному и
рефлексивно-оценочному). Используя методику В. П. Беспалько, был рассчитан коэффи-
циент развития интеллектуально-творческих способностей каждого студента по каждому
критерию во всех вузах в экспериментальных и контрольных группах до и после проведе-
ния эксперимента. Полученные результаты были распределены по трем уровням развития
интеллектуально-творческих способностей (креативно-устойчивый (высокий), потенци-
ально-продуктивный (средний), адаптационно-репродуктивный (низкий)), рассчитана час-
тота распределения уровня развития ИТС по сумме четырёх критериев по каждому из
уровней в экспериментальных и контрольных группах до и после проведения эксперимен-
та, проведен сравнительный анализ полученных результатов и доказана их статистическая
значимость по критерию Пирсона.
Для выявления мотивационно-когнитивных показателей интеллектуально-
творческих способностей (стремление к личностному саморазвитию и самосовершенство-
ванию, готовность к личностным изменениям при неизменности высоких духовно-
нравственных ценностей, открытость, гибкость и восприимчивость к творческой пробле-
ме, желание ее решать, способность к осмыслению и постижению сущности овладения
системно-прогностическим мышлением) применялись тестирование (морфологический
тест жизненных ценностей В.Ф. Сопова, Л.В. Карпушиной; методика «Ценностные ориен-
тации» М. Рокича; методика исследования ригидности А.С. Лачинса), анкетирование
(ориентационная анкета Б. Басса), интервьюирование, наблюдение, методы гуманистиче-
ской экспертизы (групповая дискуссия, игровые методы, событийное интервью), опросни-
ки для определения уровня креативности, тесты на выявление творческих способностей (тес-
ты творческого мышления П. Торренса и Д. Гилфорда в модификации для взрослых А.Н. Во-
ронина, тест «Творческие способности» Дж. Кинчера, тест Медника, адаптированного для
взрослых, на вербальную креативность, тест Киртона, экспресс-метод Д. Джонсона).
Для оценки компетентностных показателей (способность к анализу, синтезу, срав-
нению, установлению причинно-следственных связей, способность многоэкранно видеть
любую систему или объект в аспекте прошлого, настоящего и будущего, владеть полимо-
дельностью представлений, способность выявлять и формулировать суть противоречия,
умение распознавать скрытые ресурсы для решения поставленной задачи, выстраивать
алгоритм действия, способность генерировать новые идеи и предъявлять решения в об-
разно-графической форме, прогнозировать возможный ход развития) применялись тесты
достижений, комплекс проблемных заданий разного уровня сложности методами РТВ–
ТРИЗ-ТРТЛ Г. Альтшуллера, И.М. Верткина, Б Л. Злотина.
Для оценки оперативно-процессуальных показателей (владение методическим инст-
рументарием решения проблемы в условиях реальной жизненно-бытовой или профессио-
нально-значимой ситуации, умение вести поиск информации, в том числе иноязычной, с
использованием новейших IT-технологий и оптимизировать информационный поток для
поддержки выбранных приоритетов, умение составлять базы данных и работать с личной
картотекой, умение «свертывать» информацию, умение вести научную дискуссию и вла-
деть четкой аргументацией доводов, умение выходить за пределы проблемного поля, уме-
ние выстраивать стратегию по достижению конкретных, измеримых, достижимых, праг-
матических, определенных по времени целей, умение планировать ведение научно-
исследовательской работы, умение распределять работу по приоритетным целям и зада-
чам, определять необходимые регуляторы, способствующие достижению необходимых
χ2
Серия «Современные лингвистические и методико-дидактические исследования» Выпуск № 2 (16), 2011
138
результатов, умение отстаивать инновационные решения) использовался анализ научно-
исследовательской деятельности студентов/курсантов в форме написания рефератов, док-
ладов, сообщений на иностранном языке, экспертной оценки членов комиссии, состоящей
из ведущих ученых кафедры, вуза и сокурсников.
Рефлексивно-оценочные показатели (умение рефлексировать над каждой решенной за-
дачей для осознания ее методической ценности, способность осуществлять самокоордини-
рующую функцию самоконтроля и самокоррекции, способность оценить уровень новизны
полученного интеллектуально-творческого продукта, способность творчески реализовать
созданный инновационный продукт и оценить результаты его внедрения) измерялись с по-
мощью теста «Самооценка творческих способностей» Е. Туник, субъективной самооценки
самого автора, анализа продуктов интеллектуально-творческой деятельности, экспертной
оценки защиты выпускной квалификационной работы на иностранном языке.
Эффективность внедрения инфолингвистической системы в образовательный процесс
высшей школы по всей выборке отражена в таблице 2.
Таблица 2.
Распределение по уровням значений результатов измерения развития ИТС учащейся мо-
лодежи в высшей школе по всей выборке
В
У
З
Показатели Срез Группы
Уровни
[img[vol2.png]]
В результате внедрения инфолингвистической системы в образовательный процесс
высшего учебного заведения уровень развития интеллектуально-творческих способностей
вырос на 25,2% по сравнению с уровнем до начала эксперимента и вырос на 20,4% по
сравнению с традиционной системой. Уровень развития интеллектуально-творческих спо-
собностей в контрольной и экспериментальной группах дает основание утверждать, что
комплекс организационно-педагогических условий действительно способствует положи-
тельной динамике развития интеллектуально-творческих способностей учащейся молоде-
жи в вузе, а разработанная инфолингвистическая система обеспечивает успешность дан-
ного процесса.
Особую значимость инфолингвистической системы развития интеллектуально-
творческих способностей показали результаты в экспериментальной группе студен-
тов/курсантов, отражающие позитивные личностные и социально значимые изменения,
которые характеризуют молодых людей как социально активных личностей, владеющих
достаточной языковой компетенцией и проявляющих себя как «Мы – творческие лично-
сти» в процессе вхождения в информационное социокультурное пространство. Немало-
важным итогом их интеллектуально-творческой деятельностью стало создание ими собст-
венных оригинальных проектов, заслуживших награды, призовые места победителей
олимпиад и конкурсов на студенческих/курсантских научно-практических конференциях,
а также патенты на изобретения.
На основе вышеизложенного можно заключить, что инфолингвистическая система
служит теоретической и практической основой для реализации разработанной концепции
и выступает в качестве эффективного фактора развития интеллектуально-творческих спо-
собностей обучаемого, создает условия для становления молодого человека творческой
вторичной языковой IT-личностью в информационном социокультурном пространстве.
Библиографический список
1. Волынкина, Н.В. Инфолингвистическая система развития интеллектуально-
творческих способностей учащейся молодежи в высшей школе: монография /
Н.В. Волынкина. - Воронеж: ООО Фирма «Элист», 2010. – 357 с.
2. Асмолов, А.Г. Стратегия социокультурной модернизации образования: на пути к
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АНТИМОДА - МАСКА ИЛИ ВЫРАЖЕНИЕ ЛИЧНОСТИ
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АНТРОПОЛОГИЧЕСКИЙ ПОДХОД В ВОСПИТАНИИ ЖИЗНЕСТОЙКОСТИ И ЦЕЛЬНОСТИ ЛИЧНОСТИ У ПОДРОСТКОВ КАК ФАКТОР УСТОЙЧИВОСТИ К ЗАВИСИМОСТЯМ
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АСОЦИАЛЬНЫЕ ПРОЯВЛЕНИЯ ЛИЧНОСТИ: ПРОБЛЕМЫ ПРОФИЛАКТИКИ
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АТРИБУЦИЯ ЛИЧНОСТНЫХ КАЧЕСТВ ПРЕПОДАВАТЕЛЯМ В УСЛОВИЯХ ВИДЕОЛЕКЦИИ В КОНТЕКСТЕ СОЦИАЛЬНОПСИХОЛОГИЧЕСКИХ ХАРАКТЕРИСТИК ЛИЧНОСТИ СТУДЕНТОВ
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БАЗОВЫЙ ПОБУДИТЕЛЬНЫЙ МЕХАНИЗМ СОЦИАЛЬНОЙ АКТИВНОСТИ ЛИЧНОСТИ
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ВАЖНОСТЬ ЗАНЯТИЙ ФИЗИЧЕСКОЙ КУЛЬТУРЫ В СТАНОВЛЕНИИ ЛИЧНОСТИ ЧЕЛОВЕКА
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ВЕРА. ЛИЧНОСТЬ. ОБРАЗОВАНИЕ
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ВЗАИМОСВЯЗЬ ВРЕМЕННОЙ ПЕРСПЕКТИВЫ С УРОВНЕМ ЛИЧНОСТНОЙ И СИТУАТИВНОЙ ТРЕВОЖНОСТИ ЛИЧНОСТИ
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ВЗАИМОСВЯЗЬ ЗАВИСТЛИВОСТИ И ХАРАКТЕРИСТИК ОБЪЕКТИВНОГО И СУБЪЕКТИВНОГО ЭКОНОМИЧЕСКОГО БЛАГОПОЛУЧИЯ ЛИЧНОСТИ
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ВЗАИМОСВЯЗЬ МОТИВАЦИИ И ТИПА НАПРАВЛЕННОСТИ ЛИЧНОСТИ
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ВЗАИМОСВЯЗЬ ПРОГНОЗА ПРОФЕССИОНАЛЬНОЙ ЭФФЕКТИВНОСТИ И ЧЕРТ ЛИЧНОСТИ СТУДЕНТОВ-ПСИХОЛОГОВ СО СКЛОННОСТЬЮ К ОТДЕЛЬНЫМ ВИДАМ ЛЖИ
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ВЗАИМОСВЯЗЬ СТРУКТУРНЫХ КОМПОНЕНТОВ СИНДРОМА "ПСИХИЧЕСКОГО ВЫГОРАНИЯ" И ПРОФЕССИОНАЛЬНОЙ ДЕФОРМАЦИИ ЛИЧНОСТИ У ПЕДАГОГОВ
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ВЗАИМОСВЯЗЬ ТВОРЧЕСКОГО ПОТЕНЦИАЛА ЛИЧНОСТИ С ОСОБЕННОСТЯМИ САНОГЕННОЙ РЕФЛЕКСИИ
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ВЗАИМОСВЯЗЬ ТВОРЧЕСТВА КАК РЕСУРСА ЛИЧНОСТИ И СИНДРОМА ВЫГОРАНИЯ
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ВЗАИМОСВЯЗЬ УРОВНЯ САМОКОНТРОЛЯ И ВОЛЕВЫХ СВОЙСТВ ЛИЧНОСТИ У СТУДЕНТОВ-ПСИХОЛОГОВ
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ВЗАИМОСВЯЗЬ ЭМОЦИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ И МОТИВОВ ВЫБОРА ПРОФЕССИИ СТУДЕНТОВ-ПСИХОЛОГОВ
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ВИРТУАЛИЗАЦИЯ СОЦИАЛЬНОГО ПРОСТРАНСТВА И ПРОБЛЕМА ЛИЧНОСТИ
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ВЛИЯНИЕ БОЕВЫХ ИСКУССТВ НА ЛИЧНОСТЬ СПОРТСМЕНА
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ВЛИЯНИЕ ИРРАЦИОНАЛЬНЫХ УСТАНОВОК НА ПСИХОЛОГИЧЕСКОЕ БЛАГОПОЛУЧИЕ И САМОЭФФЕКТИВНОСТЬ БОЛЬНЫХ С РАЗЛИЧНЫМ УРОВНЕМ ДЕЗОРГАНИЗАЦИИ ЛИЧНОСТИ
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ВЛИЯНИЕ КОНКУРЕНЦИИ НА РАЗВИТИЕ ЛИЧНОСТИ
ВЛИЯНИЕ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ НА ФОРМИРОВАНИЕ СТУДЕНЧЕСКОЙ МОТИВАЦИИ В СОВРЕМЕННОМ ТЕХНИЧЕСКОМ ВУЗЕ
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ВЛИЯНИЕ МЕЖДИСЦИПЛИНАРНЫХ МЕЖРЕДМЕТНЫХ СВЯЗЕЙ НА ФОРМИРОВАНИЕ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ В ВЫСШЕЙ ШКОЛЕ
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ВЛИЯНИЕ ОСМЫСЛЕННОСТИ ЖИЗНИ НА УРОВЕНЬ АЛКОГОЛИЗАЦИИ ЛИЧНОСТИ
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ВЛИЯНИЕ ОСОБЕННОСТЕЙ ТЕМПЕРАМЕНТА НА ФОРМИРОВАНИЕ ЭМПАТИИ КАК КАЧЕСТВА ЛИЧНОСТИ
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ВЛИЯНИЕ ПОЛИМОДАЛЬНОСТИ РЕФЛЕКСИИ НА САМООРГАНИЗАЦИЮ ЛИЧНОСТИ
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ВЛИЯНИЕ ПРЕПОДАВАНИЯ ГУМАНИТАРНЫХ ДИСЦИПЛИН В ТЕХНИЧЕСКОМ ВУЗЕ НА РАЗВИТИЕ ЛИЧНОСТИ СТУДЕНТА
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ВЛИЯНИЕ ПСИХОДИНАМИЧЕСКИХ СВОЙСТВ ЛИЧНОСТИ НА АКАДЕМИЧЕСКУЮ УСПЕВАЕМОСТЬ СТУДЕНТОВ
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ВЛИЯНИЕ ПСИХОЛОГИЧЕСКИХ ХАРАКТЕРИСТИК ЛИЧНОСТИ НА ПОДВЕРЖЕННОСТЬ К РЕКЛАМНОМУ ВОЗДЕЙСТВИЮ
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ВЛИЯНИЕ СЕМЕЙНОГО КЛИМАТА НА РАЗВИТИЕ ЛИЧНОСТИ СОВРЕМЕННОГО СТУДЕНТА
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ВЛИЯНИЕ СПОРТИВНОЙ МОТИВАЦИИ НА САМООЦЕНКУ ВОЛЕВЫХ КАЧЕСТВ ЛИЧНОСТИ СПОРСТМЕНОВ-ЕДИНОБОРЦЕВ
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ВЛИЯНИЕ ТЕМПЕРАМЕНТА ЛИЧНОСТИ НА ОТНОШЕНИЕ К ЭЛЕКТИВНЫМ КУРСАМ ПО ФИЗИЧЕСКОЙ КУЛЬТУРЕ И СПОРТУ В ВУЗЕ
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ВЛИЯНИЕ ТИПА ТЕМПЕРАМЕНТА ЛИЧНОСТИ СТУДЕНТА НА ВЫБОР СТРАТЕГИИ ПОВЕДЕНИЯ В КОНФЛИКТНОЙ СИТУАЦИИ
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ВЛИЯНИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА НА ФОРМИРОВАНИЕ ТОЛЕРАНТНОЙ ЛИЧНОСТИ СТУДЕНТА
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ВЛИЯНИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ НА РАЗВИТИЕ И ФОРМИРОВАНИЕ ГАРМОНИЧЕСКИ РАЗВИТОЙ ЛИЧНОСТИ
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ВЛИЯНИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ НА ФОРМИРОВАНИЕ ЛИЧНОСТИ
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ВЛИЯНИЕ ФИЗИЧЕСКОЙ ПОДГОТОВКИ НА ФОРМИРОВАНИЕ ЛИЧНОСТИ ВОЕННОСЛУЖАЩЕГО
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ВЛИЯНИЕ ХАРАКТЕРОЛОГИЧЕСКИХ ОСОБЕННОСТЕЙ ЛИЧНОСТИ ПЕДАГОГА НА ПОВЕДЕНИЕ В КОНФЛИКТНОЙ СИТУАЦИИ
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ВЛИЯНИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА НА ХАРАКТЕРИСТИКИ САМОАКТУАЛИЗИРУЮЩЕЙСЯ ЛИЧНОСТИ И ЦЕННОСТНЫЕ ОРИЕНТАЦИИ МЕНЕДЖЕРОВ КОМПАНИИ
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ВЛИЯНИЕ ЭМОЦИОНАЛЬНОГО СОСТОЯНИЯ И СВОЙСТВ ЛИЧНОСТИ НА ФИЗИЧЕСКУЮ ПОДГОТОВКУ МОЛОДЕЖИ
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ВЛИЯНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ НА РЕАЛИЗАЦИЮ ПЕРЕВОДЧЕСКОЙ ДЕЯТЕЛЬНОСТИ (НА МАТЕРИАЛЕ СОВРЕМЕННЫХ СМИ)
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ВОВЛЕЧЁННОСТЬ СТУДЕНТОВ ВО ВНЕУЧЕБНУЮ ДЕЯТЕЛЬНОСТЬ В ФОРМИРОВАНИИ ЛИЧНОСТИ БУДУЩЕГО ВРАЧА (НА ПРИМЕРЕ ОБУЧАЮЩИХСЯ КГМУ)
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ВОЕННЫЕ ФИЛЬМЫ СОВЕТСКОЙ ЭПОХИ КАК СРЕДСТВО МОРАЛЬНО-НРАВСТВЕННОГО ВОСПИТАНИЯ ЛИЧНОСТИ
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ВОЗДЕЙСТВИЕ МУЗЫКАЛЬНОЙ КУЛЬТУРЫ НА ФАКТОР ДУХОВНОЙ ЖИЗНИ ЛИЧНОСТИ
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ВОЗМОЖНОСТИ ВНЕАУДИТОРНОЙ РАБОТЫ В СТИМУЛИРОВАНИИ САМОРАЗВИТИЯ ЛИЧНОСТИ: МЕТОДИКО-МАТЕМАТИЧЕСКИЙ КОМПОНЕНТ
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ВОЗМОЖНОСТИ МЫСЛЕДЕЯТЕЛЬНОСТНОЙ ПЕДАГОГИКИ В ФОРМИРОВАНИИ ИННОВАЦИОННОГО ТИПА ЛИЧНОСТИ ПЕДАГОГА
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ВОЗМОЖНОСТИ ПЕДАГОГИЧЕСКОГО УПРАВЛЕНИЯ МОТИВАЦИОННО-ЦЕННОСТНОЙ СФЕРОЙ ЛИЧНОСТИ ЗАНИМАЮЩИХСЯ АЙКИДО
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ВОЗМОЖНОСТИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА В ВОСПИТАНИИ ЛИЧНОСТИ ЧЕЛОВЕКА
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ВОЗМОЖНОСТЬ ПОВЫШЕНИЯ ОБЩЕЙ АДАПТИВНОСТИ ЛИЧНОСТИ СТУДЕНТОВ-ПСИХОЛОГОВ КАК ПРОЯВЛЕНИЕ КОНФЛИКТОУСТОЙЧИВОСТИ
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ВОИНСКИЕ РИТУАЛЫ И ИХ ВОСПИТАТЕЛЬНАЯ РОЛЬ В СТАНОВЛЕНИИ ЛИЧНОСТИ КУРСАНТОВ ВОЙСК НАЦИОНАЛЬНОЙ ГВАРДИИ РОССИЙСКОЙ ФЕДЕРАЦИИ
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ВОПРОСЫ ПРОФЕССИОНАЛЬНОГО ОБУЧЕНИЯ С УЧЕТОМ ПОТРЕБНОСТЕЙ ЛИЧНОСТИ ПРИ ВЫБОРЕ ДИЗАЙНЕРСКОГО ФОРМООБРАЗОВАНИЯ
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ВОСПИТАНИЕ ГРАЖДАНИНА-ПАТРИОТА И ФОРМИРОВАНИЕ ГРАЖДАНСКО-ПАТРИОТИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ВОСПИТАНИЕ ДИСЦИПЛИНИРОВАННОСТИ ЛИЧНОСТИ КУРСАНТА ВОЕННОГО ВУЗА КАК ЦЕННОСТНОГО ОТНОШЕНИЯ К ЧЕЛОВЕКУ
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ВОСПИТАНИЕ И РАЗВИТИЕ ЛИЧНОСТИ В УЧЕБНОМ ЗАВЕДЕНИИ
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ВОСПИТАНИЕ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ В РАМКАХ ПРОГРАММЫ "РУХАНИ ЖАҢҒЫРУ"
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ВОСПИТАНИЕ ЛИЧНОСТИ В СОЦИОКУЛЬТУРНОМ ИНФОРМАЦИОННОМ ПРОСТРАНСТВЕ: ЕГО ПОТЕНЦИАЛ И НЕГАТИВНОЕ ВЛИЯНИЕ
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ВОСПИТАНИЕ ЛИЧНОСТИ ГРАЖДАНИНА В ИНОЯЗЫЧНОЙ ПОДГОТОВКЕ БАКАЛАВРА В ПОЛИКУЛЬТУРНОЙ СРЕДЕ ВУЗА
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ВОСПИТАНИЕ ЛИЧНОСТИ СТУДЕНТА СРЕДСТВАМИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА
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ВОСПИТАНИЕ ПРОФЕССИОНАЛЬНО-ЗНАЧИМЫХ ВОЛЕВЫХ КАЧЕСТВ У СТУДЕНТОВ КАК ОСНОВЫ ОРГАНИЗАЦИОННОЙ КУЛЬТУРЫ ЛИЧНОСТИ В ФИЗКУЛЬТУРНО-СПОРТИВНОМ СОВЕРШЕНСТВОВАНИИ
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ВОСПИТАНИЕ ТОЛЕРАНТНОСТИ КАК СОЦИАЛЬНО ЗНАЧИМОГО КАЧЕСТВА ЛИЧНОСТИ В СИСТЕМЕ МЕЖНАЦИОНАЛЬНОГО ОБЩЕНИЯ
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ВОСПИТАНИЕ ЦЕЛОСТНОЙ ЛИЧНОСТИ КАК ЗАДАЧА ВЫСШЕГО ОБРАЗОВАНИЯ
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ВОСПИТАТЕЛЬНАЯ РАБОТА В ВЫСШЕЙ ШКОЛЕ КАК ФАКТОР ФОРМИРОВАНИЯ И РАЗВИТИЯ ЛИЧНОСТИ БУДУЩИХ СПЕЦИАЛИСТОВ
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ВОСПИТАТЕЛЬНАЯ РАБОТА КАК ФАКТОР СТАНОВЛЕНИЯ ЛИЧНОСТИ БУДУЩИХ СОТРУДНИКОВ ПОЛИЦИИ
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ВОССТАНОВЛЕНИЕ НРАВСТВЕННОГО ЗДОРОВЬЯ ЛИЧНОСТИ ПОДРОСТКА КАК АКМЕОЛОГИЧЕСКАЯ ПРОБЛЕМА
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ВРЕМЕННАЯ КОМПЕТЕНТНОСТЬ В СТРУКТУРЕ ЛИЧНОСТИ СТУДЕНТОВ СКЛОННЫХ К АКАДЕМИЧЕСКОЙ ПРОКРАСТИНАЦИИ
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ВУЗ КАК ФАКТОР СТАНОВЛЕНИЯ ЛИЧНОСТИ СТУДЕНТА
ГАРМОНИЗАЦИЯ ЛИЧНОСТИ КАК ЭЛЕМЕНТ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ПРЕПОДАВАТЕЛЯ СОВРЕМЕННОГО ВУЗА
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ГАРМОНИЧЕСКАЯ ЛИЧНОСТЬ: СТРУКТУРА МЕХАНИЗМЫ РАЗВИТИЯ ИНДИВИДУАЛЬНЫЕ РАЗЛИЧИЯ
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ГАРМОНИЧНОЕ ЛИЧНОСТНОЕ САМОРАЗВИТИЕ КАК ЦЕЛЬ СТАНОВЛЕНИЯ СУБЪЕКТНОСТИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ГАРМОНИЧНОЕ РАЗВИТИЕ ЛИЧНОСТИ ЗА СЧЕТ ЗДОРОВОГО ОБРАЗА ЖИЗНИ
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ГАРМОНИЧНОЕ РАЗВИТИЕ ЛИЧНОСТИ КУРСАНТОВ ЗА СЧЕТ ЗДОРОВОГО ОБРАЗА ЖИЗНИ
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ГЕНДЕРНАЯ СПЕЦИФИКА НАПРАВЛЕННОСТИ ЛИЧНОСТИ В ОБЩЕНИИ
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ГЕНДЕРНЫЕ РАЗЛИЧИЯ ТРЕВОЖНОСТИ ЛИЧНОСТИ И СОЦИАЛЬНОПСИХОЛОГИЧЕСКОЙ АДАПТИРОВАННОСТИ У ПОДРОСТКОВ
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ГЕНЕЗИС МУЗЕЙНОЙ ПЕДАГОГИКИ ЕГО ЗНАЧЕНИЕ В ПОСТРОЕНИИ СОВРЕМЕННЫХ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ И ОБЩЕКУЛЬТУРНОМ ФОРМИРОВАНИИ ЛИЧНОСТИ
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ГОТОВНОСТЬ К САМОВОСПИТАНИЮ КАК РЕЗУЛЬТАТ СОВЕРШЕНСТВОВАНИЯ ЛИЧНОСТИ СОТРУДНИКА ПОЛИЦИИ
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ГУМАНИСТИЧЕСКИЕ ВЗГЛЯДЫ НА ВОСПИТАНИЕ ЛИЧНОСТИ И ДУХОВНО-НРАВСТВЕННОЕ УЧЕНИЕ ТОЛСТОГО
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ДВИЖУЩИЕ СИЛЫ САМОРАЗВИТИЯ ЛИЧНОСТИ ПОДРОСТКА В ПРОЦЕССЕ САМОВОСПИТАНИЯ
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ДЕСТРУКТИВНЫЕ ПРОЯВЛЕНИЯ В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ
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ДЕЯТЕЛЬНОСТНО-ВАЖНЫЕ И ДЕЯТЕЛЬНОСТНО-ЗНАЧИМЫЕ КАЧЕСТВА ЛИЧНОСТИ В ЭКОНОМИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ
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ДИАГНОСТИКА НРАВСТВЕННОГО САМОРАЗВИТИЯ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ ИЗ КАТЕГОРИЙ СОЦИАЛЬНОГО РИСКА
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ДИАЛОГ РУССКОГО И АНГЛИЙСКОГО ЯЗЫКОВ ПРИ ИНТЕГРАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ИЗ АРАБСКОГО МИРА В РОССИЙСКОЕ ОБРАЗОВАТЕЛЬНОЕ ПРОСТРАНСТВО
ДИНАМИКА САМООТНОШЕНИЯ ЛИЧНОСТИ В ПРОЦЕССЕ ПРОФЕССИОНАЛЬНОЙ СОЦИАЛИЗАЦИИ КУРСАНТОВ ВОЕННЫХ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ ВЫСШЕГО ОБРАЗОВАНИЯ ВОЙСК НАЦИОНАЛЬНОЙ ГВАРДИИ
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ДИСЦИПЛИНА "ИНОСТРАННЫЙ ЯЗЫК" КАК СРЕДСТВО РАЗВИТИЯ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ БУДУЩЕГО ИНЖЕНЕРА
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ДИФФЕРЕНЦИАЛЬНЫЕ АСПЕКТЫ ОРГАНИЗАЦИИ МЕТАКОГНИТИВНОЙ СФЕРЫ ЛИЧНОСТИ УЧАЩИХСЯ ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЙ
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ДОВЕРИЕ В СТРУКТУРЕ ПСИХОЛОГИЧЕСКОЙ БЕЗОПАСНОСТИ ЛИЧНОСТИ
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ДОСУГОВАЯ ДЕЯТЕЛЬНОСТЬ КАК СФЕРА РАЗВИТИЯ КОММУНИКАТИВНОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ДУХОВНО-НРАВСТВЕННОЕ ВОСПИТАНИЕ ЛИЧНОСТИ КАК СОЦИАЛЬНОЕ И ПЕДАГОГИЧЕСКОЕ ЯВЛЕНИЕ В ВЫСШЕЙ ШКОЛЕ
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ДУХОВНО-НРАВСТВЕННОЕ РАЗВИТИЕ ЛИЧНОСТИ В КОМПЕТЕНТНОСТНОМ ФОРМАТЕ
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ДУХОВНО-НРАВСТВЕННОЕ СТАНОВЛЕНИЕ ЛИЧНОСТИ УЧИТЕЛЯ
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ДУХОВНО-НРАВСТВЕННЫЕ КАЧЕСТВА ЛИЧНОСТИ ПЕДАГОГОВ РАБОТАЮЩИХ В СФЕРЕ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ
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ДУХОВНОСТЬ И НРАВСТВЕННОСТЬ ЛИЧНОСТИ В СВЕТСКОМ И ПРАВОСЛАВНОМ КОНТЕКСТАХ
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ДУХОВНОСТЬ ЧЕЛОВЕКА КАК ЦЕННОСТНАЯ ИНТЕНЦИЯ ЛИЧНОСТИ
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ЗАКОНОМЕРНОСТИ РАЗВИТИЯ ПРОФЕССИОНАЛЬНОЙ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ
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ЗАРУБЕЖНЫЕ ТЕОРИИ РАЗВИТИЯ ЛИЧНОСТИ КАК МЕТОДОЛОГИЧЕСКИЕ ПРЕДПОСЫЛКИ МОДЕРНИЗАЦИИ СИСТЕМЫ ПОВЫШЕНИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНЦИИ ПЕДАГОГА
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ЗНАЧЕНИЕ ЛИЧНОСТИ ТЕЛЕВИЗИОННОГО ВЕДУЩЕГО В ФОРМИРОВАНИИ ДОВЕРИЯ К ТЕЛЕВИЗИОННОМУ КОНТЕНТУ
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ЗНАЧЕНИЕ ОЦЕНКИ ПОРТФОЛИО В РАЗВИТИИ ЛИЧНОСТИ
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ЗНАЧЕНИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ В ВОСПИТАНИИ ЛИЧНОСТИ
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ЗНАЧЕНИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ В ВОСПИТАНИИ ЛИЧНОСТИ
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ЗНАЧЕНИЕ ЭТИЧЕСКОЙ СОСТАВЛЯЮЩЕЙ В ФОРМИРОВАНИИ ЛИЧНОСТИ БУДУЩЕГО ВРАЧА
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ЗНАЧИМОСТЬ САМООЦЕНКИ ЛИЧНОСТИ ПОДРОСТКА В РАМКАХ УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ
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ИДЕИ ЭТНОПЕДАГОГИКИ В ДУХОВНОМ СТАНОВЛЕНИИ ЛИЧНОСТИ
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ИДЕНТИЧНОСТЬ ЛИЧНОСТИ В СТРУКТУРЕ САМОСОЗНАНИЯ: ЭТНИЧЕСКИЙ АСПЕКТ
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ИДЕНТИЧНОСТЬ ЛИЧНОСТИ СТУДЕНТА В ГОРИЗОНТАХ СПОРТИВНОГО МИРА (ПО ИТОГАМ ОПРОСА СТУДЕНТОВ)
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ИДЕЯ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ ЛИЧНОСТИ: ИСТОКИ И СОВРЕМЕННОСТЬ
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ИЕРАРХИЧЕСКАЯ МОДЕЛЬ ЭФФЕКТИВНОГО ЦЕЛЕПОЛАГАНИЯ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ
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ИЗМЕНЕНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА
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ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО И ДИЗАЙН КАК ОДИН ИЗ МЕТОДОВ РАЗВИТИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ
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ИЗУЧЕНИЕ ИНОСТРАННОГО ЯЗЫКА В ВУЗЕ КАК СРЕДСТВО ФОРМИРОВАНИЯ И РАЗВИТИЯ ДУХОВНО-НРАВСТВЕННЫХ СТОРОН ЛИЧНОСТИ СОВРЕМЕННОГО СТУДЕНТА
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ИЗУЧЕНИЕ ЛИЧНОСТИ СТУДЕНТА В ПРОЦЕССЕ СОЦИАЛИЗАЦИИ И ВОСПИТАНИЯ В ЯЗЫКОВОМ ВУЗЕ
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ИЗУЧЕНИЕ СВЯЗИ ЦЕННОСТНЫХ ОРИЕНТАЦИЙ И ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ СТУДЕНТОВ-ПСИХОЛОГОВ
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ИНДИВИДУАЛЬНО-ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЛИЧНОСТИ КАК ДЕТЕРМИНАНТЫ ЗАВИСТИ
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ИНДИВИДУАЛЬНОСТЬ И АРХЕТИП ЛИЧНОСТИ "САМОСТЬ" В ПОДРОСТКОВОМ И ЮНОШЕСКОМ ВОЗРАСТЕ
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ИНОЯЗЫЧНОЕ ОБЩЕНИЕ КАК САМООПРЕДЕЛЯЮЩИЙ ФАКТОР ПРОФЕССИОНАЛЬНОГО СТАНОВЛЕНИЯ ЛИЧНОСТИ МОЛОДОГО ЧЕЛОВЕКА
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ИНТЕРНАЛЬНОСТЬ КАК ФАКТОР ОРГАНИЗАЦИИ МЕТАКОГНИТИВНОЙ СФЕРЫ ЛИЧНОСТИ В УПРАВЛЕНЧЕСКОЙ ДЕЯТЕЛЬНОСТИ
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ИНТЕРНЕТ-КОММУНИКАЦИИ: ПУТЬ КУЛЬТУРНОГО РАЗВИТИЯ ЛИЧНОСТИ ИЛИ СВОБОДА ВЫБОРА В ИНФОРМАЦИОННУЮ ЭПОХУ
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ИНТЕРНЕТ-СТРАНИЦА ПОЛЬЗОВАТЕЛЯ И ИЗУЧЕНИЕ ЕГО ЛИЧНОСТИ
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ИНТЕРПРЕТАЦИИ ЗНАЧИМОСТИ ЭСТЕТИЧЕСКОГО КРИТЕРИЯ В ХУДОЖЕСТВЕННОМ РАЗВИТИИ ЛИЧНОСТИ
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ИНФОРМАЦИОННАЯ КОМПЕТЕНЦИЯ ЛИЧНОСТИ В ПОЛЕ ЕЕ САМОРАЗВИТИЯ
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ИНФОРМАЦИОННАЯ КУЛЬТУРА ЛИЧНОСТИ: АНАЛИЗ СУЩЕСТВУЮЩИХ НАУЧНЫХ ПОДХОДОВ К ТОЛКОВАНИЮ ПОНЯТИЯ
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ИНФОРМАЦИОННАЯ ЦИФРОВАЯ И SMART-КОМПЕТЕНЦИИ ЛИЧНОСТИ: ТРАНСФОРМАЦИЯ ВЗГЛЯДОВ
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ИНФОРМАЦИОННО-КОММУНИКАТИВНАЯ КОМПЕТЕНТНОСТЬ КАК НЕОБХОДИМАЯ СОСТАВЛЯЮЩАЯ ЛИЧНОСТИ БУДУЩЕГО ПЕДАГОГА В УСЛОВИЯХ ИНФОРМАЦИОННОГО ОБЩЕСТВА
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ИСКУССТВО ЗДРАВОТВОРЧЕСТВА ЛИЧНОСТИ: СОВРЕМЕННЫЕ ПСИХО ЛОГИЧЕСКИЕ И ПЕДАГОГИЧЕСКИЕ АСПЕКТЫ
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ИСПОЛЬЗОВАНИЕ АКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩИХ СОТРУДНИКОВ ПРАВООХРАНИТЕЛЬНЫХ ОРГАНОВ
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ИССЛЕДОВАНИЕ ИННОВАЦИОННОЙ АКТИВНОСТИ ЛИЧНОСТИ С ПОМОЩЬЮ МЕТОДА СУБЪЕКТИВНОЙ СЕМАНТИКИ
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ИССЛЕДОВАНИЕ МОРАЛЬНО-НРАВСТВЕННОЙ НАДЕЖНОСТИ ЛИЧНОСТИ СПЕЦИАЛИСТА В ПСИХОЛОГИИ
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ИССЛЕДОВАНИЕ ОСОБЕННОСТЕЙ СТРУКТУРЫ СМЫСЛОЖИЗНЕННЫХ ОРИЕНТАЦИЙ И НАПРАВЛЕННОСТИ ЛИЧНОСТИ СОВРЕМЕННЫХ СТУДЕНТОВ
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ИССЛЕДОВАНИЕ ПРОФЕССИОНАЛЬНОГО ТИПА ЛИЧНОСТИ БУДУЩИХ УЧИТЕЛЕЙ БИОЛОГИИ
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ИССЛЕДОВАНИЕ ПРОЦЕССА ФОРМИРОВАНИЯ ЛИЧНОСТИ СТУДЕНТА
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ИССЛЕДОВАНИЕ СТРУКТУРНОЙ ОРГАНИЗАЦИИ КРЕАТИВНОСТИ ЛИЧНОСТИ В УЧЕБНОЙ ДЕЯТЕЛЬНОСТИ
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ИССЛЕДОВАНИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТАИ ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ СТУДЕНТОВ ОБУЧАЮЩИХСЯ ПО СПЕЦИАЛЬНОСТИ "ПСИХОЛОГИЯ СЛУЖЕБНОЙ ДЕЯТЕЛЬНОСТИ"
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ИССЛЕДОВАНИЕ ЭМПАТИИ КАК ПСИХОЛОГИЧЕСКОГО КАЧЕСТВА ЛИЧНОСТИ У СТУДЕНТОВ "ТЕХНОСФЕРНОЙ БЕЗОПАСНОСТИ" В ПРОЦЕССЕ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
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ИСТОЧНИКИ УГРОЗ ИНФОРМАЦИОННО-ПСИХОЛОГИЧЕСКОЙ БЕЗОПАСНОСТИ ЛИЧНОСТИ
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К ВОПРОСУ ВЗАИМОСВЯЗИ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА И ЦЕННОСТНЫХ ОРИЕНТАЦИЙ ЛИЧНОСТИ
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К ВОПРОСУ МОТИВАЦИОННОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ В СТУДЕНЧЕСКОМ СПОРТЕ
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К ВОПРОСУ О БЕЗОПАСНОСТИ И ПСИХОЛОГИЧЕСКОМ КОМФОРТЕ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ
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К ВОПРОСУ О ГРАЖДАНСКИХ КАЧЕСТВАХ ЛИЧНОСТИ ПОДРОСТКА
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К ВОПРОСУ О ЛИЧНОСТИ ВОЕННОГО КОМАНДИРА
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К ВОПРОСУ О МЕСТЕ МОТИВАЦИОННО-СМЫСЛОВЫХ ОБРАЗОВАНИЙ В СТРУКТУРЕ НАПРАВЛЕННОСТИ ЛИЧНОСТИ ИНЖЕНЕРОВ-ПЕРВОКУРСНИКОВ
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К ВОПРОСУ О ПРОБЛЕМЕ ТВОРЧЕСКОЙ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ В ЮНОШЕСКОМ ВОЗРАСТЕ В СОВРЕМЕННОМ МИРЕ
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К ВОПРОСУ О СОЦИАЛЬНЫХ УСЛОВИЯХ РАЗВИТИЯ ТОЛЕРАНТНОСТИ ЛИЧНОСТИ В СИСТЕМЕ ОБРАЗОВАНИЯ
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К ВОПРОСУ О СОЦИАЛЬНЫХ УСЛОВИЯХ РАЗВИТИЯ ТОЛЕРАНТНОСТИ ЛИЧНОСТИ В СИСТЕМЕ ОБРАЗОВАНИЯ
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К ВОПРОСУ О ТЕОРЕТИЧЕСКОМ ОСМЫСЛЕНИИ ПОНЯТИЯ "АКТИВНОСТЬ" ЛИЧНОСТИ БУДУЩЕГО ПЕДАГОГА
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К ВОПРОСУ О ТРАНСФОРМАЦИИ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ В ПРОЦЕССЕ ОБУЧЕНИЯ ЛИЧНОСТИ В УСЛОВИЯХ ЦИФРОВОГО ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА
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К ВОПРОСУ О ФОРМИРОВАНИИ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ
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К ВОПРОСУ О ФОРМИРОВАНИИ ПОЛИКУЛЬТУРНОЙ ЛИЧНОСТИ СТУДЕНТОВ ЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ ВУЗОВ
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К ВОПРОСУ О ФОРМИРОВАНИИ ПОЛИКУЛЬТУРНОЙ ЛИЧНОСТИ У СТУДЕНТОВ-ЛИНГВИСТОВ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ НА СЕВЕРНОМ КАВКАЗЕ
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К ВОПРОСУ О ХАРАКТЕРЕ ВЗАИМОСВЯЗЕЙ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА И КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ ЛИЧНОСТИ
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К ВОПРОСУ ОБ АВТОРИТЕТЕ ЛИЧНОСТИ
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К ВОПРОСУ ПРОЕКТИРОВАНИЯ ПРОЦЕССА ФОРМИРОВАНИЯ ИННОВАЦИОННОЙ ЛИЧНОСТИ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ
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К ВОПРОСУ СТРУКТУРЫ МЕХАНИЗМА ФОРМИРОВАНИЯ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ СТУДЕНТОВ С ПОЗИЦИИ МАРКЕТИНГА
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К ВОПРОСУ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ УЧЕНОГО-ИССЛЕДОВАТЕЛЯ В УСЛОВИЯХ ТРЕХЪЯЗЫЧНОГО ОБРАЗОВАНИЯ В РЕСПУБЛИКЕ КАЗАХСТАН
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К ПРОБЛЕМЕ ДУХОВНО-НРАВСТВЕННОГО РАЗВИТИЯ ЛИЧНОСТИ В УСЛОВИЯХ ПОЛИКУЛЬТУРНОГО ОБРАЗОВАНИЯ
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К ПРОБЛЕМЕ ДУХОВНЫХ СПОСОБНОСТЕЙ ЛИЧНОСТИ
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К ПРОБЛЕМЕ РАЗВИТИЯ ТВОРЧЕСКОГО ПОТЕНЦИАЛА ЛИЧНОСТИ ПОСРЕДСТВОМ САНОГЕННОЙ РЕФЛЕКСИИ
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КАК НЕ ПОТЕРЯТЬ ГРАЖДАНСКО-ПАТРИОТИЧЕСКУЮ КОМПЕТЕНТНОСТЬ ОБУЧАЮЩИХСЯ В ПОГОНЕ ЗА ТОЛЕРАНТНЫМИ КАЧЕСТВАМИ ЛИЧНОСТИ? (ПО МАТЕРИАЛАМ ВТОРОЙ ВСЕРОССИЙСКОЙ ОЛИМПИАДЫ ПО ИСТОРИИ ХОЛОКОСТА)
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КАТЕГОРИЯ "СУБЪЕКТНОСТЬ ЛИЧНОСТИ" В ТРУДАХ ПРЕДСТАВИТЕЛЕЙ СУБЪЕКТНО-ДЕЯТЕЛЬНОСТНОГО ПОДХОДА
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КАТЕГОРИЯ ПСИХОЛОГИЧЕСКОЙ БЕЗОПАСНОСТИ В ИССЛЕДОВАНИЯХ УСТОЙЧИВОСТИ ЛИЧНОСТИ
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КАЧЕСТВО ТЕОРЕТИЗАЦИИ И ФОРМИРОВАНИЯ КУЛЬТУРЫ САМОСТОЯТЕЛЬНОЙ РАБОТЫ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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КВОПРОСУ ОПРЕДЕЛЕНИЯ СОДЕРЖАТЕЛЬНОГО КОМПОНЕНТА СОЗНАНИЯ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ЭТНИЧЕСКОЙ ТОЛЕРАНТНОСТИ ЛИЧНОСТИ
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КЛАССИФИКАЦИЯ ПОДХОДОВ К ИЗУЧЕНИЮ САМООПРЕДЕЛЕНИЯ ЛИЧНОСТИ В КОНТЕКСТЕ ГУМАНИТАРНЫХ НАУК
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КОММУНИКАТИВНАЯ И ЛИНГВИСТИЧЕСКАЯ КРЕАТИВНОСТЬ ЛИЧНОСТИ СТУДЕНТА КАК ПОКАЗАТЕЛИ ЭФФЕКТИВНОСТИ УСВОЕНИЯ ИНОСТРАННОГО ЯЗЫКА В УСЛОВИЯХ АКТИВИЗАЦИИ МОТИВА ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ
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КОМПЕТЕНТНОСТНАЯ МОДЕЛЬ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ ПЕДАГОГА: ПРАКТИКА РЕАЛИЗАЦИИ
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КОМПЕТЕНТНОСТНЫЙ ПОДХОД К РАЗВИТИЮ ЛИЧНОСТИ СТУДЕНТА В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА
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КОМПЛЕКСНЫЕ СВОЙСТВА ЛИЧНОСТИ ИХ КРИТЕРИИ И ПОДХОДЫ К РЕГУЛЯЦИИ ПСИХИЧЕСКОГО ЗДОРОВЬЯ
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КОМПОНЕНТЫ ПРОФЕССИОНАЛЬНО ОБУСЛОВЛЕННОЙ СТРУКТУРЫ ЛИЧНОСТИ ПЕДАГОГА
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КОНТЕКСТНОЕ ОБРАЗОВАНИЕ КАК УСЛОВИЕ РАЗВИТИЯ ТРАНСПРОФЕССИОНАЛЬНЫХ ХАРАКТЕРИСТИК ЛИЧНОСТИ
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КОНЦЕПТ "ВОЙНА" В ПОЭТИЧЕСКИХ ТЕКСТАХОКУДЖАВЫ КАК СРЕДСТВО ДУХОВНО-НРАВСТВЕННОГО ВОСПИТАНИЯ ЛИЧНОСТИ
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КОНЦЕПТ "ТВОРЧЕСКИЙ ПОТЕНЦИАЛ ЛИЧНОСТИ" В ОТЕЧЕСТВЕННОЙ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ НАУКЕ
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КОНЦЕПТУАЛЬНЫЕ ОСОБЕННОСТИ И ПОДХОДЫ К ИССЛЕДОВАНИЮ ПРОБЛЕМЫ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ВЫСШЕЙ ШКОЛЫ
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КОРРУПЦИОННАЯ ЛИЧНОСТЬ В ВОСПРИЯТИИ ПРОФЕССИОНАЛЬНЫХ И ВОЗРАСТНЫХ СОЦИАЛЬНЫХ ГРУПП
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КРИТЕРИИ ПОКАЗАТЕЛИ И КАЧЕСТВА ТОЛЕРАНТНОЙ ЛИЧНОСТИ
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КУЛЬТУРА ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ В КОНТЕКСТЕ ОБЩЕПЕДАГОГИЧЕСКИХ И ПРОФЕССИОНАЛЬНО-ПЕДАГОГИЧЕСКИХ ВОЗМОЖНОСТЕЙ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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КУЛЬТУРА КАК БАЗА ФОРМИРОВАНИЯ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ БУДУЩЕГО УЧИТЕЛЯ
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КУЛЬТУРА ОБРАЗОВАНИЕ И ПРОБЛЕМЫ ФОРМИРОВАНИЯ ЛИЧНОСТИ В ГЛОБАЛИЗАЦИОННО-АТОМИЗИРОВАННОМ МИРОВОМ ОБЩЕСТВЕ
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КУЛЬТУРА САМОСТОЯТЕЛЬНОЙ РАБОТЫ ЛИЧНОСТИ В КОНСТРУКТОРАХ ТЕОРЕТИЗАЦИИ И РЕФЛЕКСИИ
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КУЛЬТУРНОЕ НАСЛЕДИЕ КАК ФАКТОР ДУХОВНОГО РАЗВИТИЯ ЛИЧНОСТИ В СИСТЕМЕ ХУДОЖЕСТВЕННОГО ОБРАЗОВАНИЯ
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ЛИНГВОРИТОРИЧЕСКИЕ ХАРАКТЕРИСТИКИ АВТОРСКОГО КОЛЛЕКТИВА КАК ГРУППОВОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
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ЛИЧНОСТЬ В АВТОРСКИХ ТЕОРИЯХ ПРЕДСТАВИТЕЛЕЙ ГУМАНИСТИЧЕСКОЙ ПСИХОЛОГИИ
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ЛИЧНОСТЬ В ИСТОРИИ НАУКИ: ГЕРМАН ГЮНТЕР ГРАССМАН (ЗАВЕТ КОНДРАШОВА: ПРОДОЛЖАТЬ ИСТОРИОГРАФИЧЕСКИЕ ИССЛЕДОВАНИЯ)
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ЛИЧНОСТЬ В КОНЦЕПЦИИ ГУМАНИСТИЧЕСКОГО ВОСПИТАНИЯ
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ЛИЧНОСТЬ В СОВРЕМЕННЫХ ОБРАЗОВАТЕЛЬНЫХ УСЛОВИЯХ ВЫСШЕЙ ШКОЛЫ
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ЛИЧНОСТЬ ПЕДАГОГА В НОВОМ ФОРМАТЕ ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА
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ЛИЧНОСТЬ РУКОВОДИТЕЛЯ В ТВОРЧЕСКОМ КОЛЛЕКТИВЕ
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ЛИЧНОСТЬ - ЧТО СКРЫВАЕТСЯ ПОД ЭТИМ ОПРЕДЕЛЕНИЕМ?
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МАГИСТЕРСКОЕ ИССЛЕДОВАНИЕ ПО ПЕДАГОГИКЕ КАК СРЕДСТВО РАЗВИТИЯ ЛИЧНОСТИ
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МЕЖДУНАРОДНАЯ КОНФЕРЕНЦИЯ ПО ПСИХОЛОГО-ПЕДАГОГИЧЕСКИМ АСПЕКТАМ РАЗВИТИЯ ЛИЧНОСТИ В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ
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МЕЖПРЕДМЕТНЫЕ СВЯЗИ В ФОРМИРОВАНИИ МОТИВАЦИОННОЙ СФЕРЫ ЛИЧНОСТИ СТУДЕНТОВ
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МЕТАПРЕДМЕТНЫЙ ПОДХОД В РАЗВИТИИ ИННОВАЦИОННОЙ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ЮРИДИЧЕСКОГО ВУЗА
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МЕТОДИКА ТРЕНИНГА ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА КАК ИНСТРУМЕНТА ПОВЫШЕНИЯ ПСИХОЛОГИЧЕСКОГО БЛАГОПОЛУЧИЯ ВИКТИМНОЙ ЛИЧНОСТИ
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МЕТОДИЧЕСКИЕ ОСОБЕННОСТИ ПЕРЕВОДА ПОНЯТИЯ ЛИЧНОСТЬ И СУБЪЕКТ В КИТАЙСКОЙ ПСИХОЛОГИЧЕСКОЙ И ПЕДАГОГИЧЕСКОЙ НАУЧНОЙ ЛИТЕРАТУРЕ
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МЕТОДОЛОГИЧЕСКИЙ И ТЕОРЕТИЧЕСКИЙ РЕСУРС КОНЦЕПЦИИ СИСТЕМЫ И СИСТЕМНО-ЭВОЛЮЦИОННОГО ПОДХОДА ДЛЯ ПСИХОЛОГИЧЕСКОГО ИССЛЕДОВАНИЯ ЖИЗНЕННОГО ЦИКЛА ЛИЧНОСТИЧАСТЬ
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МЕТОДОЛОГИЧЕСКИЙ И ТЕОРЕТИЧЕСКИЙ РЕСУРС ПСИХОЛОГИИ В АСПЕКТЕ ТЕОРИИ СИСТЕМ ДЛЯ ПСИХОЛОГИЧЕСКОГО ИССЛЕДОВАНИЯ ЖИЗНЕННОГО ЦИКЛА ЛИЧНОСТИ ЧАСТЬ
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МЕТОДЫ УПРАВЛЕНИЯ В ПРОФЕССИОНАЛЬНОМ СТАНОВЛЕНИИ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЕЙ ГУМАНИТАРНЫХ НАУК
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МИФОЛОГИЧЕСКАЯ ЛИЧНОСТЬ КАРЛОСА КАСТАНЕДЫ И МИСТИЦИЗМ ЕГО ТВОРЧЕСТВА
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МНОГОЯЗЫЧИЕ КАК СПОСОБ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЛИЧНОСТИ МОЛОДЕЖИ
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МОДЕЛИ И МЕТОДОЛОГИЯ ТЕОРЕТИЗАЦИИ И ФОРМИРОВАНИЯ УСПЕШНОСТИ ЛИЧНОСТИ СТУДЕНТА УЧИЛИЩА ОЛИМПИЙСКОГО РЕЗЕРВА В СПОРТЕ НАУКЕ ОБРАЗОВАНИИ
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МОДЕЛИРОВАНИЕ ЛИЧНОСТИ ПРОФЕССИОНАЛЬНОГО И ЛИЧНОСТНОГО РАЗВИТИЯ УЧИТЕЛЯ
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МОДЕЛИРОВАНИЕ СОЦИАЛЬНОКУЛЬТУРНОГО МИРА ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ВУЗА
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МОДЕЛЬ ПОЭТАПНОЙ РЕАЛИЗАЦИИ СОПРОВОЖДЕНИЯ ПРОФЕССИОНАЛЬНО-ОБРАЗОВАТЕЛЬНОГО РАЗВИТИЯ ЛИЧНОСТИ СТУДЕНТА: МОТИВАЦИОННЫЙ КРИТЕРИЙ
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МОДЕЛЬ РЕАЛИЗАЦИИ КОМПЛЕКСА ПЕДАГОГИЧЕСКИХ УСЛОВИЙ ФОРМИРОВАНИЯ УПРАВЛЕНЧЕСКОЙ КОМПЕТЕНТНОСТИ ЛИЧНОСТИ В КОНТЕКСТЕ ГУМАНИСТИЧЕСКОГО ПОДХОДА К ВОЕННОМУ ОБРАЗОВАНИЮ
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МОДЕЛЬ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ ВЗРОСЛОГО В ИЗОБРАЗИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ ХАРАКТЕРНАЯ ДЛЯ ЗАПАДНОЙ КУЛЬТУРЫ
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МОДЕЛЬ ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ (НА МАТЕРИАЛЕ ИЗУЧЕНИЯ ЯПОНСКОГО ЯЗЫКА И КУЛЬТУРЫ)
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МОДЕЛЬ ФОРМИРОВАНИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ ПОДРОСТКОВ В САМОДЕЯТЕЛЬНОМ ХОРЕОГРАФИЧЕСКОМ КОЛЛЕКТИВЕ
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МОДЕЛЬ ФОРМИРОВАНИЯ ЭТНОКУЛЬТУРНЫХ КАЧЕСТВ ЛИЧНОСТИ БУДУЩИХ УЧИТЕЛЕЙ ШКОЛ СЕВЕРА
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МОРАЛЬНАЯ ОТВЕТСТВЕННОСТЬ ЛИЧНОСТИ ЧЕРЕЗ ПРИЗМУ ПРОРОЧЕСКОГО ОТКРОВЕНИЯ
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МОРАЛЬНО-НРАВСТВЕННОЕ РАЗВИТИЕ В СТРУКТУРЕ КУЛЬТУРНО-ПРАВОВОЙ ОРГАНИЗАЦИИ ЛИЧНОСТИ ПОДРОСТКОВ С ОПАСНЫМИ СОЦИАЛЬНЫМИ ДЕВИАЦИЯМИ
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МОТИВАЦИОННОЕ РАЗВИТИЕ ЛИЧНОСТИ В ПРЕДМЕТНОЙ ДЕЯТЕЛЬНОСТИ УЧРЕЖДЕНИЙ КУЛЬТУРЫ
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МОТИВАЦИОННЫЕ МЕХАНИЗМЫ ОПОСРЕДСТВУЮЩИЕ ГАРМОНИЧНУЮ САМОРЕАЛИЗАЦИЮ ЛИЧНОСТИ В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
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МОТИВАЦИОННЫЙ ПРОФИЛЬ ЛИЧНОСТИ ПОДРОСТКОВ РАЗНЫХ ПОКОЛЕНИЙ
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МОТИВАЦИЯ СТУДЕНТОВ СИБИРСКОГО ИНСТИТУТА УПРАВЛЕНИЯФИЛИАЛА РАНХИГС К ЗАНЯТИЯМ ФИЗИЧЕСКОЙ КУЛЬТУРОЙ И СПОРТОМ КАК КОМПОНЕНТ ФИЗИЧЕСКОГО РАЗВИТИЯ ЛИЧНОСТИ
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НАБЛЮДАТЕЛЬНОСТЬ КАК СВОЙСТВО ЛИЧНОСТИ ПРИЕМНОГО (ЗАМЕЩАЮЩЕГО) РОДИТЕЛЯ
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НАПРАВЛЕННОСТЬ ЛИЧНОСТИ КАК ЦЕННОСТНЫЙ КОМПОНЕНТ СОЦИАЛЬНОПСИХОЛОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ ПЕДАГОГОВ С ОБУЧАЮЩИМИСЯ
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НАРРАТИВНЫЕ ТЕХНОЛОГИИ ФОРМИРОВАНИЯ ЦЕННОСТНО-СМЫСЛОВЫХ ОРИЕНТАЦИЙ ЛИЧНОСТИ: ПСИХОЛОГИЧЕСКОЕ СОДЕРЖАНИЕ И ПРИМЕНЕНИЕ В ОБРАЗОВАТЕЛЬНОЙ ПРАКТИКЕ
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НАСТАВНИЧЕСТВО В ФОРМИРОВАНИИ ЛИЧНОСТИ СТУДЕНТА МЕДИЦИНСКОГО ВУЗА
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НАСТАВНИЧЕСТВО КАК МОДЕЛЬ СОПРОВОЖДЕНИЯ ПЕДАГОГА НА ЭТАПЕ ПЕРВИЧНОЙ ПРОФЕССИОНАЛИЗАЦИИ ЛИЧНОСТИ
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НАУЧНО-МЕТОДОЛОГИЧЕСКИЕ ПОДХОДЫ К ПРОЦЕССУ ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ ПОВЫШЕНИЯ СУБЪЕКТНО-ПРОФЕССИОНАЛЬНОГО ПОТЕНЦИАЛА ЛИЧНОСТИ
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НЕКОТОРЫЕ АСПЕКТЫ ФОРМИРОВАНИЯ КУЛЬТУРЫ ЛИЧНОСТИ СТУДЕНТА СРЕДСТВАМИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА НА ЗАНЯТИЯХ ПО ЛЁГКОЙ АТЛЕТИКЕ
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НЕКОТОРЫЕ СОЦИАЛЬНОПСИХОЛОГИЧЕСКИЕ ПРОБЛЕМЫ ЛИЧНОСТИ В ЭПОХУ SMART-ТЕХНОЛОГИЙ
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НЕОБХОДИМОСТЬ И УСЛОВИЯ НЕПРЕРЫВНОГО РАЗВИТИЯ ИССЛЕДОВАТЕЛЬСКОЙ КОМПЕТЕНТНОСТИ ЛИЧНОСТИ В ПРОЦЕССЕ ЕЕ СТАНОВЛЕНИЯ КАК ПЕДАГОГА НАЧАЛЬНОГО ОБРАЗОВАНИЯ
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НРАВСТВЕННОЕ САМООПРЕДЕЛЕНИЕ ЛИЧНОСТИ ЕГО СУЩНОСТЬ И ВИДЫ
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О ГАРМОНИИ И ДИСГАРМОНИИ ЧУВСТВ ИНТЕЛЛЕКТА И ВОЛИ В САМОРАЗВИТИИ ЛИЧНОСТИ
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О ЗНАЧЕНИИ ХУДОЖЕСТВЕННО-ОБРАЗНЫХ ПРЕДСТАВЛЕНИЙ КАК НЕОТЪЕМЛЕМОЙ ЧАСТИ ФОРМИРОВАНИЯ ЛИЧНОСТИ МУЗЫКАНТА
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О МОДУЛЬНОЙ СТРУКТУРЕ ИЗЛОЖЕНИЯ МИРОВОЗЗРЕНИЯ ЛИЧНОСТИ
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О ПРОБЛЕМАТИЗАЦИИ ЭКОЛОГИЧЕСКОГО РАЗВИТИЯ ЛИЧНОСТИ В ЦИФРОВОМ ОБРАЗОВАНИИ
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О ПРОГРАММЕ ФОРМИРОВАНИЯ АНТИКОРРУПЦИОННОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ КУРСАНТОВ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ ФСИН РОССИИ
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О РАЗВИТИИ ЛИЧНОСТИ СОВРЕМЕННОГО ПЕДАГОГА
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О РОЛИ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ В ДИСТАНЦИОННОМ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ
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О РОЛИ САМОРАЗВИТИЯ ЛИЧНОСТИ В ИСЛАМСКОМ ОБРАЗОВАНИИ
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О РОЛИ ЭКОЛОГИЧЕСКОГО ВОСПИТАНИЯ В ФОРМИРОВАНИИ ЛИЧНОСТИ
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О ФОРМИРОВАНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ БАКАЛАВРОВ НАЧАЛЬНОГО ОБРАЗОВАНИЯ В ПРОЦЕССЕ ИЗУЧЕНИЯ ЛЕКСИКОЛОГИИ РУССКОГО ЯЗЫКА
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ОБЗОР НАУЧНО-ТЕОРЕТИЧЕСКИХ ИССЛЕДОВАНИЙ ЦЕННОСТНЫХ ОРИЕНТАЦИЙ ЛИЧНОСТИ
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ОБОСНОВАНИЕ РЕКОНСТРУКЦИИ ПСИХОЛОГИЧЕСКИХ СТРАТЕГИЙ ПРОФЕССИОНАЛЬНОГО УСПЕХА ЛИЧНОСТИ (НА ПРИМЕРЕ АНАЛИЗА ПРЕДПРИНИМАТЕЛЬСКИХ ИСТОРИЙ)
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ОБРАЗ И ИМИДЖ ЛИЧНОСТИ
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ОБРАЗОВАТЕЛЬНАЯ СРЕДА ВУЗА В РАЗВИТИИ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ
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ОБРАЗОВАТЕЛЬНЫЙ ДИСКУРС КАК ЕДИНСТВО ОБУЧЕНИЯ И ФОРМИРОВАНИЯ ЛИЧНОСТИ (ИСТОРИЯ И СОВРЕМЕННОСТЬ)
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ОБУЧЕНИЕ АКТЕРСКОМУ МАСТЕРСТВУ КАК ОПЫТ СОЦИАЛИЗАЦИИ ЛИЧНОСТИ В СОЦИАЛЬНОКУЛЬТУРНОЙ СРЕДЕ
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ОПРЕДЕЛЕНИЕ УРОВНЯ ДУХОВНОГО РАЗВИТИЯ ЛИЧНОСТИ У СТУДЕНТОВ МЕДИЦИНСКОГО ВУЗА
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ОРГАНИЗАЦИОННЫЕ АСПЕКТЫ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ СТУДЕНТОВ ВУЗА С УЧЕТОМ ЦЕННОСТНОГО ТИПА ЛИЧНОСТИ
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ОРГАНИЗАЦИЯ ПСИХОЛОГИЧЕСКОЙ ПОДДЕРЖКИ ЛИЧНОСТИ В УСЛОВИЯХ СОВРЕМЕННОГО ОБРАЗОВАНИЯ КАК ТЕОРЕТИЧЕСКАЯ И ПРИКЛАДНАЯ ПРОБЛЕМА
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ОРГАНИЗАЦИЯ РАБОТЫ ПО ПЕДАГОГИЧЕСКОМУ ОБЕСПЕЧЕНИЮ ФОРМИРОВАНИЯ ЛИЧНОСТИ В УСЛОВИЯХ СЕТЕВОЙ ФОРМЫ РЕАЛИЗАЦИИ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ
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ОСНОВНЫЕ КОМПОНЕНТЫ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ
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ОСНОВНЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ ФОРМИРОВАНИЯ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ
ОМВД Л..
ОСОБЕННОСТИ ВЗАИМОСВЯЗИ САМООЦЕНКИ И КОММУНИКАТИВНЫХ КАЧЕСТВ ЛИЧНОСТИ КУРСАНТОВ ВОЕННОГО ИНСТИТУТА ВОЙСК НАЦИОНАЛЬНОЙ ГВАРДИИ
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ОСОБЕННОСТИ ВЛИЯНИЯ ВНЕШНЕЙ СРЕДЫ НА КАЧЕСТВО ЖИЗНИ ЛИЧНОСТИ В СОВРЕМЕННОМ МИРЕ
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ОСОБЕННОСТИ ВОСПИТАНИЯ РОССИЙСКОЙ МОЛОДЕЖИ НА СОЦИАЛЬНО-КУЛЬТУРНОМ ИДЕАЛЕ ЛИЧНОСТИ
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ОСОБЕННОСТИ ВРЕМЕННОЙ ПЕРСПЕКТИВЫ ЛИЧНОСТИ НА ЭТАПЕ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ
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ОСОБЕННОСТИ ЖИЗНЕСПОСОБНОСТИ СТУДЕНТОВ С РАЗНЫМИ УРОВНЯМИ АВТОНОМНОСТИ ЛИЧНОСТИ
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ОСОБЕННОСТИ ИЗУЧЕНИЯ ПРОФЕССИОНАЛЬНОЙ ОТРАСЛЕВОЙ ИДЕНТИФИКАЦИИ ЛИЧНОСТИ (ПОИЛ) РУКОВОДИТЕЛЯ С УЧЕТОМ ГЕНДЕРНОГО ФАКТОРА И КОНФЛИКТНОСТИ
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ОСОБЕННОСТИ ИНДИВИДУАЛЬНО-ПСИХОЛОГИЧЕСКИХ СВОЙСТВ ЛИЧНОСТИ СТУДЕНТОВ-УЧАСТНИКОВ ИННОВАЦИОННОЙ ДЕЯТЕЛЬНОСТИ
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ОСОБЕННОСТИ ИНДИВИДУАЛЬНОСТИ ЛИЧНОСТИ КУРСАНТОВ С ВЫСОКИМ УРОВНЕМ САМОРЕГУЛЯЦИИ
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ОСОБЕННОСТИ ЛИЧНОСТИ СОТРУДНИКА ОХРАНЫ УГОЛОВНО-ИСПОЛНИТЕЛЬНОЙ СИСТЕМЫ РОССИЙСКОЙ ФЕДЕРАЦИИ
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ОСОБЕННОСТИ ЛИЧНОСТИ СПОРТСМЕНОВ ВЫСОКОЙ КВАЛИФИКАЦИИ
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ОСОБЕННОСТИ ПАТРИОТИЧЕСКОГО ВОСПИТАНИЯ БУДУЩИХ СОТРУДНИКОВ ПОЛИЦИИ НА ИСТОРИЧЕСКОМ ИДЕАЛЕ ЛИЧНОСТИ
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ОСОБЕННОСТИ ПРОФЕССИОНАЛЬНОГО ВЫГОРАНИЯ ЛИЧНОСТИ ПЕДАГОГОВ (НА ПРИМЕРЕ СРАВНЕНИЯ УЧИТЕЛЕЙ И ВОСПИТАТЕЛЕЙ РАЙОННОГО И ОБЛАСТНОГО ЦЕНТРОВ)
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ОСОБЕННОСТИ ПРОФЕССИОНАЛЬНОЙ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ КУРСАНТОВ
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ОСОБЕННОСТИ РАЗВИТИЯ АНАЛИТИЧЕСКИХ СПОСОБНОСТЕЙ ЛИЧНОСТИ В УСЛОВИЯХ ПЕДАГОГИЧЕСКИ ОРГАНИЗОВАННОЙ МУЗЫКАЛЬНОЙ СРЕДЫ
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ОСОБЕННОСТИ РАЗВИТИЯ ЛИЧНОСТИ С ЗАВИСИМЫМ ПОВЕДЕНИЕМ В ПЕРИОД ВЗРОСЛОСТИ
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ОСОБЕННОСТИ РАЗВИТИЯ ПРОФЕССИОНАЛЬНО-ЦЕННОСТНОГО ПОТЕНЦИАЛА ЛИЧНОСТИ БУДУЩЕГО ВОСПИТАТЕЛЯ В ПОЛИКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВЫСШЕЙ ШКОЛЫ
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ОСОБЕННОСТИ РАЗВИТИЯ У СТУДЕНТОВ С ИНВАЛИДНОСТЬЮ И ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ КАЧЕСТВ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ
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ОСОБЕННОСТИ РОЛЕВОЙ РЕФЛЕКСИИ СТУДЕНТА В ДИДАКТИЧЕСКОМ ЗВЕНЕ "ЛИЧНОСТЬ-ГРУППА"
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ОСОБЕННОСТИ САМОРАЗВИТИЯ ЛИЧНОСТИ ПСИХОЛОГА СО СТАЖЕМ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ МЕНЕЕ ТРЕХ ЛЕТ
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ОСОБЕННОСТИ СОЦИАЛИЗАЦИИ ЛИЧНОСТИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА В КОНТЕКСТЕ КОМПЕТЕНТНОСТНОГО ПОДХОДА
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ОСОБЕННОСТИ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА И ЭМОЦИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ У СТУДЕНТОВ ТЕХНИЧЕСКОГО ПРОФИЛЯ ПОДГОТОВКИ
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ОСОБЕННОСТИ СТРУКТУРНО-ФУНКЦИОНАЛЬНОЙ ОРГАНИЗАЦИИЯ МЕТАКОГНИТИВНОЙ СФЕРЫ ЛИЧНОСТИ В УПРАВЛЕНЧЕСКОЙ ДЕЯТЕЛЬНОСТИ
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ КУЛЬТУРЫ БЕЗОПАСНОСТИ ЛИЧНОСТИ В УСЛОВИЯХ СОВРЕМЕННОГО ВУЗА
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЛИЧНОСТИ В ПРОЦЕССЕ ЗАНЯТИЙ ФИЗИЧЕСКОЙ КУЛЬТУРОЙ И СПОРТОМ
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЛИЧНОСТИ МУЗЫКАНТА И КУЛЬТУРЫ ИСПОЛНИТЕЛЬСТВА
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ МОТИВАЦИИ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ КУРСАНТОВ ЭКОНОМИЧЕСКОГО ПРОФИЛЯ
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ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В РАМКАХ ИНОЯЗЫЧНОЙ ПОДГОТОВКИ В ТЕХНИЧЕСКОМ ВУЗЕ
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ОСОБЕННОСТИ ЦЕННОСТНО-МОТИВАЦИОННОЙ СФЕРЫ ЛИЧНОСТИ ПСИХОЛОГОВ И ПСИХИАТРОВ
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ОТКРЫТЫЙ РЫНОК И ЕГО СПЕЦИФИКА В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ: К ВОПРОСУ О ТОВАРНЫХ ХАРАКТЕРИСТИКАХ ЛИЧНОСТИ
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ПАТРИОТИЧЕСКОЕ ВОСПИТАНИЕ ЛИЧНОСТИ: ЭТНОПЕДАГОГИЧЕСКИЙ ПОДХОД
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ПЕДАГОГИКА ОБРАЗОВАНИЯ И РАЗВИТИЯ ЛИЧНОСТИ СПОРТИВНОГО МЕНЕДЖЕРА
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ПЕДАГОГИЧЕСКАЯ СИТУАЦИЯ КАК МЕХАНИЗМ РАЗВИТИЯ ПОЛИКУЛЬТУРНОЙ ЛИЧНОСТИ СТУДЕНТОВ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ ВУЗА
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ПЕДАГОГИЧЕСКАЯ ФАСИЛИТАЦИЯ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНО ВАЖНЫХ КАЧЕСТВ ЛИЧНОСТИ КУРСАНТОВ
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ПЕДАГОГИЧЕСКИ ОРГАНИЗОВАННАЯ МУЗЫКАЛЬНАЯ СРЕДА КАК ИНДИКАТОР УРОВНЯ РАЗВИТИЯ КУЛЬТУРЫ ЛИЧНОСТИ
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ПЕДАГОГИЧЕСКИЕ КОНСТРУКТЫ И ПЕДАГОГИЧЕСКИЕ КОНСТРУКТОРЫ В ИЗУЧЕНИИ И ИССЛЕДОВАНИИ ОСНОВ ПЕДАГОГИЧЕСКОЙ ПОДДЕРЖКИ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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ПЕДАГОГИЧЕСКИЕ ОСНОВЫ СОВЕРШЕНСТВОВАНИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ СТУДЕНТОВ
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ПЕДАГОГИЧЕСКИЕ ОСНОВЫ СОЦИАЛИЗАЦИИ ЛИЧНОСТИ В МОДЕЛИ НАУЧНО-ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ
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ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ОПТИМИЗАЦИИ МОДЕЛИРОВАНИЯ ОСНОВ ПЕДАГОГИЧЕСКОЙ ПОДДЕРЖКИ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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ПЕДАГОГИЧЕСКИЕ ФАКТОРЫ ВЛИЯЮЩИЕ НА ФОРМИРОВАНИЕ ЛИЧНОСТИ ОФИЦЕРА ВОЙСК НАЦИОНАЛЬНОЙ ГВАРДИИ РФ
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ПЕДАГОГИЧЕСКИЙ АСПЕКТ ПРОБЛЕМЫ ФОРМИРОВАНИЯ ПОЛИТИЧЕСКОГО СОЗНАНИЯ ЛИЧНОСТИ ВОЕННОСЛУЖАЩЕГО
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ПЕДАГОГИЧЕСКОЕ ПРОСВЕЩЕНИЕ РОДИТЕЛЕЙ В ОБЛАСТИ НРАВСТВЕННОГО ФОРМИРОВАНИЯ ЛИЧНОСТИ И ПРОФИЛАКТИКИ ЭКСТРЕМИЗМА
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ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ ДУХОВНО-НРАВСТВЕННОГО РАЗВИТИЯ ЛИЧНОСТИ: К ПРОБЛЕМЕ ОСМЫСЛЕНИЯ ТЕРМИНОЛОГИИ
ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ ОБУЧАЮЩЕГОСЯ С ЦЕЛЬЮ ОБЕСПЕЧЕНИЯ ИНФОРМАЦИОННОЙ БЕЗОПАСНОСТИ ЛИЧНОСТИ
ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ ПОВЫШЕНИЯ СУБЪЕКТНО-ПРОФЕССИОНАЛЬНОГО ПОТЕНЦИАЛА ЛИЧНОСТИ В ПРОЦЕССЕ ПОДГОТОВКИ В ВУЗЕ СОЦИОНОМИЧЕСКОЙ СФЕРЫ ДЕЯТЕЛЬНОСТИ
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ПЕРСОНИФИКАЦИЯ И ОПРЕДЕЛЕНИЕ СТРУКТУРЫ ПЕРСОНИФИЦИРОВАННОГО ПРОСТРАНСТВА КАК УСЛОВИЯ РАСШИРЕНИЯ ВОЗМОЖНОСТЕЙ ЛИЧНОСТИ
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ПЕРСПЕКТИВА РАЗВИТИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ ТРАНСФЕССИОНАЛА В УСЛОВИЯХ СМЕНЫ НАУЧНО-ОБРАЗОВАТЕЛЬНОЙ ПАРАДИГМЫ УНИВЕРСИТЕТА
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ПОВЫШЕНИЕ ПРОФЕССИОНАЛЬНОГО УРОВНЯ И ПЕДАГОГИЧЕСКОГО МАСТЕРСТВА ПРЕПОДАВАТЕЛЕЙЗАЛОГ УСПЕШНОГО ФОРМИРОВАНИЯ ЛИЧНОСТИ
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ПОДГОТОВКА МАГИСТРАНТОВ К ОСУЩЕСТВЛЕНИЮ ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ СТАНОВЛЕНИЯ САМОРАЗВИВАЮЩЕЙСЯ ЛИЧНОСТИ
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ПОДГОТОВКА ЯЗЫКОВОЙ ЛИЧНОСТИ К ПРОДУКТИВНОМУ ОБЩЕНИЮ В ПРОЦЕССЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ
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ПОДХОД К РАЗРАБОТКЕ МОДЕЛИ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ И МЕТОДИКА ЕЕ ОЦЕНКИ С УЧЕТОМ ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ
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ПОЛОВОЗРАСТНЫЕ ОСОБЕННОСТИ АКЦЕНТУАЦИЙ ХАРАКТЕРА И АГРЕССИВНОГО ПОВЕДЕНИЯ ПОДРОСТКОВ КАК КОМПОНЕНТЫ БЕЗОПАСНОСТИ ЛИЧНОСТИ
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ПОНЯТИЕ СУЩНОСТЬ И СОДЕРЖАНИЕ ЦЕННОСТНЫХ ОРИЕНТАЦИЙ ЛИЧНОСТИ
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ПОТЕНЦИАЛ АРТПЕДАГОГИКИ В ГАРМОНИЗАЦИИ РАЗВИТИЯ ЛИЧНОСТИ
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ПОТЕНЦИАЛ РАЗВИТИЯ ЛИЧНОСТИ В КОНТЕКСТЕ ГУМАНИЗАЦИИ
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ПОТРЕБНОСТЬ В ПРОФЕССИОНАЛЬНОМ САМОРАЗВИТИИ СТУДЕНТОВ - БУДУЩИХ УЧИТЕЛЕЙ КАК ФАКТОР СОЦИАЛЬНОГО БЛАГОПОЛУЧИЯ ЛИЧНОСТИ
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ПРЕДРАСПОЛОЖЕННОСТЬ ЛИЧНОСТИ ГОССЛУЖАЩЕГО КАК ЯДРО СПЕЦИФИКАЦИИ ЕГО ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
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ПРЕДСТАВЛЕНИЕ О ФУНКЦИОНАЛЬНОСТИ (ФУНКЦИОНАЛЬНЫХ ВОЗМОЖНОСТЯХ) ЛИЧНОСТИ КАК СУБЪЕКТА САМОВОСПРИЯТИЯ
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ПРЕПОДАВАНИЕ ГРАММАТИКИ В ПРОЦЕССЕ РАЗВИТИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ЭКОНОМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ
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ПРЕЦЕДЕНТНЫЕ ТЕКСТЫ КАК СРЕДСТВО РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-РЕКЛАМИСТА
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ПРИВНЕСЕНИЕ В РОССИЙСКОЕ ОБРАЗОВАНИЕ ЕВРОПЕЙСКОГО ОПЫТА ФОРМИРОВАНИЯ ИНФОРМАЦИОННОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ПРИНЦИПЫ СИНЕРГЕТИЧЕСКОГО ПОДХОДА В ПСИХОЛОГО-ПЕДАГОГИЧЕСКОМ ОБЕСПЕЧЕНИИ ОПТИМИЗАЦИИ КАЧЕСТВА ЖИЗНИ ЛИЧНОСТИ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ
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ПРИНЦИПЫ СМЫСЛОДИДАКТИКИ И ЛОГИКО-СМЫСЛОВЫХ ПОДХОДОВ В РАЗВИТИИ ОБУЧАЮЩЕЙСЯ ЛИЧНОСТИ
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ПРИОРИТЕТНЫЕ ЗАДАЧИ ФИЗИЧЕСКОГО ВОСПИТАНИЯ СТУДЕНТОВ В КОНТЕКСТЕ ФОРМИРОВАНИЯ БАЗОВОЙ КУЛЬТУРЫ И СОВЕРШЕНСТВОВАНИЯ ЛИЧНОСТИ
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ПРОБЛЕМА ИЗУЧЕНИЯ НАДЕЖНОСТИ КАК ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНОГО КАЧЕСТВА ЛИЧНОСТИ В ПСИХОЛОГИЧЕСКОЙ НАУКЕ
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ПРОБЛЕМА КОНФЛИКТНОСТИ ЛИЧНОСТИ КУРСАНТОВ ВОЕННОГО ИНСТИТУТА
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ПРОБЛЕМА НРАВСТВЕННОГО СТАНОВЛЕНИЯ ЛИЧНОСТИ В СОВРЕМЕННОЙ СИСТЕМЕ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
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ПРОБЛЕМА РАЗВИТИЯ ЛИЧНОСТИ В УСЛОВИЯХ ПОЛИКУЛЬТУРНОГО ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА
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ПРОБЛЕМА САМОАКТУАЛИЗАЦИИ ЛИЧНОСТИ В РАБОТАХ ОТЕЧЕСТВЕННЫХ И ЗАРУБЕЖНЫХ АВТОРОВ
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ПРОБЛЕМА САМОРАЗВИТИЯ ЛИЧНОСТИ В ЗАРУБЕЖНОЙ ПЕДАГОГИКЕ XIXXX ВЕКОВ
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ПРОБЛЕМА СМЫСЛОЖИЗНЕННЫХ ОРИЕНТАЦИЙ ЛИЧНОСТИ В ИСТОРИИ ПСИХОЛОГИИ
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ПРОБЛЕМА СОПРОТИВЛЯЕМОСТИ ЛИЧНОСТИ ТРУДНЫМ ЖИЗНЕННЫМ СИТУАЦИЯМ В УСЛОВИЯХ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ В РОССИЙСКИХ И ЗАРУБЕЖНЫХ ИССЛЕДОВАНИЯХ
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ПРОБЛЕМА СТРУКТУРЫ МОТИВАЦИОННОЙ СФЕРЫ ЛИЧНОСТИ
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ПРОБЛЕМА ТЕОРЕТИЗАЦИИ ВОЗМОЖНОСТЕЙ ФОРМИРОВАНИЯ ПАТЕНТНО-ТЕХНИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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ПРОБЛЕМА УСИЛЕНИЯ НРАВСТВЕННО-ДУХОВНОГО ВОСПИТАНИЯ В УЧЕБНОМ ПРОЦЕССЕ КАК СУБСТРАТА РАЗВИТИЯ ЦЕЛОСТНОЙ ЛИЧНОСТИ
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ПРОБЛЕМА ФОРМИРОВАНИЯ СИСТЕМЫ ДУХОВНЫХ И НРАВСТВЕННЫХ ЦЕННОСТЕЙ ЛИЧНОСТИ СТУДЕНТА
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ПРОБЛЕМА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
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ПРОБЛЕМАТИКА ИСПОЛЬЗОВАНИЯ НАВЫКОВ ЧТЕНИЯ И ПЕРЕВОДА ПРИ ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
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ПРОБЛЕМЫ ВОСПИТАНИЯ ЛИЧНОСТИ В ПРОЦЕССЕ ПРЕПОДАВАНИЯ ОСНОВ МЕНЕДЖМЕНТА
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ПРОБЛЕМЫ И ВОЗМОЖНОСТИ ФОРМИРОВАНИЯ ИНФОРМАЦИОННОЙ КУЛЬТУРЫ ЛИЧНОСТИ В ВУЗЕ
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ПРОБЛЕМЫ ОПРЕДЕЛЕНИЯ УСПЕШНОСТИ ЛИЧНОСТИ В ПРОЦЕССЕ ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ
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ПРОБЛЕМЫ САМОАКТУАЛИЗАЦИИ ЛИЧНОСТИ В ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ И ЕЁ ВЗАИМОСВЯЗЬ С УРОВНЕМ ПРОФЕССИОНАЛЬНОГО ВЫГОРАНИЯ
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ПРОБЛЕМЫ САМОВОСПИТАНИЯ И САМОРАЗВИТИЯ ЛИЧНОСТИ
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ПРОБЛЕМЫ САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ В СОВРЕМЕННОМ СОЦИОКУЛЬТУРНОМ ИНФОРМАЦИОННОМ ПРОСТРАНСТВЕ
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ПРОБЛЕМЫ ФОРМИРОВАНИЯ ДУХОВНЫХ ИНТЕРЕСОВ ЛИЧНОСТИ В СОВРЕМЕННОМ ОБЩЕСТВЕ
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ПРОБЛЕМЫ ФОРМИРОВАНИЯ КОММУНИКАТИВНОГО ПОВЕДЕНИЯ ЛИЧНОСТИ В ЭТНОКУЛЬТУРНОЙ СРЕДЕ
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ПРОБЛЕМЫ ФОРМИРОВАНИЯ ПОЛИЯЗЫКОВОЙ ЛИЧНОСТИ
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ПРОГНОЗИРОВАНИЕ ПОВЕДЕНИЯ ПЕДАГОГОВ В УСЛОВИЯХ ТРАНСФОРМАЦИИ СИСТЕМЫ ОБРАЗОВАНИЯ НА ОСНОВЕ ДИСПОЗИЦИОННОЙ КОНЦЕПЦИИ ЛИЧНОСТИ ЯДОВА
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ПРОГРАММА ФАКУЛЬТАТИВНОГО КУРСА "ОСНОВЫ ПРАВОСЛАВНОЙ КУЛЬТУРЫ УЧИТЕЛЯ МУЗЫКИ" КАК СРЕДСТВО ФОРМИРОВАНИЯ КУЛЬТУРЫ ЛИЧНОСТИ СТУДЕНТА ПЕДАГОГИЧЕСКОГО ВУЗА
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ПРОГРАММНОЕ ОБЕСПЕЧЕНИЕ ПРОЦЕССА РАЗВИТИЯ ТВОРЧЕСКОГО СТАНОВЛЕНИЯ ЛИЧНОСТИ СТУДЕНТОВ
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ПРОЕКТИРОВАНИЕ И РЕАЛИЗАЦИЯ ВОЗМОЖНОСТЕЙ ПОВЫШЕНИЯ КАЧЕСТВА САМОРЕАЛИЗАЦИИ И СОТРУДНИЧЕСТВА ЛИЧНОСТИ В СПОРТИВНО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
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ПРОЕКТИРОВАНИЕ И РЕАЛИЗАЦИЯ МОДЕЛИ СТАНОВЛЕНИЯ ЖИЗНЕСПОСОБНОЙ ЛИЧНОСТИ БУДУЩЕГО УЧИТЕЛЯ В УСЛОВИЯХ ПЕДАГОГИЧЕСКОГО КОЛЛЕДЖА
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ПРОЕКТИРОВАНИЕ РЕФЛЕКСИВНОГО ПОЛЯ КАК СПОСОБА ОРГАНИЗАЦИИ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ
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ПРОФЕССИОНАЛИЗАЦИЯ ЛИЧНОСТИ ВОЕННОГО СПЕЦИАЛИСТА: СУЩНОСТЬ И СОДЕРЖАНИЕ
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ПРОФЕССИОНАЛИЗМ ЛИЧНОСТИ КАК УНИВЕРСАЛЬНАЯ КАТЕГОРИЯ СОВРЕМЕННОГО ОБРАЗОВАНИЯ
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ПРОФЕССИОНАЛИЗМ ПЕДАГОГА КАК КАТЕГОРИЯ КУЛЬТУРЫ: К ВОПРОСУ О ФОРМИРОВАНИИ ПРОФЕССИОНАЛЬНОЙ ЛИЧНОСТИ СОВРЕМЕННОГО УЧИТЕЛЯ
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ПРОФЕССИОНАЛЬНАЯ ДЕФОРМАЦИЯ ЛИЧНОСТИ И ФАКТОРЫ ВЫЗЫВАЮЩИЕ ЕЕ РАЗВИТИЕ У СОТРУДНИКОВ СЛЕДСТВЕННЫХ ПОДРАЗДЕЛЕНИЙ ОРГАНОВ ВНУТРЕННИХ ДЕЛ
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ПРОФЕССИОНАЛЬНАЯ ДЕФОРМАЦИЯ ЛИЧНОСТИ ИНСПЕКТОРОВ ПО ИСПОЛНЕНИЮ АДМИНИСТРАТИВНОГО ЗАКОНОДАТЕЛЬСТВА ГОСУДАРСТВЕННОЙ ИНСПЕКЦИИ БЕЗОПАСНОСТИ ДОРОЖНОГО ДВИЖЕНИЯ
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ПРОФЕССИОНАЛЬНАЯ ДЕФОРМАЦИЯ ЛИЧНОСТИ ПЕДАГОГА И ПУТИ ЕЕ ПРЕОДОЛЕНИЯ
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ПРОФЕССИОНАЛЬНАЯ ДЕФОРМАЦИЯ ЛИЧНОСТИ ЮРИСТОВ
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ПРОФЕССИОНАЛЬНАЯ ИНИЦИАТИВНОСТЬ КАК ЗНАЧИМОЕ КАЧЕСТВО ЛИЧНОСТИ БУДУЩЕГО ПЕДАГОГА
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ПРОФЕССИОНАЛЬНАЯ КОМПЕТЕНТНОСТЬ КАК ИНТЕГРАЛЬНАЯ ХАРАКТЕРИСТИКА ЛИЧНОСТИ СТУДЕНТА В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ВУЗА
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ПРОФЕССИОНАЛЬНАЯ ОТРАСЛЕВАЯ ИДЕНТИФИКАЦИЯ ЛИЧНОСТИ: СОДЕРЖАНИЕ СТРУКТУРА КОНЦЕПЦИЯ УПРАВЛЕНИЯ
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ПРОФЕССИОНАЛЬНО ВАЖНЫЕ КАЧЕСТВА ЛИЧНОСТИ КАК ФАКТОР КОНКУРЕНТОСПОСОБНОСТИ СОВРЕМЕННЫХ СПЕЦИАЛИСТОВ СФЕРЫ "ЧЕЛОВЕК - ЧЕЛОВЕК"
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ПРОФЕССИОНАЛЬНО ЗНАЧИМЫЕ ЧЕРТЫ ЛИЧНОСТИ ПРАКТИЧЕСКОГО ПСИХОЛОГА
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ПРОФЕССИОНАЛЬНОЕ МИРОВОЗЗРЕНИЕ ЛИЧНОСТИ КАК КОМПОНЕНТ КОМПЕТЕНТНОСТНОЙ МОДЕЛИ СПЕЦИАЛИСТА
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ПРОФЕССИОНАЛЬНОЕ РАЗВИТИЕ ЛИЧНОСТИ БУДУЩЕГО СПЕЦИАЛИСТА ПО СОЦИАЛЬНОЙ РАБОТЕ В УСЛОВИЯХ ВЫСШЕГО ОБРАЗОВАНИ ЧАСТЬ
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ПРОФЕССИОНАЛЬНОЕ РАЗВИТИЕ ЛИЧНОСТИ БУДУЩЕГО СПЕЦИАЛИСТА ПО СОЦИАЛЬНОЙ РАБОТЕ В УСЛОВИЯХ ВЫСШЕГО ОБРАЗОВАНИЯ
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ПРОФЕССИОНАЛЬНОЕ РАЗВИТИЕ ЛИЧНОСТИ В АСПЕКТЕ СИНЕРГЕТИЧЕСКОЙ АКМЕОЛОГИИ
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ПРОФЕССИОНАЛЬНОЕ САМООБРАЗОВАНИЕ - РЕСУРС СТАНОВЛЕНИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ ПЕДАГОГА-ВОСПИТАТЕЛЯ
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ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ ЛИЧНОСТИ КАК ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА
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ПРОФЕССИОНАЛЬНОЕ СТАНОВЛЕНИЕ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
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ПРОФЕССИОНАЛЬНО-ЛИЧНОСТНЫЕ КАЧЕСТВА СОВРЕМЕННОГО УЧИТЕЛЯ ТЕХНОЛОГИИ КАК ФАКТОР ФОРМИРОВАНИЯ ВЫСОКОНРАВСТВЕННОЙ ЛИЧНОСТИ
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ПРОФЕССИОНАЛЬНО-РОЛЕВОЕ САМООПРЕДЕЛЕНИЕ ЛИЧНОСТИ
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ПРОФЕССИОНАЛЬНО-ТВОРЧЕСКАЯ САМОРЕАЛИЗАЦИЯ ЛИЧНОСТИ КАК КАТЕГОРИЯ ПРОФЕССИОНАЛЬНОЙ УСПЕШНОСТИ В ОБРАЗОВАНИИ
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ПРОЦЕСС ВОСПИТАНИЯ КАК ЭТАП ЦЕЛЕНАПРАВЛЕННОГО ФОРМИРОВАНИЯ ЛИЧНОСТИ
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ПРОЯВЛЕНИЕ ДУХОВНОСТИ КАК ОСНОВЫ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ПРОЯВЛЕНИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА КАК СУЩЕСТВЕННЫЙ ПРИЗНАК НАРРАТИВИЗАЦИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
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ПРОЯВЛЕНИЯ ОТВЕТСТВЕННОСТИ СУВОРОВЦЕВ С РАЗЛИЧНОЙ НАПРАВЛЕННОСТЬЮ ЛИЧНОСТИ НА УРОКАХ ТЕХНОЛОГИИ
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ПСИХОЛОГИЧЕСКАЯ БЕЗОПАСНОСТЬ ЛИЧНОСТИ
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ПСИХОЛОГИЧЕСКАЯ БЕЗОПАСНОСТЬ ЛИЧНОСТИ В СТРЕССОВЫХ СИТУАЦИЯХ
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ПСИХОЛОГИЧЕСКАЯ ДИАГНОСТИКА ВИКТИМНОСТИ КАК СОЦИАЛЬНОПСИХОЛОГИЧЕСКОГО СВОЙСТВА ЛИЧНОСТИ
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ПСИХОЛОГИЧЕСКИЕ ОСНОВЫ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ ВУЗА
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЛИЧНОСТИ ОПРЕДЕЛЯЮЩИЕ СКЛОННОСТЬ К ПРЕДПРИНИМАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ (НА ПРИМЕРЕ СТУДЕНТОВ ВУЗОВ)
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЛИЧНОСТИ ТРЕНЕРА
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЛИЧНОСТИ УЧИТЕЛЯ
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ОТВЕТСТВЕННОСТИ И РЕФЛЕКСИВНОСТИ ЛИЧНОСТИ СТУДЕНТОВ ЮНОШЕСКОГО ВОЗРАСТА
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ САМООПРЕДЕЛЕНИЯ ЛИЧНОСТИ В ПОСТИНДУСТРИАЛЬНОМ ОБЩЕСТВЕ
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ САМОРАЗВИТИЯ ЛИЧНОСТИ СТУДЕНТОВ ГУМАНИТАРНЫХ НАПРАВЛЕНИЙ
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЦЕННОСТНОГО ОТНОШЕНИЯ К ЗДОРОВЬЮ ЛИЧНОСТИ С РАЗНЫМ УРОВНЕМ САМОАКТУАЛИЗАЦИИ
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ПСИХОЛОГИЧЕСКИЕ РЕСУРСЫ САМОРАЗВИТИЯ ЛИЧНОСТИ В ЗРЕЛОМ ВОЗРАСТЕ
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ПСИХОЛОГИЧЕСКИЕ СОСТАВЛЯЮЩИЕ ИМИДЖА ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ ВЫСШЕЙ ШКОЛЫ
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ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ СУБЪЕКТИВНОГО БЛАГОПОЛУЧИЯ ЛИЧНОСТИ
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ПСИХОЛОГИЧЕСКИЙ АНАЛИЗ ЛИЧНОСТИ СПОРТСМЕНА
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ПСИХОЛОГИЧЕСКИЙ МЕХАНИЗМ САМОРАСКРЫТИЯ СПОСОБНОСТЕЙ ЛИЧНОСТИ В ОБЩЕМ ОБРАЗОВАНИИ
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ПСИХОЛОГИЧЕСКОЕ ИССЛЕДОВАНИЕ ЭМОЦИОНАЛЬНОСТИ ЛИЧНОСТИ
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ПСИХОЛОГИЧЕСКОЕ РАЗВИТИЕ ЛИЧНОСТИ В УСЛОВИЯХ НЕНОРМАТИВНОГО КРИЗИСА ЗАНЯТОСТИ
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ПСИХОЛОГО-ПЕДАГОГИЧЕСКАЯ ПОДДЕРЖКА ЛИЧНОСТИ В ВЫБОРЕ ПРОФЕССИИ
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ПУТИ ВЛИЯНИЯ СПОРТИВНОГО ПЕДАГОГА НА ПРОЦЕСС САМООРГАНИЗАЦИИ И САМОРАЗВИТИЯ ЛИЧНОСТИ СТУДЕНТА В ВУЗЕ
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РАЗВИТИЕ ДУХОВНО-НРАВСТВЕННЫХ КАЧЕСТВ ПОЛИКУЛЬТУРНОЙ ЛИЧНОСТИ В СОВРЕМЕННЫХ УСЛОВИЯХ
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РАЗВИТИЕ КУЛЬТУРНОЙ ИДЕНТИЧНОСТИ ЛИЧНОСТИ В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА В ПОЛИКУЛЬТУРНОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ВУЗА
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РАЗВИТИЕ КУЛЬТУРОЛОГИЧЕСКОЙ ПОЗИЦИИ ЛИЧНОСТИ В УСЛОВИЯХ ПОЛИКУЛЬТУРНОГО ОБРАЗОВАНИЯ
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РАЗВИТИЕ ЛИДЕРСКОГО ПОТЕНЦИАЛА ЛИЧНОСТИ КУРСАНТОВ В ПРОЦЕССЕ ИЗУЧЕНИЯ АВИАЦИОННОГО АНГЛИЙСКОГО ЯЗЫКА
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РАЗВИТИЕ ЛИЧНОСТИ В ВУЗЕ
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РАЗВИТИЕ ЛИЧНОСТИ ВЗРОСЛЫХ ОБУЧАЮЩИХСЯ СРЕДСТВАМИ ИНОСТРАННОГО ЯЗЫКА: ЦЕЛИ И ПУТИ РЕАЛИЗАЦИИ
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РАЗВИТИЕ ЛИЧНОСТИ И ИНДИВИДУАЛЬНОСТИ СТУДЕНТА-ПЕРВОКУРСНИКА В СОЦИОКУЛЬТУРНОМ ПРОСТРАНСТВЕ ПЕДАГОГИЧЕСКОГО ВУЗА
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РАЗВИТИЕ ЛИЧНОСТИ ИНОФОНОВ СРЕДСТВАМИ МУЗЫКАЛЬНОГО ИСКУССТВА
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РАЗВИТИЕ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯОДНА ИЗ ОСНОВНЫХ ЗАДАЧ ВУЗА
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РАЗВИТИЕ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ В ПРОЦЕССЕ ПРИМЕНЕНИЯ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ
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РАЗВИТИЕ ЛИЧНОСТИ СПЕЦИАЛИСТА В ПРОЦЕССЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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РАЗВИТИЕ НАПРАВЛЕННОСТИ ЛИЧНОСТИ В ПРОЦЕССЕ ОБРАЗОВАТЕЛЬНОЙ ПОДГОТОВКИ ПЕДАГОГА-ПСИХОЛОГА В ВУЗЕ
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РАЗВИТИЕ ПОЛИКУЛЬТУРНОЙ МНОГОЯЗЫЧНОЙ ЛИЧНОСТИ КАК ЦЕЛЬ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ
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РАЗВИТИЕ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ В ПРОЦЕССЕ ВУЗОВСКОГО ОБУЧЕНИЯ (ПО ИТОГАМ ПРОВЕДЕНИЯ МЕЖДУНАРОДНОЙ НАУЧНО-МЕТОДИЧЕСКОЙ КОНФЕРЕНЦИИ)
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РАЗВИТИЕ СОЦИОКУЛЬТУРНОГО ПОТЕНЦИАЛА ЛИЧНОСТИ В КУЛЬТУРОТВОРЧЕСКОЙ СРЕДЕ
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РАЗВИТИЕ СПОСОБНОСТИ К ТВОРЧЕСКОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ В ПРОЦЕССЕ ДУХОВНО-НРАВСТВЕННОГО ВОСПИТАНИЯ
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РАЗВИТИЕ ТВОРЧЕСКОГО ПОТЕНЦИАЛА КАК ФАКТОРА ФОРМИРОВАНИЯ СОЦИАЛЬНОТВОРЧЕСКОЙ ЛИЧНОСТИ БУДУЩЕГО СПЕЦИАЛИСТА СОЦИАЛЬНОЙ РАБОТЫ
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РАЗВИТИЕ ТВОРЧЕСКОЙ ЛИЧНОСТИ СРЕДСТВАМИ ДЕКОРАТИВНО-ПРИКЛАДНОГО ИСКУССТВА
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РАЗВИТИЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА ПСИХОЛОГИЧЕСКОЙ ГРАНИЦЫ ЛИЧНОСТИ И САМООТНОШЕНИЯ У БУДУЩИХ СПЕЦИАЛИСТОВ-ПСИХОЛОГОВ (НА ПРИМЕРЕ СТУДЕНТОВ ФАКУЛЬТЕТА ЮРИДИЧЕСКОЙ ПСИХОЛОГИИ МГППУ)
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РАЗВИТИЕ ЭСТЕТИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ КАК ИСТОРИЧЕСКИ СЛОЖИВШАЯСЯ ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА
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РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ВУЗАПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКАВ УСЛОВИЯХ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ СРЕДЫ
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СПЕЦИФИКА СОЗДАНИЯ ОБРАЗА ТВОРЧЕСКОЙ ЛИЧНОСТИ В РОМАНЕАКРОЙДА "ЧАТТЕРТОН"
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СПЕЦИФИКА ЭКЗИСТЕНЦИАЛЬНЫХ КАЧЕСТВ ЛИЧНОСТИ КУРСАНТОВ В ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ МИНИСТЕРСТВА ВНУТРЕННИХ ДЕЛ РОССИЙСКОЙ ФЕДЕРАЦИИ
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СПОРТ КАК ФАКТОР СОЦИАЛИЗАЦИИ ЛИЧНОСТИ
СТАНОВЛЕНИЕ ЛИЧНОСТИ БУДУЩЕГО ПЕДАГОГА КАК ГРАЖДАНИНА РОССИИ В ПРОЦЕССЕ ИНОЯЗЫЧНОЙ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ
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СТАНОВЛЕНИЕ ЛИЧНОСТИ МУЗЫКАНТА В УСЛОВИЯХ ИНФОРМАЦИОННО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ (НА ПРИМЕРЕ ВУЗА ИСКУССТВ)
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СТАНОВЛЕНИЕ ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ В СТУДЕНЧЕСТВЕ
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СТАНОВЛЕНИЕ РЕФЛЕКСИВНО-ЭМПАТИЙНЫХ СВОЙСТВ ЛИЧНОСТИ СТУДЕНТА-ПСИХОЛОГА КАК ОСНОВАНИЯ ЕГО ПСИХОЛОГИЧЕСКОГО БЛАГОПОЛУЧИЯ НА ЭТАПЕ ДОПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ
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СТАНОВЛЕНИЕ СУБЪЕКТНОСТИ ЛИЧНОСТИ СТУДЕНТА: НА ПУТИ К КУЛЬТУРЕ ДОСТОИНСТВА
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СТАНОВЛЕНИЕ ТВОРЧЕСКОЙ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ ИНОСТРАННОГО ЯЗЫКА В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
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СТИЛИ ДЕЛОВОГО ОБЩЕНИЯ: ПРОСТРАНСТВО ДЕЯТЕЛЬНОСТИ И ПРОФЕССИОНАЛЬНАЯ РЕАЛИЗАЦИЯ ЛИЧНОСТ ЧАСТЬ
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СТРАТЕГИИ СОВЛАДЕЮЩЕГО ПОВЕДЕНИЯ ЛИЧНОСТИ В УСЛОВИЯХ ОТВЕТСТВЕННОСТИ И НЕРВНОПСИХИЧЕСКИХ НАПРЯЖЕНИЙ
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СТРУКТУРНАЯ ОРГАНИЗАЦИЯ ИНТЕЛЛЕКТА И ЛИЧНОСТИ СТАРШИХ ПОДРОСТКОВ С РАЗНЫМ УРОВНЕМ ТОЛЕРАНТНОСТИ
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СТРУКТУРНО-ДИНАМИЧЕСКАЯ МОДЕЛЬ ЖИЗНЕННОГО ЦИКЛА ИСТОРИЧЕСКОЙ ЛИЧНОСТИЧАСТЬ
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СТРУКТУРНО-КОМПОНЕНТНЫЙ СОСТАВ ИНФОРМАЦИОННОЙ КУЛЬТУРЫ КУРСАНТОВ КАК ПРОФЕССИОНАЛЬНО ЗНАЧИМОГО КАЧЕСТВА ЛИЧНОСТИ
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СТУДЕНЧЕСКИЙ НАУЧНЫЙ КРУЖОК КАК ФАКТОР СТАНОВЛЕНИЯ ЛИЧНОСТИ ВРАЧА
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СУБЪЕКТНОСТЬ КАК ИНТЕГРАЛЬНОЕ КАЧЕСТВО ЛИЧНОСТИ СТУДЕНТА
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СУБЪЕКТНЫЕ СВОЙСТВА ЛИЧНОСТИ КАК РЕСУРС КОНКУРЕНТОСПОСОБНОСТИ ШАХМАТИСТА
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СУБЪЕКТНЫЕ СВОЙСТВА ЛИЧНОСТИ КАК РЕСУРС КОНКУРЕНТОСПОСОБНОСТИ ШАХМАТИСТА
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СУЩНОСТНАЯ ХАРАКТЕРИСТИКА ВИДОВ ИНТЕЛЛЕКТА КАК ОСНОВЫ ФОРМИРОВАНИЯ ИННОВАЦИОННОЙ ЛИЧНОСТИ
СУЩНОСТНАЯ ХАРАКТЕРИСТИКА ТАДЖИКСКИХ НАЦИОНАЛЬНЫХ ЦЕННОСТЕЙ И ИХ МЕСТО В СТРУКТУРЕ ЛИЧНОСТИ БУДУЩЕГО УЧИТЕЛЯ НАЧАЛЬНЫХ КЛАССОВ
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СУЩНОСТНЫЕ ХАРАКТЕРИСТИКИ ПОНЯТИЯ "СОЦИАЛЬНАЯ КОМПЕТЕНТНОСТЬ ЛИЧНОСТИ"
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ТАКТИКА ПЕДАГОГИЧЕКОЙ ПОДДЕРЖКИ ЛИЧНОСТИ СТУДЕНТА В ПРЕОДОЛЕНИИ СТРЕССОВЫХ СИТУАЦИЙ
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ТВОРЧЕСКАЯ ЛИЧНОСТЬ В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
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ТВОРЧЕСКАЯ САМОРЕАЛИЗАЦИЯ ЛИЧНОСТИ СОВРЕМЕННЫХ СТУДЕНТОВ В УСЛОВИЯХ ТРАНСФОРМАЦИИ ЦЕННОСТНО-СМЫСЛОВЫХ УСТАНОВОК МОЛОДЁЖИ
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ТВОРЧЕСТВО ВЫДАЮЩИХСЯ ПЕДАГОГОВ-МУЗЫКАНТОВ КАК ФАКТОР ДУХОВНОГО СОВЕРШЕНСТВОВАНИЯ И НРАВСТВЕННЫХ ПОИСКОВ ЛИЧНОСТИ
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ТЕМПОРАЛЬНЫЕ ОСНОВЫ РАЗВИТИЯ И ПСИХИЧЕСКОГО ЗДОРОВЬЯ ЛИЧНОСТИ В ЗАРУБЕЖНЫХ КОНЦЕПЦИЯХ
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ТЕОРЕТИЗАЦИЯ КАК ТЕХНОЛОГИЯ И КОНСТРУКТ РАЗВИТИЯ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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ТЕОРЕТИЗАЦИЯ ФОРМИРОВАНИЯ КУЛЬТУРЫ САМОСТОЯТЕЛЬНОЙ РАБОТЫ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ АСПЕКТЫ ПРОБЛЕМЫ ЕДИНИЦ АНАЛИЗА СТРУКТУРЫ ЛИЧНОСТИ ПСИХОЛОГА
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ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ ПОДХОДЫ К ОБОСНОВАНИЮ ЛИНГВОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ ЛИЧНОСТИ
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ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЙ АНАЛИЗ СУЩНОСТИ СОДЕРЖАНИЯ И ОСОБЕННОСТЕЙ АГРЕССИВНОГО ПОВЕДЕНИЯ ЛИЧНОСТИ
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ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКОЕ ОБЕСПЕЧЕНИЕ АДАПТИВНО-ПРОДУКТИВНЫХ ВОЗМОЖНОСТЕЙ РАЗВИТИЯ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ
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ТЕОРЕТИЧЕСКИЕ АСПЕКТЫ ВОПРОСА ИЗУЧЕНИЯ ЭМОЦИОНАЛЬНЫХ ХАРАКТЕРИСТИК ЛИЧНОСТИ В УСЛОВИЯХ ВОЕННО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
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ТЕОРЕТИЧЕСКИЕ АСПЕКТЫ МОДЕЛИРОВАНИЯ СОЦИАЛЬНОГО РАЗВИТИЯ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
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ТЕОРЕТИЧЕСКИЕ АСПЕКТЫ ПСИХОЛОГО-АКМЕОЛОГИЧЕСКОГО СОПРОВОЖДЕНИЯ РАЗВИТИЯ ЛИЧНОСТИ УПРАВЛЕНЧЕСКОГО ЛИДЕРА В НЕФТЕГАЗОВОЙ ОРГАНИЗАЦИИ
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ТЕОРЕТИЧЕСКИЕ И ПРИКЛАДНЫЕ АСПЕКТЫ ОСВОЕНИЯ ДИСЦИПЛИН СОЦИАЛЬНО-ГУМАНИТАРНОГО БЛОКА ПРИ ФОРМИРОВАНИИ ЛИЧНОСТИ СОТРУДНИКА ПОЛИЦИИ: СОЦИАЛЬНО-ФИЛОСОФСКИЙ АСПЕКТ
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ТЕОРЕТИЧЕСКИЕ ОСНОВЫ СИСТЕМНОГО РАСКРЫТИЯ ВЗАИМОСВЯЗИ ЭМОЦИОНАЛЬНЫХ ОСОБЕННОСТЕЙ И ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ
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ТЕОРЕТИЧЕСКИЕ ПРЕДПОСЫЛКИ ИССЛЕДОВАНИЯ СОЦИАЛЬНО-ПРИРОДНОЙ СРЕДЫ КАК РАЗВИВАЮЩЕГО ФАКТОРА ЛИЧНОСТИ
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ТЕОРЕТИЧЕСКИЙ АНАЛИЗ ПОНЯТИЯ "КОНКУРЕНТОСПОСОБНАЯ ЛИЧНОСТЬ" В ПСИХОЛОГО-ПЕДАГОГИЧЕСКИХ ИССЛЕДОВАНИЯХ
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ТЕОРЕТИЧЕСКИЙ ОБЗОР ПОНЯТИЯ САМОРЕАЛИЗАЦИИ КАК ОСНОВЫ ДУХОВНОЙ СОСТАВЛЯЮЩЕЙ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ТЕОРИЯ И ВОЗМОЖНОСТИ СОЦИАЛИЗАЦИИ И САМОРЕАЛИЗАЦИИ ЛИЧНОСТИ В СИСТЕМЕ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ И В СПОРТЕ
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ТЕОРИЯ БОЖОВИЧ: ЛИЧНОСТЬ ПСИХИКА ИНДИВИДУАЛЬНОСТЬ
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ТЕХНОЛОГИИ РАЗВИТИЯ ЛИЧНОСТИ В КОНЦЕПЦИИ СМЫСЛОДИДАКТИКИ
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ТЕХНОЛОГИЯ РЕАЛИЗАЦИИ РАЗВИТИЯ КОММУНИКАТИВНЫХ СВОЙСТВ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ СТУДЕНТОВ ФИЗИКЕ
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ТЕХНОЛОГИЯ СОЗДАНИЯ АДАПТИВНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ СТАНОВЛЕНИЯ ЛИЧНОСТИ
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ТИПОЛОГИЧЕСКИЙ ПОДХОД В ИССЛЕДОВАНИИ СТРУКТУРЫ ИННОВАЦИОННОГО ПОТЕНЦИАЛА ЛИЧНОСТИ
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ТИПЫ ЯЗЫКОВОЙ ЛИЧНОСТИ В СОВРЕМЕННОМ АНГЛОЯЗЫЧНОМ ПОЛИТИЧЕСКОМ ДИСКУРСЕ
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ТОЛЕРАНТНОЕ ВОСПРИЯТИЕ ЛИЧНОСТЬЮ СОЦИОКУЛЬТУРНЫХ РАЗЛИЧИЙ КАК ФИЛОСОФСКАЯ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА
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ТОЛЕРАНТНОСТЬ КАК ПРОФЕССИОНАЛЬНО ЗНАЧИМОЕ КАЧЕСТВО ЛИЧНОСТИ
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ТРАНСФОРМАЦИИ ЛИЧНОСТИ СПЕЦИАЛИСТА В СЕТЕВОМ ОБЩЕСТВЕ И ПОТРЕБНОСТИ ВЫСШЕГО ОБРАЗОВАНИЯ
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ТРАНСФОРМАЦИЯ ЛИЧНОСТИ СТУДЕНТОВ ВУЗА В УСЛОВИЯХ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА
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ТРАНСФОРМАЦИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПОЛИЛИНГВОКУЛЬТУРНОМ СОЦИУМЕ
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ТРЕВОЖНОСТЬ ЛИЧНОСТИ КАК ФАКТОР РАЗВИТИЯ СТРЕССОУСТОЙЧИВОСТИ
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ТРЕНИНГ РАЗВИТИЯ ПСИХОПЛАСТИКИ ЛИЧНОСТИ В ПРОГРАММАХ РАБОТЫ С ТРУДНОВОСПИТУЕМЫМИ ПОДРОСТКАМИ
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ТРУД КАК СОЦИОКУЛЬТУРНЫЙ И ПЕДАГОГИЧЕСКИЙ ФЕНОМЕН В ТРАДИЦИОННОМ РУССКОМ МИРЕ: МЕХАНИЗМЫ И ФАКТОРЫ ФОРМИРОВАНИЯ ЭТНОКУЛЬТУРНОЙ ИДЕНТИЧНОСТИ ЛИЧНОСТИ
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УМЕНИЕ ПРЕОДОЛЕВАТЬ ТРУДНОСТИ КАК ПОКАЗАТЕЛЬ ГОТОВНОСТИ ЛИЧНОСТИ К САМОРАЗВИТИЮ
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УПОДОБЛЕНИЕ КАК УНИВЕРСАЛЬНЫЙ ПРИНЦИП ВЗАИМОДЕЙСТВИЯ МУЗЫКАЛЬНОГО ИСКУССТВА И ЛИЧНОСТИ
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УПРАЖНЕНИЕ КАК МЕТОД ПЕДАГОГИЧЕСКОГО ВОЗДЕЙСТВИЯ НА ЛИЧНОСТЬ
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УРОВНИ РИСКОВ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ БЕЗОПАСНОСТИ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ И ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ
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УСЛОВИЯ ФОРМИРОВАНИЯ ЦЕННОСТНЫХ ОРИЕНТАЦИЙ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ У СТУДЕНТОВ
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УЧЁТ ОСОБЕННОСТЕЙ РАЗВИТИЯ ХУДОЖЕСТВЕННОГО МЫШЛЕНИЯ ЛИЧНОСТИ В ОБУЧЕНИИ ПЕДАГОГОВ-ХОРЕОГРАФОВ
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УЧЕТ ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИХ ПОДХОДОВ В ОПРЕДЕЛЕНИИ СТРУКТУРЫ ЛИЧНОСТИ БУДУЩИХ СПЕЦИАЛИСТОВ ГАЗОДЫМОЗАЩИТНОЙ СЛУЖБЫ
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УЧЕТ ТИПОЛОГИЧЕСКИХ ОСОБЕННОСТЕЙ ЛИЧНОСТИ ПРИ РЕАЛИЗАЦИИ ДИФФЕРЕНЦИРОВАННОГО ПОДХОДА В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ СТУДЕНТОВ ЯЗЫКОВЫХ ФАКУЛЬТЕТОВ
ФАКТОРЫ ВОСПИТАНИЯ МОРАЛЬНО-ВОЛЕВЫХ КАЧЕСТВ ЛИЧНОСТИ ЮНЫХ СПОРТСМЕНОВ
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ФАКТОРЫ ОБУСЛАВЛИВАЮЩИЕ ФОРМИРОВАНИЕ КУЛЬТУРЫ ЗДОРОВЬЯ ЛИЧНОСТИ
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ФЕНОМЕН ПСИХОЛОГИЧЕСКОГО ВРЕМЕНИ ЛИЧНОСТИ: ИСПОЛЬЗОВАНИЕ ВРЕМЕННЫХ АСПЕКТОВ ПОДСОЗНАНИЯ
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ФЕНОМЕН ЭМОЦИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ В ТЕОРИИДОДОНОВА
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ФЕНОМЕН ЭСТЕТИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ В СОВРЕМЕННЫХ ПЕДАГОГИЧЕСКИХ ИССЛЕДОВАНИЯХ
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ФЕНОМЕНОЛОГИЯ СОЦИАЛЬНО АКТИВНОЙ ЛИЧНОСТИ И ПРЕДСТАВЛЕНИЕ О НЕЙ СТУДЕНЧЕСКОЙ МОЛОДЕЖИ
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ФИЗИЧЕСКАЯ КУЛЬТУРА КАК УНИВЕРСАЛЬНОЕ СРЕДСТВО РАЗВИТИЯ ЛИЧНОСТИ
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ФИЗИЧЕСКАЯ КУЛЬТУРА КАК ФАКТОР РАЗВИТИЯ ЛИЧНОСТИ А ТАКЖЕ ПРЕДПОСЫЛКИ ЕЁ ОСМЫСЛЕНИЯ
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ФИЗИЧЕСКАЯ КУЛЬТУРА КАК ФАКТОР ФОРМИРОВАНИЯ ЗДОРОВОГО ОБРАЗА ЖИЗНИ ЛИЧНОСТИ
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ФИЗИЧЕСКОЕ ВОСПИТАНИЕ В СИСТЕМЕ ВСЕСТОРОННЕГО РАЗВИТИЯ ЛИЧНОСТИ
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ФИЗИЧЕСКОЕ ВОСПИТАНИЕ КАК ФАКТОР РАЗВИТИЯ ЛИЧНОСТИ И ФОРМИРОВАНИЯ ЗДОРОВОГО ОБРАЗА ЖИЗНИ
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ФИЗИЧЕСКОЕ И УМСТВЕННОЕ ВОСПИТАНИЕ ЧЕЛОВЕКА ДЛЯ ГАРМОНИЧНОГО РАЗВИТИЯ ЛИЧНОСТИ
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ФЛУКТУАЦИИ МОТИВАЦИИ ДОСТИЖЕНИЯ ЛИЧНОСТИ КАК СИСТЕМНЫЙ ФЕНОМЕН
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ФОРМИРОВАНИЕ ВОЕННО-ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ ВОСПИТАННИКОВ ОБЩЕОБРАЗОВАТЕЛЬНЫХ И ПРОФЕССИОНАЛЬНЫХ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ СО СПЕЦИАЛЬНЫМ НАИМЕНОВАНИЕМ
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ФОРМИРОВАНИЕ ВОЕННО-ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ КУРСАНТОВ НА ОСНОВЕ РАЗВИТИЯ ТВОРЧЕСКОЙ ДЕЯТЕЛЬНОСТИ
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ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ИЗУЧЕНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО (НА ПРИМЕРЕ РАБОТЫ С БЕЗЭКВИВАЛЕНТНОЙ ЛЕКСИКОЙ)
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ФОРМИРОВАНИЕ ГРАЖДАНСКОЙ АКТИВНОСТИ И СОЦИАЛИЗАЦИИ ЛИЧНОСТИ ЧЕРЕЗ СИСТЕМУ МЕДИАОБРАЗОВАНИЯ
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ФОРМИРОВАНИЕ ДУХОВНО-НРАВСТВЕННОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ФИЗИЧЕСКОГО ВОСПИТАНИЯ ВО ВНЕУРОЧНОЙ ДЕЯТЕЛЬНОСТИ
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ФОРМИРОВАНИЕ ДУХОВНО-НРАВСТВЕННОЙ ЛИЧНОСТИ ПОДРОСТКА В УСЛОВИЯХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ
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ФОРМИРОВАНИЕ ДУХОВНО-НРАВСТВЕННЫХ УСТАНОВОК ЛИЧНОСТИ СТУДЕНТА
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ФОРМИРОВАНИЕ И РАЗВИТИЕ ДУХОВНО-НРАВСТВЕННОЙ КУЛЬТУРЫ ЛИЧНОСТИ БУДУЩЕГО ПЕДАГОГА
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ФОРМИРОВАНИЕ И РАЗВИТИЕ ЛИЧНОСТИ ПРОФЕССИОНАЛА И ЭФФЕКТИВНОЙ МОТИВАЦИИ К ПРОФЕССИИ В УСЛОВИЯХ ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ: НА МАТЕРИАЛАХ СОЦИОЛОГИЧЕСКОГО ИССЛЕДОВАНИЯ
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ФОРМИРОВАНИЕ ИННОВАЦИОННОГО МЫШЛЕНИЯ ЛИЧНОСТИ В УСЛОВИЯХ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ ВУЗА
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ФОРМИРОВАНИЕ ИННОВАЦИОННОЙ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ЮРИДИЧЕСКОГО ФАКУЛЬТЕТА НА ОСНОВЕ СИНЕРГЕТИЧЕСКОГО ПОДХОДА
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ФОРМИРОВАНИЕ ИНФОРМАЦИОННО-ПРАВОВОЙ КОМПЕТЕНЦИИ ЛИЧНОСТИ: СОЦИАЛЬНО-КУЛЬТУРНЫЙ АСПЕКТ
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ФОРМИРОВАНИЕ ИНФРАСТРУКТУРЫ ПО ВЫЯВЛЕНИЮ КРЕАТИВНОГО ПОТЕНЦИАЛА ЛИЧНОСТИ В ОТРАСЛИ ОБРАЗОВАТЕЛЬНЫХ УСЛУГ
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ФОРМИРОВАНИЕ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ ПУТЕМ ПРОВЕДЕНИЯ ИНТЕРНАЛЬНИХ ФОРУМОВ В УЧЕБНЫХ ЗАВЕДЕНИЯХ
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ФОРМИРОВАНИЕ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ СРЕДСТВАМИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ
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ФОРМИРОВАНИЕ КУЛЬТУРЫ БЕЗОПАСНОСТИ ЛИЧНОСТИ БУДУЩЕГО ПЕДАГОГА В ВУЗЕ НА ОСНОВЕ ЭРГОНОМИЧЕСКОГО ПОДХОДА
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ФОРМИРОВАНИЕ ЛИЧНОСТИ СТУДЕНТА В СИНЕРГЕТИЧЕСКОЙ МОДЕЛИ СТУДЕНЧЕСКОГО САМОУПРАВЛЕНИЯ ВУЗА
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ФОРМИРОВАНИЕ МОРАЛЬНЫХ КАЧЕСТВ ЛИЧНОСТИ ПОДРОСТКА
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ФОРМИРОВАНИЕ НАВЫКОВ ИНОЯЗЫЧНОГО ИНФОРМАТИВНОГО ЧТЕНИЯ ПРОФЕССИОНАЛЬНЫХ И МОРАЛЬНЫХ КАЧЕСТВ ЛИЧНОСТИ СТУДЕНТОВ В КОНТЕКСТЕ ЭМОЦИОНАЛЬНО-СМЫСЛОВОГО ПОДХОДА
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ФОРМИРОВАНИЕ НРАВСТВЕННО-ПАТРИОТИЧЕСКОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ КУРСАНТОВ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ МВД РОССИИ В ПРОЦЕССЕ ВОСПИТАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПЕДАГОГА-КУРАТОРА
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ФОРМИРОВАНИЕ НРАВСТВЕННЫХ КАЧЕСТВ ЛИЧНОСТИ В КОНТЕКСТЕ СОВЕРШЕНСТВОВАНИЯ МЕЖЭТНИЧЕСКИХ ОТНОШЕНИЙ
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ФОРМИРОВАНИЕ ОСНОВ ДУХОВНОЙ ЛИЧНОСТИ НА ЭТНОКУЛЬТУРНЫХ ЦЕННОСТЯХ РОДНОГО КРАЯ
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ФОРМИРОВАНИЕ ПОЗНАВАТЕЛЬНЫХ УЧЕБНЫХ ДЕЙСТВИЙ КАК ЗАЛОГ УСПЕШНОГО РАЗВИТИЯ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ (НА ПРИМЕРЕ ОБУЧЕНИЯ НЕМЕЦКОМУ ЯЗЫКУ КАК ВТОРОМУ ИНОСТРАННОМУ)
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ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЛИЧНОСТИ БУДУЩИХ ПЕРЕВОДЧИКОВ КАК ЗАЛОГ УСПЕХА ИХ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
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ФОРМИРОВАНИЕ ПОЛИЯЗЫКОВОЙ ЛИЧНОСТИ В ПОЛИЛИНГВАЛЬНОМ ПРОСТРАНСТВЕ
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ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ СТУДЕНТА В УЧЕБНО-ТВОРЧЕСКОМ ПРОЦЕССЕ ВУЗА КУЛЬТУРЫ
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ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНО-ПЕДАГОГИЧЕСКОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ БУДУЩЕГО УЧИТЕЛЯ ФИЗИЧЕСКОЙ КУЛЬТУРЫ В ПРОЦЕССЕ ПРАКТИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ
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ФОРМИРОВАНИЕ СОВРЕМЕННОГО СПЕЦИАЛИСТА И ЛИЧНОСТИ В ЦЕЛОМ ЧЕРЕЗ ТЕХНОЛОГИИ ИННОВАЦИОННОГО ОБУЧЕНИЯ
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ФОРМИРОВАНИЕ СОДЕРЖАНИЯ КУРСА ИНФОРМАТИКИ В КОНТЕКСТЕ ОБЕСПЕЧЕНИЯ ИНФОРМАЦИОННОЙ БЕЗОПАСНОСТИ ЛИЧНОСТИ
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ФОРМИРОВАНИЕ СОЦИАЛЬНОЙ КОМПЕТЕНТНОСТИ КАК ОДНОЙ ИЗ ХАРАКТЕРИСТИК ЛИЧНОСТИ ВЫПУСКНИКОВ ПОКОЛЕНИЯ Z-ЦЕНТЕНИАЛОВ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ СРЕДСТВАМИ ИНТЕРНЕТ-ПРОСТРАНСТВА
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ФОРМИРОВАНИЕ СОЦИАЛЬНО-СУБЪЕКТНОЙ ПОЗИЦИИ ЛИЧНОСТИ В СИСТЕМЕ ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ ОБЩЕСТВЕННОГО ОБЪЕДИНЕНИЯ
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ФОРМИРОВАНИЕ СУБЪЕКТНОЙ ПОЗИЦИИ ЛИЧНОСТИ
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ФОРМИРОВАНИЕ ТРЕЗВОГО ЗДОРОВОГО ОБРАЗА ЖИЗНИ И ЦЕЛОСТНОГО РАЗВИТИЯ ЛИЧНОСТИ СТУДЕНТОВ
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ФОРМИРОВАНИЕ У БУДУЩИХ УЧИТЕЛЕЙ ТОЛЕРАНТНОСТИ КАК КАЧЕСТВА ЛИЧНОСТИ
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ФОРМИРОВАНИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ СТУДЕНТОВ
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ФОРМИРОВАНИЕ ФИЗИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ СТУДЕНТОВ С ИСПОЛЬЗОВАНИЕМ ОЗДОРОВИТЕЛЬНЫХ ТЕХНОЛОГИЙ
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ФОРМИРОВАНИЕ ЦЕННОСТНО-СМЫСЛОВОЙ СФЕРЫ РАЗВИВАЮЩЕЙСЯ ЛИЧНОСТИ
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ФОРМИРОВАНИЕ ЭКОЛОГИЧЕСКОЙ КУЛЬТУРЫ ЛИЧНОСТИ В СИСТЕМЕ ОБРАЗОВАНИЯ
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ФОРМИРОВАНИЕ ЭЛИТАРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЛИНГВИСТА-ПЕРЕВОДЧИКА В ПРОЦЕССЕ ОБУЧЕНИЯ ПИСЬМЕННОМУ ПЕРЕВОДУ
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ЗАРУБЕЖНОГО СТУДЕНТА В ТЕХНИЧЕСКОМ ВУЗЕ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ НА ОСНОВЕ ЯЗЫКА-ПОСРЕДНИКА
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ФУНКЦИОНАЛЬНАЯ ГРАМОТНОСТЬ КАК ОСНОВА РАЗВИТИЯ ГАРМОНИЧНОЙ ЛИЧНОСТИ В СОВРЕМЕННЫХ УСЛОВИЯХ
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ХАРАКТЕРИСТИКА ОСОБЕННОСТЕЙ ЛИЧНОСТИ СТУДЕНТОВ-МЕДИКОВ РЕСПУБЛИКИ САХА (ЯКУТИИ) НА ЭТАПЕ ПРОФЕССИОНАЛЬНОГО СТАНОВЛЕНИЯ
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ХАРАКТЕРИСТИКИ ИДЕНТИЧНОСТИ ЛИЧНОСТИ СТУДЕНТОВ
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ХАРАКТЕРИСТИКИ ИНФОРМАЦИОННОГО ОБРАЗОВАНИЯ ЛИЧНОСТИ И ИХ ВЗАИМОСВЯЗЬ
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ХАРАКТЕРНЫЕ ЧЕРТЫ КОНКУРЕНТОСПОСОБНОЙ ЛИЧНОСТИ
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ХОМЯКОВ О ЦЕЛОСТНОСТИ ЛИЧНОСТИ В КОНТЕКСТЕ СОВРЕМЕННОЙ ПЕДАГОГИЧЕСКОЙ НАУКИ_
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ХУДОЖЕСТВЕННО-ТВОРЧЕСКОЕ РАЗВИТИЕ ЛИЧНОСТИ МУЗЫКАНТА В КОНТЕКСТЕ ТРИАДЫ "КОМПОЗИТОР ИСПОЛНИТЕЛЬ СЛУШАТЕЛЬ"
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ЦЕННОСТИ ЛИЧНОСТИ КАК ФАКТОР СПЛОЧЕННОСТИ ВОИНСКОГО КОЛЛЕКТИВА
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ЦЕННОСТНО-ДЕЯТЕЛЬНОСТНЫЙ ПОТЕНЦИАЛ СТРАТЕГИИ РАЗВИТИЯ ЛИЧНОСТИ СОВРЕМЕННЫХ ФОРМАТОВ НЕФОРМАЛЬНОГО ОБРАЗОВАНИЯ МОЛОДЕЖИ
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ЦЕННОСТНО-СМЫСЛОВОЙ КОМПОНЕНТ В СТРУКТУРЕ КОНКУРЕНТОСПОСОБНОСТИ ЛИЧНОСТИ СТУДЕНТА
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ЦЕННОСТНЫЕ ОРИЕНТАЦИИ В КОНТЕКСТЕ ЖИЗНЕННОГО ПУТИ ЛИЧНОСТИ В ПЕРИОДЫ РАННЕЙ И СРЕДНЕЙ ВЗРОСЛОСТИ
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ЦЕННОСТНЫЕ ОРИЕНТАЦИИ КАК ФАКТОР ФОРМИРОВАНИЯ БАЗОВОЙ КУЛЬТУРЫ ЛИЧНОСТИ
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ЦЕННОСТНЫЕ ОРИЕНТАЦИИ ЛИЧНОСТИ КАК МОТИВАЦИЯ ПРИ ВЫБОРЕ ПРОФЕССИИ ВРАЧА-СТОМАТОЛОГА
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ШАДРИКОВ: УЧЕНЫЙ ПСИХОЛОГ ПЕДАГОГ ГОСУДАРСТВЕННЫЙ ДЕЯТЕЛЬ ЛИЧНОСТЬ
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ЭКЗИСТЕНЦИАЛЬНАЯ ФИЛОСОФИЯ КАК МЕТОДОЛОГИЧЕСКАЯ ОСНОВА ОСМЫСЛЕНИЯ СОСТОЯНИЯ ПОДАВЛЕНИЯ ПЕДАГОГИЧЕСКИХ УСЛОВИЙ СТАНОВЛЕНИЯ ЭКЗИСТЕНЦИАЛЬНОЙ НАПРАВЛЕННОСТИ ЛИЧНОСТИ СТУДЕНТА ВУЗА
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ЭКОЛОГИЧЕСКАЯ КУЛЬТУРА КАК АСПЕКТ СОЦИАЛИЗАЦИИ ЛИЧНОСТИ
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ЭКОЛОГИЧЕСКАЯ ОТВЕТСТВЕННОСТЬ ЛИЧНОСТИ В СИСТЕМЕ СОВРЕМЕННЫХ ОБРАЗОВАТЕЛЬНЫХ РЕЗУЛЬТАТОВ
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ЭКОЛОГИЧЕСКОЕ РАЗВИТИЕ ЛИЧНОСТИ В ПОЛИКУЛЬТУРНОМ ОБЩЕСТВЕ: МЕТОДОЛОГИЧЕСКОЕ ОСНОВАНИЕ
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ЭКОНОМИЧЕСКАЯ СОЦИАЛИЗАЦИЯ ЛИЧНОСТИ: ОПРЕДЕЛЕНИЕ И СОДЕРЖАНИЕ ПОНЯТИЯ
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ЭМОЦИОНАЛЬНЫЙ АСПЕКТ ЛИЧНОСТИ ПЕДАГОГОВ В СИТУАЦИЯХ ЗАТРУДНЕНИЯ КАК ФАКТОР РАЗВИТИЯ ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ
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ЭМОЦИОНАЛЬНЫЙ ИНТЕЛЛЕКТ И ОСОБЕННОСТИ САМОАКТУАЛИЗАЦИИ ЛИЧНОСТИ
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ЭСТЕТИЧЕСКАЯ КУЛЬТУРА И СИСТЕМА ЭСТЕТИЧЕСКОГО ВОСПИТАНИЯ ЛИЧНОСТИ
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ЭСТЕТИЧЕСКАЯ КУЛЬТУРА ЛИЧНОСТИ И ЕЕ РОЛЬ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ БАКАЛАВРОВ СОЦИАЛЬНО-КУЛЬТУРНОЙ ДЕЯТЕЛЬНОСТИ
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ЭСТЕТИЧЕСКАЯ КУЛЬТУРА ЛИЧНОСТИ: СУЩНОСТЬ ФУНКЦИИ
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ЭТНИЧЕСКАЯ ТОЛЕРАНТНОСТЬ В СФЕРЕ ФОРМИРОВАНИЯ ЦЕННОСТНЫХ ОРИЕНТАЦИЙ ЛИЧНОСТИ
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ЯЗЫКОВАЯ ЛИЧНОСТЬ РУССКОГО ПОЭТА-ЭМИГРАНТА В ОБУЧЕНИИ ЧТЕНИЮ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ
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USING LATERAL THINKING IN THE DEVELOPMENT OF A STUDENT’S PERSONAL CREATIVITY
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УДК 81'27
Инна Робертовна Саркисян
Армянский государственный педагогический университет им. Х. Абовяна
К ВОПРОСУ «ЯЗЫКОВОЙ ЛИЧНОСТИ» В ПРОЦЕССЕ ИЗУЧЕНИЯ РКИ
Лингвистическое обоснование методики преподавания русского языка нерусским должно вытекать как из изучения и описания самого языка, так и из сопоставления русского языка с системой и нормой родного языка учащихся. При этом целесообразно опираться на данные таких отраслей языкознания, как нормативная и функциональная грамматика русского языка, статистика речи, сопоставительная типология русского и родного языков. Лингвистика, обращаясь к вопросам, связанным с методикой преподавания иностранного языка, изучает речь не только с точки зрения познания ее внутренних законов, но и с точки зрения процесса овладения иноязычной речью и отбора языкового материала, необходимого для осуществления этого процесса. В последнее время в научной литературе появилось много исследований, посвященных проблеме языковой личности. Нас интересует формирование новой, “второй” языковой личности в процессе изучения РКИ в армянской аудитории. По мнению Ю. Н. Караулова, языковая личность прежде всего предстает как homo loquens вообще, а сама способность пользоваться языком как родовое свойство человека (вида homo sapiens). Структура и содержание языковой личности при таком рассмотрении оказываются безразличными к национальным особенностям языка, которым эта личность пользуется [4, c. 29]. Однако на современном этапе приходится признать, что овладение новым языком возможно только с постижением новой картины мира. В большинстве случаев в научной литературе языковая личность рассматривается в аспекте антропоцентризма, который определяет новый этап развития современной науки в целом. Антропоцентрический подход становится общим научным принципом решения наиболее актуальных проблем в различных областях исследовательской деятельности. Идеи антропоцентризма эффективно реализуются при обучении второму (иностранному) языку, то есть при формировании “второй” языковой личности. При указанном подходе предполагается обязательный учет национальных особенностей родного языка, что представляется методистам весьма актуальным на современном этапе.
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С позиций антропоцентизма в лингвистике, а также в методике преподавания иностранных языков (в том числе и РКИ) основное внимание уделяется не собственно языковой системе, а языковой личности, человеку, который становится центром языковой действительности. Антропоцентризм современного языкознания и методики преподавания языков открывает возможность приблизиться к такому описанию языка, которое восстанавливает единство языка с его носителем. Ключ к пониманию многих языковых проблем, которые не могут быть объяснены традиционной грамматикой, лежит в исследовании языка с позиции его носителя человека, жизнедеятельность и культурный ареал которого неразрывно связан с языком. При этом усвоенный язык, будучи достоянием отдельной личности, индивидуален [1, с. 7]. В соответствии с принципом антропоцентризма знания о мире организуются не только реальностью бытия, но и языком и через него познающим мир человеком. Человек осознается как вершина эволюции, он становится созидателем осмысленного бытия. Принцип антропоцентиризма решает проблему усвоения, понимания и осознание языка носителем иного языкового сознания, иной культурной среды. Рассмотрим язык как средство общения и как объект обучения. В первой сфере язык выполняет кумулятивную функцию, наука представляет его в модели языковой картины мира, согласно которой понимание мира этноориентировано [Там же, с. 42]. Русский язык, отражая объективную действительность своими средствами, создает уникальную языковую картину мира, запечатленную в культуре русского народа, отличающуюся от других языковых картин мира. Человек, изучающий РКИ, должен войти в новую для него языковую картину мира прежде всего с помощью лексических единиц изучаемого языка. Именно этим и объясняется исключительная роль лексического аспекта занятий по русскому языку, главной задачей которых является формирование у учащихся прочных навыков пользования словами в их функциональном многообразии. Более того, работа над лексикой много дает для диалектического развития мышления. Надо подходить к ней не только как к составной части языковой системы, но и как к отражению реальной действительности [2, с. 36]. Это дает возможность утверждать, что лексику “можно рассмартивать как своеобразный ключ к пониманию мира, как толкователь мира, классификатор мира “ [6, с. 6]. Поэтому работа над словарными единицами не только может, но и должна рассматриваться в ракурсе антропоцентрического подхода. Это, в частности, касается вопросов семантизации слов, обозначающих новые, неизвестные учащимся понятия. Основными лингвистическими принципами отбора как лексического, так и грамматического материала, подлежащего изучению в армянской аудитории мы считаем следующие: частотность языкового явления в его конкретном речевом употреблении; сочетаемость слов и грамматических категорий внутри конструкций; необходимость потенциальной наличности данной модели в сознании учащихся для осуществления общения на определенных этапах обучения; возможность усвоения отобранных моделей на данном этапе языкового мышления учащихся. Не вызывает сомнений, что языковая личность, у которой русский язык является вторым компонентом, существенно отличается от языковой личности, у которой русский язык является первым, исходным компонентом. Возникает вопрос о формировании “второй” языковой личности при изучении РКИ. Представляется, что уместно говорить о формировании иной языковой системы, для того, чтобы обслуживать иноязычную личность в иной, неродной для него языковой среде. Таким образом, языковая личность всегда одна, она находится в состоянии постоянного развития, а иностранные языки человек выучивает после освоения своего родного языка через соотнесение изучаемого языка с теми универсальными языковыми правилами, которые реализованы на основе грамматики родного языка. При изучении второго языка складывается только вторая языковая система, которая является инструментом в коммуникативной деятельности на новом языке для языковой личности, которую обозначают термином “инофон”. Инофон в коммуникативных целях переходит с родной языковой системы на другую, приобретенную. Поэтому при обучении второму (иностранному) языку в аспекте антропоцентрического подхода необходимо учитывать данные сопоставительно-типологического анализа родного и изучаемого языков. На современном этапе результаты контрастивных и сопоставительно-типологических исследований попрежнему остаются исходным материалом для усовершенствования обучения иностранным языкам. Нередко преподаватель, исходя из целей и задач учебного процесса в целом, а также целей и задач определенных его промежутков и этапов, вынужден сам заниматься подобными исследованиями нужного ему аспекта для интенсификации и оптимизации обучения иностранному языку. По мнению многих методистов, выявление того, что “помогает” (т.е. зону транспозиции) , не столь уж важно и существенно, ибо общее в языке не вызывает определенных трудностей при обучении. ”Учить надо тому, чего нет в родном языке”, пишет Р. Ладо в одной из своих работ, посвященной вопросам взаимодействия родного и иностранного языков [7, с. 91]. Это мнение разделяют и развивают российские ученые: ” При разработке методики преподавания данного иностранного языка на основе родного языка учащихся, при подготовке учебного материала и учебных пособий следует учитывать только те явления и элементы иностранного языка, которых нет в родном языке и которые могут интерферировать в процессе обучения и вызывать типичные ошибки” [3, с. 23]. Специфика прикладного сопоставительно-типологического описания языков в учебных целях состоит во взаимосвязи лингвистического и методического анализов. Задача первого как можно полнее, как можно глубже выявить все общее в сопоставляемых языках и все отличителное, специфическое именно для данного языка, наиболее ярко проявившееся в сопоставлении с другими языками.
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Задача методического анализа из всего выявленного в результате лингвистического анализа материала отобрать то, что может содействовать организации целесообразной последовательности введения материала, разработке системы упражнений, то есть выделить то, что содействует интенсификации учебного процесса в аспекте формирования новой языковой личности. Однозначно можно утверждать одно: дидактическая направленность исследовательского поведения преподавателей не может не сказаться на методах и результатах его работы. Сопоставляя родной и иностранный языки методист четко представляет, что он ищет: так называемая зона интерференции, зона типичных ошибок, описываемая методикой. В то же время он четко может интуитивно почувствовать и определить в учебных целях глубину постижения того или иного явления, наметить необходимый ему “угол среза”, то есть уровень языкового явления структурный, функциональный,функционально-семантический, структурно-фукнциональный и т.д. Вышеперечисленное обусловлено тем, что преподаватель иностранного языка постоянно держит в уме разного рода дидактические условия обучения: интеллектуальные особенности контингента обучаемых, цели обучения, возможности системы методических приемов рационального усвоения , требования, предъявляемые к предметному материалу и др. В своей совокупности эти и многие другие факторы определяют, на наш взгляд, условия формирования “второй” языковой личности. Оценивая через призму русского языка явления, вскрытые лингвистическим сопоставлением, можно обнаружить то общее, что есть в сравниваемых языках (русский, армянский), и то отличительное, что присуще русскому языку. А отличительное значит новое, чуждое не только знаниям, но и умению, чуждое языковым навыкам учащегося, требующее специального внимания, специально организованной системы семантизации, раскрытия логики и закономерностей языкового явления, выявления функционирования его в речи, выработки его употребления, доведенного продуманной системой упражнений до автоматизма. Таким образом, результаты сопоставительного лингвистического анализа прежде всего обуславливают отбор учебного материала. Далее лингвистический анализ должен быть использован также, как один из факторов, определяющих последовательность введения всего учебного материала по языку. Как показывают многочисленные исследования, проведенные в плане сравнительного изучения языков, родного и изучаемого (армянского и русского), типичные ошибки студентов очень ярко и точно отражают (и являются следствием) расхождения в структуре обоих языков (фонетической, грамматической и их словарного состава), а также расхождения в реализации этой структуры в речевой цепочке. Учет особенностей структуры русского и армянского языков дает достаточно объективные научные данные для предвидения, прогнозирования и решения тех методических проблем, которые возникают в процессе формирования новой языковой личности. Особенно хочется отметить, что при сопоставительном анализе языков в аспекте методики их преподавания, на наш взгляд, необходимо учитывать справедливое мнение С. Д. Кацнельсона, высказанное еще в 1965 году о том, что сравнивать между собой языки следует прежде всего не по изолированным признакам, а по отдельным микросистемам, по отдельным фрагментам структуры языка [5, с. 75]. Сопоставительный метод, основывающийся на последовательном и сознательном сопоставлении системных элементов изучаемого языка с родным, может стать базой всего учебного процесса. Это значит, что в основу методики, построенной на последовательном сопоставлении системных фактов языка должна лечь серьезная теоретическая работа, позволяющая создать соответствующие учебники и дающая методистам возможность получить материал, на котором можно наиболее эффективно применить данный метод в учебном процессе и в кратчайшие сроки добиться формирования “второй” языковой личности.
Список литературы
1. Верещагин Е. М., Костомаров В. Г. Лингвострановедческая теория слова. М., 1980.
2. Власенков А. И. Развивающее обучение русскому языку. М., 1983.
3. Зильберман Л. И. Интерференция языков и методика преподавания иностранного языка на основе родного // Пре-
подавание иностранных языков и его лингвистические основы. М., 1972.
4. Караулов Ю. Н. Русский язык и языковая личность. М., 1987.
5. Кацнельсон С. Д. Основные задачи лингвистической типологии // Лингвистическая типология и восточные языки.
М., 1965.
6. Морковкин В. В. Опыт идеографического описания лексики. М., 1977.
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111.188.273 КДУВестник СПбГУ. Сер. 9. 2011. Вып. 2
Т. Е. Доброва
К ВОПРОСУ О ЛИНГВИСТИЧЕСКИХ СРЕДСТВАХ ФОРМИРОВАНИЯ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-ФИЛОЛОГА
В соответствии с Концепцией модернизации российского образования [1] основной
целью профессионального образования является подготовка квалифицированного ра-
ботника соответствующего уровня и профиля, конкурентоспособного на рынке труда,
компетентного, ответственного, свободно владеющего своей профессией и ориентирую-
щегося в смежных областях деятельности, способного к эффективной работе по специ-
альности на уровне мировых стандартов, готового к постоянному профессиональному
росту, социальной и профессиональной мобильности.
Концепция подчеркивает необходимость «ориентации образования не только на ус-
воение учащимся определенной суммы знаний, но и на развитие его личности, его по-
знавательных и созидательных способностей» [1]. В основе современной антропоцен-
трической лингвистики, для которой человек становится точкой отсчета при анализе
тех или иных явлений, лежит понятие «языковой личности» [2]. Сам термин «языковая
личность» был впервые употреблен в книге В. В. Виноградова «О художественной прозе»
(1929). Лингводидактический подход к понятию языковой личности в трудах современ-
ных исследователей восходит к взглядам Г. И. Богина. Г. И. Богин в рамках данного терми-
на рассматривает человека с точки зрения его готовности производить речевые поступ-
ки [3], следовательно, на первый план выдвигается речевая способность; при этом автор
выделяет уровни готовности языковой личности к речевому поведению. Это уровни как
«естественного» развития речевой способности, так и «искусственного» формирования
всех готовностей, составляющих речевую способность. Такой же точки зрения на трак-
товку термина «языковая личность» придерживается М. К. Колкова, которая определяет
языковую личность через способность осуществлять различные виды речевой деятель-
ности, такие как аудирование, говорение, чтение и письмо [4]. Таким образом, данные
авторы понимают языковую личность как личность речевую.
С. А. Сухих рассматривает языковую личность с точки зрения процесса коммуника-
ции и определяет ее как совокупность особенностей вербального поведения человека,
использующего язык как средство общения [5]. В соответствии с этим языковая лич-
ность предстает перед нами как личность коммуникативная.
С. Г. Воркачев [6] отмечает, что под языковой личностью может пониматься закре-
пленный преимущественно в лексической системе базовый национально-культурный
прототип носителя определенного языка с характерными для него мировоззренческими
установками, ценностными приоритетами и поведенческими реакциями, отраженными
в словаре. В таком понимании языковая личность — это личность этносемантическая.
В. И. Карасик определяет этот термин как обобщенный образ носителя культур-
но-языковых и коммуникативно-деятельных ценностей, знаний, установок и поведен-
ческих реакций, отмечая, что сама социальная сущность языка заключается в том, что
он существует прежде всего в языковом сознании, коллективном и индивидуальном.
Соответственно, носителями культуры в языке являются языковой коллектив и инди-
© Т. Е. Доброва, 2011
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видуум. Коллектив как этнос и индивидуум являются крайними точками на условной
шкале языкового сознания [7]. В таком понимании языковая личность — личность
этнокультурная.
Структуру языковой личности рассмотрел Ю. Н. Караулов [8], который под данным
термином понимает совокупность способностей и характеристик человека, обусловли-
вающих создание и восприятие им речевых произведений. В структуре языковой лич-
ности Ю. Н. Караулов выделяет три уровня: вербально-семантический (носитель нор-
мально владеет естественным языком), когнитивный (единицы этого уровня — понятия,
складывающиеся у каждой языковой индивидуальности в упорядоченную картину мира,
отражающую систему ценностей), прагматический (включает цели, мотивы и интересы).
В этой структуре особое место отводится ценностям — наиболее фундаментальным ха-
рактеристикам культуры, высшим ориентирам поведения.
И. И. Халеева вводит в лингводидактику понятие «вторичная языковая личность»,
формирование которой происходит в процессе обучения иностранному языку. Она до-
полняет лингвокогнитивный или тезаурусный уровень языковой личности, впервые
предложенный Ю. Н. Карауловым, выделяя в данном уровне два подуровня: «тезаурус-1»
и «тезаурус-2». Тезаурус-1 соотносится с языковой картиной мира и связан с ассоциа-
тивно-вербальной сетью языка, тезаурус-2 — с собственно знаниями о мире, формиру-
ющими когнитивное сознание и, следовательно, общую картину мира на уровне концеп-
туальной системы [9].
Л. П. Халяпина вводит понятие «поликультурной языковой личности», полагая, что
в условиях глобального поликультурного общества следует вести речь не о вторичной
языковой личности, а о поликультурной, способной взаимодействовать с представите-
лями разных стран и культур. Л. П. Халяпина считает, что сегодня, в условиях процесса
глобализации, необходимо говорить не столько о процессе межкультурной коммуника-
ции, предполагающей лишь диалог культур, сколько о поликультурной коммуникации,
предполагающей полилог культур, осуществляемый посредством языка глобальной
коммуникации — английского [10].
Мы считаем, что данный подход в полной мере применим к ситуации обучения сту-
дентов на иностранном бакалавриате филологического факультета СПбГУ по специаль-
ности «Английский язык», где преподавание ведется на языке глобального общения —
английском.
Данная работа представляет собой попытку обобщения опыта формирования по-
ликультурной языковой личности в процессе ознакомления студентов филологов из Ки-
тайской народной республики с теорией речевых актов. Задача данного курса не только
познакомить студентов с основными понятиями теории и существующими классифика-
циями речевых актов, но научить их распознавать мотивы и установки личности, пони-
мать, что имел в виду отправитель информации, опирающийся на свою национальную
систему образов и представлений. Таким образом, данный курс способствует форми-
рованию поликультурной языковой личности на лингвокогнитивном и прагматическом
уровнях.
Теоретические филологические курсы, такие как теоретическая грамматика англий-
ского языка и спецкурс по теории речевых актов, в рамках программы предусмотрены
на четвертом курсе, когда языковая компетентность сформирована на уровне, доста-
точном для освоения этих дисциплин. Однако нельзя не отметить, что при разработке
методического обеспечения лекций по теории речевых актов особое внимание следует
113
уделить учету этнопсихологических особенностей восприятия подобного материала сту-
дентами из КНР.
Внимание исследователей неоднократно привлекали особенности восприятия
и мышления студентов из Китая в процессе обучения. В результате обобщения нако-
пленных в этой области личного опыта и опыта коллег можно выделить следующие ос-
новные моменты, характеризующие восприятие китайских студентов. Во-первых, ки-
тайский студент обычно пассивен, что обусловлено практикой преподавания иностран-
ных языков в Китае, когда преподаватель обычно выступает как лектор, а студент как
слушатель. Такое положение, в свою очередь, обусловлено и китайской традицией [11],
и особенностями организации учебного процесса в китайских школах и вузах, прежде
всего большой наполняемостью языковых групп (40–80 человек). Во-вторых, китайские
студенты рациональны, сдержаны в своих поступках и действиях, тщательно обдумы-
вают все до мелочей, прежде чем приступить к делу [12]. В-третьих, они предпочита-
ют все делать неспешно [13], им обычно требуется больше времени для усвоения мате-
риала. В-четвертых, хотя в приемах выполнения работ они имеют более однообразные
стандартные способы, они всегда наслаждаются самим процессом выполнения заданий
и переживают положительные эмоции от завершения работы [14]. И наконец, для сту-
дентов из КНР в силу их образного мышления особое значение имеет графическая по-
дача материала.
Для эффективного формирования поликультурной языковой личности в процессе
изучения теории речевых актов студентами из КНР необходимо учесть эти особенности.
Именно поэтому мы сочли целесообразным заменить традиционные лекции проведе-
нием интерактивных занятий. Курс рассчитан на двенадцать занятий и состоит из двух
частей. Первая часть курса включает пять занятий и знакомит студентов с основными
понятиями теории речевых актов и идеями лингвистов, работавших в области прагма-
тики. При изучении идей Остина студенты должны усвоить такие понятия, как речевой
акт, коммуникативная интенция, перформатив, иллокуция и перлокуция. Идеи Остина
получили развитие в работах Серля, студенты знакомятся с классификацией речевых
актов Серля—Вандервекена, включающей пять классов: ассертивы, директивы, комис-
сивы, декларативы и экспрессивы. Далее рассматриваются различные подходы к клас-
сификации речевых актов, такие как дихотомия В. В. Богданова, классификация, осно-
ванная на принципах Лича, полевой подход, субклассификация Л. П. Чахоян. Вводятся
понятия косвенного речевого акта и слитного речевого акта. Шестое занятие посвящено
обобщению пройденного материала и проводится в форме круглого стола. Тема заня-
тия — рассмотренные классификации речевых актов. Перед занятием студенты получа-
ют задание подготовить презентации. Обычно они объединяются в пары, один готовит
доклад по биографии ученого, а второй — по предложенной им классификации. Каждая
пара готовит раздаточный материал, предлагая остальным членам группы проанализи-
ровать подобранные ими примеры речевых актов английской диалогической речи из ху-
дожественной англоязычной литературы. Такие круглые столы способствуют закрепле-
нию усвоенного на интерактивных занятиях материала. Далее студенты более подробно
изучают субклассификацию речевых актов Л. П. Чахоян с уточнениями А. Г. Поспеловой.
Каждое из последующих шести занятий посвящено одному из шести классов классифи-
кации: ассертивам, вопросам, директивам, комиссивам, декларативам и экспрессивам.
В каждом классе рассматриваются подклассы, введенные Л. П. Чахоян, в каждом под-
классе устанавливается соответствие между простыми и слитными речевыми актами.
114
Студенты должны усвоить, например, что слитный речевой акт «жалоба» соотносится
с простым речевым актом «сообщение», одним из подклассов класса ассертивов, а слит-
ный речевой акт «обвинение» соотносится с другим подклассом ассертивов: подклассом
«утверждение». Проводится разбор отдельных случаев, трудных для классификации: на-
пример, рассматривается подробно речевой акт «упрек», который может относиться как
к ассертивам, так и к директивам. Формат зачета по завершению курса включает один
теоретический вопрос и пять речевых актов для анализа.
Для обеспечения опоры на зрительные образы перед началом каждого занятия сту-
денты получают раздаточный материал. Опыт проведения таких интерактивных заня-
тий показал, что для студентов из КНР большое значение имеет то, как оформлены эти
материалы. Шрифт не должен быть мелким или трудночитаемым, обязательно следует
использовать жирный шрифт и курсив для выделения основной информации. Основная
цель этого материала — дать студентам представление об объеме материала и о структу-
ре лекции. Раздаточный материал должен содержать основные понятия, вводимые на за-
нятиях, и имена лингвистов, которые рассматривали эти понятия. В раздаточном мате-
риале не рекомендуется приводить определения вводимых понятий: только сам термин,
определение целесообразнее дать на занятии, пояснить и дать возможность студентам
его записать самим, что обеспечит лучшее усвоение материала. Следует отметить, что
большая часть терминов является для студентов новыми понятиями, им очень трудно
усвоить эти понятия без опоры на зрительный образ. Если эти понятия вводить, записы-
вая их на доске, то процесс перенесения их в конспекты, как показала практика, не сво-
боден от ошибок, что приводит к частичной утрате информации и неполному усвоению
материала. Наличие раздаточного материала служит и еще одной цели: студенты успеш-
но используют его для самоконтроля, проверяя себя по своим записям.
Помимо данного раздаточного материала студенты получают список примеров вы-
сказываний различного типа. Примеры подбираются из произведений англоговорящих
авторов. В ходе занятия по мере введения новых понятий студентам предлагается про-
комментировать предложенные им задания. Например, определить, все ли приведенные
примеры являются речевыми актами, или определить тип речевого акта. В процессе та-
кого анализа учащиеся стараются понять, что имел в виду говорящий, почему он исполь-
зовал те или иные языковые средства. В качестве домашнего задания студенты подбира-
ют примеры речевых актов изученного типа из произведений англоговорящих авторов.
Подобные задания способствуют формированию поликультурной языковой личности
на прагматическом и лингвокогнитивном уровнях. Формируется не только тезаурус-1,
но и тезаурус-2, что является более сложной задачей.
Постигая новые лингвистические термины и понятия, определяя локутивную
силу речевого акта, студенты прежде всего обращают внимание на то, какие языковые
средства использованы в том или ином речевом акте, что, таким образом, способству-
ет формированию тезауруса-1, который связан с языковой картиной мира. Определяя
иллокутивную силу, анализируя нюансы коммуникативной интенции, они расширяют
и формируют тезаурус-2, т. е. познают общую картину мира на уровне концептуальной
системы, как ее себе представляют англоговорящие.
При такой организации занятий, как правило, все китайские студенты 4-го кур-
са успешно сдают зачет, что свидетельствует об эффективности предложенной схемы
и успешном усвоении материала.
115
Таким образом, учет этнопсихологических особенностей представителей китайской
лингвокультурной общности позволил разработать эффективный способ организации
интерактивных занятий по теории речевых актов, позволяющий обеспечить эффектив-
ное формирование поликультурной личности студента-филолога.
Источники и литература
1. Концепция модернизации российского образования на период до 2010 года, 5 апреля
2002 года, Москва, Кремль. URL: http://archive.kremlin.ru/text/docs/2002/04/57884.shtml (дата об-
ращения: 05.03.2011).
2. Кубрякова Е. С. О понятиях дискурса и дискурсивного анализа в современной лингвисти-
ке // Дискурс, речь, речевая деятельность. М., 2000. С. 7–25.
3. Богин И. Г. Современная лингводидактика. Калинин, 1980. 62 с.
4. Колкова М. К. Модернизация процесса обучения иностранным языкам в рамках стратегии
модернизации образовательного процесса в начальной, основной и старшей школе // Обучение
иностранным языкам. СПб., 2003. С. 57–67.
5. Сухих С. А. Черты языковой личности // Коммуникативно-функциональный аспект языко-
вых единиц. Тверь, 1993. С. 85–91.
6. Воркачев С. Г. Лингвокультурология, языковая личность, концепт: становление антропо-
центрической парадигмы в языкознании // Филологические науки. 2001. № 1. С. 64–72.
7. Карасик В. И. Языковой круг: личность, концепты, дискурс. Волгоград, 2002. 477 с.
8. Караулов Ю. Н. Русский язык и языковая личность. М., 2002. 261 с.
9. Халеева И. И. Основы теории обучения пониманию иноязычной речи (подготовка пере-
водчиков). М., 1989. 236 с.
10. Халяпина Л. П. Методическая система формирования поликультурной языковой личности
посредством интернет-коммуникации в процессе обучения иностранным языкам: дис. … д-ра
пед. наук / Рос. гос. пед. ун-т им. А. И. Герцена. СПб., 2006. 426 с.
11. Медведева С. В. Из опыта работы с китайскими учащимися на начальном этапе обучения
русскому языку // Актуальные проблемы подготовки китайских учащихся в вузах РФ: материалы
междунар. науч.-практ. конф. 14 марта 2002 г. Воронеж, 2002. С. 58–60.
12. Собольников В. В. Этнопсихологические особенности китайцев. Новосибирск, 2001. 132 с.
13. Трубчанинова М. Е. К проблеме национально-языковой идентичности китайского студен-
та // Актуальные проблемы подготовки китайских учащихся в вузах РФ: материалы междунар.
науч.-практ. конф. 14 марта 2002 г. Воронеж, 2002. С. 73–74.
14. Бинь Я. Этнопсихологические особенности темперамента и общительности у китайских
и российских студентов: автореф. дис. … канд. психол. наук / Рос. ун-т дружбы народов. М., 2004.
16 с.
Статья поступила в редакцию 25 января 2011 г.
УДК 008
Кострица Екатерина Игоревна
Catherine Kostritsa
Петрова Ирина Владимировна
Irina Petrova
К ВОПРОСУ О МЕЖКУЛЬТУРНОЙ
КОМПЕТЕНЦИИ ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ:
ЛИНГВОДИДАКТИЧЕСКИЙ АСПЕКТ
REFERENCE TO INTERCULTURAL
COMPETENCE OF SECONDARY
LINGUISTIC PERSONALITY:
LINGUISTIC DIDACTIC ASPECT
Изложены результаты исследования вторичной
языковой личности в контексте лингвокультуроло-
гии. Выявлены лингводидактическая модель фор-
мирования вторичной языковой личности и 8 ком-
понентов межкультурной компетенции вторичной
языковой личности
Ключевые слова: лингвокультурология, комму-
никации, языковая личность
The article is dedicated to the results of the second-
ary linguistic personality investigation in the context of
linguistic-cultural study. The linguistic-didactic model
of secondary linguistic personality formation and 8
(eight) elements of intercultural competence of the
secondary linguistic personality are revealed
Key words: linguistics, communication, language
identity
Современное общество находится под воздействием тотальной глобализации
во всех его сферах. В связи с этим для соци-
альной системы характерен рост политико-
экономических связей и контактов между
государствами в культуре и образовании.
В данную эпоху ключевой отличительной
чертой выступает неподдельный интерес,
проявляемый к иностранному языку на
всех уровнях мировой образовательной
системы. Мировой запрос состоит в том, что
современный специалист должен свободно
владеть одним или несколькими иностран-
ными языками как вторым (после родно-
го) средством коммуникации. Между тем,
иностранный язык выполняет функцию
необходимого элемента профессиональной
подготовки, а также фактора культурного
развития языковой личности.
Eщё в 90-е гг. ХХ в. внимание про-
грессивных лингвистов было обращено к
рассмотрению роли «человеческого факто-
ра» в языке, что привело к введению нового
термина «языковая личность». Сам термин
принадлежит перу русского литературове-
да и лингвиста-русиста В.В. Виноградова,
который ввёл данный термин в научную
мысль в 30-е гг. ХХ в. Более детальное рас-
смотрение языковой личности содержится в
исследованиях языковеда Ю.Н. Караулова.
Ю.Н. Караулов характеризует языковую
личность как многослойный и многоком-
понентный набор языковых способностей,
умений, готовностей к осуществлению ре-
85
чевых поступков, подразделяемый на два
уровня:
1) по видам речевой деятельности (го-
ворение, аудирование, письмо, чтение);
2) по уровням языка (фонетика, грам-
матика, лексика) [1].
Позднее в работах С.Г. Тер-Минасо-
вой, В.В. Воробьёва, С.Г. Воркачёва, И.А.
Стернина, Г.В. Елизаровой и др. доказано,
что на основе языковой личности (иными
словами, первичной языковой личности)
формируется вторичная языковая личность
[2-7]. В обобщенном лингвокультурологи-
ческом видении вторичная языковая лич-
ность понимается как совокупность способ-
ностей человека к иноязычному общению
на межкультурном уровне и предполагает
адекватное взаимодействие с представите-
лями других культур. Данный вид личности
формируется при овладении вербально-се-
мантическим кодом изучаемого языка, со-
стоящим из:
1) «языковой картины мира» носите-
лей этого языка;
2) «глобальной» (концептуальной)
картины мира [6].
Наиболее детальное и конкретное опи-
сание вторичной языковой личности при-
сутствует в модели лингвиста И.И. Халее-
вой, представленной на схеме [8].
[img[kostricina.png]]
Данная модель базируется на концеп-
ции языковой личности, выдвинутой Ю.Н.
Карауловым. Лингвист выделяет три уров-
ня в структурной модели языковой личности:
1) вербально-семантический, едини-
цами которого являются отдельные сло-
ва как единицы вербально ассоциативной
сети. Здесь происходит овладение струк-
турно-системными связями изучаемого
языка в параметрах системообразующей
функции языка, направленной на решение
коммуникативных задач;
2) лингвокогнитивный (тезаурусный),
единицами которого являются понятия,
идеи, концепты, складывающиеся у каж-
дой языковой личности в упорядоченную
картину мира, отражающую иерархию
ценностей. Стереотипам на этом уровне со-
ответствуют устойчивые стандартные связи
между дескрипторами, находящими своё
выражение в обобщённых высказываниях,
дефинициях, крылатых выражениях и т.д.,
из всего многообразия которых языковая
личность выбирает элементы, соответству-
ющие связям между понятиями в её тезау-
русе;
3) мотивационный (прагматический)
уровень, единицы которого ориентированы
на прагматику и проявляются, по мнению
Ю.Н. Караулова, «в коммуникативно-де-
ятельностных потребностях личности» [1;
С. 53].
И.И. Халеева убеждена, что характе-
ристика модели вторичной языковой лич-
ности осуществляется с учётом процессов,
происходящих в личности в ходе овладения
иностранным языком. Поскольку языки
отличаются друг от друга своей вербаль-
но-семантической «сетью», И.И. Халеева
разделяет первый уровень ВЯЛ на две те-
86
заурусные сферы: тезаурус I и тезаурус II
(формирование вторичного когнитивно-
го сознания). Оба тезауруса складывают
вербально-семантический код изучаемого
языка. Две обозначенные сферы тезауру-
сов являются автономными и нацелены
на развитие умений распознавать мотивы
и установки личности, принадлежащей к
иной общности, где действует иная система
ценностей, норм и оценок [9].
Согласно анализу модели вторичной
языковой личности И.И. Халеевой, мож-
но сделать следующий вывод: овладение
суммой знаний о картине мира означает
выход на когнитивный (тезаурусный) уро-
вень языковой личности. Перед вторичной
языковой личностью стоит непростая за-
дача: научиться понимать носителя иного
языкового образа мира. Исходя из этого
размышления, очевидным становится то,
что данная модель И.И. Халеевой, основан-
ная на разработанной Ю.Н. Карауловым
концепции языковой личности, связана с
межкультурной коммуникацией, т.е. спо-
собностью человека к общению на меж-
культурном уровне.
В данной связи нами предложена лин-
гводидактическая модель формирования
вторичной языковой личности (на при-
мере обучения английскому языку и куль-
туре), осуществляемая на трёх этапах.
1 этап – побудительно-мотивацион-
ный.
На этом этапе целью обучения стано-
вится формирование знаний о системе язы-
ка и умении пользоваться ими для дости-
жения орфографической, пунктуационной
и речевой грамотности. Основной задачей
становится установка на восприятие и по-
нимание различий в языках, культурах. На
уровне вторичной языковой личности (по
И.И. Халеевой) происходит формирование
тезауруса I, который восходит к ассоциа-
тивно-вербальной сети языка и формирует
языковую картину мира. Учебный матери-
ал представлен лексическими единицами,
грамматическими структурами и социо-
культурным знанием (справочной инфор-
мацией о Великобритании). Учебные дейс-
твия включают презентацию, имитацию,
подстановку, трансформацию; презента-
цию доклада на русском языке о британской
культуре в формате Power-Point. Уровень
сравнительно-сопоставительного компара-
тивного анализа реализуется посредством
контрастивно-лингвистического анализа
(государственные праздники Великобрита-
нии, сравнение их с праздниками России,
США).
2 этап – ориентировочно-исследова-
тельский.
Цель данного этапа состоит в переходе
к грамматической организации высказыва-
ния и лексическому заполнению синтакси-
ческих структур в соответствии с замыслом
высказывания. Основной задачей стано-
вится формирование навыков анализа раз-
личий в языках и культурах. Уровень вто-
ричной языковой личности (по И.И.
Халеевой) реализуется при формировании
тезауруса II (формирование вторичного
когнитивного сознания). Тезаурус II фор-
мирует концептуальную, или глобальную
картину мира. Учебный материал вклю-
чает аутентичные тексты на английском
языке, дающие информацию о культуре,
традициях, праздниках британцев). Учеб-
ные действия включают работу с текстом
(чтение (вопросы и ответы), пересказ и об-
суждение и др.), презентацию докладов на
английском языке в формате Power Point
с элементами сравнения культур британс-
кого/русского народов). Уровень сравни-
тельно-сопоставительного компаративного
анализа реализуется посредством компара-
тивно-культуроведческого анализа малых
форм фольклора (пословиц и поговорок в
русском и английском языках).
3 этап – исполнительный / реализую-
щий.
Цель данного этапа состоит в разви-
тии речевых умений (творческого синтеза
навыков). Основной задачей становится
творческий синтез навыков по межкуль-
турной компетенции, проявляющийся в
ситуациях межкультурной коммуникации.
Учебный материал включает ролевые игры,
представляющие различные ситуации меж-
культурной коммуникации; презентацию
доклада на английском языке по культуре,
87
экономике Великобритании (России) в
формате Power-Point с элементами срав-
нения. Учебные действия включают твор-
ческие упражнения, применение ролевых
игр. Уровень анализа осуществляется при
реализации умений культурно-компаратив-
ного лингвистического анализа в ситуациях
межкультурной коммуникации.
В настоящее время большинство спе-
циалистов в области преподавания иност-
ранных языков (Л.А. Араева, В.М. Алпа-
тов, Е.В. Архипова, М.В. Васенкова и др.)
считают, что одной из важных задач при
обучении является формирование вторич-
ной языковой личности в контексте меж-
культурной коммуникации [10-14].
В основе аккультурации вторичной
языковой личности лежит межкультурная
компетенция. Подтверждение этому мы на-
ходим в универсальной трактовке межкуль-
турной компетенции как способности ус-
пешно общаться с представителями других
культур. Эта способность может появиться
с молодых лет или может быть развита.
Итак, в структуру межкультурной компе-
тенции входят общекультурологические и
культурно-специфические знания, умения
практического общения, межкультурная
психологическая восприимчивость [15].
Следовательно, при формировании
межкультурной компетенции вторичная
языковая личность понимается как сово-
купность способностей человека к иноязыч-
ному общению на межкультурном уровне и
взаимодействию с представителями других
культур. Осуществим попытку определения
вторичной языковой личности с точки зре-
ния лингводидактики.
В западной научно-исследовательской
литературе межкультурная коммуникация
определена как коммуникация между ин-
дивидуумами из разных культур либо как
коммуникативные процессы, происходя-
щие в культурно-вариативном окружении
[16]. В отечественной научной мысли меж-
культурная коммуникация понимается как
частный случай межличностной коммуни-
кации [17]. В философском плане оценки
межкультурной коммуникации приходит
осознание того, что современные культур-
ные среды представляют собой динамичные
открытые системы.
Межкультурное взаимодействие рас-
сматривается не только как взаимодействие
между представителями разных государств,
но и как взаимодействие этнических груп-
пировок и профессий. Межкультурная
компетенция приобретается в рамках меж-
культурного обучения. Исходя из этого,
межкультурная компетенция формирует
комплекс социальных навыков и способ-
ностей, при помощи которых вторичная
языковая личность успешно осуществляет
общение с партнерами из других культур
как в бытовом, так и в профессиональном
контексте.
Для успешной реализации межкуль-
турной компетенции вторичной языко-
вой личности необходимо формирование
транскультурного сознания. Понимание
транскультурализма состоит в пересечении
барьеров своей культуры и возникновение
состояния “mixing of identities” (смеше-
ния идентичностей). Кроме того, межкуль-
турная компетенция вторичной языковой
личности основана на кросс-культурном
понимании и диалоге культур, т.к. зона сов-
падения интересов представителей культур
являет собой поле для межкультурной ком-
муникации. Транскультурализм, диалог
культур, мультикультурализм понимаются
как основные процессы нового века и как
социальная реальность.
Коммуникация через народы и их
культуры, иными словами «communication
across cultures», делает возможным понима-
ние чуждых культур, устранение несовмес-
тимости культур. Данная коммуникация
служит задаче поддержания сообщества
на уровне максимальной информационной
и смысловой открытости для входящих в
него людей и для формирования межкуль-
турной компетенции вторичной языковой
личности каждого представителя общества.
Следовательно, лингвокультурологичес-
кое описание межкультурной компетенции
вторичной языковой личности включает
транскультурализм, диалог культур, муль-
тикультурализм.
В прогрессивных западных исследо-
89
Культурология
ваниях (И. Валерстайн (I. Walerstein),
Т. Хопкинс (T. Hopkins), Л. Склейр (L.
Sklair) и др.) [18-20] подчеркивается идея
того, что изучение европейских языков
приводит от прагматических задач к пони-
манию менталитетов и культур.
На основании анализа трудов указан-
ных западных исследователей мы выявили
состав межкультурной компетенции
вторичной языковой личности в линво-
культурологическом русле:
1) аналитический компонент – по-
нимание верований, ценностей, практик,
парадоксов другой культуры и общества –
включая этническое, политическое пони-
мание, способность установления связей,
осознания условий инаковости;
2) эмоциональный компонент – спо-
собность раскрытия (эмпатии) к разнооб-
разным культурным опытам и влияниям,
интерес и уважение к чужим культурам,
ценностям, традициям, опытам – трансна-
циональная межкультурная эмпатия;
3) креативный компонент – осущест-
вление синтеза культур, транснациональ-
ный синтез, видение альтернатив, приемле-
мых вариантов, способность использовать
различные культурные источники для вдох-
новения;
4) поведенческий компонент – не
только владение (proficiency) языком, но
и выступление в качестве переводчика,
свободное использование межкультурных
невербальных кодов (естественность), спо-
собность к избеганию коммуникативного
непонимания при различных коммуника-
тивных стилях, способность поддержания
межперсональных отношений, ответы на
транснациональные вызовы, давление гло-
бализации (унификация, миграция);
5) лингвистический компонент – при-
обретение ВЯЛ теоретических знаний о
языке;
6) языковой компонент – практичес-
кое владение языком в рамках ВЯЛ;
7) культурологический компонент –
вхождение в культуру изучаемого языка,
преодоление культурного барьера в обще-
нии;
8) коммуникативный компонент – ис-
пользование языка соразмерно ситуации
общения, осуществление навыков правиль-
ного речевого поведения.
В заключение сказанного уместно от-
метить следующие выводы:
1) межкультурная компетенция вто-
ричной языковой личности характеризует-
ся тем, что целью языкового обучения яв-
ляется смещение акцента с языка на язык
и культуру;
2) вторичная языковая личность испы-
тывает необходимость научиться понимать
носителя иного языкового образа мира;
3) линвокультурологическая модель
формирования вторичной языковой лич-
ности характеризует место вторичной язы-
ковой личности в процессе межкультурной
коммуникации;
4) формирование транскультурного
сознания способствует реализации меж-
культурной компетенции вторичной языко-
вой личности;
5) межкультурная компетенция вто-
ричной языковой личности состоит из 8
компонентов: аналитического, эмоцио-
нального, креативного, поведенческого,
лингвистического, языкового, культуроло-
гического, коммуникативного.
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20. Trager G.L. Language and Languages. – San Francisco, 1972. – 267 p.
Коротко об авторах Briefly about the authors
Кострица Е.И., сотрудник мультикультурного
Центра ЗКУНБ им. А.С. Пушкина
Тел.: 8-914-511-86-16
Научные интересы: теория и история культуры,
лингвокультурология, лингводидактика
Петрова И.В., аспирантка, Забайкальский госу-
дарственный университет (ЗабГУ)
rik-romanova-chita@mail.ru
Научные интересы: теория и история культуры
E. Kostritsa, employee of Multicultural Center
ZKUNB named after A.S. Pushkin
Scientific interests: theory and cultural history, lin-
guistics, didactics
I. Petrova, postgraduate student, Zabaikalsky State
University State University (ZabGU)
Scientific interests: theory and history of culture
УДК 81
Е. В. Потёмкина
К ВОПРОСУ О МЕТОДАХ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
В статье анализируется понятие вторичной языковой личности в его связи с методикой преподавания иностранных языков, в том числе русского как иностранного.
Описана модель языковой личности, основанная на работах Ю. Н. Караулова; предлагается одно из возможных определений понятия вторичная языковая личность.
The paper focuses on the concept of a secondary language personality, particularly on
its relationship to methodology of teaching foreign languages, including Russian as a Foreign
Language. The authors describe and analyze the model of a linguistic personality, based on
the works of Yuri N. Karaulov and present a tentative definition of the secondary linguistic
personality.
Ключевые слова: модель языковой личности, вторичная языковая личность, русский язык как иностранный.
Key words: model of a linguistic personality, secondary language personality, Russian
as a Foreign Language.
В настоящее время в методике преподавания иностранных языков активно используется понятие вторичная языковая личность (далее – ВтЯЛ),
которому посвящены, в частности, следующие работы: С. М. Андреева
«Современные подходы к изучению феномена «Языковая личность», Блинова С. Г., Цветкова Т. К. «Проблема формирования билингвального сознания в лингвистике и лингводидактике», Гальскова Н. Д.,
Гез Н. И. «Вторичная языковая личность: цель и результат обучения иностранным языкам» (гл. из учебного пособия «Теория обучения иностранным языкам. Лингводидактика и методика»), Мамонтова Н. А. «Онтогенез
вторичной языковой личности», Осиянова О. М. «Языковая личность
XXI века: проблемы и перспективы», Урханова Р. А. «Русская литература
и проблемы формирования вторичной языковой личности», Хлызова
Н. Ю. «Языковая учебная группа как среда формирования вторичной языковой личности», Шашлова Г. С. «Теоретико-познавательные и методологические аспекты проблемы вторичной языковой личности» и др.
Возникновение понятия ВтЯЛ является непосредственным следствием
развития концепции языковой личности (ЯЛ). Понятие языковой личности
ввел в отечественную лингвистику В. В. Виноградов (работа «О языке художественной прозы»). О появлении же концепции ЯЛ можно говорить в
связи с выходом в свет монографии Ю. Н. Караулова «Русский язык и языковая личность» (1987). Предложенная автором модель ЯЛ оказалась такой
востребованной в лингводидактике, что на сегодняшний день уже можно
говорить о целом научном направлении – лингвоперсонологии. Лингво-
© Потёмкина Е. В., 2013
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персонология включант в себя следующие аспекты исследования: речевая
личность (Ю. Е. Прохоров, Л.П. Клобукова), коммуникативная личность
(В. В. Красных), словарная ЯЛ (В. И. Карасик), эмоциональная ЯЛ
(В. И. Шаховский), диалектная ЯЛ, полилектная (многочеловеческая) и
идиолектная (частночеловеческая) личности (В. П. Нерознак), этносемантическая личность (С. Г. Воркачев), элитарная ЯЛ (Т. В. Кочеткова,
О. Б. Сиротинина), семиологическая личность (А. Г. Баранов) и другие. В
частности, из-за такого разнообразия терминов и подходов существующее
в лингвистике и лингводидактике соотношение понятий первичная языковая личность, вторичная языковая личность и национальная языковая личность, так же как определения самой ЯЛ, представляется сегодня
достаточно дискутируемой и сложной темой – происходит «неизбежное
терминологическое, понятийное усложнение ситуации» (см.: [8]).
Целью данной статьи является конкретизация термина вторичная языковая личность и рассмотрение возможностей его применения в разработке
отдельных положений методики преподавания РКИ.
Анализируя речь человека, мы можем сделать определенные выводы о
его личностных особенностях, причем как индивидуальных, так и коллективных, поскольку в речи каждого человека выделяются общие для всего
его окружения элементы. Идея характеристики человека через произведенные им текстов и лежит в основе концепции ЯЛ. Исторически эта концепция связана с некоторыми положениями лингвистического
детерминизма, т. е. идеи о том, что не только образ мышления человека и
способ членения им действительности формирует систему языка, но и сам
язык определяет сознание и мышление его пользователя (впервые об этом
стали говорить Вильгельм фон Гумбольдт, Й. Л. Вайсгербер, Г. Штейнталь, В. Вундт, Бодуэн де Куртене и др.).
Мы находимся в состоянии постоянного взаимодействия с языком,
именно поэтому анализ языковых средств, в первую очередь лексических,
является ключом к изучению индивидуального и коллективного в нашем
сознании, к изучению национальной языковой картины мира (НЯКМ) и,
следовательно, важным инструментом в изучении языка с целью преподавания его в иностранной аудитории.
С этой точки зрения увлеченность современной лингвистики и лингводидактики концепцией ЯЛ и ВтЯЛ является положительным фактором,
свидетельствующим о переходе от изучения языка как системноструктурного образования к антропоцентрическому подходу. С другой
стороны, многие современные авторы все чаще обращаются к терминам
ЯЛ и ВтЯЛ лишь как к неким научным штампам, применяя их в традиционных методических исследованиях, что, безусловно, опустошает и обессмысливает сами эти понятия.
Термин «вторичная языковая личность» впервые использовала в 1990-
х годах И. И. Халеева, связав концепцию ЯЛ Ю. Н. Караулова с процессом
обучения иностранному языку. «Переводя язык в статус «не-чужого», мы
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ставим задачу формирования в профессиональном лингвисте черт вторичной языковой личности, способной проникать в «дух» изучаемого языка, в
«плоть» культуры того народа, с которым должна осуществляться межкультурная коммуникация» [14, с. 278].
В настоящее время формирование ВтЯЛ уже считается стратегической целью обучения иностранному языку и критерием его эффективности. «Результатом любого языкового образования должна явиться
сформированная языковая личность, а результатом образования в области
иностранных языков – вторичная языковая личность как показатель способности человека принимать полноценное участие в межкультурной коммуникации» [3, с. 65].
Что касается методов формирования ЯЛ, то они сводятся к тому, что
«формирование вторичной языковой личности самым тесным образом связано с привитием учащемуся особой перцептивной способности постигать
иную ментальность, иную стратегию и тактику жизни, а значит, иной способ осмысления информации, затрагивающий любые стороны этой жизни»
(И. И. Халеева), «вторичная языковая личность формируется путем приобщения к русскому языку» (Р. А. Урханова), «вторичная языковая личность – это не просто ассимиляция вербально-семантического кода, это
аккомодация собственного языкового сознания, расширение его, включение в него новых связей и отношений, присущих изучаемому иностранному языку» (Е. Шепунова), «главным признаком вторичной языковой
личности является наличие языкового сознания (представлений, закрепленных во втором языке) и языкового самосознания (способности произвести собственную оценку текстов на иностранном языке» (Г. С. Шашлова) и
т. п. Нам представляется, что необходимо поставить вопрос, в чем же заключается практическая значимость сказанного выше, то есть что нового
для совершенствования процесса обучения иностранному языку дает такое
понимание ВтЯЛ?
По своему содержанию понятие ВтЯЛ очень близко понятию ЯЛ, разработанному Ю. Н. Карауловым, под которым подразумевается генетически обусловленная предрасположенность к созданию и манипулированию
знаковыми системами, то есть ЯЛ есть многокомпонентный набор языковых способностей и готовностей к осуществлению речевой деятельности
(см.: [4]). В зависимости от целей исследования содержание понятия ЯЛ
может варьироваться от «типового представителя данной языковой общности и более узкого входящего в нее речевого коллектива» до «представителя человеческого рода, неотъемлемым свойством которого является
способность к использованию знаковых систем» (см.: [12]).
ЯЛ включает три уровня: лексикон, тезаурус и прагматикон, каждый
из которых характеризуется набором единиц, отношений и стереотипных
объединений. Лексикон ЯЛ – это уровень обычной языковой семантики,
смысловых связей слов. Для носителя языка он предполагает определенную степень владения обыденным языком, для его исследователя – тради-
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ционное описание формальных средств выражения значений. В основе
лексического значения единиц этого уровня – денотативносигнификативный компонент, который связывает знак с предметом действительности. Отношения между словами охватывают все разнообразие их
грамматико-парадигматических, семантико-синтаксических связей, которые образуют достаточно устойчивую систему – ассоциативно-вербальную
сеть ЯЛ. В качестве стереотипов на этом уровне выступают стандартные
словосочетания и модели предложений (пойти в кино, купить хлеба). Лексикон ЯЛ соотносится с понятием словарного запаса, поэтому уже на данном уровне мы можем говорить о таких характеристиках ЯЛ, как,
например, «богатый или бедный словарный запас».
Когнитивный уровень ЯЛ – это система ее ценностей и смыслов. Этот
уровень устройства и анализа ЯЛ предполагает расширение значения и переход к знаниям, а значит, охватывает интеллектуальную сферу, давая исследователю выход через язык, через процессы говорения и понимания – к
знанию, сознанию, процессам изучения человека. Единицами этого уровня
являются более абстрактные (по сравнению с первым уровнем ЯЛ) понятия и идеи. Они складываются у каждой ЯЛ в картину мира, отражающую
иерархию ценностей. На этом уровне семантика размывается, и на первое
место выходит образ, возникающий не в семантике, а в системе знаний.
Знание в языке может выражаться различными типами когнем (термин предложен Ю.Н. Карауловым). В аспекте обучения РКИ наиболее
важными представляются такие когнемы, как метафора, концепт, фрейм,
идиома, прецедентный текст (ПТ). Существует множество определений
этих терминов, однако мы будем анализировать когнемы в первую очередь
с точки зрения представленного ими способа хранения знаний. Так, например, концепт рассматривается как культурно значимое понятие. Он отражает некий фрагмент действительности и поэтому всегда представляет
собой определенный свернутый микротекст энциклопедического характера. Любой концепт возникает в процессе структурирования информации,
поэтому совокупность концептов формирует ценносто-иерархизированное
дерево тезауруса ЯЛ. Примеры концептов, которые неоднократно попадали в исследовательское поле, – лень, счастье, судьба, грех, истина/правда,
воля, тоска, любовь и др. Концепт часто характеризуют как «зонтиковое
понятие», так как оно покрывает предметные области многих научных направлений и, соответственно, интерпретируется различными способами.
Об этом, в частности, свидетельствует терминологическая парадигма: концепт (Ю. Н. Степанов, Н. Д. Арутюнова), логоэпистема (Е. М. Верещагин,
В. Г. Костомаров, Н. Д. Бурвикова), лингвокультурема (В. В. Воробьев),
ключевое слово культуры (А. Вежбицкая). В целях описания лингводидактической модели ЯЛ мы будем использовать термин «концепт» и понимать
под ним только вербализованные единицы когнитивного уровня ЯЛ, составляющие понятийную сферу языка.
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Кроме того, к когнитивному уровню ЯЛ относятся вообще все единицы языка, связанные с хранением знаний, – топонимы, онимы, товарные
знаки, историзмы, безэквивалентная лексика, а также такой тип когнемы,
как мнема (см.: [11]). Единицы тезауруса, так же как и единицы лексикона,
складываются в определенную сеть – семантические поля. В их основе –
подчинительно-координативные отношения. В качестве стереотипов когнитивного уровня ЯЛ выступают генерализованные высказывания (ГВ) –
общезначимые изречения, содержащие относительно простые житейские
правила, формулы поведения и оценки, отражающие естественные нормы
здравого смысла и базовые понятия НЯКМ: пословицы, афоризмы, сентенции, речевые штампы, клише и др. Примеры ГВ: Нельзя быть эгоистом; Что в лоб, что по лбу; Каждый понимает в меру своей
испорченности; Краткость – сестра таланта.
Включение перечисленных стереотипов когнитивного уровня ЯЛ в
программу обучения иностранных учащихся русскому языку является
важнейшим условием формирования способности, «осмысляя создавшуюся ситуацию, подвести итог разным аспектам размышлений, и, связывая
воедино несколько узловых центров своего тезауруса-мира, формулировать те или иные обобщающие выводы» [7, с. 134].
Прагматикон ЯЛ обеспечивает переход от речевой деятельности к осмыслению деятельности реальной, которая и является конечной целью
общения – т. е. выражает интенции говорящего, вследствие чего единицы
этого уровня формируют сеть коммуникативных потребностей. Это оценочные и экспрессивные суждения, представления о цели и смысле жизни.
Они достаточно сложны для классификации, так как могут быть эксплицированы в достаточно размытых языковых единицах (междометия, модальные частицы и др.) или выражаться в подтексте (языковая игра,
банальности, ПТ), посредством разговорных интонаций или стилизации,
эксплицироваться только на уровне целого текста (композиция, мена точек
зрения).
Лексикон, тезаурус и прагматикон формируют довольно четкую
структуру ЯЛ. Каждый уровень характеризуется своим набором единиц,
отношений и стереотипных объединений. При этом нельзя забывать, что
ЯЛ – это открытая система. Ю. Н. Караулов в своих работах неоднократно
подчеркивает, что предложенная модель является «принципиально незавершенной, способной к умножению своих составляющих» [7, с. 65]. Другая особенность этой системы – взаимосвязанность уровней.
«Адекватность понимания определенной единицы текста может рассматриваться как с точки зрения ее семантики, так и в связи с ее когнитивным
потенциалом, а также эмоционально-оценочной окрашенностью» – в зависимости от цели позиции исследователя (см. [12]). Так, например, прецедентные тексты формируются внутри вербально-семантического и
когнитивного уровней. Их понимание невозможно без знания соответствующих лексических единиц. Однако функционируют они на мотивацион-
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ном уровне, так как являются символом некоторой жизненной ситуации –
ее фиксации (С корабля на бал) или оценки (Может быть, тебе еще дать
ключ от квартиры, где деньги лежат?). Более того, мотивационный уровень оказывается распыленным по всей структуре ЯЛ, так как интенции
пронизывают все ее уровни.
Возвращаясь к вопросу о продуктивных способах представления ЯЛ в
связи с обучением языку, отметим, что, с нашей точки зрения, существуют
лишь косвенные свидетельства применения модели ЯЛ в лингводидактике.
Так, например, в связи с трехуровневой организацией ЯЛ в структуре процесса понимания различают понимание смысла слов и их соединения на
вербально-семантическом уровне, понимание концепции текста и понимание замысла автора. Соответственно, в лингводидактике различают слова,
текст и подтекст (см., напр.: [5]). При этом в качестве объектов изучения
выделяются слова, понятия и деятельностно-коммуникативные потребности. В схеме смыслового восприятия это побуждающий, формирующий и
реализующий уровни.
Важное место в концепции ЯЛ принадлежит коммуникативнодеятельностному подходу. Единицы каждого уровня значимы только с
точки зрения того, какие речевые готовности они обеспечивают. Лексикон
ЯЛ образует словарный запас говорящего, и сформированность этого
уровня предполагает умение осуществить адекватный выбор языковых
средств. Кроме того, на базе лексикона формируются элементарные правила русского языка, позволяющие строить словосочетания, соответствующие языковой норме. Владение тезаурусом обеспечивает умение
определять тему высказывания, выражать свое мнение, готовность пользоваться внутренней речью, готовность производить и воспроизводить генерализованные высказывания и т. д. Прагматикон отвечает за
коммуникативные потребности, за соответствие выбранных языковых
средств условиям коммуникации, за использование подъязыков и регистров, за идентификацию банальностей и языковой игры, за «прочтение»
подтекста. Если провести параллель с видами компетенций, определяемыми в методике РКИ, то лексикон будет обеспечивать языковую и дискурсивную, тезаурус – социокультурную (распознавание социокультурного
контекста), страноведческую и предметную, прагматикон – иллокутивную
(то есть выражение говорящим различных интенций) и стратегическую
компетенции.
Важной составляющей модели ЯЛ является выделение в ее структуре
инвариантной и вариативной частей. Инвариантная часть – это обладающие высокой устойчивостью к вариациям общие для всех русских смыслы,
то есть типологические черты ЯЛ. Вариативная часть, напротив, может относиться к определенному периоду и утрачиваться со временем, становиться неактуальной для НЯКМ или относиться к узкому языковому
сообществу. По словам Л. В. Щербы, вариативным является подлинно индивидуальное, не вытекающее из языковой системы, то, что «не находит
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отклика и безвозвратно гибнет» [16, с. 27]. В процессе обучения русскому
языку учащийся усваивает в первую очередь инвариантную часть русской
ЯЛ. Для вербально-семантического уровня ЯЛ это будет общерусский
языковой тип и устойчивая часть вербально-семантических ассоциаций.
Под общерусским языковым типом понимается концепция родного языка,
то, каким мы привыкли его видеть. Сформированность общерусского языкового типа позволяет человеку идентифицировать отклонения от нормы,
акцент в речи иностранца или разобрать детскую речь, не достигшую еще
уровня литературного языка. «Между тем весьма важную составную часть
языкового материала образуют именно неудачные высказывания с отметкой «так не говорят» [16, с. 29], то есть отрицательный языковой материал.
Так, например, в результате анализа отрицательного языкового материала
выявляется, что данная система включает знание о том, что «согласование
в числе при сочетаниях имени с прилагательным и глаголом не знает исключений; с предлогом употребляется только косвенный падеж или винительный падеж; способы отрицания имеют четко ограниченные и строго
соблюдаемые формы выражения» и др. [7, с. 148]. Кроме того, намеренные
отклонения от нормы (прежде всего, это случаи языковой игры), свидетельствуют о вариативной части ЯЛ.
Для тезауруса инвариантную часть составляет базовая часть картины
мира – узловые соединения в иерархической системе ценностей и смыслов
русского человека. Для прагматикона – устойчивые коммуникативные потребности и готовности, свидетельствующие о типологических особенностях речевого поведения.
Инвариантные смыслы ЯЛ, или «психоглоссы» русской ЯЛ, могут являться ориентиром при составлении лексических минимумов и государственных стандартов по РКИ. Например, на базовом уровне владения языком
в области диалогической речи учащийся должен уметь понимать высказывание собеседника и определять его коммуникативные намерения, адекватно реагировать на реплики собеседника и выражать свои
коммуникативные намерения (см.: [6]). Перечисленные умения напрямую
связаны с сформированностью вербально-семантического и мотивационного уровней ЯЛ. Отметим, что готовностная модель ЯЛ, предложенная
Ю. Н. Карауловым, не представляет законченной системы, так как набор
готовностей определяется социальными условиями и соответствующими
ролями ЯЛ. Список готовностей видоизменяется в зависимости от уровня
владения языком и профиля обучения иностранного учащегося. В среде
носителей языка эти готовности формируются в процессе всего школьного
обучения, результаты которого должны отражать: (1) сформированность
коммуникативной иноязычной компетенции, необходимой для успешной
социализации; (2) владение знаниями о социокультурной специфике страны/стран изучаемого языка и умение строить свое речевое и неречевое поведение адекватно этой специфике; умение выделять общее и различное в
культуре родной страны и страны/стран изучаемого языка; (3) достижение
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порогового уровня владения иностранным языком, позволяющего выпускникам общаться в устной и письменной формах как с носителями изучаемого иностранного языка, так и с представителями других стран,
использующими данный язык как средство межличностного и межкультурного общения; (4) сформированность умения использовать иностранный язык как средство для получения информации из иноязычных
источников в образовательных и самообразовательных целях; (5) сформированность представлений о языке как многофункциональной развивающейся системе; о стилистических ресурсах языка; (6) владение знаниями о
языковой норме, ее функциях и вариантах; о нормах речевого поведения в
различных сферах и ситуациях общения; (7) владение умениями анализировать единицы различных языковых уровней, а также языковые явления и
факты, допускающие неоднозначную интерпретацию; (8) понимание и осмысленное использование понятийного аппарата современного литературоведения в процессе чтения и интерпретации художественных
произведений; (9) владение навыками комплексного филологического анализа художественного текста (в том числе новинок современной отечественной и мировой литературы); (10) сформированность представлений о
системе стилей художественной литературы разных эпох, литературных
направлениях, об индивидуальном авторском стиле; (11) знание содержания произведений классической и современной литературы, их историкокультурного и нравственно-ценностного влияния на формирование национальной и мировой культуры (см.: [13]). Несмотря на то, что набор речевых готовностей двуязычных личностей отличается от готовностей
одноязычного человека, данные требования могут дополнить готовностную модель ЯЛ изучающего второй язык на соответствующем этапе.
Из вышесказанного очевидно, что концепция ЯЛ с самого начала ее
возникновения имела лингводидактическую направленность, и теория
ВтЯЛ является закономерным развитием предложенной Ю.Н. Карауловым
модели. Тем не менее, существующее в лингводидактике определение
ВтЯЛ, которое сводится к тому, что ВтЯЛ – это способность к адекватному
общению на межкультурном уровне, свидетельствует об очевидном сужении данного понятия. По сути, это определение отражает задачи обучения
иностранному языку, но практически не может быть удовлетворительным,
так как способность – лишь одно из проявлений ЯЛ, ведь недостаточно
просто назвать цель, но надо еще указать на средства ее достижения. Если
человек изучает иностранный язык, он, очевидно, стремится выучить его
таким образом, чтобы на нем можно было адекватно общаться. Ю. Н. Караулов разработал понятие, которое прямо указывает на коммуника''ти''вно-деятельностный подход в обучении, однако хотелось бы подчеркнуть, что,
кроме постулирования цели формирования в процессе обучения личности,
концепция ЯЛ дает возможность осуществить интегративный подход к
личностным особенностям, находящим выражение в языке: единицам, относящимся к разным уровням ЯЛ и связанным различного рода отноше-
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ниями, формированию соотносимых с этими единицами разноуровневых
умений и навыков. Такой взгляд соответствует задачам комплексного обучения, объединяющего сознательный, функциональный и коммуникативный подходы. Кроме того, модель ЯЛ позволяет учитывать
лингвокультурологические задачи обучения иностранному языку – «не
столько самому языку, сколько иноязычной культуре носителей этого языка» (см.: [2]).
Основываясь на определении ЯЛ, данном Ю.Н. Карауловым, можно
предложить следующее лингводидактическое определение ВтЯЛ: реализуемая средствами изучаемого языка структура языковой личности его носителя.
Формирование ВтЯЛ представляет собой совокупность методических
приемов, направленных на организацию в процессе обучения средств изучаемого языка: разноуровневых единиц, отношений и стереотипов. В качестве примера таких методических приемов выступает метод составления
многопараметрового комментария к художественному тексту, включающий в себя единицы всех уровней ЯЛ (см., напр.: [10], а также учет отрицательного материала и материалов ассоциативного словаря изучаемого
языка и некоторые психолингвистические методики (метод лингвистического эксперимента, метод формирующего эксперимента). При этом одной
из приоритетных задач для преподавателя РКИ является следующая – сделать иностранных учащихся немного русскими. Что касается использования термина вторичная, то он объясняется тем, что в процессе изучения
иностранного языка учащемуся открывается новая картина мира, соответственно, его сознание «удваивается». Этот процесс происходит на базе
родной ЯКМ, поэтому новая картина мира накладывается на уже имеющуюся и не существует независимо от нее, иначе нам бы пришлось говорить о «раздвоении» личности. Термин вторичный подчеркивает иерархию
личностей внутри одного индивида.
В заключение отметим, что изучение иностранного языка не ведет к
автоматическому формированию ВтЯЛ, так как, несмотря на то, что человек обладает врожденной способностью быть ЯЛ, он еще должен ею стать
(Г.И. Богин). Процесс формирования ВтЯЛ складывается из осознанного
структурирования вербально-семантического, когнитивного и мотивационного уровней, имеющих в своем составе типовые элементы, которые
способствуют становлению индивидуальных и коллективных особенностей ВтЯЛ.
Список литературы
1. Богин Г. И. Модель языковой личности в ее отношении к разновидностям текстов: автореф. дис. … д-ра филол. наук. – Л., 1984.
2. Верещагин Е. М., Костомаров В. Г. Язык и культура: Лингвострановедение в
преподавании русского языка как иностранного: методическое руководство. – 3-е изд.
перераб. и доп. – М., 1983.
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3. Воркачев С. Г. Лингвокультурология, языковая личность, концепт: становление антропоцентрической парадигмы в языкознании // Филологические науки. – 2001. –
№ 1. – С. 64 – 72.
4. Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам: Лингводидактика и методика: учеб. пособие для студ. лингв. ун-тов и фак. ин. яз. высш. пед.
учеб. заведений. – М., 2004.
5. Гореликова М. И., Магомедова Д. М. Лингвистический анализ художественного текста. – М., 1983.
6. Государственный стандарт по русскому языку как иностранному. Базовый
уровень. – М.–СПб, 2001.
7. Караулов Ю. Н. Русский язык и языковая личность. – М., 2010.
8. Клобукова Л.П. Феномен языковой личности в свете лингводидактики // Язык.
Сознание. Коммуникация: cб. статей. – М., 1997. – Вып. 1. – С. 25 – 31.
9. Минский М. Фреймы для представления знаний. – М., 1979.
10. Русская литература – XXI век: Хрестоматия для иностранных учащихся / под
ред. Е.А. Кузьминовой, И. В. Ружицкого. – М., 2009.
11. Ружицкий И. В. Мнемы как ключевые образы языкового сознания // Русское
слово в русском мире 2006: Государство и государственность в языковом сознании
россиян / под ред. Ю. Н. Караулова, О. В. Евтушенко, И. В. Ружицкого. –
М.: Азбуковник, 2006. – С. 176 – 195.
12. Ружицкий И. В. Концепция языковой личности: лингводидактический аспект // Материалы Всероссийской научно-практической конференции «Словесник.
Учитель. Личность». Чебоксары, 20 ноября 2009 г. – Чебоксары, 2009.
13. Федеральный государственный образовательный стандарт общего образования. Среднее (полное) общее образование. – М.: Министерство образования и науки
Российской Федерации. Проект 15 апреля 2011 г.
14. Халеева И. И. Вторичная языковая личность как реципиент инофонного текста // Язык – система. Язык – текст. Язык – способность. – М.: РАН ИРЯ, 1995. – С. 7 –
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Международная конференция ЮНЕСКО. – М., 2000.
16. Щерба Л. В. О трояком аспекте языковых явлений и об эксперименте в языкознании // Языковая система и речевая деятельность. – М., 1974. – С. 24 – 39.
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К ВОПРОСУ О ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ВОЛКОВА С.А.1
1 Уральский государственный аграрный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 5 Год: 2016 Страницы: 16
ЖУРНАЛ:
АГРАРНОЕ ОБРАЗОВАНИЕ И НАУКА
Издательство: Уральский государственный аграрный университет (Екатеринбург)
eISSN: 2309-7671
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ КАРТИНА МИРА, LANGUAGE VIEW OF THE WORLD, НОСИТЕЛЬ ЯЗЫКА, NATIVE SPEAKER, ЯЗЫКОВЫЕ И КУЛЬТУРНЫЕ БАРЬЕРЫ, LANGUAGE AND CULTURAL BARRIERS, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC IDENTITY, ОБУЧЕНИЕ ИНОСТРАННОМУ ЯЗЫКУ, FOREIGN LANGUAGE TEACHING
АННОТАЦИЯ:
Сегодня для эффективного общения на иностранном языке представителям разных культур не- обходимо преодолевать не только языковой барьер, но и культурный.Появляется необходимость более глубокого и тщательного изучения мира носителей языка, их культуры в широком этнографическом смысле слова, их образа жизни, национального характера, менталитета.В результате овладения подобными знаниями должна сформироваться вторичная языковая лич- ность, способная принимать полноценное участие в межкультурной коммуникации.
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В условиях всемирной глобализации культуры, расширяющегося общения народов и совершенствования средств коммуникации при изучении иностранных языков необходимо
учитывать концептуальные различия языковых картин мира народов-носителей языка. Народы по-разному отражают в языке окружающую их действительность и мыслительноэмоциональные процессы, и сама действительность у них так же отличаются.
Язык и культура воздействуют на сферу мышления. Поскольку в конкретном языке и
культуре концентрируется исторический опыт их носителей, ментальные представления различных народов об одном и том же явлении могут не совпадать. Целостный образ мира – совокупность ценностных представлений данного этноса об окружающей действительности –
реализуется через язык и всегда является специфическим в национально-культурном отношении.
В современном мультикультурном мире взаимодействуют и конфликтуют различные системы взглядов, поэтому языковое своеобразие, отражающее особенности образа жизни и
мышления народа, ощущается сегодня острее при общении людей, говорящих на разных
языках. Добиться адекватного взаимопонимания в ситуациях межкультурной коммуникации,
избежать коммуникативного (культурного, этического) шока невозможно без знания лекси
ки, окрашенной в национально-культурном отношении, без знания переносных, всегда этнически маркированных, значений даже эквивалентных слов.
Специфическими особенностями обладает и сам носитель национального языка и культуры. В межкультурном общении необходимо учитывать особенности национального характера коммуникантов, специфику их эмоционального склада, национально-специфические особенности мышления.
Появляется необходимость более глубокого и тщательного изучения мира носителей языка, их культуры в широком этнографическом смысле слова, их образа жизни, национального
характера, менталитета и т. п., потому что реальное речевоспроизводство в значительной
степени определяется знанием социальной и культурной жизни говорящего на данном языке
речевого коллектива.
Язык служит средством накопления и хранения культурно-значимой информации. «Язык
не просто называет то, что есть в культуре, не просто выражает ее, формирует культуру, как
бы прорастая в нее, но и сам развивается в культуре» [4, с.25].
Каждый конкретный язык заключает в себе национальную, самобытную систему, которая
определяет мировоззрение носителей данного языка и формирует их картину мира.
Овладение подобными знаниями – одна из основных задач изучающих иностранный язык,
что так же «даѐт возможность побудить обучающихся к активизации умственной деятельности, развивать их творческую самостоятельность и способствует раскрытию скрытых возможностей обучающихся» [1; 4].
Занятия иностранным языком – «это перекресток культур, это практика межкультурной
коммуникации, потому что каждое иностранное слово отражает иностранный мир и иностранную культуру: за каждым словом стоит обусловленное национальным сознанием представление о мире» [5, с.25].
В условиях интеграции России в единое европейское образовательное пространство появляются не только «новые перспективы перед высшим образованием страны, но и сложные
проблемы, связанные с учетом требований Болонских документов, сохранением национальных традиций, обеспечением конкурентоспособности российского образования» [3; с.7].
Говоря о продуктивности овладения иностранным языком, одним из результатов успешности овладения им, должна быть сформированная вторичная языковая личность, как показатель способности человека принимать полноценное участие в межкультурной коммуникации.
И.И. Халеева подчеркивает основную отличительную характеристику вторичной языковой личности - «способность человека к общению на межкультурном уровне. Данная способность складывается из овладения вербально-семантическим кодом изучаемого языка, то
есть «языковой картиной мира» носителей этого языка (формирование вторичного языкового
сознания) и «глобальной (концептуальной) картиной мира» [2, с.68].
На сегодняшний день преодоление языкового барьера уже недостаточно для обеспечения
эффективности общения между представителями разных культур. Для этого нужно преодолеть барьер культурный. В результате своих исследований И. Ю. Марковина и Ю. А. Сорокин выявили несколько компонентов культуры, которые несут национально-специфическую
окраску, то есть как раз то, что и создает проблемы межкультурной коммуникации:
а) традиции (или устойчивые элементы культуры), а также обычаи (определяемые как
традиции в «соционормативной» сфере культуры) и обряды (выполняющие функцию неосознанного приобщения к господствующей в данной системе нормативных требований);
б) бытовую культуру, тесно связанную с традициями, вследствие чего ее нередко называют традиционно-бытовой культурой;
в) повседневное поведение (привычки представителей некоторой культуры, принятые в
некотором социуме нормы общения), а также связанные с ним мимический и пантомимический коды, используемые носителями некоторой лингвокультурной общности;
г) «национальные картины мира», отражающие специфику восприятия окружающего мира, национальные особенности мышления представителей той или иной культуры;
д) художественную культуру, отражающую культурные традиции того или иного этноса
[5, с.28].
В процессе преподавания иностранных языков в современных условиях необходимо привлекать материалы, содержащие лингвострановедческую и лингвокультурологическую информацию, которая отражает нравственно-эстетические ценности, особенности национальной культуры и менталитета в их языковой реализации, что, в дальнейшем будет способствовать преодолению трудностей в восприятии произведений искусства страны изучаемого
языка. Это формирует адекватное представление об экстралингвистическом фоне, на котором происходит общение. И только при соблюдении этих условий можно говорить о возможности формирования вторичной языковой личности у изучающих иностранный язык.
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Библиографический список
1. Батракова С.И. Использование нетрадиционных форм занятий иностранным языком в
неязыковом вузе. – Аграрное образование и наука. – 2015. – №3.
2. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам: Лингводидактика и
методика: Учеб. пособие для студ. лингв. ун-тов и фак. ин.яз.высш.пед.учеб.заведений. - М.:
Издательский центр «Академия», 2004. - 336с.
3. Кружкова Т.И., Сорокина Н.И. Проблемы высшего профессионального образования
России и пути их решения // В сборнике: Интеграция науки и образования в современном
мире. Сборник материалов международной научно-практической конференции (22-23 мая
2014г.) – Екатеринбург: УрГАУ. – 2014. – С. 70-72.
4. Маслова В. А. Лингвокультурология: учеб. пособие для студ. высш. учеб. заведений.
М.: Академия, 2001. 208с.
5. Тер-Минасова С.Г. Язык и межкультурная коммуникация: учеб. пособие. М.: Слово/Slovo, 2000. 624с.
К ВОПРОСУ О ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ВЫПУСКНИКОВ ТЕХНИЧЕСКИХ ВУЗОВ
ГАЙБАРЯН О.Е.1, МЯСИЩЕВ Г.И.2
1 Южный Федеральный университет
2 Донской государственный технический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (43) Год: 2016 Страницы: 189
ЖУРНАЛ:
ИНЖЕНЕРНЫЙ ВЕСТНИК ДОНА
Издательство: Ростовское региональное отделение Общероссийской общественной организации «Российская инженерная академия» (Ростов-на-Дону)
eISSN: 2073-8633
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, ПРИКЛАДНАЯ ЛИНГВИСТИКА, APPLIED LINGUISTICS, ПРОФИЛИЗАЦИЯ В ВУЗЕ, PROFILING THE UNIVERSITY, МЕТОДИКА ОБРАЗОВАНИЯ, EDUCATION TECHNIQUE
АННОТАЦИЯ:
В статье изучается вопрос о компетентностном подходе к формированию вторичной языковой личности выпускников в вузах технического профиля. Изучаются основные компетенции, необходимые для практической деятельности технического специалиста, предлагается усовершенствование базового учебного курса.
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Профессиональная деятельность выпускника высшей школы
обусловлена не только его основными профессиональными компетенциями,
но и способностью к разноуровневой речевой коммуникации – устной и
письменной. Не секрет, что в практической деятельности многие
специалисты сталкиваются с проблемами речевой коммуникации при
организации, планировании и управлении предприятиями отрасли.
Специфика современных систем управления заключается в генерировании
значительных объемов текстовой информации и осознанной работе с
имеющимся текстом, что требует специальных навыков и умений. Для
примера, мы можем сравнить объем текущего документооборота канцелярии
начальника Владикавказской железной дороги в конце XIX века (до 15
зарегистрированных документов в сутки) и современные объемы СевероКавказской железной дороги (до 200 документов различного назначения в
сутки – по данным на 2001 год) [1, с.49-51].
В профессиональной деятельности инженер путей сообщения в конце
XIX века руководствовался 11 основными инструкциями и положениями, а
также ограниченным объемом вспомогательной служебно-распорядительной
документации, а генерировал отчетные и информационные документы не
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чаще одного-двух в неделю. Современный инженер имеет более 70 основных
нормативно-регламентирующих сводов отраслевого назначения, свыше 200
нормативных документов специального (узкопрофессионального) характера
и множество вспомогательных распорядительных актов текущего характера.
Ежедневно он составляет целый ряд письменных документов, объемом от 1–
2 до 15–20 страниц [2].
Очевидно, что речевые компетенции современного специалиста
должны существенно отличаться от компетенций специалистов более
раннего периода.
В настоящее время актуален вопрос о вторичной языковой личности
специалиста технического профиля и о методах формирования этой языковой
личности в высшей школе.
Тексты технического характера отличаются высокой степенью
специфичности по сравнению с гуманитарными и естественно-научными
текстами. На когнитивном уровне технический и физико-математический
текст предполагает особую семантико-стилистическую, логическую и
коммуникативную структуру, отличающуюся концентрированностью,
линейностью и однозначностью. С другой стороны, чрезмерная лаконизация,
концентрация и пресыщение текста терминологией и однообразными
речевыми элементами затрудняют восприятие и утомляют даже
подготовленного читателя[3]. Еще большую проблему в восприятии
технического текста создает эвристическое неравенство, вызванное
когнитивной неоднородностью, когда специфика личностной интерпретации
информации изначально не учитывается при создании текста. В идеале
технический текст не может и не должен содержать личностного,
субъективного и эмотивного начал – только факты, сведения, интерпретации,
объективно уточняющие имеющиеся знания. Естественно, что достичь этого
невозможно, и встает проблема детерминирования технического текста,
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которая на когнитивном уровне затрагивает как рациональные, так и
интуитивные стороны восприятия специалиста.
Результаты исследования И. Б. Авдеевой дают основания говорить о
наличии когнитивного стиля специалистов инженерного профиля, или
инженерного когнитивного стиля (инженерной логики, инженерной картины
мира), обусловленного двумя аспектами: а) генетическим, или когнитивным,
и б) социальным, ситуативным, то есть учебно-профессиональным [4], и
рассматривать языковую личность инженера в парадигме инженерной
коммуникации. Кроме того, опираясь на психологическую модель вторичной
языковой личности, а именно ее лингво-когнитивный компонент [2,5], можно
говорить о роли индивидуальных особенностей психических познавательных
процессов и возрастных особенностей при формировании вторичной
языковой личности инженеров.
Авторы полагают, что работа с техническим текстом требует
специальной подготовки, выходящей за рамки краткого
общеобразовательного курса русского языка. Необходимо разработать и
внедрить в систему учреждений высшего профессионального образования
курс, направленный на обучение основам работы с профессиональным
текстом.
Современный вузовский курс русского языка базируется на
комплексных представлениях о языке, сформированных еще в XVIII веке и
последовательно развиваемых в дидактике и методологии последующих
двухсот лет. Язык, в этих представлениях, представляет собою неоднородное
единство, где доминирует язык художественной литературы, объявляемый
нормированным языком внутрикультурной коммуникации социума. В то же
время специфические профессиональные диалекты оказываются
исключенными из педагогического пространства [3,6]. Между тем, в
повседневности нелингвисту приходится работать в реальности именно этих
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диалектов, объективно отличающихся от языка общенациональной
коммуникации (понимая под этим язык художественной литературы и язык
бытового общения). В педагогической и отчасти профессиональной
филологической среде сложилось порочное представление о
«неполноценности» профессиональных диалектов, их малозначительности
для педпрактики и специфического обучения [7]. Между тем объективная
реальность такова, что роль профессионального текста в современном мире
давно вышла на первый план. Можно с уверенностью говорить, что текст в
форме документа давно стал самодостаточным продуктом, а не
вспомогательным инструментом управления, как это было в начале XIX века.
Естественно, что обозначились требования к современному тексту именно
как к продукту, т.е. он должен отвечать сугубо специфическим параметрам,
которые профессионально не изучаются в вузах, в частности в технических, и
которые специалисты должны осваивать эмпирическим путем в процессе
профессиональной деятельности [8]. Аргументы сторонников прежней
системы о том, что их основная задача в формировании общекультурной
лингвокомпетенции и обучении стилистики языка художественного текста,
понимаемого как общенациональный язык, не выдерживают проверки
практикой.
Во-первых, базовый курс средней школы априори предполагает
формирование подобных компетенций, тогда как вузовский целиком
направлен на углубленное изучение отрасли. Во-вторых, как показывает
опыт, неподкрепленные достаточной практической мотивацией, знания и
навыки быстро утрачиваются, и выпускники по-прежнему исходят из
степени освоения базового курса языка, изученного в средней школе, и
профессиональной интуиции [9].
Существует еще один субъективный фактор, мешающий
компетентносному подходу к изучению языка в вузах технического профиля:
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в профессиональной педагогической среде лингвистов, закрепилось общее
негативное отношение к профессиональным диалектам. Профессиональный
диалект и профессиональный текст воспринимается как «искаженный,
испорченный, стилистически бедный», поскольку значительно отличается от
языка художественного текста [10]. Очевидно, что подобный подход не
может быть принят во внимание с точки зрения профессиональной
компетентности инженера – каждая область знания предполагает свою
содержательную сторону, отражающуюся в тексте [11]. Поэтому
гуманитарные тексты в глазах специалистов другого профиля также
обладают рядом принципиальных недостатков.
Таким образом, авторы полагают, что формирование вторичной
языковой личности специалиста технического профиля должно быть
результатом целенаправленной деятельности, обеспечиваемой:
1. Компетентностным подходом к обучению в вузе.
2. Гармонизацией программ, углубляющих знания о языке и тексте
в процессе перехода со средней ступени образования на высшую.
3. Внедрению в образовательный процесс современных научных
знаний в области теории коммуникации и текста с учетом отраслевой
специфики.
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Литература
1. Язык в культуре и культура в языке: монография; [под ред. Е.В.
Грудевой]. Новосибирск: Изд. АНС «СибАК», 2016. – 266 с.
2. Мельников Л.М., Мясищев Г.И. К вопросу о коммуникативном
аспекте организации и управления строительным производством//
Инженерный вестник Дона. 2015. № 3. URL:
ivdon.ru/ru/magazine/archive/n3y2015/3087
Инженерный вестник Дона, №4 (2016)
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© Электронный научный журнал «Инженерный вестник Дона», 2007–2016
3. Chzhan' Sinyuan', Li Tin'tin', Budazhapova Bal'zhima Bazarovna
Аnalysis of the linguistic personality in the publicistic discourse//Philological
Sciences. Issues of Theory and Practice. 2015. № 9. Part 2. PР. 202-204.
4. Авдеева И. Б. Инженерная коммуникация как самостоятельная
речевая культура: когнитивный, профессиональный и лингвистический
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К ВОПРОСУ ОБ ИЗМЕНЕНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА: КОРПОРАТИВНАЯ КУЛЬТУРА ВУЗА И ЕЕ ТЕКСТЫ В СОЦИАЛЬНЫХ СЕТЯХ (НА ПРИМЕРЕ ВУЗОВСКИХ СЕТЕВЫХ ГРУПП)
СЕЛЮТИН АНДРЕЙ АНАТОЛЬЕВИЧ1
Челябинский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (292) Год: 2013 Страницы: 126-129
ЖУРНАЛ:
ВЕСТНИК ЧЕЛЯБИНСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА
Издательство: Челябинский государственный университет (Челябинск)
ISSN: 1994-2796
КЛЮЧЕВЫЕ СЛОВА:
КОРПОРАТИВНАЯ КУЛЬТУРА ВУЗА, CORPORATE CULTURE OF THE UNIVERSITY, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, СТУДЕНТ, STUDENT, СОЦИАЛЬНЫЕ СЕТИ, SOCIAL NETWORK
АННОТАЦИЯ:
Корпоративная культура вуза на современном этапе зависит от интернет-общения ее представителей. Корпоративная картина мира студента вуза меняется в гипертекстовом пространстве, тексты корпоративной культуры функционально трансформируются, варьируется коммуникативная модель. Как следствие, меняются вербально-семантический и прагматический уровни языковой личности студента.
The existence of corporate culture of the University at the present stage depends on the Internet-communication of its representatives. The corporate world picture of the student of the University is changing in hypertext space, the texts of the corporate culture of the functional transform, varies communicative model. As a consequence, change verbal and semantic and pragmatic levels of language personality of a student.
В последнее время появилось достаточно много исследований, посвященных различным аспектам корпоративной культуры образовательного учреждения, в которых не только дополняется и уточняется само понятие «корпоративная культура», но и создаются определенные рамки для его использования применительно к образовательным сообществам – вузам [1; 2; 4; 5]. На наш взгляд, рассматривать корпоративную культуру с точки зрения привычных (и в чем-то даже консервативных) способов коммуникации на современном этапе изучения студенческой субкультуры и корпоративных картин мира студентов различных вузов явно недостаточно, так как в последние годы существенно изменились формы коммуникации студентов в межличностном общении и, в некоторых случаях, в общении с преподавателями (руководством). Мы говорим об одной из самых популярных форм общения студентов – социальных сетях (термин «социальная сеть» был введен в 1954 г. социологом из Манчестерской школы Джеймсом Барнсом), которые зачастую выступают заменителем как традиционного, устного общения, так и различных письменных вариантов обмена информацией и, как мы полагаем, отражают и особенности корпоративной картины мира студентов различных вузов. О том, что социальные сети действительно значимая часть жизни молодого человека, говорят многие исследователи. В гуманитарном сообществе есть мнение, что влияние социальных сетей на человека велико и можно говорить об определенной зависимости от онлайн общения. Следует отметить, что на сегодняшний день лингвокультурологический анализ
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социальных сетей – это явление новое, требующее значительного внимания и уточнения не только терминологического аппарата, но и методов проведения данного анализа. В социальной сети в качестве ее узлов рассматриваются не только люди как представители социума, но и любые другие объекты, которые могут иметь социальные связи, например, города, страны, фирмы, сайты, их ресурсы и т. п. По сути дела социальные сети стали важнейшим компонентом массовой культуры, потребителем которой является и современный студент. Покажем функционирование текстов традиционного типа в гипертекстовом пространстве социальной сети «vkontakte». Причиной выбора именно этой социальной сети стала ее безусловная популярность среди студентов Челябинского государственного университета, которая выявилась в ходе опроса студентов различных специальностей (в опросе принимали участие студенты следующих специальностей: 031000.62 «Филология», 030400.65 «История», 030601.65 «Журналистика», 080506.65 «Управление персоналом»). На наш взгляд, для анализа корпоративной культуры вуза имеют значение причины создания сетевых университетских групп. С одной стороны, играет роль желание соответствовать традиционным вариантам коммуникации в сети, когда различные пользователи вступают в уже предложенные ресурсом группы или создают свои и приглашают туда других пользователей (например, группы создаются в связи с каким-либо событием: «Защита Челябинского органного зала»; «Мистер МФ ЧелГУ –2010»; «Онлайн-лекция академика Андрея Зализняка (МГУ) 31 мая 2011 г.»). Часто это является не столько показателем необходимости в действительном обмене информацией, сколько показателем социальной активности пользователя: такого рода группы чаще всего не развиваются и после первичной активности деятельность их затухает, что легко можно проследить по датам последних высказываний (например, такой «замершей» сетевой группой можно считать группу «Совет Самоуправления ФФ», последние записи в которой датируются 15 дек. 2010 г). С другой стороны, интернет-коммуникация и, в частности, социальные сети – это действительно один из самых быстрых способов осуществить коммуникативный акт, так как при условии одновременного нахождения участников коммуникации онлайн эта операция занимает секунды. И тогда университетские сетевые группы начинают служить множеству задач повседневной коммуникации студента, в том числе и коммуникации между членами группы. Именно поэтому, на наш взгляд, в ситуации интернет-коммуникации не имеет смысла подход к корпоративной культуре как тормозящей любые нововведения структуре [7. С. 15], так как корпоративная культура получает возможность изменяться «снизу», без влияния административного ресурса, что является показателем способности саморегулирования корпоративной культуры. Коммуникация внутри университетских сетевых групп становится интерактивной, непрерывной, когда все новые и новые члены корпорации (потенциально бесконечное число, так как к университетским группам могут каждый год присоединяться новые члены – вновь поступившие) могут в любой момент подключиться к обсуждаемому информационному поводу. Корпоративная культура вуза влияет на значимую часть неформального общения студента, и, соответственно, коммуникация в социальной сети вносит коррективы в языковой аспект корпоративной картины мира молодого человека. Мы рассматриваем сетевые университетские группы как тексты, имеющие определенную специфику – гипертекстуальность – за счет существования в сети Интернет. Как отмечалось многими исследователями, текст представляет собой сложный феномен, является отражением языковой и экстралингвистической действительности, выполняет самые разнообразные функции. Это не только средство коммуникации, способ хранения и передачи информации, но и отражение психической жизни индивида, форма существования культуры, отражение определенных социокультурных традиций и т. д. Для адекватного восприятия текста необходимо наличие фоновых знаний, которые рассматриваются как информационный фонд, единый для говорящего и слушающего, в данном случае порождающего текст (автора) и интерпретирующего текст (читателя). Фоновые знания служат условием успешности речевого акта. Корпоративная культура вуза может быть представлена через сумму текстов различных типов – организационных (административных), учебно-научных, информационных
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(СМИ), имиджевых (PR-тексты). Поскольку социальная сеть не предполагает участие студентов в той же системе иерархических взаимоотношений, что и в «оффлайне», четкий функционал этих типов текста претерпевает изменения и они начинают выполнять определенные смежные функции. Кроме того, в пределах одной сетевой страницы мы можем увидеть сочетание всех типов традиционных корпоративных текстов или же большей их части. Таким образом, студент попадает в максимально широкое текстовое поле, организованное по принципу гипертекста. Покажем это на примере страницы «Филология в ЧелГУ». О том, что это действительно вузовская группа, говорит выбранный тип оформления: в правом верхнем углу расположен логотип – птица Сирин, а также официальное название: «Направление “Филология” Института гуманитарного образования ЧелГУ». Новости группы содержат тексты организационного типа: «Поздравляем всех 5-курсников со сдачей ГОСов!!! Актив факультета» [6]. Такого же типа тексты можно встретить в темах для обсуждения. Например, несмотря на вполне неформальный заголовок: «Милые ребята, прочитайте ЭТО!)))» – и преобладающее количество разговорной, неформальной лексики, сама информация имеет организационный характер: «Дорогие студенты!!! ОЧЕНЬ ВАЖНАЯ ИНФОРМАЦИЯ!! Помогите вузу выиграть конкурс!!! Всем-всем-всем, кто имеет право голосовать, 10 октября прийти на избирательные участки, получить бюллетень для голосования и календарик. Естественно, проголосовать, а потом вместе с календариком (!!!) прийти в профсоюзную организацию студентов ЧелГУ и обменять календарик на билет в кино / театр / КВН / хоккей и т. д.! ВАЖНО! Принести календарик именно в профком, а не обменять его где-то в другом месте!!! Чем больше календариков мы соберем, тем больше вероятности, что наш вуз победит!!! В конкурсе есть только 1 место и никаких поощрительных призов!!! ОЧЕНЬ НА ВАС НАДЕЕМСЯ!!!! Администрация вуза и Профсоюзная организация студентов ЧелГУ. Календари можно обменять в профкоме в воскресенье с 8.00 до 20.00, в понедельник с 9.00 до 17.00 (Информация от Профкома)» [6]. Имиджевую функцию, на наш взгляд, выполняют тексты, в которых содержатся диалоги о сотрудниках и преподавателях Института. Такого рода информация носит, в большей степени, внутренний характер, так как интересна самим студентам Института, но может служить индикатором предпочтений студентов и для внешнего наблюдателя. Например, по количеству упоминаний в этой сетевой группе лидирует преподаватель курсов «Методология отечественного литературоведения» и «Древнерусская литература» – N, у которого устойчивая репутация хорошего, но строгого лектора (тема «О друзьях наших… старших: преподаватели»): «N (“гроза филфака”)»; «Взять того же N! Как мы все его боялись!! Это же ужас!! Тряслись просто! Меня вот буквально в холод бросало при его появлении!»; «А у нас вел N, хоть мы и на зарубежной филологии! И на самом деле, впечатления такие же: сначала страх, а потом уважение» [6]. Таким образом могут формироваться легенды данного профессионального сообщества, когда устойчивая репутация того или иного человека порождает новые подробности историй о нем, и они передаются от курса к курсу. Сочетание текстов различных типов в пределах одной сетевой страницы объясняется, прежде всего, максимально широкой прагматикой интернет-коммуникации, когда участник онлайн-общения получает не только информацию, но и возможность ее комментария, оценки, а также возможность оперативно ею поделиться. Не случайно в сети популярен сервис «Мне нравится», когда пользователи под любым фрагментом текста могут поставить свой голос. Например, сообщение «на стене» в группе «Филологический факультет [ЧелГУ]»: «Приглашаем студентов-филологов ЧелГУ и всех интересующихся на лекцию историка Сергея Маркова, профессора МГУ и СПбГУ, (Москва) «От византийского юродства к древнерусскому». Оценку «Мне нравится» поставили шесть человек [6]. Одним из главных трансляторов корпоративной идеологии являются информационные тексты (СМИ различных типов, например, внутренние издания типа газеты ЧелГУ «Университетская набережная», или внешние, городские, например, газета «Челябинский рабочий»), так как это основной канал внутренней и внешней коммуникации в вузе. Но если сравнивать их значение в контексте вертикальной и горизонтальной коммуникации, оказывается, что традиционные СМИ гораздо менее оперативны, чем информационные каналы социальных сетей, а также малоэффективны. Именно поэтому в социальных сетях появляются груп
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пы типа «Профком студентов Челябинского государственного университета», призванные осуществлять коммуникацию внутри вузовского сообщества. В частности, в названной группе «Профком студентов Челябинского государственного университета», действительно, все сообщения на «стене» выполняют информационную функцию, например: «Уважаемые студенты! Всероссийская молодежная общественная организация “Российский союз студенческих организаций” начинает сотрудничество с Министерством транспорта РФ. Заполните, пожалуйста, анкету, прилагающуюся к сообщению. Заполненную анкету отправляйте на DimKA0212@yandex.ru Файл Анкета студентам.doc»; «Трудовая комиссия предлагает вашему вниманию новые вакансии: консультант по подбору персонала и оператор звонкового центра! Подробности во вкладке новостей группы http://vkontakte.ru/club21741184»; «Комплексному центру при Управлении социальной защиты населения нужны волонтеры для работы с детьми! (Педагогам и психологам может зачесться как практика)! Кто хочет – пишите!» [6]. В результате значительного сужения типов текстов корпоративной культуры в онлайн общении (т. е. использование преимущественно информационных материалов) изменилась и специфика вербально-семантического и прагматического уровней языковой личности студента. В частности, на первый план выходят лексемы, зачастую эмоционально окрашенные, отражающие подчеркнутое внимание коммуникантов к различным аспектам учебной и внеучебной студенческой жизни. Данное явление – еще одно свидетельство того, что корпоративная культура имеет возможность динамически строиться и изменяться в процессе неформального общения студентов одного вуза, т. е. общения, позиционируемого как продолжение вузовского. При этом базовые лингвокультуремы, составляющие поле корпоративной картины мира студента (университет, студент, преподаватель) [7. С. 98], имеют не только статические характеристики, связанные с функционированием различных групп корпоративных текстов внутри образовательного учреждения, но и динамические, способные менять наполнение лингвокультурем (центр и периферия) – это эмотивная составляющая. В этом смысле мы можем говорить о корпоративной культуре вуза как о форме существования студента, не ограниченной только стенами учебного учреждения.
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2. Крюков, В. В. Корпоративнаяинформа-ционнаясредавуза: методология, модели, ре-шения : монография. Владивосток, 2007. 308 с.
3. Селютин, А. А. Корпоративнаякультуравуза: лингвокультурологическийанализ : дис. ... канд. филол. наук. Челябинск, 2011. 123 с.
4. Сергеева, Т. Б. Корпоративнаякультураобразовательногоучреждения: напримереме-дицинскоговуза. Ставрополь, 2008. 110 с.
5. Федорова, П. С. Корпоративнаякультуравузакакфакторформированияобразователь-нойсредывуза // Ярослав. пед. вестн. 2010. No 4. Т. II. С. 222–225.
6. ФилологическийфакультетЧелГУ[Электронныйресурс]. URL: http://vkontakte.ru/id3482038#/club4391934.7. Щербина, С. В. Организационнаякуль-туракакфакторпереходакрыночнойэкономи-ке : дис. ... канд. социол. наук. М., 1999. 187 с
К ВОПРОСУ ОБ ОПРЕДЕЛЕНИИ ПОНЯТИЯ «ЯЗЫКОВАЯ ЛИЧНОСТЬ»
Т.И. Жаркова (г. Челябинск)
Появление понятия «языковая личность» не случайно, так как каждый человек имеет свою индивидуальность, свои языковые характеристики и языковое поведение, которые обусловлены его индивидуальным объемом знаний, опытом, профессией, образованием и т.д. [Махмурян, 2000, с. 7]. Проблеме языковой личности посвятили свои работы Г.И. Богин, В.В. Виноградов, Й. Вейсгербер, Ю.Н. Караулов, П.В. Сысоев, вторичной языковой личности – Н.Д. Гальскова, И.И. Халеева, культурно-языковой личности – В.П. Фурманова, поликультурной языковой личности – В.В. Сафонова, языковой личности специалиста, характеризующейся интегративной многокомпонентной иноязычной профессиональной коммуникативной компетенцией – А.К. Крупченко. В психологии личность трактуется как относительно стабильная организация мотивационных предрасположений, которые возникают в процессе деятельности из взаимодействия между биологическими побуждениями и социальным и физическим окружением, условиями [Караулов, 2007, с.
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35]. Общеизвестно, что личность – средоточие взаимосвязи культуры и языка, диалектики их развития. Поэтому говорить о личности можно только как о языковой личности, как о личности, воплощенной в языке. Проблема «человеческого фактора» в языке обретает свое воплощение в коммуникативной лингвистике и коммуникативной методике, в которых центральным предметом изучения становится «человек и его язык», т.е. языковая личность. В социальной психологии утвердилось понятие «базовая личность», под которой понимается «структура личности, общая для всех членов определенного социума». Этот базовый компонент в любом случае проявляется через языковую личность, в силу чего ряд исследователей выделяют общенациональный тип языковой личности (Ю.Н. Караулов, Л.П. Крысина, Е.Ю. Лазуренко, О.Н. Паркшина и др.). Понятие «языковая личность» образовано проекцией в область языкознания соответствующего междисциплинарного термина, в значении которого преломляются философские, социологические и психологические взгляды на общественно значимую совокупность физических и духовных свойств человека, составляющих его качественную определенность [Воркачев, 2001, с. 65]. Переключение внимания лингвистов на роль «человеческого фактора» в языке повлекло за собой включение в понятийный аппарат лингвистики новой категории «языковая личность», проявляющейся не просто в языковых способностях личности, а в способности человека порождать и понимать речевые высказывания как родового свойства (вида homo sapiens) [Гальскова, 2003, с. 58]. Первое обращение к языковой личности связано с именем немецкого ученого Й. Вейсгербера. В русской лингвистике термин «языковая личность» принадлежит В.В. Виноградову, который выработал два пути изучения языковой личности – личность автора и личность персонажа. Однако впервые четкая дефиниция этого понятия было дана Г.И. Богиным: «Языковая личность» – это человек, рассматриваемый с точки зрения его готовности производить речевые поступки, создавать и принимать произведение речи [Богин, 1984, с. 1]. Он создал модель языковой личности, в которой человек рассматривается с точки зрения его «готовности воспроизводить речевые поступки, создавать и принимать произведения речи». Ю.Н. Караулов расширил определение этого понятия, связав его с анализом текста. Под «языковой личностью» он понимает «совокупность (и результат реализации) способностей к созданию и восприятию речевых произведений (текстов), различающихся: а) степенью структурно-языковой сложности; б) глубиной и точностью отражения действительности и в) определенной целевой направленностью» [Караулов, 2007, с. 245]. Согласно Ю.Н. Караулову, языковая личность – это углубление, развитие, насыщение дополнительным содержанием понятия личности вообще [Караулов, 2007, с. 38]. По мнению Ю.Н. Караулова, «языковая личность – вот та сквозная идея, которая пронизывает все аспекты изучения языка и одновременно разру-
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шает границы между дисциплинами, изучающими человека вне его языка» [Караулов, 1989, с. 15]. Языковая личность предстает как многослойный и многокомпонентный набор языковых способностей, умений, готовностей к осуществлению речевых поступков разной степени ложности, поступков, которые классифицируются, с одной стороны, по видам речевой деятельности (имеются в виду говорение, аудирование, письмо и чтение), а с другой стороны – по уровням языка, т.е. фонетике, грамматике и лексике [Караулов, 2007, с. 29]. Ю.Н. Караулов разработал структуру языковой личности, состоящую из трех уровней. Уровни эти таковы: – вербально-семантический, или лексикон личности; лексикон, понимаемый в широком смысле, включает, по нашим представлениям, и фонд грамматических знаний личности; – лингвокогнитивный, представленный тезаурусом личности, в котором запечатлен «образ мира», или система знаний о мире; – мотивационный, или уровень деятельностно-коммуникативных потребностей, отражающий прагматикон личности, т.е. систему ее целей, мотивов, установок и интенциональностей [Караулов, 2007, с. 238]. В другой своей работе «Русская языковая личность и задачи ее изучения» Ю.Н. Караулов раскрывает более подробно эти три уровня: первый уровень предполагает для носителя нормальное владение естественным языком, а для исследователя – традиционное описание формальных средств выражения определенных значений; второй (когнитивный) уровень устройства языковой личности и ее анализа предполагает расширение значения и переход к знаниям, а значит, охватывает интеллектуальную сферу личности, давая исследователю выход через язык, через процессы говорения и понимания – к знанию, сознанию, процессам познания человека; третий (прагматический) уровень обеспечивает в анализе языковой личности закономерный и обусловленный переход от оценок ее речевой деятельности к осмыслению реальной деятельности в мире [Караулов, 1989, с. 5]. Необходимо отметить, что в каждом конкретном случае наблюдается настолько сильное взаимопроникновение трёх уровней личности, что в реальности границы между ними размываются и теряют четкость. Ю.Н. Караулов подчеркивает, что языковую личность необходимо рассматривать как личность, вмещающую в себя и психический, и социальный, и этический и другие компоненты, но преломленные через ее язык, ее дискурс [Там же, с. 7]. Таким образом, согласно концепции, языковая личность соединяет в себе психологический, социальный, этический и многие другие компоненты. Нельзя не согласиться с мнением П.В. Сысоева, что на всех этапах своего развития в национально-языковой среде языковая личность обладает национально-культурными чертами на всех своих уровнях. Каждый человек индивидуален и является представителем одновременно множества
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культур, каждой из которых соответствует свой язык или вариант языка [Сысоев, 2001, с. 60]. В содержание языковой личности обычно включаются такие компоненты: 1) ценностный, мировоззренческий, компонент содержания воспитания, т.е. система ценностей, или жизненных смыслов. Язык обеспечивает первоначальный и глубинный взгляд на мир, образует тот языковой образ мира и иерархию духовных представлений, которые лежат в основе формирования национального характера и реализуются в процессе языкового диалогового общения; 2) культурологический компонент, т.е. уровень освоения культуры как эффективного средства повышения интереса к языку. Привлечение фактов культуры изучаемого языка, связанных с правилами речевого и неречевого поведения, способствует формированию навыков адекватного употребления и эффективного воздействия на партнера по коммуникации; 3) личностный компонент, т.е. то индивидуальное, глубинное, что есть в каждом человеке [Маслова, 2001, с. 119]. Нельзя не согласиться с точкой зрения Т.Н. Астафуровой, что при выделении коммуникативных потребностей личности (контактоустанавливающей, информационной, воздейственной) можно провести параллели с концепцией трехуровневой компетенции языковой личности. Действительно, «при обучении языку делового общения речь идет … об обучении языку взаимодействия, то есть его сигналам на вербально-семантическом уровне, облегчающим … реализацию … контактоустанавливающей потребности коммуникантов. Во-вторых, … схемы, фреймы, … формулы …, являющиеся способами представления знаний на лингвокогнитивном уровне … вербализуются в текстах профессиональной ориентации и реализуют информационную потребность коммуникантов. В-третьих, речь идет о воспитании профессионального свода определенных правил общения, включающих в себя выработку оптимальных стратегий профессионального взаимодействия» [Астафурова, 1996, с. 97–98]. Немаловажным аспектом формирования языковой личности, по Ю.Н. Караулову, является любовь к родному языку, ибо своеобразие языковой личности определяется, прежде всего, языком, включённым в национальную культуру. Согласно В.В. Наумову, языковая личность – носитель языка, способный реализовывать в речевой деятельности некую совокупность языковых средств, характеризующих определенную часть языкового коллектива в данный промежуток времени [Наумов, 2006, с. 12]. Любая личность проявляет себя и свою субъективность не только через предметную деятельность, но и через общение, которое немыслимо без языка и речи. Речь человека с неизбежностью отражает его внутренний мир, служит источником знания о его личности. «Человека нельзя изучить вне языка», так как даже с обывательской точки зрения трудно понять, что представляет собой человек, пока мы не услышим, что и как он говорит. Но также невозможно язык рассматривать в отрыве от человека», так как без личности, говорящей на языке, он остается не более, чем системой зна-
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ков [Московская, 2003, с. 134]. Эта мысль подтверждается В.В. Виноградовым, который считает, что о личности можно говорить только как о языковой личности, как о воплощенной в языке [Караулов, 1989, с. 29–30]. Становление языковой личности на базе родного языка начинается с рождения, с семьи, где естественная языковая среда воздействует на формирование речи и языковое поведение. Затем учеба в школе, вузе, общение на работе и вне ее, средства массовой информации и т.д. накладывают свой отпечаток на личность и создают возможность для ее развития и совершенствования. Механизм формирования языковой личности на базе неродного языка значительно отличается, так как отсутствуют языковая среда и, следовательно, формирование иноязычной коммуникативной компетенции происходит только при специальном обучении. Языковой личности присуща культура речи, определяемая как владение нормами литературного языка в его устной и письменной форме, при котором осуществляется выбор и организация языковых средств, позволяющих в определенной ситуации общения и при соблюдении этики общения обеспечить наибольший эффект в достижении поставленных задач коммуникации [Русский язык: Энциклопедия, 2003, с. 204]. Развитая языковая личность – это личность, свободно владеющая большим запасом языковых (лексических и грамматических) средств, правильно и эффективно использующая их в разнообразных видах общения (монолог, диалог, полилог) с учетом реальной коммуникативной ситуации. На лингвистическом уровне коммуникативные потребности языковой личности должны реализовываться, прежде всего, в текстах. Под языковой личностью здесь понимается совокупность способностей и характеристик человека, обусловливающих создание и восприятие им речевых произведений (текстов), которые характеризуются: а) степенью структурноязыковой сложности; б) глубиной и точностью отражения действительности, с определённой целевой направленностью (Ю.Н. Караулов). Иными словами, личность в совокупности с порождаемыми ею текстами и является языковой личностью. Текст, широко понимаемый как любое высказывание письменного или устного характера в виде монолога и (или) диалога, является характеристикой языковой личности, шкалой реализации её коммуникативных потребностей, способностей и свойств. В соединении содержания и речи, формирующей и выражающей это содержание в зависимости от адресата, целей и условий коммуникации не только проявляется языковая личность, но и развивается, обретая индивидуальность и неповторимость. Под языковой личностью следует понимать человека как носителя языка, при этом необходимо учитывать комплекс психофизических свойств индивида, позволяющий ему производить и воспринимать речевые произведения, другими словами – это личность речевая. Согласно Л.П. Клобуковой, языковая личность – это многослойная и многокомпонентная парадигма речевых личностей [Клобукова, 1997, с. 31]. Под языковой лично-
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стью понимается также совокупность особенностей вербального поведения человека, использующего язык как инструмент общения, – личность коммуникативная. Под языковой личностью может пониматься и закрепленный преимущественно в лексической системе базовый национальнокультурный прототип носителя определенного языка, – личность этносемантическая. Мы единодушны с мнением Г.В. Елизаровой, что для обеспечения адекватной подготовки выпускников, способных к продуктивному общению, необходимо изменить целенаправленность обучения: заменить цель формирования и развития навыков и умений, необходимых для преимущественно учебной коммуникации с ориентацией на процесс – образцовую учебную речь на иностранном языке, – на цель, заключающуюся в подготовке к реальному общению с представителями других культур в бытовой и профессиональной сфере с ориентацией на результат такого общения [Елизарова, 2005, с. 5] Согласно В.В. Сафоновой, на современном этапе необходимо формирование «поликультурной языковой личности» [Сафонова, 2001, с. 18], уважающую родную и иностранную культуры. Особенностью такой личности является интегрированность систем ценностей родной и иностранной культур – необходимое условие для минимизации риска возникновения культурно-ментального барьера и формирования ценностной ориентации на осуществление межкультурного посредничества. Прежде всего под «языковой личностью» понимается человек как носитель языка, взятый со стороны его способности к речевой деятельности (Г.И. Богин), т.е. комплекс психофизических свойств индивида, позволяющий ему производить и воспринимать речевые произведения, – по существу личность речевая. Под «языковой личностью» понимается также совокупность особенностей вербального поведения человека, использующего язык как средство общения, – личность коммуникативная (С.А. Сухих, В.В. Зеленская). И, наконец, под «языковой личностью» может пониматься закрепленный преимущественно в лексической системе базовый национально-культурный прототип носителя определенного языка, своего рода «семантический фоторобот», составляемый на основе мировоззренческих установок, ценностных приоритетов и поведенческих реакций, отраженных в словаре, – личность словарная, этносемантическая (В.И. Карасик) [Воркачев, 2001, с. 66]. О.Л. Каменская выявила, что «теория языковой личности не является застывшим константным понятием. Она может быть диверсифицирована как по вертикали (за счет выделения новых уровней), так и по горизонтали (за счет детализации имеющихся уровней)…» [Цит. по: Крупченко, 2007, с. 18–19]. Итак, под языковой личностью понимается обобщенный образ носителя культурно-языковых и коммуникативно-деятельностных ценностей, знаний, установок и поведенческих реакций. Согласно авторов курса лекций по лингвокультурологии С.А. Питиной и Л.А. Шкатовой, языковая
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личность – собирательный коллективный тип человека, способного понимать, воспроизводить и создавать тексты на родном языке, а также моделировать при помощи лексических единиц национальный образ мира. Языковая личность не только представляет данную культуру, но и понимает ее внутреннюю жизнь и структуру [Питина, 2007, с. 92]. Языковая личность – социальное явление, но в ней есть и индивидуальный аспект. Индивидуальное в языковой личности формируется через внутреннее отношение к языку, через становление личностных языковых смыслов; но при этом не следует забывать, что языковая личность оказывает влияние на становление языковых традиций. Каждая языковая личность формируется на основе присвоения конкретным человеком всего языкового богатства, созданного предшественниками. Язык конкретной личности состоит в большей степени из общего языка и в меньшей – из индивидуальных языковых особенностей [Маслова, 2001, с. 121].
Библиография
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ревода и иностранных языков в лингвистическом вузе. – Вып. № 423. – М., 1996.
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ста: автореф. дис. … д-ра филол. наук. – Л., 1984.
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личность. – М., 1989.
Клобукова Л.П. Феномен языковой личности в свете лингводидактики //
Язык, сознание, коммуникация. – Вып. 1. – М., 1997.
Крупченко А.К. Становление профессиональной лингводидактики как теоре-
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Маслова В.А. Лингвокультурология. – М., 2001.
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Сафонова В.В. Культуроведение в системе современного языкового образо-
вания // Иностр. яз. в шк. – 2001. – № 3.
Сысоев П.В. Культурное самоопределение личности в контексте диалога
К ПРОБЛЕМЕ РАЗВИТИЯ ЛИЧНОСТИ В МУЛЬТИКУЛЬТУРНОМ ОБЩЕСТВЕ (ЯЗЫКОВАЯ СОЦИАЛИЗАЦИЯ КАК СОЦИАЛЬНО-ПСИХОЛОГИЧЕСКИЙ ФЕНОМЕН)
ЦВЕТКОВА ЛАРИСА АЛЕКСАНДРОВНАНаписать письмо автору1, МИХАЙЛОВА ОЛЕСЯ ИГОРЕВНАНаписать письмо автору1
1 САНКТ-ПЕТЕРБУРГСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 Год: 2014 Страницы: 305-313
УДК: 94
ЖУРНАЛ:
ВЕСТНИК СЕВЕРО-ОСЕТИНСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА ИМЕНИ К. Л. ХЕТАГУРОВА
Издательство: Северо-Осетинский государственный университет имени К.Л. Хетагурова (Владикавказ)
ISSN: 1994-7720
КЛЮЧЕВЫЕ СЛОВА:
"ЯЗЫКОВОЕ ПОГРУЖЕНИЕ", КЛАССИЧЕСКАЯ ОБРАЗОВАТЕЛЬНАЯ МОДЕЛЬ, CLASSICAL EDUCATIONAL MODEL AND LANGUAGE IMMERSION MODEL, ЯЗЫКОВАЯ СОЦИАЛИЗАЦИЯ, LANGUAGE SOCIALIZATION, МЕТОДЫ И МЕТОДИКИ ИССЛЕДОВАНИЯ, LANGUAGE IMMERSION, METHODSAND TECHNIQUESOF ANALYZE
АННОТАЦИЯ:
В статье рассмотрен социально-психологический подход к проблемам языковой социализации и продемонстрировано её влияние на личностные характеристики учащихся. Представлена модель «языкового погружения». Проанализированы данные исследования, базирующееся на изучении эффектов обучения на родном языке и обучения по модели погружения в язык.
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Начиная с 60-х годов прошлого столетия в
мировом пространстве обозначились процессы,
характеризующиеся стремлением народов сохранить свою самобытность, подчеркнуть уникальность культуры и психологического склада, всплеском у миллионов людей осознания своей принадлежности к определенному этносу – национального самосознания или этнической идентичности.
Это явление, затронувшее население множества стран на всех континентах, вначале даже получило название этнического парадокса современности, так как оно сопутствует все нарастающей
унификации духовной и материальной культуры.
Однако,как указывает Т.Г. Стефаненко, «в настоящее время этническое возрождение рассматривается как одна из основных черт развития человечества во второй половине двадцатого века» [1:
18]. Высказывание не теряет своей актуальности
и в XXI веке.
Почти повсеместный интерес к своим корням
у отдельных людей и целых народов проявляется
в самых разных формах: от попыток реанимации
старинных обычаев и обрядов, фольклоризации
профессиональной культуры, поисков «народной
души» до стремления создать или восстановить
свою национальную государственность.
Большинство специалистов-обществоведов
бывшего СССР в работах, созданных до 1986 года,
указывают на то, что в этом государстве процесс
шел в противоположном направлении от мирового и национальный вопрос полностью был решен;
в тоже же время, у многих народов наблюдался
рост этнической идентичности, в противовес официально принятой парадигме. Таким образом, не
представляется удивительным, что эти процессы
стали развиваться еще более интенсивно по окончании функционирования СССР как государства.
Уровень развития любого общества можно
охарактеризовать исходя из определенного набора характеристик. Одной из характеристик современного общества является мультикультурность,
взаимовлияние и взаимопроникновение культур,
возникшие вследствие того, что люди ведут более
активный образ жизни, легче перемещаются, меняя среду проживания, сферу профессионального
применения. При этом, следует отметить, «все
свое несут с собой», относя этот афоризм прежде всего к особенностям культуры. То же самое
305
ками компактно проживали представители разных
культур, сохраняя свою самобытность. Вместе
с тем, как отмечает Д. Берри [2:10], «каждое сообщество имеет свои представления, идеологию
и политику, позволяющие обобщать и оценивать
полученный исторический опыт». При этом, как
отмечает далее автор, все вышеперечисленное
«наиболее сильно выражается доминирующей в
обществе социальной группой» и находит свое
выражение в альтернативных способах совместного сосуществования культурных групп: ассимиляции, интеграции, изоляции и маргинализации».
Школа как общественный институт всегда являлась моделью общества в миниатюре; таким образом, представлялось интересным изучить особенности «этнического возрождения» (используя
терминологию Стефаненко), находящих свое выражение в реализации образовательных подходов
и парадигм школьного обучения в одной из бывших союзных республик, теперь – независимого
государства Эстония.
Многие эстонские социологи, в числе которых Клара Халлик и Юхан Кивиряхк, отмечают, что рост этнической идентичности протекал
более выпукло именно в данной стране, так как
вследствие «малой численности коренного населения одним из наиболее вероятных, но наименее
удовлетворяющих пожелания эстонцев сценарием
мог бы быть сценарий ассимиляции [3:1]. Следуя
этой логике, наиболее желаемым сценарием должен был бы стать сценарий интеграции, который
Эстонская республика начала претворять в жизнь
после восстановления независимости.
Каким образом это было организовано на уровне образовательных учреждений страны? Если
говорить о начальном и среднем образовании, то
всем детям, достигшим возраста школьного обучения (7 лет), предоставляется следующий выбор:
• Школа с эстонским языком обучения;
• Школа с русским языком обучения (наиболее распространенным языком этнических групп,
проживающих в Эстонии, после государственного
эстонского языка является русский);
• Школа, в которой работают классы «погружения» в эстонский язык.
От классической образовательной модели последняя отличается тем, в школе работают классы
по «системе языкового погружения» (с 1-го класса
обучение ведется на эстонском языке). В документах Министерства образования Эстонии подобного рода школы значатся как «школы с русским
языком обучения», но в них работают классы,
где преподавание ведется на эстонском языке по
особой системе, которая называется «Программа
языкового погружения». Данное направление с
успехом использовалось в школах Канады и Финляндии (именно поэтому представлялась очень
важной теоретическая позиция Дж. В. Берри, почетного профессора факультета психологии Королевского университета в Кингстоне, Канада, являющегося авторитетом в отношении проблеминтеграции)[2:1], В Эстонии по программе языкового
погружения учебные заведения работают, начиная
с 2000 года.Предполагается, что данная система
служит интеграции недоминантной группы населения (в данном случае – русскоязычные представители эстонского общества). Необходимы также
дополнительные пояснения социологического порядка: согласно существующей сегодня в Эстонской Республике четырехступенчатой концепции
общеобразовательной школы, ее модель выглядит
таким образом:
– 1 образовательная ступень (1–3 классы),
– 2 образовательная ступень (4–6 классы),
– 3 образовательная ступень (7–9 классы),
– 4 образовательная ступень (10–12 классы) –
гимназическое обучение.
Закон провозглашает обязательным для каждого девятилетнее образование; гимназическая
ступень, куда подросток поступает учиться только
по собственному желанию, призвана подготовить
молодежь к обучению в вузе.
Большинство детей обучаются в школе, где
преподавание ведется только на русском или только на эстонском языке.
Согласно программе «Языкового погружения»
дети из семей, выбравших такой вариант обучения, не должны к моменту поступления в школу
знать эстонский язык, он может не являться языком общения в семье, в детском саду; образовательно-воспитательное воздействие будет осуществляться на двух языках.
Ниже приводятся основные положения данной
образовательной модели в изложении специалистов Центра языкового погружения [4 ],
«Характерной особенностью методики языкового погружения является то, что в основной и/
или средней школе не менее 50% объема учебных
занятий проводятся на другом языке. Программа языкового погружения, которая начинается с
первого класса, предусматривает, что в течение
первых двух лет на другом языке усваивается почти 100% учебного материала. По окончании этих
двух лет модель программы начинает быстро меняться в сторону пропорции 50/50, где половина
учебного материала преподается на родном языке
учащихся и половина - на неродном. Программы
языкового погружения предусматривают также
преподавание на неродном языке таких предме-
307
педагогика и психология л. а. цветкова, о. и. михайлова
тов, как математика и природоведение, причем
знания учащихся по этим предметам не должны
уступать знаниям учеников обычных школ.
Цели программы языкового погружения:
– высокое функциональное владение неродным языком (умение читать, писать, говорить, понимать услышанное);
– овладение языком на уровне, соответствующем возрасту учащегося;
– успеваемость по другим предметам (например, по математике) на уровне, соответствующем
данному классу;
– понимание культуры другого народа и способность ее оценить.»
Предполагается, что на первой и второй образовательной ступенях ученики обучаются на
русском и эстонском языках, а на третьей образовательной ступени (6-9 класс) большинство
предметов преподаются на русском языке, то есть,
происходит фактическое сужение языковой зоны.
Государственные экзамены за 9 класс сдаются на
русском языке, при этом в гимназической 4-й ступени обучение происходит только на эстонском
языке. Таким образом, учащиеся, подошедшие к
концу основной девятилетней школы к обучению
практически полностью на своем родном языке,
должны будут обучаться вновь на эстонском всю
гимназическую ступень школы – в случае, если
они планируют продолжать обучение.
В исследовании, которому посвящена данная
статья, наиболее интересным представляется психологический аспект, а также, безусловно, нельзя оставить без внимания культурологический,
исторический и социологический разделы данной
проблематик. Интерес к проблеме взаимосвязи
системы обучения и развития личности не нов:
так, в частности, следует отметить, что замысел
исследования и сравнительного анализа показателей развития личности учащихся школ Эстонии
с разными образовательными моделями возник
после ознакомления со взглядами Ясюковой Л.А,
изложенными ею в работе «Особенности интеллектуального развития детей в зависимости от
программ обучения»[5: 112],
Предполагалось важным отследить, не присутствует ли эффект регресса или замедления
темпов в развитии детей, которые обучаются на
неродном языке, так как программа языкового погружения главные акценты расставляет прежде
всего в сфере интеграции, овладения языком, а
уже потом - в сфере овладения основными знаниями по предметам и, таким образом, не сможет ли
это привести ли это к эффекту маргинализации, о
которой упоминал Берри, вместо ожидаемого эффекта интеграции. Поскольку исследование было
междисциплинарным с точки зрения объекта и
предмета исследования, однако рассматривать изучаемые явления предполагалось сквозь призму
позиций социальной психологии, то фактически
можно признать, что нас в наибольшей степени
интересовали вопросы языковой социализации,
некоторым образом даже социолингвистики – исследования носительства языка в его взаимоотношениях с индивидом и обществом. Помимо этого,
в качестве объективного показателя был выбран
фактор заболеваемости учащихся и наличия у
них хронических заболеваний с тем, чтобы можно было говорить о социальном градиенте здоровья. Вопросом являлись также точки пересечения
между языковыми и социальными процессами,
для которых принципиально значимым оказывается анализ происходящего в пределах школы как
модели общества в целом.
Исходя из всего вышеизложенного, возникла
идея организовать и провести исследование под
общим названием «Развитие личности в мультикультурном обществе»; функции авторов в ходе
исполнения замысла разделились на базово-методологическую/направляющую и функцию фактической реализации на практике. В качестве экспериментальной площадки исследования была
выбрана одна из таллиннских школ, работающая
как по системе «погружения» в язык, так по классической образовательной модели на русском языке. Исследование проводилось в 2004-2009 годах.
В данной статье ниже будет рассмотрен и проанализирован лишь один из аспектов исследования «Развитие личности в мультикультурном
обществе», а именно – сравнение показателей,
полученных на выборке учащихся. Хотелось бы
отметить, что помимо выявления последних в общую программу исследования вошли методики,
исследующие выборку родителей – это представляется тем более важным, поскольку именно они
принимают решение, в какой школе и по какой системе будет учиться ребенок.
В общую программу исследования учащихся
были включены следующие методики:
• Невербальные субтесты (выборочно) «Теста
исследования интеллекта для детей» Д. Векслера
(WISC) в адаптированной и стандартизированной версии А. Ю. Панасюка, дополненной и исправленной Ю. И. Филимоненко и В. И. Тимофеевым– «Кубики Коса», «Недостающие детали»,
«Шифровка»1
;
• ТВИ, тест вербального интеллекта («Братиславский» тест Й. Ставело)
1
http://www.imaton.com/metodiki/met/6/
308
Вестник Северо-Осетинского государственного университета им. К. Л. Хетагурова
Общественные науки 2014, № 4 ISSN 1994-7720
• Проективная методика „Hand-test“ – для диагностики индивидуальных особенностей, потребностей и мотивов поведения, внутренних конфликтов личности, а также склонности к открытому агрессивному поведению1
;
• «Кинетический рисунок семьи»2
(Бернс, Кауфман);
• Опросник Басса-Дарки3
;
• «Кто Я?» (Кун, МакПартлэнд)4
;
• Методика изучения самооценки Дембо-Рубинштейн (адаптация А.М. Прихожан)5
;
• Методика Рене Жиля6
;
• Шкала явной тревожности CMAS7
;
• Фрустрационный тест Розенцвейга (детский).
Помимо психодиагностических методик использовались также возможности метода наблюдения за деятельностью учащихся на уроках и
вне них. Это важно с той позиции, что согласно
идее программы «погружения в язык» уроки в
классах, работающих по данной системе, должны проводить только такие учителя, для которых
эстонский язык является родным, другими словами этнические носители языка. Но, как подметил
выдающийся лингвист Роман Якобсон, «с одного
языка на другой нельзя перевеСти, а можно только перевеЗти». Таким образом, эстонские учителя
«перевезли» не только язык, но и свою манеру организации общения на уроке, которая подразумевает более вольный стиль обращения и поведения:
ученик обращается к учителю по имени и на «ты»,
может встать и выйти, не спрашивая разрешения,
не уносит учебники с собой, оставляя их в специальных шкафах в классе и так далее – в отличие от
классов, где обучение ведется на русском языке по
классической образовательной модели.
Что касается выборки родителей, то как допустимый был принят тот факт, что вероятные различия, выявленные в ходе исследования, могут
быть обусловлены не только и не столько влиянием обучения, сколько факторами семейного воспитания. В целях изучения социально-психоло1
http://www.imaton.com/metodiki/met/32/
2 Бернс Р. С., Кауфман С. Х. Кинетический рисунок семьи: введение в понимание детей через кинетические рисунки. М., 2003.
3 Головей Л. А., Рыбалко Е. Ф. Практикум по возрастной психологии. Спб., 2002. С. 332.
4 Кун М., Макпартленд Т. Эмпирическое исследование
установок личности на себя // Современная зарубежная социальная психология / под ред. Г. М. Андреевой и др. М.:
МГУ, 1984.
5 Головей Л. А., Рыбалко Е. Ф. Указ. соч. С. 559
6
Лучшие психологические тесты / под ред. А. Ф. Кудряшова. Петрозаводск, 1992. С. 199.
7 Головей Л. А., Рыбалко Е. Ф. Указ. соч. С. 312.
гических факторов семей учащихся для выборки
родителей использовались следующие методики:
• Методика PARI6
(Шефер-Белл)
• Социально-психологическая анкета (авторская разработка, полуструктурированное интервью)
• «Ценностные ориентации»8
(Рокич)
Гипотеза исследования заключалась в том, что
между исследуемыми характеристиками семей
будут существовать различия, связанные с социально-психологическими факторами, а также
установками и ценностями родителей, и, соответственно, проводимым на их основе воспитательным воздействием.Раскрывающая гипотеза
исследования: существуют различия между показателями вербального и невербального интеллекта учащихся, обучающихся в рамках различных
образовательных моделей, особенностями восприятия ребенком своего места в семье и его отношений к членам семьи. Также существуют различия в установках личности на себя и самооценке детей, различия в проявлениях агрессивности и
тревожности и уровне заболеваемости.
Помимо вышеперечисленного использовался
анализ медицинских карт учащихся, находящихся в медицинском кабинете школы. Изучались и
фиксировались такие объективные показатели как
частота заболеваемости детей, обучающихся по
разным образовательным моделям на протяжении
5 лет, наличие психосоматических заболеваний, их
представленность, нарастание симптомов. Аналитическая работа проводилась совместно со школьным врачом и медицинской сестрой. Со второй
половины 2008 года такой вид анализа был уже
невозможен для осуществления третьим лицом (в
данном случае таковым является психолог), так
как канцлером права Эстонии был утвержден указ,
касающейся полной конфиденциальности данных
личности – с этого момента ими имеют право оперировать только лица, чья непосредственная профессиональная деятельность требует знания подробной информации. Это требование в первую
очередь касается образовательных и медицинских
учреждений. Вся работа с вышеуказанными данными в ходе проведения исследования «Развитие
личности в мультикультурном обществе» велась с
соблюдением этического кодекса психолога, так и
соблюдением правил конфиденциальности.
В данной статье не представляется возможным
остановиться на всех аспектах исследования «Развитие личности в мультикультурном обществе»,
поэтому нами будет рассмотрен лишь один из них,
8
Лучшие психологические тесты / под ред. А. Ф. Кудряшова. Петрозаводск, 1992. С. 188.
309
а именно – сравнение показателей диагностики
выборки учащихся; соответственно все цели исследования и характеристики его объекта будут
приведены ниже без учета выборки родителей.
Культурно-исторические особенности проявляются прежде всего в языке, письменности, поэтому представлялось интересным изучить особенности протекания мыслительных процессов у
учащихся, чья языковая и культурная среда является в обоих случаях русской, при этом обучение
в школе проходит в одном случае на родном языке,
в другом – на эстонском, каковой является для ребенка иностранным.
Программа «погружения в язык», об особенностях которой шла речь выше, предусматривает,
что на начальном этапе обучения (1 класс) показатели уровня актуального развития детей, обучающихся на родном языке, будут несколько выше
аналогичных показателей детей, обучающихся по
методике «погружения», вследствие того, что последние будут более всего заниматься накоплением и пополнением словарного запаса, но к достижению 10-летнего возраста (3 класс) показатели
будут выравниваться [6].
Данное утверждение, по замыслу авторов, и
подлежало проверке, поэтому для формирования
групп исследования были отобраны учащиеся в
возрасте +/- 10 лет.
Целью исследования являлось изучение особенностей мыслительной деятельности учащихся, их самооценки, установок личности на себя,
агрессивности, тревожности, а также социальнопсихологических характеристики, связанных с
включенностью ребенка в семейную систему.
Предмет исследования: мыслительные операции (обобщение, исключение, классификация,
практический анализ, поиск аналогий) и индекс
интеллектуального развития, базирующийся на
их основе. Тревожность, конфликтность, чувство
неполноценности и враждебность в семейной ситуации. Проявления личностных свойств (агрессивность, тревожность, любознательность, доминантность, закрытость, социальная адекватность
поведения). Отношения к матери, отцу, друзьям,
авторитетным взрослым. Реакции на неудачу и
способы выхода из ситуаций, препятствующих
деятельности или удовлетворению потребностей
личности. Самооценка, уровень притязаний, установки личности на себя.
Объект исследования: 150 детей – учащихся
3-4-х классов .
Экспериментальная группа - ученики классов
«погружения», 75 человек Контрольная группа -
ученики, обучающиеся по классической образовательной модели, 75 человек
Методики исследования были перечислены
выше. Отдельно хотелось бы остановиться только
на пояснении методики ТВИ, так как в литературе
встречается очень мало упоминаний этого теста.
Автор методики – Й. Ставело (Братислава),
адаптация методики осуществлена в 1986 году.
При выполнении испытуемый решает несложные
арифметические задания на рассуждение, отвечает на простые вопросы, выполняет письменные
инструкции, классифицирует понятия, определяет
антонимы, выводит отношения между понятиями.
Задания в рамках отдельной серии очень близки к
жизни и для их решения от испытуемого не требуется никакой особой подготовки. Задания составлены так, что на них можно дать один лишь правильный ответ, который даже не нужно формулировать, только подчеркнуть; каждый правильный
ответ оценивается одним баллом.
Тест содержит 170 заданий, расположенных по
возрастанию трудности и собранных в 24 группы
по 6-8 положений. С точки зрения содержания
серии составляют 7 субтестов, расположенных
в тесте по степени возрастания сложности заданий. На выполнение задания в среднем у испытуемого уходило 1,5 часа, ограничения по времени
не предусмотрены. Тестирование проводилось в
утренние часы.При стандартизации теста использовалась стандартная шкала IQ, среднее значение
100, среднее стандартное отклонение – 10.
Для проверки гипотез исследования с помощью методов математико-статистической обработки данных использовалась программа SPSS 22
(академическая лицензия СПбГУ)
Для проверки гипотез исследования к полученным в его ходе результатам по методикам, применявшимся на выборке учащихся, использовался
метод обработки данных, содержащих несколько
зависимых переменных: многомерный дисперсионный анализ (Multivariate Analysis Of Variances,
MANOVA) [7: 212-225].
В целях логики рассмотрения полученных результатов все методики, использованные в ходе
исследования были объединены в несколько подгрупп. Каждая подгруппа получила условное общее название. Представленные ниже данные будут отражать взаимодействие трех эффектов (пол,
группа, пол+группа) и результатов применения
группы методик, ориентированных на изучение
интеллектуальных характеристик (Подгруппа 1 –
«Интеллект/учащиеся»).
В нижеследующей таблице показана значимость различий исходя из результатов применения группы методик, ориентированных на изучениеинтеллектуальных характеристик (Подгруппа
1 – «Интеллект/учащиеся»).Как можно видеть,
310
обнаружены статистически значимые главные эффекты фактора группы и пола (р≤0,05), которые и
представлены в таблице ниже; влияние эффекта
пол+группа не выражено.
Критерии межгрупповых эффектов
Источник Сумма квадратов типа III
ст.св Средний
квадрат
F Знач.
ТВИ/B (обобщение) 3936,334b 3 1312,111 5,592 ,001
ТВИ/D (практический анализ) 3088,799d 3 1029,600 3,342 ,021
Скорректированная модель ТВИ/G (поиск аналогий) 13597,810g 3 4532,603 6,182 ,001
ТВИ/IQ 2980,471h 3 993,490 5,366 ,002
WISС«Кубики Коса» 106,035i 3 35,345 3,881 ,011
WISС «Недостаю-щие детали» 68,118j 3 22,706 4,307 ,006
Группа ТВИ/B (обобщение) 3734,630 1 3734,630 15,917 ,000
ТВИ/С (выполнение инструкции)
2270,635 1 2270,635 5,590 ,019
ТВИ/D (практический анализ) 1850,011 1 1850,011 6,005 ,015
ТВИ/F (определение антонимов)
3431,601 1 3431,601 5,182 ,024
ТВИ/G (поиск аналогий) 8911,033 1 8911,033 12,153 ,001
ТВИ/IQ 2848,164 1 2848,164 15,383 ,000
WISС«Кубики Коса» 70,510 1 70,510 7,742 ,006
WISС «Недостающие детали» 67,610 1 67,610 12,825 ,000
Пол ТВИ/G (поиск аналогий) 3238,259 1 3238,259 4,416 ,037
Как мы видим из таблицы, полная модель показывает, что существует влияние трех эффектов
(группа, пол, пол+группа) на целый ряд показателей интеллектуальной деятельности учащихся,
соответственно, мы можем доверять различиям,
полученным в ходе диагностики, которые показывают, что у учащихся классов погружения
существуют большие трудности в ходе выполнения мыслительных операций обобщения, практический анализ, поиск аналогий, у них ниже
показатели индекса интеллектуального развития
и характеристик внимания («Шифровка», «Недостающие детали»). При этом только лишь эффект
группы является значимым для 8 позиций (в вышеуказанный список добавляются «выполнение
инструкции» и «поиск аналогий»)
Далее в таблице ниже показана значимость различий исходя из результатов применения группы
методик, ориентированных на изучение личностных характеристик учащихся (Подгруппа 2 – «Индивидуальные психологические особенности/ учащиеся»). Как можно видеть, обнаружены статистически значимые главные эффекты фактора группы
и пола (р≤0,05), влияние пол+группа выражено
на уровне тенденции.Примечание: аббревиатура
КРС – методика «Кинетический рисунок семьи»
(Бернс, Кауфман); знаком «звездочка» обозначены
различия на уровне тенденции к значимости.
Критерии межгрупповых эффектов
Источник Сумма квадратов типа III
ст.св. Средний
квадрат
F Знач.
1 2 3 4 5 6
Скорректированная модель КРС/тревожность* 53,278c 3 17,759 2,413 ,069
КРС/конфликтность 99,133d 3 33,044 2,945 ,035
КРС/чувство неполноценности 108,381e 3 36,127 4,114 ,008
Басс-Дарки/ВербАгр 91,907h 3 30,636 9,355 ,000
Басс-Дарки/ Негативизм 13,734j 3 4,578 2,754 ,045
Басс-Дарки/ Раздражение* 27,217k 3 9,072 2,522 ,060
311
1 2 3 4 5 6 7
Группа КРС/благоприятная ситуация* 15,205 1 15,205 3,592 ,060
КРС/тревожность 49,071 1 49,071 6,666 ,011
КРС/конфликтность 88,025 1 88,025 7,846 ,006
КРС/чувство неполноценности 97,399 1 97,399 11,091 ,001
Басс-Дарки/ВербАгр 32,866 1 32,866 10,037 ,002
Басс-Дарки/ Негативизм 11,495 1 11,495 6,914 ,009
Басс-Дарки/Раздражение 15,125 1 15,125 4,205 ,042
Пол Басс-Дарки/ВербАгр 18,002 1 18,002 5,497 ,020
Группа * пол КРС/Враждебность* 18,981 1 18,981 2,873 ,092
Басс-Дарки /ВербАгр 38,533 1 38,533 11,767 ,001
Басс-Дарки/Обида* 14,322 1 14,322 2,991 ,086
Как мы видим из таблицы, полная модель показывает, что существует влияние трех эффектов
(группа, пол, пол+группа) на целый ряд показателей индивидуально-психологических особенностей детей, представленных в графе «Скорректированная модель», следовательно, мы можем доверять более высоким показателям учащихся, обучающимся по программе «языкового погружения»
На уровне тенденции – значимость различий
результатов применения методики КРС, шкала
«Тревожность» и методики Басс-Дарки, шкала
«Раздражение»
При этом в целом ряде переменных, относящихся к индивидуально-личностным особенностям учащихся, различия являются значимыми в
случае, когда независимой переменной является
«группа исследования» - см. соответсующую графу таблицы
На уровне тенденции к значимости – различия
по шкале «Благоприятная семейная ситуация»,
КРС.
Различия по фактору вербальной агрессии (методика Басса-Дарки) являются значимыми в случае переменной «пол».
Эффект «пол+группа» также выявил значимые различия по вышеупомянутой вербальной
агрессии; при этом также отмечались различия на
уровне тенденции по шкале враждебности (КРС)
и обиды (методика Басса-Дарки).
На рисунке видно, каким образом это выражается: если у девочек из экспериментальной группы показатели вербальной агрессии примерно
одинаковы, то у мальчиков экспериментальной
группы она существенно выше, чем у мальчиков
контрольной. При этом вербальная агрессия у девочек экспериментальной группы существенно
ниже аналогичных показателей мальчиков этой же
группы; явно выраженной разницы в показателях
мальчиков и девочек внутри контрольной группы,
как мы видим, не наблюдается.
[img[cvetkova1.png]]
На следующем рисунке представлены особенности различий показателей враждебности (КРС);
здесь имеет место аналогичная тенденция более
высоких значений у мальчиков экспериментальной группы в сравнении с контрольной группой
при неявных отличиях у девочек двух групп. Однако, здесь есть существенная разница показателей внутри контрольной группы, и у мальчиков
они ощутимо ниже, чем у девочек.
[img[cvetkova2.png]]
Анализ сравнения результатов подгруппы методик-2 – «Индивидуальные психологические
особенности/ учащиеся» завершает рисунок,
представляющий особенности различий испытуемых по шкале обиды (методика Басса-Дарки).
Представленный х-образный график демонстри-
312
рует разницу показателей как внутри каждой из
групп (у мальчиков экспериментальной значения
выше, чем у девочек их же группы, у мальчиков
контрольной – наоборот, ниже, чем у девочек),
так и между группами. Видно, что показатели по
шкале «Обида» у мальчиков контрольной группы
ниже, чем у мальчиков экспериментальной, а у девочек контрольной группы выше, чем у девочек
экспериментальной.
[img[cvetkova3.png]]
Следующие данные будут отражать взаимодействие трех эффектов (пол, группа, пол+группа)
и результатов применения группы методик, ориентированных на изучение характеристик учащихся, относящихся к Я-концепции (Подгруппа
3 – «Я-концепция/учащиеся»).
В таблице ниже показана значимость различий
исходя из результатов применения 3-й подгруппы
методик.
Критерии межгрупповых эффектов
Источник Сумма квадратов типа III
ст.св. Средн. квадрат
F Знач.
Скорректированная модель «Кто я?» (Кун, МкП)/объективные 73,233a 3 24,411 2,819 ,041
группа «Кто я?» (Кун, МкП)/объективные 53,225 1 53,225 6,147 ,014
Как мы видим из таблицы, полная модель показывает, что существует влияние трех эффектов
(группа, пол, пол+группа) на показатель использования объективных характеристик согласно результатам методики Куна и Мак Партленда. Различия по этому же фактору являются значимыми
в случае переменной «группа».
В таблице ниже показана значимость различий, исходя из результатов применения группы
методик, ориентированных на изучение характеристик учащихся, относящихся к моментам их
включенности в социум (Подгруппа 4 – «Взаимодействие: семья, школа, общество/учащиеся»).
Критерии межгрупповых эффектов
Источник Сумма квадратов типа III
ст.св. Средний
квадрат
F Знач.
1 2 3 4 5 6
Скорректированная модель
Р.Жиль/Отношение к матери 5280,262a 3 1760,087 16,949 ,000
Р.Жиль/Отношение к родительской чете 853,992c 3 284,664 5,788 ,001
Р.Жиль/Отношение к братьям, сестрам 2407,433d 3 802,478 10,768 ,000
Р.Жиль/Отношение к бабушке, дедушке 640,285e 3 213,428 5,379 ,002
Р.Жиль/Отношение к авторитетному взрослому 1785,597g 3 595,199 8,041 ,000
Р.Жиль/Доминантность 831,560i 3 277,187 3,048 ,031
Р.Жиль/Общительность 1551,590j 3 517,197 4,991 ,003
Р.Жиль/закрытость, отгороженность 1803,389k 3 601,130 5,416 ,001
Р Жиль/социальная адекватность поведения 1372,189l 3 457,396 4,090 ,008
313
педагогика и психология л. а. цветкова, о. и. михайлова
1 2 3 4 5 6 7
группа Р.Жиль/Отношение к матери 4021,061 1 4021,061 38,721 ,000
Р.Жиль/Отношение к родительской чете 838,080 1 838,080 17,040 ,000
Р.Жиль/Отношение к братьям, сестрам 2104,975 1 2104,975 28,246 ,000
Р.Жиль/Отношение к бабушке, дедушке 406,366 1 406,366 10,241 ,002
Р.Жиль/Отношение к авторитетному взрослому 1391,973 1 1391,973 18,805 ,000
Р.Жиль/Доминантность 613,443 1 613,443 6,745 ,010
Р.Жиль/Общительность 777,074 1 777,074 7,499 ,007
Р.Жиль/закрытость, отгороженность 1774,642 1 1774,642 15,989 ,000
Р. Жиль /социальная адекватность поведения 698,864 1 698,864 6,248 ,014
пол Р.Жиль/Отношение к матери 850,395 1 850,395 8,189 ,005
Р.Жиль/Отношение к братьям, сестрам 427,948 1 427,948 5,742 ,018
Р.Жиль/Отношение к бабушке, дедушке* 144,125 1 144,125 3,632 ,059
Р.Жиль/Отношение к авторитетному взрослому* 250,648 1 250,648 3,386 ,068
Р.Жиль/Доминантность* 260,731 1 260,731 2,867 ,093
Розенцвейг/NP* (фиксация на удовлетв. Потребности)
16,493 1 16,493 2,695 ,103
группа * пол Р.Жиль/социальная адекватность поведения 533,543 1 533,543 4,770 ,031
Р.Жиль/Общительность 633,151 1 633,151 6,110 ,015
Розенцвейг/ED* (фиксация на самозащите) 45,714 1 45,714 3,102 ,080
В заключение хотелось бы отметить, что все
представленное, безусловно, для точности выводов требует рассмотрения данных, полученных на
выборке родителей учащихся; тогда социальнопсихологические тенденции прослеживаются более полно во всей их взаимосвязи и совокупности.
Это и будет являться дальнейшим направлением
работы авторов.
литература
1. Стефаненко Т. Этнопсихология. М.: Аспект
Пресс, 2004.
2. Берри Д. Как мы будем жить все вместе? Альтернативное видение межкультурных отношений // Кросскультурная психология; пер. И. Шмелева. Спб., 2005.
3. Кивиряхк Ю. (08. май 2007. a.). Начало нового
триумвирата. Ээсти Пяэвалехт (ориг. Eesti Pāevaleht).
4. Haridus-ja Teadusministeerium. (б.д.). Получено 07 09 2014 г., из www.hm.ee.
5. Ясюкова Л. А. Особенности интеллектуального
развития детей в зависимости от программ обучения //
Практическая психология в школе: материалы III Всероссийской конференции. Спб., 1998.
6. Бюро коммуникации. (б.д.). Ребенок и программа языкового погружения . Получено 07 09 2014 г., из
Haridus- ja Teadusministeerium: http://www.hm.ee/index.
php?249220.
7. А. Наследов «SPSS 19. Профессиональный статистический анализ данных.» Изд-во Питер, 201
УДК 378.147
ББК 74.480.26
М.В. Румянцева
К ПРОБЛЕМЕ ФОРМИРОВАНИЯ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
В ПРОЦЕССЕ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ В ВУЗЕ
Подчеркивается необходимость усиления прагматических аспектов изучения ино-
странного языка, т. е. развития социокультурной компетенции обучающихся в процес-
се иноязычного образования, что способствует формированию поликультурной языко-
вой личности, способной к продуктивному общению с носителями других культур.
Ключевые слова: поликультурность, вторичная языковая личность, лингвистическая
персонология,социокультурная компетенция.
Глобальные проблемы, которые воз-
никли перед человечеством в ХXI в.,
по-новому ставят вопрос о месте об-
разовательной системы в современной
культуре, о формировании нового чело-
века, новой поликультурной личности
обучающегося, т. е. личности, способ-
ной идентифицировать себя не только
как представителя своей национальной
культуры, но и в качестве гражданина
мира, воспринимающего себя субъек-
том диалога культур и осознающего
свою роль, значимость, ответственность
в глобальных общечеловеческих про-
цессах.
Понятие поликультурности рассма-
тривается как один из определяющих
элементов современного миропонима-
ния. По мнению исследователей, гово-
рить о поликультурном взаимодействии
можно лишь тогда, когда участники это-
го взаимодействия не только прибегают
к собственным традициям, обычаям,
представлениям и способам поведения,
но и одновременно знакомятся с прави-
лами и нормами чужой культуры
Концепция формирования «вторич-
ной» языковой личности, овладевающей
культурой иноязычного общения, бази-
руется на идеях и учении о «языковой
личности». Первое обращение к языко-
вой личности связано с именем Л.Й. Вай-
сгербера, говорившего о зависимости
всей жизни человека от родного языка,
о взаимосвязи родного языка и духовно-
го формирования человека. Социальная
сущность языка заключается в том, что
он существует, прежде всего, в языко-
вом сознании – коллективном и индиви-
дуальном. Соответственно, носителями
культуры в языке являются языковой
коллектив и индивидуум. Коллектив как
этнос и индивидуум являются крайними
точками на условной шкале языкового
сознания [5]. Язык конкретного человека
не существует сам по себе. Он формиру-
ется языком других людей, которые при-
надлежат одному народу, имеют общую
культуру и традиции.
Носителем языкового сознания явля-
ется языковая личность, т. е. человек, су-
ществующий в языковом пространстве –
в общении, в стереотипах поведения,
зафиксированных в языке, в значени-
ях языковых единиц и смыслах текстов.
Ю.Н. Караулов под языковой личностью
понимает «совокупность способностей
и характеристик человека, обуславлива-
ющих создание им речевых произведе-
ний (текстов)», различающихся степенью
структурно-языковой сложности, глу-
биной и точностью отражения действи-
тельности, определенной языковой на-
правленностью [6, с. 3]. Так, в концепции
Ю.Н. Караулова языковая личность скла-
дывается из трех уровней [7]:
• нулевого уровня – вербально-семан-
тического, или лексикона личности,
понимаемого в широком смысле, и
включающего фонетические и грам-
матические знания личности;
• первого уровня – логико-когни-
тивного, представленного тезау-
русом личности, в котором запе-
чатлен «образ мира» или «система
знаний о мире»;
• второго уровня – уровня деятель-
ностно-коммуникативных потреб-
ностей, отражающего прагматикон
личности, т. е. систему целей, моти-
вов, установок и интенциональностей
личности [7].
Н.Д. Гальскова пишет, что модель
вторичной языковой личности, базируясь
на разработанной Ю.Н. Карауловым кон-
цепции языковой личности, в большей
степени адекватна межкультурной (ин-
терлингвокультурной) коммуникации,
способности человека к общению на меж-
культурном уровне. Данная способность
складывается из овладения вербально-се-
мантическим кодом изучаемого языка, то
есть «языковой картиной мира» носите-
лей этого языка, и «глобальной» (концеп-
туальной) картиной мира, позволяющей
человеку понять новую для него социаль-
ную действительность [2].
Г.В. Елизарова и Л.П. Халяпина учи-
тывают то, что в структуре каждой от-
дельной языковой личности отмечает-
ся существование инвариантной части,
выделение которой обусловливает су-
ществование общенационального язы-
кового типа и детерминирует принад-
лежность индивида к тому или иному
лингвокультурному сообществу. Именно
инвариантная часть в структуре языко-
вой личности обеспечивает возможность
взаимопонимания носителей разных со-
циальных и культурных кодов, разных
национальных концептосфер [4].
Исследование языковой личности –
лингвистическая персонология – неиз-
бежно вовлекает в сферу интересов линг-
вистов те вопросы, которые объединяют
всех специалистов, изучающих человека
с различных позиций. Важным вопро-
сом теории языковой личности является
выделение типов языковых личностей.
Типология языковых личностей может
быть построена на различных основани-
ях в зависимости от подхода к предмету
изучения, который осуществляется с по-
зиций либо личности, либо языка.
С позиций этнокультурной лингви-
стики выделяют типы носителей базо-
76 Современная высшая школа: инновационный аспект. 2012. № 1
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ветствующего общества, где действует
оппозиция «свой – чужой». Условно раз-
деляют следующие типы личностей [8]:
• человек, для которого общение на
родном языке является естественным
в его коммуникативной среде;
• человек, для которого естественным
является общение на чужом языке в
его коммуникативной среде. Здесь
можно говорить о ксенолекте, т. е.
такой разновидности языка, которой
пользуются эмигранты, люди, давно
живущие в чужой стране, либо люди,
пользующиеся языком международ-
ного общения в целях естественной
коммуникации;
• человек, который говорит на чужом
языке с учебными целями, не отно-
сящимися к характеристикам есте-
ственной среды общения.
Предложенные типы заставляют
обратить особое внимание на крос-
скультурное взаимодействие в усло-
виях сегодняшней действительности,
когда людям, живущим в многонацио-
нальном, мультикультурном обществе,
необходимо учиться пониманию цен-
ностей «чужой» культуры и переда-
вать эти знания и ценный опыт обще-
ния с иными культурами последующим
поколениям.
Взяв во внимание изменившийся
статус иностранного языка как средства
общения и взаимопонимания в мировом
сообществе, современная методика осо-
бо подчеркивает необходимость усиле-
ния прагматических аспектов изучения
языка. Это значит, что при обучении
будет важно не только достижение ка-
чественных результатов в овладении
иноязычным общением, но и поиск ре-
ального выхода на иную культуру и её
носителей, т. е. развитие социокультур-
ной компетенции учащихся [10].
В качестве научной базы для разви-
тия социокультурной компетенции вы-
ступает социокультурный подход как
один из культуроведческих подходов в
обучении иностранному языку, ориен-
тирующий на межкультурное иноязыч-
ное общение в контексте диалога культур.
Для социокультурного подхода ха-
рактерны две тенденции интерпретации
фактов языка и культуры в учебных це-
лях: 1) от фактов языка к фактам куль-
туры; 2) от фактов культуры к фактам
языка. В первом случае преподаватель
стремится показать, как в единицах язы-
ка отражаются особенности культуры и
мышления носителей языка, а во втором
случае предметом научного описания и
изучения на занятиях по языку становит-
ся культура носителей изучаемого языка.
Необходимость развивать социокуль-
турную компетенцию обучающихся вы-
звана тесным взаимодействием между
языком и культурой, материальный и
интеллектуальный контекст человече-
ской жизни в достаточной степени обу-
славливает значение слов и конструкций,
используемых людьми для выражения
собственных мыслей, и, следовательно,
лингвистических кодов, так как жизнен-
ные контексты достаточно сильно отли-
чаются на разных территориях, каждый
язык образует культурно специфическое
явление. С другой стороны, язык также
выполняет накопительно-передающую
функцию. Он выражает культурное на-
следие и социальный опыт, передает их
из поколения в поколение. Данная функ-
ция делает язык фактором, влияющим
на взаимодействие в обществе, а также
одним из наиболее мощных источников
информации о жизни. Соответственно,
связь между языком и культурой, к кото-
рой он относится, не должна быть проиг-
норирована, если мы хотим, чтобы наши
обучающиеся полностью понимали язык
и умело использовали его [4].
Обобщенно-схематическое представ-
ление иноязычной культуры как содер-
жания иноязычного образования и сред-
ства достижения его цели недостаточно.
Необходимо деление на более мелкие
кванты, которые и станут объектами
овладения. На каждом занятии, посте-
пенно и системно, шаг за шагом проис-
ходит овладение именно теми квантами,
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которые целесообразны с методических
позиций. Отличительной чертой данной
концепции является то, что предлагается
четко определить объекты овладения не
только в учебном аспекте, но и в позна-
вательном, развивающем и воспитатель-
ном, распределить их в системе образо-
вания и снабдить средствами овладения
(упражнениями) [9].
Остановимся подробнее на самом
важном, на наш взгляд, аспекте иноязыч-
ной культуры – познавательном, который
включает в себя культуроведческое со-
держание. Культуроведческое содержа-
ние жизни того или иного народа очень
объемно. Вряд ли найдется человек, ко-
торый станет утверждать, что он владеет
всем культурным багажом своего родно-
го народа. В то же время, любой человек
является носителем своей культуры, по-
нимает её и чувствует её дух, обладает
соответствующим менталитетом. Как до-
стичь такого же понимания в иноязычном
образовании? Исходная позиция такова.
Первая посылка: взаимопонимание
в межкультурном диалоге достижимо
лишь в том случае, если участники диа-
лога знакомы с национальной культурой,
признают её самоценность.
Вторая посылка: менталитет (как бы
его ни определяли) складывается только
благодаря овладению культурой.
Третья посылка: всю культуру стра-
ны изучаемого языка в полном объеме в
процессе иноязычного образования усво-
ить невозможно.
Четвертая посылка: усвоение раз-
розненных (пусть многочисленных и
интересных) фактов культуры не обяза-
тельно приведет к «вхождению» в чужой
менталитет, ибо менталитет системен
по своей природе.
Из этих посылок следует вывод: необ-
ходимо создание модели культуры того
или иного народа, модели, которая мог-
ла бы в функциональном плане замещать
реальную систему культуры. Главной
задачей модели культуры должно быть
не столько понимание другой культуры,
сколько духовное совершенствование
учащихся на базе новой культуры в её
диалоге.
Овладение культурой есть постиже-
ние системы ценностей народа, которое
осуществляется на трех уровнях:
• на уровне восприятия (познаватель-
ное значение знаний, когда доста-
точно иметь представление о фактах
культуры);
• на уровне социальном (прагматиче-
ское значение знаний, когда нужно
владеть понятиями и уметь совер-
шать какое-либо действие);
• на уровне личностного смысла (акси-
ологическое значение знаний, когда
необходимы суждения, связанные с
личностным, эмоционально-ценност-
ным отношением к факту чужой
культуры, когда факт чужой куль-
туры переживается как факт личной
жизни) [10].
Ведущим для данной концепции яв-
ляется третий уровень. Модель культу-
ры нужно усвоить обязательно, ибо без
этой базы не сформируется менталитет.
В реализацию модели входит: реальная
действительность, представленная пред-
метно (фотоснимки, символика, слайды,
кинофильмы и т. д.); реальная действи-
тельность, представленная предметно-
вербально (программы ТВ и радио, объяв-
ления, билеты в кино, на транспорт и т. д.);
изобразительное искусство; художествен-
ная литература; справочно-энциклопеди-
ческая и научная литература; средства
массовой информации; учебные разго-
ворные тексты, т. е. аутентичные тексты-
высказывания носителей языка о своей
культуре; общение с преподавателем как
ретранслятором и интерпретатором куль-
туры другого народа, а также сам ино-
странный язык как компонент культуры,
её аккумулятор, носитель и выразитель.
В свою очередь, процесс обучения
иностранному языку представляет со-
бой процесс формирования опреде-
ленных знаний:
• знаний о строе (системе) зыка, ко-
торые используются в процессе ов-
ладения речевыми умениями в виде
78 Современная высшая школа: инновационный аспект. 2012. № 1
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правил-инструкций, пояснений,
структурных и функциональных
обобщений, сформулированных за-
кономерностей;
• знаний о функциях языка как сред-
ства общения;
• знаний о нормах речевых отношений
(об этике);
• знаний, называемых фоновыми,
которыми располагают все члены
данной национально-культурной
языковой общности и которые по-
тенциально заложены в топонимике,
именах собственных, пословицах,
афоризмах, фразеологизмах, крыла-
тых словах, безэквивалентной лекси-
ке, реалиях и т. п.;
• знаний о невербальных средствах
общения;
• знаний о статусе, истории и развитии
языка, его роли в мире, взаимоотноше-
нии сродным и другими языками [1].
Таким образом, для овладения ино-
странным языком недостаточно ме-
ханического заучивания традицион-
ных компонентов языковой системы.
Обучающийся должен пройти процесс
аккультурации. Важно понимать этот
термин не как отказ от собственной
культуры, а как знакомство и присво-
ение новых лингвистических кодов,
новых ценностей и новых форм по-
ведения. Современная методика обу-
чения иностранному языку признает
необходимость развития социокультур-
ной компетенции. Она ставит целью
усвоение и надлежащее управление
отличительными чертами изучаемой
культуры, в особенности теми, кото-
рые заложены в изучаемом иностран-
ном языке. Культурно-специфическая
связь, свойственная языку, создает этот
особенный компонент его семантики,
который называется социокультурным
значением, что и образует значительную
часть процесса аккультурации. Говорить
о поликультурности языковой личности
можно в том случае, если преодолен эт-
ноцентризм, (т. е. восприятие других
культур через призму своей культуры,
безоговорочный приоритет собственных
культурных традиций), что проявляется
на всех уровнях взаимодействия языко-
вой личности в современном обществе.
Поликультурная (вторичная) языковая
личность способна осуществлять наи-
более продуктивное общение с носи-
телями других культур. Свойственная
языковой личности межкультурная
трансформация способствует развитию
таких качеств, как заниженная степень
этноцентризма, эмпатия, социокультур-
ная толерантность, умение устанавли-
вать значимые отношения с «чужими», с
уважением и пониманием воспринимать
представителей любого лингвокультур-
ного сообщества.
Библиографический список
1. Верещагин Е.М., Костомаров В.Г.
Язык и культура: Лингвострано-
ведение в преподавании русского
языка как иностранного. – М.: Рус.
яз., 1990. – 246 с.
2. Гальскова Н.Д., Гез Н.И. Теория
обучения иностранным язы-
кам. Лингводидактика и методи-
ка. – М.: Издат. центр «Академия»,
2007. – 336 с.
3. Глазачева Н.Л. Лакуны и теория
межкультурной коммуникации // Ла-
куны в языке и речи: сб. науч. тр. –
Благовещенск: Изд-во БГПУ, 2005. –
Вып. 2. – С. 31–34.
4. Елизарова Г.В., Халяпина Л.П. Фор-
мирование поликультурной языко-
вой личности как требование новой
глобальной ситуации // Языковое об-
разование в вузе: метод. пособие для
преподавателей высшей школы, аспи-
рантов и студентов. – СПб.: КАРО,
2005. – С. 8–20.
5. Карасик В.И. Языковой круг:
личность, концепты, дискурс. –
Волгоград: Перемена, 2002. – 476 с.
6. Караулов Ю.Н. Предисловие. Русская
языковая личность и задачи её изуче-
ния // Язык и личность. – М.: Наука,
1989. – С. 3–9.
7. Караулов Ю.Н. Русский язык и языко-
вая личность. – М., 1987.
атсилаицепс иицатьлусноК79
8. Нефёдова Л.А., Венедиктова Л.Н.
Кросскультурные особенности язы-
ковой личности // Кросскультурное
и полиязычное образование в со-
временном мире: материалы между-
нар. науч.-практ. конф. – Костанай,
2009. – С. 14–20.
9. Пассов Е.И., Царькова В.Б. Концепция
коммуникативного обучения ино-
язычной культуре в средней школ
УДК 378.016
ББК 430/49
С 32
С.В. Серебрякова
Доктор филологических наук, профессор кафедры теории и практики перевода
Ставропольского государственного университета; E-mail: svetla.na@mail.ru
А.А. Серебряков
Доктор филологических наук, доцент, декан факультета филологии и журналистики
Ставропольского государственного университета; E-mail: aasereb@mail.ru
К ПРОБЛЕМЕ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
ЛИНГВИСТА-ПЕРЕВОДЧИКА
(Рецензирована)
Аннотация. Статья посвящена проблеме формирования языковой личности лингвиста-
переводчика как главном факторе построения образовательной парадигмы, позволяющем повысить
качество профессиональной подготовки переводчика и сформировать его языковую и межкультурную
компетенцию.
Ключевые слова: формирование языковой личности, лингвист-переводчик, образовательная
парадигма, профессиональная компетенция, языковая и межкультурная компетенция.
S.V. Serebryakova
Doctor of Philology, Professor of Department of Translation Theory and Practice, Stavropol State
University; E-mail: svetla.na@mail.ru
A.A. Serebryakov
Doctor of Philology, Professor, Dean of Faculty for Pholology and Jounalism, Stavropol State
University, e-mail: aasereb@mail.ru
ON FORMATION OF LINGUIST-TRANSLATOR LANGUAGE PERSONALITY
Abstract. The paper is devoted to formation of linguist-translator language personality as the main
factor in building the educational paradigm to improve the quality of interpreter’s professional training and
to form his language and cross-cultural competence.
Keywords: language personality formation, linguist-translator, the educational paradigm,
interpreter’s professional competence, language and cross-cultural competence.
Последние десятилетия характеризуются стремительным расширением
международных связей в различных областях деятельности человека и социума,
необходимостью оперативного обмена информацией, провозглашением многоязычия,
культурной толерантности в качестве основополагающего принципа межличностных
отношений, что обусловило активизацию исследовательского интереса, в первую очередь, в
лингводидактическом и психологическом ракурсах, к проблеме подготовки специалистов,
способных решать связанные с этими процессами задачи и обеспечить эффективную
коммуникацию. Б.М. Берсиров справедливо отмечает, что изменения в жизни мирового
сообщества, глобализационные процессы, всемирная сеть Интернет значительно расширили
возможности межкультурного общения, повысив тем самым роль языка в процессе
формирования лингвистической культуры, которую автор трактует как «иерархическое,
многоуровневое, полиструктурное образование, основанное на сложном механизме
порождения восприятия речемыслительного действия, способность анализировать культуру и
ментальность народа через лингвистические и экстралингвистические факторы, формировать
национально-языковую картину культуры в условиях поликультурности российского
общества для плодотворной межкультурной коммуникации, то есть вести диалог с
представителями разных культур, принимая во внимание все нормы, правила, ценности,
установленные и принятые в них, и действуя адекватно ожидаемым культурным моделям»
[1]. Означенные тенденции формируют, по сути, заказ на переводчиков как языковых
посредников в самых различных сферах деятельности. Совершенно очевидно, что на рубеже
веков нормативно было закреплено то, к чему долгие годы стремились подвести общество
теоретики и практики перевода: перевод есть не только акт перекодирования текста с одного
языка в текст на другом языке, но и социально значимый акт межкультурной коммуникации,
востребованный в России рубежа веков.
Специфика переводческой деятельности определяется в большой мере тем, что
переводчик выполняет важнейшую социальную функцию посредника между разноязычными
и разнокультурными общностями (или отдельными их представителями). По утверждению
И.И. Халеевой, релевантной оказывается при этом подготовка специалиста «в области не
только, а порой даже – и не столько) межъязыковой, но и – интерлигвокультурной
коммуникации» [2, c. 64]. Следует с сожалением отметить, что в методическом плане данная
проблема на сегодняшний день осмыслена явно недостаточно.
Востребованность в переводчиках-профессионалах ведет к неизбежному повышению
требований к качеству их подготовки. В Концепции модернизации российского образования
на период до 2010 г., а также в Госстандарте третьего поколения подчеркивается, что
необходимыми условиями достижения нового качества профессионального образования
являются компетентностный подход, межкультурная коммуникация, а также информатизация
образования как процесс обеспечения образовательного процесса методологией, технологией
и практикой разработки и использования современных инфокоммуникационных технологий.
Речь идет, иными словами, о профессиональной компетентности переводчика как
грамотного члена современного информационного общества (в самом широком понимании).
Под профессиональной компетентностью переводчика принято понимать интегративную
характеристику личности специалиста, включающую не только лингвистические и
профессионально-специализированные компетенции, но и общекультурные,
психологические и информационные компетенции, и позволяющую переводчику на высоком
уровне осуществлять профессиональную деятельность. В современном мире роль
переводчика становится все более ответственной и весомой, так как из посредника,
удовлетворяющего внешнюю потребность общения между людьми, разделенными
лингвоэтническими барьерами, он превращается в специалиста в области межкультурного
общения, обеспечивающего разноплановую информационную деятельность общества. Все
это свидетельствует о настоятельной необходимости по-новому, с учетом последних
достижений современной парадигмы гуманитарного знания, сформулировать многие
вопросы лингводидактики применительно к подготовке переводчиков.
Как известно, обращение к внеязыковой действительности является неотъемлемой
частью любого коммуникативного процесса, в том числе и перевода. При этом язык,
«фиксируя в своих формах мир таким, каким его отобразил человек» [3, c. 10], играет роль
первичной моделирующей системы, детерминирующей перевод, а в качестве вторичных
моделирующих систем выступают соответствующие системы культуры. Наличие в сознании
двуязычной личности когнитивных моделей другой культуры делает возможной и реальной
подлинную межкультурную коммуникацию, так как «любой диалог культур реально
протекает только в сознании носителя конкретной культуры, которому удалось постигнуть
образы сознания другой (чужой) культуры в ходе рефлексии над различиями
квазиидентичных образов своей и чужой культур» [4, c. 9].
С позиций такого подхода рассмотрение любых аспектов межкультурной
коммуникации (то есть коммуникативного взаимодействия индивидов, представляющих
разные социокультурные общности) предполагает оперирование такими понятиями, как
«социокультурная компетенция», «социокультурные знания» и соответственно
«социокультурные нормы перевода», представляющие собой совокупность наиболее общих
принципов, определяющих выбор стратегии перевода и отражающих требования,
предъявляемые обществом к переводу. Подчеркнем важность во всех приведенных
определениях компонента «культура», трактуемого в этом смысле как совокупность знаний,
которыми обладают представители данного социума и которые обусловливают то, как эти
представители себя ведут, что делают и как интерпретируют свой опыт. По наблюдениям
ученых, эти знания составляют основу «субъективной реальности индивида» и существуют,
скорее, в форме пресуппозиций, а не собственно «фактуальных знаний». Эти знания
содержатся в сознании индивида и актуализируются в его дискурсивной деятельности,
составляя «оперативный фундамент коммуникативного поведения человека и являясь
необходимым условием осуществления речевой деятельности» [5, c. 95].
Известный специалист в области теории и методики перевода Л.К. Латышев
характеризует перевод как деятельность, направленную на преодоление «лингвоэтнического
барьера», формируемого факторами различного удельного веса, препятствующими успешной
коммуникации носителей исходного и переводящего языков и подлежащими обязательной
нейтрализации при переводе. К таким факторам в порядке убывания их значимости он
относит расхождение двух языковых систем, языковую норму, речевой узус, расхождение
преинформационных запасов носителей исходного языка и носителей переводящего языка [6,
c. 105-107].
Опираясь на наш собственный преподавательский опыт, подкрепленный мнением
авторитетных специалистов в области обучения переводу, подчеркнем, что методика
обучения переводу и тактически, и стратегически отличается от обучения иностранному
языку филологов и учителей, преследует совсем другие цели – научить не просто системе
языка, а трансляции, «перекодированию» одной системы в другую в процессе реальной
текстовой деятельности. Важной в этом плане является предложенная И.И. Халеевой
концепция вторичной языковой личности как системообразующего фактора построения
модели лингвистического образования. Согласно ее мнению, «одна из центральных задач
обучения межкультурной коммуникации состоит в построении в когнитивной системе
реципиента (обучаемого) вторичных когнитивных конструкций – знаний, которые
соотносились бы со знаниями о мире говорящего (представителя иной социокультурной
общности)» [1, c. 70]. Как показывает практика, понимание культурных различий
совершенно необходимо для целей эффективного межкультурного общения, т.е. именно для
того, для чего и изучают иностранные языки. Смысл не заключен просто в языковых знаках:
понимание – это активный процесс извлечения смыслов, в ходе которого реципиент на
основе собственного опыта (в самом широком его понимании) и контекста – куда входит и
более широкий контекст культуры – интерпретирует языковые знаки любой степени
семантической сложности и прагматической заданности.
Языковая личность выступает важнейшей составляющей любого процесса
коммуникации и, обладая определенными способностями и характеристиками, создает и
соответственно воспринимает речевые произведения. В отечественном языкознании
исследование данной проблематики связано с именами В.В. Виноградова, Г.И. Богина, А.Б.
Бушева, Ю.Н. Караулова, А.С. Мельникова, Ю.М. Скребнева. Установлено, что в языковой
личности «объективируется через лингвосоциум и его текстовую деятельность "эталонный"
потенциал языкового и когнитивного (лингвокогнитивного) сознания «природного» инофона
как носителя не только языка, но и определенной «языковой» и «глобальной»
(«лингвокогнитивной», «концептуальной») «картины мира» [2, c. 67].
Правомерно говорить о том, что проблема языковой личности приобрела актуальность
как в образовательной парадигме, так, собственно, и в сфере переводческой деятельности,
что связано, в первую очередь, с возрастающей ролью профессии «переводчик»,
повышением требований к профессиональной подготовке специалиста. Совершенно
очевидно, что на начальном этапе овладения мастерством перевода важную роль призвано
играть именно обучение, которое развивает профессиональные знания, умения и навыки,
красноречие, о котором писали еще Цицерон и Квинтилиан, воздействует на обучаемого
нравственно, постепенно формируя из него сильную, психически устойчивую, разносторонне
образованную этно- и культурно-толерантную личность.
Опираясь на концепцию трехуровневой организации языковой личности,
разработанную Ю.Н. Карауловым [7, c. 37], можно констатировать соотнесенность уровней с
определенными компетенциями лингвиста-переводчика, специалиста в области
межкультурной коммуникации. Так, вербально-семантический уровень предусматривает
владение лингвистическими компетенциями (т.е. структурой и системой исходного и
переводящего языков), тезаурусный – социокультурными, лингвокогнитивными,
мотивационный, соответственно – гуманитарно-коммуникативными компетенциями
(мотивы, цели и ценности). Все они образуют динамичный и корректируемый в плане
совершенствования комплекс, обеспечивающий эффективность межъязыковой
лингвокоммуникативной деятельности, лежащей в основе профессиональной компетенции
лингвиста-переводчика.
Отталкиваясь от трехуровневой организации языковой личности (по Ю.Н. Караулову),
И.И. Халеева проводит условное размежевание тезаурусной сферы на «два взаимосвязанных,
но во многом и автономных конструкта: тезаурус-I (восходящий к ассоциативно-вербальной
сети языка, формирующий «языковую картину мира») и тезаурус-II (как систему
пресуппозиций и импликаций языковой личности, формирующую ее «концептуальную», или
«глобальную», «картину мира»)» [2, c. 67]. Принципиально важно то, что автор подчеркивает
взаимодействие обоих тезаурусов как способов квантования языковой и глобальной картин
мира, преломленных через призму языковой личности, т.е. формирование субъектной
(личностной) языковой картины мира опосредовано знаниями о мире со стороны языковой
личности. Эта взаимозависимость тезаурусов маркирована социально детерминированным
опытом личности, ее мотивами и ценностными ориентирами, выступающими в качестве
инварианта данной социокультурной общности.
Аксиоматично, что языки отличаются друг от друга своей вербально-семантической
сетью и, следовательно, их носители различаются своим тезаурусом-I. Но не менее важным
является различие в тезаурусе-II, которое, по сути, не учитывается при подготовке
специалистов по интерлингвокультурной коммуникации, в первую очередь, переводчиков.
Переводчик постоянно имеет дело с аутентичным продуктом инофонной текстовой
деятельности, и, если он не подключен к тезаурусу-I и тезаурусу-II отправителя текста как
инофонной языковой личности, не уравнен с ней хотя бы в перцептивном плане,
коммуникация может не состояться или состояться в искаженном, отличном от авторского
замысла виде.
Традиционно понятие межкультурной компетенции связывалось с умением
преодолевать культурную интерференцию на уровне слов и словосочетаний (реалии, имена
собственные, фразеологизмы, символизмы, табуированная лексика, «ложные друзья
переводчика» и т.п.), однако перевод – это, прежде всего, дискурсивная деятельность,
результатом которой является целостный текст, и поиск адекватных стратегий перевода
требует наличия у переводчика более широкой – дискурсивной – социокультурной
компетенции, связанной с «умением создавать тексты различного типа в соответствии с
коммуникативной задачей и ситуацией общения» [8, с. 27].
Природа перевода такова, что переводчику неизбежно приходится иметь дело со
смыслами: в ходе перевода он интерпретирует текст-источник для того, чтобы создать новый
текст, при восприятии которого реципиент, говорящий на другом языке и являющийся
носителем другой культуры, смог бы воссоздать для себя смыслы, функционально
эквивалентные заданным автором текста оригинала. По меткому замечанию Ж. Даррида,
перевод является «привилегированным прочтением» исходного текста, это своего рода
«запечатленное понимание», ибо перевод фиксирует шаг за шагом интерпретацию исходного
текста переводчиком, и, являясь активным процессом прочтения, он представляет собой
осознанное понимание содержания текста оригинала. Понимание трактуется при этом как
основной этап процесса перевода, который заключается в выделении смысла,
представляющего собой «результат взаимодействия лингвистических значений и
экстралингвистических знаний (релевантных когнитивных дополнений текста)» [9, с. 17].
Совершенно очевидно, что хорошего знания языка и простого манипулирования
словами недостаточно, чтобы хорошо переводить. Качество переводческой деятельности
определяется не только личной одаренностью, количеством хранящихся в памяти единиц и
конструкций языка оригинала и языка перевода, а также их контекстуально обусловленных
соответствий (тезаурус-I). Оно поддерживается профессиональным умением перейти от
языковой формы к выраженной с ее помощью смысловой структуре, включающей, помимо
денотативного компонента, также его пропозициональную интерпретацию,
коммуникативную организацию и прагматическую составляющую, чтобы затем с
максимально возможной степенью полноты и адекватности воплотить эту многослойную,
интенционально заданную смысловую структуру средствами переводящего языка (тезаурус-
II). Подчеркнем, что любой аутентичный текст как вербальное послание представляет собой
языковой конструкт, отражающий специфику языкового и когнитивного сознания
отправителя, который, создавая свой текст, исходит, желая быть понятым, из примерной
общности тезаурусного потенциала у себя и у реципиента или из определенной общности их
индивидуальных когнитивных систем.
При обучении многомерному миру изучаемого языка лингвистов-переводчиков в
целях формирования профессиональной переводческой компетенции большое внимание
должно уделяться формированию автономности личности, под которой в широком плане
понимается способность учиться более продуктивно, взяв на себя определенную долю
ответственности за эффективность своего обучения в вузе, приобретение умений и навыков,
позволяющих осуществлять самообразование и самосовершенствование и после окончания
учебы.
Совершенно очевидно, что обязательной составляющей языковой личности
переводчика, приобретающей особую значимость в условиях поликультурной и
полиэтнической среды, является толерантность, предполагающая не только умение видеть и
понимать «другую» культуру через призму своей собственной культурной идентичности, но
и транслировать это умение посредством своей профессиональной деятельности
представителям принимающей линвокультуры. При изучении межкультурного
взаимодействия в переводческом ракурсе следует принимать во внимание, что каждый
коммуникант – это не только «личность со специфической личностной идентичностью, но и
культурный тип с некоторой коллективной идентичностью» [10, с. 13], т.е. представитель
разнообразных общностей, в том числе и этноса, поскольку индивид «врастает» в свою
культуру в процессе инкультурации и первичной социализации, усваивая при этом различные
схемы коммуникативного взаимодействия в различных условиях интеракции.
В методическом сообществе формируется убеждение в том, что перевод представляет
собой опосредованную дискурсивную деятельность, которая требует сосуществования в
сознании переводчика когнитивных моделей родной и инофонной культур, включающих,
наряду с общими знаниями о мире и собственно языковыми знаниями, знание скриптов
коммуникативных событий, фреймов речевых актов, составляющих эти коммуникативные
события, релевантных контекстных параметров ситуаций общения и их культурной
интерпретации, а также принципов и максим речевого общения, принятых в обеих культурах,
составляющих так называемые дискурсивно- прагматические знания. У переводчика-
билингва, являющегося, по сути, «удвоенной» языковой личностью, следует развивать
умение воспринимать иноязычную текстовую деятельность с позиции инофонной
лингвокультуры с последующим переключением на родной языковой и социокультурный
коды, что означает умение «переключаться» с процесса понимания на творческую и
профессиональную деятельность перевода.
Примечания:
1. Берсиров Б.М. Формирование лингвистической культуры у студентов в процессе обучения
языку // Вестник Адыгейского государственного университета. Сер. Педагогика и психология. 2010.
№ 2. С. 71-76.
2. Халеева И.И. Подготовка переводчика как «вторичной языковой личности» // Тетради пере-
водчика: науч.-теор. сб. М.: Изд-во МГЛУ, 1999. Вып. 24. С. 63-72.
3. Колшанский Г.В. Контекстная семантика. М.: КомКнига, 2005. 152 с.
4. Тарасов Е.Ф. Межкультурное общение – новая этнология анализа языкового сознания // Эт-
нокультурная специфика языкового сознания. М.: Изд-во МГЛУ, 1996. С. 7-22.
5. Цурикова Л.В. Когнитивные аспекты межкультурной компетенции переводчика // Социо-
культурные проблемы перевода: сб. науч. тр. Воронеж: Изд-во ВГУ, 2001. Вып. 4. С. 93-100.
6. Латышев Л.К., Семенов А.Л. Перевод: теория, практика и методика преподавания. М.: Ака-
демия, 2003. 192 с.
7. Караулов Ю.Н. Русский язык и языковая личность. М.: УРСС, 2002. 264 с.
8. Комиссаров В.Н. Теоретические основы обучения переводу. М.: Рема, 1997. 110 с.
9. Бодрова-Гоженмос Т.И. Процесс перевода с точки зрения интерпретативной теории // Соци-
окультурные проблемы перевода: сб. науч. тр. Воронеж: Изд-во ВГУ, 2002. Вып. 5. С. 11-19.
10. Взаимопонимание в диалоге культур: условия успешности. Воронеж: Изд-во ВГУ, 2004.
143 с.
References:
1. Bersirov B.M. Formation of linguistic culture of students in the process of language teaching //
The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology». 2010. No. 2. P. 71-76.
2. Khaleeva I.I. Training of an interpreter as a «secondary linguistic personality» // Notebooks of an
interpreter: scient. and theor. coll. Issue 24. M.: MGLU publishing house, 1999. P. 63-72.
3. Kolshansky G.V. Contextual semantics. M.: KomKniga, 2005. 152 pp.
4. Tarasov E.F. Intercultural communication – new ethnology of the analysis of linguistic
consciousness // Ethnocultural specificity of linguistic consciousness. M.: MGLU publishing house, 1996. P.
7-22.
5. Tsurikova L.V. Cognitive aspects of intercultural competence of an interpreter // Sociocultural
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100.
6. Latyshev L.K., Semenov A.L. Translation: theory, practice and teaching technique. M.: Academia,
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7. Karaulov Yu.N. The Russian language and linguistic personality. M.: URSS, 2002. 264 pp.
8. Kommissarov V. N. Theoretical foundations of teaching to translate. M.: Rema, 1997. 110 pp.
9. Bodrova-Gozhenmos T.I. Translation process from the point of view of the interpretative theory //
Sociocultural problems of translation: coll. of scient. proceedings. Issue 5. Voronezh: VGU publishing house,
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10. Mutual understanding in the dialogue of cultures: success conditions. Voronezh: VGU publishing
КОГНИТИВНО-КРЕАТИВНАЯ СРЕДА КАК УСЛОВИЕ ФОРМИРОВАНИЯ БИЛИНГВАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
БУДНЯЯ О.Н.Написать письмо автору1
1 ФГБОУ ВПО «ПГЛУ»
Тип: статья в журнале - научная статья Язык: русский
Номер: 7 Год: 2014 Страницы: 135-143
ЖУРНАЛ:
ПРОФЕССИОНАЛЬНАЯ КОММУНИКАЦИЯ: АКТУАЛЬНЫЕ ВОПРОСЫ ЛИНГВИСТИКИ И МЕТОДИКИ
Издательство: Пятигорский государственный лингвистический университет (Пятигорск)
ISSN: 2411-3719
АННОТАЦИЯ:
В статье представлен анализ теоретического обоснования формирования билингвальной языковой личности. В качестве факторов, способствующих формированиюбилингвальной языковой личности, автор выделяет когнитивно-креативную среду, которая представляет собой информационно - образовательное пространство, содействующее интеллектуальному и творческому росту обучаемого, желающего и способного вести эффективную коммуникацию как минимум на двух языках: родном и иностранном.
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Вхождение России в мировое сообщество, интеграционные процессы в различных сферах как никогда прежде актуализируют проблему межкультурного общения, взаимопонимания участников общения, принадлежащих к разным культурам. Не вызывает сомнений, что процесс глобализации предъявляет новые требования и к образованию, модернизация, которая связывается, прежде всего, с качественным обновлением содержания и обеспечением его развивающего культуросообразного характера. В «Концепции долгосрочного социально-экономического развития Российской Федерации на период до 2020 года» в качестве приоритетных задач всей образовательной политики ставятся модернизация структуры и содержания образования, обеспечение инновационного характера образования, развитие практической направленности образовательных программ [Концепции долгосрочного социально-экономического развития Российской Федерации на период до 2020 года]. При отборе содержания образования согласно новым государственным стандартам акцентируется, прежде всего, овладение универсальными общеучебными и специальными учебными умениями, стратегиями, необходимыми для овладения различными способами извлечения информации из письменного и устного текста, на развитие иноязычной компетенции. Таким образом, отчетливо наметился уход от репродуктивных способов деятельности, основанных на запоминании и автоматизации к продуктивной, творческой деятельности.
Фундаментальное преобразование не оставило в стороне и методику обучения иностранным языкам, в частности, формирование и развитие иноязычной компетенции младших школьников. Основной целью образовательной политики в области иностранных языков на современном этапе понимается передача молодому поколению элементов иноязычной культуры, формирование у изучающих иностранный язык межкультурной коммуникативной компетенции.
Иностранный язык обладает мощным потенциалом личностного развития. Начиная с раннего возраста, он формирует речевую культуру, расширяет образовательные, научные и культурные перспективы личности, приобщает к культурным, научным и техническим мировым достижениям, развивает творческие способности. Овладение иностранным языком необходимо для вовлечения растущей личности в цивилизационные процессы, основывающиеся на национальных и общечеловеческих ценностях.
Не вызывает сомнений приоритетность обучения иностранному языку с раннего возраста. Для учащихся младшего школьного возраста свойственная большая активность, стремление к практической деятельности, хорошая механическая память, что способствует созданию благоприятных условий для обучения иностранному языку. Учет данных факторов способствовал пересмотру подходов к языковому образованию, в частности, определил необходимость перехода на новую, личностно-ориентированную парадигму. На первый план выдвинулись такие подходы как личностно - ориентированный, деятельностный, компетентностный. Данные подходы нацелены на формирование гармоничной целостной личности, предполагая развитие у ребенка коммуникативной компетенции, творческой самостоятельности, формирование осознанного конструктивно - преобразующего характера активности, умение работать в коллективе, воспитание положительного отношения к выполняемой деятельности, к изучению языка и к самому языку.
В связи с этим практические цели языкового образования сформулированы современными учеными как: 1) овладение предметным знанием с использованием двух языков (родного и иностранного); 2) формирование и совершенствование межкультурной компетенции учащихся; развитие коммуникативной компетенции учащихся на родном и изучаемом иностранном языке; 3) развитие у учащихся способности получать дополнительную предметную (внеязыковую) информацию из разных сфер функционирования иностранного языка.
Отметим, что реализация данных целей обеспечит, на наш взгляд, сформированность билингвальной языковой личности учащегося, то есть личности, способной к эффективной коммуникации в иноязычной языковой среде. Как совершенно справедливо отмечают ученые, формирование билингвальной языковой личности возможно только в рамках специальной образовательной среды, которая «обеспечивала бы процессы гуманизации образования, повышения его креативности, создавала бы условия, максимально благоприятствующие саморазвитию личности» [Кречетников].
Опыт формирования билингвальной языковой личности младших школьников, накопленный на базе экспериментальной языковой школы «Big Ben» ФГБОУ ВПО «Пятигорского государственного лингвистического университета» показывает, что одним из условий успешного формирования и развития билингвальной языковой личности является когнитивно – креативная среда. Мы рассматриваем под данным понятием информационно – образовательное пространство, содействующее интеллектуальному и творческому росту младшего школьника, желающего и способного вести эффективную коммуникацию как минимум на двух языках: родном и иностранном. Когнитивно - креативная образовательная среда не только предоставляет возможность каждому обучающемуся развить исходный творческий потенциал, но и пробуждает потребность в дальнейшем самопознании, творческом саморазвитии, формируя у ребенка объективную самооценку. Когнитивно-креативная среда, созданная в языковой школе «Big Ben» позволяет эффективно решать целый ряд задач, в том числе:
1) образовательных: формирование коммуникативной компетенции учащихся младшего школьного возраста; овладение базовыми знаниями английского языка; изучение географических, исторических, культурных реалий.
2) развивающих: развитие познавательных психических процессов у младших школьников, а также формирование творческого и логического мышления.
3) воспитательных: вырабатывание толерантного отношения к культуре и народам англоговорящих стран; повышение мотивации младших школьников к изучению английского языка; воспитание бережного отношения к родному языку через сопоставительный анализ культурных ценностей стран.
Создание в языковой школе «Big Ben» когнитивно - креативной среды для успешного формирования билингвальной языковой личности – заключается, в первую очередь, в неразрывном единстве обучения языковой и страноведческой составляющих, а также в разнообразии форм учебной деятельности, в участии школьников в различных видах деятельности. В основу когнитивно-креативной среды положены следующие принципы:
· современные эффективные методики преподавания;
· соответствие мировым стандартам обучения иностранным языкам;
· коммуникативная направленность;
· систематизация полученных новых знаний, формирование лексико-грамматических навыков и развитие умений по всем видам речевой деятельности (говорение, восприятие на слух, письмо, чтение);
· выявление особенностей межкультурной коммуникации и межкультурных связей, изучение особенностей страны изучаемого языка;
· мониторинг динамики успеха обучающихся посредством регулярного тестирования, обязательный анализ успеваемости и рекомендации по улучшению усвоения иностранного языка;
· гибкая система обучения, открывающая возможности для творчества и самостоятельной работы, способствующая развитию творческого и логического мышления, а также совершенствованию коммуникативных навыков и умению дискутировать и участвовать в обсуждениях;
· принцип учета и опоры на родной язык; использование жизненного и языкового опыта детей в процессе обучения.
Таким образом, в языковой школе создаются благоприятные условия для достижения продуктивной гуманистической и культуросообразной модели языкового образования, обладающей высоким качеством и эффективностью, учитываются когнитивные аспекты овладения языком и культурой стран изучаемого языка, формируется уважительное отношение к другим языкам и культурам.
Языковая школа «Big Ben» предоставляет ученикам широкие возможности для самоорганизации и самораскрытия, поддерживает индивидуальность учащихся и их потребности в преобразующей (креативной) деятельности, развивает билингвальные и речемыслительные способности учащихся. Как показывает анализ психолого-педагогическим источников, в современном образовании ведущая роль принадлежит языкам – носителям культуры. Мы считаем, что невозможно сформировать у учащихся только иноязычную коммуникативную компетенцию, не затрагивая развитие коммуникативной компетенции на родном языке. Школьники практически хорошо владеют родным языком, имеют некоторые сведения из теории родного языка. Знания, умения, навыки учащихся в родном языке помогают овладеванию иностранным языком. Так, например обучению чтению и письму не было бы эффективным, если бы обучаемые не владели этими навыками на родном языке. С другой стороны, нормы родного языка расходятся с нормами иностранного языка, тем самым, оказывая тормозящее воздействие на овладение иностранным языком. Практическое овладение иностранным языком является процессом преодоления традиционных норм родного языка, процессом формирования связи между мышлением и иностранным языком. Путем объяснения, сопоставления, сравнения, демонстрации способов действия и тренировки во всех видах деятельности педагоги ЯШ «Big Ben» максимально снижают интерферирующее влияние родного языка, помогают преодолевать возникающие трудности.
За счет взаимосвязанного использования двух языков в качестве средства образовательной деятельности повышается и расширяется общий коммуникативный потенциал учащихся, развивается познавательный интерес, обогащается их внутренний мир, происходит личностный рост и духовное совершенствование на базе новой культуры в ее диалоге с родной.
Когнитивно-креативная среда языковой школы «Big Ben», выступающая эффективным механизмом формирования билингвальной языковой личности, представляет собой интегрированную модульную программу, призванную активизировать потенциальные возможности младшего школьника [Григорьева, Ширяева, 2012: 197]. Она включает следующие взаимосвязанные модули: грамматика + фонетика - «Граммофон», чтение – «Reading Hall», говорение - «Speaking Spot», страноведение - «Culture Land», хореография - «Dance Club», ремесла - «Master City». Все модули программы «Веселый английский» вносят свой вклад в достижение цели, являясь ступенькой на пути к формированию билингвальной языковой личности младшего школьника. При этом отметим, что каждый из модулей призван решить ряд практических задач, а игровое моделирование и интерактивная деятельность являются ключевыми факторами развития всех видов речевой деятельности в языковой школе «Big Ben».
Отметим, что, в целом, отбор используемых в языковой школе «Big Ben» аутентичных учебно-методических материалах производится с учетом таких требований, как аутентичность, информативность, проблемность, насыщенность социокультурными сведениями, доступность и посильность как в отношении языковой формы, так и смыслового содержания, соответствие жизненному и языковому опыту обучаемых. Также соблюдаются критерии отбора и организации учебного материала, позволяющие выделить основные лексические и речевые единицы, наиболее полноценно обслуживающие ситуации общения.
Остановимся на одном из аспектов обучения иностранному языку, а именно говорении. Обучение говорению является сложным и трудоемким процессом. Ни один вид языковой деятельности не требует для своего становления столько тренировок, сколько это нужно для формирования навыка говорения. При обучении говорению в рамках модуля «Speaking Spot» младшие школьники овладевают навыками спонтанной или подготовленной диалогической речи в рамках изучаемых тем с адекватной реализацией коммуникативного намерения, учатся вести диалог - обсуждение; диалог - расспрос; диалог - побуждение к действию, а также создавать речевые сообщения. Отметим лишь некоторые упражнения, способствующие, на наш взгляд, развитию навыков и умений говорения: вопросно-ответная беседа преподавателя с учащимися; пересказ содержания картинки, или серий картинок; пересказ на иностранном языке текста, изложенного на родном языке с обязательным использованием определенных лексических единиц; составление рассказов по группе слов и т.л. При обучении всем видам речевой деятельности, и говорению, в частности, важную роль в поддерживании креативно-когнитивной среды выполняют игровые пособия. Первый вид пособий – это обиходные предметы, которые выдаются учащимся для использования в конкретных речевых ситуациях, например, шляпа, сумка, рюкзак. Конечно, наличие подобных предметов необязательно, так как всегда можно изобразить действия с этими предметами с помощью пантомимы. Однако, как показывает опыт языковой школы «Big Ben», использование наглядных предметов является эффективным средством в обучении иностранному языку. Мы полностью разделяем мнение российского ученого Г. А. Китайгородской о том, что «манипуляции с предметами, отвлекая внимание учащихся от произвольного поиска языковых средств высказываний, от сознательного речеконструирования, стимулируют спонтанное высказывание, ибо именно спонтанность ведет к речетворчеству» [Китайгородская, 2009: 124]. Другой вид пособий – собственно игры. В младшем школьном возрасте игровая деятельность все еще остается одним из основных видов деятельности. При обучении иностранному языку игры способствуют созданию естественных для этого возраста речевых ситуаций, реализуют стремление школьников к активной практической деятельности на языке. Они в определенной степени заменяют языковые упражнения, используемые в традиционном обучении. Игра выступает в роли упражнения, обеспечивая многократное повторение одного и того же речевого образца или языковой единицы в условиях высокой эмоциональной напряженности. Раскрепощенность, азарт, интерес, свойственные любой игре, а также определенный объем отрабатываемого материала – все это делает игры эффективным средством обучения говорению. Таким образом, обучение говорению является эффективным при соблюдении следующих принципов: активизация учащихся путем создания естественных речевых ситуаций; наглядность в подаче материала; прочность в овладении навыками и умения говорения; учет возрастных особенностей.
Подводя итог сказанному, отметим следующее. Главной характерной чертой обучения иностранному языку в условиях когнитивно-креативной среды следует считать практическую (речевую) направленность. Опыт билингвальной программы «Веселый английский», разработанной и реализуемой нами в экспериментальной языковой школе ПГЛУ «Big Ben» показывает, что успешное формирование билингвальной языковой личности возможно в когнитивно – креативной среде на основе диалога культур за счет интегрированного использования различных видов деятельности на двух языках в условиях тесной взаимосвязи различных учебных аспектов. Как результат, повышается и расширяется общий коммуникативный потенциал учащихся, развивается познавательный интерес, происходит их личностный рост и духовное совершенствование на базе иноязычной культуры в ее диалоге с родной.
Библиографический список
1. Беляев, Б. В. О соотношении языка и речи в процессе обучения иностранному языку / Б.В.Беляев // Иностранные языки в школе. – М., 2011. – № 8. – С.3-10.
2. Иванова, О. Н. Обучение чтению на английском языке в старших классах якутской школы: базовый уровень: дисс. … канд.пед.наук / О.Н.Иванова. – М., 2009. – 170 с. [Электронный ресурс]. – URL: http://www.dissercat.com (дата обращения 3.08.2013)
3. Григорьева, А. В., Ширяева, Т. А. Модульная система как фактор оптимизации подготовки учащихся к сдаче стандартизированных экзаменов (на примере английского языка) / А.В.Григорьева, Т.А.Ширяева // Вестник Пятигорского государственного лингвистического университета. – Пятигорск, 2012. – № 3. – С. 197-199.
4. Карпова, Л. И. Формирование коммуникативной грамматической компетенции в неязыковом вузе: На материале английского языка: дисс. …канд.пед.наук / Л.И.Карпова. – Волгоград, 2005. - 260 с. [Электронный ресурс]. – URL: http://www.dissercat.com (дата обращения 11.05.2013).
5. Китайгородская, Г. А. Интенсивное обучение иностранным языкам. Теория и практика: учебно-методическое пособие / Г.А.Китайгородская. - М.: ВШ; Научно-образовательный центр «Школа Китайгородской». –2009. – 277с.
6. Концепция долгосрочного социально-экономического развития Российской Федерации на период до 2020 года [Электронный ресурс]. –URL: http://www.smolin.ru/odv/reference-source/2008-03.htm (дата обращения 18.03.2013).
7. Кречетников, К. Г. Креативная образовательная среда на основе информационных и телекоммуникационных технологий как фактор саморазвития личности [Электронный ресурс]. –URL: http://www.eidos.ru/journal /2004/0622-10.htm (дата обращения 5.04.2013).
8. Павлова, Ю. В. Коммуникативные стратегии привлечения внимания невербальными средствами: гендерный аспект / Ю.В.Павлова // Вестник Пятигорского государственного лингвистического университета. – Пятигорск, 2017. – № 1-2. – С. 84-88.
9. Семенова, Ю. Л. Формирование билингвальной коммуникативной компетенции учащихся гимназии в условиях диалога культур: Автореф. дисс….канд.пед.наук / Ю.Л.Семенова. - Нижний Новгород, 2012. – 27 с.
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КОНЦЕПТУАЛЬНЫЕ ОСНОВЫ МЕТОДИЧЕСКОГО ПОСОБИЯ "ЛИНГВОРИТОРИКА: САМОПРОЕКТИРОВАНИЕ СИЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (СХЕМЫ, ТАБЛИЦЫ, АЛГОРИТМЫ, САМОНАСТРОИ)"
ВОРОЖБИТОВА АЛЕКСАНДРА АНАТОЛЬЕВНА
1 Сочинский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 21 Год: 2016 Страницы: 80-83
УДК: 37
ЖУРНАЛ:
ЛИНГВОРИТОРИЧЕСКАЯ ПАРАДИГМА: ТЕОРЕТИЧЕСКИЕ И ПРИКЛАДНЫЕ АСПЕКТЫ
Издательство: Сочинский государственный университет (Сочи)
ISSN: 2307-6364
КЛЮЧЕВЫЕ СЛОВА:
ЛИНГВОРИТОРИЧЕСКАЯ (ЛР) ПАРАДИГМА, LINGUISTIC AND RHETORICAL PARADIGM, ГОТОВНОСТЬ К РЕЧЕВОМУ САМОСОВЕРШЕНСТВОВАНИЮ, READINESS FOR SPEECH UPDATING, SOCHI LINGUISTIC & RHETORICAL SCHOOL, LINGUISTIC PERSONALITY, ITS COMPONENTS, CRITERIA OF READINESS
АННОТАЦИЯ:
Охарактеризованы концептуальные основы методического пособия «Лингвориторика: самопроектирование сильной языковой личности (схемы, таблицы, алгоритмы, самонастрои)», которое может быть использовано при изучении вузовских дисциплин речеведческого цикла, в системе дополнительного профессионального образования.
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Введение. Цель работы – охарактеризовать значимые для дисциплин культурноречевого цикла
методические материалы, которые представлены нами в методическом пособии «Лингвориторика:
самопроектирование сильной языковой личности (схемы, таблицы, алгоритмы, самонастрои) (авт.-
сост. А.А. Ворожбитова. – Сочи: РИЦ ФГБОУ ВО «СГУ», 2016. – 84 с.). Предложенные методические
разработки носят личностно ориентированный и проективно-мировоззренческий характер, что
необходимо при изучении вузовских речеведческих дисциплин в рамках компетентностных моделей
будущего специалиста, реализуемых Федеральными государственными образовательными стандартами
(ФГОС) нового поколения. Это такие дисциплины, как «Культура речи», «Русский язык и культура
речи», «Русский язык, культура речи и делового общения», «Культура речи и деловое общение»,
«Риторика», «Педагогическая риторика» и т.п., а также программы дополнительного профессионального
образования (ДПО), как одноименные, так и более углубленные и специализированные: «Деловая
коммуникация», «Лингвориторика: основы речевого самосовершенствования» и др.
Материалы и методы. Материалом послужили учебные и методические работы по дисциплинам
речеведческого цикла, результаты практики преподавания культуры речи и риторики в высшей школе;
методы – аналитическое сопоставление, моделирование, обобщение, концептуальный синтез,
интегративный лингвориторический подход.
Обсуждение. Концептуальная информация подается в пособии преимущественно в форме таблиц,
схем, перечней, алгоритмов, самонастроев и сопровождается достаточным количеством вопросов и
практических заданий. Благодаря ярко выраженной мировоззренческой и воспитательной
направленности предложенные материалы выступают в качестве пускового механизма систематической
и заинтересованной самоподготовки обучающегося в области русской речемыслительной культуры. Они
призваны активизировать его мотивационно-волевые ресурсы, сформировать основы готовности к
речевому самосовершенствованию и тем самым заложить фундамент сознательного становления
студента в качестве профессиональной языковой личности, сильной языковой личности диалогического,
демократического, поликультурного типа. Такая личность обладает высокой лингвориторической (ЛР)
80
компетенцией, которая необходима «в зонах повышенной речевой ответственности» (А.К. Михальская),
т.е. в сферах профессиональной деятельности, тем или иным образом связанных со словом.
Эффективность деловой коммуникации объективно обусловлена тем, насколько качественно специалист
осуществляет разнообразные речевые поступки на уровнях языковых операций, текстовых действий и
коммуникативной деятельности в разных регистрах, режимах, формах речевой коммуникации.
Интегральная ЛР компетенция складывается из лингвистических и риторических компонентов и в
совокупности позволяет субъекту речевой коммуникации эффективно создавать и воспринимать
письменные тексты и устный дискурс разных типов, стилей и жанров речи.
Цель методического пособия – сформировать у обучающегося готовность к речевому
самосовершенствованию в качестве профессиональной языковой личности.
Задачи обусловлены основными компонентами готовности к речевому самосовершенствованию.
Соответственно, у обучающегося как языковой личности целенаправленно формируются:
– положительная мотивация, опыт эмоционально-ценностного отношения к процессу и результату
речевого самосовершенствования в качестве профессиональной языковой личности (мотивационно-волевой
компонент готовности);
– система знаний и представлений, составляющих информационно-мировоззренческую основу
формирования речемыслительной культуры (информационно-содержательный, или когнитивный,
компонент готовности);
– комплекс умений и навыков, образующих операционально-деятельностную основу готовности к
речевому самосовершенствованию (операционально-деятельностный, или прагматический, компонент
готовности);
– повседневный опыт речевого самосовершенствования, накапливаемый на базе осознанного
намерения следовать идеалу профессиональной языковой личности, при выполнении заданий в
методически организованных речевых ситуациях и в ходе социального взаимодействия в рамках
естественных речевых событий разных типов (эмпирический компонент готовности).
Критериями уровня сформированности готовности обучающегося к речевому
самосовершенствованию выступают:
1) ценностно-ориентационный – ориентация в процессе личностного самопроектирования и
формирования эмоционально привлекательной Я-концепции в области речемыслительной культуры
(русский язык, иностранные языки) на ценности, нормы и требования отечественного ЛР идеала,
профессионального речевого идеала специалиста;
2) мотивационно-самооценочный – максимально объективная самооценка своих качеств как
языковой личности, коммуникативных качеств собственной речи, наличных умений речевой
деятельности в монологическом и диалогическом режимах, продуктивном, репродуктивном и
рецептивном регистрах, устной и письменной формах речевой коммуникации в критериальной сетке ЛР
идеала специалиста;
3) теоретико-практический – овладение необходимыми знаниями, умениями, навыками по
дисциплинам, изучаемым в рамках ППК, творческое усвоение их содержания, применение в практике
своей речемыслительной деятельности;
4) профессионально-коммуникативный – способность к повседневной рефлексии специалиста над
процессом и результатами своих социальных взаимодействий в профессиональной сфере в рамках
речевых событий различных типов на основе норм и требований ЛР идеала; наличие индивидуального
плана речевого самосовершенствования и его систематическое выполнение.
Основы готовности к речевому самосовершенствованию в качестве профессиональной языковой
личности должны закладываться у каждого обучающегося с первых шагов изучения дисциплин
речеведческого цикла. Это необходимо для формирования действенной психологической установки на
самопроектирование будущего специалиста в рамках компетентностной модели ФГОС того или иного
направления и профиля профессиональной подготовки. Искомая готовность включает в себя следующие
основные знания и умения:
1. Система базовых понятий концептуально-методологического характера:
– понятия о языке, речи, речевой деятельности и ее видах, монологическом и диалогическом
режимах, продуктивном и рецептивном регистрах, устной и письменной формах коммуникации;
– понятия о речевом событии, речевой ситуации, речевом поступке, риторике как науке и
искусстве эффективной (целесообразной, воздействующей, гармонизирующей) речи, классическом
риторическом каноне;
– понятия о языковой личности и ее ЛР компетенции, речемыслительной культуре, об ораторе и
аудитории, публичном выступлении и специфике его подготовки, речевом этикете, беседе, споре,
дискуссии, полемике;
– понятия о ЛР идеале, его доминантах (благо – добро, мысль – истина, красота – гармония),
типологии речевых идеалов античной эпохи и современности, о сущностных признаках отечественного,
американизированного, советского речевых идеалов, о специфике идеальной модели современного
российского специалиста как профессиональной языковой личности.
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2. Система знаний-критериев:
– знание признаков и образцов речевой деятельности, адекватной ценностям и нормам ЛР идеала
современного российского специалиста как профессиональной языковой личности;
– знание норм, правил, законов риторически грамотного речевого поведения и общения,
выкристаллизовавшихся в качестве универсальных в европейской речемыслительной традиции и
реализующих ЛР идеал Сократа, Платона, Аристотеля, модернизированный в рамках современной
лингвопрагматики и управленческой риторики;
– знание личностных качеств ритора, востребованных с точки зрения современного
отечественного ЛР идеала и профессиональных требований, предъявляемых к речи специалиста;
– знание коммуникативных качеств речи лингвистической природы (правильность, чистота,
точность, логичность, богатство, выразительность и др.) и собственно риторического характера
(содержательность, доступность, коммуникативная целесообразность, смысл и добро, в триединстве
выраженные в слове);
– знание критериев и показателей эффективной (целесообразной, воздействующей,
гармонизирующей) и неэффективной коммуникации, в том числе профессиональной, обусловленных
соблюдением/несоблюдением норм и требований современного ЛР идеала и др.
3. Комплекс умений и навыков ориентационного характера:
– вычленять и систематизировать внешние признаки речевого взаимодействия в критериальном поле
идеальной модели профессиональной языковой личности;
– идентифицировать коммуникативные ситуации по внешним признакам;
– дифференцировать основные элементы коммуникативного поля, прогнозировать речевое
поведение предполагаемых партнеров по общению и др.
4. Комплекс умений и навыков проективного характера:
– определять цели и смысл речевого общения, логику и общую структуру коммуникативного
процесса с позиций реализации в своей речевой деятельности ЛР идеала специалиста;
– моделировать стратегию и тактику коммуникативного взаимодействия в рамках предстоящего
речевого события, адекватные ценностям, нормам и требованиям ЛР идеала специалиста;
– моделировать возможные варианты развития речевой ситуации и способы решения
коммуникативных задач в соответствии с постулатами ЛР идеала специалиста;
– планировать мизансцены речевого общения и его оптимальные алгоритмы на основе
критериальной сетки ЛР идеала специалиста и др.
5. Комплекс умений и навыков тактического (психориторического) характера:
– анализировать свои личностные и собственно речевые качества в ценностном поле ЛР идеала
специалиста;
– объективно оценивать с тех же позиций качества партнеров по коммуникации;
– прогнозировать нежелательные отклонения в коммуникативном взаимодействии;
– оперативно выявлять допущенные ошибки;
– корректировать цели и содержание, способы и приемы речевого общения;
– регулировать собственные психологические состояния и эмоциональные реакции,
детерминирующие качество речевой деятельности и др.
Таким образом, ЛР основы речевого самосовершенствования будущего специалиста, представленные
в методическом пособии, имеют теоретико-операциональный и сопоставительно-аналитический, а также
самопроектировочный и воспитательно-мировоззренческий характер.
Освоение предлагаемых методических материалов закладывает основы дальнейшего
самообразования и самосовершенствования в области речемыслительной культуры, формирование
которой происходит на протяжении всей жизни творческой языковой личности.
Методическое пособие включает следующие разделы, подразделы, темы:
Раздел 1. Профессиональная языковая личность: стартовая самодиагностика.
Я есмь языковая личность. Анкета 1.
Исследуем речевые качества. Анкета 2.
- Самооценка речевых качеств. - Оценка речевых качеств окружающих.
Раздел 2. Лингвориторические основы речевого самосовершенствования специалиста.
Язык – речь – речевая деятельность – речевое событие.
Стилистическая дифференциация языка и речи.
Языковая личность – центр гуманитарного пространства.
Самонастрой 1 «Мое повседневное речевое самосовершенствование».
Риторика: базовые категории.
Риторика и психолингвистика: соотношение понятий.
Оратор как этически ответственная языковая личность.
Интегральная лингвориторическая компетенция языковой личности.
Механизмы реализации лингвориторической компетенции.
Культура речи: значения термина.
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Коммуникативные качества речи – «графы в паспорте» языковой личности.
Лингвориторическая культура языковой личности и типология ошибок речи.
Культура рецептивной речемыслительной деятельности: аудирование, чтение.
Цели речевой рецепции и типы информации.
Эффективное аудирование: теоретические основы.
Самонастрой 2 «Я слушаю эффективно».
Культура чтения как рецептивного вида речевой деятельности.
Самонастрой 3 «Я читаю профессионально».
Культура продуктивной речемыслительной деятельности: говорение, письмо.
Параметры оценки публичного выступления и саморекомендации опытного оратора.
Алгоритм начинающего оратора. Практика ораторского искусства: самотренинг.
Развитие акционального механизма устной речи.
Акустическое поведение профессиональной языковой личности.
Самонастрой 4 по развитию акционального механизма (говорение) «Я говорю профессионально».
Техника речи: дыхание, голосоведение, дикция.
Монологический режим речевой коммуникации.
Основы самоформирования текстовой субкомпетенции (таблица).
Функционально-смысловые типы текста (таблица).
Сочинение-миниатюра: алгоритмизация в параметрах речевого события.
Диалогический режим речевой коммуникации.
Типология и технология спора.
Развитие акционального механизма письменной речи.
Самонастрой 5 по развитию акционального механизма (письмо) «Я буду грамотным». Системность
русских орфограмм – основа орфографической зоркости (таблица).
Раздел 3. «Идеальная модель» современного специалиста как профессиональной языковой
личности.
Речемыслительная культура личности: пути самосовершенствования.
Теоретические направления и подходы к речевому самосовершенствованию (лингвистический,
психолингвистический, лингвориторический).
Речевой идеал – критерий риторической теории и практики. Категория лингвориторического идеала.
Самонастрой 6 «Языковая личность в параметрах отечественного православного речевого
идеала».
Лингвориторическое образование как инновационная педагогическая система.
Стратегия лингвориторического образования. Тактика лингвориторического образования.
«Русский язык» как учебный предмет в его соотношении со структурой языковой личности
(таблица).
«Идеальная социокультурная модель» российского специалиста ХХI века: ЛР идеал
профессиональной языковой личности.
Самонастрой 7 «Лингвориторическая программа самосовершенствования профессиональной
языковой личности».
Лингвориторика «Пророка» А.С. Пушкина: становление идеальной языковой личности.
Вопросы и задания для самоконтроля актуализируют все компоненты готовности к речевому
самосовершенствованию, прежде всего, мотивационно-рефлексивный, например:
– «Какова стратегическая цель вводного по отношению к остальным речеведческим дисциплинам
курса «Лингвориторика: самопроектирование сильной языковой личности»? Какие частные задачи его
изучения можно выделить, какие из них личностно значимы для Вас?»;
– «На основе самоанализа с учетом предложенных анкет и вопросов составьте свой полный
автопортрет как языковой личности. Каким профессиональным критериям не удовлетворяют те или
иные полученные характеристики?»;
– «Составьте личный перспективный план речевого самосовершенствования с указанием временных
рамок и конкретных действий: на текущий семестр; с детализацией по семестрам до конца вузовского
обучения; в рамках дальнейшей профессиональной деятельности».
Заключение. В целом проектная основа ЛР образования как инновационной педагогической
системы обусловлена следующими принципами: социокультурной детерминированности, научной
интеграции, антропоцентризма, гармоничного сочетания традиции и инновации, ступенчатого
моделирования, содержательной модернизации на межпредметной основе, ЛР технологизации, веерной
разновозрастной апробации.
---
Библиография
Лингвориторика: самопроектирование сильной языковой личности (схемы, таблицы, алгоритмы,
самонастрои): метод. пособие по дисциплинам «Культура речи», «Русский язык и культура речи»,
«Русский язык, культура речи и делового общения», «Риторика», «Педагогическая риторика» / авт.-сост.
А.А. Ворожбитова. – Сочи : РИЦ ФГБОУ ВО «СГУ», 2016. – 84 с.
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УДК 378
КОНЦЕПТЫ РУССКОЙ ПРАВОСЛАВНОЙ
ЯЗЫКОВОЙ КАРТИНЫ МИРА КАК ОСНОВА
ФОРМИРОВАНИЯ КУЛЬТУРНОЙ
КОМПЕТЕНЦИИ ЛИЧНОСТИ СТУДЕНТА
Фисенко Инна Евгеньевна
к.филол.н., доцент
Коноваленко Татьяна Георгиевна
к.филол.н., доцент
Южно-Российский государственный университет
экономики и сервиса, Шахты, Россия
В статье поднимается актуальная проблема
формирования культурных компетенций в рамках
компетентностного подхода, положенного в основу
новых государственных образовательных
стандартов. По мнению авторов, основой процесса
формирования культурных компетенций является
освоение студентами ключевых концептов русской
православной языковой картины мира
Ключевые слова: КОМПЕТЕНТНОСТНЫЙ
ПОДХОД, КУЛЬТУРНАЯ КОМПЕТЕНЦИЯ,
ЛИНГВОКУЛЬТУРОЛОГИЯ, КОНЦЕПТ,
ПРАВОСЛАВНАЯ ЯЗЫКОВАЯ КАРТИНА МИРА
UDC 387
CONCEPTS OF THE RUSSIAN ORTHODOX
LINGUISTIC PICTURE OF THE WORLD AS
THE BASIS FOR THE FORMATION OF
CULTURAL COMPETENCE OF STUDENT’S
PERSONALITY
Fisenko Inna Evgenievna
Cand.Philol.Sci., associate professor
Konovalenko Tatiana Georgievna
Cand.Philol.Sci., associate professor
South-Russia State University of Economics and
Service, Shakhty, Russia
The article deals with an urgent problem of the
formation of cultural competencies within the
competency approach that forms the basis of the new
state educational standards. According to the authors,
the basis of the formation of cultural competency is the
assimilation by the students the key concepts of the
Russian Orthodox linguistic world
Keywords: COMPETENCE APPROACH,
CULTURAL COMPETENCE, LINGUISTICS,
CONCEPT, ORTHODOX LANGUAGE MODEL OF
THE WORLD
Вхождение России в мировое образовательное пространство привело
к значительным изменениям в требованиях к процессу и результатам
подготовки профессионально-компетентных, конкурентоспособных
специалистов. Четкое и ясное осознание того, что упущено и что
необходимо наверстать, привело к тому, что знаниевая модель образования
сменилась компетентностным подходом, суть которого заключается в
перемещении акцентов с совокупности знаний, обретаемых в процессе
обучения, на формирование готовности выпускника вуза использовать весь
свой потенциал (знания, умения, опыт и личностные качества) для
успешной деятельности в определенной профессиональной области.
Предполагается, что позитивным итогом такого преобразования станет
переход от содержания к результатам, от знаний к развитию личности.
Сформировавшийся подход претендует на роль концептуального стержня
современной образовательной политики.
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В качестве одной из ведущих педагогических теорий концепция
компетентности рассматривает субъект образования как личность,
«владеющую не только знаниями, профессионализмом, высокими
моральными качествами, но и умеющую действовать адекватно в
соответствующих обстоятельствах, применяя свои знания» и способную
взять на себя ответственность за результаты деятельности [1].
Необходимо уточнить, что под компетентностью понимается
способность и готовность личности к выполнению деятельности,
заключающейся в понимании сути решаемых задач и разрешаемых
проблем, в активном владении лучшими достижениями, в умении
подбирать способы действия, адекватные конкретным условиям места и
времени, в чувстве ответственности за результаты [2]. Именно такой
компетентностный подход лег в основу новых государственных
образовательных стандартов, определивших перечень и содержание
компетенций, которыми должен овладеть студент в процессе обучения в
высшем учебном заведении и которые станут составляющими его
профессиональной компетенции.
Совершенно очевидно, что только предметными знаниями
формирование профессиональной компетентности исчерпано быть не
может, так как средства специальных предметов не могут обеспечить
развитие некоторых компетентностей, к примеру, коммуникативной,
информационной, обще- и межкультурной и т.д., составляющих
ценностно-смысловую сферу личности. Тем не менее, в современной
высшей школе уже наметился перекос в сторону сугубой прагматичности
и технократичности образования. Его задача постепенно сводится
единственно к удовлетворению потребностей людей реализовать себя в
жизни. Повсеместным становится утверждение, что образование должно
целиком соответствовать только рыночной экономике. По мнению Б.Н.
Тарасова, изложенному в статье «Значение гуманитарного знания в
Научный журнал КубГАУ, №81(07), 2012 года
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современном образовательном процессе», подобные требования являются
опасными, потому что «сама рыночная экономика не может быть высшим
началом и повышения благосостояния граждан, и экономической
эффективности. Это лишь средство для более высокой цели» [3]. Подобное
мнение в развернувшихся педагогических дискуссиях высказывают и
другие ученые: И.А. Зимняя, В.С. Сенашенко, В.А. Кузнецова, В.С.
Кузнецов, Н.Г. Багдасарьян, Е.А. Гаврилина [4 – 7]. В этих условиях
сверхзадачей любого (не только гуманитарного) образования должно стать
формирование не просто компетентностной функции, а духовной
личности, обладающей профессиональной культурой и социальной
ответственностью.
Современные средства связи, политическая система и экономические
возможности создают прекрасные предпосылки для диалога внутри одной
и в рамках разных культур, основанного на взаимном интересе и
уважении. Но, к сожалению, мы все чаще сталкиваемся с конфликтом
культур, принимающим порой крайние формы, разрушением института
семьи, дехристианизацией жизни, порождающей этический вакуум и
духовную пустоту, и, как следствие, формирование эгоцентрической
личности с потребительским отношением к окружающим. Причина этих
явлений – расшатывание традиционных ценностей.
Так, по нашим наблюдениям, ценностными ориентирами для
сегодняшних первокурсников становятся атрибуты «красивой жизни», что
приводит к подмене основополагающих понятий православной культуры.
Синонимами к слову амбиция, по мнению студентов, являются
целеустремленность, настойчивость, и в результате, понятие
амбициозность начинает восприниматься и тиражироваться как
положительная характеристика лица, а о том, что такое целомудрие, знают
не более 20%.
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Увы, мы крайне редко даем нашим детям пример жизни, достойный
подражания, их читательский опыт очень скромен, а качество литературы
определяется словами «легкое чтиво». СМИ и киноиндустрия не ставят
перед собой цели развития культуры личности. Сегодня одним из главных
недостатков обучения оказывается то, что кругозор специалиста,
прекрасно разбирающегося в соответствующей сфере производства,
оказывается довольно узким, зачастую недостаточным для осуществления
практической деятельности в современных условиях, успешного
вхождения выпускника в широкий социокультурный контекст. Но такие
задачи необходимо должно ставить и решать сегодняшнее образование в
контексте формирования культурной компетентности личности. Речь идет
о совокупности систематических знаний и представлений, позволяющих
человеку обрести аргументированное мировоззрение, систему
традиционных духовных ценностей, овладеть критерием различения добра
и зла, умением ориентироваться в современном социуме. Отталкиваясь от
определения культуры, данного Д.С. Лихачевым в работе «Русская
культура»: «Культура – это святыни народа, святыни нации», – можно
сказать, что личность, обладающая культурной компетентностью, – это
личность, воспринявшая святыни народа [8].
Историк и культуролог А.Я. Флиер [9] в сложном феномене
культурной компетентности личности выделяет четыре структурные
составляющие:
- компетентность по отношению к институциональным нормам
социальной организации – основным социальным институтам,
экономическим, политическим, правовым и конфессиональным
структурам, учреждениям, установлениям и иерархиям; этот уровень
компетентности обеспечивается в основном специализированными
учебными дисциплинами общеобразовательного цикла – экономикой,
политологией, правоведением, обществоведением;
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- компетентность по отношению к конвенциональным нормам
социальной и культурной регуляции – национальным и сословным
традициям, господствующей морали, нравственности, мировоззрению,
ценностям и оценочным критериям, нормам этикета, обеспечивается в
учебном процессе в основном такими дисциплинами, как история.
философия, социология, этнология, искусствознание, этика, эстетика и др.;
- компетентность по отношению к кратковременным, но
остроактуальным образцам социальной престижности – моде, имиджу,
стилю, символам, регалиям, социальным статусам, интеллектуальным и
эстетическим течениям и пр.; обучение компетентности такого рода, как
правило, растворено в элементах многих гуманитарных дисциплин, но
может быть обеспечено и специальными факультативными курсами;
- компетентность, выраженная в уровне полноты и свободы владения
языками социальной коммуникации – естественным разговорным (устным
и письменным), специальными языками и социальными
(профессиональными) жаргонами, языками принятых в данном обществе
этикета и церемониала, политической, религиозной, социальной и
этнографической символикой, семантикой атрибутики престижности,
социальной маркировки и пр.; знания в этой области учащимся дают,
прежде всего, дисциплины лингвофилологического и исторического
циклов.
Таким образом, формирование той составляющей культурной
компетентности, которая выражается в уровне полноты и свободы
владения языками социальной коммуникации, предполагает владение
естественным языком, прежде всего родным, и культурой речи, знаниями в
области политики, религии, социального устройства современного
общества. Эту задачу в полной мере, да и другие в большей степени –
компетентность по отношению к институциональным нормам социальной
организации, компетентность по отношению к конвенциональным нормам
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социальной и культурной регуляции, компетентность по отношению к
кратковременным, но остроактуальным образцaм социальной
престижности – можно эффективно решать в рамках
лингвокультурологии.
«Лингвокультурология – это новая филологическая дисциплина,
которая изучает определенным образом отобранную и организованную
совокупность культурных ценностей, исследует живые коммуникативные
процессы порождения и восприятия речи, опыт языковой личности и
национальный менталитет, дает системное описание языковой «картины
мира» и обеспечивает выполнение образовательных, воспитательных и
интеллектуальных задач обучения…» [10]. Современная лингвистика,
характеризующаяся большим исследовательским интересом к проблемам
взаимодействия языка и культуры, сформировала представление о
языковой картине мира как о «совокупности представлений о мире,
заключенных в значении разных слов и выражений данного языка» [11].
Основу национально-языковой картины мира образуют концепты,
связанные, как правило, с глубинными пластами национальной культуры и
понятные в той или иной степени каждому носителю определенного языка.
Концепты являются «результатом столкновения словарного значения
слова с личным и народным опытом человека» [8], поэтому их системный
анализ позволяет обнаружить специфически национальные представления
о фактах языка, определить степень соотношений языка и личности,
личности и народной культуры.
В неязыковом вузе эту задачу можно решать в рамках дисциплины
«Русский язык и культура речи», включая в занятия материал
лингвокультурологии, раскрывающий содержание концептов русской
языковой картины мира.
Безусловно, ключевыми для русской культуры концептами являются
те, которые связаны с православием. Православная этика сформировала
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совершенно новую (по сравнению с нерелигиозным мировоззрением)
ценностную картину мира, в основе которой лежат духовные ценности и
нормы. При этом предложенная система ценностей находит отражение как
в специфически религиозных толкованиях, так и в «наивном» восприятии,
которое сформировано практически у любого носителя русского языка, но
в весьма поверхностных представлениях. К числу основополагающих
концептов православной языковой картины мира относятся концепты
«вера», «покаяние», «любовь», «смирение», «терпение», «милосердие»,
«гордость», «гнев». Содержание этих концептов в сознании современных
носителей языка размыто, приблизительно, неточно, а нередко оно
раскрывается в отрицательных категориях. Яркой иллюстрацией
несоответствия содержания православных концептов их именам в
сознании молодежи являются факты, изложенные в статье Марии
Наумовой «Гарри Поттер против Ивана-царевича» [12]: для 40% учащихся
такие свойства характера человека как жалость, совестливость, смирение,
терпение, честность – это, скорее, отрицательные качества, являющиеся
характеристиками личности слабой, нежизнеспособной, в то время как в
результате опросов выясняется, что многие ребята посещают храмы, чтобы
помолиться о здоровье близких, раскаяться в дурных поступках.
Хорошие возможности для формирования правильной
интерпретации ключевых православных концептов в сознании студентов в
контексте развития культурной компетенции личности открываются на
занятиях по русскому языку и культуре речи. По нашим наблюдениям,
содержание этих краеугольных для русского сознания концептов
значительно эффективнее для формирования ценностного отношения
раскрывать не столько через знакомство с толкованиями словаря, сколько
методом контекстуального анализа, предлагая заранее подобранные
фрагменты текста с исследуемым концептом. Например, следующие,
позволяющие выявить содержание концепта «смирение»:
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И потому, наверное, ничего иного, кроме пресловутого колеса, то
красного, то чёрного, вообразить не умеют. Лишь смирение осеняет
прозрением. И потому, наверное, Милий Алексеевич узрел иероглиф
истории в давешних огромных восьмёрках, обозначенных шпилями и
колокольнями в свитках клубящихся туч. Юрий Давыдов. Синие тюльпаны
(1988-1989)
Счастьем была работа ― пускай урезанная, но мерцавшая
проблесками успеха ("врачу, исцелися сам"). Счастьем было постепенно
овладевавшее мной смирение. "Моя драгоценная персона" мало занимала
меня, и ему, Глебу Евгеньевичу, это нравилось. И. Грекова. Перелом (1987)
Несколько раз братия посещали воинов Итум-Калинского
погранотряда, расположенного в Арьунском ущелье Чеченской республики,
посетили военнослужащих Российского миротворческого контингента в
Абхазии. И везде братии встречали сначала настороженно, но затем не
хотели отпускать, просили как можно чаще навещать их. «Воинское
служение имеет очень много общего с монашескими обетами послушания
и смирения, ― говорит духовник обители игумен Савва. ― Ведь смирение
― это прежде всего мужество, и неудивительно, что многие святые до
принятия монашества были военными». Обитель Преподобного Саввы
Сторожевского (2004) // «Журнал Московской патриархии», 2004.01.26
Пожар успели затушить местные славяне, и за одну ночь они
соорудили новый крест из металлических труб. Кресты здесь рубят,
жгут, взрывают, но они снова поднимаются над Крымом, как в селе
Морское, где жители отлили из стали пятиметровый крест. «Бог учит
нас смирению,―говорит отец Никон. ―Но смирение не значит
унижение. Эти понятия часто путают. Смирить себя, зная свои
недостатки, это достойно. А смириться со злом, которое воинствует
вокруг, это грех». Кому достанется Крым (часть вторая) // Комсомольская
правда, 2007.04.12
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(Источник примеров: Национальный корпус русского языка
[Электронный ресурс] – Режим доступа: http://www.ruscorpora.ru )
Предложенные контексты позволяют не только выявить содержание
концепта «смирение», но и дают представление о ценностной
характеристике этого свойства человеческой личности.
Работу можно продолжить, предлагая подобрать синонимы,
антонимы к лексеме, называющей концепт, составить с ней предложение и
текст, написать сочинение-рассуждение на одну из тем: «Что такое
смирение?», «Современно ли смирение?», «В чем смирение воина
(спасателя, хирурга, сына, матери, инвалида и т.д.)?»
Возвращаясь к определению компетентности как обобщенной
характеристике готовности специалиста использовать свой потенциал для
успешной деятельности в определенной профессиональной области, нельзя
забывать о поведенческих особенностях человека и взаимосвязанной с
ними системе ценностей. Система ценностей, составляющими которой
является отношение к окружающим, в частности к семье, к своей стране,
выступает, таким образом, как интегральная характеристика личности,
определяет нравственный, духовный портрет человека. Переход к
постиндустриальному обществу, основанному на инновационных
технологиях, невозможен без сформированности у людей его созидающих
целого комплекса культурных компетенций, краеугольным камнем
которых является православная ценностная картина мира.
Научный журнал КубГАУ, №81(07), 2012 года
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Литература
1. Гузеева Г. Н. Коммуникативный подход к обучению иностранному языку как
средство развития коммуникативной компетентности у студентов неязыковых
специальностей вузов [Электронный ресурс] / Г.Н. Гузеева. // Эмиссия. Оффлайн./
Электронное научное издание (начно-педагогический Интернет-журнал). - Режим
доступа: http://www.emissia.org/offline/2010/
2. Хуторской А.В. Дидактическая эвристика. Теория и технология креативного
обучения. – М.: Изд-во МГУ, 2003. – 416 с.
3. Тарасов Б. Н. Значение гуманитарного знания в современном образовательном
процессе [Электронный ресурс] / Б.Н. Тарасов // Знание. Понимание. Умение. - Режим
доступа: http://www.zpu-journal.ru/zpu/2007_4/Tarasov/7
4. Зимняя И.А., Боденко Б.Н., Кривченко Т.А., Морозова Н.А. Общая культура
человека в системе требований государственного образовательного стандарта. — М.:
Исследовательский центр проблем качества подготовки специалистов, 2006.
5. Сенашенко В.С. О компетентностном подходе в высшем образовании //
Высшее образование в России, № 4, 2009. – С. 18-24.
6. Сенашенко В.С., Кузнецова В.А., Кузнецов В.С. О компетенциях,
квалификации и компетентности // Высшее образование в России, №6, 2010. – С.18-23.
7. Багдасарьян Н.Г., Гаврилина Е.А. Еще раз о компетенциях выпускников
инженерных программ, или Концепт культуры в компетенциях инженеров // Высшее
образование в России, №6, 2010. – С. 23-28.
8. Лихачев Д.С Концептосфера русского языка // Русская словесность: от теории
словесности к структуре текста: антол. / Ин-т народов России [ и др.]; под общ. ред.
В.П. Нерознака. – М., 1997. – С. 280-287.
9. Флиер А.Я. Культурная компетентность личности: между проблемами
образования и национальной политики // ОНС: Обществ. науки и современность. – М.,
2000. – № 2. –С. 151-165.
10. В.В. Воробьев. О статусе лингвокультурологии // IХ Международный
Конгресс МАПРЯЛ. Русский язык, литература и культура на рубеже веков. Т.2.
Братислава, 1999, С.125-126.
11. Зализняк А., Левонтина И., Шмелев А. Ключевые идеи русской языковой
картины мира. – М., 2005.
12. Наумова Мария. Гарри Поттер против Ивана-царевича // Труд-7, 2004.04.23 /
Национальный корпус русского языка [Электронный ресурс] – Режим доступа:
http://www.ruscorpora.ru
13. Фисенко И.Е., Коноваленко Т.Г. Идея смирения в русской православной
языковой картине мира // Наука в современном обществе: состояние и тенденции
развития: материалы Междунар. науч. конф., (г. Шахты, 18 мая 2011г.) – Шахты:
УДК 371 (07)
С. Д. Пивкин
КОНЦЕПЦИЯ САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ
В РАМКАХ МОДЕЛИ С МЫСЛООБРАЗОВАНИЯ
Ключевые слова: языковая личность, смыслосфера, смыслообразование, межкультурная
коммуникация.
В работе анализируются особенности самореализации языковой
личности, рассматриваемой в рамках модели смыслообразования.
Исследуется смылосфера языковой личности, стремящейся реализовать свой
потенциал в иноязычной речевой деятельности в условиях межкультурной
коммуникации и достичь высоких результатов в своем саморазвитии.
Key words: linguistic personality, semantic sphere, sense forming, intercultural communication.
The paper describes the specific aspects of self fulfillment for a linguistic
personality as studies in the framework of sense forming model. A focus is on
semantic sphere of the linguistic personality aspiring to implement his potential
abilities in foreign language intercultural activities and show an outstanding
outcome in his self development.
Целью данной работы является исследование проблемы самореализации языковой
личности (ЯЛ) в иноязычной речевой деятельности, рассматриваемой сквозь призму
смыслообразования.
Центральное место в разрабатываемой нами концепции занимает языковая
личность, в более точных терминах, вторичная (поликультурная) ЯЛ, феномен которой
обусловил необходимость исследования условий ее развития в иноязычной речевой
деятельности в условиях межкультурной коммуникации.
Языковая личность творит и достигает высоких результатов в своем развитии в
речевой деятельности, точнее в иноязычной речевой деятельности, поскольку, строго
говоря, объектом нашего исследования является вторичная (поликультурная) ЯЛ. Речевая
деятельность, в свою очередь, базируется на твердой основе деятельностного подхода и
процессов общения. Специфические условия профессиональной деятельности ЯЛ
обуславливают ее тесную связь с функционированием языка и культуры в
мультилингвальном сообществе, и эта связь осуществляется в условиях межкультурной
коммуникации. Все перечисленные составляющие несут в себе тот смысл, что имеют
принципиальное значение для саморазвития ЯЛ в единстве всех процессов, и их действие
проявляется в своеобразной смысловой сфере. В ней ЯЛ раскрывается как удивительный
феномен, смысл существования которой состоит в ее стремлении выразить свою
уникальность языковыми средствами (через текст) в «мире-тексте» в условиях
межкультурной коммуникации.
Следует особо выделить, что иноязычная речевая деятельность вторичной
(поликультурной) ЯЛ развивается в условиях межкультурной коммуникации, что
подчеркивает значение культуры и культурных ценностей в процессе ее становления.
Соотношение языка и культуры как системы убеждений и ценностей находит отражение в
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смысловой модели самореализации ЯЛ, ибо носители разных языков влияют на
представление ЯЛ о пестрой языковой картине мира, какой она видится различным
народам, населяющим нашу планету. Язык при таком понимании предстает как
социальный феномен, раскрывающий целый мир иной культуры [1], который особым
образом сказывается на развитии ЯЛ.
Важнейшее место в указанной концепции занимает ценностно-смысловая сфера,
которая наполняет смыслом действия, речевые поступки и жизненную стратегию
сложившейся языковой личности и определяет ее место в объективном мире.
Взгляд на ЯЛ как на идеальное пространство реализации смысла с завершенными
образами, символами и событиями в их желаемом идеальном измерении заставляет нас
обратиться к смыслу как психической реальности.
В психологии смысл рассматривается как категория объективно-субъективная,
поскольку сфера его действия распространяется, с одной стороны, за пределы субъекта и
затрагивает объекты деятельности и осмысления. С другой стороны, смысл входит в
сознание и является его единицей, поскольку осознается и переживается субъектом, в
данном случае ЯЛ. Смысл складывается из многообразия точек зрения субъективного
опыта на предметную реальность, благодаря чему ЯЛ ощущает связь с объективным
миром и понимает, что является его частью.
В психологическом понимании смысла следует выделить его роль в смысловой
регуляции жизнедеятельности человека, а также осознании субъектом смысловых
структур, помогающих ему ориентироваться в сложном мире вещей, знаков, текстов и
образов. Понимание ЯЛ человеческого смысла дает ей возможность не только постичь
свою субъектность, но и выйти за ее пределы собственного «Я» и почувствовать свою
ценность и смысл своего существования и назначения в объективном мире.
Если исходить из логики смыслового развития, когда на низовом уровне рождаются
неустойчивые смысловые проявления и в результате поступательного самодвижения
переходят в устойчивые смысловые образования, то можно говорить о смысловой
актуализации, т.е. о достижении смыслом уровня личностно осознанной ценности.
Личностный смысл как бы обретает в сознании ЯЛ несравненно более весомое значение,
закрепленное в понятии ценности. Все, что окружает человека, несет в себе
потенциальный смысл, который при определенных обстоятельствах и условиях может
быть уплотнен и «насыщен» более емким и значимым для личности содержанием и
приниматься ею как неотъемлемая и важная часть ее внутреннего мироощущения.
Две крайние точки поляризации смысла в этой модели вовсе не означают
«разорванность» процесса смыслообразования, напротив – они указывают на широкое
поле консолидации смысла для конкретной ЯЛ и на длительность этого процесса в
сознании индивида. Между тем значительное расстояние между крайними уровнями
свидетельствует об уровневом его (процесса) характере и об очевидном разграничении
состояний ситуативно проявляемого и, следовательно, изменчивого смысла и устойчивого
образования смысловых структур, когда они становятся ценностно значимыми
ориентирами для ЯЛ.
Однако приведенная логика смыслообразования – лишь одна сторона проблемы,
другая, не менее важная, состоит в смысловой регуляции жизнедеятельности ЯЛ,
обеспечивающая осмысленный выбор жизненной стратегии в соответствии со
сложившимися ценностями и представлениями личности и следование этой стратегии на
протяжении всего цикла жизни. Смыслы обнаруживают себя через механизмы указанной
регуляции и выполняют функцию направляющей силы, влияющей на осмысленную
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деятельность индивида по реализации выбранного пути. Смысловая сфера человека
оказывает глубоко вовлеченной в этот процесс, выявляя внутренние механизмы развития
ЯЛ в ее связях с миром высших ценностей и устремлений.
Существующие в ряде работ модели смыслообразования построены на уровневом
представлении динамики протекания этого процесса, в котором устойчивые смысловые
структуры личности и жизненных смыслов составляют верхний уровень в траектории
консолидации смысла от простых личностных смыслов и смысловых установок до
устойчивых смысловых образований в виде системы сложившихся ценностей. При этом
поступательное движение смысла в своеобразной интегрированной модели
осуществляется посредством превращенных жизненных отношений в результате
трансформаций исходной системы отношений, вызванных свойствами субстрата, в
котором получает воплощение исходное предметное содержание [2].
Вместе с тем следует заметить, что в моделях подобного рода смысл охватывает
основные уровни психики человека, образуя своего рода смыслосферу, и это
обстоятельство позволяет интегрировать все ее уровни, объединенные смыслом как
системообразующей основой, сам же человек с его психикой в таком видении предстает
«смысловой моделью мира» [3].
Развивая общую структуру интегрированной модели смыслообразования, мы
предлагаем расширить ее формат, наполнить ее содержанием и одновременно отразить
особенности смысловой сферы в регуляции жизнедеятельности человека в одном из ее
направлений, а именно, в речевой деятельности в условиях межкультурной коммуникации,
где в центре внимания оказывается языковая личность, см. Рис. 1.
По свидетельству многих исследований (И.В. Абакумова, Д.А. Леонтьев) [3, 2],
развитие смысловой сферы человека теснейшим образом связано с «зонами развития» и
может быть представлено как последовательность, содержащая зону вхождения в
смыслообразование, зону актуального развития смысловой сферы, зону ее ближайшего
развития, зону саморазвития и другие уровни [1]. Это позволяет с известной долей
осторожности связать развитие субъекта как ЯЛ с логикой формирования смысловых
структур, хотя реальный процесс, очевидно, гораздо сложнее. Развитие ЯЛ приобретает
тот смысл, что в нем изначально заложен некий смысл, который также развивается,
переходит в зону саморазвития и побуждает языковую личность к
самосовершенствованию и становиться тем, чем она есть.
Одновременно следует признать, что рассматриваемая интегрированная модель
носит весьма общий характер, отражает главным образом принципиальные моменты
смыслообразования, но, безусловно, и не может учесть подчас разнонаправленные
тенденции, связанные с речевой деятельностью человека и тем более выявить
регулятивные механизмы его жизнедеятельности. Вместе с тем нельзя не заметить, что
речевая деятельность, как мы ее понимаем, в условиях межкультурной коммуникации во
многих точках пересекается с исследованиями смысла, и это открывает перед нами
пространство для поиска и нахождения областей соприкосновения и взаимного
проникновения. Модель, в которой смысл является с«квозным» элементом
смыслообразования, может служить надежным основанием для соединения главных
узловых моментов в консолидации смысла в точке «акме», где происходит
самореализация ЯЛ. В этой обобщенной модели отчетливо проявляются контуры
смысловой сферы человека, где смысл видится как связующее звено между субъектом,
другими субъектами и реальным миром. Очевидно, что диалог и действие составляют ту
реальность, в которой смысл предстает перед ЯЛ в своей «природной», во многом
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случайной и даже стихийной ипостаси. Здесь смысл во многом «непроясненный» и
«неразложенный» заключен в узкие рамки значения и ищет совершенные формы
выражения для того, чтобы достичь глубины полного и ясного понимания субъектом.
Смысл как бы детерминирует связь между ним самим субъектом, деятельностью,
общением и ЯЛ как совокупностью смысловых образований.
[img[pivkin.png]]
Рис. 1 - Смысловая модель самореализации языковой личности в иноязычной
речевой деятельности в условиях межкультурной коммуникации
Рассматриваемая нами модель, по сути, является интегрирующей, поскольку она
отражает отнюдь нелинейную траекторию смыслообразования и связывает этот процесс с
нелинейной кривой жизнедеятельности человека в одном из важнейших направлений его
активности, а именно речевой деятельности. Стремление описать динамику
Самореализация
ЯЛ в смысловой
модели
Смысл человеческой
жизни
Личные ценности
Способности
Психические
процессы
Деятельность Общение
Смысловой выбор
(творчество)
Раскрытие смысла
(понимание)
Окно
диалога
Ядро ЯЛ
Смысл индиви-
дуальной жизни
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смыслообразования и увязать ее с речевой деятельностью в возможных точках их
соприкосновения побуждает нас развить ранее используемые общие модели, где
элементы расположены пространственно в неком порядке расширения и уплотнения
смысла от неопределенного к более определенному, постигаемому ЯЛ в речевой
деятельности.
Традиционно смыслообразование и деятельностной аспект активности субъекта
находятся в различных плоскостях рассмотрения в психологии. Однако их
«разведенность» разрывает естественную связь между этими важнейшими сторонами
бытия и сознания человека. Деятельность, будучи теснейшим образом связана с сознанием
субъекта, обращена во внешний мир, через нее субъект ощущает свою принадлежность к
нему. Внутреннее движение сознания (по выражению А.Н. Леонтьева) отражает сложные
взаимоотношения сознания с внешним миром, в том числе посредством выстраивания
иерархии деятельностей в субъективном восприятии. Субъект не только определяет для
себя в своем сознании важнейшие виды деятельности, которые обретают для него смысл
на каком-то отрезке жизни, но и консолидирует потенциально значимые для него смыслы
в течение всего жизненного цикла от минимального до максимального, когда они
вырастают от личностного смысла до уровня личностной ценности.
Потенциальные смыслы становятся явленными для ЯЛ в результате взаимодействия
с внешним и внутренним миром. На нижнем «этаже» смыслового поля располагается окно
диалога, где разнообразные смыслы встречаются, пересекаются и проникают один в
другой в процессе взаимодействия и контакта людей, характеризующихся разными
взглядами, пристрастиями и жизненным опытом. Некоторые смыслы оказываются
недолговечными, случайными и отчуждаются, другие проникают глубже в сознание,
оставляют свой отпечаток, переходят на новый уровень смыслового поведения и остаются
в сознании субъекта как устойчивые образования, существенным образом влияющие на
жизненную позицию человека. В таком непрерывном движении выстраивается ядерный
смысл ЯЛ в процессе смысловой актуализации, когда личность становится
самодостаточной и независимой со своим стрежнем в виде ядра. Ядро ЯЛ, очевидно,
представляет собой совокупность смысловых образований высшего для данной языковой
личности порядка, который более чем остальное в смыслосфере влияет на жизненный путь
человека.
Но вернемся к тому, что в нижнем ярусе смысловой сферы, где располагается окно
диалога, происходит первичное соприкосновение смыслов, их «притирка». Диалог,
который ведется, по образному выражению В.П. Зинченко, на «языке смыслов» выявляет
позицию сторон, эта позиция может приниматься или отвергаться, но чаще всего
происходит взаимопроникновение смыслов в их стихийном и независимом
существовании. Мир смыслов, проникающий в индивидуальное сознание ЯЛ, в
значительной мере отражает «полифоничность точек зрения», как следствие
взаимодействия культур, по М.М. Бахтину, в процессе их диалога, который несравненно
шире обычного. Диалоговое поле представляет собой базовую площадку, на которой
происходит становление и развитие смысловой основы ЯЛ. Здесь субъект находит для
себя новые смыслы, выраженные в текстах культуры, открывает для себя осмысленный
путь в мир, в жизнь, в себя самого и решает в какой мере он соответствует его
представлению об этом мире. Диалог не ограничивается нижним этажом в смысловой
сфере ЯЛ, он продолжается в течение всего жизненного цикла, в нем самом изначально
заложен смысл, через него субъект осуществляет постоянную связь с внешним миром,
окружающими его людьми и самим собой.
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Далее в процессе жизнедеятельности и общения с миром окружающих людей
жизненные и личные смыслы, как было отмечено выше, неизбежно расширяются,
сознание «насыщается» за счет взаимодействия более устойчивых смысловых структур
языковой личности и ее жизненных смыслов. Диалог между ними более высокого уровня в
процессе актуализации смысла ведет к становлению смысловой стрежневой структуры ЯЛ.
Сознание на этом пути значительно обогащается, обнаруживая глубокие устойчивые
«ядерные» смыслы языковой личности, объединенные в базовое «Я». В процессе
становления и обогащения реального жизненного мира в сознании человека происходит
непрерывная смысловая регуляция его жизнедеятельности.
Напряженный внутренний диалог, переживаемый ЯЛ, дает ей возможность
постигать и принимать те коренные смыслы, которые входят в нее, становятся его частью
и делают ее тем, что она есть на самом деле во всей цельности и единстве и оставаться
такой в полном согласии с собой и окружающим миром. Диалог этот никогда не
прекращается, как и незыблемы вечные смыслы, которые рождаются в процессе диалога и
ведут человека в заманчивое и неизведанное будущее.
Как видно из логики рассуждения, диалог в его широком понимании, остается
ключевым элементом в механизме действия интегрированной модели на всех ее этапах,
ибо сама смысловая структура способна вступать в диалог со смыслами актов
деятельности и общения ЯЛ, с другими субъектами, в процессе которых в своей высшей
точке развития субъект самореализуется как языковая личность со сложившейся системой
ценностей и взглядов на жизнь.
Литература
1. Фурманова, В.П. Межкультурная коммуникация и культурно-языковая прагматика в теории и
практике преподавания иностранного языка (языковой вуз): Дис. … докт. пед. наук / ВП
Фурманова. – М., 1994. – 475 с.
2. Леонтьев, Д.А. Психология смысла / Д,А. Леонтьев. – М. : Смысл, 2007. – 512 с.
3. Абакумова, И.В. Смыслоцентризм в педагогике: Новое понимание дидактических методов /
И.В. Абакумова. Ростов н/Д : изд-во Рост. Гос. Ун-та, 2006. – 256 с.
4. Зинченко, В.П. Психологические основы педагогики (Психолого-педагогические основы
построения системы развивающего обучения Д.Б. Эльконина – В.В. Давыдова): Учеб. Пособие /
В.П. Зинченко. – М. : Гардарики, 2002. – 431 с.
5. Бахтин, М.М. Человек в мире слова /М.М. Бахтин. – М. : Российский открытый университет,
1995. – 140 с.
_____________________________________
© С. Д. Пивкин – канд. пед. наук, доц. каф. иностранных языков НХТИ
КРЕАТИВНЫЙ ПОДХОД
К ФОРМИРОВАНИЮ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА
Н.А. Туранина, профессор,
доктор филол. наук,
Р.Л. Рождественская, доцент, канд. пед. наук
(Национальный исследовательский университет
«БелГУ», г. Белгород)
Проблема становления и формирования языковой
личности всегда была и остается в центре филологи-
ческих и методических исследований. Современные
условия и требования к будущему педагогу требуют
творческого подхода к решению поставленной за-
дачи. Языковая личность высокого уровня должна
владеть богатым лингвистическим словарем, целесо-
образно использовать языковые средства различной
функциональной маркированности, творчески под-
ходить к использованию правил и приемов речевого
воздействия. Все составляющие языковой личности
можно сформировать с помощью современных пе-
дагогических технологий и комплексного подхода к
проблеме.
Подготовка специалиста-педагога в среднем спе-
циальном учебном заведении включает множество
аспектов, но одним из важных остается общая педаго-
гическая культура и языковая компетентность, позво-
ляющая эффективно организовать учебный процесс,
работу с родителями, общение в коллективе по гори-
зонтали и вертикали. В связи с этим в структуру каж-
дого занятия по русскому языку преподавателям педа-
гогического колледжа предлагается включать задания,
формирующие навыки эффективной коммуникации
на всех уровнях: учитель – ученик, учитель – родители,
учитель – руководитель образовательного учреждения,
учитель – коллеги.
В современных средних специальных образова-
тельных учреждениях активно используются вузовские
технологии обучения, хотя они отличаются от лекций
и семинаров в вузах. Чаще всего используются не толь-
ко традиционные лекции, но и лекции-дискуссии,
лекции-консультации, лекции-беседы, лекции с об-
ратной связью
Рассмотрим примерные варианты проведения та-
ких занятий с включением элементов практической
риторики и делового общения.
Лекция-консультация
Тема: «Официально-деловой стиль речи» (50%
учебного времени занятия составляет лекция).
План лекции
.1Общее понятие об официально-деловом стиле.
.2Языковые особенности текстов, принадлежа-
щих официально-деловому стилю.
.3Деловые документы (заявление, расписка, до-
веренность, автобиография).
После завершения теоретической части заня-
тия педагог отвечает на вопросы студентов, делая
особый акцент на практическое применение полу-
ченных знаний в различных жизненных ситуациях.
Далее, в соответствии с изучаемой темой, студентам
предлагаются риторические задания, ориентирован-
ные на выработку умений использовать формулы де-
лового общения. Задания могут быть следующими:
студенты работают в парах и составляют 2–3 диалога
на тему «Просьба-рассказ». Это задание помогает
научиться правильно формулировать просьбу (офи-
циальную или неофициальную), грамотно и мотиви-
рованно строить отказ с использованием вежливых
речевых формул.
Лекция-беседа
Тема: «Публицистический стиль речи».
Этот тип лекции наиболее часто используется в
школе и среднем специальном учебном заведении, так
как изложение теоретического материала сопровожда-
ется вопросами педагога, побуждающего студентов к
активному участию в работе.
План лекции
1. Публицистический стиль и его место среди дру-
гих стилей речи.
Вопросы к студентам в процессе изложения ма-
териала:
а) почему публицистический стиль занимает осо-
бое место среди других стилей?
б) перед вами газетные заметки на различные
темы, прочитайте их и ответьте на вопрос: есть
ли в них элементы (слова) других стилей, как это
объяснить?
2. Жанры публицистического стиля.
Вопросы и задания студентам:
а) определите жанр заметки, над которой вы рабо-
тали по первому вопросу. Докажите свою точку
зрения аргументированно;
б) подумайте, все ли жанры в газетной и журналь-
ной публицистике функционируют в «чистом
виде»? (Презентация с текстами статей на экра-
не.)
На заключительном этапе занятия студентам пред-
лагается записать правила аргументации в деловой
беседе: определить тему, сформулировать основной
тезис, подобрать аргументы в поддержку тезиса, опро-
вергнуть (если нужно) противоположный тезис, сде-
лать вывод. Для этого необходимо разделить студентов
на группы, которые будут обсуждать конкретную тему
и приводить аргументы «за» и «против». Для подве-
дения итогов работы творческой группы выдвигается
кандидатура одного студента, который выступает по
плану, в соответствии с правилами аргументации и де-
лает выводы.
Эффективной формой работы по формированию
языковой личности студента в соответствии с совре-
менными требованиями является семинар, который
имеет свои отличительные особенности. Педагог в
колледже помогает студентам в подготовке к семина-
рам, тема семинара сообщается заранее, на семинарах
предлагаются различные формы работы (игровые, в
парах и т.д.). В методической литературе по проблеме
использования вузовских технологий в других типах
учебных заведений предлагают все семинары разде-
лить на несколько разновидностей: семинар – развер-
нутое собеседование, семинар-обсуждение, семинар-
диспут, семинар с преобладанием самостоятельной
работы [1].
Рассмотрим несколько вариантов проведения заня-
тий по предлагаемой нами системе.
Семинар-обсуждение
Такая форма занятия предполагает обсуждение до-
кладов и рефератов студентов на заданную тему. Чтобы
организовать активное обсуждение, каждому из до-
кладчиков назначается оппонент из числа сокурсни-
ков, остальные студенты готовятся к теме по материа-
лам лекции и учебников.
Тема «Текст и типы текстов». Тематика докладов
может быть следующей: «Текст и его признаки» (попы-
таться сопоставить различные точки зрения ученых);
«Текст-описание», «Текст-повествование», «Текст-
рассуждение». После сообщений задают вопросы
оппоненты и другие студенты. По окончании обсуж-
дения темы занятия и подведения итогов можно пред-
ложить задания, связанные с темой занятия. Напри-
мер: «Приемы поддержания внимания», перечислить
приемы и отметить, кто из выступавших использовал
их. (Вопросы аудитории, обращение к отдельным слу-
шателям, демонстрация предмета, занимательные эле-
менты и т.д.)
Семинар – развернутое собеседование
Такой тип семинара предполагает активную ра-
боту студентов по предлагаемой теме с участием
каждого. Педагог дает установку на то, что студенту
необходимо обязательно выступить с развернутым
ответом, подготовленным дома. Эта форма стиму-
лирует работу каждого студента с большой долей от-
ветственности. Темы могут быть различными: «Си-
нонимы русского языка», «Антонимы и их типы в
русском языке» и т.д.
Перед занятием педагог дает установку двум студен-
там (и сам включается в эту работу) наблюдать за тем,
как их сокурсники используют невербальные средства
общения (мимику, интонацию, жесты, позы) в процес-
се выступления на занятии. После подведения итогов
работы студентам дается информация о требованиях к
жестикуляции оратора (естественность, умеренность,
жестикулировать обеими руками, не теребить одежду
и т.п., не делать резких движений и т.д.). После этого
проводится анализ выступлений с позиций использо-
вания невербальных средств, приводятся положитель-
ные примеры.
Предлагаемая система работы в педагогическом
колледже способствует формированию полноценной
языковой личности, умеющей преодолевать коммуни-
кативные барьеры, использовать приемы вербального
и невербального воздействия, что очень важно для со-
временного педагога.
Литература
1. Кульневич С.В., Лакоценина Т.П. Не совсем обыч-
ный урок: практ. пособие для учителей и кл. ру-
ководителей, студентов сред. и высш. пед. учеб.
заведений, слушателей КПК. Воронеж: Учитель,
2001.
2. Туранина Н.А. Формирование языковой лично-
сти белгородского школьника в этнокультурном
пространстве региона. Белгород: ЛитКараВан,
2007.
<p style="margin-bottom: 0cm; line-height: 100%">
<a href="https://elibrary.ru/item.asp?id=15276261"><b>КРОСС-КУЛЬТУРНОЕ
ИССЛЕДОВАНИЕ ВЛИЯНИЯ ВОЛЕВЫХ КАЧЕСТВ ЛИЧНОСТИ НА САМОРЕГУЛЯЦИЮ
СТУДЕНТОВ</b></a><br/>
<font color="#00008f"><i>Батоцыренов
В.Б.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33602876">Ученые
записки Забайкальского государственного гуманитарно-педагогического
университета им. Н.Г. Чернышевского</a>. 2010. <a href="https://elibrary.ru/contents.asp?id=33602876&selid=15276261">№ 5 (34)</a>.
С. 214-220. </font>
</p>
---
УДК 159.9.07
ББК Ю 9
В. Б. Батоцыренов
Кросс-культурное исследование влияния волевых качеств личности на саморегуляцию студентов
Статья посвящена кросс-культурному исследованию влияния волевых качеств личности на саморегуляцию российских и китайских студентов. Автором представлены отечественные и зарубежные подходы подходы к саморегуляции. Показана зависимость саморегуляции российских и китайских студентов от выраженности волевых качеств личности. Выявлены различия между сравниваемыми группами по показателям решительности, ответственности, целеустремленности. Показана факторная структура саморегуляции в группе китайских и российских студентов.
Ключевые слова: личность, студент, саморегуляция, личностные качества, этнокультурный мир.
V. B. Batotsirenov
Cross-cultural research of personal volition characteristics impact on Russian and Chinese students’ self-regulation abilities is described in the article under consideration. Russian and foreign kinds of self-regulation approach are represented by the author of the article. Interconnection of Russian and Chinese students’ self-regulation abilities and volition characteristics intensity is defined. Distinctions between compared groups on parameters of resoluteness, the responsibility, purposefulness are revealed. The factorial structure of self-con-trol in group of the Chinese and Russian students is shown.
Key words: personality, student, self-regulation, personal characteristics, ethno-cultural world
В условиях глобализации этнокультурный мир, стремясь сохранить свою уникальность, постепенно становится взаимозависимым. Культура, выступая как стимул – средство, знак, реконструирует и объективирует натуральные формы поведения человека. Взаимодействие и взаимопроникновение этнических, социокультурных, идеологических, экономических, экологических и политических факторов вызывает обострение проблем самоидентификации, личностной категоризации образа Я, саморегуляции. Обнаружено, что существуют различия в формировании цели в условиях различных культур. Представители современной западной культуры при решении новой задачи в качестве цели выбирают результат, превосходящий первоначальный. В этой ситуации приверженцы восточного мышления ощущают чуждость нормативов западного социума в отношении к собственному поведению, к саморегуляции и образу Я.
Согласно культурно-исторической теории Л. С. Выготского, в качестве универсального орудия, изменяющего пси-
214
хические функции, выступает языковой знак. Думается, что саморегуляция обусловлена системой знаков, поскольку знак содержит в свернутом виде программу поведения.
В рамках структурно-функционального подхода О. А. Конопкина и концепции индивидуального стиля В. И. Моросановой, осознанная саморегуляция понимается как система необходимых для регуляции любой деятельности структурно-функциональных и содержательных психологических характеристик. Ключевым понятием индивидуально-стилевого подхода является стиль саморегуляции, который характеризуется индивидуальными особенностями протекания регуляторных процессов планирования, программирования, моделирования, оценивания результатов своей деятельности. По мнению В. И. Моросановой, предметом психологии саморегуляции являются интегративные психические процессы и явления, которые обеспечивают самоорганизацию различных видов психической активности человека, целостность его индивидуальности и личности [5].
Важным для дальнейшего анализа является уточнение сущности саморегуляции с позиции системно-деятельностной концепции психической саморегуляции психофизиологического состояния. Л. Г. Дикая рассматривает особенности становления психической саморегуляции как целостной системы взаимодействия профессиональной деятельности, экстремальных условий, личности. Психическая саморегуляция представлена и как психическая деятельность, и как психологическая система [3].
Л. П. Басов, В. А. Иванников, Т. И. Шульга, А. В. Быков, Т. Куль, К. Г. Эрдынеева исследуют личностную саморегуляцию в контексте волевого овладения личностью своим поведением. Волевое поведение рассматривается как процесс производства новых мотивационных образований, способствующих развертыванию поведения в выбранном направлении [6].
Используя субъектно-деятельностный и системный подходы, Е. А. Сергиенко исследует контроль поведения как единую систему, включающую три субсистемы регуляции (когнитивный контроль, эмоциональную регуляцию, волевой контроль, или контроль действий), которые основаны на ресурсах индивидуальности и интегрируются, создавая индивидуальный паттерн саморегуляции.
Термин «саморегуляция» носит универсальный характер, поскольку применяется при обозначении явлений биологического и технического характера. В связи с чем, термин «контроль поведения» указывает, по Е. А. Сергиенко, на именно психологический уровень в организации регуляции. Вместе с тем, М. Махони и Д. Б. Арикофф определяют самоконтроль как социальный ярлык, дифференцированно применяемый к некоторым поведенческим паттернам, которые не стимулируется вознаграждением или наказанием, не требуют усилий со стороны субъекта.
В осмыслении особенностей развития саморегуляции большое значение имеет онтогенетический подход (Л. И. Божович, В. И. Селиванов, Т. И. Шульга, А. В. Быкова, Е. О. Смирнова и др.) [3; 6].
В зарубежной психологии широко представлены когнитивные модели, включающие представления о метаконтроле интеллектуальных стратегий и микрогенезе отдельных составляющих выбора. Феномен саморегуляции рассмотрен в рамках кибернетической метафоры управления (Powers, Miller, Galanter, Pribram), когнитивной пси-
215
хологии (Locke, Latham), исследования личностных и социально-психологических аспектов регуляции (Bandura, Mattheys et al.). Проблемы саморегуляции изучаются в контексте волевых процессов (Ю. Куль, В. Зиммерман, Л. Корно, Дж. Нюттен и др.). К. Поппер, У. Эшби определяют «саморегуляцию» как способность системы регулировать свои характеристики в заданных параметрах в процессе взаимодействия с окружающей средой [3; 7; 8].
По мнению А. Бандуры, система «я» (self system) позволяет осуществлять самоуправление и саморегуляцию (selfregulation), так как обеспечивает когнитивные процессы, позволяющие наблюдать и выражать в символах поведение, оценивать его на основе воспоминаний о прошлых подкрепленных или неподкрепленных действиях, предполагаемых будущих результатов. Саморегуляция осмысливается как способность использовать свои знания о закономерностях человеческого поведения для того, чтобы достичь целей, которые принесут пользу или просто удовольствие.
Мишел, как и Бандура, полагает, что человек воспринимает не все стимулы окружающей среды, а вместо этого выборочно конструирует или генерирует собственную версию реального мира. Саморегуляторные стратегии (self-regulatory strategies) – это способы, формы, осуществления действий в соответствии с целями, планами. Они обеспечивают индивиду управление собственным поведением через цели и через результаты своих действий (self-produced consequences). Система саморегуляции (self-regulatory system) обеспечивает планирование, формирование и реализацию определенного поведения даже при отсутствии внешней поддержки.
Л. Пулккинен вводит понятие персональный стиль проявления собственной саморегуляции, под которым она понимает тип поведения, проявляющийся в течение жизни. Волевая регуляция выражается в ориентации или на действие, или на состояние во время деятельности при возникновении трудностей. Высокий когнитивный самоконтроль позволяет регулировать уровень активности эмоций и поддерживать деятельностное поведение. В научных изысканиях А. В. Круглански, И. Томпсона, И. Хиггинса и др. (Kruglanski, Thompson, Higgins, Atash, Pierro, Shah, Speigel) саморегулирование понимается как сравнение альтернатив желаемых итоговых состояний и выбор средств их достижения. Оптимальное саморегулирование достигается за счет высокого уровня динамического и оценочного способов саморегуляции, которые, по определению, относительно независимы друг от друга [5; 3; 7; 8].
Поскольку речь идет о саморегуляции китайских студентов, то согласно логике исследования следует обратиться к мировоззренческим системам и произведениям философов Китая. Значимость конфуцианства для китайцев бесспорна, поэтому особый интерес представляет «Конфуцианский канон». Основными ценностями в конфуцианской системе, регулирующими поведение, признаны жэнь (гуманность), и (долг-справедливость, пристойность или поддержание правильных отношений с окружающими) и ли (ритуал или обряды).
Конфуций призывал постоянно контролировать себя в совершении четырех вещей: отношение (служение) к отцу, правителю, старшим братьям, друзьям. Понимание этих базовых идей помогает культивировать собственное «я». Совершенный человек, управляя собой, знает, как управлять другими. Обладающий мудростью, гуманностью
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и мужеством не только совершенствует свое «я», но помогает каждому человеку раскрыть свою истинную природу, дарованную ему Небом.
В исследованиях Ян Биня саморегуляция рассматривается как базовый компонент темперамента. С концепцией А. В. Круглански, И. Томпсона, И. Хиггинса в некоторых пунктах, а именно, в анализе взаимосвязи динамического и оценочного способов саморегуляции, сближается концепция Р. Хонга, М. Тана, В. Чанга. Интерес представляет соотношение способов саморегуляции в контексте самоуважения, субъективного благополучия, воли и депрессии [1; 2].
Цель исследовании состоит в оценке влияния волевых качеств личности на саморегуляцию китайских и российских студентов.
В диагностический блок оценки состояния саморегуляции студентов вошли методики: «Формализованная модификация методики самооценки (СО) Дембо-Рубинштейн» В. А. Иванникова, Е. В. Эйдмана, тест «Самооценка силы воли» Н. Н. Обозова, «Шкала контроля за действием» Ю. Куля (НАКЕМР-90) в адаптации С. А. Шапкина, «Вопросник для выявления выраженности самоконтроля в эмоциональной сфере, деятельности и поведении» Г. С. Никифорова, В. К. Васильева и С. В. Фирсова, метод экспертной оценки уровня выраженности волевых качеств.
В исследовании принимало участие 246 студентов, из них 120 китайских и 126 российских студентов, возрастной диапазон от18 до 23,5 лет.
Результаты исследования свидетельствуют о наличии значимых корреляций между российскими и китайскими студентами по ряду показателей саморегуляции. Саморегуляция имеет место при «ориентации на действие»: контроль над планированием, реализацией действия и ситуацией неуспеха осуществляется непроизвольно, автоматически. При «ориентации на состояние» человек с трудом инициирует действие, фиксируется на мыслях о незавершенных намерениях или переживаниях неудачи. В этом случае осуществляется самоконтроль, предполагающий волевое усилие, произвольный контроль над планированием, реализацией действия, неуспехом.
В ходе исследования выявлены различия между сравниваемыми группами по следующим показателям: у китайских студентов преобладает саморегуляция (ориентация на действие – далее по тексту ОД), а у российских студентов – самоконтроль (ориентация на состояние далее по тексту ОС).
Сравнение групп по показателям методики «Самооценка силы воли» позволило обнаружить, что наибольшие средние значения показателей по данному тесту наблюдаются у китайских студентов, а наименьшие наблюдаются у российских студентов.
Обнаружены отличия между китайскими и российскими студентами в самооценке волевых качеств: решительный, волевой, целеустремленный, ответственный и настойчивый. Высокие оценки уровня развития таких качеств как решительный, волевой получены у российских студентов. Китайские студенты имеют наибольшие средние значения показателей по таким качествам, как целеустремлённый, ответственный и настойчивый.
В структуре самооценки волевых качеств российских студентов первые позиции занимают волевые качества, связанные с волевым самоконтролем собственной деятельности в соответствии с определёнными нормами поведения – как внешними, так и внутренними. Менее значимыми оказались волевые
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качества, связанные с самодетерминацией, самостоятельностью личности, независимостью от внешних трудностей и обстоятельств.
Для китайских студентов приоритетны такие качества, как настойчивость, дисциплинированность, целеустремленность. У российских студентов важны такие качества, как обязательность, принципиальность, инициативность. Думается, что обнаруженные различия обусловлены характером учебной деятельности, мотивацией, менталитетом студентов.
Показатели внутренней и внешней положительной мотивации китайских студентов выше, чем российских. Уровень мотивации достижения значимо ниже у российских студентов. Результаты корреляционного анализа показали наличие положительной связи между силой учебной мотивации и уровнем волевой самооценки. Склонность к самоконтролю своего поведения субъекта учения в соответствии с внешними требованиями положительно связана со значимостью результатов его труда. Снижение силы внутренней и внешней положительной мотивации сопровождается уменьшением потребности в волевой регуляции деятельности и приводит к снижению уровня волевой активности обследуемых. Факторный анализ позволил оценить зависимость саморегуляции деятельности от волевых качеств и индивидуальных особенностей (темперамент, характер, мотивационносмысловые установки) личности.
Факторная структура в группе китайских студентов включает в себя 10 значимых факторов, наиболее значимые из них: волевые качества, эмоциональная стабильность, социальная активность, потребность в достижении. Факторная структура в группе российских студентов объединяет 10 значимых факторов: морально-волевые качества, социальная активность, эмоциональная нестабильность, мотивационно-волевые качества, сила воли. У российских студентов ведущую роль в саморегуляции деятельности играют морально-волевые качества (ответственность, обязательность, дисциплинированность), менее значимы мотивационно-волевые качества (решительность, инициативность, воля). Успешность учебно-познавательной деятельности обусловлена эмоциональной стабильностью и общей активностью. Фактор «Сила воли» включает типы волевой регуляции (ОС и ОД).
Итак, роль и соотношение волевых качеств и индивидуальных особенностей личности (темперамент, характер, мотивационно-смысловые установки) в саморегуляции деятельности зависят от этнокультурных особенностей. В группе китайских студентов – доминируют мотивационно-волевые качества, а в группе российских студентов на первый план выходят морально-волевые качества (ответственность, обязательность, дисциплинированность).
В процессе адаптации и аккультурации у китайских студентов происходит ослабление связей между индивидуальными особенностями личности и волевой активностью, усиливается роль индивидуальных особенностей личности в саморегуляции деятельности.
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Таблица 1
Сравнение среднегрупповых значений показателей волевых качеств
и саморегуляции российских и китайских студентов
(непараметрический тест Крускалла- Уоллиса)
{{КРОСС-КУЛЬТУРНОЕ ИССЛЕДОВАНИЕ ВЛИЯНИЯ ВОЛЕВЫХ КАЧЕСТВ ЛИЧНОСТИ НА САМОРЕГУЛЯЦИЮ СТУДЕНТОВ Таблица 1}}
t - р=0,1 * - p=0,05 ** - p=0,01
Различия между сравниваемыми группами по показателям методики
«Шкала контроля за действием», оцененные с помощью теста Крускалла-Уоллиса, оказываются значимыми лишь
на уровне тенденции (х2(2)=4,705, р=0,1).
Попарное сравнение групп с помощью
теста Манна-Уитни показало наличие
значимого различия между китайскими
и российскими студентами (U=561,500,
p=0,03). Следовательно, у китайских
студентов преобладает саморегуляция (ориентация на действие – далее по тексту ОД), а у российских студентов – самоконтроль (ориентация на состояние – далее по тексту ОС).
Таким образом, анализ результатов проведенного нами исследования
позволил сделать следующие выводы.
Понятие «саморегуляция» носит междисциплинарный характер и является
одним из ключевых как в психологии,
так и во многих других дисциплинах.
Западная психологическая традиция
включает в себя ведущие когнитивные,
психоаналитические, бихевиоральные
и гуманистические теории исследова-
219
ния саморегуляции. Восточная перспектива исследования саморегуляции
тесно связана конфуцианством и даосизмом. Анализ исследований выявил
неоднозначность и разнообразие теоретических разработок и эмпирических
данных по проблеме саморегуляции как
в отечественной, так и зарубежной литературе. Требует дальнейшего исследования противоречивый характер влияния волевых качеств и индивидуальных
особенностей личности российских и
китайских студентов на успешность их
саморегуляции.
Список литературы
1. Великие мыслители Востока / пер. с англ. Н. Барановой, А. Блейз, С. Зинина, А. Коваля, Я. Никитина. М. : КРОН-ПРЕСС, 1999. 656 с. (Серия «Академия»).
2. Гране М. Китайская мысль от Конфуция и Лаоцзы / Марсель Гране; (пер. с фр. В.Б. Иорданс. 528 с.
3. Дикая Л. Г., Журавлев А. Л. Психология адаптации и социальная среда: современные подходы,
проблемы, перспективы. М. : Изд-во ИП РАН, 2007. 624 с
4. Иванников В. А. Психологические механизмы волевой регуляции. СПб., 2006. 208 с.
5. Моросанова В. И., Аронова Е. А. Самосознание и саморегуляция поведения. М. : ИП РАН, 2007.
213 с.
6. Шульга Т. И., Быков А. Становление волевой регуляции в онтогенезе. М. 1999. С. 12––––68..
7. Hoppe F. Erfolg und Miszerfolg // Psychol. Forsch. 1930. 14. S. 1–62
8. Farber, Ƚ. The ways of the will. Essays toward a psychology and psychopatology of will. Ƚondon::
Constable,, 1966. 56 р.
| Показатели | Китайские студенты | Российские студенты | X2(df=2) |
| ШКД (сырые баллы) | 6,42 | 5,21 | 4.705t (U,,2-3,,=561500*) |
|Эмоциональный самоконтроль (баллы) | 15,31 | 13,86 | 3,735 |
|Поведенческий самоконтроль (баллы) | 17,38 | 16,01 | (U,,1-3,,=584,500*) |
|Социальный самоконтроль (баллы) | 16,34 | 15,01 | 4.420 (U,,1-3,,=1,037,000*) |
|Сила воли (баллы) | 18,40 | 20,51 | 5,318t (U,,1,, =1,010,500*) |
|Решительность | 68,57 | 56,21 | 7,063* |
|Инициативность | 60,43 | 50,17 | 5,523* |
|Воля | 68,67 | 53,45 | 4,320 |
|Целеустремлённость | 72,12 | 55,17 | 9,822** |
|Ответственность | 68,39 | 77,94 | 11,069** |
|Дисциплинированность | 64,59 | 69,53 | 7,797* |
|Обязательность | 65,52 | 73,80 | 0,490 |
|Выдержка | 71,78 | 61,69 | 2,764 |
|Принципиальность | 89,56 | 92,93 | 2,591 |
|Настойчивость | 68,47 | 61,45 | 5,647* |
|Внутренняя мотивация | 66,90 | 55,00 | 5,937* |
|Внешняя положительная мотивация | 91,67 | 91,96 | 6,104* |
|Внешняя отрицательная мотивация | 85,22 | 84,29 | 2,667 |
|Мотивация достижения | 92,31 | 88,93 | 3,656 |
|ТСЖО | 90,89 | 94,25 | 3,212 |
|Привлекательность профессии | 91,93 | 93,71 | 1,871 |
КУЛЬТУРА РЕЧИ И ЯЗЫКОВАЯ ЛИЧНОСТЬ ПЕДАГОГА В КОНТЕКСТЕ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА
ПЕТРОВА И.М.1
1 Институт иностранных языков Московского городского педагогического университета
Тип: статья в журнале - научная статья Язык: русский
Номер: 18 Год: 2015 Страницы: 20-28
ЖУРНАЛ:
ЯЗЫК И КУЛЬТУРА (НОВОСИБИРСК)
Издательство: Общество с ограниченной ответственностью "Центр развития научного сотрудничества" (Новосибирск)
КЛЮЧЕВЫЕ СЛОВА:
КУЛЬТУРА РЕЧИ, ЯЗЫКОВАЯ ЛИЧНОСТЬ, МОДЕЛИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
АННОТАЦИЯ:
В статье на материале современных исследований рассматриваются вопросы, актуальные при разработке курсов для будущих учителей иностранного языка, связанных с культурой речи учителя и языковой личностью педагога.
---
Цель данной статьи определить и рассмотреть основные компоненты,
которые включены в понятие культура речи учителя иностранного языка в
контексте подготовки будущих учителей английского языка в начальной и
средней школе. Потребность в разработке и создании новых курсов и общая
трансформация системы высшего образования обуславливает необходимость решения подобных задач.
Рассмотрим, прежде всего, понятие «культура речи» в рамках современных подходов. Владение языковой нормой устного и письменного языка, а также использование выразительных языковых средств, традиционно
считается определением культуры речи [1, с. 118]. Лингвистическая дисциплина, изучающая нормативное использование языка и речи, также именуется данным термином. Сфера культуры речи – это сфера взаимодействия
языка и культуры, языка и неязыковой действительности, применение языка
с учетом требований отечественной культуры и обстоятельств общения.
Различные коммуникативные качества, естественно, жестко разделены, они
частично пересекаются и дополняют друг друга [2]. Владение культурой речи в работах советских лингвистов рассматривалось в контексте «правильности речи» и «речевого мастерства» [3-6].
В рамках данной статьи мы ограничим свое понимание данного термина определением данным Т.В. Жеребило в «Словаре лингвистических терминов»: «культура речи – это нормативность речи, ее соответствие требованиям, предъявляемым к языку в данном языковом коллективе в определенный исторический период, соблюдение норм произношения, ударения, словоупотребления, построение словосочетаний и предложений» [7], т.к. данное определение отвечает задачам подготовки учителя иностранных языков.
Доцент кафедры Раннего изучения иностранных языков, кандидат филологических наук,
доцент.
История, теория и методика преподавания искусств и гуманитарных наук 21
В процессе подготовки будущих учителей наряду с актуализацией понятия
«культура речи учителя» важным фактором процесса является и культура
педагогического общения, которая выступает в качестве «запускового механизма» личностного развития и саморазвития субъектов педагогического
процесса, становится ведущей и определяющей в системе культуры учителя
иностранного языка [8]. В результате, в контексте культуры речи учителя
уместно говорить об общей системе культуры личности педагога.
Проблема развития культуры личности учителя, являющегося носителем и ретранслятором высших духовных ценностей, исследовалась, например, в работах O.A. Абдуллиной, В.А. Сластенина и др. [9-10]. Наряду с
культурой личности учителя специалисты выделяют и вопросы коммуникативной культуры личности учителя, которые, например, рассматриваются в
работах А.В. Мудрика, М.С. Кагана, В.В. Соколова и др. [11-16]. Таким образом, культура речи учителя входит в систему культуры личности учителя,
реализуясь в рамках коммуникативной культуры педагога.
В процессе реализации профессиональной деятельности учитель реализуется и как языковая личность. Анализ литературы показывает, что исследование данного понятия опираются на три основных принципа: системность,
антропоцентризм и детерминизм. Так, например, в работах по лингвоперсонологии эти принципы используются при соотнесении языковой, речевой и
коммуникативной личности [17], а также при характеристике ЯЛ педагогов,
преподающих определенный предмет, в определенных условиях, например,
мотивацию «в структуре языковой личности учителя-словесника» [18].
Рассмотрим понятие языковой личности более подробно. В современной науке сложилось множество различных подходов к изучению языковой
личности. Ученые говорят о следующих направлениях анализа языковой личности: 1) от средства выражения языковой личности к типу языковой личности; 2) от типа языковой личности к средствам выражения. Также строятся модели описания языковой личности, которые могут быть аспектными,
аспектно-уровневыми и комплексными [19, с. 25].
Отметим, в современных исследованиях языковая личность, понимаемая как «совокупность способностей и характеристик человека, обусловливающих создание и восприятие им речевых произведений (текстов), которые различаются:
а) степенью структурно-языковой сложности;
б) глубиной и точностью отражения действительности;
в) определенной целевой направленностью» [20, с. 3], в процессе общения реализует как индивидуальные черты, так и свойственные
определенному социальному сообществу.
В структуре языковой личности выделяются следующие уровни:
1) вербально-семантический, отражающий степень владения языком;
2) лингво-когнитивный уровень (или тезаурусный), отражающий картину мира;
22 ЯЗЫК И КУЛЬТУРА
3) прагматический уровень (или мотивационный), включающий цели,
мотивы, интересы, установки.
Итак, в процессе реализации своей профессиональной деятельности проявляется языковая личность педагога, которая выступает как совокупность
профессионально-значимых для педагогической деятельности свойств и качеств личности, проявляющихся в речевых произведениях профессионально-обусловленного характера посредством речи, позволяющей реализовывать и индивидуальные черты конкретной личности.
На данном этапе исследования языковой личности учителя иностранного языка может осуществляться на базе следующих материалов:
1. Текстовой фиксации устной речи учителя;
2. Письменной коммуникации конкретных педагогов, в том числе
приводимых в специальных сборниках;
3. Репрезентация педагогического общения в художественной
литературе;
4. Письменная коммуникация на профессиональных интернет форумах;
5. Устная и письменная коммуникация в рамках курсов дистанционного обучения.
В современных исследованиях языковой личности педагога [см., например, 21] отмечается, что специфика языковой личности педагога проявляется в двух взаимообусловленных аспектах: в связи с конкретным лицом и в
связи с совокупной языковой личностью. Набор соответствующих корреляций является интегральной характеристикой исследуемой языковой личности: как совокупной, так и отдельной. Кроме того, в аспектах педагогической коммуникации, характеризующей языковую личность педагога, выявляются как статика, так и динамика. Статика определяется в связи с лингвопрагматическими детерминантами языковой личности педагога. Динамика
господствует в характеристиках толерантности и эмпатии.
Согласно диссертационному исследованию О.В. Сергеевой [21], значительный состав проявлений языковой личности отражается во взаимодействии трех корреляций:
1) корреляция между различными видами номинаций, отражающих
речевую деятельность языковой личности педагога,
2) соотнесенность между прагматическим и семантическим компонентами репрезентативных значений,
3) соответствие однонаправленности и разнонаправленное в сферах
статики и динамики.
Анализ учебно-методической литературы показывает, что для идеальной языковой личности педагога будет характерна высокая лингвориторическая компетенция, повышенный самоконтроль за правильностью речи и
корректирование речи окружающих, точность, логичность, выразительность
и эмоциональная окрашенность на вербально-семантическом уровне. Педа-
История, теория и методика преподавания искусств и гуманитарных наук 23
гогическая речевая деятельность учителя иностранного языка охватывает
сферы проблематизации, управления и рефлексии рече-мыслительных действий коммуникативных партнеров [22].
Иными словами, реализуясь как языковая личность, учитель иностранного языка, прежде всего, активизирует аспект нормативности иноязычной
речи, что определяет культуру его речи на иностранном языке. Кроме того, в
процессе реализации языковой личности педагога проявляет как характеристики индивидуальной языковой личности данного конкретного лица, так и
элементы языковой личности, заложенные в процессе обучения профессиональной деятельности на иностранном языке.
Рассмотрев теоретические составляющие заявленного вопроса на материале современных исследований, перейдем к анализу исследований, демонстрирующих практические попытки формирования данной культуры у
учителя иностранных языков.
В процессе подготовки будущих учителей можно говорить о моделировании и формировании языковой личности педагога. Поскольку техническим аналогом мышления является построение той или иной логики в предметной сфере, развитие и моделирование профессиональной речевой компетенции учителя иностранного языка рассматривается в перспективе принятия решений, приводящих к успеху в учебно-воспитательной коммуникации по иностранному языку. Некоторые исследователи [23-24] обнаружили
связь между уровнем образования и способностью к принятию решений, в
процессе образования эта способность учителя иностранного языка повышается. По сути, наблюдаемая речевая коммуникация на уроке иностранного языка репрезентирует способность субъекта мышления осуществлять обратимые переводы с «языка» мысли на «язык» речевого оформления профессионального усилия. Данный процесс следует рассматривать как подчиняющийся закономерностям позитивного видения интенциональностей
друг друга; и без позитивного настроя на предметно-логическую деятельность он имеет тенденцию быть обреченным на коммуникативную неудачу.
Это позволяет говорить о том, что отдельные аспекты языковой личности
учителя иностранных языков могут быть смоделированы и целенаправленно формироваться.
Так, в частности, работа Е.А. Дрягиной [25] посвящена разработке и
экспериментальной проверке методики обучения студентов-филологов использованию метафоры и прецедентного текста как ассоциативно-образных
средств репрезентации языковой личности педагога. Как отмечается в данной работе, репрезентация языковой личности педагога осуществляется с
помощью различных средств: терминов, коннотативной лексики, метатекста, полноструктурного диалога и др. Важную роль в этом перечне играют
ассоциативно-образные средства репрезентации языковой личности педагога – это средства языка, позволяющие отражать объекты познания посред-
24 ЯЗЫК И КУЛЬТУРА
ством образов, связанных между собой по принципу ассоциирования: соотнесения, сопоставления, уподобления. Использование ассоциативно-образных средств является фактором: 1) обеспечения структурно-семантической
сложности создаваемых педагогом – текстов; 2) проявления ценностных
профессиональных ориентаций педагога в речи; 3) смысловой цельности
текстов различных речевых жанров (объяснительной речи, обобщающего
слова, педагогического диалога и др.).
Практически это достигается посредством разбора текстов различных
жанров, литературы. Данный разбор направлен на изучение метафоры и
прецедентного текста позволяет прийти к выводу, что ассоциативно-образные средства репрезентации языковой личности педагога раскрывают все
три уровня в структуре языковой личности и реализуют ее профессиональную направленность.
В исследовании О.В. Шаталовой [26] отмечается, что синтаксическая
организация речи является одной из самых важных составляющих. Она определяется грамматической спецификой синтаксических единиц (словосочетания, предложения, сложного синтаксического целого, текста), их функционально-прагматическими возможностями и синтаксические параметры
речи являются индивидуализированным показателем языковой личности,
формирующимся спецификой эмоционально-психического и интеллектуального восприятия грамматической природы определенных синтаксических
конструкций говорящим. Кроме того, формально-структурная организация
синтаксического рисунка текста позволяет выявить уникальность представления специфики мышления той или иной личности. Репрезентативные средства языка, такие как приоритетные конструкции и формы их взаимодействия,
выступают в качестве дифференцирующих показателей языковой личности
автора и персонажа (в художественном тексте в следующих формах речевой
репрезентации: прямая речь, косвенная речь, несобственно-прямая речь) и в
качестве дифференцирующих показателей языковых личностей различного
коммуникативного типа (в публицистическом тексте).
Еще одной важной составляющей языковой личности учителя иностранного языка выступает профессиональное общение с иностранным коллегой.
Поскольку каждая отрасль человеческой деятельности создает свой понятийный аппарат, то говорят и о «подъязыке» профессии [27]. Несомненно,
существует таковой и в сфере преподавания иностранного языка. Овладевать
им надо целенаправленно, руководствуясь конкретными учебными задачами,
которые можно решить в ходе специально организованного обучения данному аспекту речевой деятельности. Согласно исследованию О.М. Антюшиной [28], формирование профессиональной коммуникативной компетентности у студентов вуза будет осуществляться успешно при реализации ряда
педагогических условий, а именно, при развитии у будущего учителя иностранного языка 1) определенных личностных коммуникативных качеств
История, теория и методика преподавания искусств и гуманитарных наук 25
(доброжелательности, эмпатии, толерантности, коммуникабельности, рефлексии); 2) профессионально значимых коммуникативных качеств:
‒ владение нормами литературного иностранного языка, культура
иноязычной речи; знание формул речевого этикета;
‒ владение иноязычными коммуникативными шаблонами, необходимыми учителю иностранного языка в его профессиональной деятельности. Кроме того, отмечается важность контекстно-ситуативного
подхода к обучению иностранному языку, а также обучение иностранному языку на основе коммуникативных упражнений, способствующих формированию иноязычных коммуникативных умений;
‒ вступать в общение, поддерживать и завершить его;
‒ учитывать ситуацию общения, прогнозировать результат высказывания;
‒ общаться на разных уровнях (по количеству собеседников) и в различных организационных формах;
‒ выражать основные речевые функции; говорить экспромтом, в нормальном темпе пересказывать прочитанное, передать услышанное и др.
Важно уточнить, что само понятия «иноязычная профессиональная речь
учителя иностранного языка» имеет неоднозначное толкование в науке. Исследователи подходят к решению данного вопроса с разных позиций. Так,
например, С.Я. Ромашина и М.Г. Хасбулатова [29-30] под профессиональной речью понимают педагогическую речь учителя иностранного языка на
уроке, уделяя внимание обучению студентов аутентичным установкам для организации урока, а также проведения педагогических этюдов на изучаемом
языке. Признавая необходимость специального обучения данному аспекту речи учителя иностранного языка, мы полагаем, что иноязычная профессиональная речь учителя иностранного языка – явление более многостороннее.
Таким образом, анализ современных исследований по языковой личности педагога показывает, что моделировать и формировать языковую личность будущего учителя иностранных языков можно целенаправленно, определив те аспекты, которые отвечают современным задачам. Овладение
культурой речи на иностранном языке реализует стандартное, нормативное
владение иностранной речью, которое выступает стержнем в общей структуре языковой личности учителя. Освоение дополнительных задач в рамках
иноязычной деятельности расширяет структуру языковой личности педагога. К числу таковых дополнительных задач может быть отнесено синтаксическое оформление высказывания. Многообразие синтаксических структур
и умение переформулировать высказывание позволяет внести дополнительные характеристики в языковую личность будущего учителя. Глубина и богатство языковой личности педагога может быть достигнуты за счет специального изучения средств метафоризации речи и прецедентных текстов.
26 ЯЗЫК И КУЛЬТУРА
Внимание, проявленное к языку профессии, позволит усовершенствовать
профессиональную коммуникацию, что, в свою очередь, будет положительно сказываться на профессиональной деятельности в целом. Данные ориентиры представляются практически значимыми, особенно в случае разработки специальных программ, ограниченных временным ресурсом. Понимание
ряда теоретических положений, рассмотренных выше, позволяет осуществлять этот процесс более осознанно и систематично. Основой формирования
профессионализма учителя иностранного языка является осознание им своих речемыслительных усилий и полномочий, благодаря которым субъект
мышления приобретает определенный профессиональный социальный облик (образ) и индивидуальное своеобразие. Расширение речемыслительного
потенциала учителя иностранного языка проходит ступени интеграции индивидуального опыта, опыта межличностных и коллективных отношений и
выходит на регулирование социогуманной нормы коммуникации индивида.
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28
КУЛЬТУРА РЕЧИ ЯЗЫКОВОЙ ЛИЧНОСТИ НА УРОВНЕ АДЕКВАТНОГО ВЫБОРА
ПАПУША И.С.
1 Московский государственный областной университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 5 Год: 2016 Страницы: 103-105
ЖУРНАЛ:
ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ И НАУКА
Издательство: Некоммерческое партнерство "Международная академия наук педагогического образования" (Москва)
ISSN: 2072-2524
КЛЮЧЕВЫЕ СЛОВА:
КУЛЬТУРА РЕЧИ, CULTURE OF SPEECH, АДЕКВАТНЫЙ ВЫБОР, ADEQUATE CHOICE, ДЕКОДИРОВАНИЕ СМЫСЛОВ, MEANING THE DECODING, КОГНИТИВНОЕ ПОНИМАНИЕ, COGNITIVE UNDERSTANDING
АННОТАЦИЯ:
В статье рассмотрены возможности развития культуры речи языковой личности, достигшей уровня языковой компетенции адекватного выбора, который дает возможность уходить от речевых стереотипов и декодировать смыслы коммуникативных единиц языка.
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Нормативный аспект является базовым
в трактовке понятия культура речи, так как
факт кодификации и обработанности литературного языка, зафиксированный в словарях
и справочниках, воспринимают как «правильную речь». Но само понятие культура речи в
современной науке определяется многозначно: и как владение нормами литературного
языка (правила произношения, ударения, словоупотребления, грамматики, стилистики), и
как учение о совокупности и системе коммуникативных качеств речи, и как система установок языкового поведения в различных речевых ситуациях и т.д. (Л.А. Введенская, О.Я. Гойхман, И.Б. Голуб, Л.К. Граудина, В.И. Максимов, Е.Н. Ширяев и др.).
Нормы современного русского литературного языка регламентируют речевое поведение, но их соблюдение не всегда соответствует понятию хорошая речь, связанному с коммуникативной целесообразностью
и такими качествами речи, как информационная насыщенность, логичность, точность,
ясность, простота, уместность, богатство,
выразительность, которые во многом и определяют уровни развития языковой личности.
Г.И. Богин, автор одной из моделей описания языковой личности, вышеперечисленные качества речи, наряду с аспектами языка
и видами речевой деятельности, определял
как основной параметр и выделил следующие уровни развития языковой личности:
1 – уровень правильности, 2 – уровень интериоризации, 3 – уровень насыщенности,
4 – уровень адекватного выбора, 5 – уровень
адекватного синтеза [3, с. 34]. Предложенная
модель помогает не только ориентироваться
в готовности обучаемого к совершению тех
или иных речевых операций (номинации,
внутренней речи, расширению словарного
запаса, овладению грамматическими формами и т.д.), но и позволяет на каждом этапе
обучения использовать иные методы, приемы и технологии.
Так, на уровне адекватного выбора при
сформированных ранее навыках, соответствующих репродуктивному типу языковой
личности, основной целью становится пер
103
ход к языковой личности креативного типа.
В соответствии с моделью языковой личности
В.В. Красных на этом этапе акцентированным
является языковое сознание как «отражение
внешнего мира во внутреннем мире человека»
[9, с. 62], что с позиций антропоцентрического аспекта культуры речи, в первую очередь,
позволяет расширить индивидуальное когнитивное пространство, т.е. знания и представления человека как личности. Нельзя не
согласиться с профессором Н.А. Герасименко,
которая считает, что «главная идея антропоцентрической лингвистики, лежащая в основе
современных исследований, – это обнаружение проявлений личности говорящего в коммуникативных единицах языка: предложении,
сложном синтаксическом целом и тексте как
результате взаимодействия этих единиц» [7,
с. 178]. Умение анализировать коммуникативные единицы языка с позиции содержания и,
главное, формы позволяет приобретать навык
продуцировать и воспринимать информацию
целостно, что способствует развитию не только речевой, языковой и коммуникативной, но
и социокультурной компетенций.
И если на предыдущих этапах шли процессы формирований речевых знаний и умений, то на этапе расширения языкового сознания процесс формирования речевого навыка
должен качественно измениться. Существующие на сегодняшний день методики позволяют развивать «языковой эстетический вкус» и
«информационно-коммуникативные умения,
востребованные в информационном обществе», расширять «лингвокреативный опыт,
который связывается с творческим потенциалом личности» [6, с. 54]. Коммуникативная
целесообразность как один из критериев культуры речи уже предполагает развитый навык
использования кодов (национальный язык)
и/или субкодов как форм (регистров) существования языка: литературный язык, территориальный или социальный диалект, профессионализмы, городское просторечие, социальный жаргон и т.п. Кроме того, литературный
(кодифицированный) язык, являясь субкодом
национального языка, дифференцирован на
книжные функциональные стили, подразделяемые на жанры, и разговорный стиль, в
котором, в свою очередь, по типам коммуникативных установок, способу участия партнеров, их ролевым отношениям, характерам реплик, соотношению диалогической и
монологической речи различают следующие
жанры: беседа, разговор, рассказ, история,
предложение, признание, просьба, спор, замечание, совет, письмо, записка, сообщение
на электронную почту, дневник и т.д. Таким
образом, мы приходим к выводу, что единый
код национального языка представлен совокупностью субкодов, «переходы» между которыми возможны только благодаря культуре
современных технологий речи: чем больше
объем регистров, тем легче продуцировать/
воспринимать единицы системы кодирования.
Ориентироваться во всем многообразии жанров даже кодифицированного языка возможно только при развитии речевого навыка на
уровне адекватного выбора.
В зависимости от уровня развития языковой личности различают три типа понимания
текста:
1) семантизирующее (имеет место в условиях усвоения языка) – ограничено вторым
уровнем языковой компетенции носителя;
2) когнитивное (имеет место при преодолении трудностей в освоении содержательности познавательной информации) – ограничено третьим уровнем языковой компетенции носителя, но при появлении рефлексии
как дополнительной характеристики понимания у носителя языка есть возможность освоить четвертый уровень языковой компетенции;
3) распредмечивающее (построено на
смыслопорождении того, что имеется в тексте помимо средств номинации, но все же
выражено средствами текстопостроения) –
характеризует личность, достигшую пятого
уровня языковой компетенции [2, с. 74].
На наш взгляд, на уровне адекватного
выбора «язык должен сопутствовать мысли.
Мысль должна, не отставая от языка, следовать от одного его элемента к другому и
находить в языке обозначение для всего,
что делает ее связной» [8, с. 345]. Только в
этом случае когнитивное понимание будет
инструментом соединения формы и содержания коммуникативных единиц языка.
Но язык – и «универсальная семиотическая система, потому что все знаки, в том
числе и знаки самого языка, назначаются посредством слов» [5, с. 68]. А если это так, то
Педагогическое образование и наука, 2016, № 5
105
слово-знак содержит намного больше смыслов, чем наше сознание может извлечь из него
в отдельном речевом акте, в определенных
условиях декодирования смыслов. Обмен информацией как единственного средства взаимодействия человека с другими людьми в
процессе общения возможен только на основе
движения смыслов между коммуникантами.
Так, по Ю.М. Лотману, «смысл – дотекстовое
сообщение, реализуемое в тексте» [10, с. 402].
Декодирование смыслов и их интерпретация зависят от тех ассоциативных связей, которые значение того или иного слова
включают в себя в конкретном речевом акте.
«Процедуры кодирования и декодирования
в семиотическом анализе наделяются важнейшими функциями, создающими в любом
тексте некий каркас, в рамках которого передающий сообщение использует знаки с определенным смыслом, а затем получающий сообщение интерпретирует, “распаковывает”
эти смыслы, понимая, о чем идет речь в сообщении» [1, с. 32].
Процесс декодирования смыслов многоэтапен: узнавание слова, восприятие значения слова, сканирование сочетаемости слов
в высказывании, восприятие значения отдельных фраз, антиципация общей мысли
сообщения, восприятие общей мысли сообщения, перцепция подтекста, антиципация
подтекста, восприятие подтекста и т.д. И это
не всегда «прямой» порядок этапов декодирования: так, смысл фразы может стать понятным лишь при условии знания смысла
отдельных слов, а смысл отдельного слова,
при учете явлений многозначности и омонимии, становится понятным лишь при знании
всего контекста. Вероятно, поэтому в речи
для понимания так велика роль такого явления, как стереотипность: «наш язык имеет
громадный ассортимент готовых шаблонов,
готовых фраз и даже готовых мыслей. И это
естественно: человеку в процессе повседневного общения нет времени для особого
языкотворчества, и он в громадном большинстве случаев пользуется готовыми фразами.
Язык наш часто помогает нам не думать» [14,
с. 131]. Стереотипы в рамках национального
языка формируют образ действительности –
языковую картину мира (ЯКМ). В речевом
поведении человека Т.М. Николаева выделяет: 1) речевые стереотипы – чужую речь в
речи говорящего; 2) коммуникативные стереотипы – этикетные, клише делового общения; 3) ментальные стереотипы – мышление
дуальными или градуальными категориями
[11, с. 544].
На уровне адекватного выбора уже должен формироваться навык «ухода» от речевых стереотипов. Можно предположить,
что до четвертого уровня развития языковой
личности культура речи функционирует как
средство работы носителя языка со значением, т.е. в рамках языковой системы, где
значение равно поверхностным смыслам, а
декодирование глубинных смыслов возможно только на уровнях адекватного выбора и
адекватного синтеза. Э.Д. Сулейменова выделяет следующие основные характеристики
смысла: недоступность смысла в прямом наблюдении; инвариантность смысла, выражающаяся в возможности перефразирования,
иносказания, любых других преобразований,
осуществляемых в любом языке; актуальность смысла, его ситуативность и субъектвность; неполная эксплицируемость смысла
так же, как и недоступность полному восприятию; концептуальность смысла, его включенность в единую (общечеловеческую) систему знаний (картину мира) и возможность
существования над языками [13, с. 144]. На
наш взгляд, в аспекте коммуникативной целесообразности, предполагающей развитие
носителем языка каждого из коммуникативных качеств речи, функционал культуры
речи должен включать развитие навыка декодирования смыслов на уровне адекватного
синтеза, так как только при распредмечивающем понимании можно говорить о идиостиле
языковой личности, делающем эту личность
узнаваемой благодаря ее системе оценок и
языковых идеалов. Развитие культуры речи
на уровне адекватного выбора, базируясь
на «представлении о родном языке как духовной ценности, национальном достоянии
русского народа» [4, с. 99], позволяет языковому сознанию преодолеть порог считывания смыслов в границах «правильности»
и «мемов» и обрести иную языковую картину мира как «информациию, рассеянную по
всему концептуальному каркасу и связанную
с формированием самих понятий при помо-
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Педагогическое образование и наука, 2016, № 5
щи манипулирования в этом процессе языковыми значениями и их ассоциативными полями, что обогащает языковыми формами и
содержанием концептуальную систему, которой пользуются как знанием о мире носители
данного языка» [12, с. 33].
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смысла в бисубстантивных предложениях //
Вестник Московского государственного областного университета. Серия «Русская филология». – 2012. – № 4. – С. 177–181.
8. Гумбольд В. Избранные труды по языкознанию. – М.: Прогресс, 2000.
9. Красных В.В. Основы психолингвистики и теории коммуникации: Курс лекций. –
М.: Гнозис, 2001.
10. Лотман Ю.М. Семиосфера. – СПб:
Искусство-СПБ, 2000.
11. Николаева Т.М. Лингвистика: Избранное. – М.: Языки славянской культуры, 2013.
12. Серебренников Б.А. Роль человеческого фактора в языке. Язык и мышление. – М.:
Наука, 1988.
13. Сулейменова Э.Д. Понятие смысла в
современной лингвистике. – Алма-Ата: Мектел, 1989.
14. Щерба Л.В. Литературный язык и
пути его развития // Избранные работы по
русскому языку. – М.: Учпедгиз, 1957. –
С. 130–140.
КУЛЬТУРОЛОГИЧЕСКИЙ ПОДХОД К ИССЛЕДОВАНИЮ СОДЕРЖАНИЯ ПОНЯТИЯ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ
БУРЯК НАТАЛЬЯ ЮРЬЕВНАНаписать письмо автору1
1 Академия маркетинга и социально-информационных технологий - ИМСИТ
Тип: статья в журнале - научная статья Язык: русский
Номер: 6 (15) Год: 2015 Страницы: 20-23 Поступила в редакцию: 20.11.2015
УДК: 008
ЖУРНАЛ:
НАУКА 21 ВЕКА: ВОПРОСЫ, ГИПОТЕЗЫ, ОТВЕТЫ
Издательство: ИП Бобырев Аркадий Викторович (Таганрог)
ISSN: 2307-5902
КЛЮЧЕВЫЕ СЛОВА:
МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, КУЛЬТУРА ЯЗЫКОВОЙ ЛИЧНОСТИ, РОССИЙСКОЕ ОБРАЗОВАНИЕ, КУЛЬТУРНЫЕ ЦЕННОСТИ, КУЛЬТУРНЫЕ НОРМЫ, ПОЛИКУЛЬТУРНОСТЬ, РЕЧЕВАЯ КУЛЬТУРА
АННОТАЦИЯ:
В статье Буряк Н.Ю. «Культурологический подход к исследованию содержания понятия культуры языковой личности в современном образовательном пространстве» рассматривается изменившаяся образовательная парадигма, которая выдвинула студента в ранг субъекта учебной деятельности и межкультурной коммуникации и сориентировала весь учебный процесс на развитии культуры языковой личности, когнитивных способностей и личностных качеств студента, которые, прежде всего, проявляются в языке. В настоящее время языковое образование в российских вузах направлено на приобщение студентов к познанию ими чужой и осмыслению своей собственной культуры, привитие им готовности к диалогу и толерантности по отношению к другим языкам и культурам, а именно сформировать культуру языковой личности.
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Российское образование в числе первых социокультурных детерминант общественного развития отреагировало на изменения в российском обществе, на проблемы
глобализации, информатизации не только как часть глобальной постиндустриальной
экономики, но и как феномен особой культуры, позволяющей определить нравственную, ценностную основу для создания новых механизмов воспроизводства и трансляции культурных норм, ценностей, знаний, идей, представлений, символов и образцов
поведения, соответствующих «вызовам» ХХI века [1].
Обновление образования в России, с одной стороны, характеризуется растущей
автономизацией учреждений, усилением ответственности регионов за качество образования, с другой стороны, происходит с учетом процессов глобализации, интеграции
в мировое образовательное пространство, растущей мобильностью человека. В связи с
этими процессами в современном обществе и, соответственно, в современном образовании явно проявляется ситуация встречи и взаимодействия различных культур, что
определяет поликультурный характер социальных процессов. Острота этой проблемы
обусловлена тем, что поликультурность пространства жизнедеятельности человека
стала неотъемлемой чертой современного мира, Российской Федерации и её регионов.
Неизбежным стало преломление этой проблемы в образовании и осознание мировой
общественностью приобретающего всё большую остроту противоречия между углублением и расширением поликультурности социальной среды и неподготовленностью
людей к этому изменению.
Данная проблема касается не только системы образования России, её регионов,
но и образовательной практики всего мирового сообщества, что свидетельствует об актуальности, масштабности и значимости данной проблемы для современной цивилизации. Она в полной мере проявляется в высшей школе и затрагивает вопрос системных
изменений в профессиональной подготовке будущих специалистов в сфере высшего
профессионального образования, определяет необходимость формирования в федеральных и региональных вузах РФ готовности выпускников к жизни и профессиональной деятельности в открытом, демократическом постиндустриальном обществе, где
сосуществуют и взаимодействуют представители разных рас, наций и народностей, а,
значит, носители разных языков, религий, традиций, то есть различных культур [2].
При этом весьма значимыми являются условия жизнедеятельности наций и
народностей, их менталитет, стереотипы поведения, образ жизни, традиции, язык, проблема двуязычия и другие проявления культурных норм и ценностей. На современном
этапе развития система высшего профессионального образования должна обеспечи-
вать готовность специалиста осуществлять профессиональную деятельность в глобальном обществе и, вместе с тем, готового учитывать специфику общероссийской культуры и национальных культур, определяющих специфику решения профессиональных
задач.
С развитием культурных и экономических связей между странами и народами
возрастает роль изучения иностранных языков. C каждым годом увеличивается спрос
на специалистов, владеющих иностранными языками. В настоящее время одним из
важнейших направлений развития образования является использование компетентностного подхода, в частности - в развитии умений и навыков, связанных с применением на практике коммуникативных способностей человека, его культурных, социальных и информационных компетенций. Несмотря на то, что этот вопрос широко обсуждается в научно-педагогической литературе, в вузах преобладает когнитивный подход,
и обучающиеся вынуждены запоминать (на время) значительные объемы информации
вместо того, чтобы развивать базовые компетентности, необходимые для успешной деятельности.
Специалисты отмечают недостаточный уровень владения иностранными языками выпускниками вузов, а те, кто даже имеет хорошие знания, не всегда могут эффективно применить их в сфере бытовой и профессиональной коммуникации. К этому
добавляется незнание лингвокультурологических смыслов другого языка, традиций и
современных особенностей развития различных народов. В связи с этим возникает
необходимость воспитывать студентов, способных выступать в качестве субъектов
диалога культур. Можно сказать, что иностранный язык несет в себе не только систему
лингвистических знаний, но и систему знаний о социальных нормах, духовных ценностях, совокупности отношений между людьми.
Человечество движется ныне к культурному плюрализму, диалогу, полилогу, поиску гармоничного баланса между культурами. Интеграция в общеевропейское образовательное пространство в сфере изучения языковой личности должна происходить с
учетом культурных различий, в том числе и в методике преподавания иностранных
языков. Современное образование предполагает, прежде всего, развитие личности обучающихся, их познавательных способностей, формирование целостной системы универсальных знаний, а не только овладение суммой знаний по определенным академическим предметам.
Получение качественного образования в высшей школе должно учитывать общенациональные интересы и тенденции мирового развития. Целью становится не просто подготовка высокопрофессионального специалиста в той или иной области, но и
«человека культуры», способного и готового к общению и сотрудничеству с людьми
разных национальностей, рас, вероисповеданий и культур, мирному плодотворному
сосуществованию в современном обществе. Только через диалог с другой культурой
можно достигнуть определенного уровня самосознания, так как при диалогической
встрече двух культур каждая сохраняет свое единство и открытую целостность, одновременно обогащая другую. В ХХI веке становится все более очевидным, что человечество развивается по пути расширения взаимосвязи и взаимозависимости различных
стран, народов и их культур [3].
В условиях рыночной экономики и острой конкуренции к современному специалисту предъявляется ряд жестких требований: помимо профессиональных знаний,
умений и навыков, необходимо владение персональным компьютером, иностранными
языками, а также лингвоэтическими нормами государственного языка и приемами
успешной коммуникации. Однако современное состояние языка и уровень развития
языковой культуры разных слоев российского общества вызывают серьезную тревогу
ученых. Очевидна необходимость совершенствования культуры языковой личности на
всех ступенях образования.
Языковая личность сложна в своих проявлениях и зависит от многих факторов,
из которых наиболее существенным, на наш взгляд, является личностный фактор в речевом общении, так как индивидуальность проявляется в единстве с условиями социальной и культурной среды и, как правило, обладает своим языковым обликом, речевой
культурой и оценкой речевых произведений, как в устной, так и в письменной форме.
Качество обучения иностранному языку в значительной мере определяется дифференциацией и индивидуализацией обучения [4]. Самым универсальным средством
общения является язык, и изучение его социокультурного аспекта – одно из важных и
плодотворных направлений исследований. Социальность языка следует понимать как
диалектическое единство языка и культуры, языка и общества. Задача связывать людей
в единое сообщество находит выражение в ряде общественных функций культуры, в
частности в информационно-коммуникативной и знаковой. Следовательно, возрастает
значение понимания всеми субъектами образования знаковой функции культуры. Без
изучения и знания соответствующих знаковых систем овладеть достижениями культуры невозможно. Так, язык, понимаемый как средство мышления и общения людей, а
также символ является важнейшим средством овладения, развития и хранения культуры. Культурологический подход к содержанию понятия культуры языковой личности, в отличие от филологического, актуален и в силу того, что он открывает возможность прогнозировать языковой облик личности и общества в целом на основе исторических прецедентов и определить важность тех культурных ценностей, которые лежат
в основе речевой коммуникативной деятельности. В связи с этим представляется
весьма актуальной разработка модели формировании культуры языковой личности в
поликультурной среде вуза [6].
Обращение современников к теме взаимосвязи культуры и языка свидетельствует о важном методологическом сдвиге в науке о языке, о переходе к изучению
языка в тесной связи с человеком, его мышлением и практической деятельностью и,
как результат, к изучению культуры языковой личности. В настоящее время поликультурная образовательная среда рассматривается как феномен культуры, механизм передачи социального опыта, сфера педагогических ценностей, часть педагогической культуры преподавателя, новая информационная среда, парадигма образования ХХI века
[5].
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Литература
1. Буряк Н.Ю. Культура языковой личности в поликультурной среде ВУЗа. Дисс. на
соиск. степени к. культурологии. КГУКИ. – Краснодар, 2012. – С. 100- 157. – 291 с.
2. Григорьева-ГолубеваВ.А. Становление гуманистических ценностей педагога: В
аспекте языковой личности: Дис. ...д-ра пед. наук. – СПб., 2002. – 493 с.
3. Елизарова Г.В, Халяпина Л.П. Формирование поликультурной языковой личности
как требование новой глобальной ситуации / Языковое образование в вузе: Методическое пособие для преподавателей высшей школы, аспирантов и студентов. –
СПб.: КАРО, 2005. – С. 8-20.
4. Караулов Ю.Н. Русский язык и языковая личность. – М.: УРСС, 2007. – 216 с.
5. Ломтева Т.Н. Языковая личность в современной парадигме лингвистического образования: материалы 47 научно-методической конференции «Университетская
наука - региону» / Под. ред. Т.Н. Ломтевой. – Ставрополь: Изд-во Ставропольского
гос. ун-та, 2004. – 194 с.
6. Шорохова О.А. Концепция развития языковой личности. – Курск: КГПУ, 2006. –
190 с.
ЛАКУНАРНОСТЬ КАК ЯВЛЕНИЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ В КУЛЬТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
БУРЯК НАТАЛЬЯ ЮРЬЕВНА1
1 Академия маркетинга и социально-информационных технологий - ИМСИТ
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 Год: 2015 Страницы: 48-50
УДК: 008
ЖУРНАЛ:
ОБЩЕСТВО: ФИЛОСОФИЯ, ИСТОРИЯ, КУЛЬТУРА
Издательство: Издательский дом "ХОРС" (Краснодар)
ISSN: 2221-2787eISSN: 2223-6449
КЛЮЧЕВЫЕ СЛОВА:
ЛАКУНА, LEXICAL GAP, МЕЖЪЯЗЫКОВАЯ ЛАКУНАРНОСТЬ, ЛОКАЛЬНЫЕ КУЛЬТУРЫ, LOCAL CULTURES, КОММУНИКАТОР, COMMUNICATOR, ИНОСТРАННЫЕ ЯЗЫКИ, FOREIGN LANGUAGES, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, КУЛЬТУРА, CULTURE, ЯЗЫКОВАЯ СИСТЕМА, LANGUAGE SYSTEM, CROSS-LANGUAGE LEXICAL GAPS
АННОТАЦИЯ:
В статье рассмотрены вопросы межъязыковой лакунарности в культуре языковой личности в процессе влияния первого языка на овладение вторым на разных уровнях языковой системы. Лакуна возникает при отсутствии в одном из сопоставляемых языков наименования того или иного понятия, имеющегося в другом языке. Существование языковых лакун обусловлено спецификой локальных культур. Автор предлагает беглый обзор некоторых параметров, которые могут быть истолкованы как позитивные (плюс-параметры) и негативные (минус-параметры) при освоении второго языка.
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Обучающий иностранному языку всегда имеет дело не с одним, а с двумя языками – тем,
которому он обучает, и родным языком обучаемого. Несмотря на всю очевидность этого положения, оно все еще далеко не всегда должным образом учитывается, а иногда вообще игнорируется в практике преподавания языков. О последнем свидетельствует, например, продолжающийся выпуск учебников универсального назначения или разработка целых систем обучения,
не рассчитанных на какой-либо конкретный родной язык обучаемых.
Между тем очевидно, что учащиеся, претендующие на такого рода универсальность,
не могут быть высокоэффективными. Закладывая основы коммуникатора для иностранного (второго – В) языка в мозгу индивида, мы никогда не ведем строительство на ровном месте, а создаем компоненты нового коммуникатора в непосредственном контакте и взаимодействии с уже
существующим коммуникатором для родного (первого – П) языка. И если мы не предусмотрим
заранее, в каких участках и аспектах эти две конструкции будут гармонировать, а в каких – сталкиваться друг с другом, то не сможем достичь наших целей наиболее эффективным образом.
Констатируя двусторонность П-языка на освоение В-языка, мы отвергаем преобладавшее ранее
примитивное представление о целиком негативном характере этого влияния, что отображалось
в термине «интерференция», который истолковывался как «помеха».
«Ровное место» для строительства коммуникатора означало бы не что иное, как отсутствие
у обучаемого способности мыслить, ибо эта способность органически взаимосвязана с наличием
П-коммуникатора. Тот факт, что к началу обучения В-языку у индивида имеется аппарат мышления
на базе П-языка, сам по себе является позитивным фактором колоссальной важности [1].
Сопоставляя факты разных языков, нетрудно убедиться, что нередко лексическая единица
одного языка не находит словарного эквивалента в другом. Теория и практика перевода, а также
методика обучения иностранным языкам знает множество примеров, когда понятие, выраженное
в одном языке, не имеет наименования в другом языке. В результате неполной эквивалентности
денотативных схем разных языков и возникает такое явление, как лакуна: отсутствие в одном
сопоставляемых языков наименования того или иного понятия, имеющегося в другом языке.
48
Говорящие, обычно того не замечая, имеют дело с универсальным межъязыковым (и внутриязыковым) явлением лакунарности – отсутствием единиц в системе языка [2]. Несовпадения в
языках и культурах фиксируются на различных уровнях и описываются различными авторами в
разных терминах. Такая терминологическая разноголосица свидетельствует, как правило, о том,
что вопросы, связанные с межъязыковой и внутриязыковой лакунарностью, вызывают научные
споры и все же ждут своего разрешения.
Подавляющее большинство выявленных и описанных лингвистических лакун – межъязыковые, обнаруженные при сравнении двух языков или в ходе сопоставления с языком-эталоном.
При отсутствии лингвистических барьеров именно культурные расхождения могут стать
препятствиями в межкультурном общении. Национальная окраска есть не что иное, как фоновые
семантические доли, существующие в качестве единого целого с понятийными семантическими
долями. Следствием несовпадения лексического фона может быть неадекватное понимание текста, а также неадекватная реакция на ту или иную ситуацию в незнакомой культуре. Именно изза фоновых знаний об исходной локальной культуре переводчики нередко отказываются от
вполне возможной дословной передачи текста (или от сохранения его национального специфического элемента), чтобы не задерживать внимание читателя примечанием, когда такая ретардация не предусмотрена автором [3].
Хотя существование языковых лакун обусловлено спецификой локальных культур, можно
выделить и собственно интеркультурные лакуны. К интеркультурным лакунам можно отнести
случаи несовпадения цветовой символики разных народов: народы Экваториальной Африки не
связывают добро с белым цветом, а зло с черным, как это принято у многих индоевропейских
народов. Разновидностью интеркультурных лакун можно считать несовпадение и других видов
культурной символики, характерных для различных этносов: для японцев листья папоротника –
знак пожелания удачи в наступающем году; а в русском узусе папоротник ассоциируется со смертью, кладбищем. К культурологическим лакунам следует отнести также большую группу кинетических лакун. Таковы, например, жесты, используемые представителями различных культур. Поразному «прочитываются» в культурах одни и те же позы, а также мимические «знаки» эмоционального состояния. Выявление такого рода лакун представляется весьма целесообразным, поскольку их существование может привести не только к непониманию того или иного фрагмента
текста, но и к неадекватному поведению в межкультурном общении [4].
Из приведенных примеров интерязыковых и интеркультурных лакун следует, что лакуны
можно понимать как сигналы не только специфических реалий, но и специфических процессов и
состояний, противоречащих узуальному опыту носителя того или иного языка [5].
Ясно далее, что подготовленность индивида к выполнению коммуникативных операций в
сфере П-языка в огромной степени облегчает выполнение аналогичных операций на В-языке, как
бы эти операции ни различались по деталям своего механизма и технике.
Наконец, любая пара языков имеет существенные черты сходства (см. ниже), что также
должно расцениваться как положительный фактор для усвоения B-языка.
Проблема взаимодействия двух коммуникаторов – строящегося и уже построенного в раннем детстве – многоаспектна и сложна. Мы ограничимся здесь беглым обзором некоторых параметров, которые могут быть истолкованы как позитивные (плюс-параметры) и негативные (минуспараметры) при освоении В-языка.
Любая пара языков Земли имеет черты сходства и различия. Мы исходим из постулата о том, что
черты сходства между П- и В-языками являются позитивными, а черты различия негативными параметрами в том смысле, что первые облегчают, а вторые затрудняют усвоение второго языка (разумеется, в
практике обучения необходимо полностью учитывать оба вида явлений). Хотя этот постулат едва ли
может быть подвергнут сомнению, его нельзя распространять слишком далеко. Например, не следует
полагать, что сила минус-параметра пропорциональна степени наблюдаемого различия: практика показывает, что небольшие расхождения между языками иногда труднее преодолеваются, чем крупные,
зато коммуникативная значимость небольших расхождений обычно невелика. Наличие сходства и различий в сопоставляемых языках позволяет описывать их в терминах оппозиционного анализа. В принципе оппозиционное описание могло бы быть составлено для всех языков мира [6]. В данном случае
имеет смысл говорить о привативных и градуальных оппозициях, описывая их всегда в направлении
В : : П. Привативные признаки задаются списком явлений, имеющихся в В и отсутствующих в П. Градуальные признаки имеют статический характер (например, различия в частотном распределении однородных частей в двух языках); они второстепенны и нами не рассматриваются. Таким образом, наши
минус-параметры и являются привативными дифференциальными признаками для оппозиции В : : П.
Именно количеством этих признаков и измеряется трудность изучения языка В для носителя языка П.
Важно отметить, что этот показатель в общем случае необратим, ибо количество дискретных минусявлений, подлежащих усвоению, в одном из языков может быть больше, чем в другом.
ОБЩЕСТВО: ФИЛОСОФИЯ, ИСТОРИЯ, КУЛЬТУРА (2015, № 3)
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Черты глубокой общности земных языков, проявляющиеся на всех языковых уровнях и во
всех компонентах коммуникаторов, являются результатом действий трех основных факторов:
1) общности основных физико-географических условий существования людей;
2) общности основных механизмов и категорий мышления, эмоций и чувств;
3) общности психофизиологического устройства коммуникативных органов (органы речи,
слуха и зрения; рука).
Именно эти фундаментальные факторы и делают возможным сравнительно легкое овладение любым иностранным языком для носителя любого родного языка и выполнение адекватного
перевода с одного языка на другой (серьезную помеху может представить только бедность фонда
понятий, обусловленная низким уровнем развития соответствующего языкового коллектива) [7].
Кроме этих универсально действующих факторов, сходные черты двух языков могут быть
обусловлены следующими причинами:
a) генетической общностью языков, т. е. принадлежностью их к одной семье, группе, подгруппе (естественно, что степень близости возрастает по мере суждения общей для двух языков
генетической рубрики);
б) особым сходством физико-географических условий, социального устройства и общего
уровня развития языковых коллективов (например, по составу готовых знаков некоторых семантических классов языки социалистических стран ближе друг к другу, чем языки неродственных
социальных систем);
в) взаимодействие двух языков;
г) взаимодействие двух языков с третьим языком (таково, например, независимое влияние
латинского языка на ряд других).
Следует отметить, что черты общности проявляются преимущественно (хотя не исключительно) в плане содержания.
Гораздо труднее назвать факторы, обусловливающие расхождения двух языков. Помимо
различий в физико-географических условиях, социальном устройстве и уровне развития двух
языковых коллективов, языкознание пока не может указать причин, которые могли бы обусловить
наличие тех или иных дифференциальных признаков в системе языков мира. Ссылка на «дух
языка» или «дух народа» мало помогает, а попытка применить какие-либо общие принципы
(например, «принцип экономии») лишь подчеркивает их несостоятельность в данном вопросе,
ибо реализация этих принципов оказывается необъяснимо специфичной (то, что «экономно» в
одном языке, почему-то оказывается «неэкономным» в другом) [8].
---
Ссылки:
1. Косарева Т. Вторичная языковая личность // Учитель. 2003. № 4. С. 73–74.
2. Данильченко Т.Ю. Философия лакун. Краснодар, 2010 ; Ее же. Лакуны и способы их элиминирования : учебно-методическое пособие. Краснодар, 2009.
3. Ладо Р. Лингвистика поверх границ культур // Новое в зарубежной лингвистике. Вып. 25. М., 1989. С. 32–63.
4. Буряк Н.Ю. Культура языковой личности в поликультурной среде вуза : дис. ... канд. культурологии. Краснодар, 2012.
С. 100–157.
5. Глазачева Н.Л. Лакуны и теория межкультурной коммуникации // Лакуны в языке и речи : сб. науч. тр. Благовещенск,
2005. Вып. 2. С. 31–34.
6. Грушевицкая Т.Г., Попков В.Д., Садохин А.П. Основы межкультурной коммуникации. М., 2003.
7. Елизарова Г.В, Халяпина Л.П. Формирование поликультурной языковой личности как требование новой глобальной
ситуации // Языковое образование в вузе : методическое пособие для преподавателей высшей школы, аспирантов
и студентов. СПб., 2005. С. 8–20.
8. Павелко Н.Н. Педагогическая культурология : монография. Краснодар, 2009. 55
```
#Total No. of Cluster Types: 270
#Total No. of Cluster Tokens: 649
1 130 1 личности в
2 36 1 личности студента
3 32 1 личности студентов
4 24 1 личности как
5 18 1 личности будущего
6 14 1 личности и
7 14 1 личности курсантов
8 9 1 личности педагога
9 9 1 личности у
10 8 1 личности будущих
11 8 1 личности на
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13 6 1 личности обучающегося
14 6 1 личности подростка
15 6 1 личности преподавателя
16 6 1 личность в
17 5 1 личности подростков
18 5 1 личности с
19 4 1 личности .. влияние
20 4 1 личности .. особенности
21 4 1 личности .. роль
22 4 1 личности курсанта
23 4 1 личности музыканта
24 4 1 личности современного
25 3 1 личности .. социально
26 3 1 личности .. к
27 3 1 личности .. проблема
28 3 1 личности педагогов
29 3 1 личности при
30 3 1 личности современных
31 3 1 личности сотрудника
32 3 1 личности специалиста
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34 2 1 личности .. о
35 2 1 личности .. проблемы
36 2 1 личности .. проявление
37 2 1 личности .. роль
38 2 1 личности .. формирование
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41 2 1 личности (на
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49 2 1 личности человека
50 2 1 личности через
51 2 1 личности" в
52 2 1 личностно-профессионального
53 1 1 личност часть
54 1 1 личности . . к
55 1 1 личности .. адаптивно
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57 1 1 личности .. анализ
58 1 1 личности .. воздействие
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61 1 1 личности .. гармоничное
62 1 1 личности .. готовность
63 1 1 личности .. деятельностно
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66 1 1 личности .. зарубежные
67 1 1 личности .. значение
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69 1 1 личности .. интерпретации
70 1 1 личности .. информационная
71 1 1 личности .. к
72 1 1 личности .. культура
73 1 1 личности .. личность
74 1 1 личности .. международная
75 1 1 личности .. методические
76 1 1 личности .. наблюдательность
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80 1 1 личности .. патриотическое
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82 1 1 личности .. подготовка
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84 1 1 личности .. потенциал
85 1 1 личности .. принципы
86 1 1 личности .. приоритетные
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89 1 1 личности .. психологическая
90 1 1 личности .. психологические
91 1 1 личности .. психологический
92 1 1 личности .. психологическое
93 1 1 личности .. рефлексивные
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95 1 1 личности .. саморазвитие
96 1 1 личности .. синдром
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101 1 1 личности .. социальный
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103 1 1 личности .. студенческий
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106 1 1 личности .. теория
107 1 1 личности .. типологический
108 1 1 личности .. типы
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113 1 1 личности .. хомяков
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115 1 1 личности ... анализ
116 1 1 личности ... важность
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119 1 1 личности ... речевая
120 1 1 личности ... смысложизненные
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122 1 1 личности ... упражнение
123 1 1 личности ... предрасположенность
124 1 1 личности .... роль
125 1 1 личности ..... досуговая
126 1 1 личности омвд
127 1 1 личности . флуктуации
128 1 1 личности . . классификация
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130 1 1 личности .. антикоррупционная
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142 1 1 личности .. потенциал
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145 1 1 личности .. проявления
146 1 1 личности .. робототехника
147 1 1 личности .. системный
148 1 1 личности .. социальные
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150 1 1 личности .. теоретико
151 1 1 личности .. теоретические
152 1 1 личности .. физическое
153 1 1 личности .. формирование
154 1 1 личности .. ценностные
155 1 1 личности .. языковая
156 1 1 личности .. к
157 1 1 личности .. педагогические
158 1 1 личности ... анализ
159 1 1 личности ... влияние
160 1 1 личности ... значение
161 1 1 личности ... идентичность
162 1 1 личности ... профессионально
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166 1 1 личности влияние
167 1 1 личности педагогическое
168 1 1 личности становление
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170 1 1 личности "самость
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172 1 1 личности (педагогический
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175 1 1 личности а
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187 1 1 личности за
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190 1 1 личности или
191 1 1 личности инженеров
192 1 1 личности инофонов
193 1 1 личности инспекторов
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207 1 1 личности путем
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218 1 1 личности управленческого
219 1 1 личности участников
220 1 1 личности учащихся
221 1 1 личности ученого
222 1 1 личности часть
223 1 1 личности юных
224 1 1 личности юристов
225 1 1 личности ядова
226 1 1 личности" .. тактика
227 1 1 личности" с
228 1 1 личности.. самостоятельность
229 1 1 личности: анализ
230 1 1 личности: влияние
231 1 1 личности: использование
232 1 1 личности: истоки
233 1 1 личности: к
234 1 1 личности: междисциплинарный
235 1 1 личности: методико
236 1 1 личности: определение
237 1 1 личности: педагогический
238 1 1 личности: проблемы
239 1 1 личности: психологическое
240 1 1 личности: современные
241 1 1 личности: содержание
242 1 1 личности: социально
243 1 1 личности: сущность
244 1 1 личности: трансформация
245 1 1 личности: этнопедагогический
246 1 1 личности? (по
247 1 1 личностичасть .. методологический
248 1 1 личностичасть .. структурно
249 1 1 личностного развития
250 1 1 личностное саморазвитие
251 1 1 личностной и
252 1 1 личностные качества
253 1 1 личностных качеств
254 1 1 личность .. уровни
255 1 1 личность .. экзистенциальная
256 1 1 личность - что
257 1 1 личность и
258 1 1 личность карлоса
259 1 1 личность педагога
260 1 1 личность психика
261 1 1 личность руководителя
262 1 1 личность русского
263 1 1 личность спортсмена
264 1 1 личность художника
265 1 1 личность" в
266 1 1 личность" применительно
267 1 1 личность-группа
268 1 1 личность. образование
269 1 1 личность: структура
270 1 1 личностью социокультурных
```
ЛИНГВО-ИНФОРМАЦИОННЫЙ ПЕРИОД РАЗВИТИЯ ПРОБЛЕМЫ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В СИСТЕМЕ ПРОФЕССИОНАЛЬНОГО ЛИНГВИСТИЧЕСКОГО ОБРАЗОВАНИЯ
ГРЕБЕНЩИКОВА АЛЕКСАНДРА ВЯЧЕСЛАВОВНА
Тип: статья в журнале - научная статья Язык: русский
Том: 5Номер: 1 Год: 2013 Страницы: 127-132
УДК: 378.016:81
ЖУРНАЛ:
ВЕСТНИК ЮЖНО-УРАЛЬСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ОБРАЗОВАНИЕ. ПЕДАГОГИЧЕСКИЕ НАУКИ
Издательство: Южно-Уральский государственный университет (национальный исследовательский университет) (Челябинск)
ISSN: 2073-7602eISSN: 2412-0553
КЛЮЧЕВЫЕ СЛОВА:
ПРОФЕССИОНАЛЬНОЕ ЛИНГВИСТИЧЕСКОЕ ОБРАЗОВАНИЕ, PROFESSIONAL LINGUISTIC EDUCATION, ПЕРЕВОДЧИК, TRANSLATOR, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC PERSONALITY, ЛИНГВО-ИНФОРМАЦИОННЫЙ ПЕРИОД, LINGUISTIC AND INFORMATIONAL PERIOD
АННОТАЦИЯ:
Недостаточность исследования развития языковой личности в информационном обществе потребовала изучения лингво-информационного периода. Рассматривается исторический аспект проблемы профессиональной подготовки переводчиков, дается научное описание лингво-информационного периода развития проблемы формирования вторичной языковой личности переводчика в системе профессионального лингвистического образования, выделяются основные характерные черты данного периода, освещаются перспективы дальнейшей разработки исследуемой проблемы.
В условиях значительных преобразований
в системе российского образования вообще, и
в системе высшего профессионального лингвистического образования в частности, информатизации и глобализации образования,
проблема профессиональной подготовки переводчиков получает новое, актуальное, насущное звучание. Сложившиеся в образовательном пространстве России социальноэкономические условия требуют внесения
значительных изменений в процесс подготовки переводчиков, смещения целевых установок, трансформации системы профессионального лингвистического образования. Внесение
таких значительных изменений, в свою очередь, невозможно без глубокого ретроспективного анализа многовекового педагогического
опыта в данной образовательной области.
В настоящее время идея формирования
языковой личности, как системообразующий
фактор процесса подготовки переводчиков,
специалистов по межкультурной коммуникации и иностранным языкам, выдвигается в
качестве стратегического ориентира образовательной политики в области профессионального лингвистического образования. Однако формирование вторичной языковой личности относительно недавно в масштабах
истории высшего образования стало ключевым аспектом в процессе подготовки переводчиков, специалистов по межкультурному
взаимодействию. Вместе с тем мировая история профессионального лингвистического
образования насчитывает века.
Образование является одной из непреходящих ценностей. В разное время, исходя из
государственных потребностей, по-разному
определялись цели и содержание образования.
В свою очередь, уровень развития образования
во многом определял как политико-экономическое, так и социокультурное развитие страны. В частности, следует отметить, что исторический экскурс в проблему профессиональной подготовки переводчиков показал, что в
ходе истории функции переводчика менялись
в зависимости от потребностей общества и
развития сфер его жизнедеятельности. А как
следствие менялась и направленность профессионального лингвистического образования на том или ином хронологическом этапе.
Исходя из этого наблюдения, при осуществлении периодизации развития исследуемой
проблемы за ее основу был взят критерий изменения направленности профессионального
лингвистического образования, в соответствии с которым было выделено три периода:
– лингво-грамматический период (XVII –
начало XX в.);
– лингво-культурологический период (начало ХХ в. – 80-е гг. ХХ в.);
– лингво-информационный период (90-е гг.
ХХ в. – по настоящее время).
Поскольку в данной статье внимание акцентировано на описании лингво-информа
127
ционного периода развития профессионального лингвистического образования, обратимся к описанию данного периода.
Лингво-информационный период (90-е гг.
XX в. – до настоящего времени) характеризуется дальнейшей разработкой исследований
по направлениям предыдущего этапа, полноценным научным изучением проблемы формирования вторичной языковой личности переводчика. Определяющее влияние на разработку исследуемой проблемы на данном
историческом этапе оказали следующие процессы: во-первых, полномасштабно охвативший современное общество процесс информатизации, а как следствие интеграция информационно-коммуникационных технологий
в образование, во-вторых, смена знаниевой
парадигмы образования на компетентностную. Рассмотрим более подробно вышеназванные процессы.
Обращаясь к анализу практики осуществления профессиональной языковой подготовки в вышеуказанный исторический период,
в первую очередь отметим, что, несмотря на
значительное практическое развитие и теоретическое осмысление проблемы профессиональной подготовки переводчиков на предыдущем лингво-культурологическом этапе,
только к середине 90-х квалификация «переводчик» получила реальный профессиональный статус. До этого его имели только
представители дипломатического перевода,
военные переводчики и мастера перевода
художественных произведений. Именно в 90-е
годы стало очевидно полное несоответствие
между существующими уровнем и масштабами профессиональной подготовки переводчиков и насущными требованиями времени,
продиктованными острой необходимостью
в квалифицированных специалистах по межкультурной коммуникации. Так, после глобального воссоединения Европы подготовка и
обучение профессиональных переводчиков
приобрели массовый характер, произошли
количественные и качественные изменения в
переводческой деятельности во всем мире,
резко возросла потребность в информативных
(нехудожественных) переводах в социальной,
политической, деловой и научно-технической
сферах [11, c. 89]. В странах Европы и Америке
появляется разветвленная сеть переводческого
образования, включающая государственные
университеты, государственные и частные
институты, училища и курсы для подготовки
переводчиков. Российская образовательная
система среагировала адекватно, создав дополнительные учебные учреждения, готовящие профессионалов художественного, технического и устного перевода. Только за последние несколько лет двадцатого века в России
рынок услуг образования обогатился на 250
переводческих факультетов и отделений.
В это же время общество переживает резкий скачок в развитии информационных систем. Данный период ознаменовался появлением и широким распространением компьютерной техники и сетевых коммуникационных
технологий. Как следствие, к началу ХХI века, в большинстве развитых стран использование информационных и коммуникационных
технологий (ИКТ) стало основой образования
на всех его ступенях. В этой связи от российской образовательной системы потребовался
полный пересмотр теоретико-методической
базы подготовки квалифицированных переводчиков, стала очевидна непригодность педагогов к квалифицированному обучению этой
профессии, а низкое качество знаний, полученных в новых условиях образования, привело к проблемам с трудоустройством по специальности.
Созданная в 1988 году под руководством
А.П. Ершова Концепция информатизации образования стала одной из первых попыток
оценить современные тенденции в образовании и их связь с информатизацией общества,
выявить возникающие проблемы и наметить
пути их решения. Авторы Концепции определяют информатизацию образования как процесс подготовки человека к полноценной жизни
в условиях информационного общества. В Концепции информатизации образования заявлено, что в ближайшем будущем профессиональное образование в России должно стать
совершенно иным, осуществляться на совершенно ином качественном уровне. В основе
нового образования должно лежать использование информационно-вычислительных и
телекоммуникационных средств и информационных образовательных технологий [12].
Впоследствии, в ответ на объективные
вызовы социума, в 2001 году Российское правительство одобрило Концепцию модернизации образования, которая стала правовой базой для всех инноваций, экспериментов и
реформ, проводимых в России в области образования. Согласно этому документу новое
качество высшего профессионального образования в России может быть достигнуто при
условии, что система образования подверг-
128
нется ряду инновационных процессов, претерпит ряд преобразований [13]. В этой связи
В.В. Миклушевский, заместитель Министра
образования и науки, отмечал: «В настоящее
время все мы живем в информационном обществе, качество которого на данном этапе
вряд ли может нас устраивать. Наша задача –
развернуть это информационное общество
навстречу потребностям экономики и людей,
которые живут в нем, в первую очередь, молодых людей, получающих образование. Безусловно, это невозможно сделать без современных информационно-коммуникационных
технологий в сфере образования и науки» [15,
с. 95]. Таким образом, реформация отечественной системы образования подразумевает
установление такой приоритетной цели, как
информатизация образования, которая представляет собой процесс использования ИКТ
на всех уровнях и этапах образования. Данный процесс получил также название «интеграция ИКТ в образование».
Говоря об интеграции ИКТ, следует четко
понимать, что этот термин означает. Термин
«ИКТ» является аббревиатурой и определяется М. Блертоном как «разнообразный набор
технологических инструментов и ресурсов,
используемых для общения, и для создания,
передачи, получения, хранения и управления
информацией» [26, c. 56]. Исторически термин «ИКТ» произошел от термина «информационные технологии», которые представляют
собой совокупность компьютерных средств
обработки информации, но с развитием цифровых сетей, а также в связи с тенденцией
объединения различных технологий, стало
актуальным обобщение различных технологий, функционирующих на основе компьютеров и Интернета, что привело к появлению
термина «ИКТ». Так, термин «ИКТ» охватывает все современные технологии, используемые для связи, обработки и хранения данных.
В практике профессионального лингвистического образования можно выделить три основные технологии, основанные на применении средств ИКТ: кейс-технология, TV-технология, сетевая технология
Исторически изначально была создана
кейс-технология. В нашей стране в этом направлении была проведена и ведется сейчас
большая работа по разработке стандартов
учебно-методических материалов и самих материалов. Результатом этой работы является
фонд учебно-практических пособий, обеспечивающих ряд специальностей, созданный
в учебных заведениях – участниках эксперимента по дистанционному обучению. Проводились эксперименты по использованию TVтехнологии. Однако в условиях экономической нестабильности и скудности финансирования высшей школы, не представляется возможным рассматривать эту технологию как
основную при создании масштабных систем.
С другой стороны, широкое внедрение телекоммуникаций и, в частности, глобальной
компьютерной сети Интернет в образование
не позволяет рассматривать перспективные
образовательные проекты в отрыве от технологий этой уникальной информационной и
транспортной среды. А многочисленные успешные проекты по развитию российского
сегмента Интернета убеждают в том, что
именно эта транспортная среда наиболее перспективна для создания на ее основе общегосударственной образовательной системы образования. На сегодняшний день, благодаря
реализации ряда целевых программ, международных и региональных проектов и инициативных программ образовательных учреждений обеспечен существенный прогресс
в области доступности средств телекоммуникаций и информационных технологий для
сферы образования.
Наряду с охватившей в 90-е годы и протекающей до настоящего момента информатизацией образования, в начале XXI века с
присоединением России к Болонскому соглашению, с вхождением в открытое Европейское образовательное пространство происходит смена знаниевой образовательной парадигмы на компетентностную. Так, И.А. Зимняя считает период с 1990 по 2001 гг. этапом
утверждения компетентностного подхода в
образовании. [7, с. 126]. В этот период интерес к проблеме формирования компетентности возрастает во всем мире, так, в современных зарубежных исследованиях разрабатываются модели компетентности, конструируемые на основе анализа профессиональной
деятельности специалиста, в которых выделены элементы компетентности. В настоящее
время в основу Федерального государственного образовательного стандарта высшего профессионального образования (ФГОС ВПО)
третьего поколения положен компетентностный подход. Проблема компетентностного
подхода получает широкий научный интерес,
вопросы формирования профессиональной
компетентности, ее сущности и структуры,
разработка теоретических основ компетент-
Теория и методика профессионального образования
129
Вестник ЮУрГУ. Серия «Образование. Педагогические науки»
ностного подхода в образовании освещаются в трудах таких отечественных ученых
как В.И. Байденко [17], А.А. Вербицкий [3],
Э.Ф. Зеер [6], И.А. Зимняя [7], А.М. Новиков
[16], А.В. Хуторской [25] и др. В основе новой
образовательной парадигмы, которая приходит на смену классической, лежит изменение
фундаментальных представлений о человеке и
развитие его личности через образование.
В этой связи, проблему формирования
вторичной языковой личности переводчика в
профессиональном лингвистическом образовании теперь следует рассматривать через
призму компетентностей с учетом процессов
информатизации образования. В целом,
ХХ век ознаменован широким изучением и
дальнейшей разработкой теории языковой
личности в философском, лингвистическом,
культурологическом, а также педагогическом
аспектах. Так, неоценимый вклад в развитие
данной теории внесли такие ныне известные
ученые, как Г.И. Богин [1], Ф.И. Буслаев [2],
В.В. Виноградов [4], М.С. Каган [8], Ю.Н. Караулов [9], А.А. Леонтьев [14] и др. По мнению Ю.Н. Караулова, «языковая личность –
это субъект, обладающий совокупностью способностей и свойств, позволяющих ему осуществлять сугубо человеческую деятельность –
говорить, создавать устные и письменные речевые произведения, отвечающие целям и условиям коммуникации, извлекать информацию из текстов, воспринимать речь» [9, с. 76].
В конце ХХ века идея личностно-ориентированного языкового образования, возникнув в 50-х годах, нашла свое продолжение и
воплотилась в целостную методологически
значимую концепцию, расцвет которой наблюдается в последнее время, когда практически повсеместно заявляется об особой –
лингвосоциокультурной – акцентуации личностного ракурса подготовки лингвистов.
Так, Г.В. Елизарова [5], В.В. Сафонова [19],
Е.И. Пассов [18], П.В. Сысоев [20], С.Г. ТерМинасова [21], В.П. Фурманова [22] в своих
научных трудах обосновывают концепцию
соизучения языка и культуры. В педагогической теории, охватывающей вопросы языковой подготовки, закрепляются такие основополагающие термины как вторичная языковая
личность (И.И. Халеева [23]), культурноориентированная личность (В.П. Фурманова
[22]), поликультурная языковая личность
(Г.В. Елизарова [5], М.К. Колкова [10],
П.В. Сысоев [20], Л.П. Халяпина [24]). Однако, став во второй половине ХХ века целевой
доминантой лингвистического образования,
теория формирования вторичной языковой
личности в настоящий момент подвергается
ряду преобразований. Приоритетными направлениями таких преобразований являются
включение информационной составляющей в
структуру вторичной языковой личности и
организация языковой подготовки переводчика в соответствии с компетентностной образовательной парадигмой.
Теперь, когда информация выступает не
как вспомогательное средство в современном
образовании, а как смыслообразующий фактор, лингвистическое образование должно быть
не только личностно и межкультурно, но и
информационно ориентировано. Таким образом, современный период развития проблемы
формирования вторичной языковой личности
переводчика в системе профессионального
лингвистического образования характеризуется лингво-информационной направленностью, основными чертами которой являются:
– информационная компетентность является системообразующим компонентом в
профессиональной компетентности современного переводчика, а как следствие в базовую
и вариативную часть программы профессиональной подготовки переводчиков вводятся
дисциплины, позволяющие им овладевать соответствующими знаниями, развивать умения
и навыки;
– среди видов профессиональной переводческой коммуникации выделяется новый
вид – сетевая опосредованная коммуникация,
а как следствие появляется необходимость
осуществления профессиональной подготовки
будущих переводчиков, включающей сетевую
опосредованную коммуникацию как один из
видов учебной деятельности;
– на подготовительном этапе переводческой деятельности специалист осуществляет
обработку огромных информационных массивов, которая не представляется возможной без
использования современных информационнокоммуникационных технологий, а значит образовательный процесс на переводческих факультетах должен не только включать изучение соответствующего программного обеспечений и технологий, но и осуществляться на
их основе.
– одной из базовых структурных компонентов профессиональной компетентности
является дискурсивная компетентность, овладение которой происходит в процессе работы
с текстами различной направленности, доступ
Гребенщикова А.В. Лингво-информационный период развития
проблемы формирования вторичной языковой личности…
2013, том 5, № 1
130
и ознакомление с которыми зачастую возможен только через сетевые технологии.
Таким образом, считаем, что на современном этапе профессиональное лингвистическое образование должно иметь доминантную информационную составляющую, и как
следствие, может называться профессиональным лингво-информационным образованием,
в случае разработки и внедрения в процесс
подготовки переводчиков педагогической
концепции формирования вторичной языковой личности переводчика с лингво-информационной направленностью.
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132
ЛИНГВОДИДАКТИКА О ТЕЗАУРУСЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
ПИВКИН С.Д.
Рассматриваются качественные характеристики тезауруса поликультурной языковой личности на трех уровнях ее организации: вербально-семантическом, лингвокогнитивном и гносеологическом. Особое внимание уделяется формированию умения понимать явления и события языкового образа мира в условиях межкультурной коммуникации.
The paper studies quality characteristics of thesaurus for multicultural linguistic personality as seen within three levels framework: verbal, cognitive and gnosiological. A focus is on forming ability of learning linguistic presentation of the world in the intercultural communication.
В связи с описанием поликультурной языковой личности, какой она представляется в межкультурной коммуникации, можно говорить о том, что ее тезаурус претерпевает существенные изменения при овладении неродным языком. В некоторых исследованиях поликультурной (вторичной) языковой личности особое внимание уделяется формированию «языковой картины мира», противопоставленной «концептуальной» или «глобальной картине мира», которые, по мысли ее авторов, соответственно образуют тезаурус I и тезаурус II [1]. Формирование тезауруса I связано с когнитивным (тезаурусным) уровнем языковой личности по известной схеме Ю.Н. Караулова, но не только с ним. Более низкий вербальносемантический уровень, предшествующий первому также важен для формирования тезауруса личности, поскольку личность может проявить себя в словотворчестве, осмысленном выборе нестандартных словосочетаний и оригинальных оборотов речи, правда в ограниченных рамках речевых моделей. Индивидуальность может наиболее полно проявить себя в способах иерархизации понятий, поскольку на этом уровне личность оперирует концептами и идеями, что значительно расширяет ее возможности по проектированию языковой картины «текста-мира» и «себятекста». Здесь на когнитивном уровне она (языковая личность) подготавливается к смысловому восприятию гипертекста в широком его понимании, что предполагает прохождение четырех связанных между собой фаз: 1. фазу смыслового прогнозирования; 2. фазу вербального сличения; 3. фазу установления смысловых связей - между словами - между смысловыми звеньям 4. фазу смыслоформулирования [3]. Проблема формирования тезауруса языковой личности обретает новое измерение, если к существующему представлению о нем добавить особое ее (личности) видение в условиях поликультурного и полимодального мира, в котором мы все находимся и альтернативу которому трудно себе представить в рамках активно формирующихся мультилингвальных социумов. Важное место в этом видении занимает овладение неродными языками. В самом деле, даже беглый взгляд на проблему говорит о том, что тезаурус личности, развивающей свои знания и совершенствующей свои навыки и умения пользования родным языком не одни и те же, когда речь заходит об овладении вторым и последующими языками. Некоторые исследователи даже говорят о гипотетическом тезаурусе II, наделяя его специфическими чертами. Понятно, что такое разделение весьма условно, но, очевидно, оправданно, во всяком случае, в образовательных целях. Идея имеет право на существование как научная гипотеза, заключающая в себе существенный содержательный аспект, который заслуживает внимательного рассмотрения. Что представляет собой этот Тезаурус II? Попробует разобраться в этом. Как утверждают авторы, тезаурус II есть результат формирования вторичного (читай: поликультурного по своей сути) когнитивного сознания, отражающего «концептуальную, или глобальную, картину мира» [1]. Когда мы
говорим о сознании, то, разумеется, имеем в виду, что сознание у человека одно, и оно не может быть разложено на отдельные составные части. Вместе с тем при овладении неродными языками в лингводидактике принято в содержательном плане особым образом трактовать сознание. Дело в том, что осознание людьми окружающего мира в силу специфичности их жизнедеятельности происходит в конкретной культуре. Культура в человеческом обществе немыслима без языка и связана с ним самым непосредственным образом. В пределах одной лингвокультурной реальности складывается особый общественный опыт, взгляд и знания об окружающем мире. Мы говорим о вербализированной или «языковой картине мире», в которой родной язык по причине естественного характера занимает доминирующее положение. На базе родного языка, или точнее, на базе его ассоциативно-вербальной сети формируется тезаурус I (в известном смысле ограниченный рамками одной языковой системы), который специфичен для каждого конкретного языка. Далее он распространяется на когнитивную сферу, расширяется, охватывает прагматический уровень, т.е. учитывает сложные мотивы выполняемой деятельности и индивидуальный опыт носителя языка. При изучении иностранного языка индивид сталкивается с проявлениями иной культуры, которые он воспринимает сквозь фильтр смыслообразующего контекста родного языка, т.е. его представление о глобальном мире не то, что меняется, а становится еще шире и разнообразнее. Отсюда и возникает необходимость выделить тезаурус II как отдельный аспект для рассмотрения в современной лингводидактике. Собственно говоря, формирование тезауруса языковой личности происходит в основном на когнитивном уровне, поскольку на этом уровне складывается представление о реальном мире. Вместе с тем в лингводидактике принято, условно говоря, различать две сферы сознания когнитивное и языковое, за которыми стоят две картины мира. Когнитивное сознание не тождественно языковому в силу того, что оно отражает более широкий пласт явлений и предметов, выходящих за культурные рамки одного лингвосоциума, а скорее охватывает объективную реальность и культуру всего человечества или больших его групп. Языковая картина мира характеризует видение конкретного народа, его культуру, быт и национальное самосознание и вполне встраиваема в когнитивную. Языковое сознание представляет собой вербальный способ отражения действительности народом, говорящим на одном языке. Оно характеризует как лингвокультурную общность в целом, так каждого отдельного ее представителя [5]. Коль скоро понятия «языкового и когнитивного сознаний» рассматриваются в лингводидактике при объяснении явлений, связанных с овладением неродными языками, то вполне естественным представляется обратиться к тому, насколько усвоение иностранного языка влияет на сознание человека. Т.К. Цветкова обращает наше внимание на два аспекта. Во-первых, при освоении неродного языка происходит изменение собственно языкового сознания, за которым до сих пор стоял только родной язык. В результате можно говорить об образовании гибридной структуры, которая встраивается в уже сформированную более раннюю систему языка. Во-вторых, качественно воздействуя на языковую картину индивида, новый язык неизбежно влияет на и на общую картину мира в когнитивной сфере. Внедрение новой языковой системы в сознание индивида приводит к изменению его взгляда на окружающий мир, его понятия, отношения и ценности [5]. Если вернуться к уровням организации языковой личности, то следует напомнить, что вербально-семантический уровень отражает ограниченную часть знаний о мире, которая закреплена в текстах, впрочем, также как и сами знания (семантика объективирована в толковых словарях, знания о мире в энциклопедических). Однако между ним существуют, как подчеркивает Ю.Н. Караулов, существенные различия, заключающиеся в том, что семантика связана с идентификацией вещи, тогда как знания о мире ориентированы на деятельность. Из чувственного индивидуального опыта (деятельности), а также языка и текстов человек черпает разнообразные зна-
ния о мире. Кроме того, семантика однородна по всем направлениям ее приложения, знания же о мире, закрепленные в словах, неравноценны: среди них имеются более значимые и менее значимые. Поэтому с точки зрения развития языковой личности куда более емким представляется тезаурусный уровень организации языковой личности, который дает нам гораздо более глубокую и объективную картину об усвоении индивидом знаний о мире. Когнитивное пространство, с которым связан тезаурус личности, весьма разнородно, за ним могут скрываться слова, обрывки фраз, образы, фрагменты подсознания и целые области знаний и т.п. При всей разнородности перечисленного ряда складывается довольно ясная картина отображения реальности в индивидуальном восприятии: это может быть необычный образ, дополненный личным опытом, особым отношением или подчеркнутый специфическим контекстом. «Иными словами, тезаурус личности, как способ организации знаний о мире, имеет явно выраженную тенденцию к стандартизации его структуры, к выравниванию ее у разных членов говорящего на одном языке коллектива, при одновременном произволе в способах ее субъективации, ее индивидуальной фиксации, индивидуального присвоения» [3, с. 172]. Если бы это было иначе, то бесконечно разнообразная речевая практика нарушила бы взаимодействие и взаимопонимание между людьми и привела бы к хаосу в общении. При этом не следует забывать о том, что индивидуализированный способ отображения реального мира, присущий человеку, также важен, поскольку он вносит печать личного опыта в языковую картину мира и вполне встраивается в общечеловеческое представление о нем. В этом нескончаемом потоке обмена знаниями не происходит разрывов, причиной которых может быть «оторванность» индивидуального тезауруса от коллективного опыта. Другое дело, когда речь заходит о взаимопонимании субъектов, говорящих на разных языках. «…Понять» какую-нибудь фразу или текст означает, «пропустив» ее через свой тезаурус, соотнести со своими знаниями и найти соответствующее ее содержанию «место» в картине мира» [170, с. 172]. Знание иностранного языка весьма существенно для адекватного понимания собеседника, говорящего на этом языке. Однако в некоторых случаях этого бывает явно недостаточно, если эти знания не учитывают специфических трудностей предмета или обсуждаемой темы или даже просто устоев, национальных традиций и культурных особенностей народа, на языке которого ведется диалог. Поясним свою мысль, обратившись к семантическому ряду и тезаурусу в сопоставительном плане. Семантика имеет тенденцию к неоправданному «разбуханию», в то время как тезаурус потенциально более емкий, хотя и представлен весьма скудно. Развертывание тезауруса многократно обогащает первоначальный образ и знания о мире, и если говорить об изучающем иностранный язык, то для него представляется принципиально важным углубиться в атмосферу неродного языка, войти в ее глубины и почувствовать себя частью «нового мира». Переход от субъективированной языковой семантики к субъектному тезаурусу, по сути дела, означает переход от слов и выражений к знаниям и, следовательно, существенно расширяет возможности личности познания окружающего мира в том виде, в котором он предстает перед ним. Знания, которые человек получает вместе с неродным языком, раскрывают перед ним все богатство этнокультурного наследия народа, без которого язык этого народа превратился в мертворожденный знак, обреченный на вымирание. Переход от вербально-семантической сети к тезаурусу происходит на когнитивном уровне, ибо ранее «… переход оказывается невозможным не только из-за недостаточности этих знаний, но главным образом из-за неотраженности на этом уровне (в ассоциативной ли сети, в толковом ли словаре) социально-детерминированного опыта, мотивов и установок личности, идеологически значимых для данного общества ценностей и предпочтений, из-за отсутствия, наконец, гносеологически обусловленной потребности к постоянному росту суммы знаний. Сумма знаний
(общества, человечества), как нечто фиксированное и статичное, откладывается и закрепляется не только с помощью языка, не только в текстах, ее воплощением и материализацией является вся культура, все продукты цивилизации, каждый артефакт…» [3, с. 174]. Наконец, рассматривая целостную языковую личность в процессе коммуникативнопознавательной деятельности, нельзя не отметить свидетельства того, что лингвокогнитивные преобразования указывают на значимость тезауруса как промежуточного звена в отношениях между семантикой и гносеологией. Тезаурус без акта познания бессмыслен, он сам по себе не ведет ни к какой активности. «Активность есть свойство субъекта, и движение между областями тезауруса, его динамика обусловлены расподоблением, несхождением, неконгруэнтностью актуально отражаемого индивидом образа действительности (ее фрагмента, ее элемента) и образа, сложившегося ранее в субъектном его тезаурусе. Это расподобление и есть «пусковой механизм» познания. Последний всегда индивидуален, но социально повторяем» [170, с. 175]. Гносеология, таким образом, пронизывает все уровни языковой личности и придает динамику ее развития, в очередной раз подчеркивая важную роль языков в процессе познания мира таким, каким он видится ей (личности) в красках и цветах «национальных одежд», но единым и неразрывным по своей сути в качестве объекта нашего познания. Итак, мы подошли к высшему уровню организации языковой личности – к гносеологическому, связанному с познанием материального мира, его культуры и всех продуктов цивилизации через посредство языков в самом широком смысле. Следовательно, в процессе овладения языками встает проблема обучить человека не только структуре и содержательной основе языковой системы, но и умению понимать явления и события языкового образа мира, сформировавшегося на базе как родной культуры, так и иной культурной традиции. Понять в межкультурной коммуникации носителя другой картины реального мира, воспринимаемого под сугубо национальным углом зрения, означает пропустить его через сложившуюся систему взглядов и иерархию ценностей, через тезаурус личности и «встроить» это видение в привычную и устоявшуюся языковую картину мира, в основе которой лежит родной язык. Отсюда возникает необходимость разделять два понятия «уровень усвоения иноязычного кода» и «уровень развития культуры речевой деятельности», т.е. усвоение концептуальных моделей иностранного языка. Дифференциация этих понятий позволяет проследить за развитием языковой личности как уникального феномена в иноязычной речевой деятельности. В этой деятельности развитие личности в когнитивном, коммуникативном и социокультурном планах происходит по своим специфическим законам и нацелено на то, чтобы учащийся мог: - «во-первых, понять и усвоить чужой образ жизни/поведения с целью разрушения укоренившихся в их сознании стереотипов (процессы познания); - во-вторых, употреблять язык во всех проявлениях в аутентичных ситуациях межкультурного общения (процессы формирования навыков и умений); - в-третьих, расширить «индивидуальную картину мира» за счет приобщения к языковой картине мира» носителей изучаемого языка (процессы развития» [1, с. 70]. Развитие языковой личности как таковой происходит на протяжении всего жизненного цикла, но наиболее интенсивно этот процесс проходит в самый сензитивный период, в период ученичества. И здесь мы имеем возможность наблюдать за тем, как закладываются основы такого развития в долгосрочном плане, дающие плоды, по меткому выражению А.А. Леонтьева, «в индивидуальной стилистике художественной или ораторской речи» преимущественно в последующие за ученичеством годы. Языковая личность является тем идеальным концептом, который помогает выявить и развить качества будущего профессионального работника, деятельность которого тесно связана с языком, словом и текстом. Разумеется, грани этой языковой личности далеко не исчерпываются влиянием на нее только язы-
ка, хотя представляется разумным и оправданным на определенных этапах обучения и в целом жизнедеятельности индивида говорить об уровнях владения им языком. Как достигается тот или иной уровень во многом зависит от способа усвоения языка, моделей и условий обучения. Еще более сложным представляется определение уровня развития культуры речевой деятельности. Лингводидактика в последние годы проявляет значительно большее, но все еще недостаточное внимание условиям реализации личностно развивающих возможностей процесса обучения иностранным языкам [1]. То, насколько индивид владеет языком, в значительно мере определяет его познавательный потенциал, ибо через язык и слово человек усваивает огромное количество информации и развивается духовно и интеллектуально. Речемыслительная деятельность лежит в основе подавляющего числа других разнообразных видов деятельности, что неудивительно, ведь человек существо разумное, обладает развитым интеллектом и в таком качестве взаимодействует с внешним миром и себя подобными, целенаправленно воздействует на окружающую природу и меняет ее и себя в ней, удовлетворяя свои жизненные потребности и желания.
Библиографический список:
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ЛинГВОдидаКтичесКОе ПредстаВЛение саМОреаЛизаЦии
языКОВОй ЛичнОсти
с.д. Пивкин
Ключевые слова: языковая личность, самореализация, творческое саморазвитие, смысл жизни.
Рассматривается трехуровневая организация языковой личности в сочетании с концепцией самореализации личности с ценностно-смысловой составляющей. Самореализация языковой личности связывается с саморазвитием и самосовершенствованием личности, обретением ею самости через постижение смысла человеческой жизни посредством слова и текста. Феномен языковой личности привлекает внимание и интерес к ней главным образом со стороны сугубо прагматических дисциплин, таких как методика обучения родным и иностранным языкам и в большей степени лингводидактика, которая рассматривает ее как один из важных объектов исследования. Очевидно, нет необходимости напоминать о том, что лингводидактика в своем интересе к языковой личности опирается на достижения психологической науки, а также лингвистики и исследует условия усвоения родного и неродного языков, а также развитие личности в речевой деятельности. В течение длительного времени ориентированность на доминирующие системные знания о языке мешала этой дисциплине рассмотреть в процессе овладения им (языком) саму личность, которая через связь с языком получает реальные возможности развиваться как языковая личность и в таком качестве посредством слова и текстов выразить свой взгляд на мир. За этим стоит глобальная проблема духовного развития личности, ее невозможно решить, отрываясь от естественных корней и жизненного пространства обитания людей, в котором языку отводится одна из центральных ролей. Системные знания о языке не перестали играть значительную роль в обучении родному и иностранным языкам, вокруг них традиционно строилась структура и содержательная основа методической науки. Однако за этим пристальным вниманием к лингвистическим инновациям не всегда в должной мере просматривалась личность ученика, в интересах которого разрабатывались инновационные методики обучения в той или иной пардигмальной традиции. Владение языком – чрезвычайно важное достояние человека, и если рассматривать этот процесс сквозь призму становления личности, ее духовного восхождения и постижения высших смыслов, то изучение языков перестает быть простым натаскиванием учащегося с целью максимального усвоения знаний о системе языка. Вне всякого сомнения, сами по себе эти знания важны и необходимы, но они могут остаться мертвым грузом, если их не связать с личностью человека, с перспективой его жизненного пути и творения интеллектуально осмысленных речевых поступков. Именно эта мысль пронизывает последние исследования в лингводидактике: наличие языковых умений развивает человека как способного к разнообразной интеллектуально-творческой работе. Лингводидактика ведет поиск эффективных путей овладения речевыми навыками и умениями, позволяющими языковой личности в большей мере реализовать свои возможности в этом смысле. Можно утверждать, что на смену эпохе доминирования системно-структурных представлений о языке приходит, хотя и еще робко и неуверенно, иная парадигма, которая в речевой деятельности учитывает саму личность, ее интеллектуальные и коммуникативные потребности и мотивационные предпочтения. Достижения лингводидактики в этой области еще весьма скромны, но магистральное направление выбрано, и открытия на этом пути еще только предстоят.
26
Несмотря на скудные данные, которыми располагает современная наука в этой области, лингводидактика успела обозначить основные сферы своего присутствия в описании языковой личности, рассматривая этот вопрос под углом усвоения родного и иностранных языков учащимися образовательных учреждений. Суммируя накопленные данные по обучению языкам, лингводидактика указывает на несколько подходов к представлению языковой личности как объекта исследования. «Один из них исходит из … трехуровневой организации (состоящей из вербально-семантического или структурно-системного, лингвокогнитивного, или тезаурусного и мотивационного уровней) языковой личности; другой опирается на совокупность умений, или готовностей, языковой личности к осуществлению различных видов речемыслительной деятельности и исполнению разного рода коммуникативных ролей; наконец, третий представляет собой попытку воссоздания языковой личности в трехмерном пространстве а) данных об уровневой структуре языка (фонетика, грамматика, лексика), б) типов речевой деятельности (говорение, слушание, письмо, чтение), в) степеней овладения языком» [3, с.52]. Трехуровневое представление о становлении и развитии языковой личности является наиболее перспективным в плане ее полного описания с учетом последних достижений в области лингвистики, психологии и лингводидактики. Вместе с тем кажется довольно сложным и проблемным такое описание на основе представленных критериев из-за разнородности и разрозненности имеющихся исследовательских материалов. Очевидно, на данном этапе усилия исследователей направлены на то, чтобы перевести внимание на отдельные направления, наиболее значимые с точки зрения лингводидактики и методики преподавания родного и иностранных языков. Развивая наше представление о языковой личности, обратимся к схеме Ю.Н. Караулова, в которой наглядно представлены все заявленные уровни исследования языковой личности и внесем некоторые дополнения, отражающие наш взгляд на обсуждаемую проблему. Трехуровневое описание языковой личности, как отмечает автор, во-первых, учитывает нацеленность лингводидактики на оптимальное овладение учащимися основным материалом, и в этом несомненное ее преимущество. Вовторых, основные положения концепции отражают доминировавшие в свое время методические и лингводидактические направления и стратегии в преподавании языков [3]. Так, трехуровневая система совершенно очевидно указывает на широко использовавшиеся известные модели обучения родному и иностранным языкам, и в этом заключается ее ценность для лингводидактики и методической науки: так называемый «прямой метод» по речевым образцам, достигший наибольшей популярности среди методистов в 60-е годы; проблемное обучение, коммуникативный принцип обучения и их различного рода модификации и ответвления. Каждая из названных методических концепций нашла свое достойное место в системе обучения родному и иностранным языкам и была впоследствии существенно дополнена новыми разработками и находками. Нет нужды говорить, что первая из представленных лингводидактических концепций, подробно разработанная и структурированная, обогатила методику преподавания языков практическими рекомендациями, которые легли в основу многих до сих пор успешно использующихся учебных пособий и курсов. Проблемно-ситуативное обучение также в настоящее время широко применяется в практике преподавания иностранных языков, обнаруживая новые грани своего далеко не исчерпанного потенциала. Ситуативная направленность проблемного обучения вылилась во внедрение в образовательную практику кейс-технологий, которые повсеместно оказались востребованными образовательным сообществом. Персонифицированное отношение к воз-
27
никающим в учебном процессе проблемам в перечисленных методических системах связывается с личностной направленностью обучения и позволяет через тезаурус личности влиять на ее развитие. Задачный подход способствовал конкретизации целей обучения, которые языковая личность ставит перед собой в процессе своего развития и саморазвития в речемыслительной деятельности. Решение коммуникативных задач выдвинуло на передний план концепцию коммуникативности, максимально учитывающую мотивационные предпочтения и потребности обучающихся, которая последовательно развивалась Е.И. Пассовым и его школой. Активное взаимодействие обучающихся на занятии и вне его поставило в центр внимания методической науки ученика и его способности к речевому поведению в «жизненных» ситуациях посредством интенсивного обучения по методике Г.А. Китайгородской и др. Во всех перечисленных моделях обучения наблюдается явное движение по направлению к обучающейся личности, что становится все в большей мере преобладающей тенденцией сегодняшнего дня в лингводидактике. Последовательно развивая эту тенденцию, нам представляется своевременным и необходимым дополнить трехуровневый взгляд на развитие языковой личности концепцией самореализации личности с ценностно-смысловой составляющей, более полно раскрывающей иерархию ценностей этой личности. Связь ценностно-смысловых представлений личности с развитием образно-символьного мышления существенно углубляет тезаурус языковой личности, поэтому, по нашему мнению, имеет право на отдельное рассмотрение в формате трехуровневой системы. Нужно отметить, что развитию ценностно-смысловой сферы личности уделяется все большее внимание в свете меняющейся парадигмы лингводидактики и в целом педагогической науки. Это достаточно трудно реализуемая на практике задача, и поиск ее решения пока неоднозначен. Вместе с тем уже сейчас понятно, что от ее решения нам никуда не уйти не только в рамках более полного описания языковой личности, но и практической разработки концепции развития и саморазвития личности в целом. Уровень, о котором идет речь, связан с вопросом смысла жизни и определения духовной позиции личности и поэтому глубоко влияет на коренные представления о тезаурусе личности. Идеологическим основанием поиска смысла жизни можно считать развиваемое за рубежом и в России направление антропологической и экзистенциальной философии прошлого века (М. Хайдеггер, М.К. Мамардашвили, М. Шелер, М.М. Бахтин), которое В.Франкл вывел на философско-психологический уровень, подразумевая под этим поиском проявление «откровения человека миру», которое замещается двумя собственными следствиями: самоактуализацией и удовлетворением биологических потребностей. Вопрос о смысле жизни, по Франклу, тесно связан с его представлением о трех категориях ценности: ценности творчества, ценности переживания и ценности отношения [5]. Идеи смысла жизни, так или иначе, рассматривали в своих трудах А. Маслоу, К. Роджерс, С.Л. Рубинштейн, В.Э. Чудновский, Д.А. Леонтьев. Д.А. Леонтьев ввел в оборот психологической науки «смысложизненные ориентации личности». Согласно ему, способность осознания смысла жизни для человека является главной, а его составляющими являются смысложизненные ориентации и локус контроля, заключающийся в способности человека осуществлять контроль собственной жизни. Смысложизненные ориентации представляют собой цели в жизни, насыщенность жизни и удовлетворение самореализацией. Смысложизненные ориентации связаны с тремя составляющими жизнедеятельности и временными отрезками жизни человека: целью (будущим), процессом (настоящим), результатом (прошлым). Цель – цели жизни в определенной системе ценностей;
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процесс – эмоциональная насыщенность жизни; результат – удовлетворенность самореализацией [4]. Развитие языковой личности, на первый взгляд, не связано с самореализацией личности напрямую, и включение уровня самореализации в широко признанную схему Ю.Н. Караулова несколько искусственно. Однако при более внимательном прочтении этой схемы удается разглядеть ее возможности достраивания и дополнения, о чем признавался сам автор. Самореализация языковой личности более чем что-либо обостряет проблему ее самоидентификации, ее стремление к высшим целям в своем развитии, к саморазвитию и самосовершенствованию, обретению своей самости через постижение смысла человеческой жизни посредством слова и текста. Дело, в конце концов, состоит не том, чтобы дать навсегда устоявшуюся последовательность развития языковой личности как безусловно заданную. Вопрос состоит в том, чтобы наметить и обозначить пути ее развития с учетом усложняющихся связей в реальном мире. Кроме того, упоминаемая в данной работе схема тем и удобна для исследователя, что она допускает дальнейшее ее совершенствование в плане более детального описания языковой личности, в том числе на основе обобщения приемов обучения в современных условиях. Поскольку вопросы самореализации, самосовершенствования и творческого саморазвития личности выходят на первый план в заявившей о себе новой парадигме поступательного развития педагогической науки, то методы, разрабатываемые лингводидактикой, не могут остаться в стороне от этого направления. Зрелая творческая личность стремится реализоваться как состоявшаяся в тех областях деятельности, которые она для себя выбрала в качестве приоритетных. Языковая личность также ставит перед собой цели, выводящие ее на более высокий уровень развития, самореализации и самосовершенствования. Законы творческого развития и саморазвития вполне применимы и к ней. Достижения творчески развитой языковой личности проявляются во многих сферах деятельности, но более всего в тех областях, которые связаны с художественным словом. Постижение смысла есть особое свойство души, наделенной жизненным опытом, а также разума. Понять истинный смысл явлений и событий жизни помогают искусство, литература и другие творческие виды деятельности. Раскрепощаясь в творчестве, человек порой видит то потаенное и запрятанное, что скрыто от обыденного взгляда. И в этом ряду язык занимает главнейшее место, хотя «конечно, значения и смыслы сознания не всегда могут быть вербализованы, в том числе и потому, что слово нередко убивает впечатление и порождаемые им смыслы» [2, с.386], и тогда на помощь приходит, по выражению М.К. Мамардашвили «невербальное внутреннее слово». Оно помогает проникнуть вглубь того, что мы называем личностью, которая сама по себе заключает некий смысл. Более того А.Ф. Лосев считал, что личность «… это миф, т.е. вещественная, телесная осуществленность символа. Осуществленное – значит, добытое трудом, в деятельности» [2, 385]. Опять же мы возвращаемся к тому, что человек, по выражению П.А. Флоренского «есть не факт, а акт, притом акт незавершенный» [2, с.385]. Стремление этот акт завершить побуждает человека к внутреннему росту. Личность становится тем, чем она есть в развитии, траектория ее развития, сущность ее образования определяется способностью личности постигать и переживать внутренне высшие жизненные смыслы. Языковая личность через слово, как и само слово, раскрывает свою внутреннюю форму, которая становится вполне реальной. В диалоге с другой личностью она наполняется ее видением мира и развивает свое собственное. Отсюда важная глобальная цель всего языкового образования: посредством слова и текста помогать открывать
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себя, содействовать духовному и личностному росту. Самореализация языковой личности реальна и необходима как предмет исследования, ибо, изучая ее, мы проникаем в глубинные процессы личности, стремящейся реализовать свой духовный потенциал через использование широких возможностей языковых знаний и опыта, через живое слово
Литература
1. Гальскова, Н.Д. Теория обучения иност-
ранным языкам / Н.Д. Гальскова, Н.И. Гез. Лин-
гводидактика и методика. – М.: Издательский
центр «Академия», 2007.
2. Зинченко, В.П. Психологические основы
педагогики (Психолого-педагогические основы
построения системы развивающего обучения
Д.Б. Эльконина – В.В. Давыдова): учеб. пособие
/ В.П. Зинченко. – М.: Гардарики, 2002.
3. Караулов, Ю.Н. Русский язык и языковая
личность / Ю.Н. Караулов. – М.: Наука, 1987.
4. Леонтьев, Д.А. Психология смысла: при-
рода, строение и динамика смысловой реаль-
ности: учеб пособие для студентов вузов, обу-
чающихся по направлениям и специальностям
психологии / Д.А. Леонтьев. – М.: Смысл, 2003.
5. Ульянова, И.В. Формирование смысло-
жизненных ориентаций школьников и студентов
в образовательном процессе / И.В. Ульянова //
Психологическое образование и наука. – 2008. –
№ 10. – С. 29–34.
6. Халеева, И.И. Основы теории обучения
пониманию иноязычной речи (подготовка пе-
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1989.
ЛИНГВОМЕТОДИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ УЧИТЕЛЯ-СЛОВЕСНИКА КАК ЯЗЫКОВОЙ ЛИЧНОСТИ
ЛИНЕЦКАЯ ЛАРИСА МАРКОВНА1
1 Стерлитамакский филиал Башкирского государственного университета
Тип: статья в журнале - научная статья Язык: русский
Номер: 4-1 (22) Год: 2013 Страницы: 101-104
УДК: 37
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
ЛИНГВИСТИЧЕСКИЕ И МЕТОДИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ЛИЧНОСТИ УЧИТЕЛЯ, LINGUISTIC AND METHODOLOGICAL CONDITIONS OF TEACHER'S PERSONALITY FORMATION, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, PROFESSIONAL LINGUISTIC PERSONALITY, УЧИТЕЛЬ РУССКОГО ЯЗЫКА, RUSSIAN LANGUAGE TEACHER
АННОТАЦИЯ:
В статье раскрываются лингвистические и методические условия формирования учителя русского языка как языковой личности на примере развития у него профессионально значимого умения исправлять ученические сочинения и изложения. Обосновываются составляющие данного умения – овладение речеведческими знаниями и практическими действиями, необходимыми для выполнения такой работы.
Изменения, происходящие в обществе и системе образования, требуют особого подхода к подготовке
учителя-словесника. Сегодня школе нужен учитель, не «сообщающий образование» (А. Дистервег), не «накачивающий знаниями своих воспитанников» (Л. С. Выготский), а учитель – организатор такой деятельности обучаемых, которая привела бы их к успеху.
Развитие науки позволило по-новому подойти к решению проблемы профессиональной подготовки учителясловесника. Речь идет о введении в парадигму лингвистической науки понятия «языковой личности как равноправного объекта изучения, как такой концептуальной позиции, которая позволяет интегрировать разрозненные и относительно самостоятельные свойства языка» [2, с. 21].
© Линецкая Л. М., 2013
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Исходя из понимания языковой личности как объекта лингвистического изучения, становится возможным исследовать профессиональную подготовку учителя русского языка и литературы в контексте реализации законов языка. Профессиональная деятельность учителя русского языка и литературы в значительной
мере связана с созданием и переработкой текстов. И за каждым текстом стоит языковая личность, владеющая системой языка. Следовательно, рассматривать методические приемы формирования учителясловесника в отрыве от языковой личности невозможно.
Методической базой нашего исследования является деятельностный подход к подготовке учителя, а
также положение о формировании учителя-словесника как языковой личности, базирующейся на единстве
философского, лингвистического, педагогического, психологического, методического, культурологического
подходов. Профессиональная культура учителя русского языка (как и любого другого учебного предмета)
отличается наличием метаязыка и терминологией, которые определяются соответствующими ролями языковой личности. Такие роли в деятельности учителя русского языка составляют выполняемые им виды работы на уроке и во внеурочной деятельности.
Среди видов профессиональной деятельности учителей русского языка и литературы наиболее значимыми и сложными являются (в этом нас убедили многолетние наблюдения за работой учителей в школах,
гимназиях, лицеях) такие виды работы, которые, возможно, более всего связаны с уровнем его подготовки
как языковой личности. Речь идет об умении исправлять (править, редактировать) ученические тексты
(сочинения и изложения). Это умение предполагает, как минимум, что учитель умеет: а) обнаруживать
ошибки (недочеты) в ученическом тексте; б) правильно их квалифицировать и исправлять. Важность
формирования этого профессионально-значимого умения объясняется, в первую очередь, тем, что исправление созданного школьником текста – один из важнейших приемов обучения связной речи. Впервые
эта мысль была сформулирована в 30-е годы XX века в статье К. Б. Бархина «Школьные сочинения и их
исправление», где ученый так определил значение исправления ученических работ: «Исправление письменных работ – не только прием контроля, но и система обучения, может быть, самая активная из всех
систем, какие знает методика развития речи» [1, с. 71].
Пользоваться этим эффективным приемом обучения учитель может только в том случае, когда у него
развито речевое чутье, когда он овладел методикой исправления различного рода смысловых и речевых
ошибок и недочетов в письменных работах школьников. Умение исправлять (править) созданные учащимися тексты предполагает, прежде всего, овладение знаниями. Как показывает проведенное нами специальное исследование данной проблемы, такими знаниями являются: знания по тем областям науки, которые являются базой литературного редактирования: текст, стиль, культура речи; осознание лингвистической природы появления ошибок, знания классификации ошибок и способов их исправления; знание особенностей редактирования как разновидности умения, в основе которого лежит особого рода речевая деятельность; знание критериев оценки письменных высказываний, определенных нормами оценки знаний,
умений и навыков учащихся V-XI классов по русскому языку.
Усвоение приведенного перечня знаний важно для будущего учителя-словесника потому, что на этой основе происходит уяснение лингвистической природы объяснения ошибок и недочетов в письменной речи
детей. Исправляя ученический текст, студент ищет и находит причину того или иного дефекта в самом высказывании: в структуре, содержании, речевом оформлении. Классификация ошибок в этом случае становится обоснованной с точки зрения особенностей текста.
Для выработки полного представления о тексте как основной единице связной речи будущему учителю
необходимо осознать смысловое, тематическое, стилевое единство.
Смысловая целостность текста проявляется в единстве его темы. Следовательно, тематическое и смысловое единство текста выражается в прямой или опосредованной связи всех его элементов с темой высказывания и с коммуникативной задачей автора.
С реализацией коммуникативной задачи связано и стилевое единство текста, что также должно быть
уяснено студентами. Говоря о структуре текста, особое внимание обращается на наличие в нем взаимообусловленных частей – сложных синтаксических целых. Причем важно подчеркнуть на занятиях со студентами, что сложные синтаксические целые в тексте выделяются на основании нескольких признаков: наличие
микротемы, лексико-грамматической связи внутри сложных синтаксических целых и между ними. Связи
между предложениями, между сложными синтаксическими целыми существенно отличаются от тех, которые имеются внутри предложения. Связь между предложениями в тексте – это, прежде всего, связь между
коммуникативными единицами. В целом же для текста характерны логические, ассоциативные, образные,
коммуникативно-структурные, стилистические связи.
Для овладения способами правки достаточно, как показывают исследования ученых в области лингвистики текста, использовать знания о двух типах синтаксической (грамматической) связи – цепной и параллельной, а также способах их выражения.
Таким образом, в профессиональной подготовке учителя-словесника к выполнению такого вида деятельности, как исправление ученических сочинений и изложений, понятие «текст», признаки текста оказываются ключевыми. Они важны в практическом плане для формирования умений. Основным средством
формирования умения исправлять созданные школьниками тексты являются упражнения. Упражнения, используемые в обучении, мы рассматриваем с точки зрения материала, «на усвоение которого они направлены», и с точки зрения способа деятельности студентов, «предопределяемого тем или иным типом
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задания» (нами используются принципы классификации упражнений по развитию речи, предложенные
профессором Т. А. Ладыженской) [3, с. 15-17].
С точки зрения содержания мы выделяем упражнения, связанные с усвоением понятий текста, стиля,
качеств речи, ошибок, типов ошибок, способов исправления ошибок.
Упражнения, способствующие усвоению перечисленных понятий, различаются, в свою очередь, по способу деятельности, на который нацеливает задание. По этому признаку можно выделить два типа упражнений: 1) репродуктивные упражнения по анализу и оценке готового текста; 2) продуктивные упражнения по
созданию собственного текста. Ценность упражнений первого типа состоит в том, что с их помощью можно
научить замечать (находить) ошибки и недочеты в ученической работе и исправлять их на основе усвоения
понятий о тексте и его разновидностях.
Приведем примеры заданий к упражнениям этого типа.
Задания к упражнениям, связанным с усвоением понятий.
1. Определите, по каким признакам можно утверждать, что перед вами текст.
2. Вспомните, что такое сложное синтаксическое целое. Сколько сложных синтаксических целых можно
выделить в данном тексте?
3. Определите, какова микротема каждого сложного синтаксического целого.
4. Определите типы синтаксической связи между предложениями и между сложными синтаксическими
целыми в тексте. Каковы средства выражения данных типов связи?
5. К какому стилю можно отнести данный текст? По каким признакам удалось это установить?
6. Что такое качества речи? Какие качества речи нарушены в данном тексте?
Для работы над речеведческими понятиями на занятиях используется позитивный материал, которым
являются тексты произведений для детей и ученические сочинения. Понятие об ошибках в содержании, речевых недочетах отрабатывается на упражнениях, задания к которым требуют применения знаний о тексте и
его признаках и, кроме того, предполагают анализ и переработку готового текста.
Способы правки текста также вводятся на основе выполнения упражнений описанного типа.
1. Определите основную мысль высказывания, сформулированную автором. Раскрыта ли она?
2. Какова тема данного сочинения? Соответствует ли сочинение теме? Обозначьте лишний материал
значком [ ].
3. Проследите зависимость употребления языковых средств от задачи (замысла) высказывания.
4. Укажите общее в данных текстах и их отличия (различаются замыслом, жанром, стилем, композиционной формой и т.д.).
5. Объясните правку текста, произведенную автором.
6. Отредактируйте текст.
В качестве образца приведем одно упражнение, которое, на наш взгляд, довольно убедительно показывает,
в чем особенность формирования умения править ученические сочинения на основе усвоения определенного теоретического материала.
Задание. Перед вами сочинение ученика 5 класса на тему «Полянка в лесу». Определите, раскрыл ли
ученик тему. Есть ли в тексте лишние сведения? Что необходимо внести в текст? Определите тип речи и
стиль текста. Отредактируйте текст.
ПОЛЯНКА В ЛЕСУ
Наша дача расположена в одном из красивейших мест Башкортостана. Около нее с одной стороны тянется без конца поле, засеянное пшеницей, с другой – вьется, весело журча и играя, небольшая речушка.
Недалеко от дачи лес, а там моя любимая полянка. Вокруг поляны высокие, могучие ели и стройные белоствольные березки.
Как видно из упражнения, порядок следования заданий, их содержание обусловлены, во-первых, требованием рассматривать любое ученическое высказывание как текст; во-вторых, необходимостью анализа сочинения на основе изученных понятий. Выполняя подобные задания, будущие учителя-словесники учатся
не только замечать («видеть») недостатки в тексте, но и исправлять их.
Рассмотренные типы упражнений, как показывает опыт, способствуют последовательной отработке действий, которые составляют содержание процесса исправления. В конечном итоге благодаря такой работе
студенты овладевают всей процедурой исправления ученического текста.
Изложенный материал позволяет сделать вывод о том, что профессиональную подготовку учителясловесника в вузе целесообразно рассматривать в контексте методических условий формирования личности
учителя. Причем личность учителя русского языка и литературы необходимо исследовать как языковую
личность, способную к личностной освоенности знания языка, свойств языка, и как личность, готовую к
осуществлению профессиональной деятельности на основе этих знаний.
Список литературы
1. Бархин К. Б. Школьные сочинения и их исправление // Русский язык в школе. 1937. № 3.
2. Караулов Ю. Н. Русский язык и языковая личность. М.: Едиториал УРСС, 2002. 264 с.
3. Методика развития речи на уроках русского языка / под ред. Т. А. Ладыженской. М.: Просвещение, 1980. 240 с.
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МЕТОДОЛОГИЯ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ХЛЫЗОВА НАТАЛЬЯ ЮРЬЕВНА
1 Иркутский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 Год: 2016 Страницы: 101-108
УДК: 37.022
ЖУРНАЛ:
CREDE EXPERTO: ТРАНСПОРТ, ОБЩЕСТВО, ОБРАЗОВАНИЕ, ЯЗЫК
Издательство: Московский государственный технический университет гражданской авиации (Москва)
eISSN: 2312-1327
КЛЮЧЕВЫЕ СЛОВА:
МЕТОДОЛОГИЯ, METHODOLOGY, МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, MEDIA COMPETENCE OF THE SECONDARY LANGUAGE PERSONALITY, КОМПЕТЕНТНОСТНЫЙ ПОДХОД, COMPETENCE-BASED APPROACH, ПРИНЦИП, PRINCIPLE, МЕТОД, METHOD
АННОТАЦИЯ:
В данной статье представлено исследование вопросов формирования медиакомпетентности вторичной языковой личности. Описана методология, включающая в себя основные подходы, педагогические принципы, методы, средства, форму формирования искомого феномена.
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ȼ ɭɫɥɨɜɢɹɯ ɝɥɨɛɚɥɶɧɨɝɨ ɢɧɮɨɪɦɚɰɢɨɧɧɨɝɨ ɩɪɨɫɬɪɚɧɫɬɜɚ ɢ ɢɧɬɟɝɪɚɰɢɢ
ɪɚɡɧɵɯ ɹɡɵɤɨɜ ɢ ɤɭɥɶɬɭɪ ɨɞɧɨɣ ɢɡ ɤɥɸɱɟɜɵɯ ɤɨɦɩɟɬɟɧɬɧɨɫɬɟɣ ɫɨɜɪɟɦɟɧɧɨɝɨ
ɩɪɨɮɟɫɫɢɨɧɚɥɚ ɫɬɚɧɨɜɢɬɫɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɶ. Ⱦɥɹ ɭɫɩɟɲɧɨɣ
МЕТОДЫ ДИАГНОСТИКИ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ХЛЫЗОВА НАТАЛЬЯ ЮРЬЕВНАНаписать письмо автору1
1 Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Московский государственный лингвистический университет» «Евразийский лингвистический институт» Филиал МГЛУ в городе Иркутске
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 Год: 2015 Страницы: 137-145
УДК: 372.881.111.1
ЖУРНАЛ:
CREDE EXPERTO: ТРАНСПОРТ, ОБЩЕСТВО, ОБРАЗОВАНИЕ, ЯЗЫК
Издательство: Московский государственный технический университет гражданской авиации (Москва)
eISSN: 2312-1327
КЛЮЧЕВЫЕ СЛОВА:
МЕДИАОБРАЗОВАНИЕ, MEDIA EDUCATION, МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, MEDIA COMPETENCE OF THE SECONDARY LANGUAGE PERSONALITY, ДИАГНОСТИКА, DIAGNOSTICS, ИНОСТРАННЫЙ ЯЗЫК, FOREIGN LANGUAGE
АННОТАЦИЯ:
В статье исследуются методы диагностики и показана их эффективность на примере мониторинга сформированности медиакомпетентности вторичной языковой личности - приоритетной цели медиаобразования. Затронута проблема целеполагания медиаобразования.
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ȼɨɩɪɨɫ ɰɟɥɟɩɨɥɚɝɚɧɢɹ ɜ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɢ ɞɨ ɫɢɯ ɩɨɪ ɨɫɬɚɟɬɫɹ ɧɟɨɞɧɨɡɧɚɱɧɵɦ. ɍɱɟɧɧɵɟ ɞɟɥɚɸɬ ɪɚɡɧɵɟ ɚɤɰɟɧɬɵ ɧɚ ɤɨɧɟɱɧɨɦ ɪɟɡɭɥɶɬɚɬɟ, ɫɨɨɬɜɟɬɫɬɜɟɧɧɨ
ɜɵɞɜɢɝɚɸɬ ɪɚɡɧɵɟ ɩɪɢɨɪɢɬɟɬɧɵɟ ɰɟɥɢ: «ɦɟɞɢɚɤɨɦɦɭɧɢɤɚɬɢɜɧɚɹ ɨɛɪɚɡɨɜɚɧ-
ɧɨɫɬɶ» Дɂɜɚɧɨɜɚ, 1999], ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɧɨɫɬɶ ДɄɪɵɠɚɧɨɜɫɤɚɹ, 2015], «ɦɟɞɢɚɝɪɚɦɨɬɧɨɫɬɶ» Дɏɢɬɰɨɜɚ, 2015], «ɦɟɞɢɚɤɭɥɶɬɭɪɚ» ДȻɨɧɞɚɪɟɧɤɨ, 1996], «ɢɧɮɨɪɦɚɰɢɨɧɧɚɹ ɤɭɥɶɬɭɪɚ» Дɉɚɜɥɨɜɚ, 2007], ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɶ ДȽɪɢɝɨɪɶɟɜɚ, 2014]
ɢ ɞɪ.
ɉɪɨɜɟɞɟɧɧɨɟ ɧɚɦɢ ɢɫɫɥɟɞɨɜɚɧɢɟ ɩɨɡɜɨɥɢɥɨ ɫɞɟɥɚɬɶ ɜɵɜɨɞ, ɱɬɨ ɰɟɥɶ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ – ɷɬɨ ɩɥɚɧɢɪɭɟɦɵɣ ɪɟɡɭɥɶɬɚɬ, ɜɨɩɥɨɳɟɧɧɵɣ ɜ ɧɟɤɨɬɨɪɭɸ
ɩɪɟɞɦɟɬɧɭɸ ɮɨɪɦɭ, ɤɨɬɨɪɭɸ ɦɟɞɢɚɩɟɞɚɝɨɝɢ ɨɩɪɟɞɟɥɹɸɬ ɜ ɫɜɨɢɯ ɢɫɫɥɟɞɨɜɚɧɢɹɯ
ɩɨ-ɪɚɡɧɨɦɭ Дɏɥɵɡɨɜɚ, 2009, ɫ. 69]. ɇɟɨɞɧɨɡɧɚɱɧɨɫɬɶ ɰɟɥɟɩɨɥɚɝɚɧɢɹ ɨɛɴɹɫɧɹɟɬɫɹ
ɬɟɦ, ɱɬɨ «ɫɭɳɧɨɫɬɶ ɩɨɧɹɬɢɹ ɬɟɪɦɢɧɚ «ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɟ» ɧɟ ɭɫɬɨɹɜɲɚɹɫɹ, ɷɬɨ
ɩɪɨɢɫɯɨɞɢɬ ɢɡ-ɡɚ ɬɨɝɨ, ɱɬɨ ɤɨɧɰɟɩɬɭɚɥɶɧɚɹ ɛɚɡɚ ɭ ɜɫɟɯ ɪɚɡɧɚɹ, ɚ ɷɬɨ ɜɥɟɱёɬ
ɡɚ ɫɨɛɨɣ ɪɚɡɥɢɱɢɹ ɜ ɰɟɥɟɩɨɥɚɝɚɧɢɢ» ДɆɢɧɞɟɟɜɚ, 2013]. ɇɨ ɤɚɤɭɸ ɛɵ ɦɵ ɰɟɥɶ
ɧɟ ɜɵɞɜɢɝɚɥɢ, ɱɬɨɛɵ ɧɟ ɮɨɪɦɢɪɨɜɚɥɢ, ɜɟɡɞɟ ɧɟɨɛɯɨɞɢɦɚ ɞɢɚɝɧɨɫɬɢɤɚ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɢɫɤɨɦɨɣ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ ɥɢɱɧɨɫɬɢ.
«ɉɪɚɤɬɢɤɚ ɩɨɤɚɡɚɥɚ, ɱɬɨ ɛɟɡ ɞɢɚɝɧɨɫɬɢɤɢ ɧɟɥɶɡɹ ɨɩɬɢɦɚɥɶɧɨ ɭɩɪɚɜɥɹɬɶ ɤɚɤɢɦɢ ɛɵ ɬɨ ɧɢ ɛɵɥɨ ɩɟɞɚɝɨɝɢɱɟɫɤɢɦɢ ɩɪɨɰɟɫɫɚɦɢ. ɋɦɵɫɥ ɞɢɚɝɧɨɫɬɢɪɨɜɚɧɢɹ
ɫɨɫɬɨɢɬ ɜ ɬɨɦ, ɱɬɨɛɵ ɩɨɥɭɱɢɬɶ ɪɟɚɥɶɧɭɸ ɢ ɩɨ ɜɨɡɦɨɠɧɨɫɬɢ ɧɚɝɥɹɞɧɭɸ ɤɚɪɬɢɧɭ
ɞɟɣɫɬɜɢɬɟɥɶɧɨɫɬɢ» ДɆɈɍ ȾɉɈɋ «Ɇɟɬɨɞɢɱɟɫɤɢɣ ɰɟɧɬɪ»].
Ɉɩɬɢɦɚɥɶɧɨɟ ɭɩɪɚɜɥɟɧɢɟ ɩɪɨɰɟɫɫɨɦ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ
ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ ‒ ɩɪɢɨɪɢɬɟɬɧɨɣ ɰɟɥɢ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ ɜ ɧɚɲɟɦ
ɩɨɧɢɦɚɧɢɢ – ɬɪɟɛɭɟɬ ɪɚɡɪɚɛɨɬɤɢ ɭɪɨɜɧɟɣ ɢ ɩɨɤɚɡɚɬɟɥɟɣ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɞɥɹ
ɩɨɥɭɱɟɧɢɹ ɪɟɚɥɶɧɨɣ ɢ ɧɚɝɥɹɞɧɨɣ ɤɚɪɬɢɧɵ.
ɉɪɟɞɥɚɝɚɹ ɬɪɟɯɭɪɨɜɧɟɜɭɸ ɦɨɞɟɥɶ ɞɢɚɝɧɨɫɬɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ
ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ: ɧɢɡɤɢɣ, ɫɪɟɞɧɢɣ, ɜɵɫɨɤɢɣ ‒ ɦɵ ɢɫɯɨɞɢɥɢ ɢɡ ɜɵɹɜɥɟɧɧɨɣ ɫɬɪɭɤɬɭɪɵ ɢɫɫɥɟɞɭɟɦɨɝɨ ɮɟɧɨɦɟɧɚ ɢ ɨɬɬɚɥɤɢɜɚɥɢɫɶ ɨɬ ɬɪɚɞɢɰɢɨɧɧɨɣ
ɫɢɫɬɟɦɵ ɭɪɨɜɧɟɣ ɜɥɚɞɟɧɢɹ ɢɧɨɫɬɪɚɧɧɵɦ ɹɡɵɤɨɦ (ɚɧɝɥɢɣɫɤɢɦ ɹɡɵɤɨɦ: Basic,
Intermediate, Advanced; ɮɪɚɧɰɭɡɫɤɢɦ: Dцbutant, Intermцdiaire, Avancц; ɧɟɦɟɰɤɢɦ: Grundstufe, Mittelstufe, Oberstufe; ɢɬɚɥɶɹɧɫɤɢɦ: ȿlementare, Intermedio,
Avanzato; ɤɢɬɚɣɫɤɢɦ: 初级, 中级, 高级; ɤɨɪɟɣɫɤɢɦ: 고급, 중급, 초급 ɢ ɞɪ.). ȼɵɞɟɥɟɧɧɵɟ ɭɪɨɜɧɢ ɨɛɭɫɥɚɜɥɢɜɚɸɬ ɨɩɪɟɞɟɥɟɧɢɟ ɩɨɤɚɡɚɬɟɥɟɣ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ
ɤɨɦɩɨɧɟɧɬɨɜ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ. ɉɨɫɤɨɥɶɤɭ ɜ
ɧɚɲɟɣ ɪɚɛɨɬɟ ɞɟɥɚɟɬɫɹ ɚɤɰɟɧɬ ɧɚ ɦɟɞɢɚɨɛɪɚɡɨɜɚɬɟɥɶɧɨɦ ɚɫɩɟɤɬɟ, ɦɵ ɜɵɞɟɥɹɟɦ
ɬɚɤɢɟ ɩɨɤɚɡɚɬɟɥɢ:
ɤɨɝɧɢɬɢɜɧɵɣ, ɨɰɟɧɢɜɚɸɳɢɣ ɡɧɚɧɢɹ ɨɫɧɨɜɧɵɯ ɤɚɬɟɝɨɪɢɣ ɢ ɩɨɧɹɬɢɣ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ, ɦɟɞɢɣɧɨɝɨ ɫɩɟɤɬɪɚ, ɞɢɫɬɢɧɤɬɢɜɧɵɯ ɩɪɢɡɧɚɤɨɜ ɪɚɡɥɢɱɧɵɯ
ɠɚɧɪɨɜ, ɡɚɤɨɧɨɦɟɪɧɨɫɬɟɣ ɩɪɨɰɟɫɫɨɜ ɮɭɧɤɰɢɨɧɢɪɨɜɚɧɢɹ ɦɟɞɢɚ ɜ ɫɨɰɢɭɦɟ, ɡɚɤɨɧɨɦɟɪɧɨɫɬɟɣ ɜɨɫɩɪɢɹɬɢɹ ɢ ɩɨɧɢɦɚɧɢɹ ɢɧɨɹɡɵɱɧɨɣ ɢɧɮɨɪɦɚɰɢɢ;
ɨɩɟɪɚɰɢɨɧɧɵɣ. ɍɦɟɧɢɹ: ɨɫɭɳɟɫɬɜɥɹɬɶ ɩɨɢɫɤ; ɫɛɨɪ ɢɧɨɹɡɵɱɧɨɣ ɢɧɮɨɪɦɚɰɢɢ; ɩɟɪɟɞɚɜɚɬɶ, ɩɨɥɭɱɚɬɶ ɦɟɞɢɚ ɫɨɨɛɳɟɧɢɹ ɧɚ ɢɧɨɫɬɪɚɧɧɨɦ ɹɡɵɤɟ; ɢɧɬɟɪɩɪɟɬɢɪɨɜɚɬɶ, ɨɰɟɧɢɜɚɬɶ, ɤɪɢɬɢɱɟɫɤɢ ɚɧɚɥɢɡɢɪɨɜɚɬɶ ɢɧɨɹɡɵɱɧɵɣ ɦɟɞɢɚɬɟɤɫɬ ɢ
ɚɜɬɨɪɫɤɭɸ ɩɨɡɢɰɢɸ; ɫɨɡɞɚɜɚɬɶ ɫɨɛɫɬɜɟɧɧɵɣ ɦɟɞɢɚɩɪɨɞɭɤɬ;
ɦɨɬɢɜɚɰɢɨɧɧɵɣ ɨɩɪɟɞɟɥɹɟɬ ɮɨɪɦɢɪɨɜɚɧɢɟ ɨɬɧɨɲɟɧɢɣ, ɦɨɬɢɜɨɜ, ɝɨɬɨɜɧɨɫɬɟɣ ɤ ɪɚɛɨɬɟ ɫ ɦɟɞɢɚɬɢɡɢɪɨɜɚɧɧɨɣ ɢɧɨɹɡɵɱɧɨɣ ɢɧɮɨɪɦɚɰɢɟɣ.
Ɋɚɡɪɚɛɨɬɚɧɧɵɟ ɩɨɤɚɡɚɬɟɥɢ ɨɫɧɨɜɚɧɵ ɧɚ ɫɥɟɞɭɸɳɢɯ ɤɪɢɬɟɪɢɹɯ: ɡɧɚɧɢɟ, ɭɦɟɧɢɟ, ɨɬɧɨɲɟɧɢɟ. Ɏɨɪɦɢɪɨɜɚɧɢɟ ɤɨɦɩɨɧɟɧɬɨɜ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ
ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ. ɍɪɨɜɧɢ ɢ ɩɨɤɚɡɚɬɟɥɢ ɢɯ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɩɪɟɞɫɬɚɜɥɟɧɵ ɜ
ɬɚɛɥ. 1.
Ɋɚɡɪɚɛɨɬɚɧɧɵɟ ɭɪɨɜɧɢ, ɩɨɤɚɡɚɬɟɥɢ ɢ ɤɪɢɬɟɪɢɢ ɢɫɩɨɥɶɡɭɸɬɫɹ ɞɥɹ ɞɢɚɝɧɨɫɬɢɤɢ ɢɫɯɨɞɧɨɝɨ, ɩɪɨɦɟɠɭɬɨɱɧɨɝɨ ɢ ɢɬɨɝɨɜɨɝɨ (ɧɚ ɤɨɧɟɰ ɨɛɭɱɟɧɢɹ) ɫɨɫɬɨɹɧɢɹ
ɢɫɤɨɦɨɣ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ ɥɢɱɧɨɫɬɢ.
ɇɚɱɚɥɶɧɵɣ ɦɨɧɢɬɨɪɢɧɝ ɧɚɰɟɥɟɧ ɧɚ ɭɫɬɚɧɨɜɥɟɧɢɟ ɧɟɨɛɯɨɞɢɦɨɫɬɢ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ. ɉɪɨɦɟɠɭɬɨɱɧɵɣ –
ɧɚ ɧɟɨɛɯɨɞɢɦɨɫɬɶ ɤɨɪɪɟɤɬɢɪɨɜɤɢ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ. ɂɬɨɝɨɜɵɣ – ɧɚ ɜɵɹɜɥɟɧɢɟ ɪɟɡɭɥɶɬɚɬɢɜɧɨɫɬɢ ɢ ɷɮɮɟɤɬɢɜɧɨɫɬɢ ɩɪɨɜɟɞɟɧɧɨɣ ɪɚɛɨɬɵ.
Ⱦɢɚɝɧɨɫɬɢɤɭ ɭɪɨɜɧɹ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ
ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ ɜ ɛɨɥɶɲɟɣ ɫɬɟɩɟɧɢ ɨɫɭɳɟɫɬɜɥɹɥɢ ɨɩɨɫɪɟɞɨɜɚɧɧɨ, ɜ ɬɨɦ
ɱɢɫɥɟ, ɱɟɪɟɡ ɫɨɡɞɚɧɧɵɟ ɧɚɦɢ ɜɟɛɫɚɣɬɵ. Ⱦɥɹ ɤɨɧɫɬɚɬɢɪɭɸɳɟɝɨ ɡɚɦɟɪɚ ɢɫɩɨɥɶɡɭɸɬɫɹ ɢɧɬɟɪɚɤɬɢɜɧɵɟ ɬɟɫɬɵ, ɩɨɫɜɹɳɟɧɧɵɟ ɜɨɩɪɨɫɚɦ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ ɢ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ.
Ɍɚɛɥɢɰɚ 1
ɍɪɨɜɧɢ ɢ ɩɨɤɚɡɚɬɟɥɢ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ
ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ
ɍɪɨɜɧɢ
ɉɨɤɚɡɚɬɟɥɢ
Ʉɨɝɧɢɬɢɜɧɵɣ Ɉɩɟɪɚɰɢɨɧɧɵɣ Ɇɨɬɢɜɚɰɢɨɧɧɵɣ
ɇɚɱɚɥɶɧɵɣ
Ɂɧɚɧɢɟ ɨɫɧɨɜɧɵɯ ɤɚɬɟɝɨɪɢɣ,
ɩɨɧɹɬɢɣ, ɢɫɬɨɪɢɢ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ; ɦɟɞɢɣɧɨɝɨ ɫɩɟɤɬɪɚ; ɡɚɤɨɧɨɦɟɪɧɨɫɬɟɣ ɩɪɨɰɟɫɫɨɜ ɮɭɧɤɰɢɨɧɢɪɨɜɚɧɢɹ
ɦɟɞɢɚ ɜ ɫɨɰɢɭɦɟ.
ɍɦɟɧɢɟ ɨɫɭɳɟɫɬɜɥɹɬɶ ɩɨɢɫɤ,
ɫɛɨɪ ɢɧɨɹɡɵɱɧɨɣ ɢɧɮɨɪɦɚɰɢɢ, ɢɫɩɨɥɶɡɭɹ ɩɨɢɫɤɨɜɵɟ ɫɢɫɬɟɦɵ (Google, Yandex, Yahoo, Rambler ɢ ɞɪ.);
ɩɟɪɟɞɚɜɚɬɶ, ɩɨɥɭɱɚɬɶ ɦɟɞɢɚ
ɫɨɨɛɳɟɧɢɹ ɧɚ ɢɧɨɫɬɪɚɧɧɨɦ
ɹɡɵɤɟ; ɩɪɚɜɢɥɶɧɨ ɢ ɬɨɱɧɨ ɢɡɥɚɝɚɬɶ ɦɵɫɥɢ ɜ ɦɨɧɨɥɨɝɢɱɟɫɤɨɣ ɢ ɞɢɚɥɨɝɢɱɟɫɤɨɣ ɮɨɪɦɟ ɜ
ɢɧɨɹɡɵɱɧɵɯ web-ɱɚɬɚɯ, ɮɨɪɭɦɚɯ, ɩɨɪɬɚɥɚɯ.
ɇɟ ɜɫɟɝɞɚ ɩɨɥɨɠɢɬɟɥɶɧɨɟ
ɨɬɧɨɲɟɧɢɟ, ɯɚɨɬɢɱɧɵɟ
ɦɨɬɢɜɵ ɤ ɪɚɛɨɬɟ ɫ ɢɧɨɹɡɵɱɧɵɦ ɦɟɞɢɚɬɟɤɫɬɨɦ,
ɤ ɦɟɞɢɚɬɢɡɢɪɨɜɚɧɧɨɦɭ
ɨɛɳɟɧɢɸ; ɧɟɱɚɫɬɵɟ ɤɨɧɬɚɤɬɵ ɫ ɢɧɨɹɡɵɱɧɵɦɢ ɦɟɞɢɚɬɟɤɫɬɚɦɢ; ɫɥɚɛɚɹ ɩɨɬɪɟɛɧɨɫɬɶ
ɜ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɢ,
ɜ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ.
ɋɪɟɞɧɢɣ
Ɂɧɚɧɢɟ ɡɚɤɨɧɨɦɟɪɧɨɫɬɟɣ ɜɨɫɩɪɢɹɬɢɹ ɢ ɩɨɧɢɦɚɧɢɹ ɢɧɨɹɡɵɱɧɨɣ ɢɧɮɨɪɦɚɰɢɢ;
ɞɢɫɬɢɧɤɬɢɜɧɵɯ ɩɪɢɡɧɚɤɨɜ
ɪɚɡɥɢɱɧɵɯ ɠɚɧɪɨɜ; ɹɡɵɤɚ
ɦɟɞɢɚ; ɨɫɧɨɜ ɢɧɬɟɪɩɪɟɬɚɰɢɢ
ɚɜɬɨɪɫɤɨɝɨ ɦɢɪɚ ɫɨɡɞɚɬɟɥɹ
ɯɭɞɨɠɟɫɬɜɟɧɧɨɝɨ ɦɟɞɢɚɬɟɤɫɬɚ; ɩɪɢɧɰɢɩɨɜ ɤɜɚɥɢɮɢɰɢɪɨɜɚɧɧɨɣ ɨɰɟɧɤɢ ɢɧɨɹɡɵɱɧɨɝɨ ɦɟɞɢɚɬɟɤɫɬɚ; ɩɪɨɝɪɚɦɦɧɵɯ ɫɪɟɞɫɬɜ, ɩɪɟɞɨɫɬɚɜɥɹɸɳɢɯ ɚɭɞɢɚɥɶɧɵɣ
ɤɨɧɬɚɤɬ (SФвpe, QIP,
TeamSpeak ɢ ɞɪ.), ɢɯ ɨɫɧɨɜɧɵɟ ɩɪɢɧɰɢɩɵ ɪɚɛɨɬɵ.
ɍɦɟɧɢɟ ɨɪɢɟɧɬɢɪɨɜɚɬɶɫɹ ɜ
ɢɧɮɨɪɦɚɰɢɨɧɧɨɦ ɩɪɨɫɬɪɚɧɫɬɜɟ; ɤɪɢɬɢɱɟɫɤɢ ɚɧɚɥɢɡɢɪɨɜɚɬɶ ɢɧɨɹɡɵɱɧɵɣ ɦɟɞɢɚɬɟɤɫɬ; ɞɚɜɚɬɶ ɫɨɛɫɬɜɟɧɧɭɸ
ɨɰɟɧɤɭ; ɢɧɬɟɪɩɪɟɬɢɪɨɜɚɬɶ
ɩɨɡɢɰɢɸ ɩɟɪɫɨɧɚɠɟɣ ɢ ɡɚɞɭɦɤɭ ɚɜɬɨɪɚ; ɚɧɚɥɢɡɢɪɨɜɚɬɶ
ɦɟɞɢɚɨɛɪɚɡ, ɯɚɪɚɤɬɟɪɢɡɨɜɚɬɶ
ɩɨɫɬɭɩɤɢ ɩɟɪɫɨɧɚɠɟɣ, ɢɯ
ɩɫɢɯɨɥɨɝɢɱɟɫɤɨɟ ɫɨɫɬɨɹɧɢɟ;
ɜɨɫɩɪɢɧɢɦɚɬɶ ɥɚɬɟɧɬɧɵɣ
ɫɦɵɫɥ ɦɟɞɢɚɬɟɤɫɬɚ; ɫɨɡɞɚɜɚɬɶ ɢ ɪɚɫɩɪɨɫɬɪɚɧɹɬɶ ɢɧɨɹɡɵɱɧɵɟ ɦɟɞɢɚɬɟɤɫɬɵ.
Ɍɨɥɟɪɚɧɬɧɨɟ ɨɬɧɨɲɟɧɢɟ,
ɨɫɨɡɧɚɧɧɵɟ ɦɨɬɢɜɵ ɜɡɚɢɦɨɞɟɣɫɬɜɢɹ ɫ ɢɧɨɹɡɵɱɧɵɦ
ɦɟɞɢɚɬɟɤɫɬɨɦ, ɤ ɦɟɞɢɚɬɢɡɢɪɨɜɚɧɧɨɦɭ ɨɛɳɟɧɢɸ,
ɨɪɝɚɧɢɡɨɜɚɬɶ ɦɟɞɢɚɬɢɡɢɪɨɜɚɧɧɨɟ ɩɨɜɟɞɟɧɢɟ
ɚɞɟɤɜɚɬɧɨ ɡɚɞɚɱɚɦ ɨɩɨɫɪɟɞɨɜɚɧɧɨɝɨ ɨɛɳɟɧɢɹ; ɱɚɫɬɵɟ ɤɨɧɬɚɤɬɵ ɫ ɢɧɨɹɡɵɱɧɵɦɢ ɦɟɞɢɚɬɟɤɫɬɚɦɢ;
ɫɪɟɞɧɹɹ ɩɨɬɪɟɛɧɨɫɬɶ ɜ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɢ; ɜ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ.
ɉɪɨɞɜɢɧɭɬɵɣ
Ɂɧɚɧɢɟ ɩɪɚɜɢɥ ɞɟɤɨɞɢɪɨɜɚɧɢɹ ɢɧɨɹɡɵɱɧɨɝɨ ɦɟɞɢɚɬɟɤɫɬɚ; ɨɩɢɫɚɧɢɹ ɫɨɞɟɪɠɚɧɢɹ, ɚɫɫɨɰɢɚɰɢɣ, ɨɫɨɛɟɧɧɨɫɬɟɣ ɹɡɵɤɚ ɢɧɨɹɡɵɱɧɨɝɨ ɦɟɞɢɚɬɟɤɫɬɚ; ɨɫɧɨɜɧɵɯ ɡɚɤɨɧɨɜ
ɢ ɹɡɵɤɚ ɫɩɟɤɬɪɚ ɦɟɞɢɚɬɟɤɫɬɨɜ; ɨɫɧɨɜɧɵɯ ɢɧɬɟɪɧɟɬ
ɛɪɚɭɡɟɪɨɜ (Opera, Safari, Internet Explorer, Google
Chrome, FireFox ɢ ɞɪ.) ɢɯ ɨɫɧɨɜɧɵɟ ɩɪɢɧɰɢɩɵ ɪɚɛɨɬɵ ɢ
ɜɨɡɦɨɠɧɨɫɬɢ ɜ ɫɨɜɟɪɲɟɧɫɬɜɨɜɚɧɢɢ ɥɢɧɝɜɢɫɬɢɱɟɫɤɨɣ ɢ
ɤɭɥɶɬɭɪɨɥɨɝɢɱɟɫɤɨɣ ɤɨɦɩɟɬɟɧɬɧɨɫɬɟɣ.
ɍɦɟɧɢɟ ɜɡɚɢɦɨɞɟɣɫɬɜɨɜɚɬɶ ɫ
ɢɧɨɹɡɵɱɧɵɦɢ ɦɟɞɢɚɬɟɤɫɬɚɦɢ
ɢ ɢɯ ɨɰɟɧɢɜɚɧɢɟ; ɩɪɨɬɢɜɨɫɬɨɹɬɶ ɦɚɧɢɩɭɥɹɬɢɜɧɨɦɭ
ɜɨɡɞɟɣɫɬɜɢɸ ɢɧɨɹɡɵɱɧɵɯ
ɦɟɞɢɚ; ɫɨɫɬɚɜɥɹɬɶ ɧɟɡɚɜɢɫɢɦɵɟ ɫɭɠɞɟɧɢɹ ɨɬɧɨɫɢɬɟɥɶɧɨ
ɢɧɨɹɡɵɱɧɨɝɨ ɦɟɞɢɚɬɟɤɫɬɚ ɧɚ
ɨɫɧɨɜɟ ɤɪɢɬɢɱɟɫɤɨɣ ɚɜɬɨɧɨɦɢɢ; ɫɨɡɞɚɜɚɬɶ ɫɨɛɫɬɜɟɧɧɵɣ
ɦɟɞɢɚɩɪɨɞɭɤɬ ɧɚ ɢɧɨɫɬɪɚɧɧɨɦ ɹɡɵɤɟ (ɹɡɵɤɨɜɨɣ web
ɩɨɪɬɮɨɥɢɨ).
ɉɨɡɢɬɢɜɧɨɟ ɨɬɧɨɲɟɧɢɟ,
ɜɵɫɨɤɚɹ ɦɨɬɢɜɢɪɨɜɚɧɧɨɫɬɶ ɤ ɪɚɛɨɬɟ ɫ ɢɧɨɹɡɵɱɧɵɦ ɦɟɞɢɚɬɟɤɫɬɨɦ; ɤ
ɦɟɞɢɚɬɢɡɢɪɨɜɚɧɧɨɦɭ ɨɛɳɟɧɢɸ; ɨɫɨɡɧɚɧɢɟ ɧɟɨɛɯɨɞɢɦɨɫɬɢ ɮɨɪɦɢɪɨɜɚɧɢɹ
ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ, ɜ
ɩɟɪɟɠɢɜɚɧɢɢ ɧɟɫɨɨɬɜɟɬɫɬɜɢɹ ɢɦɟɸɳɟɝɨɫɹ ɟɟ
ɭɪɨɜɧɹ ɫ ɭɫɬɚɧɨɜɥɟɧɧɵɦɢ
ɧɨɪɦɚɦɢ; ɨɫɨɡɧɚɧɧɨɟ
ɫɬɪɟɦɥɟɧɢɟ ɤ ɫɚɦɨɫɨɜɟɪɲɟɧɫɬɜɨɜɚɧɢɸ ɜ ɦɟɞɢɚɨɛɪɚɡɨɜɚɬɟɥɶɧɨɣ ɢɧɨɹɡɵɱɧɨɣ ɞɟɹɬɟɥɶɧɨɫɬɢ.
Ⱦɚɧɧɵɣ ɡɚɦɟɪ ɩɪɨɜɨɞɢɬɫɹ ɫ ɰɟɥɶɸ ɜɵɹɜɥɟɧɢɹ ɨɛɳɟɝɨ ɭɪɨɜɧɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ, ɨɩɪɟɞɟɥɟɧɢɹ ɧɚɢɛɨɥɟɟ ɛɥɚɝɨɩɪɢɹɬɧɨɝɨ ɷɬɚɩɚ ɞɥɹ ɜɧɟɞɪɟɧɢɹ ɪɚɡɪɚɛɨɬɚɧɧɵɯ ɪɚɧɟɟ ɩɟɞɚɝɨɝɢɱɟɫɤɢɯ ɭɫɥɨɜɢɣ Дɏɥɵɡɨɜɚ,
2012], ɧɟɨɛɯɨɞɢɦɨɫɬɢ ɢɯ ɜɧɟɞɪɟɧɢɹ.
ɂɫɯɨɞɹ ɢɡ ɫɩɟɰɢɮɢɤɢ ɨɛɪɚɡɨɜɚɬɟɥɶɧɨɝɨ ɩɪɨɰɟɫɫɚ, ɦɵ ɨɩɪɟɞɟɥɢɥɢ, ɱɬɨ ɷɬɚɩɨɦ, ɧɚ ɤɨɬɨɪɨɦ ɰɟɥɟɫɨɨɛɪɚɡɧɨ ɪɟɚɥɢɡɨɜɚɬɶ ɩɪɨɰɟɫɫ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ, ɞɨɥɠɟɧ ɫɬɚɬɶ ɩɟɪɜɵɣ ɤɭɪɫ ɨɛɭɱɟɧɢɹ. ȼ ɤɚɱɟɫɬɜɟ ɚɪɝɭɦɟɧɬɚ ɜ ɩɨɥɶɡɭ ɞɚɧɧɨɝɨ ɪɟɲɟɧɢɹ ɜɵɫɬɭɩɚɟɬ ɡɚɤɥɸɱɟɧɢɟ ɨ
ɧɟɨɛɯɨɞɢɦɨɫɬɢ ɮɨɪɦɢɪɨɜɚɧɢɹ ɥɢɱɧɨɫɬɢ ɜ ɬɟɱɟɧɢɟ ɜɫɟɝɨ ɨɛɭɱɟɧɢɹ ɜ ɜɵɫɲɟɦ
ɭɱɟɛɧɨɦ ɡɚɜɟɞɟɧɢɢ, ɫ ɩɟɪɜɨɝɨ ɩɨ ɱɟɬɜɟɪɬɵɣ ɤɭɪɫ. ɉɨɥɭɱɚɟɬɫɹ ɥɨɝɢɱɧɵɦ ɫɬɚɪɬɨɜɚɬɶ ɫ ɩɟɪɜɨɝɨ ɤɭɪɫɚ ɢ ɫɨɛɥɸɫɬɢ ɩɪɟɟɦɫɬɜɟɧɧɨɫɬɶ ɜ ɨɛɭɱɟɧɢɢ.
ȼ ɤɚɱɟɫɬɜɟ ɧɚɱɚɥɶɧɨɝɨ ɦɨɧɢɬɨɪɢɧɝɚ ɩɪɨɜɨɞɢɬɫɹ ɞɢɚɝɧɨɫɬɢɱɟɫɤɨɟ ɡɚɧɹɬɢɟ, ɜ
ɯɨɞɟ ɤɨɬɨɪɨɝɨ ɫɬɭɞɟɧɬɵ ɜɤɥɸɱɟɧɵ ɜ ɢɧɨɹɡɵɱɧɭɸ ɦɟɞɢɚ ɞɟɹɬɟɥɶɧɨɫɬɶ, ɫɬɢɦɭɥɢɪɭɸɳɭɸ ɚɤɬɭɚɥɢɡɚɰɢɸ ɭ ɧɢɯ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ
ɥɢɱɧɨɫɬɢ. ȼ ɩɪɨɰɟɫɫɟ ɱɟɝɨ ɨɩɪɟɞɟɥɹɟɬɫɹ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɶ ɢɫɫɥɟɞɭɟɦɨɣ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ.
ɉɪɨɝɪɚɦɦɚ ɞɢɚɝɧɨɫɬɢɤɢ ɨɫɧɨɜɧɵɯ ɩɨɤɚɡɚɬɟɥɟɣ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɤɨɦɩɨɧɟɧɬɨɜ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ
ɜɤɥɸɱɚɟɬ ɤɨɦɩɥɟɤɫ ɜɡɚɢɦɨɞɨɩɨɥɧɹɸɳɢɯ ɢ ɜɡɚɢɦɨɫɜɹɡɚɧɧɵɯ ɦɟɬɨɞɨɜ, ɩɨɡɜɨɥɹɸɳɢɯ ɜɵɹɜɢɬɶ ɭɪɨɜɟɧɶ ɢɫɫɥɟɞɭɟɦɨɣ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ. ɂɫɯɨɞɹ ɢɡ ɫɨɞɟɪɠɚɧɢɹ
ɤɨɦɩɨɧɟɧɬɨɜ ɫɬɪɭɤɬɭɪɵ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ, ɜ ɤɚɱɟɫɬɜɟ ɰɟɥɟɫɨɨɛɪɚɡɧɵɯ ɦɵ ɨɩɪɟɞɟɥɢɥɢ ɫɥɟɞɭɸɳɢɟ ɦɟɬɨɞɵ
ɞɢɚɝɧɨɫɬɢɤɢ:
1) ɛɟɫɟɞɚ, ɫɜɨɟɨɛɪɚɡɢɟ ɤɨɬɨɪɨɣ ɨɛɭɫɥɨɜɥɟɧɨ ɩɪɢɪɨɞɨɣ ɮɟɧɨɦɟɧɚ «ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɶ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ ɫɬɭɞɟɧɬɚ»: ɩɪɢ ɟɟ ɨɪɝɚɧɢɡɚɰɢɢ ɢ
ɩɪɨɜɟɞɟɧɢɢ ɧɟɨɛɯɨɞɢɦɨ ɭɱɟɫɬɶ ɫɨɱɟɬɚɧɢɟ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ ɢ ɚɧɝɥɢɣɫɤɨɝɨ
ɹɡɵɤɚ; ɷɬɨ ɩɨɡɜɨɥɹɟɬ ɢɡɜɥɟɱɶ ɢɡ ɩɨɬɨɤɚ ɢɧɮɨɪɦɚɰɢɢ ɧɚɢɛɨɥɟɟ ɡɧɚɱɢɦɵɟ ɫ ɬɨɱɤɢ
ɡɪɟɧɢɹ ɰɟɥɟɣ ɞɢɚɝɧɨɫɬɢɤɢ ɬɟɦɵ ɢ ɨɬɜɟɬɵ ɪɟɫɩɨɧɞɟɧɬɚ;
2) ɧɚɛɥɸɞɟɧɢɟ, ɩɨɡɜɨɥɹɸɳɟɟ ɨɬɫɥɟɠɢɜɚɬɶ ɬɟ ɢɥɢ ɢɧɵɟ ɨɫɨɛɟɧɧɨɫɬɢ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ, ɜ ɤɨɧɬɟɤɫɬɟ ɚɤɬɢɜɧɨɝɨ ɜɡɚɢɦɨ-
ɞɟɣɫɬɜɢɹ ɫɭɛɴɟɤɬɨɜ ɩɟɞɚɝɨɝɢɱɟɫɤɨɝɨ ɩɪɨɰɟɫɫɚ ɜ ɦɟɞɢɚɨɛɪɚɡɨɜɚɬɟɥɶɧɨɦ ɩɪɨɫɬɪɚɧɫɬɜɟ ɜɭɡɚ;
3) ɬɟɫɬɵ ɢ ɚɧɤɟɬɵ ɧɚ ɚɧɝɥɢɣɫɤɨɦ ɹɡɵɤɟ, ɧɚɩɪɚɜɥɟɧɧɵɟ ɧɚ ɜɵɹɜɥɟɧɢɟ ɡɧɚɧɢɣ ɢɫɬɨɪɢɢ, ɬɟɨɪɢɢ, ɬɟɪɦɢɧɨɥɨɝɢɢ ɢ ɬ. ɩ. ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ. ȼɵɛɨɪ ɦɟɬɨɞɢɤ
ɨɩɪɟɞɟɥɹɥɫɹ ɫɬɟɩɟɧɶɸ ɢɯ ɫɨɨɬɜɟɬɫɬɜɢɹ ɬɪɟɛɨɜɚɧɢɹɦ ɢɡɦɟɪɢɦɨɫɬɢ ɢ ɨɛɴɟɤɬɢɜɚɰɢɢ ɫɜɟɞɟɧɢɣ;
4) ɚɜɬɨɪɫɤɚɹ ɚɧɤɟɬɚ. ɇɚɩɪɚɜɥɟɧɚ ɧɚ ɜɵɹɜɥɟɧɢɟ ɩɨɤɚɡɚɬɟɥɟɣ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɤɨɦɩɨɧɟɧɬɨɜ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ
ɥɢɱɧɨɫɬɢ. ɉɪɢ ɫɨɫɬɚɜɥɟɧɢɢ ɦɵ ɨɫɧɨɜɵɜɚɥɢɫɶ ɧɚ ɪɟɡɭɥɶɬɚɬɚɯ ɧɚɛɥɸɞɟɧɢɹ ɡɚ ɪɟɚɥɶɧɵɦ ɩɨɜɟɞɟɧɢɟɦ ɫɬɭɞɟɧɬɨɜ ɜ ɯɨɞɟ ɭɱɟɛɧɵɯ ɦɟɞɢɚɨɛɪɚɡɨɜɚɬɟɥɶɧɵɯ ɡɚɧɹɬɢɣ ɢ
ɩɪɚɤɬɢɱɟɫɤɨɣ ɦɟɞɢɚɨɛɪɚɡɨɜɚɬɟɥɶɧɨɣ ɞɟɹɬɟɥɶɧɨɫɬɢ;
5) ɨɩɪɨɫ ɤɚɤ ɜɟɪɛɚɥɶɧɨ-ɤɨɦɦɭɧɢɤɚɬɢɜɧɵɣ ɦɟɬɨɞ, ɡɚɤɥɸɱɚɸɳɢɣɫɹ ɜɨ ɜɡɚɢɦɨɞɟɣɫɬɜɢɢ ɩɪɟɩɨɞɚɜɚɬɟɥɹ ɩɨ ɢɧɨɫɬɪɚɧɧɨɦɭ ɹɡɵɤɭ ɢ ɫɬɭɞɟɧɬɚ ɥɢɧɝɜɢɫɬɢɱɟɫɤɨɝɨ ɜɭɡɚ ɫ ɰɟɥɶɸ ɜɵɹɫɧɟɧɢɹ ɦɧɟɧɢɹ ɩɨɫɥɟɞɧɟɝɨ ɩɨ ɜɨɩɪɨɫɚɦ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ;
6) ɞɢɫɤɭɫɫɢɹ. ɇɚɩɪɚɜɥɟɧɚ ɧɚ ɨɛɫɭɠɞɟɧɢɟ ɫɩɨɪɧɨɝɨ ɜɨɩɪɨɫɚ ɩɨ ɩɪɨɛɥɟɦɚɦ
ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ ɧɚ ɢɡɭɱɚɟɦɨɦ ɹɡɵɤɟ, ɧɚɰɟɥɟɧɧɚɹ ɧɚ ɩɨɥɭɱɟɧɢɟ ɫɜɟɞɟɧɢɣ ɨɛ
ɭɪɨɜɧɟ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ;
7) ɩɪɟɡɟɧɬɚɰɢɹ ɬɜɨɪɱɟɫɤɢɯ ɪɚɛɨɬ, ɞɚɸɳɚɹ ɜɨɡɦɨɠɧɨɫɬɶ ɩɪɟɞɫɬɚɜɥɟɧɢɹ
ɫɬɭɞɟɧɬɚɦɢ ɫɨɡɞɚɧɧɨɝɨ ɦɟɞɢɚ ɩɪɨɞɭɤɬɚ ɧɚ ɢɡɭɱɚɟɦɨɦ ɹɡɵɤɟ, ɧɚɩɪɢɦɟɪ, ɹɡɵɤɨɜɨɝɨ web ɩɨɪɬɮɨɥɢɨ ДGrigoreyva, 2011], ɮɨɪɭɦɚ, ɫɚɣɬɚ, ɱɚɬɚ, ɷɥɟɤɬɪɨɧɧɨɣ ɩɪɟɡɟɧɬɚɰɢɢ ɢ ɬ. ɞ.;
8) ɷɫɫɟ, ɡɚɤɥɸɱɚɸɳɟɟɫɹ ɜ ɪɚɡɦɵɲɥɟɧɢɢ ɫɬɭɞɟɧɬɨɜ ɧɚ ɢɡɭɱɚɟɦɨɦ ɹɡɵɤɟ ɩɨ
ɩɨɜɨɞɭ ɩɪɨɛɥɟɦ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ, ɫɥɨɠɧɵɯ ɩɪɨɰɟɫɫɨɜ ɮɭɧɤɰɢɨɧɢɪɨɜɚɧɢɹ ɦɟɞɢɚ ɜ ɫɨɰɢɭɦɟ, ɦɚɧɢɩɭɥɹɬɢɜɧɨɝɨ ɜɨɡɞɟɣɫɬɜɢɹ ɋɆɄ ɧɚ ɨɛɳɟɫɬɜɨ, ɫɩɟɰɢɮɢɤɢ
ɹɡɵɤɚ ɦɟɞɢɚ ɢ ɬ. ɞ.;
9) ɚɧɚɥɢɡ ɦɟɞɢɚ ɩɪɨɞɭɤɬɨɜ. Ⱦɚɧɧɵɣ ɦɟɬɨɞ ɧɚɩɪɚɜɥɟɧ ɧɚ ɞɢɚɝɧɨɫɬɢɤɭ ɦɟɞɢɚɨɛɪɚɡɨɜɚɬɟɥɶɧɨɣ ɢɧɨɹɡɵɱɧɨɣ ɞɟɹɬɟɥɶɧɨɫɬɢ ɫɬɭɞɟɧɬɨɜ, ɩɪɟɞɭɫɦɚɬɪɢɜɚɸɳɟɣ
ɚɧɚɥɢɡ ɢɧɨɹɡɵɱɧɵɯ ɦɟɞɢɚɬɟɤɫɬɨɜ;
10) ɦɟɬɨɞ ɷɤɫɩɟɪɬɧɵɯ ɨɰɟɧɨɤ. ɇɚɩɪɚɜɥɟɧ ɧɚ ɩɨɥɭɱɟɧɢɟ ɨɛɴɟɤɬɢɜɧɵɯ ɢ ɧɟɡɚɜɢɫɢɦɵɯ ɪɟɡɭɥɶɬɚɬɨɜ ɢɫɫɥɟɞɨɜɚɧɢɹ.
ɍɤɚɡɚɧɧɵɟ ɦɟɬɨɞɵ ɞɢɚɝɧɨɫɬɢɤɢ ɢɫɩɨɥɶɡɭɸɬɫɹ ɜɨ ɜɡɚɢɦɨɞɟɣɫɬɜɢɢ ɢ ɩɨɫɥɟɞɨɜɚɬɟɥɶɧɨ. Ⱦɥɹ ɩɨɥɭɱɟɧɢɹ ɧɚɢɛɨɥɟɟ ɨɛɴɟɤɬɢɜɧɨɝɨ ɪɟɡɭɥɶɬɚɬɚ ɛɨɥɶɲɢɧɫɬɜɨ ɞɢɚɝɧɨɫɬɢɱɟɫɤɢɯ ɩɪɨɰɟɞɭɪ ɩɪɨɜɨɞɢɬɫɹ ɜ ɯɨɞɟ ɜɤɥɸɱɟɧɢɹ ɫɬɭɞɟɧɬɨɜ ɜ ɚɤɬɢɜɧɭɸ
ɦɟɞɢɚɨɛɪɚɡɨɜɚɬɟɥɶɧɭɸ ɚɧɝɥɨɹɡɵɱɧɭɸ ɞɟɹɬɟɥɶɧɨɫɬɶ, ɫɬɢɦɭɥɢɪɭɸɳɭɸ ɩɪɨɹɜɥɟɧɢɟ ɢɦɢ ɢɫɤɨɦɨɣ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ. Ⱦɥɹ ɷɬɨɣ ɰɟɥɢ ɧɚɦɢ ɛɵɥɢ ɨɪɝɚɧɢɡɨɜɚɧɵ ɫɩɟɰɢɚɥɶɧɨ ɫɩɪɨɟɤɬɢɪɨɜɚɧɧɵɟ ɞɢɚɝɧɨɫɬɢɱɟɫɤɢɟ ɡɚɧɹɬɢɹ. Ⱦɚɧɧɵɣ ɜɵɛɨɪ ɨɬɜɟɱɚɟɬ
ɬɪɟɛɨɜɚɧɢɸ ɤɚɤ ɜɧɟɲɧɟɣ ɜɚɥɢɞɧɨɫɬɢ, ɫɬɭɞɟɧɬɵ ɜɤɥɸɱɚɸɬɫɹ ɜ ɩɪɢɜɵɱɧɭɸ ɞɥɹ
ɧɢɯ ɮɨɪɦɭ ɞɟɹɬɟɥɶɧɨɫɬɢ – ɡɚɧɹɬɢɟ. Ɍɚɤ ɢ ɜɧɭɬɪɟɧɧɟɣ ɜɚɥɢɞɧɨɫɬɢ, ɡɚɧɹɬɢɟ ɫɩɟɰɢɚɥɶɧɨ ɩɪɨɟɤɬɢɪɭɟɬɫɹ ɞɥɹ ɰɟɥɟɣ ɞɢɚɝɧɨɫɬɢɤɢ. Ɇɨɬɢɜɚɰɢɟɣ ɤ ɩɪɨɹɜɥɟɧɢɸ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ ɧɚ ɫɩɟɰɢɚɥɶɧɨ ɨɪɝɚɧɢɡɨɜɚɧɧɵɯ ɞɢɚɝɧɨɫɬɢɱɟɫɤɢɯ ɡɚɧɹɬɢɹɯ ɹɜɥɹɸɬɫɹ ɩɪɨɛɥɟɦɧɵɟ ɚɧɝɥɨɹɡɵɱɧɵɟ ɦɟɞɢɚ ɡɚɞɚɱɢ. Ɋɟɲɚɹ ɢɯ, ɫɬɭɞɟɧɬɵ ɜɵɧɭɠɞɟɧɵ ɩɪɢɦɟɧɹɬɶ ɦɟɞɢɚ ɡɧɚɧɢɹ, ɦɟɞɢɚ ɭɦɟɧɢɹ,
ɦɟɞɢɚ ɨɬɧɨɲɟɧɢɹ. Ɍɚɤɢɦ ɨɛɪɚɡɨɦ, ɫɢɬɭɚɰɢɹ, ɜ ɤɨɬɨɪɨɣ ɩɪɨɜɨɞɢɬɫɹ ɞɢɚɝɧɨɫɬɢɤɚ, ɫɬɢɦɭɥɢɪɭɟɬ ɩɪɨɹɜɥɟɧɢɟ ɜɫɟɯ ɤɨɦɩɨɧɟɧɬɨɜ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ.
ȼ ɰɟɥɹɯ ɭɬɨɱɧɟɧɢɹ ɩɪɟɞɜɚɪɢɬɟɥɶɧɨ ɜɵɹɜɥɟɧɧɵɯ ɪɟɡɭɥɶɬɚɬɨɜ, ɞɥɹ ɛɨɥɶɲɟɣ
ɨɛɴɟɤɬɢɜɧɨɫɬɢ, ɦɵ ɩɪɨɞɨɥɠɚɟɦ ɞɢɚɝɧɨɫɬɢɪɭɸɳɟɟ ɢɫɫɥɟɞɨɜɚɧɢɟ
ɫ ɢɫɩɨɥɶɡɨɜɚɧɢɟɦ ɪɹɞɚ ɱɚɫɬɧɵɯ ɚɧɤɟɬ, ɧɚɩɪɚɜɥɟɧɧɵɯ ɧɚ ɜɵɹɜɥɟɧɢɟ ɫɬɟɩɟɧɢ
ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɨɬɞɟɥɶɧɵɯ ɤɨɦɩɨɧɟɧɬɨɜ ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ. ȼ ɢɫɫɥɟɞɨɜɚɧɢɟ ɜɤɥɸɱɟɧ ɦɟɬɨɞ ɷɤɫɩɟɪɬɧɵɯ
ɨɰɟɧɨɤ, ɩɪɟɞɩɨɥɚɝɚɸɳɢɣ ɨɛɨɛɳɟɧɢɟ ɢ ɚɧɚɥɢɡ ɪɟɡɭɥɶɬɚɬɨɜ ɪɚɡɧɵɦɢ ɩɪɟɩɨɞɚɜɚɬɟɥɹɦɢ ɫ ɰɟɥɶɸ ɢɯ ɨɛɴɟɤɬɢɜɚɰɢɢ. ȼ ɰɟɥɨɦ ɩɪɢɦɟɧɟɧɢɟ ɫɢɫɬɟɦɵ ɞɢɚɝɧɨɫɬɢɱɟɫɤɢɯ ɦɟɬɨɞɨɜ ɩɨɡɜɨɥɹɟɬ ɩɪɨɢɡɜɟɫɬɢ ɤɨɦɩɥɟɤɫɧɭɸ ɨɰɟɧɤɭ ɭɪɨɜɧɹ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ.
ȼɨ ɢɡɛɟɠɚɧɢɟ ɩɨɥɭɱɟɧɢɹ ɨɲɢɛɨɱɧɵɯ ɞɚɧɧɵɯ, ɪɟɡɭɥɶɬɚɬɵ ɬɟɫɬɢɪɨɜɚɧɢɹ ɫɨɩɨɫɬɚɜɥɹɸɬɫɹ ɫ ɞɚɧɧɵɦɢ ɨɩɪɨɫɨɜ, ɛɟɫɟɞ, ɧɚɛɥɸɞɟɧɢɣ.
ɋ ɩɨɦɨɳɶɸ ɦɟɬɨɞɨɜ ɧɚɛɥɸɞɟɧɢɹ, ɨɩɪɨɫɚ, ɞɢɫɤɭɫɫɢɢ ɢ ɛɟɫɟɞɵ ɭɫɬɚɧɚɜɥɢɜɚɟɬɫɹ ɭɪɨɜɟɧɶ ɩɨɬɪɟɛɧɨɫɬɢ ɭ ɫɬɭɞɟɧɬɨɜ ɜ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ, ɤɨɬɨɪɵɣ ɨɰɟɧɢɜɚɟɬɫɹ ɩɨ ɬɚɤɢɦ ɩɚɪɚɦɟɬɪɚɦ ɤɚɤ: ɫɬɟɩɟɧɶ ɧɚɩɪɚɜɥɟɧɧɨɫɬɢ ɧɚ ɩɨɥɭɱɟɧɢɟ ɧɨɜɨɝɨ
ɡɧɚɧɢɹ; ɫɬɟɩɟɧɶ ɢɧɬɟɪɟɫɚ ɤ ɜɵɩɨɥɧɹɟɦɨɦɭ ɡɚɞɚɧɢɸ; ɫɬɟɩɟɧɶ ɫɚɦɨɫɬɨɹɬɟɥɶɧɨ-
ɫɬɢ, ɧɟɡɚɜɢɫɢɦɨɫɬɢ ɫɭɠɞɟɧɢɹ; ɫɬɟɩɟɧɶ ɢɧɢɰɢɚɬɢɜɧɨɫɬɢ; ɫɬɟɩɟɧɶ ɭɞɨɜɥɟɬɜɨɪɟɧɧɨɫɬɢ ɨɬ ɜɵɩɨɥɧɟɧɢɹ ɡɚɞɚɧɢɹ; ɫɜɨɟɜɪɟɦɟɧɧɨɫɬɶ ɜɵɩɨɥɧɟɧɢɹ ɡɚɞɚɧɢɹ.
ɋɢɫɬɟɦɚɬɢɡɢɪɭɹ ɢ ɨɛɨɛɳɚɹ ɩɨɥɭɱɟɧɧɵɟ ɪɟɡɭɥɶɬɚɬɵ, ɨɩɪɟɞɟɥɹɟɬɫɹ ɢɦɟɸɳɢɣɫɹ ɭɪɨɜɟɧɶ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ
ɜ ɫɨɨɬɜɟɬɫɬɜɢɢ ɫ ɪɚɡɪɚɛɨɬɚɧɧɵɦɢ ɩɨɤɚɡɚɬɟɥɹɦɢ ɢ ɤɪɢɬɟɪɢɹɦɢ. ɉɪɟɞɥɨɠɟɧɧɵɟ
ɩɨɤɚɡɚɬɟɥɢ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ ɧɚ ɩɪɚɤɬɢɤɟ ɩɪɟɞɫɬɚɥɢ ɷɮɮɟɤɬɢɜɧɵɦ ɫɪɟɞɫɬɜɨɦ ɤɨɦɩɚɪɚɬɢɜɧɨɝɨ ɚɧɚɥɢɡɚ
ɭɪɨɜɧɟɣ ɫɮɨɪɦɢɪɨɜɚɧɧɨɫɬɢ ɢɫɤɨɦɨɣ ɯɚɪɚɤɬɟɪɢɫɬɢɤɢ ɥɢɱɧɨɫɬɢ. ɗɬɨ ɩɨɞɬɜɟɪɠɞɚɟɬɫɹ ɩɪɨɜɟɞɟɧɧɵɦ ɨɩɵɬɧɨ-ɷɤɫɩɟɪɢɦɟɧɬɚɥɶɧɵɦ ɢɫɫɥɟɞɨɜɚɧɢɟɦ [ɏɥɵɡɨɜɚ,
2012].
Ȼɢɛɥɢɨɝɪɚɮɢɱɟɫɤɢɣ ɫɩɢɫɨɤ
1. Ȼɨɧɞɚɪɟɧɤɨ ȿ. Ⱥ. Ɇɟɞɢɚɤɭɥɶɬɭɪɚ (ɭɱɟɛɧɚɹ ɩɪɨɝɪɚɦɦɚ) // Ɉɫɧɨɜɵ ɷɤɪɚɧɧɨɣ ɤɭɥɶɬɭɪɵ.
Ɇɟɞɢɚɤɭɥɶɬɭɪɚ / Ʉɨɦɩɥɟɤɬ ɩɪɨɝɪɚɦɦ. Ɇ.: ɆɂɈɈ, 1996. 76 ɫ. ɫ. 68
2. Ƚɪɢɝɨɪɶɟɜɚ И. ȼ. ɂɧɮɨɪɦɚɰɢɨɧɧɨ-ɨɛɪɚɡɨɜɚɬɟɥɶɧɨɟ ɩɪɨɫɬɪɚɧɫɬɜɨ ɜɭɡɚ ɤɚɤ ɮɚɤɬɨɪ
ɮɨɪɦɢɪɨɜɚɧɢɹ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɛɭɞɭɳɟɝɨ ɩɟɞɚɝɨɝɚ: ɞɢɫ. …ɤɚɧɞ. ɩɟɞ. ɧɚɭɤ: 13.00.01 /
ɂ. ȼ. Ƚɪɢɝɨɪɶɟɜɚ. Ɇɨɫɤɜɚ, 2014. 239 ɫ.
3. Иɜɚɧɨɜɚ Ʌ. Ⱥ. Ɏɨɪɦɢɪɨɜɚɧɢɟ ɦɟɞɢɚ-ɤɨɦɦɭɧɢɤɚɬɢɜɧɨɣ ɨɛɪɚɡɨɜɚɧɧɨɫɬɢ ɲɤɨɥɶɧɢɤɨɜɩɨɞɪɨɫɬɤɨɜ ɫɪɟɞɫɬɜɚɦɢ ɜɢɞɟɨ (ɧɚ ɦɚɬɟɪɢɚɥɟ ɭɪɨɤɨɜ ɮɪɚɧɰɭɡɫɤɨɝɨ ɹɡɵɤɚ): ɞɢɫ. …ɤɚɧɞ. ɩɟɞ.
ɧɚɭɤ: 13.00.01 / Ʌ. Ⱥ. ɂɜɚɧɨɜɚ. ɂɪɤɭɬɫɤ, 1999. 246 ɫ.
4. Ʉɪɵɠɚɧɨɜɫɤɚɹ ɇ. Ⱥ. ɂɫɫɥɟɞɨɜɚɧɢɟ ɫɭɳɧɨɫɬɢ ɢ ɩɨɧɹɬɢɹ «ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɧɨɫɬɶ
ɦɥɚɞɲɟɝɨ ɲɤɨɥɶɧɢɤɚ» ɤɚɤ ɰɟɥɢ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ ɜ ɤɨɧɬɟɤɫɬɟ ɎȽɈɋ ɇɈɈ // Ɇɟɠɞɭɧɚɪɨɞɧɵɣ ɢɧɮɨɪɦɚɰɢɨɧɧɨ-ɚɧɚɥɢɬɢɱɟɫɤɢɣ ɠɭɪɧɚɥ «CrОНО EбpОrЭo: ɬɪɚɧɫɩɨɪɬ, ɨɛɳɟɫɬɜɨ, ɨɛɪɚɡɨɜɚɧɢɟ, ɹɡɵɤ». 2015. № 2 (05). URL: http://ce.if-mstuca.ru/index.php/2015-2 (ɞɚɬɚ ɨɛɪɚɳɟɧɢɹ:
10.10.2015).
5. Ɇɢɧɞɟɟɜɚ ɋ. ȼ. Ɇɟɞɢɚɨɛɪɚɡɨɜɚɧɢɟ: ɤ ɩɪɨɛɥɟɦɟ ɫɢɫɬɟɦɚɬɢɡɚɰɢɢ ɧɚɭɱɧɨɣ ɬɟɪɦɢɧɨɥɨɝɢɢ // ȼɟɫɬɧɢɤ Ɍɨɦɫɤɨɝɨ ɝɨɫɭɞɚɪɫɬɜɟɧɧɨɝɨ ɭɧɢɜɟɪɫɢɬɟɬɚ. 2013. № 367. ɋ. 154–157.
6. ɆɈɍ ȾɉɈɋ «Ɇɟɬɨɞɢɱɟɫɤɢɣ ɰɟɧɬɪ» // Дɗɥɟɤɬɪɨɧɧɵɣ ɪɟɫɭɪɫ]. URL: http://mckrkam.edusite.ru/DswMedia/sbornikdiagnostikapedagogov.doc (ɞɚɬɚ ɨɛɪɚɳɟɧɢɹ: 10.10.2015).
7. Пɚɜɥɨɜɚ ȿ. Ⱦ. Ɇɟɞɢɚɨɛɪɚɡɨɜɚɧɢɟ ɤɚɤ ɫɩɨɫɨɛ ɮɨɪɦɢɪɨɜɚɧɢɹ ɧɚɰɢɨɧɚɥɶɧɨɣ ɢɧɮɨɪɦɚɰɢɨɧɧɨɣ ɤɭɥɶɬɭɪɵ // ɉɪɢɨɪɢɬɟɬɧɵɟ ɧɚɰɢɨɧɚɥɶɧɵɟ ɩɪɨɟɤɬɵ: ɩɟɪɜɵɟ ɢɬɨɝɢ ɢ ɩɟɪɫɩɟɤɬɢɜɵ ɪɟɚɥɢɡɚɰɢɢ. Ɇ.: ɂɇɂɈɇ ɊȺɇ, 2007. ɋ. 204‒208.
8. Хɢɬɰɨɜɚ ɇ. Ƚ. ȼ ɦɟɬɨɞɢɱɟɫɤɭɸ ɤɨɩɢɥɤɭ ɩɟɞɚɝɨɝɚ ɦɭɡɵɤɢ: ɪɚɡɜɢɬɢɟ ɦɟɞɢɚɝɪɚɦɨɬɧɨɫɬɢ
ɦɥɚɞɲɢɯ ɲɤɨɥɶɧɢɤɨɜ ɩɨɫɪɟɞɫɬɜɨɦ ɰɢɮɪɨɜɵɯ ɨɛɪɚɡɨɜɚɬɟɥɶɧɵɯ ɪɟɫɭɪɫɨɜ // Ɇɟɠɞɭɧɚɪɨɞɧɵɣ
ɢɧɮɨɪɦɚɰɢɨɧɧɨ-ɚɧɚɥɢɬɢɱɟɫɤɢɣ ɠɭɪɧɚɥ «CrОНОEбpОrЭo: ɬɪɚɧɫɩɨɪɬ, ɨɛɳɟɫɬɜɨ, ɨɛɪɚɡɨɜɚɧɢɟ,
ɹɡɵɤ». 2015. № 1. URL: http://ce.if-mstuca.ru/index.php/issue2015-1 (ɞɚɬɚ ɨɛɪɚɳɟɧɢɹ:
10.10.2015).
9. Хɥɵɡɨɜɚ ɇ. Ю. Ɏɨɪɦɢɪɨɜɚɧɢɟ ɦɟɞɢɚɤɨɦɩɟɬɟɧɬɧɨɫɬɢ ɜɬɨɪɢɱɧɨɣ ɹɡɵɤɨɜɨɣ ɥɢɱɧɨɫɬɢ.
Ɋɨɫɫɢɹ: LAMBERT Academic Publishing. 2012. 199 c.
10. Хɥɵɡɨɜɚ ɇ. Ю. ɐɟɥɶ ɦɟɞɢɚɨɛɪɚɡɨɜɚɧɢɹ ɜ ɥɢɧɝɜɢɫɬɢɱɟɫɤɨɦ ɜɭɡɟ ɧɚ ɫɨɜɪɟɦɟɧɧɨɦ
ɷɬɚɩɟ ɪɚɡɜɢɬɢɹ ɨɛɳɟɫɬɜɚ // ȼɟɫɬɧɢɤ ɋɟɜɟɪɨ-ȼɨɫɬɨɱɧɨɝɨ ɮɟɞɟɪɚɥɶɧɨɝɨ ɭɧɢɜɟɪɫɢɬɟɬɚ ɢɦ. Ɇ. Ʉ.
Ⱥɦɦɨɫɨɜɚ. 2009. Ɍ. 6. № 2. ɋ. 69‒73.
11. Grigoreyva I. V. Web-portfolio is in the media educational space of high school (taken
from the experience of pedagogical faculty of irkutsk state linguistic university) /
I. V. Grigoreyva , N. U. Khlyzova // European researcher. 2011. № 12 (15). ɋ. 1642-1645.
МОДЕЛИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В ПРОЦЕССЕ ПРОФИЛЬНО-ПРИКЛАДНОГО ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ
ИСАЕВ ЕВГЕНИЙ АНАТОЛЬЕВИЧ
1 Елецкий государственный университет имени И. А. Бунина
Тип: статья в журнале - научная статья Язык: русский
Том: 16Номер: 1 Год: 2016 Страницы: 104-107
ЖУРНАЛ:
ИЗВЕСТИЯ САРАТОВСКОГО УНИВЕРСИТЕТА. НОВАЯ СЕРИЯ. СЕРИЯ: ФИЛОСОФИЯ. ПСИХОЛОГИЯ. ПЕДАГОГИКА
Издательство: Саратовский национальный исследовательский государственный университет имени Н.Г. Чернышевского (Саратов)
ISSN: 1819-7671eISSN: 2542-1948
КЛЮЧЕВЫЕ СЛОВА:
ПОЛИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА, ИНОЯЗЫЧНОЕ ОБРАЗОВАНИЕ, МОДЕЛЬ РАЗВИТИЯ, ЦЕЛЕВОЙ, СОДЕРЖАТЕЛЬНЫЙ, ПРОЦЕССУАЛЬНЫЙ, ДИАГНОСТИРУЮЩИЙ БЛОКИ
АННОТАЦИЯ:
В статье раскрывается сущность поликультурной самоорганизации языковой личности студента как важной составляющей профессионального развития будущих специалистов. Данное качество возникает в результате интеграции кросс-культурной сферы языковой личности, ее глобального отношения к культуре и культурного самоопределения. Выявляется потенциал иноязычного образования, заключающийся в его культурологической сущности и возможности формирования у студентов умения участвовать в межкультурной коммуникации. Представлена авторская модель развития поликультурной самоорганизации языковой личности студента в процессе профильно-прикладного иноязычного образования, в структуру которой входят целевой, содержательный, процессуальный и диагностирующий блоки.
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Глобальные изменения в экономической, политической, научной и культурной сферах приводят к появлению нового социально
значимого ориентира в системе профессионального образования
– поликультурной самоорганизации языковой личности студента,
реализующей образовательный идеал «от человека образованного
к человеку культуры» (Б. М. Бим-Бад) и заключающейся в способности личности самостоятельно выстраивать продуктивный диалог
культур.
Поликультурная самоорганизация языковой личности – это
процесс, в ходе которого создаётся, воспроизводится или совершенствуется организация языковой личности как сложной динамической
системы. По мысли В. Е. Клочко, «самоорганизующейся называется
такая система, которая обретает пространственную, временную
или функциональную структуру» [1, с. 12]. Кроме того, процессы
самоорганизации, представляющие собой «сочетание целенаправленности, спонтанности, автономности и зависимости» [1, с. 12],
характерны для систем, обладающих высоким уровнем сложности.
В данном случае система – это и большое количество элементов, и
специфика связи между ними, имеющая не жесткий, а вероятност-
104
ный характер. Способностью к самоорганизации
могут обладать объекты системы различной природы – физической, химической, биологической,
социальной, в которых происходит перестройка
существующих и образование новых связей
между элементами. С философской точки зрения,
взгляд на языковую личность как на системный
объект самоорганизации, т.е. как на открытую
самоорганизующуюся систему, заключается в
том, чтобы вычленить идеи мировоззренческого
уровня, существенно преобразующие научную
картину мира. Главная состоит в том, чтобы
«посмотреть на человека через призму становления и разглядеть его как целостную самоорганизующуюся открытую систему, прогрессивное
и закономерное усложнение которой является
основанием его устойчивого бытия» [1, с. 16].
Анализ философской, психолого-педагогической литературы позволяет нам поликультурную самоорганизацию языковой личности
студента представить в виде сложного (триединого) личностного образования, возникающего в
результате интеграции кросс-культурной сферы
языковой личности, ее глобального отношения к
культуре и культурного самоопределения.
В науке разрабатываются теории, концепции
и идеи, отражающие инновационный взгляд
исследователей на роль языка и сознания, речи
и мышления в становлении культурно-образовательной среды (А. А. Леонтьев), в развитии
человека высокой культуры, в его творческом
сознательном отношении к действительности
(Н. И. Жинкин, И. А. Зимняя, Ю. Н. Караулов и
др.), на значимость коммуникации и диалога в
условиях поликультурной социальной практики
для осуществления межкультурного взаимодействия (М. М. Бахтин, В. В. Библер, М. С. Каган,
В. А. Лекторский, Г. Г. Шпет и др.).
Дисциплина «Иностранный язык», входящая в базовую часть учебных планов согласно
всем ФГОС, в силу своей культурологической
направленности обладает достаточным потенциалом для развития поликультурной самоорганизации языковой личности студента.
Как известно, иностранный язык развивает
умение участвовать в реальной межкультурной коммуникации. Язык – это лицо народа, в
нем фиксируется и сохраняется картина мира,
свойственная тому или иному культурному сообществу. При наличии общих содержательных
компонентов «концептуальные поля истины» в
различных языках и культурах имеют различные
очертания, отражая разные стороны и аспекты
бесконечно многообразного, объективного
мира. Через познание неродных и, в частности,
иностранных языков человек может непосредственно ощутить свою принадлежность к мировой истории и одновременно глубже понять
свою национальную культурно-историческую
уникальность. В связи с этим нами разрабатывается концепция развития поликультурной
самоорганизации языковой личности студента
в процессе профильно-прикладного иноязычного образования. Данная образовательная
стратегия призвана средствами иностранного
языка культивировать успешную интеграцию
личности в национальную и мировую культуру,
формировать как собственно этническое, так
и общенациональное самосознание индивида,
обеспечивая современного человека гармоничной формой существования, способами найти
свое место в системе взаимосвязей.
Теоретико-методологический анализ позволил разработать модель развития поликультурной самоорганизации языковой личности
студента в условиях профильно-прикладного
иноязычного образования. При построении
модели следует исходить из того, что она – «совокупность элементов, находящихся в отношениях и связях друг с другом, образующих целое
и выполняющих единую функцию» [2, с. 83].
«Важно определение минимального инвариантного набора функциональных блоков, совокупность которых представляет собой обобщенную
схему соответствующей профессиональной
деятельности» [3, с. 80]. При моделировании
профильно-прикладного иноязычного образования необходимо также исходить из того, какими
знаниями, умениями, компетенциями и личностными качествами должны обладать выпускники
вуза, имеющие способность к поликультурной
самоорганизации. Данное положение должно
проявляться во всех структурных блоках модели: целевом, содержательном, процессуальном,
диагностирующем.
Кратко опишем сущность каждого блока.
Целевой определяет вектор развития профильно-прикладного иноязычного образования –
формирование языковой личности студента,
способной к поликультурной самоорганизации, в
рамках которой силами студента самостоятельно
создается, воспроизводится или совершенствуется система качеств за счет образования новых
связей, выстраивания новых взаимоотношений
с внешней средой. Языковой личности должна
быть присуща внутренняя активность, раскрывающаяся в устойчивости относительно внешних
воздействий, самообновляемости, возможности
к самоусложнению, согласованности всех ее
составных частей. В данной связи самоорганизация выступает одним из ведущих факторов
образования качественно новых структур, что
106 Научный отдел
Изв. Сарат. ун-та. Нов. сер. Сер. Философия. Психология. Педагогика. 2016. Т. 16, вып. 1
связано с их упорядоченностью, стабильностью
и устойчивостью относительно внешних воздействий, совершенствованием процесса адаптации
к изменяющейся реальности.
Содержательный блок модели должен опираться на культурный компонент содержания
профильно-прикладного иноязычного образования и реализовать культурное многообразие
тематического наполнения учебно-методических
комплексов по иностранным языкам и языковым
курсам по каждому типу культуры (этническому,
социальному, религиозному, профессиональному, территориальному и т.п.), создавая благоприятные условия для поликультурного развития
обучающихся. По мысли П. В. Сысоева, с помощью этого у обучающихся будет формироваться
представление о культурной вариативности как
норме сосуществования культур в современных
поликультурных сообществах стран родного и
изучаемого языков. Соизучение этих культур будет способствовать расширению социокультурного пространства и культурному самоопределению обучающихся (определению своего места в
спектре культур), а также развитию способностей
принимать активное участие в действиях против
агрессии, культурного вандализма и культурной
дискриминации [4, с. 15].
Для развития поликультурной самоорганизации языковой личности студента в процессе профильно-прикладного иноязычного образования
важность культурного компонента выявляется
в том, что именно он (the cultural component
of language teaching), по мысли ряда ученых
(М. Байрам, К. Бауш, К. Крамш, Р. Филлипсон
и др.), открывает перспективу межкультурного
взаимодействия, развивает оценочную функцию,
способствует осознанию собственной позиции и
позиции других. Изучение иностранного языка
с применением культурного компонента рассматривается как коммуникативная практика
(К. Крамш, С. Торн), как интернациональный
диалог (Р. Пихт), в процессе которого формируется интеркультурная чувствительность
(К. Крамш). На основе методологического анализа представляется необходимым в структуре
культурного компонента содержания профильноприкладного иноязычного образования выделить
глобальный, национальный, региональный и
личностный подкомпоненты, которые объединяются идеей формирования целостного взгляда
на современный поликультурный мир, на поиск
себя в нем и выработку тактики взаимодействия
с ним путем постоянного выхода с локального
уровня на глобальный и наоборот.
Очевидным является то, что знание особенностей глобального мира, иноязычной культуры
способствует преодолению культурного барьера
при диалоге культур; при овладении реалиями
страны изучаемого языка в процессе иноязычного образования учащийся получит возможность
адекватного восприятия чужой картины мира.
Кроме того, приобщение студента с помощью
иностранного языка к иной культуре, с одной стороны, позволит ему осознать себя как личность,
принадлежащую к определенной социокультурной общности людей, а с другой – воспитает в
нем уважение и терпимость к другому образу
жизни. Между тем в процессе диалога культур
оба коммуниканта выступают равноправными
партнерами. Владение национальным, региональным подкомпонентами является необходимым условием в процессе общения, требующего
от каждого участника знаний не только культуры
страны, с представителем которой он общается,
но и культурно специфических, исторических
особенностей родной страны, области, родного края. Важно, чтобы будущий профессионал
владел информацией о родной стране и был
способен презентовать данную информацию на
иностранном языке. Это будет способствовать
развитию поликультурной самоорганизации
языковой личности студента, поскольку умение
представить родную культуру, несомненно, связано с осознанием своей собственной культурной
идентичности.
В реальной жизни мы имеем дело не с абстрактной личностью, находящейся вне времени
и пространства, а с человеком, живущим, развивающимся в определенной культурной среде. Поэтому личностный подкомпонент ориентирован
на культуру малого/ближнего окружения и может
быть представлен в учебно-воспитательном
процессе культурными паттернами поведения,
социальным окружением, внутренними ценностями и др.
Процессуальный блок представлен сочетанием принципов, форм и средств обучения
иностранному языку студентов. Основываясь
на природе поликультурной самоорганизации
языковой личности студента, мы предлагаем
учитывать следующие принципы обучения иностранным языкам: познания и учета национально-психологических особенностей; интеграции и
дифференциации глобальности и самобытности;
аксиологической подачи межкультурной коммуникации; профессиональной ответственности;
социальной мобильности и диалогичности.
Средства как конкретные действия, направленные на достижение поставленной цели, должны находить свое воплощение в ходе реализации
аудиторной, внеаудиторной и дистанционной
форм обучения. К средствам, позволяющим по-
Педагогика 107
Е. А. Исаев. Моделирование поликультурной самоорганизации языковой личности студента
ложительно влиять на динамику поликультурной
самоорганизации языковой личности студента,
можно отнести:
технологию погружения в культуру, которая
основана на принципах коммуникативности,
диалога культур, кросс-культурного сравнения
и включает такие виды работы, как презентация
культурных особенностей той или иной нации,
составление психологического портрета нации,
имитация поведения представителя той или иной
культуры, составление досье языковой личности
студента;
технологию научно-творческого развития, позволяющую организовывать исследовательскую
работу студентов, творческие мастерские, видеоэкскурсии, конференции, форумы, а также сздавать анимационные программы, проектирующие
будущую профессиональную деятельность в процессе коммуникативного иноязычного общения;
проведение курсов по выбору, факультативов, которые помогают освоить содержательный
блок модели и реализовать принципы проблемности, продуктивности, создания малых групп,
интегративности, автономности (например,
практический курс «Иностранный язык в поликультурном мире/English in Multicultural World/
Deutsch in der multikulturellen Welt», теоретикопрактический курс «Поликультурное деловое
общение» и др.).
Цель диагностирующего блока – определить
динамику поликультурной самоорганизации
языковой личности студента с помощью соответствующих методик. Например, в процессе
экспериментальной деятельности подтвердили свою эффективность такие методики, как
«Глобальный дифференциал – Мир» (методика
Н. А. Батуркина и Е. В. Гудковой); «Приписывание качеств» (методика Д. Кац, К. Брейли);
методика, разработанная Д. В. Григорьевым,
И. В. Кулешовой и П. В. Степановым; методика
«Кто я?» М. Куна и Т. Макпартленда; экспрессопросник «Индекс толерантности» Г. У. Солдатовой, О. А. Кравцовой, О. Е. Хухлаева,
Л. А. Шайгеровой и др.
Итак, поликультурный контекст современной действительности обусловливает новые
задачи обучения иностранному языку студентов
вузов, необходима поликультурная самоорганизация языковой личности, заключающаяся в
умении строить продуктивный диалог культур
в сфере профессиональной и личностной деятельности. Для решения данной педагогической
задачи необходимо моделирование лингвистической подготовки, валидной поставленной цели,
ибо вне цели нельзя понять ни процесс учебной
деятельности, ни его движущие силы.
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Список литературы
1. Клочко В. Е. Самоорганизация в психологических
системах : проблемы становления ментального пространства личности (введение в трансспективный
анализ). Томск, 2005. 174 с.
2. Полонский В. М. Словарь по образованию и педагогике. М., 2004. 512 с.
3. Уварова Н. Л. Профессиональное лингвообразование
в высшей школе. Н. Новгород, 2011. 296 с.
4. Сысоев П. В. Информационные и коммуникационные
технологии в лингвистическом образовании. М., 2013.
264 с.
The Modeling of Multicultural Self-organization
of Student’s Linguistic Personality
in Profession-oriented Foreign Language Educa
МОДЕЛИРОВАНИЕ ПОРТРЕТА ЯЗЫКОВОЙ ЛИЧНОСТИ СОВРЕМЕННОГО СТУДЕНЧЕСТВА В СВЕТЕ АНТРОПОЦЕНТРИЧЕСКОЙ ПАРАДИГМЫ
ОСИНЦЕВА-РАЕВСКАЯ ЕКАТЕРИНА АНАТОЛЬЕВНАНаписать письмо автору1
1 Сочинский государственный университет, Россия
Тип: статья в журнале - научная статья Язык: русский
Номер: 18 Год: 2013 Страницы: 135-138
УДК: 81
ЖУРНАЛ:
ЛИНГВОРИТОРИЧЕСКАЯ ПАРАДИГМА: ТЕОРЕТИЧЕСКИЕ И ПРИКЛАДНЫЕ АСПЕКТЫ
Издательство: Сочинский государственный университет (Сочи)
ISSN: 2307-6364
КЛЮЧЕВЫЕ СЛОВА:
АНТРОПОЦЕНТРИЗМ, ANTHROPOCENTRISM, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, КОММУНИКАТИВНАЯ ЛИЧНОСТЬ, COMMUNICATIVE PERSONALITY, РЕЧЕВАЯ ЛИЧНОСТЬ, SPEECH PERSONALITY, КОММУНИКАЦИЯ, COMMUNICATION, МОДЕЛИРОВАНИЕ, MODELING, РЕЧЕВОЙ ПОРТРЕТ, SPEECH PORTRAIT
АННОТАЦИЯ:
Статья посвящена вопросу фрагментарного моделирования портрета языковой личности современного студенчества на материале функционирования личных имен в роли обращений в коммуникативном процессе.
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Введение. Современная лингвистика, теория коммуникации, теория межкультурной коммуникации,
социолингвистика, психолингвистика, этнолингвистика с успехом разрабатывают новый подход к коммуникативной деятельности – антропоцентрический, который ставит в центр исследований человеческую личность.
Материалы и методы. Материалом исследования послужили личные имена, используемые в роли
обращений. Метод сбора материала – анкетирование и прямое интервьюирование. Также использовались
методы моделирования, сопоставительный, контекстный и описательный.
Обсуждение. Принцип антропоцентризма был сформулирован еще в античной философии Сократом.
Его влияние на языкознание можно усмотреть в споре древних философов Гераклита и Демокрита о
природном и условном характере слова и языка в целом [Максимчук: 2002, 23]. «Нельзя познать язык, не
выйдя за его пределы, то есть не обратившись к его творцу, носителю и пользователю – человеку, к конкретной языковой личности» [Воркачев: 2001]. В рамках новой антропоцентрической парадигмы на рубеже 80–90-х годов ХХ века формируется теория языковой личности, стимулом к развитию которой стало осознание приоритетности личностного начала в языке. Разработка теории и методики исследования
языковой личности, обоснование собственного понимания этого феномена имеет место в классических
работах [см., например: Богин: 1984; Карасик: 2003; Караулов: 1987; Караулов: 1989].
Одной из наиболее признанных является теория языковой личности по Ю.Н. Караулову. «Языковая
личность – это совокупность способностей и характеристик человека, обусловливающих создание и восприятие им речевых произведений (текстов), которые различаются: а) степенью структурно-языковой
сложности, б) глубиной и точностью отражения действительности, в) определенной целевой направленностью» [Караулов: 1989, 5]. В любом случае языковая личность реализуется в коммуникации. Структура языковой личности, по представлениям Ю.Н. Караулова, имеет три уровня: – вербальносемантический (лексикон), предполагающий нормальное владение естественным языком; – лингвокогнитивный (тезаурус – это понятия, концепты, складывающиеся у каждой языковой индивидуальности в
более или менее упорядоченную и систематизированную «картину мира», отражающую иерархию ценностей); – прагматический (отношение личности к миру; цели, мотивы, интересы; переход от оценок речевой деятельности к осмыслению реальной действительности) [Караулов: 1989, 5]. Определение языковой личности трактуется как «совокупность способностей и характеристик человека, обусловливающих
создание и восприятие им речевых произведений (текстов), которые различаются: а) степенью структурно-языковой сложности; б) глубиной и точностью отражения действительности; в) определенной целе-
Лингвориторическая парадигма: теоретические и прикладные аспекты. 2013. № 18
136
вой направленностью» [Караулов: 1989, 3]. Можно указать три основных направления изучения языковой личности: – структурное (Г.И. Богин, Ю.Н. Караулов); – коммуникативное (О.Б. Сиротинина, Т.В.
Кочеткова и др.); – стратегическое (А.А. Залевская, Т.Ю. Сазонова и др.) [Бирюкова: 2012, 8].
Таким образом, рассмотрение языковой личности возможно только с учетом целого ряда различных
черт индивидуума: биологических (физиологические характеристики человека), психологических (влияние психологического типа человека на его речь и т.д.), социальных (принадлежность человека к определенному социуму, профессиональной среде и пр.), этнических (отношение к этносу), культурологических (владение системой культурно-просветительских ценностей), личностных (условия формирования
личности), творческих (соотношение нормативно-обязательного и индивидуально-творческого в речи,
свойственные данному человеку приемы текстообразования и т.д.), наконец, лингвистических (речевые
характеристики человека) [Попова: 2009, 11].
Так как текст – это отражение речемыслительной деятельности, порождение и восприятие речи [Карасик: 2004], а человек имеет четкие коммуникативные установки в процессе обучения, сегодня в научном обиходе имеют место понятия «речевая личность» – языковая личность в парадигме реального общения [Прохоров: 1996, 59] и коммуникативная личность – «функциональная реализация языковой личности в непосредственном живом общении» [Красных: 1998, 17; Маслова: 2011, 23]. Для коммуникативной личности также выделимы три уровня: уровень кода (лексикон, запас слов и знаков иных кодов,
умение их использовать, т.е. вербальный опыт); когнитивный уровень (личностная картина мира, система ценностей, излюбленные обороты речи, т.е. познавательный и социальный опыт); прагматикомотивационный уровень (намерения коммуниканта, коммуникативные установки, коммуникативные
способности, т.е. ситуативный опыт). Соответственно уровням при моделировании коммуникативной
личности выделяются три ее параметра: функциональный, когнитивный и мотивационный [Кашкин:
2007, 175–176]. Но чаще всего пользуются общим понятием языковой личности, которая в обобщенном
виде представляет собой совокупность социальных, психологических, эмоциональных, прагматических и
других характеристик, выраженных в речи, в целом – единство инвариантного и вариантного.
Каждая отдельная языковая личность имеет свои особенности, обусловленные жизненным опытом,
воспитанием, образованием, коммуникативной компетенцией [Власкова: 2012, 13]. Все три уровня языковой личности (по Ю.Н. Караулову) во взаимодействии составляют коммуникативное пространство
личности. Концепция трехуровневого устройства языковой личности определенным образом коррелирует с тремя типами коммуникативных потребностей: контактоустанавливающим, информирующим и воздействующим, а также с тремя сторонами процесса общения – информативной, интерактивной и перцептивной. Языковая личность существует с учетом различных экстралингвистических факторов: возраста,
пола, профессии, места жительства, этноса – и представляет собой индивидуальную языковую личность.
Множественность индивидуальной языковой личности определяется вариациями значимости каждого уровня в составе личности, что реализуется в парадигме реального общения. Ю.Е. Прохоров пишет:
«Если языковая личность – это парадигма речевых личностей, то, наоборот, речевая личность – это языковая личность в парадигме реального общения, деятельности» [Прохоров: 1996, 59]. Именно на уровне
речевой личности проявляется и национально-культурная специфика языковой личности, и национальнокультурная специфика самого общения людей. Наиболее близка нам позиция В.В. Красных, которая рассматривает личность комплексно, многослойно: 1) человек говорящий – личность, одним из видов деятельности которой является речевая деятельность; 2) собственно языковая личность – личность, проявляющая себя в речевой деятельности, обладающая совокупностью знаний и представлений; 3) речевая
личность – это личность, реализующая себя в коммуникации, выбирающая и осуществляющая ту или
иную стратегию и тактику общения, репертуар среды общения; 4) коммуникативная личность – каждый
участник коммуникации, конкретного коммуникативного акта, реально действующий в реальной коммуникации [Красных: 1998, 16–17].
Языковую, речевую и коммуникативную личность лучше всего исследовать в определенной социальной группе. В связи с этим подходом в лингвистику вошло такое понятие, как речевой портрет. «Речевой портрет – это воплощенная в речи языковая личность определенной социальной общности» [Леорда: 2006, 6]. «В речи каждой социальной возрастной группы реализуется специфический для нее набор
речевых единиц и различные приемы общения, свойственные данной группе и выделяющие речь ее
представителей в обществе» [Леорда: 2006, 7]. Анализ совокупности этих факторов позволяет составить
портрет языковой личности определенной общности, в частности – современного студенчества.
Моделирование портрета языковой личности современного студенчества (естественно, портрет носит обобщенный характер) на уровне употребления личных имен в роли обращений позволяет выявить
некоторые важные характеристические черты, специфические для особого социального контингента молодежи. Употребление личных именований в той или иной коммуникативной ситуации, владение коммуникантами правилами речевого этикета выступает в качестве показателя культуры речи и личности
студентов. В какой-то мере это показатель и культуры общества в целом, поскольку студенчество –
мощная социальная группа, для которой характерно включение деятельности ее представителей практически во все сферы общения. Как пишет В.Б. Кашкин, антропоним имеет особую коммуникативную значимость. Его функция в коммуникации – самосознание и самоопределение коммуникативной личности
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как участника речевого общения и социальной жизни [Кашкин: 2007, 177]. Естественно, все особенности
именования проявляются при обращении.
Использование антропонимов в коммуникативном процессе диктуется многими факторами: отношениями коммуникантов; социальной дистанцией между коммуникантами; ситуацией общения; гендером;
возрастными параметрами коммуникантов; культурой личности; степенью владения этикетом; психологическими особенностями общающихся; степенью знакомства; ролевыми отношениями в коммуникативной ситуации и др. В студенческой среде, как ни в какой другой, есть благодатные моменты
для изучения роли обращений-антропонимов. Это среда, коммуниканты в которой приблизительно одного социального статуса, одного возраста, объединенные общими интересами, хорошо знакомые или
быстро знакомящиеся, в целом имеющие общие основы культуры (молодежная субкультура). За основу
наблюдений мы взяли материал, собранный в среде студентов выпускных курсов Калининградского государственного технического университета, которых характеризует частичный переход от студенческой
жизни к профессиональной деятельности, и личные наблюдения.
Далее приведем данные обобщенного речевого портрета, который может служить основой для моделирования портрета современного студенчества в целом.
1. Студенческая среда – довольно замкнутая система (если иметь в виду общение только между студентами), и поэтому в ней нет необходимости в каких-то строго нормированных обращениях. С помощью антропонимов студенты довольно осознанно решают практически все коммуникативные задачи.
2. Самый распространенный вид антропонима при обращении – личное имя (в традиционном понимании) в уменьшительной форме. Это связано, на наш взгляд, с тем, что основная коммуникация в студенческой среде – неформальная, в которой с помощью форм имен-обращений зачастую устанавливаются межличностные отношения. Причем мы отметили, что больше половины студентов не считают формы
имен с суффиксом -к- неприемлемыми для обращений: грубо-просторечный оттенок стирается, появляется оттенок близко-дружественный (ЛенКа, СашКа, ВитьКа и проч.). Также возможными при обращении считаются в студенческой среде имена с суффиксами грубовато-фамильярными (типа ДимОН, ТолЯН, СветУХа, НюрЕЦ и проч.). Подобные обращения – свидетельство близкого знакомства и доброжелательных личностных отношений.
3. Многие студенты пользуются иностранными эквивалентами русских имен (Алексей – Алекс; Сергей – Серж; Катя – Кэт, Кити; Аня – Энн(и), Анн(и) и др.). Нам представляется, что общая тенденция
заимствований охватила и сферу имен.
4. В студенческой среде много индивидуальных отыменных образований: Ксения – Ксю; Оксана –
Окся; Женя – Жуля и пр. Как правило, подобные формы кратки по своему фонетическому облику – возможно, действует общеязыковая тенденция к экономии языковых ресурсов.
5. Полные формы личных имен встречаются в студенческой коммуникации только при формальных
ситуациях. В бытовой коммуникации их употребление маркировано: они выражают различные оттенки
значения (шутку, иронию, недовольство и т.д.) и определяют ситуативные отношения коммуникантов, то
есть используются сознательно. Естественно, их употребление нестандартно и привлекает внимание к
ситуации (за исключением тех имен, у которых нет неэкспрессивных уменьшительных форм: Кира, Дина, Никита и проч.).
6. Очень активны в студенческой среде прозвища. Прозвищем члены студенческого коллектива стараются выделить именуемого позитивно, подчеркнув в характеристике какую-либо его индивидуальную
особенность. Если прозвище обидное, то (на это указывали более половины опрошенных) оно изымается
из обращения.
7. Фамилии в студенческой коммуникации при обращении имеют довольно строгую маркированность. Они используются либо в деловой коммуникации между студентами в ситуациях, где нужно показать дистанцию между коммуникантами, либо с неодобрительным оттенком по отношению к именуемому, либо в общении мало знакомых молодых людей.
8. Как известно, отчества сегодня выходят из российской коммуникации, по крайней мере, ограничивают сферу своего бытования.
9. Гендер стирается: идет унификация именований. Самое значительное отличие в обращениях
юношей и девушек – это более частое употребление прозвищ среди юношей и более активное использование обращений по фамилии девушек к юношам с целью создания дистанции в коммуникации, если
возникает необходимость.
Заключение. Итак, мы сделали попытку представить фрагментарно, на уровне употребления личных
имен (в широком смысле) в роли обращений, коллективный речевой портрет современного студенчества.
Попробуем выделить его основные черты.
1. Современное студенчество – корпоративное сообщество, и наряду с общеязыковыми и общеречевыми стандартами оно использует свои, активно применяющиеся ситуативно в студенческой коммуникации.
2. В целом, владея нормами речевого общения, студенты стараются максимально активно использовать самые различные, часто нестандартные формы обращений для организации студенческой фор-
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мальной и неформальной коммуникации, решать с помощью использования личных имен широкий круг
задач по ее организации.
3. Анализ именований показывает, что в основном студенты осознанно применяют обращения, выражая с их помощью разнообразные межличностные отношения и решая различные коммуникативные
задачи.
4. За рамками межстуденческого общения этикетные нормы в обращении соблюдаются строже, чем
в студенческой сфере, в которой имеют место свободные и индивидуальные обращения.
5. Внутренняя культура личности маркирует выбор обращений. Также определяет этот выбор молодежная субкультура.
Таким образом, в коммуникации, как в фокусе, демонстрируются все аспекты языковой личности,
которые определяют речевое поведение в той или иной сфере. Именно это является сегодня одним из
активных направлений в современной лингвистике. Перспективным является рассмотрение указанной
проблематики также в теоретически расширенном контексте: в рамках лингвориторической парадигмы
как интегративного подхода в филологии (см.: [Ворожбитова: 2000, 2005б, 2011, 2012, 2013а]), а также
концепции непрерывного лингвориторического образования ([Ворожбитова: 2002, 2005а, 2013б]), в том
числе в сфере преподавания русского языка как иностранного.
Библиография
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Богин Г.И. Модель языковой личности: Автореф. дис. … докт. филол. наук. Л., 1984.
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Ворожбитова А.А. Комплексное исследование дискурсивных процессов в российском социокультурно-образовательном пространстве ХIХ–ХХI вв.: программные установки лингвориторической парадигмы
// Вестник Сочинского государственного университета туризма и курортного дела. 2012. № 1 (19). С.
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Ворожбитова А.А. Лингвориторическая парадигма: теоретические и прикладные аспекты: Монография. Сочи: РИО СГУТиКД, 2000. 317 с.
Ворожбитова А.А. Лингвориторическое образование как инновационная педагогическая система
(принципы проектирования и опыт реализации): монография / А.А. Ворожбитова; под науч. ред. Ю.С.
Тюнникова. 2-е изд., испр. и доп. М.: ФЛИНТА: Наука, 2013б. 312 с.
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языка. Таблицы, схемы, алгоритмы: Учеб.-методич. пособие для студентов ун-тов и пед. учеб. заведений
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Ворожбитова А.А. О концепции лингвориторического образования // Высшее образование в России.
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и доп. М.: Высшая школа 2005б. 367 с.
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МОДЕЛЬ ПРОФЕССИОНАЛЬНЫХ ПЕРЕВОДЧЕСКИХ КОМПЕТЕНЦИЙ СКВОЗЬ ПРИЗМУ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
КОРОВКИНА М.Е.1
1 Московский государственный лингвистический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 Год: 2015 Страницы: 88-93 Поступила в редакцию: 25.05.2015
УДК: 81’243-057.875
ЖУРНАЛ:
ВЕСТНИК ПЕРМСКОГО НАЦИОНАЛЬНОГО ИССЛЕДОВАТЕЛЬСКОГО ПОЛИТЕХНИЧЕСКОГО УНИВЕРСИТЕТА. ПРОБЛЕМЫ ЯЗЫКОЗНАНИЯ И ПЕДАГОГИКИ
Издательство: Пермский национальный исследовательский политехнический университет (Пермь)
ISSN: 2224-9389eISSN: 2305-140X
КЛЮЧЕВЫЕ СЛОВА:
МОДЕЛЬ ПРОФЕССИОНАЛЬНЫХ ПЕРЕВОДЧЕСКИХ КОМПЕТЕНЦИЙ, THE MODEL OF PROFESSIONAL TRANSLATOR COMPETENCES, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, ЯЗЫКОВАЯ И КОНЦЕПТУАЛЬНАЯ КАРТИНА МИРА, LANGUAGE AND CONCEPTUAL WORLD VIEW, ТЕЗАУРУС, THESAURUS, ОБУЧЕНИЕ ЧЕРЕЗ ВСЮ ЖИЗНЬ, LIFELONG LEARNING, 'SECOND LANGUAGE PERSONALITY'
АННОТАЦИЯ:
Рассматриваются модель профессиональных переводческих компетенций (ППК) и их соотношение с уровнями вторичной языковой личности: вербально-семантическим, тезаурусным и мотивационным или прагматическим (по терминологии Ю.Н. Караулова и И.И. Халеевой). В статье также отмечается особая важность тезаурусного уровня в профессиональной подготовке переводчика, так как учет несоответствий на уровне языковой и концептуальной картин мира позволяет избежать языковой интерференции при переводе.
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Мы полагаем, что обучение иностранному языку в общем и профессиональным компетенциям будущего специалиста-переводчика в частности
должно проходить в рамках процесса формирования вторичной языковой
личности, что связано с изучением и сопоставлением концептуальной и языковой картин мира родного и иностранного языков. Каждый язык по-своему
описывает действительность, и эти различия проявляются на всех языковых
уровнях: на уровне грамматических структур, в значениях слов, т.е. на семантико-лексическом уровне, а также на стилистическом и прагматическом
уровнях, и объясняются особенностями концептуальных картин разных языков, обусловленных спецификой когнитивного сознания представителей различных языковых сообществ.
Изучение специфики языковых и когнитивных структур было заложено
лингводидактикой в 1970-е годы, когда Ю. Карауловым был подробно описан
концепт «языковая личность», под которой он понимал «многослойный, многокомпонентный, структурно упорядоченный набор языковых способностей,
умений, готовностей производить и воспринимать речевые произведения» [1,
с. 71]. Им также были описаны уровни организации языковой личности применительно к освоению родного языка: вербально-семантический, куда входят фонетические и грамматические знания о языке, лексический состав языка; тезаурусный, представляющий собой тезаурус личности, т.е. основные
понятия (идеи, концепты), формирующие картину мира носителя языка; и
мотивационный, отражающий деятельностно-коммуникационные потребно-
89
сти, т.е. прагматикон личности, систему мотивов, целей и установок личности [1, с. 57].
В процессе развития концепции языковой личности применительно к
освоению неродного языка И.И. Халеевой была введена в научную парадигму модель вторичной языковой личности, в которой отражается процесс
усвоения неродного, иностранного языка при подготовке специалистов-переводчиков.
В отличие от одного тезаурусного уровня у Ю. Караулова, И. Халеевой
были выделены тезаурус I и тезаурус II вторичной языковой личности, где
первое понятие означает «способ формирования языкового сознания, восходящего к языковой картине мира, и тем самым напрямую связанный с ассоциативно-вербальной сетью языка, в отличие от тезауруса II, который в
нашем понимании соотносится собственно со знаниями о мире (не всегда
находящими непосредственную корреляцию в словарном фонде)…» [2, с. 76].
Сформированность языковой личности выражается в уровне развития
ее компетенций. Поэтому особое внимание при обучении уделяется разработке структуры и содержания вторичной языковой личности, связанных с
формированием соответствующих навыков, умений и компетенций: воссоздание вторичной языковой личности происходит на основе ее владения речевыми навыками, умениями, готовностями, компетенциями, т.е. на основе
целей обучения.
Перевод – чрезвычайно сложный вид умственной деятельности, поэтому обучение переводу предполагает формирование целого комплекса
компетенций, умений и навыков.
Слово «компетенция» может употребляться в двух значениях:
1. Компетенция – высший уровень владения умениями и навыками в
профессиональной сфере, что соотносится с определением этого понятия,
данного в ФГОС: «Компетенция – способность применять знания, умения и
личностные качества для успешной деятельности в определенной области» [3].
2. Компетенции – знания, умения и навыки (в таком значении этот термин употребляется в материалах Совета Европы) [4].
Первый уровень вторичной языковой личности (или нулевой по
Ю.Н. Караулову) – вербально-семантический – связан с развитием коммуникативной компетенции, под которой мы понимаем, вслед за Н.Д. Гальсковой
и Н.И. Гез, «способность понимать и порождать иноязычные высказывания в
разнообразных социально детерминированных ситуациях с учетом лингвистических и социальных правил, которых придерживаются носители языка»
[5, с. 19]. Из этого определения можно вывести, что коммуникативная компетенция состоит из лингвистической (языковой) и прагматической, в свою
очередь, включающей дейктическую (определяющую параметры коммуника-
90
тивной ситуации), дискурсивную (текстообразующую) и социокультурную
(реализующую межкультурную компетенцию в речи).
Тезаурусный уровень вторичной языковой личности предполагает способность адекватно воспринимать и понимать «текстовую деятельность, воплощающую иной социум, иную культуру, иную картину мира, восходящую
к знаниям о нем» [2, с. 72].
Нужно иметь в виду, что описывая тезаурусный уровень личности, в
данном конкретном случае мы не выделяем продуктивные (говорение и
письмо) и рецептивные (слушание, чтение) умения и навыки. Развитый тезаурус необходим в обоих случаях.
Понимание текстовой деятельности иного лингвистического социума и
порождение текстов, понятных иному лингвосоциму, предполагают общность знаний участников межкультурной коммуникации. Такую общность
знаний в лингвистике называют общностью пресуппозиций. И.И. Халеева
предлагает считать единицей фонового знания пресуппозицию – «невербальный компонент коммуникации, как сумма условий (Р), предпосылаемых собственно речевому высказыванию и являющихся национально-специфическим
индикатором интракультурного общения» [2, с. 164]. Ею были выделены когнитивные семантические, прагматические, фреймовые пресуппозиции и
пресуппозиции вертикального контекста. Когнитивные семантические пресуппозиции связаны с «национальной системой метафорически-ассоциативного
«кода» [2, с. 166], т.е. с метафорическим осмыслением действительности
языком.
Прагматические пресуппозиции соотносятся с информацией «о социальном функционировании языковой личности, о ее социальных ролях и референтных группах» [2, с. 172], т.е. они обусловлены коммуникативными потребностями личности.
Фреймовые пресуппозиции – «схемы смысловых опор», представляющие собой обобщенные ментальные репрезентации предметов, явлений или
ситуаций. Фрейм – способ структурирования знания или «структура данных
для представления стереотипныой ситуации» [6, с. 14].
Пресуппозиции вертикального контекста «создают культурологический, социально-исторический фон тезаурусного уровня языковой личности,
т.е. это те знания, которые свидетельствуют в конечном счете и о ценностных, духовно-нравственных ориентациях личности [2, с. 186].
Ключевым фактором в развитии тезаурусного уровня вторичной языковой личности является формирование общности импликаций и пресуппозиций, что предполагает общность или понимание культурного контекста того или иного языка.
91
Таким образом, тезаурусный уровень вторичной языковой личности
связан с развитием экстралингвистической компетенции, с приобретением
знаний:
Рис. Модель профессиональных переводческих компетенций (ППК)
общего культурного контекста,
определенных предметных областей,
о мире, энциклопедических знаний, Профессиональные переводческие компетенции
Коммуникативная компетенция
(Тезаурус I)
Лингвистическая (языковая)
Прагматическая: дейктическая,
дискурсивная, социокультурная
Экстралингвистическая
компетенция
(Тезаурус II)
Межкультурная
Предметная область
Знания о мире
(энциклопедические знания)
Специальная компетенция
(Тезаурус III)
Умение переключаться с
родного языка на иностранный
и наоборот
Способность к инференции
Техническая/технологическая
(способность применять
конкретные переводческие
приемы)
92
а также с развитием специальных переводческих компетенций, связанных с
определенными когнитивными способностями языковой личности, что предполагает автоматизацию таких умений и навыков, как:
способности к переключению с одного языка на другой;
применение конкретных переводческих приемов при языковых
несоответствиях, связанных с разницей в языковой и концептуальной картинах мира, что также связано со развитием способности к инференции (логическому выводу).
Итак, обобщив модели переводческих компетенций, разработанных
различными авторами, такими как В.Н. Комиссаров, Н.Н. Гавриленко,
П. Ньюмарк, М. Ороско [7–10], мы предлагаем собственную модель профессиональных переводческих компетенций (ППК), направленную на развитие
вторичной языковой личности переводчика.
На наш взгляд, наша модель отличается большей детализацией, чем
модель В.Н. Комиссарова, и большей компактностью, по сравнению с моделью Н.Н. Гавриленко. При этом в модели учитываются разработки зарубежных исследователей. Еѐ можно представить в виде схемы (рисунок).
Таким образом, наша модель ППК непосредственным образом соотносится с двумя уровнями вторичной языковой личности – вербально-семантическим и тезаурусным, тем не менее она также отражает и третий уровень
вторичной языковой личности – прагматикон или мотивационный. Несмотря
на то, что при обучении переводу не пытаются изменить ценностные ориентации личности, тем не менее: 1) опосредованным образом, через тексты,
обучающийся продолжает приобщаться к общекультурным ценностям; 2) повышается мотивация к обучению. Как вытекает из описанной модели ППК,
переводчику приходится иметь дело с самой различной тематикой, переводить тексты часто из различных областей знания. Он должен обладать начитанностью, эрудированностью и способностью постоянно обогащать свои
знания, воспринимать новую информацию, т.е. развивать и обогащать тезаурусный уровень вторичной языковой личности. Для этого он должен быть
способным учиться всю жизнь, что соответствует новой лингводидактической парадигме «обучение через всю жизнь» (LLL – long-life learning) вместо
«обучение, знания на всю жизнь».
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Список литературы
1. Караулов Ю.Н. Русский язык и языковая личность. – М.: УРСС,
2004.
2. Халеева И.И. Основы теории обучения пониманию иноязычной речи. – М.: Высшая школа, 1989.
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3. Федеральный государственный образовательный стандарт высшего
профессионального образования [Электронный ресурс]. – URL:
http://www.edu.ru/db/portal/spe/3v/220207m.htm (дата обращения: 12.06.2015).
4. Общеевропейские компетенции владения иностранным языком:
Изучение, преподавание, оценка / Департамент современных языков, Страсбург, Cambridge University Press. – М.: Изд-во МГЛУ, 2003.
5. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам.
Лингводидактика и методика. – М.: Академия, 2007.
6. Хайруллин В.И. Перевод и фреймы. – М.: URSS, 2009.
7. Комиссаров В.Н. Теоретические основы методики обучения переводу. – М.: Рема, 1997.
8. Гавриленко Н.Н. Обучение переводу в сфере профессиональной
коммуникации. – М.: Изд-во РУДН, 2008.
9. Newmark P. About Translation. – Clevedon – Philadelphia – Adelaide:
Multilingual Matters, 1991.
10. Orozco M. Building a Measuring Instrument for the Acquisition of
Translation Competence in Trainee Translators // Developing Translation Competence. – Birminghan, Aston University, John Benjamins Publishing Company. –
Amsterdam – Philadelphia, 2000. – P. 199–200.
Получено 25.05.2015
M.Ye. Korovkina
МОДЕЛЬ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ХЛЫЗОВА НАТАЛЬЯ ЮРЬЕВНАНаписать письмо автору1
1 ФГБОУ ВПО «Иркутский государственный лингвистический университет», 664056 г. Иркутск, м/р Приморский 25, кв. 16
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2012 Страницы: 8
УДК: 37.035.44
ЖУРНАЛ:
АКТУАЛЬНЫЕ ИННОВАЦИОННЫЕ ИССЛЕДОВАНИЯ: НАУКА И ПРАКТИКА
Издательство: Тамбовский государственный университет имени Г.Р. Державина (Тамбов)
eISSN: 2075-9843
КЛЮЧЕВЫЕ СЛОВА:
МЕДИАОБРАЗОВАНИЕ, МЕДИАКОМПЕТЕНТНОСТЬ, СМК, МОДЕЛЬ, ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ
АННОТАЦИЯ:
В данной статье изучается понятие «Медиакомпетентность вторичной языковой личности» и предлагается модель ее формирования на основе анализа медиаобразовательных моделей, разработанных российскими и зарубежными медиапедагогами в соответствии с промежуточными результатами проводимого исследования.
---
Современные средства массовой коммуникации на данном этапе
развития информационного общества принципиально изменили и расширили
свои сферы и формы взаимодействия, значительно усилили свое влияние на
личность (об этом см. [1; 2; 3; 4; 5 и др.]). Их роль в формировании
общественного мнения возрастает. Пользователю механизма обратной связи
непросто сориентироваться в изобилии информации, оценить ее и
противостоять манипулятивному воздействию СМК. «Избыточность и
хаотичность информационных потоков провоцируют информационные
нагрузки, дезорганизацию мышления у потребителя культурной
информации» [1, С. 56]. Способом защиты личности в сложившейся
ситуации является формирование медиакомпетентности. Но сегодня
актуализируется также медиатизированное иноязычное общение,
предоставляющее возможность взаимодействия через СМК на иностранном
языке. Как следствие появляется острая необходимость в коэволюции
формирования медиакомпетентности и вторичной языковой личности. В
соответствии с условиями информационного социума и новыми знаниями в
контексте глобализации цели обучения в образовательном процессе
лингвистического вуза модернизируются от формирования вторичной
языковой личности до формирования медиакомпетентности вторичной
языковой личности, способной осуществлять медиатизированное иноязычное
общение. Как справедливо замечает Н.П. Рыжих «развитие современных
технологий привело к появлению нового языка – медиаязыка, без овладения
которым человек не сможет проникнуть в мир медиакультуры, а, значит, его
нельзя будет в полной мере считать образованным человеком» [6, C. 7].
Другими словами, не владея языком иноязычных медиа становится
невозможным проникнуть в мир медиакультуры страны изучаемого языка.
Исходя из новизны явления, отсутствия исследований, направленных на
изучение вопросов медиакомпетентности вторичной языковой личности,
представляется очень затруднительным дать собственное толкование нового
педагогического феномена на уровне понятия. Определение содержания
изучаемого феномена оказалось для нас непростой задачей. Здесь проблема
даже не только и не столько определить в русле каких подходов
целесообразно раскрыть содержание понятия «медиакомпетентность
вторичной языковой личности», сколько в определении акцентов, требующих
внимания; новых данных теории и практики медиаобразования и
лингводидактики, перспективных направлений их соразвития; уровней
связей, которые всегда оказываются недостаточными и избыточными
одновременно. Для нас, очевидно, что в дальнейшем очень легко изменить
акцентируемые аспекты понятия, способы интерпретации, перенося
внимание на более важные приоритеты. Мы можем корректировать
поступательность процесса, отражая постоянные изменения, потребности и
апеллируя к новым данным, перспективным тенденциям развития теории и
практики медиаобразования и лингводидактики. В данной статье, на этом
этапе нашего исследования определение понятия «медиакомпетентность
вторичной языковой личности» будет моделировать не идеальную данность,
а принципы «оставления открытым» того, на что направлены наши действия.
В качестве рабочего, гипотетического определения нами предложено
понятие медиакомпетентности вторичной языковой личности, которое мы
интерпретируем как интегративную характеристику личности, состоящую из
совокупности специальных знаний, умений, отношений, позволяющих
личности функционировать в мировом информационном пространстве,
осуществлять межкультурную коммуникацию как на межличностном,
непосредственном уровне, так и на медиатизированном, опосредованном
современными медиа.
На основании промежуточных результатов нашего исследования и
анализа медиаобразовательных моделей, созданных отечественными и
зарубежными медиапедагогами (О.А. Баранов, Л.С. Зазнобина, Я.Н.
Засурский, Н.А. Леготина, C.Н. Пензин, Г.А. Поличко, Н.П. Рыжих, А.В.
Спичкин, Ю.Н. Усов, А.В. Федоров, А.В. Шариков, Н. Андерсен, К. Бэзэлгэт,
Д. Букингэм, Б. Дункан, Э. Харт, Л. Мастерман, А. Силверблэт, Д. Поттер,
Дж. Пандженте, К. Ворсноп, Л. Розер, С. Минкинен и др.) нами была
разработана структурно-функциональная модель формирования
медиакомпетентности вторичной языковой личности студента. Предлагаемая
модель состоит из взаимосвязанных блоков: целевого, проектносодержательного, педагогических условий, процессуального,
мониторингового.
Целевой блок выдвигает цели и задачи процесса формирования
медиакомпетентности вторичной языковой личности студента, которые
входят в состав структурных блоков всей модели и указывают на конкретное
содержание каждого блока.
Разработка вопросов целеполагания, по нашему мнению, имеет
большое значение для эффективности медиаобразования студентов,
поскольку определение, теоретическое обоснование педагогических условий
формирования медиакомпетентности вторичной языковой личности имеют
подчиненный характер по отношению к целям медиаобразования. По словам
А.И. Сурыгина цель является своего рода «единством двух диалектически
взаимодействующих начал» [7, C. 16]. С одной стороны, она представляет
собой идеал (потенциальная цель), с другой – результат, продукт (конкретная
цель). Цель позволяет определить содержание, методы, принципы, средства
медиаобразования. В этой связи представляется первостепенной задачей
проводимого исследования в области медиаобразования студентов в
процессе обучения иностранному языку – определение цели
медиаобразования, которая представляет собой планируемый результат,
воплощенный в некоторую предметную форму, определяемую
медиапедагогами в своих исследованиях по-разному. Исходя из того факта,
что феномен медиакомпетентности имеет свою специфику, полностью
соответствует современным требованиям информационного общества и
более точно определяет суть конечной цели медиаобразования мы
определяем конечной целью формирование медиакомпетентности вторичной
языковой личности студента.
Вторым блоком в структурно-функциональной модели является
проектно-содержательный, который предполагает создание целевой
комплексной программы, направленной на формирование
медиакомпетентности вторичной языковой личности студента. Занятия по
практическому курсу английского языка проводятся в соответствии с
методикой анализа персонажей медиатекстов, разработанной
А.В. Федоровым [8, C. 15] и адаптированной для студентов лингвистического
вуза. Применяются практические упражнения, творческие занятия с
использованием широкого спектра медиа, направленное на формирование
медиакомпетентности вторичной языковой личности студентов и многое
другое. Данный блок модели характеризует процесс формирования
медиакомпетентности вторичной языковой личности студента как открытую
систему, допускающую возможность ее пересмотра, переосмысления,
уточнения, дополнения, применение новейших достижений педагогической
науки и изменений потребностей личности студента.
Третьей составляющей модели является блок педагогических условий,
направленный на выявление совокупности педагогических условий,
способствующих эффективному формированию медиакомпетентности
вторичной языковой личности студента и обеспечивающих успешность
функционирования структурно-функциональной модели.
Применение личностно-ориентированного подхода в нашем
исследовании позволяет говорить о том, что процесс обучения должен стать
фактором развития личности, а, следовательно, педагогические условия
имеют большое значение в проявлении ее личностного потенциала.
Анализ информативных источников по педагогике показал, что в
общем виде под педагогическими условиями понимается совокупность
факторов, обстоятельств, компонентов, предпосылок, мер, способствующих
благоприятному, успешному протеканию процесса обучения и воспитания
(Л.П. Качалова, И.Е. Пискарева, А.С. Белкин, Т.Ф. Лошакова, С.Н. Репина,
Федотова, И.А. Шаршов, Н.М. Яковлева, О.Р. Эргардт и др.); педагогическая
среда, комплекс педагогических взаимодействий система педагогических
средств (С.С. Кашлев, М.Н. Недвецкая, и т.д.).
Применительно к рассматриваемой нами проблеме, содержание
понятия «педагогические условия» может быть интерпретировано как
систематизированный комплекс действий преподавателя иностранного языка
и студента лингвистического университета с целью формирования
медиакомпетентности вторичной языковой личности как интегративной
личностной характеристики последнего, отражающуюся в единстве
когнитивного, действенно-операционного и мотивационного компонентов,
через его медиа знания, медиа умения и медиа отношения в иноязычных
ситуациях на межкультурном уровне.
На основании перечисленного, опираясь на исследования ученых
(И.А. Зимней, В.А. Сластенина, Е.И. Исаева, О.А. Гаврилюк, В.И.
Слободчикова, О.П. Кутькиной и др.) мы предлагаем специально
организуемые педагогические условия, которые будут способствовать
формированию медиакомпетентности вторичной языковой личности
студента. А именно:
1. Вовлечение студента в активную иноязычную медиа
деятельность в процессе обучения иностранному языку в лингвистическом
вузе в соответствии с его индивидуальным уровнем медиакомпетентности,
выявленным в ходе педагогического мониторинга.
2. Введение медиаобразовательного компонента в учебнометодический комплекс дисциплины «Иностранный язык» в
лингвистическом университете (языковой web портфолио, web сайт, web
квест и др.).
3. Регулярное и педагогически обоснованное применение широкого
медийного спектра в процессе медиаобразования и обучения иностранному
языку не только с целью однонаправленной дидактической функции,
направленной на повышение эффективности процесса обучения
иностранному языку, но и с целью формирования медиакомпетентности
вторичной языковой личности студента.
4. Руководство опытно-экспериментальной работой, направленное
на объединение усилий всего педагогического коллектива по обновлению
содержания образования.
5. Систематическая диагностика уровней сформированности
медиакомпетентности вторичной языковой личности студента
преподавателем и студентами на всех этапах ее становления и коррекция в
направлении совершенствования.
6. Перевод процесса формирования медиакомпетентности
вторичной языковой личности студента из управляемого в процесс
осознанного стремления студентов к самосовершенствованию в
межкультурной коммуникации на межличностном и медиатизированном
уровнях.
Выявленные условия, детерминирующие процесс формирования
медиакомпетентности вторичной языковой личности, мы разделили на три
основные группы: контентные, организационные и мотивационные
Данная классификация условий является обобщенной и позволяет в
целом оценить характер того или иного условия, необходимого для
рассматриваемого процесса. Отметим, что предложенная классификация
условна. Выявленные условия неизбежно интегрируют друг с другом,
образуя комплексное единство разнообразных по своей природе
педагогических обстоятельств, направленных на организацию в вузе
медиаобразовательной среды обучения для реализации процесса
формирования медиакомпетентности вторичной языковой личности
студента.
Далее идет процессуальный блок, который раскрывает особенности
содержательного и практического взаимодействия студента и преподавателя
в процессе реализации целевой комплексной программы формирования
медиакомпетентности вторичной языковой личности студента на основе
личностно-ориентированного и системно-деятельностного подходов;
определенных принципов и выделенных этапов.
Для организации успешного процесса формирования
медиакомпетентности вторичной языковой личности студента необходимо
учитывать сложность, многосторонность данного процесса и осуществлять
руководство его ходом исходя из следующих принципов:
1) коэволюции – соизучение иностранного языка и языка медиа,
организация процесса обучения иностранному языку, как на
межличностном уровне, так и на медиатизированном, опосредованном
медиа.
2) целенаправленности – создание необходимых условий,
способствующих формированию медиакомпетентности вторичной
языковой личности студента, целенаправленное представление
иноязычного медиа материала;
3) систематичности и последовательности – систематическое
изложение иноязычного медиа материала, представление иноязычных
медиа знаний в системе, последовательность в работе;
4) научности – использование современных научных понятий,
теорий, учений из области медиаобразования и иностранного языка;
5) эффективности – предполагающий минимальные временные
затраты при обеспечении формирования медиакомпетентности
вторичной языковой личности студента;
6) сознательности и активности – сознательное и активное
отношение студентов к формированию медиакомпетентности
вторичной языковой личности, развитие у студентов
самостоятельности, творчества, потребности к самообразованию
средствами медиа.
Исходя из того факта, что «теоретически увеличивать степень
медиакомпетентности можно в течение всей человеческой жизни,
воспринимая, интерпретируя и анализируя познавательную, эмоциональную,
эстетическую и этическую медиаинформацию» [9, C. 8], в соответствии с
системой непрерывного образования формирование медиакомпетентности
вторичной языковой личности студента следует производить в течение всего
обучения в высшем учебном заведении с первого по пятый курс. С целью
эффективности формирования изучаемой личностной характеристики,
учитывая разный уровень владения иностранным языком и уровень
медиакомпетентности, нами выделены три условных этапа формирования
медиакомпетентности вторичной языковой личности студента: начальный (1
курс), основной (2-3 курсы), завершающий (4 курс).
Завершающей ступенью нашей модели является мониторинговый
блок, обеспечивающий регулярность контроля над процессом формирования
медиакомпетентности вторичной языковой личности студента, способствует
обучению студента самоконтролю, самоанализу, осознанному и
самостоятельному проектированию профессионально-личностного
саморазвития.
Для реализации поставленной цели необходимы различные методы
диагностики уровня сформированности медиакомпетентности вторичной
языковой личности студента, направленные на выявление того или иного
структурного компонента. В соответствии с содержанием компонентов
структуры медиакомпетентности вторичной языковой личности студента в
качестве целесообразных мы определили следующие методы диагностики:
1) беседа, своеобразие которой обусловлено природой феномена
«медиакомпетентность вторичной языковой личности студента»: при
ее организации и проведении необходимо учесть сочетание
медиаобразования и английского языка; это позволит извлечь из потока
информации наиболее значимые с точки зрения целей диагностики
темы и ответы респондента;
2) наблюдение, позволяющее отслеживать те или иные характеристики в
медиакомпетентности вторичной языковой личности студента в
контексте активного взаимодействия субъектов образовательной
системы в медиатизированной среде обучения;
3) англоязычные тесты и анкеты, направленные на выявление знаний
истории, теории, терминологии и т.п. медиаобразования; выбор
методик определялся степенью их соответствия требованиям
измеримости и объективации сведений;
4) авторская анкета, направленная на выявление показателей
сформированности компонентов медиакомпетентности вторичной
языковой личности студента, при составлении которой мы
основывались на результатах наблюдения за реальным поведением
студентов в ходе учебных медиатизированных занятий и практической
медиатизированной деятельности.
5) опрос как вербально-коммуникативный метод, заключающийся во
взаимодействии преподавателя по иностранному языку и студента
лингвистического вуза с целью выяснение мнения последнего по
вопросам медиаобразования.
6) дискуссия, направленная на обсуждение спорного вопроса по
проблемам медиаобразования на английском языке, нацеленная на
получение сведений об уровне медиакомпетентности студентов и их
уровне владения английским языком.
7) презентация творческих работ, дающая возможность представления
студентами созданного медиа продукта на английском языке, например:
языкового web портфолио, форума, сайта, чата, мультимедийной
презентации и т.д.
8) эссе, заключающееся в размышление студентов на изучаемом языке по
поводу проблем медиаобразования, сложных процессов
функционирования медиа в социуме, манипулятивного воздействия
СМК на общество и т.д.
9) анализ медиа продуктов. Данный метод направлен на диагностику
англоязычной медиа деятельности студентов, предусматривающий
анализ аудиовизуального медиатекста.
Указанные методы диагностики используются во взаимодействии и
последовательно. Для получения наиболее объективного результата
большинство диагностических процедур проводятся в ходе включения
студентов в активную англоязычную медиа деятельность, стимулирующую
проявление ими искомой характеристики. Для этой цели нами организуются
специально спроектированные диагностические занятия. Данный выбор
отвечает требованию как внешней валидности, студенты включаются в
привычную для них форму деятельности – занятие. Так и внутренней
валидности, занятие специально проектируется для целей диагностики.
Мотивацией к проявлению медиакомпетентности вторичной языковой
личности студента на специально организованных диагностических занятиях
являются специально разработанные проблемные англоязычные медиа
задачи. Решая их, студенты вынуждены применять медиа знания, медиа
умения, медиа отношения, а также критическое и творческое мышление.
Таким образом, ситуация, в которой проводится диагностика, стимулирует
проявление медиакомпетентности вторичной языковой личности студента.
Разделяя мнение А.В. Федорова о том, что «преподавателю вуза
полезно иметь четкое представление об уровнях развития данной конкретной
студенческой аудитории в области медиа» [10, C. 78] мы систематически
диагностируем уровень сформированности искомого качества личности в
соответствии с выделенными показателями:
лингвистический, оценивающий формирование языковой компетенции,
знаний языковых средств и правил оперирования ими в языке и языке
медиа в соответствии с законами изучаемого иностранного языка,
умения реализация языковых средств в различных межличностных и
медиа ситуациях;
медиаобразовательный, оценивающий знания основных категорий
понятий, истории медиаобразования, медийного спектра,
дистинктивных признаков различных жанров, закономерностей
процессов функционирования медиа в социуме, языка медиа,
закономерностей восприятия и понимания иноязычной информации;
умения осуществлять поиск, сбор иноязычной информации, создавать
собственный медиапродукт, передавать, получать медиа сообщения на
иностранном языке, умения применения иноязычной информации,
мобильности, ассоциативности, гибкости, умения давать собственную
интерпретацию, оценку, критический анализ, суждение иноязычного
медиатекста и авторской позиции, определяет формирование
отношений, мотивов, готовностей к работе с иноязычной меди
информацией.
На практике разработанные нами показатели сформированности
медиакомпетентности вторичной языковой личности студента предстали
эффективным средством компаративного анализа уровней
сформированности медиакомпетентности вторичной языковой личности
студентов контрольной и экспериментальной групп. Данный анализ доказал
продуктивность разработанной нами модели формирования
медиакомпетентности вторичной языковой личности студента, поскольку
уровень медиакомпетентности вторичной языковой личности студентов,
обучающихся в экспериментальной группе по описанной модели,
значительно превысил уровень аналогичных показателей в контрольной
группе.
В результате проведенных нами исследований можно заключить, что в
процессе внедрения предлагаемой структурно-функциональной модели
формирования медиакомпетентности вторичной языковой личности студента
отмечается неуклонное формирование всех структурных компонентов
изучаемой характеристики. При этом положительная динамика уровня
сформированности исследуемого феномена очень слабо проявляет себя вне
специально организованного дидактического воздействия в рамках
медиаобразовательной среды обучения и воспитания. Это подтверждает
эффективность использования разработанной нами модели в процессе
формирования у студентов медиакомпетентности вторичной языковой
личности.
Литература:
1. Григорьева И.В. Путь к технологиям поколения web 2.0: webпортфолио в медиаобразовательном пространстве вуза (из опыта работы
кафедры педагогики ГОУ ВПО ИГЛУ) // Magister Dixit: электронный научнопедагогический журнал Восточной Сибири. - 2011, №1, URL:
http://md.islu.ru/sites/md.islu.ru/files/rar/statya_grigoreva_0.pdf (дата обращения:
16.12.2011).
2. Жилкин В.В. Субкультура пользователя средств новых
информационных технологий в контексте информатизации образования /В.В.
Жилкин // Качество. Инновации. Образование, 2005. – №4. – С.56-59.
3. Жилкин В.В. Применение мультимедиа средств в процессе
обучения гуманитарным дисциплинам // Вестник Тамбовского университета.
Сер. Гуманитарные науки. VI Державинские чтения. ТГУ им. Г.Р.Державина,
Т. 23, № 4. – 2001. – С. 55.
4. Иванова Л.А. Коадаптация медиа- и образовательного
пространства – залог успешного решения проблемы пространственной
лакунарности в высшем профессиональном образовании // Вестник
Якутского государственного университета// Научный журнал. Якутск, 2009.
- Том 6. - №2 (апрель-июнь). - С. 38-44.
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педагогики (на примере медиаобразовательного пространства) [Текст] / Л. А.
Иванова, И.В. Григорьева // Международный научный журнал «Мир науки,
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учащихся языке. – СПб.: Златоуст, 2000. – 230 с.
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О ФОРМИРОВАНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ БАКАЛАВРОВ НАЧАЛЬНОГО ОБРАЗОВАНИЯ В ПРОЦЕССЕ ИЗУЧЕНИЯ ЛЕКСИКОЛОГИИ РУССКОГО ЯЗЫКА
Л.И. Васильева
В статье представлены некоторые особенности методической системы обучения
лексикологии русского языка бакалавров начального образования: формирование языковой,
лингвистической, коммуникативной, культуроведческой компетенций на базе теории и практики
лексического материала.
Ключевые слова: методическая система обучения, лингвистическая компетенция, языковая
компетенция, коммуникативная компетенция, культуроведческая компетенция, форма обучения,
метод обучения.
L.I. Vasilieva
The article presents some peculiarities of the methodical system of teaching lexicology of the Russian
language to bachelors of primary education: forming of language, linguistic, cultural competencies on
the basis of theory and practice of lexical material.
Keywords: methodical system of education, linguistic competency, language competency,
communicative competency, cultural competency, mode of study, teaching method.
О важности теорети ческих курсов в
системе подготов ки педагогов неоднократ-
но подчеркивали такие ученые, как В.Г.
Косто маров, Н.М. Шанский, Г.Г. Городи-
лова и др. Профессиональная компетент-
ность будущего учителя начальной школы
формируется на основе теоретических
разделов лингвистических дисциплин,
что способствует созданию условий для
постоянного самосовершенство вания и
квалификацион ного роста педагога.
Предметом исследова ния является
тео ретический раздел курса «Современный
русский язык», «Лексикология». Умение
учителя методически грамотно про водить
лексическую работу, т. е. формировать
и расширять словар ный запас младших
школьни ков, активизировать лексические
едини цы в их речи, является показате лями
уровня его профессиональ ной подготовки.
Система изучения теоретичес кого
курса лексикологии русского языка как мо-
дель обучения – часть методики, в основу
которой положен деятельностный подход,
способствующий формированию свобод-
ного владения теоретическим материалом
по лексикологии, а также побуждаю щий
студентов к активной ис следовательской
работе, к активному усвое нию содержания
теоретичес ких курсов.
Перечислим особенности лексиколо-
гии как дисциплины профиля начального
образования: а) она представ ляет собой в
свернутом ви де часть мета языка специ-
альности; б) изучение лексикологии при-
ходится на первый семестр, на начальный
этап адаптации студентов к академическо-
му типу обучения; в) без лексикологии не-
возможно изучение методики начального
языкового образования; г) без лексиколо-
гии невозможна подготовка и прохожде-
ние педагогической практики.
При составлении рабочей программы
дисциплины преподаватель должен ре-
шить следующие задачи:
– определить объем необходимых бу-
дущему учителю начальных классов тео-
ретических сведений по разделу;
– обосновать критерии от бора и орга-
низации содержатель ного компонента об-
учения, едини цу обучения;
– отразить компоненты содержатель-
ной структуры курса в лекционных темах
и в темах практических занятий;
– определить основные спо собы и
средства оптимизации учебного процесса
как в аудиторное, так и во внеаудиторное
время;
– определить эффективную систему
упражнений и заданий,
– разработать фонд оценочных средств
контроля сформированности у студентов
необходимых компетенций.
В лингводидактическом аспекте не-
обходимо определить основные подходы
к формиро ванию и представлению лек-
сического материала, методически обо-
сновать этапы его изучения и систему
упражнений, с помо щью которой достига-
ется формирова ние теоретических знаний,
операциональных и практических умений
и на выков.
В результате изучения лексико-фра-
зеологической системы рус ского языка
студент должен усво ить определенный
круг теоретических зна ний в области лек-
сикологии и фразеоло гии; уметь свободно
опериро вать изученными понятиями, ста-
вить и решать проблемные зада чи; иметь
опыт самостоятель ной исследовательской
работы по ана лизу лексического материа ла.
В построении эффектив ной моде-
ли обучения важное место зани мает не
только отбор и пре зентация содержатель-
ного материа ла, но и учет места кур са в
системе подготовки специалис та, количе-
ство смежных и прик ладных дисциплин,
а также система упражне ний и контроль
уровня сформирован ности логико-поня-
тийного ап парата, умений и навыков; фор-
ма организации учебной ра боты.
Система упражнений долж на опи-
раться на основные ви ды знаний, уме-
ний и навы ков, которыми овладевает
сту дент в рамках теоретичес кого курса
лексико логии русского языка. К ним сле-
дует отне сти – знание основных поня-
тий, их системной организации; анали-
тические умения классифициро вать и
определять тип логичес ких отношений
между лексически ми единицами термино-
системы; языковые умения и навы ки уз-
навания лексико-фразеологичес кого яв-
ления в конкретном языко вом материале,
интерпрета ции его значения.
Методическая система обучения
русскому языку студентов профиля «На-
чальное образование» в образовательном
пространстве классического университета
строится на основе принципа взаимосвя-
занной деятельности студентов и препо-
давателей. Ее составляющими компонен-
тами являются цели обучения, принципы
отбора и структурирования языкового ма-
териала, средства, методы и приемы обу-
чения, формы и методы текущего и рубеж-
ного контроля; организационные формы
обучения, новые обучающие системы и
технологии.
Стратегическая цель связана с конеч-
ным результатом обучения русскому язы-
ку в целом – формированием языковой
личности будущего учителя начальных
классов, способной осуществлять обще-
ние в профессиональной и других сферах
деятельности.
Конкретизированные цели в соответ-
ствии со стандартами третьего поколения
определяются компетентностным подхо-
дом к формированию языковой личности,
составляющими которой являются линг-
вистическая, языковая, коммуникативная,
культуроведческая компетенции.
Задачи лексикологии:
– познакомить студентов с основными
проблемами изучения лексикологии в си-
стемно-семасиологическом и социолинг-
вистическом аспектах, фразеологии и лек-
сикографии в их современном состоянии;
– показать современное состояние на-
уки о словарном составе русского языка;
– развить способность делать само-
стоятельные выводы из наблюдений над
фактическим лексико-фразеологическим
материалом;
– привить навыки анализа конкретно-
го лексико-фразеологического материала;
– сформировать умение объяснять
наиболее важные и типичные явления в
лексике и фразеологии современного рус-
ского языка;
– сформировать навыки реферирова-
ния специальной филологической литера-
туры.
Лингвистическая компетенция буду-
щего учителя начальных классов в обла-
сти лексикологии – это знания о законах
строения, развития и функционирования
лексической системы русского языка, опе-
рирование основными научными понятия-
ми лексикологии: системно-семасиологи-
ческий и социолингвистический подходы,
системность лексики, лексическое значе-
ние слова, семантическая структура зна-
чения слова, типы лексического значения
слова, полисемия, синонимия, исконная
лексика и т.д.
На основе лингвистических знаний
формируются учебно-языковые умения и
навыки. К опознавательным, например,
относится умение отличать слово от дру-
гих языковых единиц: фонемы, морфемы,
предложно-падежной формы, словосоче-
тания; способность различать свободное
словосочетание и фразеологическое со-
четание. К классификационным – уметь
находить основания для объединения и/
или разграничения слов и фразеологиз-
мов, включения их по определенным
дифференциальным признакам в группы,
например, паронимическая парадигма, ги-
перо-гипонимическая парадигма, термино-
логическая лексика, устаревшая лексика и
т. п. К аналитическим – уметь производить
лексический анализ слова, фразеологизма.
Языковая компетенция в области лек-
сики – это, в соответствии с определением
Е.А. Быстровой, знание слов, синоними-
ческих, фразеологических, изобразитель-
ных средств языка и т.д., употребление их
в речи [1].
Коммуникативная (речевая) компетен-
ция – это умение употреблять стилистиче-
ски окрашенную лексику и фразеологию,
т.е. слова и выражения, закрепленные за
определенным функциональным и/или экс-
прессивным стилем, а также лексика раз-
ных исторических эпох. Совершенствовать
данное умение в аспекте будущей профес-
сиональной деятельности учителя-словес-
ника необходимо на основе теоретических
знаний о том, что лексическое значение
слова, помимо обыденного и научного по-
нятия, может включать коннотации (до-
полнительные созначения), заключающие
в себе содержательные и стилистические
(экспрессивные, эмоциональные, оценоч-
ные) компоненты значения.
Дополнительная – стилистическое
значение слова называется его стилисти-
ческой окраской, а слова, обладающие та-
ким значением, – стилистически окрашен-
ными. Это те слова, способность которых
вызывать вне контекста особое впечатле-
ние, обусловлена некоторыми дополни-
тельными сведениями, выражая отноше-
ние говорящего или пишущего к тому, о
чем говорится, или к ситуации, например:
окраску фамильярности (показуха), неодо-
брения (трепотня), одобрения (симпатя-
га) и т.п.
Студентам необходимо различать два
вида стилистической окраски:
* функционально-стилистическая окра-
шенность слова – это окрашенность отдель-
ных единиц языка или целых его пластов,
связанная с преимущественным использо-
ванием их в той или иной сфере общения;
две основные сферы языка – книжно-пись-
менная и устно-разговорная; поэтому соб-
ственно стилистическая окраска может быть
книжной (инакомыслие, феномен, благодея-
ние, исходящий, аккомодация) и разговорной
(валерьянка, угомонить, выдумщик, допо-
топный, приболеть, мультик);
* экспрессивная, или эмоционально-
оценочная окрашенность свойственна сло-
вам, в значении которых выделяется компо-
нент, связанный с выражением какого-либо
чувства, отношения к слушающему (чи-
тающему), оценки предмета речи, ситуа-
ции общения (ласкательная – солнышко,
одобрительная – башковитый, неодобри-
тельная – хаханьки, пренебрежительная –
финтифлюшка, презрительная – хапуга,
ироническая – доморощенный, бранная –
сволочь).
В последние десятилетия в практике
обучения русскому языку стал активно ре-
ализовываться культуроведческий подход,
позволяющий формировать у студентов
культуроведческую компетенцию. При из-
учении лексикологии она строится на по-
нимании того, что именно слова и фразео-
логизмы отражают национальную культуру
народа, его историю, традиции, морально-
этические ценности, специфику картины
мира носителей языка, речевой этикет.
Формировать культуроведческую
компетенцию изучающих лексикологию
русского языка – это значит знакомить их
с национально маркированными словами
и фразеологизмами, т.е. с лексическими
единицами, обладающими национально-
культурной спецификой семантики, отра-
жающими наиболее существенное и важ-
ное в русской культуре, показывающими
глубокие корни истории и общественной
жизни народа. Культура, находящая свое
отражение в языке, в первую очередь во-
площается в словесных жанрах народного
творчества: былинах, легендах, сказках,
песнях, пословицах, поговорках, тексты
которых достаточно широко представлены
в учебниках, книгах для чтения на началь-
ной ступени образования (изба, береза,
крепостной, столбовые дворяне, русская
печь, жар-птица, Илья-Муромец, Баба-
Яга и т. п.).
В силу своих особенностей указан-
ные лексические единицы позволяют ре-
ализовать в преподавании принцип соиз-
учения языка и культуры, разные аспекты
которого отразились в работах таких вид-
ных лингвистов и методистов, как Р.А.
Будагов, В.М. Жирмунский, Л.В. Щерба,
В.В. Виноградов, К.Д. Ушинский и др.
Интегрированный подход предоставляет
возможность повышения положительной
мотивации и развития познавательного
интереса к изучению русского языка и
является наиболее экономным способом
сообщения учащимся чисто лингвистиче-
ских сведений и приобщения их к русской
культуре, что в свою очередь придает гу-
манистическую направленность процессу
образования, позволяя воспитывать духов-
но развитую личность.
Формой организации учебной работы
по лексикологии бакалавров начального
образования являются лекции и практи-
ческие занятия систематического курса,
посвященные определенной узкой теме.
Именно лекция призвана обеспечить тео-
ретическую основу обучения, развить ин-
терес к учебной деятельности и конкрет-
ной учебной дисциплине, сформировать
у студентов ориентиры для самостоятель-
ной работы над курсом.
Лекционная форма преподавания об-
ладает рядом досто инств. Это наиболее
экономичный способ обучения, эффек-
тивный по степени усвоения, один из
наиболее действенных средств формиро-
вания мировоззрения и убеждений; сред-
ство прямого личного воздействия лекто-
ра на большую аудиторию одновременно.
Лекция ничем не заменима в аудитории
будущих педагогов, где особенно важно
личное эмоциональное воздействие лек-
тора на сту дентов с целью повлиять на
формирование их личностных качеств.
Эмоциональная окраска лекции, сочетаясь
с глубоким научным содержанием, создает
гармонию мысли, слова и восприятия слу-
шателями. Эмоциональность воздействия
лекции играет важную роль в преподава-
нии гуманитар ных дисциплин.
Сегодня вузовская лекция не может
проводиться в виде лекции-диктанта, по-
скольку студенты имеют доступ к получе-
нию любой информации из необходимой
литературы, имеющейся на бумажных
носителях и, что важнее, на электрон-
ных носителях. Наиболее эффективными
в процессе преподавания лексикологии
представляются некоторые виды лекций
нетрадиционной формы проведения, та-
кие, как:
– проблемная лекция, предполагаю-
щая, постановку проблемы, проблемных
вопросов;
– лекция-визуализация, предполага-
ющая визуальную подачу материала тех-
ническими средствами обучения, муль-
тимедийными технологиями, с кратким
комментированием демонстрируемых ма-
териалов;
– лекция-конференция, предполагаю-
щая заслушивание докладов и выступле-
ний студентов по заранее поставленной
проблеме в рамках учебной программы;
– лекция-пресс-конференция, предпо-
лагающая ответы преподавателя на пись-
менные вопросы студентов по данной теме;
– лекция-беседа, предполагающая
«диа лог с аудиторией», форму активного
вовлечения студентов в учебный процесс;
– лекция-дискуссия, предполагающая
использование преподавателем ответов
студентов на свои вопросы, а также орга-
низацию свободного обмена мнениями в
интервалах между логическими разделами
[2].
Практические занятия по лексиколо-
гии и фразеологии так же, как и по другим
курсам, призваны углублять, расширять,
детализировать знания, полученные на
лек ции в обобщенной форме, и содейство-
вать выработке на выков профессиональ-
ной деятельности. Они развивают научное
мышление и речь, позволяют проверить
знания студентов и выступают как сред-
ства оперативной обрат ной связи.
Цели практических занятий по лек-
сикологии и фразеологии:
– систематизировать, закрепить и
углубить знания студентов теоретического
характера;
– научить студентов приемам решения
практических задач, способствовать овла-
дению навыками и умениями полного лек-
сического и фразеологического анализа;
– научить студентов работать с науч-
ной, учебно-научной литературой, слова-
рями;
– формировать умение учиться само-
стоятельно, овладевать метода ми и при-
емами самообучения, саморазвития и са-
моконтроля.
В основе организации и подготовки к
практическим занятиям по лексикологии –
повторение, закрепление в сознании сту-
дентов информации, полученной из содер-
жания прослушанных лекций и изученной
лингвистической теории, формирование
умений учебно-познавательной, профес-
сиональной деятельности, учебно-языко-
вых и речевых умений и навыков. Практи-
ческие занятия могут проводиться после
чтения лекций, тогда они направлены на
осмысление, запоминание и закрепление
полученных знаний, и перед чтением лек-
ций, если необходимо подготовить студен-
тов к восприятию сложной лингвистиче-
ской теории.
На практических занятиях использу-
ются наиболее эффективные в изучении
лексикологии методы:
– репродуктивный – при обсуждении
теоретических вопросов темы занятия сту-
денты воспроизводят известные им теоре-
тические сведения;
– проблемный (студенты самостоя-
тельно решают поставленные перед ними
проблемы, например, «Используя способы,
позволяющие отличать многозначное сло-
во от омонимичных слов, постройте логи-
чески обоснованное доказательство омо-
нимии (или многозначности) слов: банка,
глава, свод, реакция, шашка»);
– эвристический (частично-поиско-
вый) (на основе анализа языкового матери-
ала студенты делают выводы о признаках
языковых явлений, например, Установите
в процентах соотношение количества од-
нозначных и многозначных слов на буквы
«е», «ж» в словаре С.И.Ожегова. Опреде-
лите, сколько многозначных слов имеют
2, 3, 4 и больше значений. Существует ли
зависимость между количеством много-
значных слов и количеством их значений?).
Мыслительно-речевые умения и навы-
ки формируются на практических занятиях
в процессе использования таких методов,
как аналитический, коммуникативный.
Аналитический метод реализуется
при выполнении аналитических упражне-
ний, назначение которых – формирование
лингвистической и языковой компетен-
ций: необходимо квалифицировать лекси-
ческое явление, объяснить его, определить
отношение к другим явлениям и т.д., что
предполагает конструирование связно-
го сообщения на лингвистическую тему.
Например, при выполнении следующих
заданий блока самостоятельной работы
студентов: Сравните лексикографическую
разработку слов в Словаре С.И. Ожегова
и «Школьном толковом словаре русского
языка» М.С. Лапатухина и др.; Ознакомь-
тесь с исследованием Г.О. Винокура «О
славянизмах в современном русском язы-
ке» (Русский язык в школе. 1974. №4 или:
Избранные работы по русскому языку. М.,
1959). Приведите примеры славянизмов и
определите группу, к которой они отно-
сятся.
Использование оперативного и ана-
литического методов создает условия для
реализации метода коммуникативного.
При оценке эффективности проведен-
ных практических занятий полезно ори-
ентироваться на критерии их эффектив-
ности, сформулированные Р.С. Пионовой:
1) уровень самостоятельности и активно-
сти студентов;
2) наличие органической
связи практических занятий с усвоенной
теорией;
3) степень отработки умений в
соответствии с целью занятия;
4) уровень
и характер поисково-исследовательской
и творческой деятельности студентов;
5)
удовлетворенность студентов и преподава-
телей состоявшимся занятием; 6) степень
реализации поставленных целей и задач
[3].
Цитированная литература
1. Быстрова Е.А. Коммуникативная ме-
тодика в преподавании родного языка [Текст]
/ Е.А. Быстрова // Русский язык в школе. 1996.
№1.
2. Методические аспекты организации
лекционных занятий в вузе: методические ука-
зания [Текст] // А.М. Рубанов, Л.А. Харкевич,
В.А. Иванов, В.Ф. Егоров, В.Н. Макарова. –
Тамбов: Изд-во ГОУ ВПОТГТУ, 2011.
3. Пионова Р.С. Педагогика высшей шко-
лы. Учеб. пособие. [Текст] / Р.С. Пионова. –
Минск: Университетское, 2002.
НОВАЯ НЕГРАМОТНОСТЬ: НЕКОТОРЫЕ ФЕНОМЕНЫ И ЯЗЫКОВАЯ ЛИЧНОСТЬ
А.Б. Бушев
Тверь
Новая неграмотность: некоторые феномены и языковая личность
В центре наших размышлений в настоящей статье находится проблема «новой неграмотности». Объектом нашего изучения является языковая личность, компоненты языковой способности. Комплексно феномен неграмотности рассматривается в современной лингвопсихологии и лингвокультурологии. Материалом в наших исследованиях выступают вербальные ответы обучаемых, интерпретация индивидуального знания. В настоящей статье рассматриваются лишь некоторые аспекты новой неграмотности: проблемы прецедентных имен, орфографии, лексической семантики и умение усматривать комическое в целом тексте. Наши современники, подчас имеющие высшее образование, пишут: «Толейран, В. Иленин». Не знают, кто такие Джо Дассен, Дж. М. Кейнс, Г. Мелехов. Недавно студентка рассказывала о революционных демократах и цитировала: «Черныш сказал, Черныш отметил…». Посмотрел в ее конспект – это оказался Чернышевский. Записала сокращенно – так и стал Николай Гаврилович Чернышом. Анекдотичны ошибки современных студентов при переводе иностранных текстов на русский язык: Экономисты развивались в Кембриджевском(!) университете в течение данного времени. Теория Маркса-Энджельса(!) Критика императорства (the criticism of imperialism) В рабочей семье Джавиша Хангариана (in the working class Jewish Hungarian family) Откуда эти ошибки?! Конечно, писать грамотно важно. Уровень грамотности катастрофически упал. Впрочем, в американском учебнике
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по психологии написано: «Проблемы с орфографией не мешают жизненному успеху». Человека создает средняя школа. Высшая – лишь дает специальность. Еду в троллейбусе в Твери, и на стенах читаю надписи-граффити: «Сериков-лАвелас (кАбель)». «Путин – наша любовь (нашЫ)». Гуляю возле суворовского, где снимались «Кадеты», и на стене читаю «Макаров. Ты луДший». Все это происходит на фоне потрясающего невежества современных студентов. Математик объясняет студентам теорему Колмогорова. «Холмогорова?» – переспрашивают студенты второго курса. Спрашиваю у студентов про итальянское Возрождение – студенты не могут назвать ни одного имени. Говорю про Рафаэля – «Ах, да, мы мультик смотрели…». Высоцкому – семьдесят. Разговариваю со школьниками об авторской песне. «О, это нас не интересует». Достойный ответ на вопрос об актуальности его творчества. То ли дело Тату! И, конечно, это не Камеди Клаб, не Яна Чурикова, не Дом. Это осуществляется в условиях, когда «школьников послали на три буквы» – так написано в российской газете(!) о сдаче школьниками ЕГЭ. Недавно я случайно оказался в гостях – в кабинете русского языка и литературы вечерней школы. Будучи человеком любознательным, я окунулся в прошлое, в декорации картины «Доживем до понедельника». Рука учениковпереростков выводила в тетрадках: «За кем правда? За Лукой». Изучали революционеров в пьесе «Вишневый сад»…Повсюду взор наталкивался на старые плакаты «Красуйся, град Петров», «Пушкинское кольцо Верхневолжья», «Писатели в нашем крае». «Хотелось бы видеть среди писателей Ахматову, Гумилева, – мечтательно протянула коллега. – А все остальное – все это было, было и прошло».
13
Проглядываю тетради и ужасаюсь: Фанвизин, Орзамас, Бальмонд, изучают ямп, корей и даптель, Кранштат. «Д.К. Мирон», – так записала студентка про «Декамерон». Смеялись – пьеса-то неизвестна, а «Мирон» – фамилия распространенная. Полистал лекции про Раневскую, «женщину, стоящую над пропастью»; про Есенина было сказано «Хочет наверстать упущенное за границей после Эйсидоры Дункан». Профессия актера у Горького обозначена обучаемыми так: «пьет». Однако уже фигурируют в школьных конспектах и «Окаянные дни» Бунина, и акмеизм, и записи о Ф. Сологубе. На полках красовались книги «Механизмы торможения», справочник-агитатора-пропагандиста 1986 года, живописавший преступления акул империализма, пыльные журналы «Преподавание истории в школе», книга «Ленин и Тверской край», пыльный Толстой без обложки, пара старых учебников Бархударова и Крючкова, книга «Мир гуманизма», пособие для подготовки к ЕГЭ, почему-то книга «Приколы». Был плакат «Матерь человеческая» с цитатами из лирики Рождественского. Висел портрет Пушкина. Что и говорить, достойное методическое обеспечение. Ситуацию венчал портфолио Троицкой Веры Васильевны – учителя, отличника народного просвещения, выпуска 1969 года Калининского пединститута. Нигде, кроме областного института повышения квалификации учителей, эта трудовая женщина не повышала своей квалификации. Графа «научно-методическая работа педагога» красноречиво зияла белизной. И тогда мне подумалось: как это все абсолютно неадекватно современной ситуации. В тихой агонии советская школьная Атлантида медленно погружается на дно, шелестя желтыми листочками тетрадок и книжек.
14
Где новые педагогические технологии, не говоря об информационных, где внимание к тому, что за окном?! Откуда вчерашнему школьнику и сегодняшнему студенту узнать про стилевые и жанровые стратегии в новой драматургии Забалуев, Зензинов, Вырыпаев, братья Пресняковы и Дурненковы, М. Курочкин, Кс. Драгунская. Екатерина Нарши, Вадим Леванов, Е. Исаева, В Сигарев?! Где узнать про подвал Театра.doc, центр драматургии под руководством Казанцева и Рощина, фестивали «Новая драма», «Территория» «Черешневый сад», «Любимовка», как понять, чем знамениты фестивали новых пьес «Действующие лица», «Новая драматургия», «Территория», Аксенов-фест?! Где увидеть и прочитать пьесы «Таня–Дуня» О. Мухиной, «Русский сон» Ольги Николаевой, пьесы М. Угарова, О. Богаева, Е. Греминой, Д. Привалова?! Как понять движение «пьесы-вербатим» – М. Курочкин, И. Вырыпаев, Е. Нарши, Г. Заславский, Е. Калужских, О. Дарфи, В. Леванов, С. Решетников, А. Корманов и А. Северский, Е. Гришковец?! С каким новаторским опытом соотнести?! Как узнать современную традиционную драму – Н. Коляда, А. Казанцев, А. Галин, С. Лобозеров, Н. Птушкина, М. Арбатова, А. Железцов, А. Слаповский, А. Яхонтов?! А рядом глобализирующийся мир – бит культура, «рассерженные молодые люди», исповедальнофилософский роман двадцать первого века. Оказываешься у книжной полки: Макьюэн, Памук, Мураками, Буковский. Керуак, Коэльло, Лессинг, Рушди, Вишневский, У. Эко, Хосейни. Негде школьнику и студенту узнать, кто они такие. Из преподавания культуры исключен историзм. Л. Мартынов, В Соколов, Н Тряпкин, Ю. Кузнецов – классики поэзии Бронзового века – незнакомы современнику. Равно маловедомы ему бардовская песня, современные поэты, обэритуты. Не говоря уже об именах критиков литературы – Лакшин, Белкин, Мамардашвили, Гачев, Б. Тарасов, Зо-
15
лотусский, Анненский. За семью печатями остается то, о чем написала Л. Сараскина о Солженицыне и Достоевском, И. Волгин о Достоевском. Не слышны и современные поэтические голоса уже, увы, отнюдь не юных поэтов: Кибиров, Пригов, Рубинштейн, Иртеньев, Е. Рейн, Б. Кенжеев, С. Гандлевский, А. Цветков, О. Николаева, И. Вулых и Т. Глушкова, А. Парщиков. Ни малейшего представления нет и о Юзе и Петре Алешковских, Д. Липскерове, Н. Коляде, Л. Петрушевской, Л.Улицкой, Д. Рубинной, Т. Толстой, Н. Садур, В. Нарбикове, С Шаргунове, И Мамаевой, В. Орловой, З. Прилепине, М. Шишкине, Ю. Мамлееве, Д. Гуцко. Самый занятой человек начала двадцать первого века – ученик одиннадцатого класса – не получает никакой поддержки в деле освоения современной культуры. Не получают ее и молодые люди более старшего возраста. В апреле 2008 года Левада-центр провел опрос 2500 россиян в трех крупных городах России: Москве, Санкт-Петербурге и Ростове-на-Дону. Самым талантливым писателем современности россияне считают Бориса Акунина, на втором месте по популярности – Дарья Донцова, третье место занял Пауло Коэльо. Далее в порядке убывания идут Александр Солженицын, Татьяна Устинова, Стивен Кинг, Александра Маринина, Харуки Мураками, Виктор Пелевин, Джоан Роулинг, Дэн Браун, Сергей Лукьяненко. В первую тройку классиков вошли А. Пушкин, Л. Толстой и Ф. Достоевский. Последним же в списке классиков стал Э-М. Ремарк. С тревогой слежу за дискуссией, развернувшейся в среде, окончательно не простившейся с культурой. В последнее время в масс-медиа появились сообщения о том, что отменяется обязательный выпускной экзамен по литературе. Сочинение по литературе ежегодно писалось всеми выпускниками страны первого июня. Якобы сегодня невозможно составить квалифицированное тестирование. А то
16
как же: выбрал нужный ответ – и все готово. Обязательное сочинение уже давно заменялось на диктант и изложение, ЕГЭ по русскому языку уже котируется как вступительный экзамен в вузы. Аргументом отмены сочинения звучит то, что с литературой знакомятся по тонким выжимкам из книг, что электронный век распространяет массу банальных шпаргалок типа «Как написать образцовое сочинение». Экзамен-де уже давно утратил свое назначение – продемонстрировать знакомство с классикой русской культуры, умение излагать мысли стройно, композиционно, вообще показать само умение мыслить ... Сегодня также ведется дискуссия по отбору произведений в школьную и вузовскую программы по литературе. Важны принципы отбора произведений художественной литературы для чтения и разбора школьниками и студентами. Полагаем, что дискуссию должны вести не только ученые, специалисты в области образования, литературоведения и дидактики, но и библиотекари, деятели культуры, школьники и их родители. Известный литератор И.Л. Волгин рассказывал недавно про свои беседы со студентами МГУ. Их ответы на экзамене анекдотичны: «В каком году умер Толстой? – Году в восемнадцатом – Да?! И как же он относился к советской власти? – Он ее … принял». Или вот: «Отчего умер Пушкин? – Ну, его задушило самодержавие. – Когда? – При Николае … Третьем». Известные специалисты МГУ имени Ломоносова обратились по поводу пагубности отмены сочинения в самые высокие государственные инстанции, мы видели это письмо в «Литературной газете». Много говорится сегодня по поводу «заботы» о русском языке, но на эти проблемы необходимо смотреть в комплексе с изучением литературы. Иначе на второй план отошла бы этическая проблематика, свойственная одной из больших литератур мира – русской. Светским Евангелием
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называли литературу писатели XX века. Мы безвозвратно утрачиваем дар читать бескорыстно, как в юности. Все более и более стремительные темпы ускоряющегося века отбрасывают чтение за ненадобностью как забаву избранных. Причины необходимости пересмотра программы по литературе ясны. Мы живем в новых общественнополитических реалиях. Налицо и явное снижение роли писателя в обществе. Прекрасные русские и советские писатели изымаются не только из учебников, они давно изъяты из нашей действительности. Их заменили иностранные мультфильмы и фэнтезийные авторы. По мнению некоторых специалистов, большинство классических произведений недоступны части школьников по содержанию (виною тому называются клиповое сознание, инфантилизация). Надо напрячь мозг, чтобы понять необходимость литературных героев в жизни каждого культурного человека. А сейчас можно жить без напряга. «Чрезвычайно трудно доказывать необходимость изучения литературы детям, в глазах которых счетчик», – справедливо полагает ряд не самых последних педагогов. Литература из властительницы дум превратилась в банальную развлекательную индустрию. Школа – отражение сегодняшнего социума, в ней преломляются негативные социальные процессы девяностых годов – деинтеллектуализация и архаизация образа жизни значительной части населения, полное устранение просветительского научного дискурса из средств массовой информации. Мозаичная культура и сконструированная для ее воспроизводства новая школа («фабрика субъектов») произвели нового человека – человека массы. Это полуобразованный человек, наполненный сведениями, нужными для выполнения контролируемых операций. Все это необходимо проходит на фоне упрощения культурологического образования в школе и вузе. Потеряно понимание значимости культурной традиции, восприимчи-
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вость к культуре. Понимание искусства надо воспитывать. Так, Ю.М.Нагибин писал: «Лишь вглядываясь в образы красоты, созданные искусством, будь то Венера Милосская или Ника Самофракийская, Мадонна Рафаэля или мальчик Пинтуриккио, Флора Тициана или автопортрет Ван Дейка, царевна–лебедь Врубеля или три богатыря Васнецова, крестьянская девушка Аргунова, кружевница Тропинина, дочь Нестерова или бегущая спортсменка Дейнеки, можно приучить свой глаз и душу к той радости, которую дает встреча с прекрасным» [Нагибин 2000: 278]. Спрашиваю студентов про вкусы в области самого важного из искусств – кино. «Ультрафиолет», «Робот», в лучшем случае «Гарри Потер». Эрзац порождает эрзац. Кино авторское, история кино – где-то за горизонтом понимания. Для масскульта характерны стандартизация культурной деятельности, ее профанация, активное тиражирование с использованием средств массовой коммуникации (пресса, радио, ТВ, компьютерная сеть). Смотрим не самый плохой фильм «Анна и король». По сюжету, учительница отказывается принять богатый дар короля Сиама – отца ее ученика. «Ну и дура. Продала бы в Англии. – Да что ты. У нее (через губу, презрительно) п р и н ц и п ы ». Речь школьников и студентов полна клише из второсортных американских фильмов: «Я в порядке», «У вас проблемы», «Непонятно», «Детей я беру себе», «Я не о том, дорогая». Журналы?! В лучшем случае можно полистать журнал «Ответь» с томными наглецами-звездами на обложке. Со стрелялками не сравнится никакой театр. Да и театр – где он? Либо пыльные и скучные «Вишневый сад» в тридцать десятый сезон и Островский, либо антреприза. Редки в эфире голоса оперных певцов. Наш земляк Лемешев – пустой звук. Многие никогда не слышали его голоса, не говоря об Иванове, Козловском, Рейзене, Лисициане, Максаковой, мировых оперных певцах… Кроме то-
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го, идет поток негативной или лицемерной информации по телевидению. Кочуют из программы в программу Резник, Орбакайте, Петросян, Шкет… Культура подачи информации по телевидению носит клиповый характер. По телевидению что-то рассказывается о Сталине, жертвах марта 1953 года и вдруг: «Где найти людей, которые не любят Балтику–семь?! Вам всегда смогут перекинуть деньги. Живи на яркой стороне. Масло ТНК дает уверенность. Для деловых и модных…». Все это происходит под лепет педагогики о необходимости выработки компетенции, социализации, освоения социальных ролей, нацеленности на универсальные, а не предметно ориентированные способности. На наших глазах создается новая культура знаний и образования – полезное знание. Нет фундаментальных знаний, панорамного видения проблем, ушел, помахав рукою, энциклопедизм. Произошла десакрализация знания. Грустны размышления о культурном горизонте классов (похоже, они опять объявились в нашем обществе). Вырос человек, не слыхавший о Феллини и Шекспире, сознательно исключивший их из своего обихода. Или это одна из технологий управления? Лояльной посредственностью руководить легче. В сети возникает так называемый «изык падонкафф». Это не фонетическое письмо, а намеренное искажение языка, его крайние формы искажения, метаирония над грамотностью: туд вместо тут, пачиму вместо почему, остаецца, христаматийный, фелософия, тродиция, афтор, кисларод, дагадацца, нихачу, фупазор, мысли вазникайют в маей измученной навастями галаве, вофсе нед, кетайский школьнег, красавчег и т.д. Иные падонки уже становятся культовыми персонажами. Этот сленг называют олбанским. На сайте udaff.ru «тусуются» тысячи человек ежедневно. Есть мнение, что любой текст, написанный на языке падонкофф, теряет агрессию и пафосность. Ведь здесь чувствуются элементы иронии: почетайте, я запейсал,
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пшел вон, чмовый тролль, диссиденты, онегдоты, жадноклассники, ну вот нах спрашиваеЦЦа. Создается впечатление о криптолалической функции такого языка для посвященных: я сабж разлочил, каменты отключаю, поскольку откоментились все уже, под катом– фотки к посту, френдлента, имхо, к-а, под катом лидочки опять флешмоб, в ютубе. Блогосфера воспринимается как пространство прайваси и свободы, простирающееся, как известно, пока оно не нарушает свободы другого, не идет на преступления, предусмотренные УК. Оценочность постоянно присутствует в сообщениях: возбуждение животного потреотизма, порадировать, мундаки, нипайду, пшел вон, чуня. Полагают, что неумеренный мат в албанском звучит даже нежно. Некоторые исследователи пишут, что идеология падонкофф строится на отрицании образования, стремлении к оригинальности и протесте против несвободы. Вот такой коктейль. Под редакцией С. Минаева выходят сборники прозы падонкофф (феномен «Литпром»). Не будем забывать, однако, что грамотность, прецедентные тексты, имена – лишь одна из сторон языковой личности. Каковы уровни, компоненты языковой способности?! Эта проблема занимает нас в связи с изучением перевода на родной язык как одной из высших способностей языковой личности. Чему должно учить при переводе? Каковы трудности родного языка? Можно отталкиваться от языковой нормы в ее орфографической ипостаси. Нет сомнений, что в переводимом тексте не должно быть орфографических ошибок. Необходимо серьезное изучение орфографии. На школьной ступени долгое время все и сводилось к изучению орфографической и пунктуационной нормы. Часто обучение ведется не на позитивных образцах, а на примерах ошибок. Можно отталкиваться от многочисленных типологий речевых ошибок. Их создано великое мно-
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жество. Так, на высшем уровне языковой способности – стилистическом – выделяют речевые ошибки, вызванные неправильным выбором слова, неучетом лексической сочетаемости, явлением речевой избыточности (плеоназм, тавтология, ляпалиссиады, пустословие). Употребление слова без учета его семантики, нарушение лексической сочетаемости, неправильный выбор синонимов, немотивированные объединения стилистически несовместных лексических средств порой заслоняют нормативные и – что еще более важно – творческие примеры хорошего стиля. Необходимо обучать учету контекста – вдумчивой оценке слова с точки зрения мотивированности его в контексте. Сюда же относится анализ закономерностей использования стилистически значимых средств. Например, знание лексической синонимии – необходимое условие речевой культуры человека. Сложно порой построить простой синонимический ряд типа смеяться – хохотать – заливаться – закатываться – покатыватьсяхихикать – фыркать – прыскать. Необходимо рассмотрение синонимов в контексте: быстрый (взгляд, походка, шаги, решение, движение) – скорый (поезд, помощь). Показательна неспособность к внутристилевой синонимике и межстилевой синонимике типа лик – лицо – ряха – мурло – харя. Необходимо учить использованию правильного синонима, стремлению к такой категории, как семантическая точность. Антонимия актуальна для переводчика на родной язык в связи с антонимическим переводом. Такие явления, как полисемия, паронимия помогают учету стилистической окраски слова. Слова стилистически неравноценны. Выделяются книжные слова, торжественные, принадлежащие к другому функциональному стилю. Существует большой пласт лексики, не закрепленной в функционально-стилевом отношении (общеупотребительная). Важно понимание эмоционально-экспрессивной окраски – торжественной, поэтической, шутливой, ироничной, фамильярной, неодоб-
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рительной, пренебрежительной, презрительной, уничижительной, вульгарной, бранной. В художественной речи существует лексика торжественная, официальная (холодная), интимно-ласковая, шутливая, нейтральная. Показательно, что в германистике, например, существует другая система оценок. Изучение речевого стандарта подразумевает выделение стандартных средств выражения и собственно клише, и штампов, и шире – явления речевого стандарта как явления речевого этикета. Языковыми стандартами называются готовые, воспроизводимые в речи средства выражения, их свойства – четкая семантика и экономное выражение мысли (В. Г. Костомаров). Заслуживает внимания проблема «терминология в речи». Показательны неоправданное употребление слов с различной стилевой окраской, смешение стилей, экспансия просторечия в публицистический стиль. Нас интересуют такие вопросы, возникающие в связи с узусом русской речи переводчика, как стилистическая оценка сленга в современной русской литературной речи, стилистическая оценка заимствованных слов, стилистическая классификация заимствований, стилистически неоправданное употребление заимствованных слов [Бушев 2006, 2007, 2008]. Известны структурные качества речи – правильность, чистота, богатство. Теория коммуникативных качеств речи в рамках функционального подхода выделяет такие функциональные качества речи, как точность, логичность, ясность, доступность, уместность. Есть еще один вариант – идти от качеств, предъявляемых к речи. Актуально учение о качествах речи, разработанное Б. Н. Головиным. Оно развивается, в частности, в работе В. В. Соколовой [Соколова 1995]. Существенным критерием выступает в теории языковой личности умение оперировать целым текстом. Посмотрим на следующий современный русский текст:
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Досточтимые коллеги! Имеем честь пригласить вас на Юбилейные Хлестаковские чтения, организуемые кафедрой общего литературоведения и журналистики Саратовского университета! Чтения состоятся 30–31 марта 2009 года в Саратовской губернии на родине бессмертного литературного героя Ивана Александровича Хлестакова. Чтения приурочены к празднованию 200-летия Н. В. Гоголя и 100-летия Саратовского университета. Посему мы предлагаем вам «заумствоваться» на темы: литературной, театральной, читательской судьбы и славы самого Ивана Александровича и его создателя – юбиляра Николая Васильевича Гоголя; феномен юбилея в мировой культуре, формы и механизмы его реализации в русской и мировой литературе; мистификации, вдохновенного обмана и хвастовства, проявляющихся в произведениях литературы, журналистики и PR. Посетители чтений – непосредственные участники, слушатели и просто зеваки – смогут походить гоголем, осматривая знаменитые места Саратова и его окрестности: улицу Гоголя, дом И. А. Хлестакова с фонтаном, памятник Петрам Ивановичам Добчинскому и Бобчинскому, а также присутствовать на открытии шкафа-музея И.А. Хлестакова, откушать лабардана, посчитать сорок и сорвать цветы удовольствия. Итогом юбилейных чтений станет сборник научных и околонаучных статей. Стоимость страницы – 100 рублей (уважаемый оргкомитет опять берет деньги взаймы – в случае достижения кем-то из оргкомитета миллионного состояния, все деньги обязуемся тотчас же вернуть). Как сказал сам Н. В. Гоголь о Юбилейных Хлестаковских чтениях: «Всем объяви, чтобы все знали. Кричи во весь народ, валяй в колокола, черт возьми! Уж когда торжество, так торжество!»
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(часть текста отсутствует)
ки языковых средств, опредмечивающих комическое. Актуальность исследования комического в связи с языковыми знаками состоит в обучении пониманию этого феномена в тексте и особым техникам создания творческого – в том числе комического текста. В последние годы представители семиотики, теории интерпретации текста, риторики и герменевтики обращают свое внимание на проблемы комического в современных и классических литературных и бытовых текстах. Гоголевская традиция комического полна иронии, сарказма, сатиры, гротеска. Известна в литературе и традиция юмористического. Понимание языковой и внеязыковой природы комического важно для процесса обучения родному и иностранному языкам, ибо на высших стадиях обучения языковая личность должна понимать комизм. Таким образом, рассмотренные проблемы – орфография и языковая способность, лексическая семантика и тонкие смыслоразличительные стилистические навыки языковой личности, знание прецедентных имен и понимание комического – иллюстрируют различные грани научной проблемы функциональной безграмотности. На ее ликвидацию должна быть нацелена работа нашей системы просвещения.
Литература
Бушев А.Б. Культурологический потенциал исследований языка// Тезисы докладов участников I Российского
культурологического конгресса 25–29 августа 2006 г. в Санкт-Петербурге. – СПб, 2006.
Бушев А.Б. Русский язык и современный социум// Знамя, № 11, 2007. В сокр. виде в книге: II Международный симпозиум «Русская словесность в мировом культурном контексте»: избранные доклады и тезисы. – М., 2008.
Бушев А.Б. Культура информации в блогосфере // Второй Российский культурологический конгресс с междуна-
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родным участием «Культурное многообразие: от прошлого
к будущему». – СПб., 2008.
Нагибин Ю.М. Дневник. – М., 2000.
Соколова В.В. Культура речи и культура общения. – М., 1995.
©Бушев А.Б., 2009
111.188.273 КДУВестник СПбГУ. Сер. 9. 2011. Вып. 2
М. Ю. Копыловская
О «ВЗРОСЛЕНИИ» ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА:
ПСИХОЛОГИЧЕСКИЙ, ПОНЯТИЙНЫЙ И ЛИНГВИСТИЧЕСКИЙ АСПЕКТЫ
Термин «языковая личность» и само понятие впервые были введены в антропоцен-
трическую лингвистику В. В. Виноградовым [1]. В своих исследованиях русской художе-
ственной литературы он впервые поднимает вопрос об отражении языковой личности
автора в художественном произведении. В дальнейшем концепцию языковой личности
продолжали развивать Ю. Н. Караулов [2], Г. И. Богин [3] и А. М. Шахнарович [4]; а позд-
нее в лингводидактике была сформулирована концепция формирования вторичной язы-
ковой личности (ЯЛ2) в процессе изучения иностранного языка, разработкой которой
занимались С. М. Андреева [5], Н. Д. Гальскова и Н. И. Гез [6], И. И. Халеева [7] и ряд дру-
гих исследователей.
На современном этапе развития лингводидактики и сопряженных с ней наук про-
блема формирования вторичной языковой личности по-прежнему остается актуальной.
Особую значимость приобретает концепция формирования вторичной языковой лич-
ности при изучении английского языка. За последние несколько десятилетий англий-
ский, как язык международного общения, стал самым востребованным из иностранных
языков. В связи с этим на некоторых факультетах, где в рамках образовательной про-
граммы студентам предлагается изучение двух или более иностранных языков, обяза-
тельным первым иностранным языком стал именно английский.
Процесс обучения английскому языку студентов специальности «международные
отношения» и «регионоведение» на факультете международных отношений СПбГУ, как
пример языкового образования в вузе, позволяет сделать ряд интересных наблюдений
относительно особенностей качественных изменений вторичной языковой личности
студентов в ходе их обучения в высшем учебном заведении или «взросления» вторичной
языковой личности.
Несмотря на то что в связи с введением ЕГЭ по английскому языку уровень язы-
ковых знаний большинства студентов повысился, процесс формирования качественно
новой профессионально-ориентированной ЯЛ2 предоставляет почву для целого ряда
выводов, актуальных для лингводидактики.
На фоне относительно сформированных представлений о системе языка, основная
проблема «взросления» ЯЛ2 — это проблема необходимости изменения качества языко-
вых знаний на фоне серьезных изменений психосоциального характера, которые проис-
ходят в первичной языковой личности (ЯЛ1).
Причины этих изменений носят как объективный, так и субъективный характер.
Объективным является то, что к моменту поступления в вуз созревают психические
структуры, отвечающие за работу речевого механизма рассматриваемой группы уча-
щихся. Одновременно меняется их социальный статус и постепенно формируется их со-
циальная ответственность.
Основным субъективным фактором, требующим повышения качества языковых
знаний, на наш взгляд, является появление новых и углубление уже известных студентам
тем общения на иностранном языке.
© М. Ю. Копыловская, 2011
139
Рассмотрим эти факторы в общих чертах.
С переходом человека из категории «школьник старшей школы» в категорию «сту-
дент» происходит взросление личности, которое представляет собой «совокупность ин-
дивидуальных процессов, связанных с переживанием соматических изменений, с необ-
ходимостью адаптации к ним, совладением с ними, а также с социальными реакциями
на них» [8, с. 11].
Х. Ремшидт подразделяет взросление на два этапа: этап утраты «статуса ребенка»,
когда происходят многочисленные соматические, психические и психосоциальные изме-
нения, и этап «обретения статуса взрослого», когда личность не ощущает себя ребенком,
но еще и не ощущает себя взрослым. Особенно интенсивно процесс психосоциальной
перестройки проходит у студентов первого курса вуза.
В отличие от доминирующей в возрастной психологии точки зрения, Х. Ремшидт
считает период взросления не переходным периодом от детства к взрослости, а самосто-
ятельным, обладающим своими характерными признаками, периодом развития лично-
сти. В свете рассматриваемой проблемы взросления ЯЛ2 чрезвычайно важно его поло-
жение о том, что «взрослеющие люди» представляют собой особую социальную группу,
со специфическими потребностями, проблемами и заботами [8, с. 11].
Именно это состояние взросления приводит к тому, что студенты сталкиваются
с необходимостью обсуждения проблем «взрослой жизни» не являясь по сути взрослы-
ми в полном смысле этого слова.
При этом обсуждение различных тем на английском языке строится на основе фун-
даментальных знаний в области истории и географии, полученных не только в рамках
школьного образования, но и при самостоятельной подготовке к поступлению в вуз.
Изменения в социальном статусе ЯЛ1 переносятся на ЯЛ2: студент, в отличие
от школьника, становится (или предположительно становится) менее зависимым
от мнения родителей, формируется его личная социальная позиция. Основное влияние
на процесс формирования ЯЛ1 начинает оказывать социум академического сообщества,
под которым мы понимаем воздействие на его ЯЛ1 не только устной речи студентов его
специализации и профессорско-преподавательского состава, но и научного дискурса
во всех его проявлениях.
По сути, формирование вторичной языковой личности происходит одновременно
с надстройками ЯЛ1. Характерной чертой взросления ЯЛ2 нам представляется некий
«обратный процесс формирований понятий общей картины мира». Этот процесс имеет
место, поскольку зачастую понятия складываются сначала в ходе изучения английского
языка в виде дефиниций на данном иностранном языке, а потом переходят в понятий-
ную систему родного языка.
Языковая картина мира обогащается новыми понятиями в рамках таких новых для
них тем общения, как дипломатия, внутренняя и внешняя политика, законодательная,
исполнительная и судебная системы власти, этнокультурные проблемы, вопросы рели-
гии и т. д.
Углубляется и расширяется понятийная сторона таких разговорных тем, как про-
блемы защиты окружающей среды, средства массовой информации в жизни общества,
преступления и наказания (в теме судебная система власти).
Изменяются объем и методика предъявления лексики по новым темам: объем изу-
чаемой лексики увеличивается, а в методике размываются границы активного и пассив-
ного словарного запаса, на основании условного положения о том, что статус студента
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Санкт-Петербургского государственного университета обязывает к приобретению ака-
демического знания самого высокого порядка.
Но еще более проблемной областью изменения качества языковых знаний в процес-
се «взросления» ЯЛ2 является не объем необходимой для усвоения лексики, а направ-
ленное уточнение элементов в различных семантических сетях.
Например, в теме Election вместо присутствующего в лексиконе студентов глагола
choose в коммуникацию вводятся глаголы elect, vote, cast (votes), более точно передающие
различные конкретные действия избирателей на выборах. На смену гиперониму people
приходят более конкретные electorate, voters, popular vote и т. д.
Таким образом, наравне с психосоциальным взрослением и понятийным взрослени-
ем происходит, если можно так выразиться, «лингвистическое взросление» ЯЛ2, а именно
изменение качественного состава словаря студентов: от гиперонимов студенты переходят
к использованию гипонимов, с одной стороны, имеющих более узкую сферу употребле-
ния, а с другой — более точно называющих предмет, явление, качество или действие.
Поскольку одной из основных форм обучения устной речи на факультете междуна-
родных отношений является свободная или направляемая дискуссия на актуальные для
международников темы, знание профессионально-ориентированной лексики и умение
воспользоваться ей в ходе обсуждения особенно востребовано.
В ходе обсуждения у студентов возникает естественная потребность выразить свою
точку зрения и обозначить свое отношение к проблеме средствами английского языка.
Но в ряде случаев объем лексики, усвоенной в рамках школьной программы, не позво-
ляет им адекватно выразить свою мысль. План содержания не совпадает с планом выра-
жения. Складывается ситуация лингво-когнитивного конфликта, который выражается
в том, что при глубоком знании предмета беседы ЯЛ1, ЯЛ2 не способна высказаться от-
носительно предмета беседы во всей его полноте, используя имеющиеся в ее арсенале
языковые средства.
Попытки урегулирования внутреннего лингво-когнитивного конфликта можно на-
блюдать в процессе речепорождения, когда студенты, строя высказывание, поправляют
себя, уточняют сказанное, а иногда просто упрощают свою речь до предложений, ко-
торые поверхностно воспринимаются как коммуникативно-адекватные, но таковыми
не являются. Недостаточность языковых средств не позволяет высказать мысль во всей
ее глубине. Поскольку, сохраняя естественный темп беседы, преподаватель не может за-
давать студенту большое количество уточняющих вопросов, такие лингво-когнитивные
конфликты могут долгое время протекать в скрытой форме и студент по-прежнему мо-
жет неоднократно прибегать к стратегии максимального упрощения речи. Основным не-
гативным последствием применения этой стратегии может стать обеднение смыслового
содержания высказываний студентов. В таких ситуациях ЯЛ2 останавливается в своем
развитии, а иногда может даже деградировать.
По сути, подобные коммуникативно-неадекватные высказывания представляют со-
бой «комплексную ошибку», проблему которой мы поднимали в одной из своих публи-
каций [9, с. 53].
Основной чертой «комплексных ошибок» является то, что с позиций компетент-
ностного подхода, можно обнаружить, что комплекс этих ошибок состоит из нарушений
языковых норм, которые относятся к различным видам компетентностей. Они могут
свидетельствовать о пробелах в области лингвистической (отсутствие конкретного язы-
кового знания), стратегической (неумение воспользоваться языковыми знаниями для
141
достижения коммуникативной задачи), а некоторые — учебной компетентности (неуме-
ние использовать имеющиеся языковые знания для выполнения данной учебной задачи)
и т. п.
При возникновении внутреннего лингво-когнитивного конфликта ЯЛ1 и ЯЛ2 сту-
денты субъективно осознают только отсутствие конкретной лексической единицы, не-
обходимой для полноты высказывания, в то время как преподаватель должен решать
более сложную задачу — помочь с выбором именно того слова, которое будет актуально
для данного дискурса, принимая во внимание его макро- и микроконтекст. За этим сто-
ит необходимость учитывать большое число важных переменных, определяющих выбор
лексической единицы. Такими переменными служат, например, место темы высказыва-
ния в научном или научно-практическом дискурсе, принадлежность дискурса к устной
или письменной речи, жанр высказывания, уровень лингвистических знаний конкрет-
ной ЯЛ2 и т. д.
Возникает необходимость выработать у ЯЛ2 умение детерминированного выбора
лексической единицы, т. е. качественно нового языкового поведения ЯЛ2, при котором
ЯЛ2 будет осознавать обусловленность выбора лексической единицы макро- и микро-
контекстами.
Помимо необходимости учитывать микро- и макроконтекст при построении вы-
сказывания, которую студенты начинают принимать во внимание по мере «взросления»
их ЯЛ2, еще одной надстройкой ЯЛ2 является принятие как данности стихийности и не-
упорядоченности словоупотребления.
Одной из особенностей ЯЛ2 недавнего выпускника школы является некоторая
ограниченность лингвистического мышления и отторжение языковых фактов, которые
не совпадают с их представлениями о системе английского языка. Однако в процессе ка-
чественных изменений ЯЛ2 возникает естественная потребность находить «не только
точное средство для выражения своей мысли, но и наиболее доходчивое (т. е. наиболее
выразительное) и наиболее уместное (т. е. самое подходящее для данного случая и, сле-
довательно, стилистически оправданное)» [10, с. 287]. Поэтому преподавателю как лицу,
отвечающему за формирование ЯЛ2, следует организовать необходимое, по словам
С. И. Ожегова, наблюдение «над словоупотреблением в центральных и периферийных
газетах, журналах и альманахах, в художественной литературе, в научно-популярных
изданиях… и в живой разговорной речи…» [10, с. 289]. Такой стиль учебного поведения
помогает усвоить языковые явления, которые отторгались прежде.
Иными словами, в процессе «взросления» ЯЛ2 должно произойти осознание того,
что язык существует не только в форме упорядоченного, но помимо этого и в форме «не-
упорядоченного лингвистического опыта», о котором пишет Л. В. Щерба [11, с. 61].
Именно этим обстоятельством обусловлено стремление современных преподавате-
лей предоставить студентам как можно больше возможностей существования вторич-
ных языковых личностей в аутентичном дискурсе (чтение неадаптированных статей,
литературы по предмету, прослушивание новостных выпусков и просмотр видеомате-
риалов). Такое виртуальное существование ЯЛ2 в языковой среде является почвой для
усвоения идиоматической речи и создает эффект погружения в эту среду. Однако данное
воздействие на формирование ЯЛ2 может не иметь желаемого синергетического эффекта
при отсутствии целенаправленности и последовательности в действиях преподавателя
и может, напротив, затормозить процесс «взросления» ЯЛ2, которая может оказаться
не готовой к восприятию аутентичного дискурса в таком объеме.
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Проблема изменения качества языковых знаний в процессе «взросления» ЯЛ2
в ее лексическом аспекте обостряется на фоне объема постигаемых лексических нюан-
сов. В силу этого большой процент лексического материала, особенно менее актуального
для данных языковых личностей, не запоминается.
Отторжение памятью лексических единиц со сходной формой или значением име-
ет глубокие психологические корни. Психологи пришли к выводу о том, что обучение
может замедляться в силу того, что ответная реакция, относящаяся к предыдущим эле-
ментам, тормозит реакцию на последующие элементы. Происходит затормаживание за-
поминания под влиянием предшествующей деятельности. Это торможение пропорци-
онально схожести нового материала с тем, который был уже заучен. В результате труд-
ности, вызываемые необходимостью дифференциации языковых явлений, приводят
к речевым ошибкам.
Очень часто типичные устойчивые ошибки возникают там и тогда, когда языковые
явления напоминают друг друга в изучаемом языке (по форме и по содержанию) или со-
относятся с родным языком (по содержанию).
Психологи полагают, что в таких ситуациях возникает эффект Раншбурга — особый
случай интерференции в памяти, возникающий между сходными элементами запомина-
емого массива информации. Суть гипотезы интерференции запоминаемого материала
помогает объяснить психический процесс забывания или незапоминания вновь посту-
пающего материала. Считается, что новый материал накладывается на уже существую-
щие знания, что приводит к разрушению ассоциативных связей, которые служат осно-
вой запоминания.
В особенности это касается когнатов, т. е. однокоренных слов, имеющих общее про-
исхождение и схожее звучание в родном и изучаемом языках.
Поскольку когнаты возникают в процессе исторического взаимодействия двух и бо-
лее языков, они могут иметь и полную схожесть, однако в большинстве случаев их зна-
чения совпадают лишь частично.
Такие прилагательные, как political, historical, geographical, social, активно использу-
ются студентами в устной и письменной речи при оценке политических событий и со-
циально-экономических явлений, так как их значение легко запоминается.
Однако когда студенты пытаются использовать схожие с ними по форме прилага-
тельные в собственных высказываниях, у студентов возникают затруднения, так как они
не уверены в правильности их употребления. По этой причине традиционно вызывают
трудности такие паронимические пары: politic — political, economic — economical, historic —
historical.
Если в случае с economic/economical разницу значений понять не трудно, то в случае
с остальными парами объяснить разницу значений гораздо сложнее, так как она не так
очевидна. В целом усвоение употребления прилагательных, имеющих суффиксы -ic и -al,
относится, на наш взгляд, к одной из самых проблемных областей языкового знания ЯЛ2.
Несмотря на то что суффикс -ic образует преимущественно прилагательные со зна-
чениями: а) имеющий состав или структуру основы: atom — атом, atomic — атомный;
б) имеющий сходство с кем-либо: Plato — Платон, platonic — платонический, в парах
critic/critical; logic/logical, первое слово является существительным1. Это создает почву
для неуверенности ЯЛ2 в правильности выбора подобных лексических единиц.
1 В некоторых словарях, например в Multitran Dictionary (www.multitran.ru (далее — MT)), logic
переводится и как имя прилагательное.
143
Суффикс -al, образующий большое количество прилагательных со значением: отно-
сится к тому, что выражено основой, например: a norm — норма / normal — нормальный,
обычный; proportion — пропорция / proportional — пропорциональный, тоже создает почву
для ошибочных умозаключений относительно других подобных случаев словообразова-
ния. Поскольку, например, слово radical является не только прилагательным, но и суще-
ствительным.
Особенно это заметно, когда студенты ниже уровня Upper-Intermediate (B2) пыта-
ются использовать знание когнатов для создания лексических единиц, обозначающих
деятеля. Используя аналогию с русским языком, они употребляют politic в значении
политик и analytic как аналитик. Собственно такие ошибки С. Н. Цейтлин и называет
«системными» ошибками, в которых учащийся неким образом «выравнивает» языковую
систему иностранного языка, заполняя системные лакуны несуществующими словами
по аналогии [12, с. 11–12].
Изобилие таких ошибок в речи свидетельствует о лингвистическом «взрослении»,
так как показывает уверенность студента в определенных знаниях относительно язы-
ковой системы изучаемого иностранного языка. Тем не менее с точки зрения языковой
нормы такое словоупотребление продолжает оставаться лексической ошибкой.
Студентам не всегда удается уловить разницу значений при самостоятельной работе
со словарем, так как переводные значения в парах в русских словарях часто совпада-
ют, что создает ощущение того, что данные лексические единицы абсолютно идентичны
в употреблении. На новом этапе развития ЯЛ2, т. е. языковой личности взрослеющего
человека, следует сформировать у них навык уточнять значения лексических единиц на
основании примеров и рядов синонимов, предлагаемых в толковом словаре.
Преподаватель может предложить студентам самостоятельно разобраться в разнице
значений лексики политического дискурса и систематизировать ее в табличной форме,
противопоставляя друг другу схожие языковые явления так, как это сделано в таблице.
При этом сравнении значений должно использоваться как минимум два словаря.
Суффиксы -ic и -al чрезвычайно продуктивны и часто служат причиной внутрия-
зыковой интерференции. Если внимательно проанализировать таблицу, можно увидеть,
что суффикс -ic дважды образует существительное, а не прилагательное.
Этот суффикс студенты часто соотносят с русскими суффиксами -ический или -ик,
хотя и не всегда верно. В результате возникают такие варианты словообразований, как
socialistic, communistic, terroristic. Последнее прилагательное, например, не так давно во-
шло в употребление и долгое время в СМИ фигурировало только в форме terrorist —
terrorist attack, terrorist threat. Все эти прилагательные имеют также и формы с нулевым
суффиксом, при этом значение прилагательного остается тем же. Данные лексические
единицы, безусловно, являются паронимами, и выделение оттенков смыслов возможно
только в аутентичном дискурсе.
Прогнозирование ошибок, возникающих в силу внутриязыковой и межъязыковой
языковой интерференции, помогает преподавателю выбрать верный методологический
подход в обучении.
В частности, опознавание когнатов может быть использовано для расширения сло-
варного запаса в ходе индивидуального лингвистического эксперимента.
При всей эффективности метода семантизации новых лексических единиц посред-
ством узнавания когнатов существует проблема ложных когнатов или ложных друзей
переводчика. Узнавание корня слова, пришедшего как в английский язык, так и в рус-
144
Таблица. Систематизация значений схожих языковых явлений2
analitic analitical
MT: аналитический
MW 2: Пример по слову analytic: “presented a very
analytical argument for the defendants guilt”
То есть для одного прилагательного приводит-
ся пример с прилагательным, подобным ему
по форме
MT: аналитический, аналитичный
MW: self-analytical
Дается только один вариант употребления при-
лагательного
geographic geographical
географический
MW: geographic disparity
географический
MW: дает ссылку на geographic
geographical area
geographical balance
geographical distribution
geographical division of labour
historic historical
MT: исторический, на историческую тему, исто-
рический фильм, неактуальный, прошлых лет
Cинонимы: big, signiㄴ cant, substantial, weighty
MT: исторический; исторически установленный;
исторически достоверный; связанный с истори-
ей; относящийся к истории; имеющий отноше-
ние к истории; хронологический, в хронологиче-
ском порядке
Синонимы: documentary, hard, nonㄴ ctional, true
logic logical
MT: логика, логический
MW: дает перевод, только как существительного
Синонимы: intellection, ratiocination, reason
MT: логический, относящийся к логике, последо-
вательный, разумный
MW: analytic (or analytical), reasonable, sensible,
sound, valid
critic critical
MT: критик, критикан
MW: a noun
MT: критический, решающий, переломный
MW:
Синонимы: captious, rejective, faultㄴ nding, judge-
mental
politic political
MT: хитрый, ловкий, расчетливый, обходитель-
ный, дипломатичный, политичный
MW
Синонимы: diplomatic, tactful
MT: политический, государственный, партий-
ный
MW:
Синонимы не приводятся
Пример:
We need a political solution rather than a military so-
lution
economic economical
MT: экономический, хозяйственный, народно хо-
зяйственный
MW: proㄴ table, fat, gainful, moneymaking, money-
spinning
MT: экономный, бережливый, экономический
MW: frugal, economizing, thri鸀 y
2 Merriam-Webster Dictionary. URL: http://www.merriam-webster.com/dictionary (здесь и далее MW).
145
ский из латыни или греческого может привести к ошибочным умозаключениям. Одно-
коренные слова, имеющие одинаковые, легко узнаваемые корни на родном и иностран-
ном языках, могут иметь не только полностью совпадающее значение, но и не совпадаю-
щее вообще или совпадающее частично.
Особый случай представляют частичные омографы, в частности такие пары, как
moral/morale, rational/rationale, local/ locale, personal/personnel, faction/ fraction. Студенты
часто не различают эти лексические единицы при прочтении и, соответственно, испы-
тывают трудности при их переводе. Наличие навыка различения таких лексических еди-
ниц, вызывающих трудность вследствие внутриязыковой интерференции, также может
свидетельствовать о качественно новом этапе развития ЯЛ2, так как большинство сту-
дентов при произнесении и восприятии смысла существительных morale, rationale, per-
sonnel опирается на полученные прежде знания о системе английского языка, и не учи-
тывает факт взаимодействия французского и английского языков на определенном исто-
рическом этапе. Постепенное снижение числа подобных ошибок в речи является также
характеристикой «взросления» ЯЛ2.
Подобным образом возникают и ошибки неразличения оттенков значения формы
единственного и множественного числа одного и того же существительного. Например,
effect как эффект, воздействие и effects как последствия или development как развитие
и developments как события могут свидетельствовать о незрелости ЯЛ2.
Продолжая тему о том, как отражаются качественные изменения ЯЛ2 в речепорож-
дении студентов, следует отметить постановку правильного или неправильного ударе-
ния в словах, особенно в тех случаях, когда одну и ту же словоформу можно отнести к той
или иной части речи вне контекста только за счет ударения в слове. Усвоив на опреде-
ленном этапе формирования ЯЛ2 правило, что для различения существительного и гла-
гола ударение в существительном ставится на первый слог, так как в парах record/record,
increase/increase студенты распространяют это правило на чрезвычайно актуальные для
них лексические единицы control, report, reform, пытаясь дифференцировать существи-
тельное и глагол при помощи постановки ударения на первый слог для идентификации
существительного.
К числу типичных устойчивых ошибок можно отнести постановку ударения на пер-
вый слог в слове effect, за которой, на наш взгляд, скрываются два мотива. Первый —
это стремление выделить ударением первый слог, обозначив тем самым существитель-
ное; второй — следствие некоторого явления, которое мы назвали бы контрференцией,
т. е. стремлением противостоять системе родного языка при произнесении когната. Ти-
пичной устойчивой ошибкой является также произнесение effort с ударением на 2-й слог.
Здесь внутриязыковая интерференция воздействует на усвоенный навык чтения слога
3-го типа, а также частично сказывается интерферирующее воздействие слова effect. Сле-
дует отметить, что студенты старших курсов допускают подобные ошибки в речи гораз-
до реже первокурсников.
На семантическом уровне ошибки возникают на отношении языковой гипо-гиперони-
миии между лексическими единицами Я1 и Я2 (мир — world, peace, globe, international commu-
nity, people),(heavy rain, heavy turnout to election — сильный дождь, высокая явка на выборы).
Здесь лингвистическое «взросление» ЯЛ2 происходит в форме расширения или
cужения области применения той или иной лексической единицы, уточнения ее значения.
Отношения между лексическими единицами двух языков как ложных когнатов (ac-
tual — не значит актуальный, concrete — используется в значении конкретный гораздо
146
реже, чем в других значениях) и умение использовать соответствующие им relevant/ur-
gent и specific/particular также являются одним из аспектов «взросления» ЯЛ2.
Помимо оттенков схожести графического или звукового образа слова, которые вво-
дят студентов в заблуждение относительно их произнесения, прочтения и перевода, су-
ществует еще одна проблема лингвистического «взросления» ЯЛ2, а именно осознание
того, что не всегда перевод односоставной лексической единицы на английском языке
можно осуществить также односоставно.
На качественно новом этапе формирования ЯЛ2 возникает также необходимость
сформировать представление о полисемии английского языка. Навык выделения основ-
ной семы многозначной лексической единицы не формируется в рамках школьной про-
граммы. Например, такие актуальные для международников лексические единицы, как
commitment и concern, постоянно вызывают трудности при переводе на русский язык.
В целом на основании вышеизложенных наблюдений можно сделать вывод о том,
что «взросление» ЯЛ2 носит комплексный характер в силу психосоциальных изменений
ЯЛ1, расширения языковой картины мира студентов (отчасти опосредованного изуче-
нием английского языка) и формирования нового восприятия и подходов к усвоению
лингвистических знаний, обусловленного потребностью передать содержание высказы-
вания адекватными языковыми средствами.
Источники и литература
1. Виноградов В. В. О языке художественной прозы: избр. тр. М., 1980. 324 с.
2. Караулов Ю. Н. Русский язык и русская языковая личность. М., 2010. 264 с.
3. Богин Г. И. Модель языковой личности в ее отношении к разновидностям текстов: автореф.
дис. … д-ра филол. наук / ЛГУ им. А. А. Жданова. Л., 1984. 38 с.
4. Шахнарович А. М. Языковая личность и языковая способность // Язык — система. Язык —
текст. Язык — способность: сб. ст. М., 1995. С. 213–223.
5. Андреева С. М. Формирование коммуникативной культуры «вторичной языковой лично-
сти» иностранных студентов-филологов в процессе обучения русскому языку (подготовительный
факультет): автореф. дис. … канд. пед. наук / Рос. ун-т дружбы народов. М., 2004. 20 с.
6. Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам: лингводидактика и мето-
дика: учеб. пособие. М., 2004. 336 с.
7. Халеева И. И. Вторичная языковая личность как реципиент инофонного текста // Язык —
система. Язык — текст. Язык — способность: сб. ст. М., 1995. С. 277–285.
8. Ремшидт Х. Подростковый и юношеский возраст: проблемы становления личности.
М., 1994. 319 с.
9. Копыловская М. Ю. Программы BBC как средство профилактики комплексной ошибки «не-
идиоматическая речь» // Наука и современность–2010: сб. материалов II Междунар. науч.-прак-
тич. конф.: в 3 ч. Новосибирск, 2010. Ч. 2 / под общ. ред С. С. Чернова. С. 52–56.
10. Ожегов С. И. Лексикология. Лексикография. Культура речи. М., 1974. 352 с.
11. Щерба Л. В. Троякий аспект языковых явлений // Щерба Л. В. Преподавание языков в шко-
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Статья поступила в редакцию 25 января 2011 г.
О МЕДИАГРАМОТНОСТИ СОВРЕМЕННОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
АНТОНОВА Л.Г.1
1 Ярославский государственный университет им. П.Г. Демидова
Тип: статья в журнале - научная статья Язык: русский
Номер: 10 Год: 2014 Страницы: 12-14
ЖУРНАЛ:
МЕДИА. ИНФОРМАЦИЯ. КОММУНИКАЦИЯ
Издательство: Московский педагогический государственный университет (Москва)
eISSN: 2313-755X
КЛЮЧЕВЫЕ СЛОВА:
МЕДИАПРОСТРАНСТВО, МЕДИАОБРАЗОВАНИЕ, МЕДИАГРАМОТНОСТЬ СОВРЕМЕННОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, ИТОГИ МОНИТОРИНГА МЕДИАГРАМОТНОСТИ
АННОТАЦИЯ:
В статье дается рабочее толкование понятия медиаграмотность в контексте общих проблем медиакультуры и медиаобразования. Автор представляет итоги мониторинга медиаграмотности студентов региональных вузов и делает методические обобщения.
---
Современная языковая личность живет в медиапространстве: ее
окружают, на нее воздействуют информационные потоки, порожденные
событиями и псевдособытиями массовой коммуникации; от нее требуют с
определенной периодичностью и частотностью реагировать на получаемую
информацию (отбирать, отслеживать для себя нужное, оценивать, проводя
конструктивный анализ, достоинства и недостатки); выступать «передатчиком»,
«референтом» полученной информации.
Медиапространство, порожденное современной массовой
коммуникацией, не отвечает требованиям экологичности: в эфир «вбрасывается»
информация «недостоверная», подготовленная «недобросовестными»
работниками СМИ; эта информация часто, благодаря искусству мультимедийных
технологий, представляет превосходный инструмент для скрытого
информационного воздействия, управления психическим и психоэмоциональным
(12)
состоянием и, как следствие, возникает угроза манипулирования общественным
сознанием.
Все эти современные явления новой парадигмы отношений: человек−
информация−общество−создают прецедент значимости для современной
языковой личности определенной суммы знаний и умений о способах и средствах
восприятия, переработки, транслирования информации в условиях
медиапространства.
На стыке нескольких областей знаний, изучающих процессы
взаимодействия языковой личности и массовой информации возникает понятие
«медиаграмотность». На первом этапе своего возникновения (в 1980-е годы)
оно мыслилось учеными и практиками как критическое отношение к «эфирной
телеинформации», умелое дозирование телепросмотров и критическое отношение
к качеству серийных телематериалов. В настоящее время, в связи с
расширенными возможностями теле- и радиовещания, электронных средств
информации, выдвигаются более жесткие требования к человеку как
«потребителю информационного продукта массовой коммуникации».
Современной языковой личности «вменяют в обязанность» грамотно «считывать»
информацию, поступающую к ней в новом медийном пространстве, быть готовой
к оценке имплицитной информации; умело конструировать логико-смысловые
отношения внутри информационных потоков, уметь противостоять
«недостоверности» и открытой «провокативности» информации; уметь защищать
себя и окружающих от «информационного насилия», безнравственности,
антидуховности.
Можно утверждать, что ответственность за качественное состояние
дискурса в современном медиапространстве должны разделить создатели и
потребители информации. В этом случае медиаграмотность будет
рассматриваться как обязательное условие грамотного и эффективного поведения
в условиях современной информосферы. Данное комплексное понятие включает
определенную сумму знаний, которая соотносится с такими важными понятиями
коммуникативистики, как «коммуникативная компетентность», «медиатекст и
его особенности», «приемы речевого воздействия и приемы манипулирования в
текстах массовой коммуникации»; «речевое воздействие» и «манипулирование»
включают знание и понимание инструментальных техник, позволяющих оценить
качество предлагаемого текста как нового медийного продукта.
Медиаграмотность должна пониматься и в более широком смысле: как процесс
осмысленного коммуникативного дискурса в рамках массовой культуры; образ
мышления, который отличает не потребителя информации, а языковую личность с
задатками медиума, включенную в процесс медиаобразования и постигшую язык
(грамматику) медиакультуры.
В этом году мы провели комплексное исследование медиаграмотности
студентов различных ярославских вузов и получили первые результаты.
Опрошено было по данной анкете−90 человек (студенты ЯГПУ, ЯрГУ:
филологического, юридического, государственного муниципального
управления).
12 (13)
Проанализируем итоги опроса в контексте тех основных положений,
которые мы предложили для проверки медиаграмотности современной
языковой личности.
Первый блок вопросов позволил проверить, насколько интернет-общение
важно для языковой личности как пользователя.
Респонденты активно пользуются интернетом (более 95% из числа
опрошенных нами говорят о преимуществе интернета при получении
информации).
При этом студенты демонстрируют следующие предпочтения:
Поиску информации в учебных целях (80 чел.).
В основном знакомятся с новостными материалами (65 чел.).
Поиск информации «с бытовыми целями» (25 чел.).
Очень часто обращаются к Википедии и к словарям (более половины
опрошенных).
Читают книги в интернет-формате (53 чел.).
Прослушивают музыку (42чел).
Смотрят фильмы (67чел).
Скачивают для своей картотеки фильмы, книги, музыку (72чел).
При восприятии информации и ее обработке опрошенные демонстрируют
определенные «наработанные» умения интернет-пользователей:
Информацию в интернете молодежь ищет целенаправленно (90 чел.).
Читают комментарии к новостным событиям (43 чел.−почти половина
опрошенных).
При просмотре новостей обращают внимание на подробности, если
заинтересовало событие (54 чел).
Около половины (42 чел.) активно принимают участие в электронных
опросах и голосованиях.
Достаточно часто размещают свои тексты (в основном общественносоциальной поддержки или социального отклика на проблему(27 чел.); реже
размещают «творческие тексты» (эссе или «белые стихи»−16чел.).
Но обращает на себя внимание тот факт, что восприятие текста идет в
режиме «глобального» или «обзорного» восприятия:
Читают в основном заголовки (12 чел.) и тексты менее 1-2 страниц (25 чел.).
Отдают предпочтения поликодовым информационным материалам, где текст
«поддерживается» фотографиями или видеосюжетами (34 чел.).
Второй блок вопросов позволил проверить качество знаний и умений языковой
личности в электронной переписке и скайп-технологиях как средстве
14
межличностного общения в интернет-коммуникации. Мы получили следующие
данные:
Активно пользуются скайп-технологиями (56 чел.).
Активно ведут переписку (86 чел.).
Отвечают на письма (64 чел.).
Но контекст ответов свидетельствует, что студенты недостаточно осведомлены
в вопросах оформления электронного письма и самого формата электронной
переписки:
в электронной переписке респонденты не всегда соблюдают
элементарные этикетные правила письма: не пишут (26) или пишут не
всегда (28) обращение к адресату;
не соблюдают правила адресации: отвечают не на все электронные письма
(47чел.) или отвечают на те письма, где «требуется» официально или
неофициально подтвердить получение информации или ее оценить;
не соблюдают правила орфографии и пунктуации (65 чел.), переходят на
латиницу, если не знают, как пишется русское слово (18чел.); не проверяют
написанное (67чел.) и «не видят необходимости в строгом соблюдении всех
типов грамматических правил» в отличие от реального («бумажного»)
письма (43 чел.).
Но обращает на себя внимание тот факт, что респонденты, как носители
иного «опыта пишущего», активно используют возможности электронного
эпистолярия: активно пользуются смайликами, заменяющими слова или целые
предложения (56 чел.); «прикрепляют» дополнительно фото, видео или mmsфайлы (34 чел.); иногда делают даже «отсылку» к другим электронным
порталам или личным блоговым записям (21 чел.).
Необходимо отметить, что большинство респондентов рассматривает
интернет-коммуникацию как форму отдыха (60%), приятное «неформальное
общение». Преимущества интернет-общения опрошенные оценивают
следующим образом: «комфортное», «без выхода из дома» (34чел.) и «не
требующее особых обязательств» (34 чел).
Большинство признается, что испытывает «чувство зависимости от
интернета»: желание скорее включить, проверить почту или «войти в контакт»,
чтобы не «потерять налаженные связи» (62чел.).
На вопрос: «В каких социальных сетях вы зарегистрированы?»
респонденты отвечают активно и в основном называют следующие интернетресурсы, причем, часто говорят о своей «прописке» на нескольких порталах
одновременно:
- Вконтакте – 68 человек ;
- Фейсбук – 34 человека;
- Твиттер – 19 человек;
13 (15)
- Одноклассники – 67человек;
- ICQ – 17 человек.
Большая часть респондентов не зарегистрирована на форумах (56 чел.) и
объясняет свою «коммуникативную инертность» недоверием (25 чел.) к вопросам
обсуждения или к процессу (32 чел.) и его «отрежиссированности» и
«искусственности» (« спор ради спора», «треп»).
Чат или форумы как форму общения респонденты(46 чел.) используют
довольно часто, но большинство (25 чел.) заинтересованно читают хроники
обсуждений, а не сами принимают участие в дискуссии.
Таким образом, интернет - ресурсы респондентами активно «осваиваются»
и используются как приоритетная форма досуга, но опрошенные пользователи в
основном выступают как «пассивные наблюдатели», «участники», а не
«инициаторы» общения в интернет-среде.
На вопросы о владении компьютерными программами было получено
довольно много положительных ответов: студенты знают и активно используют
следующие компьютерные программы:
- Point – (56 чел);
- word – (90 чел);
- весь Офис – (34 чел.);
- Exel – (45 чел.) ;
- MS Visual Studio – (23чел.) ;
- Photoshop – (14 чел.) ;
- pascal – (12 чел.).
Но в то же время студенты признаются, что в основном они «умеют
готовить и проводить презентации» и «нуждаются в подсказке» и
консультации, когда обращаются к «серьезным мультимедийным ресурсам»,
что свидетельствует о критическом отношении респондентов как
медиапользователей к своим знаниям и своей медиаграмотности.
Оценивая интернет как социальную среду, респонденты активно включились
в обсуждение. Большинство из них считает, что интернет-зависимость может
повредить психике человека, особенно ребенка (69чел.), поэтому предлагают
«ограничивать доступ детей в интернет», и сами готовы на ограничения в
пользовании интернетом или «дозированного использования интернет-ресурсов
(45 чел.).
Показателен тот факт, что основная часть респондентов считает,
что «медиаграмотности надо учить» (30 чел.) или ее нужно «оценивать» в
числе показателей культуры современного человека (34 чел.).
Большинство опрошенных студентов уверено, что следует принять
«общественные правила для пользователей интернет-ресурсами»:
- быть вежливыми, грамотными – 56 чел.,
- общаться без оскорблений – 60чел.,
- уважительно общаться на форумах и при переписке – 32 чел.
Для нас чрезвычайно был важен ответ на вопрос: «Какого человека
можно назвать медиаграмотным?» Признаемся, что не все студенты давали
16
полные и развернутые ответы, но все пытались сформулировать наиболее
важную для себя информацию о понятии «медиаграмотность».
В целом мы получили вот такое комплексное представление о
медиаграмотном человеке, своеобразный коллективно составленный «медийный
паспорт» грамотной языковой личности. В него вошли следующие выделенными
респондентами параметры:
- медиаграмотная личность−«человек, способный объективно и правильно
воспринимать информацию в интернете, а также пользоваться компьютерными
программами»; «человек, который хорошо понимает медиа динамику»; «человек,
который умеет пользоваться интернетом, может найти нужную информацию,
соблюдает правила поведения в интернете, но не страдает интернетзависимостью»; «человек, который умеет пользоваться современными
технологиями, осведомлен о разных возможностях в сети интернет»; «человек,
соблюдающий правила виртуального общения»; «человек – умный и активный в
поиске нового, хороший собеседник в чате и в контакте».
Мы понимаем, что такой портрет медиаграмотной личности, составленный
на основе анкет наших студентов, далек пока от полноты и совершенства, но при
проведении экспериментального опроса мы получили подтверждение
востребованности у целевой аудитории нашей научной гипотезы о
своевременности обращения к методологии разработки проблемы
медиаграмотной личности. Анализ ответов респондентов−студентов ярославских
вузов−доказывает оправданность научных и методических идей: поиска
содержательной структуры понятия «медиаграмотности» и разработки
поэтапной методики формирования комплекса умений медиаграмотности как
обязательного условия качественного образования в современной парадигме
подготовки выпускника вуза как будущего профессионала, для которого
медийное пространство станет приоритетным в его профессиональных научных
и социальных опытах.
14 (17)
Страницы 12 - 14
О МУТАЦИОННОМ ХАРАКТЕРЕ СОВРЕМЕННОЙ ЕВРАЗИЙСКОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ РОССИЙСКО-КАЗАХСТАНСКОГО ПРИГРАНИЧЬЯ
КОЙШЕ КЕНЕСАР КУАНЫШЕВИЧНаписать письмо автору1
1 филиал Тюменского государственного университета, г. Заводоуковск
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2013 Страницы: 208-215
УДК: 811.161.1’23(470+574)
ЖУРНАЛ:
ВЕСТНИК ТЮМЕНСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. ГУМАНИТАРНЫЕ ИССЛЕДОВАНИЯ. HUMANITATES
Издательство: Тюменский государственный университет (Тюмень)
ISSN: 2411-197XeISSN: 2500-0896
КЛЮЧЕВЫЕ СЛОВА:
СОВРЕМЕННАЯ ЕВРАЗИЙСКАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, MODERN EURASIAN LINGUISTIC IDENTITY, РОССИЙСКО-КАЗАХСТАНСКОЕ ПРИГРАНИЧЬЕ, THE RUSSIAN-KAZAKH BORDER AREA, ИНТЕРФЕРЕНЦИЯ, INTERFERENCE, РУССКОЯЗЫЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, THE RUSSIAN-SPEAKING LINGUISTIC IDENTITY
АННОТАЦИЯ:
В статье рассматриваются процессы взаимопроникновения языков в структуре современной евразийской языковой личности, выявляется характер интерференции, ведущей к появлению новых черт в региональном языке российско-казахстанского приграничья. Российское приграничье представлено югом Тюменской области, казахстанское приграничье - Северным Казахстаном. Русское население данной территории последовательно ассимилировало представителей многих народов, проживающих в исследуемом регионе (ханты, манси, коми, казахи, татары и др.), являя собой пример сложного метисного населения с преобладающей русской доминантой. На примере речи местных казахов и русских авторы показывают, каким образом происходит трансформация внутри современной евразийской языковой личности российско-казахстанского приграничья.
---
В условиях глобализации и развития самостоятельных независимых государств на постсоветском пространстве стало очевидным, что взгляд на многие
процессы и явления как в общественно-политической, так и в культурной, экономической и других сферах, равно как и их оценка подверглись существенному переосмыслению. Российское приграничье представлено Тюменской областью,
казахстанское приграничье — Северным Казахстаном. В ситуации Тюменской
области, где первое место среди этносов занимают русские, а второе — татары,
это может быть либо русско-татарское, либо татарско-русское двуязычие с характерными этнолингвистическими дифференциациями. Однако чем ближе
209
филология
О мутационном характере ...
к российско-казахстанской границе, тем ярче проявляются черты казахскорусского и русско-казахского двуязычия. На сегодняшний день этническую
мозаику Тюменской области составляют свыше 150 этносов и субэтносов. Этому способствуют и массовые миграции из близлежащих, более слабых в экономическом плане регионов и даже государств, например, из Казахстана, Украины, Белоруссии, Таджикистана, Сербии, Азербайджана [1]. Неслучайно
Г.Ф. Шафранов-Куцев подчеркивает, что три мощные этнические силы сформировали этнический ландшафт Тюменского региона: угры, тюрки и славяне [2].
Миграция населения — не только простое механическое передвижение
людей, но и сложный социально-психологический процесс, затрагивающий закономерности поведения и общения людей, их деятельность, обусловленные
включением индивидуумов в социальные группы, а также особенности социальной психологии народов.
Рассматривая русский язык со стороны российской зоны приграничной
территории с Казахстаном, необходимо учитывать, что русское население Тюменского региона в свое время ассимилировало представителей угорских (ханты, манси, коми), тюркских (татар, казахов), славянских (украинцев, белорусов)
народов. Несмотря на отрицательное отношение православной церкви к бракам
с некрещеными, казаки, купцы, да и просто крестьяне и иные служилые люди
в Сибири почти поголовно были женаты на местных женщинах, в результате
чего возникли русские субэтнические сообщества — группы метисного населения, антропологически близкого народам-соседям [3-4]. Возникает вопрос:
отразилось ли это смешение на языковой способности? Какое место занимает
в этой связи тюркско-татарская интерференция в русском языке и славянорусская в коренных тюркских языках в таких метисных группах? Как справедливо отмечают исследователи, в местной речи русских наблюдаются и некоторые особенности произношения, перешедшие из языка-источника: кыргызы,
кыртма, тынгыте, кысы, башкыры. По мнению М.А Романовой, употребление Ы после заднеязычных К/Г внутри слова в русских тюменских говорах
усвоено из татарского языка, где сочетание КЫ/ГЫ широко распространено
[5; 14]. Говоры Уватского, Тобольского, Нижнетавдинского, Ярковского и Тюменского районов исследователи справедливо относят к вторичным, сложившимся в XVII—середине XVIII вв. на базе северновеликорусских говоров (вологодских, вятских, пермских и др.).
Не вызывает сомнений, что эти говоры тесно контактировали с тюркскими
диалектами, что, в свою очередь, привело к развитию в русских говорах специфических явлений. Нельзя не согласиться с А.А. Биляловой, что «вариантность
представляет несомненный интерес для исследователей самых различных уровней и сфер языка; литература по данной теме очень обширна и в то же время
противоречива. Обзор исследований в этой области позволил выявить общепризнанные положения относительно сущности, природы, роли, места, выполняемых
функций вариантности. Итак, основными направлениями исследований в области вариантности являются: смена вариантов, их конкуренция, классификация,
соотношение вариантов и нормы, вариантность и тождество слова, прогнозирующий характер вариантности и др.» [6; 11].
В работах Х.Ч. Алишиной, Р.А. Вафеева, И.С. Карабулатовой, З.В. Поливары, Д.Г. Тумашевой, Н.К. Фролова и их учеников представлены исследования,
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характеризующие процессы формирования русскоязычной языковой личности
на основе взаимодействия государственного русского языка и родного языка в
повседневном речевом общении жителей юга Тюменской области. В то же время переселенческие русские говоры российско-казахстанского приграничья не
изучались ни казахстанской, ни российской стороной, что диктует необходимость
более тщательного анализа взаимодействия тюрков и славян на указанной
территории. Фонетическая система говоров лишь западных поселений Горькой
линии на современном этапе развития с прослеживанием истории некоторых
фонетических и морфологических явлений была исследована в работах М.К. Кокобаева [7], консонантизм в работах Б.З. Ахметовой [8]. Население данного
региона устойчиво, и носители русских говоров в основном своем составе являются потомками первых переселенцев, пришедших сюда из северных областей
России — Вологодской и Пермской.
Факты свидетельствуют, что как северо-восточный, так и остальные диалекты казахского языка еще до образования литературного языка заимствовали
немало слов из арабского, персидского, русского и других языков, но при этом
каждый из диалектов по-своему ассимилировал новые слова. Так, например,
русское слово «кровать» в первое время на западе Казахстана звучало как
керуерт, на юге — керует, на северо-востоке — кереует; русское слово «самовар» на западе звучало самауын, а в южных и северо-восточных областях —
самауыр; русское слово «печь» на западе звучало как беш, на северовостоке — пеш.
Есть своя специфика в адаптации русских слов и в языке сибирских казахов,
проживающих на юге Тюменской области, Курганской и Новосибирской областях: «тұрба» от русского «труба» употребляется в двух значениях: 1) труба
самовара и 2) печная труба; «шарып» — «шарф»; кіренке — «крынка»;
күпшін — «кувшин» и др. Кроме того. Встречаются в языке западносибирских
казахов и усеченные заимствованные слова: «зарпылат» — «зарплата»,
мәшін — «машина», «оғылоп» — «оглобля».
Наши наблюдения показывают, что на язык казахов Западной Сибири наряду с литературным русским языком существенное влияние оказали говоры
переселенцев более позднего времени. Так, слова крынка (кіренке), сенник
(сенек), лист «противень» (ілес) отражают активный процесс взаимодействия
с южными говорами.
Влияние русского языка на речь западносибирских казахов оказалось настолько существенным, что мы наблюдаем замену исконно казахских слов
русскими заимствованиями: борат «ворота» (вместо қақпа), істене «стена»
(вместо қабырға), седелқы «седелка» (вместо ершік), кәсек «косяк» (вместо
жақтау), район «район (вместо аудан), сентір «центр» (вместо орталық), мәркоп
«морковь» (вместо сәбіз), сібекіле «свекла» (вместо қызылша), арбыз «арбуз»
(вместо қырбыз), гыранат «гранат» (вместо анар), кокраз «кукуруза» (вместо
жүгері), шылан «чулан» (вместо ас үй), шернер «шарнир» (вместо топса) и др.
Интенсивность влияния проявляется в том, что выбор между синонимами идет
в пользу русского слова, вернее, слова русского происхождения.
Можно сказать, что в зонах интенсивного межэтнического взаимодействия
возникают мутуальные явления со стороны обоих языков-контактеров, способствующие при определенных условиях эволюции как самой языковой личности,
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филология
О мутационном характере ...
так и языковых систем в целом. Нельзя сказать, что мы наблюдаем лишь аттрикцию языка западносибирских казахов под влиянием русского окружения.
Казахский язык также оказывает существенное влияние как на русскую речь
казахов и татар, так и на русские говоры российско-казахстанского приграничья
в казахстанской зоне. Иными словами, диалектная русская речь оказывает
существенное влияние на формирование русскоязычной языковой личности
билингва, поскольку является не просто особым типом речевой культуры [9],
но в отдельных случаях — единственным примером живой звучащей русской
речи как таковой.
Так, непозиционное оглушение звонких согласных фонетического происхождения в ряде русских говоров на указанной территории развилось в Северном Казахстане под иноязычным влиянием [8]. В речи казахов и татар в словах,
заимствованных из русского языка, наблюдалось явление оглушения звонких
согласных. Н.К. Фролов в своих работах приводит вогульское (малые народы
Сибири) заимствование из русского языка п’ус’ка из «бочка» [10].
По-видимому, распространению данного явления могло способствовать
тюркское окружение. Наблюдения показывают, что казахи и татары в русской
речи постоянно смешивают в фонетически не обусловленном положении звонкие и глухие согласные: склатной, ношык (д. Октябрьское), пыл’и «были»,
друкой «другой» (дд. Айдарлы, Жамбыл), нато «надо», готу «году», б’итный
«бедный» (д. Койбагор), трутна «трудно», тва «два», хот’aт «ходят», поклату
«покладу» (д. Жумагул), атна «одна», тасв’итан’a «до свиданья», кар’ит «горит», латом «ладом» (д. Степное ), упрал’и «убрали», пал’ит «болит»(д. Челгаши).
А.С. Аманжолов, В.А. Богородицкий отмечают в казахском и в татарском
языках относительно слабую артикуляцию звонких взрывных по сравнению с
соответствующими русскими согласными [11-12].
Интересно и то, что фонетически не обусловленные варианты согласных
фонем по звонкости-глухости отмечены нaми главным образом в русских говорах тех селений, где можно предположить длительное взаимодействие казахского, татарского и русского населения (дд. Койбагор, Челгаши, Карамырза,
Суйгенсай, Уйское, Айдарлы, Целинное, Козубай) ...латом м’ет’и / н’есклатно
получ’атса у т’еб’е // сд’ес’а фс’е нас’ии вм’ес’т’и друшно так // а ч’о нама
д’ел’ит’ // пывало п’ешым помоч’ сус’ету // ой кар’ит там в’ит’ што — то ../
пал’ит по ч’ом ср’а // ус’у разом убрал // од’еша у йих крас’ива ..// (Закиева А.С., 69 лет, д.Целинное ); прос’ил на пол и ушол / разп’итайа фс’а с’ижу
// трутно б’ес св’ета // атна и жыву // друкой рукой б’ару // (К.Г. Капкаева, 72 г., д. Козубай ).
Звонкие согласные, преимущественно взрывные, в положении между гласными могут ослабляться до полного исчезновения: д — нароу, буут (дд. Зареченка, Анновка — 7чел.); д’ — д’аин’ка (дд. Носовка, Ксеньевка — 9 чел.),
хоит’ (д. Целинное — 6 чел.); г — н’е б’еай (дд. Маршановка, Полтавка —
13 чел.); б — во штобы то н’е стало (А.Т. Пальцева, д. Карамырза); баушка
(повсеместно).
Для многих русских говоров российско-казахстанского приграничья с казахстанской стороны характерно смягчение заднеязычных согласных под воздействием предшествующих мягких согласных: мал’ен’к’о (д. Белоглинка —
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212 © К.К. Койше
3 чел.), гор’к’а (д. Орнекский — 6 чел.), в’ит’к’а, пас’к’а (д. Пешковское —
10 чел.), койк’у, бойк’а (д. Победа — 9 чел.). Мы полагаем, что сохранению
данного явления в наших говорах способствует соседство с татарским языком.
Например, ассимилятивное смягчение заднеязычных согласных в Костанайской
области распространено главным образом в говорах Карабалыкского района,
где можно предположить длительное языковое влияние со стороны татарского
населения.
В русской речи татары постоянно смягчают к в словах с мягким согласным
или передним гласным в предшествующих слогах: вад’иш’к’а (д. Победа —
9 чел.), стул’ик’а, халотн’ин’к’а (д. Саманы — 13 чел. ). Ср. также приводимые В.А.Богородицким татарские заимствования из русского языка:
«ч’ар’ к’ а», «ч ашк а» [12; 165].
Территориальное соседство русских и казахов, их экономические и культурные связи, а также тесные бытовые отношения неизбежно создавали благоприятные условия для лингво-этнической ассимиляции.
Языковые особенности местных тюркских диалектов не могли не способствовать продолжительному сохранению фонетически не обусловленных вариантов согласных фонем Ф-Х, Ф-П. Система согласных тюменского диалекта
татарского языка характеризуется полным отсутствием фонемы Ф. Эта особенность тюменского диалекта подробно рассмотрена в работах Д.Г. Тумашевой [13],
Х.Ч. Алишиной [14], где указывается, что согласный Ф в тюменском и тобольском диалектах в арабо-персидских и русских заимствованиях заменяется на П:
перма — ферма, пакир — нищий «факир», педерация — федерация, прукты — фрукты и т.д. В свою очередь, произношение слов патограпы, панера
с П вместо Ф в окающих старожильческих говорах может быть передачей татарского произношения этих и подобных им слов. Интересно, что и интонационная система татарских говоров нашего региона совпадает с интонационной
системой местных русских говоров [5].
Лингвистическая география выделяет, кроме того, островные диалекты, говоры. Например, говор дер. Задонка Ишимского района — южнорусский остров,
а если быть точнее, то даже украинский, в севернорусском старожильческом
окружении [3]. Это тоже служит прекрасным образцом взаимодействия и
взаимовлияния языков, но уже с родственной системой, на этом аспекте подробно останавливалась З.В. Поливара [15].
Кроме того, особого внимания заслуживает русская речь тюркоязычных
жителей юга Тюменской области, для которой характерно смешение русского
и казахского, русского и татарского. Например: соображай жок — «несообразительный», прикол гой — «шутка» (где гой — усилительная частица
казахского языка), жандыргалка — «зажигалка» (жандыру «жечь» + зажигалка), токтановись — «остановись» (токта «стой» + остановись) и т.п. [16; 19].
Это явление не является новацией последнего времени, но может иллюстрировать и характер более раннего обогащения русских говоров Тюменской области
на базе тюркских заимствований: наяцкий — «красивый» [17; 33], куянистый — «трусливый», «как заяц» [18; 72-86].
Эти и другие факты подтверждают наше предположение о том, что мы
имеем дело с инвариантами тюркоязычной языковой личности и славяноязычной языковой личности, которые формируются при прямом и/или опосредован-
213
ном участии языков-контактеров. В ситуации русско-казахстанского приграничья тюркоязычная языковая личность, представленная носителями татарского
и казахского языков, испытывает мощное влияние русского языка на всех ярусах, при этом сами носители языка могут не осознавать степень воздействия
русского языка на их родной язык. Аналогично и русскоязычная языковая личность российско-казахстанского приграничья включает в себя огромный пласт
заимствований из тюркских языков, также прослеживаемый на всех языковых
уровнях. При этом подразделение на русскую и русскоязычную языковую личность обусловлено следующими параметрами: под русской языковой личностью
российско-казахстанского приграничья мы понимаем этнических носителей
русского языка, проживающих по обеим сторонам границы; под русскоязычной
языковой личностью мы понимаем билингвов, говорящих по-русски, но владеющих в той или иной степени родным языком. Мутационный характер эволюционного развития языков-контактеров обеспечивает плавный переход от
тюркоязычной языковой личности к русской языковой личности, где промежуточным звеном является русскоязычная языковая личность, обеспечивающая
понимание и межкультурную коммуникацию между такими неблизкородственными языками, как татарский // русский и казахский // русский. Результатом такого действенного эволюционного развития различных типов национальных языковых личностей становится евразийская языковая личность, внутри
которой происходит постоянный мирный диалог культур Востока и Запада.
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14. Алишина Х.Ч. Ономастикон сибирских татар. В 2-х частях. Тюмень, 1999.
15. Поливара З.В. Психолингвистический анализ речевых дисфункций у детей разных этнических групп Тюменского Севера // М-лы междунар. науч.-практич. конф.,
посвященной 45-летию факультета иностранных языков Кокшетаусского государственного университета им. Ш.Ш. Уалиханова «Искусство изучать языки» (Кокшетау, 29 февраля 2008 г.). Кокшетау: КГУ, 2008. С. 211-215.
16. Беженцев Е.В. Специфика функционирования языков в полиэтничном пространстве Тюменской области (на материале русского, татарского, украинского, казахского
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17. Данильченкова С.М. Тюркизмы в говорах юга Тюменской области // Взаимодействие русского языка с языками коренных поселенцев Урала и Сибири. Тюмень:
Изд-во ТюмГУ, 1985. С. 30-34.
18. Дмитриева Т.Н. Тюркизмы в русских говорах по нижнему течению Иртыша //
Этимологические исследования. Свердловск, 1981. С. 72-86.
УДК 811.111.Р
О. Г. Усанова
О НЕКОТОРЫХ ПОДХОДАХ К ПОНИМАНИЮ СЕМАНТИКО-СМЫСЛОВОГО
ПОЛЯ И РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ФОРМИРОВАНИЯ
СОЦИАЛЬНО-КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ВУЗА
Расставлены акценты в вопросе развития языковой личности студента вуза благодаря повышению речевой культуры
в процессе реализации лингводидактических принципов, являющихся составной частью формирования социально-
коммуникативной компетентности.
Ключевые слова: языковая личность, семантико-смысловое поле, социально-коммуникативная компетентность, ком-
муникативная компетенция
The article has described the process of development of language personality of Higher educational institution student due to
promotion of speech culture in the process of realization of lingua-didactical principles, being a component of forming social-
communicative competency.
Keywords: language personality, semantic-sensual field, social-communicative competency, communicative competence.
Одной из главных стратегических задач высших
учебных заведений страны является подготовка,
предполагающая сформированную социально-комму-
никативную компетентность, высокопрофессиональ-
ных специалистов, которые обладают навыками диа-
логизации общения, умеют применять знания на
практике и востребованы государственными и ком-
мерческими структурами, что вызывает необходи-
мость разработки концепций и подходов к названно-
му виду деятельности.
Проблематика социально-коммуникативной
компетентности личности студента вуза оценивается
в настоящее время многими отечественными
(К. А. Абульханова-Славская, А. А. Бодалев, Н. В. Клю-
ева, С. Л. Рубинштейн и др.) и зарубежными экспер-
тами (Р. Веnnеr, D. R. Gordon, I. Hоrdi) как новое на-
правление исследований в сфере общения. Продол-
жают оставаться дискуссионными вопросы о сущно-
сти данного вида компетентности, его соотношения с
другими регуляторами общения (социальный интел-
лект, речевая культура, эмпатия), о возможных осно-
ваниях типологизации, механизмах формирования и
функционирования, компонентном составе, струк-
турно-уровневой организации и др.
Развитие языковой личности студента вуза –
важнейшая из задач, стоящих перед преподавателем
высшей школы. Огромное значение имеет работа над
правильностью речи, ее соответствие языковым нор-
мам. «Умелая» речь характеризуется и такими призна-
ками, как логичность, отсутствие информативно из-
быточных компонентов и т. п. Речь является основным
системообразующим фактором процесса познания.
Язык, будучи средством накопления, хранения,
переработки и передачи информации, становится
двигателем прогресса человечества. Возрастание
роли личностного фактора в обществе формирует
особый социально-психологический стереотип – до-
верие к слову. В этих условиях владение языком рас-
сматривается как важнейшая характеристика лично-
сти, особенно если человек занимает или претендует
на какой-либо пост, положение в обществе, место в
социальной иерархии.
Посредством вербализации приобретаемый опыт
структурируется в единое смысловое пространство.
Это семантическое поле принимает, классифицирует
и отправляет в коммуникативный мир осознанную и
обозначенную словом информацию. Осмысление ис-
следуемого предмета или явления проходит три этапа.
1. Восприятие и согласование невербальных и
вербальных ощущений в процессе апробации пред-
ставления анализа события (сенсомоторный сим-
вольный логический опыт) и высказываний о нем
(лингвистический опыт).
2. Интериоризация и семантизация комплексного
невербально-вербального образа, созданного по сле-
дам опытных сведений, т. е. опосредование оречев-
ленного события в предикативных образах и значени-
ях внутренней речи.
3. Экстериоризация осознанного смысла средства-
ми фонетических, морфологических и синтаксических
конструкций внешней речи. Согласно исследованиям
нейропсихофизиологии (А. Р. Лурия, Л. С. Цветкова,
Н. И. Жинкин, Л. С. Выготский, А. А. Леонтьев и др.),
образуется семантическое поле понятия.
В качестве одного из условий языкового разви-
тия студентов вузов целесообразно считать процесс
накопления устойчивых формул общения, так назы-
ваемых стереотипов общения [13]. Стереотипы пред-
ставляют собой готовые формулы не только с точки
зрения их морфолого-синтаксической структуры, но и
лексической накопленности. На протяжении развития
человеческого общества каждый народ выработал
свои стереотипы общения, правила поведения, веде-
ния разговора в различных ситуациях речевого обще-
ния, что нашло отражение в языковых знаках. Если
перефразировать это в терминах семиотики, для чело-
веческого общения имеет немаловажное значение
семантика высказывания.
Вестник Челябинской государственной академии культуры и искусств. 2012 / 2 (30)
41
О. Г. Усанова
О некоторых подходах к пониманию семантико-смыслового поля и развития языковой личности…
Следует отметить, что семантический организм
включает в себя все невербально-вербальные состав-
ляющие: содержательную и эмоциональную напол-
няемость, интонационные, фонетико-фонематические,
морфологические и синтаксические значения речевого
смысла. Семантика не просто связывает отдельные
речевые компоненты, а является матричной средой
для их роста и совершенствования.
Семантика (от греч. semaino – ‘означать’ и
semantikos – ‘означающий’) – наука о значении, в
широком смысле слова – анализ отношения между
языковыми выражениями и миром, реальным или
воображаемым, а также само это отношение и сово-
купность таких отношений. Данное отношение со-
стоит в том, что языковые выражения (слова, слово-
сочетания, предложения, тексты) обозначают то, что
есть в мире, – предметы, качества/свойства, дейст-
вия, способы совершения действий, отношения, си-
туации и их последовательности. Термин семантика
образован от греческого корня, связанного с идеей
обозначения. Отношения между выражениями есте-
ственного языка и действительным или воображае-
мым миром исследует лингвистическая семантика,
являющаяся разделом лингвистики. Семантикой на-
зывается также один из разделов формальной логики,
описывающий отношения между выражениями ис-
кусственных формальных языков и их интерпретаци-
ей в некоторой модели мира. Таким образом, семан-
тика является составной частью не только лингвис-
тики, но и философии, логики и семиотики.
Семантика, как и всякая научная дисциплина,
имеет свой предмет. Но определить его не так просто,
как это может показаться. Из-за разного понимания
предмета по-разному проводятся границы между се-
мантикой и другими лингвистическими дисциплинами.
Чтобы избежать полисемантичности термина значение,
можно использовать нейтральный термин содержание
и сказать, что семантика – раздел языкознания, изу-
чающий содержание единиц языка и тех речевых про-
изведений, которые из этих единиц строятся.
Двойственность предмета семантики можно по-
казать, выявив понятия, воплощаемые в словах зна-
чение и смысл, которые мы часто употребляем в обы-
денной жизни, для передачи необходимого контек-
ста. Сочетаемость смысла и значения с разными
типами носителей содержания показывает, что поня-
тие значения в обыденном сознании связано с дока-
зательством существования знаковой системы, эле-
ментом или текстом которой выступает носитель
значения. Понятие смысла такого доказательства не
имеет, а предполагает внутреннюю дифференциа-
цию. Кроме того, в этом понятии следует различать
системно-категориальный и речевой аспекты. В роли
носителя содержания может выступать:
1) название знаков по преимуществу (слово,
речь, стихи и т. д.);
2) название объектов природного происхожде-
ния и стихийных процессов (лицо, природа, сон, су-
матоха и т. п.);
3) название искусственных объектов и контро-
лируемых процессов, для которых знаковая функция
выступает как дополнительная к главной.
Речевой смысл может быть охарактеризован как
та информация, которую хочет передать и передает
говорящий, и та информация, которую воспринимает
адресат. В нашем исследовании подобным образом
реализуется принцип партинентности. Речевой
смысл представляет собой результат взаимодействия
языкового содержания высказывания (семантическо-
го комплекса, формируемого значениями языковых
единиц и их комбинаций), контекстуальной, ситуа-
тивной и энциклопедической информации. Если же
тип носителя информации один и тот же, то способ
их истолкования, различие между смыслом и значе-
нием выявить еще проще. Например, когда говорят о
значении слова, имеют в виду прежде всего его сло-
варное толкование. Когда говорят о смысле слова, то,
как правило, имеют в виду множество тех сущно-
стей, которые могут обозначаться данным словом
или ассоциироваться с ним в сознании говорящих
как представления фактического и/или оценочного
характера. Поскольку значение – это устойчиво за-
крепленное за знаком содержание, то его можно ус-
танавливать и затем знать, в то время как смысл –
нечто изменчивое, нерегламентированное – прихо-
дится искать, улавливать, разгадывать и т. п. Таким
образом, смысл и значение в сознании носителей
языка – два близких, но не идентичных понятия. Од-
ной из главных причин, заставлявших людей обра-
щать внимание на язык, являлось непонимание собе-
седника. Поэтому в изучении языка толкованию от-
дельных знаков или целых текстов – одному из
основных видов деятельности в области семантики –
издавна принадлежало важное место. Сегодня актуаль-
ной становится реализация принципа риторизации в
процессе формирования социально-коммуникативной
компетентности студентов вуза.
Как отмечает современный исследователь семан-
тики М. А. Кронгауз, истоки научного направления
находят в древнегреческой философии. Так, X. Кро-
нассер историю семантики начинает с софистов и Пла-
тона, за которыми следует Аристотель. Однако можно
увидеть семантические идеи и в китайской философии
(моизм, минцзя и другие школы). Как самостоятель-
ную дисциплину X. Кронассер относит семантику к
середине XVII в. и связывает с появлением работ анг-
лийского философа Дж. Локка. Становление же собст-
венно лингвистической семантики, по общему мне-
нию, относится к XIX в.: так, в 1839 г. немецкий лин-
гвист К. Райзиг предлагает новое имя для «науки о
значении» – семасиология и рассматривает ее как одну
из грамматических дисциплин [См.: 9, с. 5].
Вестник Челябинской государственной академии культуры и искусств. 2012 / 2 (30)
42
О. Г. Усанова
О некоторых подходах к пониманию семантико-смыслового поля и развития языковой личности…
В 1883 г. французский лингвист М. Бреаль апел-
лирует к новому названию – семантика. Через 14 лет
выходит первое издание его знаменитой книги, еще
более укрепляющей новое наименование (Breal M.
Essai de semantique, science des significations. Paris,
1897). Тем не менее два эти термина – семасиология и
семантика – сосуществуют и конкурируют примерно
до 60-х гг. XX в.: тогда семантика становится основ-
ным, а сейчас по существу и единственным названием
науки; семасиология используется в более узком
смысле – раздел семантики, изучающий значение слов
и словосочетаний, которые используются для номина-
ции, т. е. фактически исследующий переход от формы
слова к мысли или предмету. В терминологическом
плане семасиология противопоставлена ономасиоло-
гии, рассматривающей саму номинацию – переход от
предмета или явления к их обозначению в языке, т. е.
то, как происходит называние. Обе эти дисциплины
являются в современном понимании составными час-
тями семантики в целом. Отметим, что лингвистиче-
ская семантика (или семасиология) в XIX в. и в начале
XX в. представляла собой диахронную науку, главная
задача которой – изучение изменения и развития зна-
чения отдельных слов. Современная же лингвистиче-
ская семантика – почти исключительно синхронная
наука [9].
Бурное развитие синхронной семантики, как
отмечает М. А. Кронгауз, приходится на вторую по-
ловину XX в. Значительную роль в этом сыграла по-
явление «Курса общей лингвистики» Ф. де Соссюра
(1916). Попытку осмыслить достижения, с одной
стороны, лингвистической семантики (развитой ис-
торической и развивающейся синхронной) и, с дру-
гой стороны, семантики философской, логической и
в несколько меньшей степени психологической
предприняли сразу несколько ученых [Там же, с. 7].
В 1950–1960-е гг. появились обобщающие труды по
семантике – С. Улльманна (1951, 1962)1, X. Кронас-
сера (1952)2, В. А. Звегинцева (1957)3 и А. Шаффа4
(1960 – на пол. яз., 1963 – на рус. яз.). Но если
В. А. Звегинцев отдает предпочтение диахронной
семантике, А. Шафф – философской линии, то и
X. Кронассер, и С. Улльманн пытаются совместить
различные понимания семантики и представить пол-
ную картину современной им науки [Там же].
Без знания семантической системы языка не-
возможно также ни научно обоснованное его препо-
давание, ни сознательная, планомерная борьба за
культуру речи, культуру мышления. Изучение семан-
тической системы языка имеет исключительно важ-
1 Ullmann S. Semantics. An introduction to the science of meaning.
Oxford, 1962.
2 Kronasser H. Handbuch der Semasiologie: Kurze Einfiihrung in die
Geschichte, Problematik und Terminologie der Bedeutungslehre.
Heidelberg, 1952.
3 Звегинцев В. А. Семасиология. М., 1957.
4 Шафф А. Введение в семантику. М., 1963.
ное теоретическое и практическое значение также в
связи с тем, что семантика способствует целенаправ-
ленному и систематическому развитию языковой
личности.
Проблемы, связанные с языковой личностью,
становятся предметом пристального рассмотрения во
второй половине ХХ в. Сам термин был введен в
лингвистику в 30-х гг. XX в. ученым В. В. Виногра-
довым, который исследовал язык художественной
литературы. В 60-х гг. XX в. к понятию языковой
личности обращался Лео Вайсгербер – один из круп-
нейших лингвистов XX в., глава неогумбольдтиан-
ского направления в Германии. Понятие языковой
общности стало одним из основополагающих в кон-
цепции ученого. Считая языковую общность основ-
ной формой общности людей, он подчеркивал, что
«сам язык не изолированная область человеческой
жизни, а духовный центр, сердцевина огромного го-
ризонта связей; поэтому действие языка как движу-
щей духовной силы культурного развития относится
ко всем духовным достижениям и всей духовной
деятельности той или иной языковой общности» [5].
Следовательно, ученый рассматривал языковую лич-
ность сквозь призму феномена родного языка, к ко-
торому эта личность относится. Концепцию языко-
вой личности как центральное понятие лингводидак-
тики предложил в первой половине 80-х гг. XX в.
Г. И. Богин. По его мнению, языковая личность – это
«человек, рассматриваемый с точки зрения его го-
товности исполнять речевые поступки, создавать и
принимать произведения речи» [3, с. 14], именно под
языковой личностью ученым понимается человек как
носитель языка, взятый со стороны его способности
к речевой деятельности [2]. Осмысление языковой
личности как многослойного и многокомпонентного
набора языковых способностей, умений, готовностей
и осуществления речевых поступков различной сте-
пени сложности по всем видам речевой деятельности
(говорение, аудирование, письмо, чтение) и уровням
языка (фонетика, грамматика, лексика, синтаксис)
позволяет создать эффективную модель обучения
русскому языку, определить этапы формирования
языковых способностей, а также интегрировать раз-
розненные области научного знания [Там же].
Со второй половины 1980-х гг. вопрос нацио-
нальной языковой личности на материале русского
языка фундаментально разрабатывает Ю. Н. Карау-
лов [8]. Особенный интерес для лингвистов данная
проблема представляет в свете предложенного уче-
ным нового подхода: за каждым текстом стоит язы-
ковая личность. Формирование высшего уровня язы-
ковой личности происходит на протяжении всей
жизни индивида, что обусловливает представление о
языковой личности как форме «углубления, развития,
насыщения дополнительным содержанием понятия
личности вообще» [8]. В связи с этим работа над
Вестник Челябинской государственной академии культуры и искусств. 2012 / 2 (30)
43
О. Г. Усанова
О некоторых подходах к пониманию семантико-смыслового поля и развития языковой личности…
формированием языковой личности не ограничивается
стенами школы и вуза, особенно в тех случаях, когда
человек по роду своей профессиональной деятельности
обязан быть элитарной языковой личностью.
Во второй половине XX в. появились исследова-
ния роли человеческого фактора в языке, по-новому
начали рассматриваться такие проблемы, как язык и
мышление, национальный язык определенного этноса,
язык и картина мира, языковая личность и др.
Изменившиеся условия отражаются и на пред-
ставлениях о личности в культуре. Мы являемся сви-
детелями становления нового типа личности, для
которой характерна восприимчивость к новым реа-
лиям современности, социальному заказу, адекватная
реакция на общественное воздействие и умение его
формировать, не просто многоязычие, но знание и
понимание различий собственной и чужих культур.
Успех в различных областях деятельности зависит от
способности быстро адаптироваться к различным
социокультурным условиям. Современная личность
предстает как типичный носитель своей националь-
ной культуры, адаптированный к интеркультурной
среде. В связи с этим актуализируется вопрос о зна-
чении и функциях языка в становлении личности в
условиях информационно-коммуникативной культу-
ры [1]. При этом язык понимается не только в инст-
рументальном ключе, но и как особый мир, в кото-
рый погружена личность, а значит, главной коммуни-
кативной составляющей для переноса информации
между индивидами, индивидом и природой, индиви-
дом и вселенной становится семантическое поле,
перемещающее информационный код мгновенно и
на неограниченное расстояние. Код, посредством
которого в человеке структурируются эмоции, мыш-
ление, органические процессы. Подтверждением
данного постулата является использование принципа
персуазивности в процессе формирования социаль-
но-коммуникативной компетентности студентов вуза.
Семантическое поле – термин, применяемый в
лингвистике чаще всего для обозначения совокупности
языковых единиц, объединенных каким-то общим (ин-
тегральным) семантическим признаком; иными слова-
ми – имеющих некоторый общий нетривиальный ком-
понент значения [11]. Первоначально в роли таких лек-
сических единиц рассматривали единицы лексического
уровня – слова; позже в лингвистических трудах поя-
вились описания семантических полей, включающих
также словосочетания и предложения.
В основе теории семантических полей лежит
представление о существовании в языке некоторых
семантических групп и о возможности вхождения
языковых единиц в одну или несколько таких групп.
В частности, словарный состав языка (лексика) мо-
жет быть представлен как набор отдельных групп
слов, объединенных различными отношениями: си-
нонимическими (хвастать – похваляться), антоними-
ческими (говорить – молчать) и т. п.
Семантический признак, лежащий в основе се-
мантического поля, может также рассматриваться как
некоторая понятийная категория, так или иначе соот-
носящаяся с окружающей человека действительно-
стью и с его опытом. Об отсутствии резкого проти-
вопоставления семантических и понятийных тер-
минов говорится в работах А. В. Бондарко, Л. М. Ва-
сильева, И. М. Кобозевой [4; 6; 7]. Не противоречит
подобному рассмотрению интегрального семантиче-
ского признака и тот факт, что семантическое поле
воспринимается носителями языка как некоторое
самостоятельное объединение, соотносимое с той
или иной областью человеческого опыта, т. е. психо-
логически реальное.
Мы считаем правомерным рассматривать социаль-
но-коммуникативную компетентность личности в каче-
стве особой функциональной системы (П. К. Анохин,
В. Д. Шадриков), «функционального органа» или
«функционального орудия» (А. А. Ухтомский), при по-
мощи которого достигается эффективное решение про-
блем коммуникации и социального взаимодействия
субъекта с окружающими его людьми, группами, общ-
ностями, социальными организациями [12, с. 342]. По
нашему мнению, в сравнении с часто используемыми
терминами коммуникативная компетентность и ком-
петентность в общении данное понятие социально-
коммуникативная компетентность более точно отра-
жает общение в процессе профессиональной деятельно-
сти, поскольку подразумевает компетентность личности
студента не только в ситуации непосредственного меж-
личностного контакта, но и в вопросах регуляции функ-
ционирования и развития социальных процессов и сис-
тем, в контексте которых и осуществляется интерперсо-
нальное общение.
На практике каждое значение слова дается от-
дельно, не соотносясь с другими единицами, отра-
жающими одно и то же или сходное явление. Однако
теоретические исследования в области семантики
свидетельствуют о необходимости учета семантиче-
ских закономерностей, существующих между слова-
ми, что в свою очередь является немаловажным фак-
тором в развитии языковой личности студентов вузов.
В процессе становления и развития личности
как субъекта профессиональной деятельности и об-
щения динамика социально-коммуникативной ком-
петентности характеризует развитие культуры рече-
вых способностей, устойчивых представлений о ми-
ре, обществе, государстве, социальных связях и
отношениях.
1. Анцупова, В. В. Язык и личность в пространстве современных социокультурных коммуникаций: дис. … канд.
филос. наук: 24.00.01 / В. В. Анцупова. – Ростов н/Д, 2005.
Вестник Челябинской государственной академии культуры и искусств. 2012 / 2 (30)
44
О. Г. Усанова
О некоторых подходах к пониманию семантико-смыслового поля и развития языковой личности…
2. Богин, Г. И. Типология понимания текста / Г. И. Богин. – Калинин: КГУ, 1986.
3. Богин, Г. И. Языковая личность школьника как формат для определения успешности его филологической
подготовки / Г. И. Богин. – Тверь: Просвещение, 1998.
4. Бондарко, А. В. Функциональная грамматика / А. В. Бондарко. – Л., 1984.
5. Вайсгербер. Л. Философские культуры. Становление и развитие / Л. Вайсгербер. – СПб.: Лань, 1998.
6. Васильев, Л. М. Современная лингвистическая семантика / Л. М. Васильев. – М., 1990.
7. Кобозева, И. М. Лингвистическая семантика / И. М. Кобозева. – М., 2000.
8. Караулов, Ю. Н. Русский язык и языковая личность / Ю. Н. Караулов. – Изд. 2-е – М., 2002.
9. Кронгауз, М. А. Семантика: учеб. для студентов лингвист. фак. высш. учеб. заведений / М. А. Кронгауз. – 2-е изд.,
испр. и доп. – М.: Академия, 2005.
10. Петровский, А. В. Личность в психологии: парадигма субъективности / А. В. Петровский. – Ростов н/Д: Феникс,
1996.
11. Семантическое поле [Электронный ресурс] // Кругосвет: универс. науч.-попул. онлайн-энцикл. – Режим доступа:
http://www.krugosvet.ru/enc/gumanitarnye_nauki/lingvistika/SEMANTICHESKOE_POLE.html?page=0,0, свободный. –
Загл. с экрана.
12. Усанова, О. Г. Формирование социально-коммуникативной компетентности студентов / О. Г. Усанова // Риторика
как предмет и средство обучения: материалы XV междунар. науч. конф. (1–3 февр. 2011 г.) / под ред.
Ю. В. Щербининой, М. Р. Савовой. – М.: МПГУ, 2011. – С. 339–342.
13. Vorozhbitova, А. A. Program of professional linguistic personality study in linguorhetorical paradigm: scientist-philologist
and classic writer = Программа исследования профессиональной языковой личности в лингвориторической
парадигме: ученый-филолог и писатель-классик / А. А. Vorozhbitova // European researcher = Европейский
исследователь. – 2011. – № 4. – P. 398–401.
Сдано 12.09.2011
Вестник Челябинской государственной академии культуры и искусств. 2012 / 2 (30)
О ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
КОРЯКИНА АНЖЕЛИНА АНАТОЛЬЕВНАНаписать письмо автору1
1 ФГАОУ ВО «Северо-Восточный федеральный университет им. М.К. Аммосова»
Тип: статья в журнале - научная статья Язык: русский
Том: 4Номер: 6 Год: 2016 Страницы: 25
УДК: 378
ЖУРНАЛ:
МИР НАУКИ
Издательство: Общество с ограниченной ответственностью "Издательство "Мир науки" (Москва)
eISSN: 2309-4265
КЛЮЧЕВЫЕ СЛОВА:
ПОЛИКУЛЬТУРНАЯ ЛИЧНОСТЬ, MULTICULTURAL PERSONALITY, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ПОЛИКУЛЬТУРНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, MULTICULTURAL LINGUISTIC PERSONALITY, ЯЗЫКОВОЕ ОБРАЗОВАНИЕ, LANGUAGE EDUCATION
АННОТАЦИЯ:
Статья посвящена вопросу определения понятия «поликультурная языковая личность». Важность четкого определения данной категории объясняется актуальностью проблемы формирования поликультурной языковой личности в языковом образовании. Понятийное содержание термина раскрывается посредством составляющих его понятий: «поликультурная личность» и «языковая личность». Поликультурная языковая личность рассматривается как языковая личность, развивающаяся в поликультурной среде на всех уровнях межкультурной коммуникации: глобальном, межэтническом и межличностном. Выявлены условия формирования поликультурной языковой личности: культурологические условия, направленные на формирование этнического самосознания личности как составной части глобального сознания; этические условия, учитывающие идеи поликультурности общества и этику поликультурного межнационального общения; условия поликультурной полиязычной среды, ознакамливающие с иноязычными культурами, т.е. с обычаями, культурными устоями изучаемых народов; познавательные условия, направленные на формирование активного познавательного интереса к родной, российской и зарубежной культурам; рефлексивные условия, ориентированные на восприятие и осознание важности культурного многообразия для развития личности. Первоочередная цель модернизации языкового образования на сегодняшний день заключается в формировании таковой поликультурной языковой личности. Реализация этой сложной задачи - жизненная необходимость, актуальная проблема, обладающая тенденцией к развитию.
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Введение
Известно, что одной из главных целей языкового образования на сегодняшний день
выдвигается формирование поликультурной языковой личности, способной к творческому
саморазвитию и осуществляющей этнокультурное и гражданское самоопределение на основе
национальной традиции, ценностей российской и мировой культуры. Этим объясняется
важность четкого определения данной категории. Прежде чем раскрыть понятийное
содержание термина «поликультурная языковая личность», рассмотрим составляющие его
понятия: «поликультурная личность» и «языковая личность».
1
Поликультурная личность и языковая личность
Развитие современного мира характеризуется противоречивыми тенденциями:
процессы глобализации, ведущие к унификации культуры и интернационализации языков,
сочетаются со стремительным ростом национального самосознания, стремлением к
этнической и этнокультурной самоидентификации. По - мнению З.А. Мальковой,
«глобализация выдвигает перед образованием сложную задачу подготовки молодежи к жизни
в условиях поликультурной среды. Важно научить молодежь общаться и сотрудничать с
людьми разных национальностей, рас, вероисповеданий, понимать и ценить своеобразие
различных культур, воспитать ее в духе толерантности и веротерпимости» [7].
Система образования нашей страны, в которой проживают более 190 наций и
народностей, является поликультурной и многоязычной. Исторически наше государство
сложилось как сообщество разных этносов, культур и религий. Изменения, происходящие в
стране - политические, экономические, социальные - привели к росту национального
самосознания этносов. В то же время, тенденции межэтнического расслоения, обособления
народов, характерные для мирового сообщества, зачастую порождают национальную
нетерпимость и непримиримость. События, происходящие в мире, так или иначе, отдаются и
в Республике Саха (Якутия). Поэтому для сохранения прочности государства, жизненно
необходимо учитывать интересы всех населяющих Республику народов и культур. Сегодня
приоритетными становятся ценности и принципы, необходимые для общего выживания и
свободного развития. Прежде всего - это стратегия ненасилия, идея терпимости к чужим
позициям, ценностям, культурам, поиск взаимоприемлемых компромиссов, идея диалога и
взаимопонимания и т.п. Поэтому вопрос воспитания духовно-нравственной, свободной,
толерантной, граждански активной, высокоинтеллектуальной и здоровой поликультурной
личности в условиях многоэтнической среды приобретает первостепенную значимость.
Интерес к проблеме воспитания поликультурной личности проявляют и
отечественные, и зарубежные исследователи. Каждое из существующих определений, данных
учеными, претендует на полноту раскрытия его сущности, подчеркивая различные стороны
этого многогранного феномена. Например, Дж. Бурже считает поликультурной личность,
принимающую жизненные образцы, отличающиеся от его собственных, психологически и
социально готовую принять различные культурные реальности [12]. Российский
исследователь Г.Д. Дмитриев первостепенным качествами поликультурной личности считает
умение «работать с различными в культурном отношении людьми, правильно понимать
человеческое различие, быть толерантными к ним, уметь утверждать своими личными делами
и словами культурный плюрализм в обществе» [2]. Л.В. Колобова, изучая процесс
становления личности в поликультурном образовании, выделяет такие ее особенные
характеристики: интеркультурная коммуникация, интеграция личности в культуру, ее
самоидентификация, возможность самореализации при сохранении взаимосвязи с родным
языком, культурой [5]. Некоторые исследователи этно- и поликультурного образования
опираются на этнокультурный компонент, считая наиболее значимыми следующие
характеристики поликультурной личности: уважение культур и традиций разных народов,
потребность в своей национальной культуре и языке, понимание диалога культур как высшей
формы общения, уважение к иным культурам, способность к конструктивному диалогу.
Подробное описание поликультурной личности дано, к примеру, в Концепции
этнокультурного образования Республики Казахстан. Документ рассматривает
поликультурную личность как индивида, ориентированного через свою культуру на другие,
обладающего целостным мировоззрением, суммой психологических качеств, выраженных
через сознания - лингвистическое, историческое, географическое, правовое, художественноэстетическое [6].
2016, Том 4, номер
2
Вопрос соотношения личности и языковой личности является крайне важным для
разработки концептуальных основ формирования языковой личности. Согласно
исследованиям А.Г. Фомина, «языковая личность трактуется не только как часть объемного и
многогранного понимания личности, …а как вид полноценного представления личности,
вмещающей в себя и психологические, и социальные, и этические, и другие компоненты, но
преломленные через язык» [10]. Этой идее созвучны мысли В.А. Масловой, которая выделяет
несколько составляющих языковой личности: Я-физическое, Я-социальное, Яинтеллектуальное, Я-эмоциональное, Я-речемыслительное. Она отмечает, что, воздействуя на
любую ипостась личности, можно воздействовать на все остальные стороны личности
адресата. Языковая личность вступает в коммуникацию как многоаспектная, и это
соотносится со стратегиями и тактиками речевого общения, с социальными и
психологическими ролями коммуникантов, культурным смыслом информации, включенной в
коммуникацию [8].
Понятие «языковая личность» базируется на понятии личности как субъекта
отношений и сознательной деятельности, определяющейся данной системой общественных
отношений, культурой и обусловленной также биологическими особенностями. Наиболее
полное и систематическое обоснование понятия «языковой личности» представлено в работах
Ю.Н. Караулова. Он отмечал, что «так как невозможно изучать какой-то один из аспектов
научно-лингвистической парадигмы о языке, то выход можно видеть только в обращении к
человеческому фактору и введении в лингвистическую парадигму языковой личности, как
равноправного объекта изучения, как такой концептуальной позиции, которая позволяет
интегрировать разрозненные и относительно самостоятельные свойства языка» [4, с. 22].
Ю.Н. Караулов разработал методику реконструкции языковой личности и определил ее как
«совокупность способностей и характеристик человека, обусловливающих создание и
воспроизведение им речевых произведений (текстов), которые различаются: а) степенью
структурно-языковой сложности; б) глубиной и точностью отражения действительности; в)
определенной целевой направленностью…» [4, с. 3].
Поликультурная языковая личность
С вышеупомянутыми понятиями исследователи тесно связывают категорию
«поликультурная языковая личность». К примеру, Г.В. Елизарова учитывает то, что в
структуре каждой отдельной языковой личности отмечается существование инвариантной
части, выделение которой обусловливает существование общенационального языкового типа
и детерминирует принадлежность индивида к тому или иному лингвокультурному
сообществу. Именно инвариантная часть в структуре языковой личности обеспечивает
возможность взаимопонимания носителей разных социальных и культурных кодов, разных
национальных концептосфер [3].
Согласно П.В. Сысоеву, следует говорить о «формировании средствами родного и
изучаемого языков единой поликультурной личности, отличительной чертой которой
является осознанное самоопределение в спектре культур современных поликультурных
обществ» [9, с. 166].
В обобщенном виде поликультурная языковая личность определяется как совокупность
способностей человека к иноязычному общению на межкультурном уровне, под которым
понимается адекватное взаимодействие с представителями других культур [1].
Если языковую личность принято понимать, как личность, выраженную в текстах и
через язык и реконструированную в своих основных чертах на базе языковых средств, то
поликультурную языковую личность следует рассматривать под тем же углом, но как
развивающуюся в поликультурной среде. Концепция поликультурной языковой личности тем
3
и продуктивна, что она связывает в некое единство все грани языковой личности, включая ее
аутентичность в овладении родным языком и черты, приобретенные в процессе усвоения
неродного языка.
В нашем понимании поликультурная языковая личность - это полилингвальный,
толерантный индивид, обладающий навыками поликультурной коммуникации в ситуации
культурной плюралистической среды на всех уровнях межкультурной коммуникации:
глобальном, межэтническом и межличностном.
Исходя из этого, первоочередная цель модернизации языкового образования
заключается в формировании поликультурной языковой личности - личности, обладающей
способностью на когнитивном уровне понимать сходства и различия концептуальной системы
представителей различных лингвокультур и в соответствии с этим осуществлять
межкультурное взаимодействие на иностранном языке на основе овладения единой картиной
мира и языковой картиной мира, которые обеспечивают взаимопонимание в ходе
межкультурного общения [11].
Условия формирования поликультурной языковой личности
В образовательной системе необходимо создать условия формирования таковой
поликультурной языковой личности, способной к сотрудничеству с носителями различных
этнокультурных ценностей. Такие условия могут включать в себя:
Культурологические условия, направленные на формирование этнического
самосознания личности как составной части глобального сознания, преодоление опасностей
замкнутого, узконационального мышления, негативных предрассудков и стереотипов в
отношении представителей других этнических общностей и их культур. Именно
культурологическое знание выступает основой для формирования поликультурного
мышления.
Этические условия, учитывающие идеи поликультурности общества и этику
поликультурного межнационального общения, отражающие культурный опыт человечества в
его конкретных этнонациональных формах.
Условия поликультурной полиязычной среды, ознакамливающие с
иноязычными культурами, т.е. с обычаями, устоями изучаемых народов, с их праздниками,
фольклором, литературными произведениями. В процессе сообщения новых знаний идет
анализ, сопоставление и сравнение родной культуры с иноязычными, что помогает студентам
лучше узнать культуру своей страны.
Познавательные условия, направленные на формирование активного
познавательного интереса к родной, российской и зарубежной культурам. В образовании
должна быть отражена самобытность и уникальность родной культуры в диалектическом
единстве с российской и мировой. Формирование поликультурного познавательного интереса
напрямую связано с решением проблемы приобщения студента к цивилизационным знаниям
и ценностям одновременно с обеспечением национальной самоидентификации.
Рефлексивные условия, ориентированные на восприятие и осознание важности
культурного многообразия для развития личности и прогресса цивилизации, становление
нравственных представлений и оценок, связанных с культурным плюрализмом, и
превращение их в устойчивые убеждения и навыки конструктивного гуманного поведения.
Именно поликультурное мышление и гуманитарная грамотность создают условия для
положительной рефлексии, формируют человека гражданином мира, дают возможность
4
проявлению гуманистических ценностей и ориентиров, толерантности, противостоящих
негуманистическому мышлению и проявлениям ксенофобии.
Заключение
Таким образом, понятие поликультурной языковой личности сложно и многоаспектно.
Оно включает в себя множество компонентов, критериев, параметров, целую систему
личностных качеств. Воспитание такого индивида требует от педагогов высокого
профессионально-личностного уровня развития, знания основ общечеловеческих ценностей
мировой и национальной культуры, совокупности профессионально-педагогических
компетенций. Однако реализация этой сложной задачи - жизненная необходимость, которая
является не просто актуальной проблемой, но и отражает реальную действительность,
обладает тенденцией к развитию.
---
ЛИТЕРАТУРА
1. Гурулева, Т.Л. Поликультурная модель высшего языкового образования с
учетом специфики обучения восточным языкам [Текст] / Т.Л. Гурулева //
Сибирский педагогический журнал. - 2008. - №4. - С. 95 - 121.
2. Дмитриев, Г.Д. Многокультурное образование [Текст] / Г.Д., Дмитриев - М.:
Народное образование, 1999. - 208 с.
3. Елизарова, Г.В. Формирование поликультурной языковой личности как
требование новой глобальной ситуации [Текст] / Г.В., Елизарова // Языковое
образование в вузе: метод, пособие для преподавателей высшей школы,
аспирантов и студентов. - СПб.: КАРО, 2005. - С. 8-21.
4. Караулов, Ю.Н. Русский язык и языковая личность [Текст] / Ю.Н., Караулов. -
М.: Наука, 1987. - 268 c.
5. Колобова, Л.В. Становление личности школьника в поликультурном
образовании [Текст] / Л.В., Колобова // Автореферат дис. докт. пед. наук. -
Оренбург, 2006. - 43 с.
6. Концепция этнокультурного образования в Республике Казахстан [Текст] //
Казахстанская правда. - 1996. - 7 августа.
7. Малькова, З.А. Разорванное образовательное пространство [Текст] / З.А.,
Малькова // Педагогика. - 1999. - №5. - С. 103.
8. Маслова, В.А. Лингвокультурология [Текст] / В.А., Маслова - М.: Академия,
2001. - 208 с.
9. Сысоев, П.В. Концепция языкового поликультурного образования (на материале
культуроведения США): Монография [Текст] / П.В. Сысоев. - М.: Издательство
"Еврошкола", 2003. - 401 с.
10. Фомин, А.Г. Психолингвистическая концепция гендерной языковой личности
[Текст] / А.Г. Фомин // Дис. …д-ра филол. наук. - М., 2005. - С. 126.
11. Халяпина, Л.П. Ключевые категории когнитивной лингвистики как основа
формирования поликультурной языковой личности в процессе обучения
иностранным языкам [Текст] / Л.П. Халяпина // Вестник Новосибирского
государственного университета. - Серия "Педагогика". - Новосибирск: Изд-во
НГУ, 2006 (ноябрь). - Том 7, выпуск 1. - С. 68-73.
12. Bourget, J. Development of Polycentric Consciousness: A Model for Multicultural
Education [Электронный ресурс] / J., Bourget. - Режим доступа:
http//www.users.csbsju.edu/intercul/index/html/.
5
О ПРОБЛЕМЕ ФОРМИРОВАНИЯ БУДУЩЕГО СПЕЦИАЛИСТА В ОБЛАСТИ КУЛЬТУРЫ КАК ЯЗЫКОВОЙ ЛИЧНОСТИ
ЧЕРНИНА АНТОНИНА АЛЕКСЕЕВНАНаписать письмо автору1
1 ОГБПОУ «Ульяновский колледж культуры и искусства»
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (14) Год: 2015 Страницы: 80-81
ЖУРНАЛ:
ПОВОЛЖСКИЙ ПЕДАГОГИЧЕСКИЙ ПОИСК
Издательство: Ульяновский государственный педагогический университет им. И.Н. Ульянова (Ульяновск)
ISSN: 2307-1052
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONA, КУЛЬТУРА, CULTURE, СПЕЦИАЛИСТ В ОБЛАСТИ КУЛЬТУРЫ, EXPERT IN CULTURE
АННОТАЦИЯ:
В статье рассмотрена проблема формирования и развития языковой личности будущего специалиста в области культуры, его адаптации к социальным реалиям и подготовки к самореализации в обществе. Использование лингвистических заданий на уроках русского языка способствует повышению уровня владения всеми видами речевой деятельности, умения правильно и чётко выражать мысли.
---
В настоящее время в процессе образования
необходимо развивать языковую личность,
так как это поможет пройти процесс адаптации будущего специалиста в области культуры к социальным реалиям и реализовать себя
в сложном, противоречивом обществе. Это
связано и с тем, что в языковой личности на
передний план выходит социальная природа
человека, а сам человек выступает как субъект
социокультурной жизни. Термин «языковая
личность» был введён в научный оборот В. В.
Виноградовым в 1930-х гг. Учёные выделяют
следующие основные характеристики языковой личности: языковая способность, языковое сознание, коммуникативная потребность.
По мнению лингвиста Г. И. Богина, «языковая личность характеризуется не столько тем,
что она знает в языке, сколько тем, что она с
языком может делать». Эта способность делать
предполагает развитие высшего уровня речевых способностей, реализующихся в умении
целенаправленно создавать тексты и строить
устные высказывания, обладающие стилистическими особенностями и отвечающие прагматическим условиям общения [2].
Языковая личность является носителем
языкового сознания. Языковое сознание личности реализуется в речевом поведении, которое определяется коммуникативной ситуацией, языковым и культурным статусом,
социальной принадлежностью, мировоззрением и т.д. Коммуникативная компетенция – это
способность понимания чужих и порождения
собственных программ речевого поведения,
адекватного целям, сферам, ситуациям общения. Как построить такое обучение, чтобы оно
способствовало развитию языковой личности?
Прежде всего – это гуманитарные дисциплины
с приоритетом русского языка.
Русский язык в общеобразовательной подготовке будущего специалиста имеет важное
значение: от уровня владения языком зависят
успехи в учёбе не только по данной дисциплине, но и по всем остальным предметам; уровень владения языком в значительной мере
определяет социальное лицо человека, его
культурные и интеллектуальные показатели,
его общественную активность, стремление к
самообразованию своего духовного начала.
Сегодня обучение русскому языку проходит в
сложных условиях: снижается общая культура
населения, речь носителей языка засорена неоправданными заимствованными профессионализмами, жаргонизмами. Поэтому вводятся
новые концепции обучения, имеющие целью
формирование языковой личности [1].
В ФГОС введён компонент, направленный
на формирование у обучающихся не только
текстовосприятия, но и текстообразования.
Это умение создавать речевые тексты, достаточно высокая речевая культура, умение вести диалог, быть свободным и убедительным
в ходе ведения дискуссии, диспута. Из опыта
исследователей и педагогов, вплотную занимающихся данной проблемой, следует, что
работу целесообразнее всего строить на материале связного текста. Работа над текстом распадается на два больших этапа: научить глубоко понимать чужой текст и создавать свой,
отвечающий нормам языка, логики и речевой
ситуации. Для анализа обучающимся следует
предлагать только образцовые тексты [3].
Наш Ульяновско-Симбирский край обладает огромным литературным богатством, к
которому увлечённый своим делом преподаватель, не может остаться равнодушным. Главное – суметь помочь студентам увидеть, что
80
образцовый текст- это гармония мысли и чувства автора, его целей и желаний с выбранным
им типом и стилем речи, жанром, средствами
художественной изобразительности, синтаксическими конструкциями предложений и
порядком слов в них, с повторами, многоточиями, символами, образами и т.д. В тексте
нет ничего лишнего и случайного. Здесь всё
на своём месте и каждому средству отведена
своя роль, как в оркестре, поэтому подобный
текст обладает мощной силой воздействия, и
создать его под силу таким мастерам, как Н.
М. Карамзин, И. А. Гончаров, Н. М. Языков, Д.
П. Ознобишин и другим нашим выдающимся
землякам. Совсем не случайно, что читая созданные им тексты, мы испытываем все многообразие человеческих чувств и вместе с героями то грустим, то радуемся, то негодуем, то
ликуем. Надо говорить студентам, что не каждый рожден писателем, но каждый при определённых условиях и старании может научиться излагать свои мысли ясно, четко, грамотно
и достаточно красиво. И тогда уйдут из нашей
речи слова-паразиты «это самое», «короче», «
на самом деле» и др.
Какие методы, приёмы и формы работы
наиболее продуктивны для этого? Какие виды
упражнений дают наибольший эффект? Формы и методы работы возможны различные: [4].
• включение местного материала в уроки
лексики, фразеологии, фонетики и т.д.;
• организация исследовательской, поисковой работы студентов, как индивидуальной,
так и групповой;
• углублённая работа по анализу текстов
художественных, публицистических произведений о родном крае;
• изучение краеведческого материала как
основа для творческих работ.
В своей педагогической практике часто
пользуюсь этими методами и формами. Провожу уроки-исследования, например, «Стиль
В. М. Шукшина», кстати, этот писатель неоднократно бывал в Ульяновске, когда вёл подготовительную работу к съёмкам фильма о Степане
Разине; открытые уроки, раскрывающие эстетические свойства языка «Пословицы, поговорки родного края», «Словари русского языка», «Мы сохраним тебя, русская речь, великое
русское слово»; уроки-дискуссии «Дизайнеры
против ненормативной лексики», «Почему мы
так говорим» и др.
В практике работы такой урок (урок-исследование, урок-дискуссия, урок словесности и
т.п.) состоит из следующих этапов:
• целеполагание, когда обучающиеся обсуждают тексты и задания с преподавателем,
получают дополнительные инструкции по выбору и выполнению задания;
• планирование (обучающиеся вникают в
содержание и идею текста; размышляют над
способом выполнения заданий; определяют
потребность в справочной литературе и в словарях; вырабатывают план действий);
• исследование (исследование текста, решение промежуточных задач);
• дискуссия (обучающиеся обсуждают ход
урока, анализируют, добавляют, корректируют
свои наблюдения);
• итоговая творческая работа.
На этом завершающем этапе происходит
обобщение материалов в устной или письменной форме: обучающиеся размышляют о средствах выражения собственных мыслей и чувств
и пишут сочинения-миниатюры, оформляют
свои размышления над текстом, составляют
устные выступления перед большой аудиторией. В качестве примера привожу варианты таких итоговых работ студентов специализации
«Дизайн», участвовавших в областных конкурсах сочинений: «Памятные места Ульяновска,
связанные с именем И. А. Гончарова», «Образ
«малой родины» в творчестве И. А. Гончарова»,
«Что требуется для того, чтобы быть полезным
обществу и государству», «Чем я могу быть полезен Отечеству» и др.; в городских конкурсах
рефератов, например: «И снова память возвращается к войне», а также устные выступления
на областных студенческих конференциях с
докладами: «Словарный запас молодого человека», «Особенности сентиментальной поэзии
Н. М. Карамзина», «Культура речи будущего
специалиста», «Варваризмы в русской лексике
и их влияние на чистоту русской речи» и др.
Таким образом, лингвистические задания,
используемые на уроках русского языка, повышают уровень владения всеми видами речевой
деятельности, умения правильно и чётко выражать мысли, приобщают студента к лучшим
образцам нашей национальной культуры, а
значит, способствуют формированию языковой личности.
Литература:
1. Бирюкова Т. Г. Речевые возможности старшеклассников: чувство коммуникативной целесообразности //
РЯШ № 1, 2, 2000.
2. Богин Г. И. Модель языковой личности в её отношении к разновидностям текстов: Автореф. Дис. …док.
филолог. наук. Л., 1984.
3. Плюхина С. В. Содержание социально-профессиональной компетентности как целостное качество выпускника и результат образования // СПО. 2011. №11.
4. Солодухина О. А. Классификация инновационных
процессов в образовании // СПО. 2011. №10.
81
О ПРОГРЕССИВНОМ РАЗВИТИИ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЮРИСТА
ЛЕВИТАН КОНСТАНТИН МИХАЙЛОВИЧНаписать письмо автору1
1 Уральский государственный юридический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (100) Год: 2015 Страницы: 187-194
ЖУРНАЛ:
РОССИЙСКИЙ ЮРИДИЧЕСКИЙ ЖУРНАЛ
Издательство: Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный юридический университет" (Екатеринбург)
ISSN: 2071-3797
КЛЮЧЕВЫЕ СЛОВА:
РАЗВИТИЕ, DEVELOPMENT, ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ЮРИСТА, THE LAWYER'S PROFESSIONAL VERBAL PERSONALITY, ЮРИДИЧЕСКИЙ ДИСКУРС, LEGAL DISCOURSE, ЭЛИТНЫЙ ТИП РЕЧЕВОЙ КУЛЬТУРЫ, ELITE TYPE OF SPEECH CULTURE, ИНТЕРАКТИВНЫЕ МЕТОДЫ, INTERACTIVE METHODS
АННОТАЦИЯ:
Рассматривается актуальная проблема прогрессивного развития профессиональной языковой личности юриста. Анализируются структура языковой личности, специфика юридического дискурса, особенности элитного типа речевой культуры, а также интерактивные методы развития профессиональной языковой личности юриста.
---
''Введение''
Проблема качества юридического образования актуальна в течение последних
20 лет – с момента присоединения России к Болонской декларации в 1993 г.
Причины актуализации этой проблемы в настоящее время были детально проанализированы нами ранее1
.2
Здесь рассмотрим лишь одну из них: происходящая
смена образовательной парадигмы (с «образования на всю жизнь» на «образование в течение всей жизни») требует корректировки целей, содержания, технологического обеспечения высшего юридического образования и критериев его результативности, в том числе связанных с развитием профессиональной языковой
личности юриста как субъекта общения и деятельности, призванного эффективно
действовать в социокультурном пространстве юридического дискурса, правильно
реагируя на вызовы времени.
''Основные понятия''
Антропоцентризм как один из ведущих методологических принципов современных социально-гуманитарных наук ориентирует на исследование в первую очередь понятий «личность», «личность юриста». Исходя из общепринятого в педагогике и психологии понимания личности как «устойчивой системы социально
значимых черт, характеризующих человека как субъекта отношений и сознательной деятельности»2
,3
основополагающей характеристикой личности юриста (как и
любого специалиста) с позиций образования и профессиональной деятельности
следует считать его профессиональную компетентность.
Развитие личности в нашем понимании есть последовательные количественные и качественные прогрессивные и регрессивные изменения, которые происходят в ее структуре. Они затрагивают все сферы личности: потребностномотивационную, интеллектуальную, поведенческую. Личностное развитие не
прекращается до момента смерти человека, изменяясь только по направлению,
интенсивности, характеру и качеству. В связи с этим возможны разные модели
поведения для каждой стадии развития личности. Общими характеристиками
```
1
*
Заслуженный работник высшей школы РФ, доктор педагогических наук, профессор, заведующий кафедрой русского, иностранных языков и культуры речи УрГЮУ (Екатеринбург).
2
1 Левитан К. М. Дидактические проблемы современного юридического образования // Рос.
юрид. журн. 2013. № 6.
3
2
Психологический словарь / под ред. В. В. Давыдова и др. М., 1983. С. 178.
```
187
развития являются необратимость, прогресс или регресс, неравномерность, сохранение предыдущего в новом, единство изменения и сохранения личностных
свойств.
С этой точки зрения образование – это не столько специально организуемый
учебно-воспитательный процесс, сколько мотивационно значимая и осознаваемая самим человеком учебная деятельность, направленная на самоизменение.
Педагогам и обучающимся необходимо развивать критическое отношение к своим (совершенным или предполагаемым) действиям, обучаться рефлексии – размышлению о своих действиях, в ходе осуществления которого человек отдает
себе полный и ясный отчет в том, что, как и с каким эффектом он делает. Рефлексия – это не следствие насилия, а сознательная работа, стимулируемая извне,
но совершаемая по внутренней потребности понять себя в происходящем и происходящее в себе с целью личностного саморазвития.
Основоположником теории языковой личности в отечественном языкознании
стал Ю. Н. Караулов, переведший изучение этого явления из области лингводидактики в область лингвоперсонологии – нового научного направления, исследующего языковую личность. Структура языковой личности представлена ученым в виде
модели, состоящей из трех уровней: вербально-семантического, или лексикона,
лингвокогнитивного, или тезауруса, и мотивационного1
. Языковая личность – это
совокупность способностей и характеристик человека, обусловливающих создание
и восприятие им речевых произведений (текстов) в устной и письменной форме,
которые различаются степенью структурно-языковой сложности, глубиной и точностью отражения действительности, определенной целевой направленностью.
Профессиональная языковая личность юриста формируется и развивается в
условиях учебной и реальной профессиональной коммуникации в своеобразии
принадлежащего личности профессионального дискурса, подчиненного целям и
задачам юридической деятельности. Язык (русский, иностранный), являясь посредником и средством взаимодействия личности с окружающим миром, выступает проводником профессиональных знаний в процессе формирования коммуникативной компетентности юриста.
Язык профессиональной коммуникации понимается как совокупность фонетических, грамматических и лексических средств национального языка, обслуживающих речевое общение определенного социума, характеризующегося единством
профессионально-корпоративной деятельности своих индивидов и соответствующей системой специальных понятий. Профессиональная коммуникация по множеству параметров соотносится с институциональным дискурсом, что позволяет включить в конкретную сферу достаточно большой круг ситуаций реального
общения. Так, к юридическому дискурсу относятся коммуникативные ситуации в
сфере юридического образования, научно-правовой, правоохранительной, правоприменительной, правотворческой, организационно-управленческой, экспертноконсультационной деятельности.
Становление профессиональной языковой личности юриста происходит через развитие ее структурных компонентов. Вербально-семантический уровень
включает фонд лексических и грамматических средств, используемых в дискурсе языковой личности, что связано с формированием лексических и структурнокомпозиционных навыков. Когнитивный уровень воплощен в тезаурусе языковой личности, который представляет собой один из способов описания лексики,
упорядоченной по определенной модели, набор терминов конкретной области
```
1 Караулов Ю. Н. Русский язык и языковая личность. М., 2007. С. 36.
```
189
знания, содержащей перечень понятий с их взаимосвязями и отношениями. Мотивационный уровень охватывает коммуникативно-деятельностные потребности
личности.
Действия в конкретной коммуникативной ситуации, организация и условия
общения требуют от языковой личности выбора строго определенных средств
и коммуникативных стратегий, которые в данной области являются условиями
успешной коммуникации, в том числе когда индивидуальность языковой личности юриста уступает место профессиональной необходимости в соответствии с
требованиями юридического дискурса. Следовательно, прогрессивное развитие
профессиональной языковой личности юриста предполагает формирование дискурсивных компетенций, в условиях институционального общения становящихся
неотъемлемой частью профессиональной компетентности юриста. В связи со сказанным попытаемся кратко охарактеризовать юридический дискурс.
''Специфика юридического дискурса''
Во-первых, юридический дискурс – дискурс институционального типа. Институциональный дискурс есть «специализированная клишированная разновидность
общения между людьми, которые могут не знать друг друга, но должны общаться в соответствии с нормами данного социума»1
, при этом основным признаком
коммуникации такого вида становятся представительская функция человека и
общение в общественных институтах, что выступает составной частью их организации.
Студенты, изучающие профессиональный язык специальности, должны понимать, что институциональный дискурс противопоставляется персональному по
признаку личностной или представительской ориентации коммуникантов. Институциональный дискурс в отличие от персонального строится по шаблону: тематика и тональность общения жестко детерминируются целью.
Среди основных признаков институционального дискурса можно назвать следующие:
специфическая цель общения; эта цель заключается в решении круга определенных вопросов, которые обусловливают само существование соответствующего института;
специфические условия общения, которое происходит в рамках этого института, и вытекающие отсюда официальность стиля, жесткая детерминированность
тематики общения, наличие институциональных символов;
специфические характеристики коммуникантов, выполняющих представительскую статусно-ролевую функцию, представляющих, с одной стороны, обозначенный институт, а с другой – тех, кто в него обращается;
специфические характеристики текстов, которые содержат знаки принадлежности агентов к данному социальному институту, прямо или косвенно выражают ценности этого института, соответствуют речевым жанрам в рамках того или
иного типа дискурса.
Во-вторых, юридический дискурс является дискурсом аргументативного типа,
ему присуща высокая степень ритуальности и жесткая композиционная структура
текстов разных жанров (англ. argument – спор, доказательство, от argue – спорить, доказывать).
Свойство аргументативности составляет прагматическую специфику юридического дискурса. В процессе юридического аргументирования аргументатор реализует себя как языковую личность, демонстрируя свою языковую, коммуникативную и правовую компетенцию. При обучении студентов языку специальности с
```
1 Карасик В. Н. Языковой круг: личность, концепты, дискурс. М., 2004.
```
189
целью формирования комплексных дискурсивных компетенций следует уделять
внимание таким жанрам юридического дискурса, как исковое заявление, судебное
решение, протокол задержания, доверенность, договор.
Необходимо отметить, что юридический дискурс характеризуется постепенным изменением степени институциональности: от наименее клишированных
жанров (например, частный разговор обвиняемого со своим адвокатом) до более формальных текстов, на которые накладываются ограничения, определенные
многочисленными юридическими правилами (в частности, судебное решение).
Как отмечает Т. В. Губаева, судебное решение в целом должно обладать единством и внутренней логикой развития, обеспечиваемой в том числе за счет типовых синтаксических конструкций1
.
В-третьих, юридический дискурс характеризуется таким свойством, как эвиденциальность (англ. evidence – свидетельское показание; средство доказывания). Это грамматическая категория, в пределах которой противопоставляются
языковые формы, описывающие те положения вещей, свидетелем которых был
говорящий, и те, которые известны ему с чужих слов, выведены из косвенных
свидетельств, т. е. это когнитивно выделенная лингвистическая категория, имеющая самостоятельное лексико-грамматическое оформление.
Формирование дискурсивных компетенций студентов-юристов с позиций эвиденциальности юридического дискурса также очень важно. Источник знания на
суде неотделим от соответствующего контекста. В реализации процедуры закона
важно выяснить не только, что и как происходило, но и какова степень надежности полученной информации. Различные стили действующих лиц на суде проявляются в лингвистической вариативности черт, выражающих эпистемическую
модальность и эвиденциальность в широком смысле.
В процессе изучения иностранного языка как языка специальности студентам-юристам важно помнить, что эвиденциальный закон порождает специфическую
правовую подсистему, отличающуюся от обыденных эвиденциальных стандартов
в обществе. Эти эвиденциальные различия проявляются как в специфике языка,
так и в специфике культуры.
В-четвертых, важным аспектом судебного дискурса является интертекстуальность, создающая эвиденциальное и эпистемическое поля речевого события.
Верификация истинности свидетельства происходит через предыдущие речевые
высказывания, когда одно речевое событие деконтекстуализируется и затем реконтекстуализируется в новое речевое событие. Для определения эпистемического и эвиденциального полей судебный дискурс опирается на интертекстуальность.
Изучение свидетельства и эвиденциальности включает лингвистические формы
и эпистемические позиции, не ограниченные эвиденциальной морфологией. Эти
области совпадают с такими лингвистическими и социолингвистическими проблемами, как исследование наклонения и модуса, форм вежливости и культурных
концептов (ответственность и авторитарность).
Таким образом, судебный дискурс представляет собой дискурс аргументативного типа, специфику которого определяют обращение к источниковой базе
в процессе аргументации и наличие юридической силы. Для судебного дискурса
в отличие от других видов аргументативного дискурса крайне важны эвиденциальность и интертекстуальность. Все эти характеристики должны учитываться
при выборе стратегий формирования дискурсивных компетенций студентов в
процессе становления и развития профессиональной языковой личности юриста.
```
1 Губаева Т. В. Язык и право. М., 2004.
```
190
Профессиональная языковая личность юриста определяется нами исходя из
аксиологического, личностно-деятельностного и компетентностного подходов
как субъект общения и профессиональной деятельности на основе овладения
языковыми компетенциями и достижения должного уровня культуры речи, что
позволяет ему эффективно участвовать в формировании социокультурного пространства юридического дискурса, критически оценивая поступающую информацию и себя в речевом поведении.
''Элитарная языковая личность''
Выделяя «элитарный тип речевой культуры», некоторые исследователи вводят в
научный оборот и изучают понятие «элитарная языковая личность» (Л. П. Крысин, О. Б. Сиротина, Л. П. Тарнаева, Н. Г. Шаповалова и др.). Речь носителя элитарного типа речевой культуры отличают: 1) целесообразность, которая подразумевает выбор языковых единиц в соответствии с коммуникативной ситуацией;
2) нормативность; 3) адекватность понимания; 4) правильность речи, т. е. допустимость (недопустимость) тех или иных отклонений от норм. Элитарность
является предпосылкой коммуникативного доминирования носителя элитарной
речевой культуры над собеседником. Доминирующий коммуникант располагает
бóльшим количеством знаний и умений и более обширной компетенцией, чем
доминируемый. В результате первый оказывает значительное влияние на уровень
знаний и поведение второго. Доминирующий приобретает более высокий коммуникативный статус, а созданные им тексты – особый авторитет в профессиональной области знаний, они чаще цитируются и переиздаются.
Понятие «элитарная языковая личность» можно трактовать следующим образом: это индивид, владеющий всеми нормами литературного языка, выполняющий все этические и коммуникативные нормы, или индивид, стремящийся
быть таковым. Последнее чрезвычайно важно для прогрессивного развития профессиональной языковой личности юриста. Элитарность предполагает, с одной
стороны, знание языковых и речевых норм, владение ими, с другой – творческое
начало речемыслительной деятельности личности, в основе которого лежит выход за пределы нормы.
Дискурс элитарной языковой личности характеризуется толерантностью по
отношению к оппонентам и адресатам, а тексты, порождаемые элитарной языковой личностью, вписываются в культурный контекст современности. Как справедливо заметил выдающийся лингвист В. фон Гумбольдт, «великий человек
вкладывает свою личность в свои произведения и тем самым продлевает свое
бытие далеко за пределами своей жизни»1
.
Отдельные исследователи считают одной из причин повышения рейтинга
В. В. Путина (с 65 % в начале 2014 г. до 85 % в конце 2014 г., по данным «Левада-центра») риторические особенности его речевого поведения, которое можно
отнести к элитарному типу речевой культуры. В. В. Путин привлекателен как
оратор, потому что умеет гармонично сочетать две составляющие публичного
выступления: форму и содержание. Для усиления образности речи он обращается к известным пословицам и поговоркам. Он может быть жестким переговорщиком, при этом его речь отличается лаконичностью, четкими формулировками,
резкостью тона. В другой ситуации он понижает степень официальности ироничными высказываниями, шутками, неформальным общением, нестандартным для
российской политической элиты недавнего прошлого поведением. Он умеет устанавливать контакт с аудиторией, успешно пользуясь специальными языковыми
средствами диалогизации монологической речи, хорошо владеет всеми регистра
```
1 Гумбольдт В. фон. Избранные труды по языкознанию. М., 1984. С. 342.
```
191
ми языка, глубоко убежден в том, что говорит, широко использует идиоматику.
Все это позволяет ему завоевать симпатию слушателей.
Анализ речей В. В. Путина показывает, что в них часто встречаются метафоры: «Иностранный язык – это ворота не просто к общению, это ворота в культуру
другого народа». В публичных выступлениях В. В. Путин обращается к тактике единения, т. е. подчеркиванию общности интересов и культурных ценностей
оратора и слушателей. Сильным воздействующим средством безусловно является ироническая интонация, сочетающаяся с метафорами и фразеологизмами,
что придает его речи афористичность. Риторические и адресные вопросы, частые
лексические повторы свидетельствуют о стремлении говорящего подчеркнуть
важность информации: «Мы не против сотрудничества с НАТО, но мы против
того, чтобы военная организация хозяйничала возле нашего забора, на наших
исторических территориях»1
.
''Средства и методы развития
профессиональной языковой личности юриста''
Не подлежит сомнению, что основополагающую роль в успешной деятельности
любого профессионала играют коммуникативные компетенции. Как показывает
практика общения, наиболее типичные проблемы коммуникативного поведения
начинающих юристов – это бедность лексического запаса, включая юридическую
терминологию, ослабленная связность текста, неверная семантическая сочетаемость, смешение стилевых регистров, несоблюдение языковых норм, недостаточная логичность и аргументированность речи.
Иностранный язык справедливо рассматривается не только как средство профессиональной деятельности, взаимодействия с людьми, возможность участвовать в транскультурной коммуникации, но и как средство понимания своей социальной идентичности, развития собственного вербального интеллекта как меры
понимания окружающей действительности, в том числе различных способов ее
концептуализации. Сравните: корневая морфема русскоязычного термина страхование – страх, а в аналогичных терминах insurance (англ.), Versicherung (нем.)
соответственно sure, sicher – уверенный, т. е. это совершенно разные концепты,
исследование содержания которых может пролить свет на расхождения правосознания и поведения российских, англоязычных и немецких граждан.
Для владеющего юридическим английским языком юриста (преподавателя) не
составит труда понять (а при необходимости объяснить русскоязычным студентам), что аналогом договора, который по-английски называется franchise agreement, по российскому законодательству является договор коммерческой концессии
(договор франчайзинга), что предмет договора trademark переводится как товарный знак (а не торговая марка), а наименования сторон по этому договору (franchiser и franchisee) следует перевести как правообладатель и пользователь.
Методической основой прогрессивного развития профессиональной языковой личности юриста в образовательном пространстве вуза выступает активное
педагогическое взаимодействие всех преподавателей правовых и речеведческих
дисциплин в сотрудничестве со студентами по формированию у последних целевых коммуникативных компетенций. Для этого, как указывает профессор
Р. К. Русинов, необходимы и «демонстрация всеми преподавателями знания род
```
1 Паудяль Н. Ю., Филиндаш Л. В. Инновационная методика формирования коммуникативного
лидерства: интерактивные технологии обучения // Инновационное преподавание русского языка
в условиях многоязычия. М., 2014. Т. 2. С. 70–73.
```
192
О прогрессивном развитии профессиональной языковой личности юриста
ного языка и культуры своей речи», и владение иностранными языками, что «повышает эффективность их педагогической деятельности»1
.
Однако развивать профессиональную языковую личность студента-юриста
можно не только на примере элитарного типа речевой культуры преподавателя,
но и с помощью современных интерактивных методов обучения, адекватных
формируемым коммуникативным компетенциям. Преподаватели кафедры русского, иностранных языков и культуры речи нашего Университета широко используют интерактивные методы в учебно-воспитательном процессе, создают на их
основе учебные пособия, которые публикуются в университетском издательстве
и центральных издательствах страны.
Педагогически эффективными зарекомендовали себя интерактивные практические занятия с обсуждением подготовленных устных публичных выступлений
студентов на актуальные темы. Цель устного публичного выступления – доказать
истинность какого-либо положения либо отстоять свою точку зрения на определенную проблему. Этот жанр позволяет приобретать и развивать логико-риторические умения: выстраивать систему аргументации с учетом коммуникативной ситуации, взаимодействовать с аудиторией, используя специальные приемы
и средства речевого воздействия на слушателей. Основой выступления служит
оценка проблемной ситуации, содержащей некоторое противоречие и имеющей
различные способы разрешения. Интерес у студентов вызывают профессионально и личностно значимые темы, мотивирующие участников семинара проявлять
себя на всех этапах занятия, начиная со вступительной части.
К подобным темам можно отнести следующие: «Юристом работать ответственно», «Можно ли искоренить преступность?», «Могут ли законы быть
справедливыми?», «Как победить коррупцию?», «Смертная казнь: за и против»,
«Эвтаназия – преступление», «Нужен ли институт брака в современном обществе?», «Прерывание беременности помогает планировать семью», «Трансплантация человеческих органов безнравственна». При разработке и обсуждении темы
выступающему необходимо выдвинуть четкий тезис и обосновать его истинность
с помощью аргументов и фактов. При обсуждении выступлений поочередно высказываются «критики», «доброжелатели – сторонники докладчика», «эксперты»,
оценивающие все аспекты выступления: качество аргументации, правильность
композиционного решения, качество речи, эффективность манеры выступления.
Интерактивная методика создает творческую атмосферу на занятии, которое
отличается динамичностью и соревновательностью, повышенной речевой инициативностью и активностью студентов, а также коммуникативной рефлексией.
Рефлексия предполагает оценку каждым своей активности на занятии, эффективности своего вклада в работу группы, развития личностных коммуникативных
качеств и навыков: активного слушания, эмоционального реагирования, активизации профессионального мышления, принятия командного решения, этикетного
общения, выстраивания иерархии мировоззренческих и нравственных ценностей.
В результате уменьшается количество студентов, речевые произведения которых, по меткому выражению талантливого русского лингвиста и писателя
В. Б. Шкловского, напоминают «кладбище мертвых слов», и увеличивается число
тех, кто обладает высоким уровнем культуры речи, которую характеризуют правильность, содержательность, логичность, точность, ясность, краткость, чистота,
богатство, выразительность, уместность. Необходимо создавать педагогические
условия повышения у студентов внутренней мотивации по овладению учебными
```
1 Русинов Р. К. Методические вопросы юридического образования. Чему и как учить будущих
юристов. Екатеринбург, 2014. С. 212–213.
```
193
действиями, языковыми компетенциями, совершенствованию культуры речи в целом, формированию языкового иммунитета как способности противодействовать
деструктивности речевой среды, развитию критического мышления.
''Заключение''
Процесс развития профессиональной языковой личности юриста в образовательном пространстве вуза включает овладение студентами совокупностью компетенций, а именно: грамотная устная и письменная речь на русском и иностранных
языках; способность к правильному переводу юридических текстов; способность
участвовать в межкультурном диалоге; критическое отношение к получаемой информации; способность к речевой манифестации в социокультурном пространстве юридического дискурса; культура речи (логичность, аргументированность,
соблюдение языковых и речевых норм и этики общения). Для достижения такого
качественного результата следует использовать в полной мере педагогический потенциал образовательного процесса – когнитивный, коммуникативный, воспитательный, культуротворческий и организационно-управленческий.
Необходимыми методическими условиями успешной реализации предложенной лингвометодической концепции являются субъективный опыт студентов в
понимании роли языка как символа культуры и осознания ценностной природы
речевой коммуникации, актуализация в учебном процессе личностных и профессиональных потребностей для развития мотивов изучения русского и иностранных языков, использование интерактивных технологий для совершенствования
целевых компетенций будущих юристов. Позитивную роль в становлении языковой личности юриста-профессионала играют юридические клиники и обучение
на факультете дополнительного образования по специальности «Юрист-переводчик в сфере профессиональной коммуникации».
Предлагаем некоторые практические шаги по созданию условий прогрессивного развития профессиональной языковой личности юриста в вузе:
1) постоянная совместная работа преподавателей всех учебных дисциплин по
выявлению и исправлению ошибок, допускаемых студентами при использовании
русского языка устно и письменно; демонстрация преподавателями в педагогическом общении со студентами эталонного уровня культуры речи юриста;
2) разработка в рамках различных дисциплин системы интерактивных заданий
для аудиторной и самостоятельной работы студентов, обеспечивающих синергетический эффект в формировании их коммуникативной компетентности;
3) внедрение специальных программ билингвального (полилингвального) образования с разработкой и созданием соответствующих терминологических словарей по специальности.
---
Список литературы
Губаева Т. В. Язык и право. М., 2004.
Гумбольдт В. фон. Избранные труды по языкознанию. М., 1984.
Карасик В. Н. Языковой круг: личность, концепты, дискурс. М., 2004.
Караулов Ю. Н. Русский язык и языковая личность. М., 2007.
Левитан К. М. Дидактические проблемы современного юридического образования //
Рос. юрид. журн. 2013. № 6.
Паудяль Н. Ю., Филиндаш Л. В. Инновационная методика формирования коммуникативного лидерства: интерактивные технологии обучения // Инновационное преподавание
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О ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
КАСАТКИНА НАТАЛИЯ НИКОЛАЕВНА
1 Ярославский государственный университет им. П. Г. Демидова
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (26) Год: 2013 Страницы: 167-171
УДК: 81.81’33
ЖУРНАЛ:
ВЕСТНИК ЯРОСЛАВСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА ИМ. П. Г. ДЕМИДОВА. СЕРИЯ ГУМАНИТАРНЫЕ НАУКИ
Издательство: Ярославский государственный университет им. П.Г. Демидова (Ярославль)
ISSN: 1996-5648eISSN: 2658-3844
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE IDENTITY, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE IDENTITY, КАРТИНА МИРА, WORLD VIEW, ОБРАЗОВАНИЕ, AND EDUCATION
АННОТАЦИЯ:
Cтатья посвящена анализу проблемы формирования «вторичной языковой личности», её особенностям и условиям развития. Развитие мультикультурализма, интеграционные процессы современного общества ставят перед исследователями задачи изучения влияния вышеуказанных тенденций на изменение языковой системы. Ввиду этого становится актуальным рассмотрение вопросов, связанных с факторами более успешного овладения вторым языком, не только на разговорном уровне, но и на уровне формирования вторичной языковой личности. Соответственно, необходимо определить, какие особенности отличают данную личность от просто «языковой», какие факторы определяют успешность ее формирования, какими способами можно исследовать процесс ее формирования в образовательном процессе.
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В последние годы заметно вырос интерес филологов к вопросам формирования языковой личности. Такое положение дел, с нашей точки зрения,
обусловлено особенностями мультикультурализма.
Ввиду данного факта исследователями всё чаще
затрагиваются вопросы о значимости языка (в том
числе, и национальных диаспор), формировании
идентичности и развития языкового образования.
При этом одним из важных аспектов выступает
осознание ценности не только государственного
языка, но и других носителей определённой культуры и картины мира. Мультикультурализм оказывает сильное влияние как на развитие лингвистической науки, так и на институты образования,
организацию в них образовательного процесса.
В этом контексте Джеймс Бэнкс выделяет пять
измерений мультикультурного образования:
1) интеграцию содержания (content integration);
2) процесс конструирования знания (the knowledge construction process);
3) преодоление предубеждений (рrejudice reduction);
4) справедливую педагогику (an eqleity pedagogy);
5) стимулирование развития среды и социальной ориентации школы (an empowering school and
social structure) [1].
Эти аспекты требуют детального рассмотрения
применительно к системе отечественного языкового образования.
Развитие лингвистической науки ставит ряд
новых проблем перед исследователями. Одной
из неоднозначных и интересных, на наш взгляд,
является проблема формирования языковой личности. Данная тема, безусловно, многогранна, и ее
решение находится на стыке различных наук (лингвистики, лингводидактики, педагогики, нейропси-
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© Касаткина Н. Н., 2013
хологии, психологии и т. д.), что в то же время и
определяет большой интерес к ее изучению и необходимости применения комплексного подхода. Так,
У. Вайнрайх отмечал, что «значительно большей
глубины и обоснованности исследования языкового контакта можно достичь на междисциплинарной основе», поскольку «языковой контакт можно
лучше всего понять только в широком психологическом и социокультурном контексте» [2].
Проблематика вторичной языковой личности разрабатывается в целом ряде лингвокультурологических, психолингвистических и лингводидактических
исследований (С. Г. Тер-Минасова, И. И. Халеева,
В. В. Воробьёв, С. Г. Воркачев, В. П. Фурманова,
И. А. Стернин, Г. В. Елизарова, М. В. Пименова,
Н. Д. Гальскова; Л. C. Выготский, А. Н. Леонтьев,
A. A. Леонтьев, Е. Ф. Тарасов, Ж. Пиаже, В. фон Гумбольдт, Г. Штейналь, A. A. Потебня, И. А. Бодуэн
де Куртенэ, Ф. де Соссюр, Л. В. Щерба, Г. Гийом,
К. Бюлер и К. Левин, А. Р. Лурия, С. Л. Рубинштейн, И. Л. Бим, К. Н. Хитрик и др.). По мнению
Ю. Н. Караулова, «все, что было сказано о языковой
личности до сих пор, дает основания трактовать ее не
только как часть объемного и многогранного понимания личности в психологии, не как еще один из ракурсов ее изучения, наряду, например, с "юридической",
"экономической", "этической" личностью», а как вид
полноценного представления личности, вмещающий
в себя и психический, и социальный, и этический и
другие компоненты, но преломленные через ее язык,
ее дискурс» [3]. Это позволит нам обеспечить комплексный подход к исследуемой проблеме. Комплексность исследования языковой личности реализуется
за счет развития пограничных наук: психолингвистики и социолингвистики, совмещающих лингвистический подход с психологическим и/или социологическим, а также педагогики.
Лингвистический аспект рассмотрения феномена
языковой личности имеет дело с анализом соотношения структур и структурных элементов двух языков,
их взаимодействия, взаимовлияния и взаимопроникновения на разных уровнях языковой системы.
На сегодняшний день данная область исследования
достаточно хорошо разработана и представлена, в
том числе в теории языковых контактов.
Социологический аспект связан с изучением
таких вопросов, как влияние общественных условий на факт возникновения и формирования языковой и вторичной языковой личности; общественная роль второго языка в различных социальных
условиях; распределение общественных функций
между родным и вторым языком и определение
сфер применения каждого из двух языков. Также в
данном подходе рассматриваются проблемы идентичности, тенденции интеграции, диалога культур,
расширения межкультурной коммуникации.
В рамках педагогической теории раскрывается
учебно-методический (дидактический) аспект,
связанный с формированием вторичной языковой
личности билингвизма. В психолого-педагогических исследованиях определены общепедагогические и частные методические вопросы организации
образовательного процесса по изучению неродного
языка. При этом стоит отметить, что в литературе
слабо представлены вопросы эффективной организации педагогической деятельности, направленной
на формирование вторичной языковой личности.
Анализ психологических исследований позволяет говорить о том, что изучение проблемы формирования языковой (вторичной языковой) личности
идет по двум направлениям: психолингвистическому и общепсихологическому. В первом направлении рассматриваются вопросы взаимодействия языковых систем в индивидуальном сознании носителя
языка. В данном подходе внимание уделяется таким
вопросам, как особенности восприятия и порождения речи на втором языке; психические механизмы
и закономерности речевой деятельности на родном и втором языках; механизмы переключения с
одного языка на другой. Во втором направлении,
общепсихологическом, предполагается рассмотрение механизмов формирования языковой личности,
её ментальных структур. Ключевое значение для
исследования лексического аспекта формирования
вторичной языковой личности имеет вопрос, как
происходит знакомство с новой картиной мира посредством двух языков.
Проблема языка, его роли в общении и формировании сознания является едва ли не ключевым направлением в психологических исследованиях. «Анализ
того, как строится наглядное отражение действительности, как человек отражает реальный мир, в котором он живет, как он получает субъективный образ
объективного мира, составляет значительную часть
всего содержания психологии» (А. Р. Лурия). «Человек устроен так, что сознание неотделимо от языка,
и поэтому приобретает представление о внешнем
мире, совершенствуя, обогащая, детализируя и развивая свою картину мира... человек одновременно
овладевает языком, углубляет и делает более гибкой
языковую семантику, развивает свою языковую способность или компетенцию ...» [4].
168
В процессе жизни человек воссоздаёт мир
внутри себя, выстраивает его образ, модель. Именно
содержание образа мира определяет выбор способа
поведения, формы реагирования. Соответственно,
усвоение нового языка может рассматриваться как
переход на новый образ мира, необходимый для
взаимопонимания и сотрудничества с носителями
этого другого языка и другой культуры. Э. Сепир
и Б. Уорф выдвинули гипотезу лингвистической
относительности, согласно которой процессы восприятия и мышления обусловлены этноспецифическими особенностями структуры языка [5].
Те или иные языковые конструкции и словарные
связки, действуя на бессознательном уровне, приводят к созданию типичного образа мира, который
присущ носителям данного языка.
Таким образом, образ мира отражен в сознании
человека и закреплен в языке. Так, А. Н. Леонтьев
в качестве образующих сознания выделял значение,
личностный смысл, чувственную ткань. Значение
им определялось как «ставшее достоянием сознания
обобщённое отражение действительности», выработанное человечеством и зафиксированное в форме
понятия, знания или даже умения как обобщённого
«образа действия», нормы поведения» и т. д. [6].
Под личностным смыслом понимается отношение
субъекта к миру, выраженному в значениях, т. е. как
бы «значение значения» для личности, неразрывно
связанное с её мотивами, общей направленностью.
Формой проявления личностного смысла может
выступать эмоциональная окраска, неосознаваемые
установки, готовность к чему-либо. Чувственная
ткань сознания – представления, наглядные образы,
впечатления, порождаемые в практической деятельности и выступающие звеном, связующим субъект с
внешним миром [7]. Именно из этих социально-психологических и психологических оснований состоит
рассмотрение понятий «языковая личность», «вторичная языковая личность».
«Языковая личность» базируется на понятии
личности как субъекта отношений и сознательной
деятельности, определяющейся системой общественных отношений, культурой и биологическими
особенностями. При этом многие исследователи
на первый план выдвигают ее интеллектуальные
характеристики, так как интеллект наиболее интенсивно проявляется в языке и исследуется через
язык. Интерес к данной теме особо ярко проявился
в 80-х годах ХХ века. В этот период внимание лингвистов сосредоточилось на роли «человеческого
фактора» в языке. Это обусловило включение в
понятийный аппарат лингвистики новой категории
– «языковая личность», которая применительно к
изучению иностранного языка, может быть представлена как вторичная языковая личность.
В широкий научный обиход понятие «языковая
личность» ввёл Ю. Н. Караулов. В рамках лингводидактического направления исследователь рассматривает языковую личность как «совокупность
способностей и характеристик человека, обусловливающих создание и воспроизведение им речевых
произведений (текстов), которые различаются:
а) степенью структурно-языковой сложности;
б) глубиной и точностью отражения действительности;
в) определенной целевой направленностью…» [8].
Совершенно логично, что вторичная языковая личность формируется под влиянием первичной языковой личности, сформированной родным
языком человека. В обобщённом виде, по мнению
И. И. Халеевой, «вторичная языковая личность»
определяется как «способность человека к общению
на межкультурном уровне». Данная способность
складывается из овладения вербально-семантическим кодом изучаемого языка, то есть «языковой
картиной мира» носителей этого языка (формирование вторичного языкового сознания) и «глобальной
(концептуальной) картиной мира» [9].
При этом применительно ко вторичной языковой
личности сегодня используется модель Ю. Н. Караулова, в которой выделяется три уровня:
- вербально-семантический, единицами которого являются отдельные слова как единицы вербально-ассоциативной сети;
- лингвокогнитивный, единицами которого являются понятия, идеи, концепты, складывающиеся у
каждой языковой личности в более или менее упорядоченную картину мира, отражающую иерархию
ценностей;
- мотивационный уровень, единицы которого
проявляются в коммуникативно-деятельностных
потребностях личности [10].
Опыт нашей работы показывает, что успешность
изучения иностранного языка во многом зависит от
самооценки поведения на занятиях иностранным
языком. Успешными могут быть только мотивированные, свободно себя чувствующие, не боящиеся высказывать на занятии свою точку зрения
студенты. Если они сталкиваются с боязнью ошибиться, то это влечёт за собой психологическую
скованность и, соответственно, слабые коммуникативные умения [11].
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Мы считаем, что, для того чтобы сформировать
целостную языковую личность, необходимо учитывать критерии сформированности мотивации.
Основными критериями, на наш взгляд, являются:
1) «смысловой» – какой личностный смысл студенты придают изучению иностранного языка, 2)
«иерархический» – место и роль мотивов изучения
иностранного языка в общей системе мотивов учебной деятельности, 3) «профессионально направленный» – понимание важности иностранного языка в
будущей профессиональной деятельности [12].
На формирование целостной языковой личности
у студентов влияют две взаимосвязанные группы
условий:
а) условия, влияющие на формирование внутренней мотивации: профессиональный интерес,
осознание практической и теоретической значимости получаемых знаний для будущей профессии,
учёт особенностей профессиональной деятельности. Особое место, на наш взгляд, занимает учёт
особенностей будущей профессиональной деятельности, а также необходимых требований, предъявляемых к личности будущего специалиста;
профессиональная подготовленность преподавателя (его личностные особенности, методическая грамотность, ориентированность в той специальности, которую получают студенты, осознание
преподавателем тех целей, потребностей, которые
ставят пред собой студенты, изучая иностранный
язык, коммуникабельность, открытость, эмпатичность, недирективность организации процесса обучения); эмоциональная насыщенность занятий;
б) условия, влияющие на формирование внешней
мотивации, – создание ситуации успеха или осознание неудачи и ее причин, соревновательность занятий, коммуникативная направленность занятий.
Вышеперечисленные условия при обучении
иностранному языку могут быть реализованы при
использовании различных подходов. Наиболее
эффективными из них для развития мотивации изучения иностранного языка у студентов неязыковых
специальностей являются контекстный подход,
сознательно-коммуникативный, деятельностный и
«английский язык в специальных целях». Сочетание этих подходов даёт возможность создать условия, положительно влияющие на формирование
языковой личности, развивать профессиональную
и познавательную мотивации.
Формированию языковой личности способствуют различные педагогические средства, разработанные в рамках трёх моделей: семиотической, имитационной и социальной. Семиотическая
модель включает в себя коммуникативные упражнения на усвоение лексики, грамматики в пределах
темы; работу с основными текстами, коммуникативные упражнения к основным текстам. Имитационная модель предусматривает отработку речевых
клише и штампов, работу с текстами, дополнительными к содержащимся в традиционной программе,
коммуникативные упражнения к ним; обучение
умениям диалогического общения; освоение профессионально-речевых ситуаций ролевого поведения; заполнение анкет психологического характера;
стендовые/устные доклады. Социальная модель
включает ролевые игры, деловые игры, анализ конкретных ситуаций, симуляции, письменные формы
работы. Модели взаимосвязаны и могут быть
использованы в той или иной последовательности
начиная с семиотической или социальной модели
в зависимости от курса и уровня подготовленности
студентов [13].
В настоящее время большинство экспертов
в области изучения, преподавания иностранных
языков полагают, что формирование вторичной языковой личности является одной из задач при изучении и обучении языкам. Формирование вторичной
языковой личности способствует успешному осуществлению социального взаимодействия с носителями иной культуры. В этой связи компонентами
формирования языковой личности является выработка компетенции лингвистической (теоретические
знания о языке), языковой (практическое владение
языком), коммуникативной (использование языка
в соответствии с ситуацией общения, навыки правильного речевого поведения), культурологической
(вхождение в культуру изучаемого языка, преодоление культурного барьера в общении).
Таким образом, мы можем определить для себя
несколько критериев вторичной языковой личности:
- овладение иностранным языком и культурой;
- готовность к общению на межкультурном
(международном) уровне (в аутентичной среде),
овладение тезаурусом и нормами языка;
- готовность к восприятию иноязычной картины
мира (понимание ее своеобразия и ценности).
Список использованной литературы
1. Banks James A., Tucker Michelle. Multiculturalism’s Five Dimensions. NEA Today Online.
2. Вайнрайх У. Одноязычие и многоязычие
// Языковые контакты. М., 1972. С. 25–60.
170
3. Караулов Ю. Н. «Четыре кита» современной лингвистики или о предпосылках включения
«языковой личности» в объект науки о языке (от
содержания науки – к ее истории) // Соотношение
частнонаучных методов и методологии в филологической науке: сб. науч. трудов. М., 1986. С. 33–52.
4. Лурия А. Р. Курс общей психологии. Мышление
и речь: лекции 1–12. М. : Изд-во МГУ, 1970. 315 с.
5. Сепир Э. Статус лингвистики как науки
// Избранные труды по языкознанию и культурологии. М., 1993; Уорф Б. Л. Наука и языкознание.
О двух ошибочных воззрениях на речь и мышление,
характеризующих систему естественной логики,
и о том, как слова и обычаи влияют на мышление.
6. Леонтьев А. А. Слово в речевой деятельности.
М.: Наука, 1965. 245 с.
7. Там же.
8. Караулов Ю. Н. Русский язык и языковая личность. М., 2004.
9. Халеева И. И. Вторичная языковая личность
как реципиент инофонного текста // Язык-система.
Язык-текст. Язык-способность. М.,1995.
10. Караулов Ю. Н. Русский язык и языковая
личность.
11. Касаткина Н. Н. Формирование мотивации
изучения иностранного языка у студентов неязыковых специальностей: дис. ... канд. пед. наук. Ярославль, 2003. 210 с.
12. Там же.
13. Там же; Вербицкий А. А. Контекстное обучение и становление новой образовательной парадигмы. Жуковский: МИМ «Линк», 2000. 41
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ОБ УЧЕТЕ НАЦИОНАЛЬНОГО КОМПОНЕНТА ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБУЧЕНИИ АНГЛОЯЗЫЧНОМУ ПИСЬМЕННОМУ НАУЧНОМУ ОБЩЕНИЮ
ЗАНИНА Е.Л.1
1 Национальный исследовательский университет «Высшая школа экономики»
Тип: статья в журнале - научная статья Язык: русский
Номер: 8 Год: 2013 Страницы: 45-53 Поступила в редакцию: 20.03.2013
УДК: 81.111
ЖУРНАЛ:
ВЕСТНИК ПЕРМСКОГО НАЦИОНАЛЬНОГО ИССЛЕДОВАТЕЛЬСКОГО ПОЛИТЕХНИЧЕСКОГО УНИВЕРСИТЕТА. ПРОБЛЕМЫ ЯЗЫКОЗНАНИЯ И ПЕДАГОГИКИ
Издательство: Пермский национальный исследовательский политехнический университет (Пермь)
ISSN: 2224-9389eISSN: 2305-140X
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, ПИСЬМЕННАЯ НАУЧНАЯ КОММУНИКАЦИЯ, НАЦИОНАЛЬНАЯ СПЕЦИФИКА, КОНЦЕПТ, НАЦИОНАЛЬНОЕ КОММУНИКАТИВНОЕ ПОВЕДЕНИЕ, НАЦИОНАЛЬНЫЙ КОММУНИКАТИВНЫЙ СТИЛЬ
АННОТАЦИЯ:
Рассматривается необходимость обучения особенностям английского национального коммуникативного поведения в сфере письменной научной коммуникации. Прослеживается актуализация некоторых концептов английской концептосферы в характеристиках английского коммуникативного стиля письменной научной коммуникации, выделенных в рамках подхода Э. Холла и концепции параметров культуры Г. Хофстеде
---
й стиль.
Закономерным следствием формирования антропоцентрической парадигмы лингвистических исследований стала разработка понятия языковой
личности, введённого в российскую лингвистику В.В. Виноградовым и получившего комплексное освещение в концепции Ю.Н. Караулова. В трудах Ю.Н.
Караулова языковая личность определяется как «совокупность способностей и
характеристик человека, обуславливающих создание и восприятие им речевых
произведений (текстов), которые различаются степенью структурно-языковой
сложности, глубиной и точностью отражения действительности, определённой
целевой направленностью» [1, с. 3]. Языковая личность, по А.Н. Караулову, –
это «…вид полноценного представления личности, вмещающий в себя и психический, и социальный, и этический компоненты, но преломленные через ее
язык, ее дискурс» [1, c. 7]. Она отображается исследователем в трехуровневой
модели, соединившей важнейшие парадигмы лингвистического исследования
и состоящей из следующих уровней: 1) вербально-семантического (слов, организованных в виде ассоциативно-вербальной сети); 2) лингвокогнитивного (тезаурусного), связанного с картиной мира языковой личности; 3) мотивационного (прагматического), представленного коммуникативно-деятельност-ными
потребностями личности [1, c. 52–53]. Многоуровневость, комплексность модели языковой личности отражает многоаспектность этого понятия, определяя
тем самым его плодотворность для различных направлений лингвистики и
смежных с ней наук.
46
Принято считать, что лингводидактическое понимание языковой личности было впервые сформулировано в работах Г.И. Богина и развито И.И. Халеевой в ее ставшей классической концепции вторичной языковой личности,
представляющей собой лингводидактическую модификацию модели А.Н. Караулова, а также в трудах Н.Д. Гальсковой, С.Г. Воркачева, И.А. Стернина,
С.М. Андреевой, С.Б. Мордас и многих других исследователей. И.И. Халеева
выделяет на лингвокогнитивном уровне модели тезаурус-1, связанный с ассоциативно-вербальной сетью языка и отражающий языковую картину мира,
и тезаурус-2 – систему «пресуппозиций и импликаций языковой личности,
формирующую ее “концептуальную”, или “глобальную”, “картину мира”» [2,
c. 67]. Исследователь определяет вторичную языковую личность как «способность человека к общению на межкультурном уровне», складывающуюся из
«овладения вербально-семантическим кодом изучаемого языка, т.е. “языковой
картиной мира” носителей этого языка (формирование вторичного языкового
сознания), и “глобальной (концептуальной) картиной мира”, позволяющей человеку понять новую для него социальную действительность» [3, с. 68]. Вторичная языковая личность, признаваемая центральной категорией лингводидактики, рассматривается как цель и результат обучения иностранному языку.
Как лингвистическая и лингводидактическая концепции языковой личности,
так и понимание этого термина в рамках смежных наук фиксируют национально-специфичный характер языковой личности и неизбежно выводят исследователя на проблематику межязыкового общения.
Два последних десятилетия характеризуются активной и многоаспектной разработкой понятий «языковая личность» и «вторичная языковая личность» в лингвистике, а также глубоким исследованием проблем межязыкового общения в рамках теории межкультурной коммуникации, этнолингвистики, этнопсихологии, лингвокультурологии, лингводидактики и методики
преподавания английского языка (Т.Н. Астафурова, В.В. Сафонова, Г.В. Елизарова, Ю.Б. Кузьменкова и др.). Наблюдается тенденция интеграции в лингвистическую и лингводидактическую теории языковой личности понятийного аппарата теории межкультурной коммуникации и других недавно возникших наук и направлений лингвистики – этнической психологии, этнолингвистики, компаративной прагматики, лингвокультурологии, а также понятий
теории коммуникации и психологии. Примером может служить заимствование из психологии и органичное встраивание А.Н. Карауловым в лингвистическую модель языковой личности психологического понятия «коммуникативная потребность».
Тем не менее анализ теории и практики профессионально-ориентированного преподавания иностранного языка в неязыковом вузе зачастую выявляет
несоответствие между целями обучения и его практикой, направленной в основном на формирование вербально-семантического уровня языковой личности.
47
Особенно заметен этот разрыв в обучении письменному научному общению, что
объясняется, вероятно, теоретической неразработанностью проблемы английского коммуникативного стиля в этой сфере. Игнорирование лингвокогнитивного (тезарусного) и прагматического уровней языковой личности, на
наш взгляд, подменяет обучение национально-специфичному коммуникативному стилю англоязычного научного дискурса механическим заучиванием набора
клише и синтаксических моделей, что приводит к потере мотивации и снижает
эффективность обучения.
В данной статье предпринимается попытка доказать необходимость
обучения письменному научному общению на английском языке с учетом
национальной специфики языковой личности, проявляющейся в особенностях английского коммуникативного стиля в данной сфере.
Процесс формирования вторичной языковой личности, связанный с пониманием языковой личности как национального феномена, как известно,
осуществляется на основе первичной языковой личности и заключается в
процессе перевода другого языка и отражаемой им другой культуры в разряд
вторичного, но «нечуждого» языка, «нечуждой» культуры» [2, c. 277–278],
в инокультурации языковой личности. Целью этого процесса является такая
ступень развития языковой личности обучаемого, когда происходит интеграция межкультурных различий, и языковая личность получает способность
«переключаться» с одной культуры на другую или другие, осознавая себя
представителем одной из этих культур.
Идея зависимости сознания языковой личности от этноцентричности
картины мира, опосредованности картины мира языком относится к числу
общепризнанных (В. фон Гумбольдт, Э. Сепир и Б.Л. Уорф, А.Н. Леонтьев,
А.А. Леонтьев, А. Вежбицка, Н.В. Уфимцева, А.А. Залевская, Ю.Н. Караулов,
В.И. Карасик, З.Д. Попова, И.А. Стернин и мн. др.). Национальноспецифичный характер языковой личности проявляется на всех ее уровнях,
что позволяет многим исследователям отмечать значимость национального
компонента в структуре языковой личности (О.С. Иссерс, Ю.А. Прохоров,
Ю.Н. Караулов, И.А. Стернин, Г.Я. Селезнева и др.).
На вербально-семантическом уровне (в модели А.Н. Караулова), единицами которого признаются слова, национальная специфика языковой личности выражается в лексике и характере связей в ассоциативно-вербальной
сети, представляющей национальную языковую картину мира, при этом последняя понимается как «совокупность сведений о мире, активизируемых
с помощью различных механизмов вербализации, а также хранимых и передаваемых от поколения к поколению с помощью вербального кода; часть картины мира вообще, которая опосредована языковыми знаками, знанием языка
или даже – шире – знанием языка, его единиц и правил и содержанием его
форм» [4, с. 144]. На лингвокогнитивном (концептуальном) уровне, в модели
48
Ю.Н. Караулова, и в тезаурусе-2, в модели И.И. Халеевой, единицей которого
считается концепт – когнитивная структура, отражающая фрагмент действительности, этот характер манифестируется национальной спецификой концептуальной картины мира.
Термин «концепт», заимствованный из когнитивной лингвистики, получил разнообразные толкования в различных направлениях и школах лингвистики и смежных наук. В данной статье принимается формулировка
В.И. Карасика, определяющего концепт как ментальное образование, которое
представляет собой хранящийся в памяти человека значимый осознаваемый
типизируемый фрагмент опыта» [5, с. 95]. Совокупность концептов, характерных для той или иной нации, образует национальную концептосферу. Различие
когнитивных картин мира, отражаемых в различных языках, определяется
в первую очередь наличием специфических национальных концептов, входящих в культуру [6, c. 286], а также различиями в сходных концептах сравниваемых культур, ядерные компоненты которых в значительной степени совпадают, а периферийные и культурологический компоненты имеют национальную специфику. Поскольку слово соотносится с концептом, при реконструкции национальной концептосферы многие исследователи берут за основу так
называемую безэквивалентную лексику, обозначающую несуществующие
в другом языке (лакунарные) концепты, а также частично эквивалентную лексику, соотносящуюся с концептами, структура и значения компонентов которых в разных языках значительно различаются. Среди соответствующих этой
лексике национально-специфичных концептов выделяются доминантные концепты, или культурные доминанты (W.B. Gudykunst, K. Knapp, Е.В. Бабаева,
А. Вежбицка, С.Г. Воркачев, В.И. Карасик, Г.Г. Слышкин; Ю.А. Сорокин,
С.С. Тахтарова), которые «составляют ядро ценностной картины мира» определённой культуры и представляют собой «наиболее значимые для данной
культуры концепты, совокупность которых образует определенный тип культуры, поддерживаемый и сохраняемый в языке» [7, с. 5].
Так, в английской лингвокультуре доминантным традиционно признается
концепт privacy (автономия личности) (Т.А. Ларина, Ю.Б. Кузьменкова,
М.В. Цветкова и др.). Несмотря на отсутствие единого мнения по поводу критериев отбора и определения набора других доминантных для английской лингвокультуры концептов, анализ лингвистических и лингвокультурологических исследований английской концептосферы позволяет предположить, что к числу
несомненно важных можно отнести также концепты common sense (Р.Е. Богачев), freedom (А. Вежбицка, Р.Е. Богачев), tradition (Г.Г. Серова), а также концепты understatement (А.А. Джиоева) и tolerance (Н.А. Неровная).
Доминантные концепты национальной концептосферы актуализируются в национально-специфичном коммуникативном поведении, определяемом
совокупностью норм и традиций общения в определенном лингвокультурном
49
сообществе. Коммуникативное поведение представляет мотивы, цели, коммуникативные стратегии, которые можно рассматривать как стереотипы построения процесса коммуникативного воздействия, и способы их реализации.
Таким образом, коммуникативное поведение относится к мотивационному
(прагматическому) уровню языковой личности. Типичное национальноспецифичное коммуникативное поведение закрепляется в форме национального коммуникативного стиля, или коммуникативного этностиля, понимаемого как «предопределяемый культурой тип коммуникативного поведения,
проявляющийся в выборе и предпочтительности средств коммуникации (вербальных и невербальных)» [8].
Национальный коммуникативный стиль, в том числе вербальный, варьируется в разных сферах общения и типах дискурса (текста, погруженного
в ситуацию общения), сохраняя основные коммуникативно-языковые характеристики, обусловленные национальной культурой и приобретая при этом
специфические черты в зависимости от сферы общения (бытовой, деловой,
научной и т.д.) и типа дискурса (институционального или персонального).
Заслуживает внимания тот факт, что проблематика национального
коммуникативного стиля, достаточно подробно разработанная для бытовой,
политической и некоторых других сфер общения, получила незначительное
освещение применительно к научному дискурсу. Это объясняется, повидимому, тем фактом, что принадлежность научного дискурса к институциональному типу – специализированной клишированной разновидности
общения между людьми, которые могут не знать друг друга, но должны общаться в соответствии с нормами данного социума [9, c. 279], – обусловливает регламентированность научного дискурса интернациональными нормами
научного общения. Соответственно, проявления национальных коммуникативных стилей в значительной мере нивелируются.
Кроме того, ряд характеристик английского коммуникативного стиля
в научной сфере совпадает с общими характеристиками научного дискурса,
определяемыми его целями. Этими целями, как известно, являются получение и верификация нового знания (при этом ни один из исследователей не
обладает монополией на истину), включение его в парадигму существующего
знания и получение одобрения научного сообщества. Так, цели научного
дискурса задают равноправные отношения между его участниками, регулируемые нормами научного общения, которые во многом определяются принципом и максимами кооперации Г.П. Грайса и принципом и максимами вежливости Дж. Лича, что обусловливает, в частности, нормативное использование в научном общении коммуникативной стратегии смягчения, или митигации (С.С. Тахтарова), позволяющей снижать категоричность негативных оценок мнения другого и самопрезентации автора дискурса. Английский коммуникативный стиль характеризуется, как известно, неимпозитивностью, т.е.
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недопустимостью прямого воздействия на адресата (проявление концептов
privacy и tolerance), что выражается в применении той же коммуникативной
стратегии. Диалогичность письменного научного дискурса перекликается
с характером учета адресата в английском коммуникативном стиле, обусловленном теми же концептами.
Существующие в сознании личности нормы детерминируются типом
культуры и характеристиками социальных отношений в обществе носителей
данного языка, который в западной лингвистике принято определять через так
называемую «культурную грамматику» Э.Т. Холла [цит. по 10, с. 109–122]
и «культурные измерения», или параметры культуры Г. Хофстеде – культурные
ценности, признанные носителями данной культуры [там же, с. 122–135]. По
Э. Холлу, культуры следует классифицировать по 10 признакам, из которых
важнейшими для вербальной коммуникации представляются высококонтекстность/низкоконтекстность (по роли для коммуникации неформальных сетей
коммуникации), отношение к пространству и отношение ко времени. В соответствии с пониманием Э. Холла английская лингвокультура может быть отнесена
к низкоконтекстной разновидности, представители которой из-за неразвитости
неформальных информационных сетей часто нуждаются в детальной дополнительной информации, что обусловило возникновение и поддержание в некоторых сферах общения традиции повышенной детальности изложения. Английская культура также признается монохронной, т.е. характеризуется такими особенностями коммуникативного поведения, как концентрация на выполнении
только одного дела в один отрезок времени, очередность выполнения дел, пунктуальность, приоритет обязательств и восприятие времени как ценности.
По критерию отношения к пространству английская лингвокультура
считается дистантной, т.е. предполагает незначительное прямое коммуникативное воздействие на адресата. К «параметрам культуры» Г. Хофстеде относится дистанция власти (эмоциональная дистанция, разделяющая нижестоящих и вышестоящих членов общества), коллективизм/индивидуализм, терпимость к неопределённости, фемининность/маскулинность (соревновательность). Английский коммуникативный стиль определяется Г. Хофстеде как
стиль, для которого характерна небольшая дистанция власти (т.е. демократичность) и индивидуализм. Многие исследователи справедливо полагают,
что выделенные Э. Холлом и Г. Хофстеде параметры актуализируются в определенных характеристиках национального коммуникативного стиля в рамках определенной сферы общения (Л.В. Куликова, Т.В. Ларина и др.).
Изучение корпуса научных статей по теории менеджмента на английском и русском языках выявило некоторые особенности английского коммуникативного стиля в сфере научного общения в предметной области «менеджмент», по сравнению с русским коммуникативным стилем в той же области. Эти особенности, на наш взгляд, соотносятся с определенными нацио-
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нально-специфичными концептами английской концептосферы и параметрами культурных моделей Э. Холла и Г. Хофстеде, что позволяет проследить
актуализацию значимых концептов английской лингвокультуры в особенностях национального коммуникативного поведения в указанной сфере. Так,
были отмечены следующие особенности английского коммуникативного
стиля в письменной научной коммуникации:
1) употребление значительного количества лексики, отражающей систему ценностей английской лингвокультуры (толерантность, логичность, последовательность, эмпирическую направленность, безэмоциональность
и т.д.), выраженных в значимых концептах privacy, common sense (например,
argument, result, produce, prove, consequence, consistent, choice т.д.);
2) преобладание индуктивного построения аргументации (проявление
концепта common sense и монохронности английской лингвокультуры, по
Э. Холлу);
3) большая, по сравнению с русскими статьями, детальность изложения
методов, результатов и выводов исследования, а также рекомендаций для
дальнейшего исследования (концепт common sense, низкоконтекстность, по
Э. Холлу);
4) многочисленные ссылки на источники в частях «методика», «результаты исследования» и «обсуждение» (проявление концептов privacy, common
sense, низкоконтекстность, по Э. Холлу);
5) несколько меньшая, по сравнению с русскими статьями, категоричность
критических замечаний, выражающаяся в нормативном сочетании нескольких
маркеров коммуникативной стратегии смягчения в рамках одного предложения,
в меньшем количестве маркеров усиления достоверности мнения автора, в сочетании критики с гиперболизированной положительной оценкой и т.д. (концепты
privacy, understatement, tolerance, дистантность, по Э. Холлу);
6) более четкое, по сравнению с русскими статьями, следование одному
из вариантов нормативной структуры статьи (концепты tradition, common
sense, монохронность, по Э. Холлу);
7) линейная модель дискурса, эксплицируемая четкой структурой основной части статьи с последовательной аргументацией, отсутствием отступлений, многочисленными подзаголовками (концепт common sense, монохронность, по Э. Холлу);
8) использование местоимения “I” вместо русского «мы» (концепт
privacy, индивидуалистичность английской культуры, по Г. Хофстеде);
9) лаконичность, сжатость заголовка статьи (концепты privacy, common
sense, отношение к времени и пространству как к ценности, по Э.Холлу);
10) меньшая наполненность сложными терминами (концепты privacy,
common sense, низкоконтекстность и дистантность, по Э. Холлу, небольшая
дистанция власти, по Г. Хофстеде);
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11) более объективная и подробная оценка результатов исследования,
включающая негативную авторскую оценку некоторых результатов и гипотез
(концепт common sense, монохронность, по Э. Холлу; концепт understatement,
дистантность, по Э. Холлу);
12) иногда – наличие элементов юмора (концепт freedom, небольшая
дистанция власти, по Г. Хофстеде).
Расмотренные особенности англоязычных научных статей по теории
менеджмента и их сравнение с русскоязычными статьями той же предметной
области выявляют актуализацию значимых концептов privacy, common sense,
tradition, freedom, understatement, tolerance английской концептосферы в особенностях английского коммуникативного стиля в сфере письменной научной коммуникации, определяемых «параметрами культуры» Г. Хофстеде
и «культурной грамматики» Э. Холла, что позволяет говорить о выраженности национального компонента в коммуникативном стиле англоязычной
письменной научной коммуникации.
Интеграция в сознание обучаемых национально-специфичных концептов, демонстрация их связи со спецификой английского коммуникативного
стиля может способствовать формированию лингвокогнитивного и прагматического уровней вторичной языковой личности студентов и аспирантов,
позволяя проследить актуализацию доминантных концептов в особенностях
национального коммуникативного поведения и перейти к осознанному, органичному употреблению в письменном научном общении национальноспецифичного коммуникативного стиля. Учет особенностей английского
коммуникативного стиля в этой сфере при обучении письменному научному
общению может способствовать более эффективной инокультурации языковой личности будущего специалиста, формированию его способности выступать в роли «медиатора культур» в научном общении.
Список литературы
1. Караулов Ю.Н. Русский язык и языковая личность. – М.: Наука, 1987.
2. Халеева И.И. Подготовка переводчика как «вторичной языковой
личности» // Тетради переводчика: науч.-теор. сб. – Вып. 24. – М.: Изд-во
МГЛУ, 1999. – С. 63–72.
3. Халеева И.И. Вторичная языковая личность как реципиент инофонного текста // Язык-система. Язык-текст. Язык-способность. – М., 1995. –
С. 277–285.
4. Роль словообразования в формировании языковой картины мира /
Б.А. Серебренников, Е.С. Кубрякова, В.И. Постовалова [и др.]. Роль человеческого фактора в языке. Язык и картина мира. – М.: Наука, 1988. – С. 141–172.
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5. Карасик В.И. Концепты-регулятивы // Язык, сознание, коммуникация: сб. ст. / отв. ред. В.В. Красных, А.И. Изотов. – М.: МАКС Пресс, 2005. –
Вып. 30. – С. 95–108.
6. Павилѐнис Р.И. Проблема смысла: Современный логикофункциональный анализ языка. – М.: Мысль, 1983.
7. Карасик В.И. Культурные доминанты в языке // Языковая личность:
культурные концепты: сб. науч. тр. – Волгоград; Архангельск: Перемена,
1996. – С. 3–16.
8. Ларина Т.А. Английский стиль фатической коммуникации [Электронный ресурс]. – URL: http://rudocs.exdat.com/docs/index-274586.html (дата
обращения: 14.05.2913).
9. Карасик В.И. Языковой круг: личность, концепты, дискурс. – Волгоград: Перемена, 2002.
10. Куликова Л.В. Коммуникативный стиль в межкультурной парадигме / Краснояр. гос. пед. ун-т им. В.П. Астафьева. – Красноярск, 2006.
ОБРАЗОВАТЕЛЬНЫЙ МЕНЕДЖЕР КАК ЯЗЫКОВАЯ ЛИЧНОСТЬ
ДИДЕНКО В.Н.1
1 СмолГУ
Тип: статья в журнале - материалы конференции Язык: русский
Номер: 10 Год: 2015 Страницы: 60-65
УДК: 378.01:808.5
ЖУРНАЛ:
УЧИТЕЛЬ И ВРЕМЯ
Издательство: Смоленский государственный университет (Смоленск)
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, РИТОРИЧЕСКАЯ КОМПЕТЕНТНОСТЬ, РИТОРИЧЕСКАЯ ГОТОВНОСТЬ, RHETORICAL COMPETENCE, РЕЧЕВОЙ ПОСТУПОК, SPEECH ACT, ТЕКСТ, TEXT, ТВОРЕЦ, CREATOR, RHETORICAL COMMITMENT, ДИАЛОГОВАЯ СРЕДА, DIALOGUE ENVIRONMENT, ОБРАТНАЯ СВЯЗЬ, INVERSE RELATIONSHIP, САМОСТЬ, САМОАКТУАЛИЗАЦИЯ, SELF ACTUALIZATION, ИНТЕГРАЦИЯ, INTEGRATION, СРЕДСТВО ОБЩЕНИЯ, MEANS OF COMMUNICATION, НЕПРЕРЫВНОЕ САМОРАЗВИТИЕ, CONTINUOUS SELF-DEVELOPMENT, SELFNESS
АННОТАЦИЯ:
В статье обосновывается актуальность формирования языковой личности магистранта - будущего образовательного менеджера. Представлены результаты теоретического обобщения научных подходов к определению структуры и содержания понятия «языковая личность»; предложен авторский вариант определения данного понятия; рассмотрены возможности дисциплины «Риторическая компетентность менеджера» по формированию языковой личности образовательного менеджера.
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языковой личности образовательного менеджера.
Глубокие качественные преобразования, осуществляющиеся во многих
сферах нашей жизни, в полной мере отражаются и на подготовке магистрантов – образовательных менеджеров в системе высшего образования. Социокультурная ситуация в гражданском обществе требует, чтобы каждый обучающийся получил образование, соответствующее запросам современного
социума и потребностям самого специалиста. В связи с этим особую значимость приобретают актуальные вопросы стандартизации высшего образования по направлению подготовки «Педагогическое образование». Ныне действующий Федеральный государственный образовательный стандарт высшего образования по направлению подготовки 44.04.01 «Педагогическое образование» (уровень магистратуры) предусматривает ориентацию магистрантов
на высокий уровень развития профессионализма, владение современными
способами решения профессионально-педагогических задач, формирование
профессионально важных компетенций.
Применительно к дисциплине «Риторическая компетентность менеджера», преподаваемой в Смоленском государственном университете, выделим общепрофессиональные компетенции, сущность и содержание которых
значимо для поднимаемых в статье вопросов. Они включают готовность:
осуществлять профессиональную коммуникацию в устной и письменной
формах на русском и иностранном языках для решения задач профессиональной деятельности (ОПК-1); взаимодействовать с участниками образовательного процесса и социальными партнерами, руководить коллективом, толерантно воспринимая социальные, этноконфессиональные и культурные
различия (ОПК-3); использовать индивидуальные креативные способности
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для самостоятельного решения исследовательских задач (ПК-6). Названные
компетенции в числе других позволят достичь цели осваиваемой дисциплины – сформировать риторическую готовность магистрантов к реализации
профессиональных функций в сфере образовательного менеджмента.
Центральной идеей преподавания данной дисциплины является формирование творческой языковой личности будущего магистра – образовательного менеджера, ориентированного на диалог (взаимодействие с другими). В соответствии с данной идеей цель статьи и заключается в осмыслении
феномена языковой личности и путей ее формирования.
Понятие «языковая личность» впервые было введено в науку В.В. Виноградовым в 20-е годы ХХ века. Язык в концепции автора предстает как
система, как текст, как способность, то есть включает собственно лингвистические аспекты [2, с. 78].
По мнению Г.И. Богина, «языковая личность – это человек, рассматриваемый с точки зрения его готовности исполнять речевые поступки, создавать и принимать произведения речи» [1, с. 14].
Идея постижения смыслов понятия «языковая личность» получила реальное воплощение в исследованиях Ю.Н. Караулова. Ученый по достоинству оценивает его сущность и содержание, определяя языковую личность как
«совокупность способностей и характеристик человека, обусловливающих
создание и восприятие им речевых произведений (текстов). Они различаются
степенью структурно-языковой сложности, глубиной и точностью отражения
действительности, целевой направленностью» [5, с. 38]. Исследователь отмечает, что овладение языком – его лексикой, грамматикой, стилистикой, произносительной сферой – создает внутренний образ мировоззрения людей и
каждого человека. Важен взгляд на языковую личность как на вид полноценного представления личности, вмещающий в себя и психический, и социальный, и этический и другие компоненты, но преломленные через ее язык, ее
дискурс. Вместе с тем автор подчеркивает: «…нельзя познать сам по себе
язык, не выйдя за его пределы, не обратившись к его творцу, носителю, пользователю – к человеку, к конкретной языковой личности» [5, с. 8].
Исходя из концептуальных положений данной теории, зададимся вопросом: какие способности и характеристики личности обусловливают создание и восприятие ею речевых произведений и дают ей возможность ярко,
глубоко и индивидуально проявить себя как языковую личность?
В связи с тем что мы рассматриваем процесс формирования риторической готовности будущих магистров к реализации профессиональных функций в сфере образовательного менеджмента как практику становления языковой личности, развития ее творческих сил и способностей, необходимо осмысление методологических оснований образовательного процесса, способствующего эффективности данной практики. С этой целью обратимся к идеям представителей философской антропологии. Так, в философии А. Гелена
вводится сущностная характеристика человека как способность быть чест-
62
ным и естественным по отношению к другим, то есть «открытость миру».
Заметим, что ситуация открытости миру превращает человека в деятельное
существо. По А. Гелену, действовать означает не просто жить, но прежде
всего «вести жизнь» [6, с. 152]. Философская концепция А. Гелена может
служить основой для исследователей-психологов, изучающих человека в его
отношениях к миру. В частности, обнаруживается корреляция идей психологов Д. Лафта и Х. Ингама с философскими воззрениями А. Гелена. Д. Лафт и
Х. Ингам создали модель «Окно Джохари», в центре которой протекают процессы между индивидом и группой. Фактически представляется технология
получения обратной связи во взаимодействии, на основе которой формируется образ самого себя [4, с. 112–113]. Полагаем, что чем более человек открыт
миру, тем более о нем могут узнать другие, что увеличивает возможность
взаимопонимания, более полной реализации «Я» через других. Идеи теоретических позиций авторов апробированы нами в диалоговой среде, целенаправленно создаваемой в процессе преподавания дисциплины «Риторическая
компетентность менеджера», что позволяет эмпирически подтверждать данную теорию [3, с. 39–42].
Особое место в ряду исследований системы «Я – другие» занимает научно-творческая деятельность К.Г. Юнга, придававшего большую значимость такой жизненной цели индивида, как «обретение самости» в результате
стремления различных компонентов личности к единству [7, с. 197–206].
«Самость» представляет собой сердцевину личности. Особое внимание при
этом обращается автором на потребности самоактуализации как желание человека стать тем, кем он может стать, добиться полного использования своих
талантов, способностей, творческого потенциала. Развиваемая исследователем тема стремления к интеграции, гармонии, целостности в дальнейшем
нашла продолжение в гуманистической и феноменологической теориях личности. Так, А. Маслоу рассматривает человека как целостную личность («каждого человека нужно изучать как единое, уникальное, организованное целое»). Исследователь вместе с тем указывает на творческий характер личности («творчество – универсальная функция человека, которая ведет ко всем
формам самовыражения») [7, с. 480–487].
В русле концепции К. Роджерса важное место отводится взгляду на человека как на целостный, уникальный, интегрированный организм [7, с. 535–
537]. Утверждая его целостность и уникальность, исследователь выделяет
направленность на самоактуализацию как процесс реализации человеком
своего потенциала с целью становления полноценно функционирующей
творческой личностью. Конструкт самости является важнейшей частью теории Роджерса – «теории Я».
Синтез идей К.Г. Юнга, А. Маслоу, К. Роджерса позволяет засвидетельствовать значимость субъектной активности личности, которая создает
себя во взаимодействии с другими людьми, будучи включенной в разные
системы связей. Следствием этого вывода является возможность рассмотре-
63
ния отношения «Я – другой» как базового основания, отражающего сферу
отношений языковой личности к миру, другим людям, самой себе. Ориентация на идеи уникальных концепций авторов важна для реализации нашего
замысла – формирования языковой личности, которая сама «творит учение»
и «делает саму себя».
В педагогическом аспекте теории языковой личности особо выделим
следующие направления: речь как средство общения (А.А. Леонтьев,
В.А. Кан-Калик, Т.А. Ладыженская и др.); принципы, методы и приемы организации речевой подготовки учителя (Л.Н. Горобец, Н.А. Ипполитова,
Т.А. Ладыженская, Е.А. Юнина и др.); концепция профессионального развития учителя (И.Ф. Исаев, Л.С. Подымова, В.А. Сластенин, Е.Н. Шиянов и
др.).
Исходя из анализа теоретических источников, представляющих данные
направления, и собственного опыта работы, определим понятие «языковая
личность магистра – образовательного менеджера» как носителя языка, ориентированного на непрерывное саморазвитие умений, способностей, характеристик, обеспечивающих профессионально-обусловленное восприятие, понимание, воспроизведение и создание речевых произведений различных
жанров. Языковая личность магистра – образовательного менеджера обладает, в нашей интерпретации, такими системообразующими характеристиками,
как приоритетная установка на общечеловеческие ценности в сознании, поведении, деятельности; понимание речевого процесса как непрерывного
«дления» в пространстве и времени «внешней и внутренней речевой жизни».
Внешняя и внутренняя речевая жизнь магистранта истинно проявляется на практикумах через участие в различных видах делового общения,
включающих: подготовку и апробацию выступлений, целенаправленно ориентированных на формирование собственного профессиональнокоммуникативного «Я»; организацию и проведение деловых бесед, в ходе которых осуществляется поиск, выдвижение и оперативная разработка «рабочих» идей и замыслов; разработку сценариев деловых совещаний; проведение дискуссий, споров, интеллектуальных игр дискуссионного характера; овладение способами разрешения «производственных» конфликтов; приобретение навыков и умений ведения разных видов переговоров и др.
В ходе освоения данных видов общения магистрант переводит теоретические знания на язык практических действий. Так идет усвоение (интериоризация) понятий деловой риторики в процессе развернутого внешнего
диалога в системе «Я – другие», который постепенно переходит в диалог
внутренний. Внутренние схематизмы мышления затем экстериоризируются
во внешне развернутом диалоге. Таким образом, развивается практическое
мышление магистрантов. Визуализируем этот процесс.
64
Схема развития практического мышления магистрантов
Подытоживая сказанное, мы приходим к заключению о том, что подготовка магистранта – будущего образовательного менеджера предусматривает
развитие его как языковой личности. Выделим основания данной подготовки:
– рассмотрение процесса формирования риторической готовности магистрантов к реализации профессиональных функций в сфере образовательного менеджмента как практики развития языковой личности, ее творческих
сил и способностей;
– наличие целостно-личностной реакции на мир («угол зрения» на мир)
и сферу образовательного менеджмента как одну из составляющих окружающего мира;
– осознание связи между способностью хорошо говорить, профессионально читать, писать и умением правильно мыслить («мысль – облако, из которого речь источается в каплях» (Л.С. Выготский);
– развитие способности к инициированию ведущих идей, внутренне
задающих общий замысел коммуникативно-речевой деятельности;
– формирование умений разрешать противоречие между исходными
коммуникативно-речевыми интенциями и реальными условиями их воплощения;
– развитие «чувствительности к проблемам», ведущей к формированию творческого мышления в процессе делового общения;
– решение профессиональных задач через конструирование моделей,
проектов, замыслов с учетом условий общения, особенностей коммуникантов, взаимоотношений, типа взаимодействия.
Таким образом, осуществляется процесс «обретения самости» в коммуникативно-речевом самовыражении языковой личности магистранта – образовательного менеджера.
развернутый
внешний диалог
"Я – другие"
интериоризация
понятий
внешне развернутый диалог
"Я – другие"
экстериоризация
индивидуализированных представлений
внутренний диалог
индивидуализированные
представления
65
---
Литература
1. Богин Г.И. Модель языковой личности в ее отношении к разновидностям текстов: автореф. дис. … д-ра филол. наук. – Л., 1984. –
38 с.
2. Виноградов В.В. Избранные труды: О языке художественной прозы. – М.: Наука, 1980. – 360 с.
3. Диденко В.Н. Философско-педагогические нюансы создания диалоговой среды // Учитель и время: девятые педагогические чтения, посвященные памяти А.Е. Кондратенкова. – Смоленск: Изд-во СмолГУ, 2014. –
188 с.
4. Зарецкая Е.Н. Деловое общение: учебник: в 2 т. – 2-е изд., испр. и
доп. – М.: Дело, 2004. – Т. 1. – 696 с.
5. Караулов Ю. Н. Русский язык и языковая личность. – Волгоград:
Перемена, 2002. – 477 с.
6. Новейший философский словарь. – 3-е изд., испр. – Минск: Книжный Дом, 2003. – 1280 с.
7. Хьелл Л., Зиглер Д. Теории личности. – 3-е изд. – СПб.: Питер,
2004. – 607
65
ОБУЧЕНИЕ АНГЛИЙСКОЙ ЛЕКСИКЕ СО ЗНАЧЕНИЕМ "ПРОФЕССИЯ" КАК ЭЛЕМЕНТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
СРЕБРЯНСКАЯ НАТАЛЬЯ АНАТОЛЬЕВНАНаписать письмо автору1, КУЗЬМИН АРТЁМ АЛЕКСАНДРОВИЧ1
1 Воронежский государственный педагогический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (267) Год: 2015 Страницы: 193-195
УДК: 81.373.45
ЖУРНАЛ:
ИЗВЕСТИЯ ВОРОНЕЖСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА
Издательство: Воронежский государственный педагогический университет (Воронеж)
ISSN: 2309-7078
КЛЮЧЕВЫЕ СЛОВА:
ПРОФЕССИЯ, PROFESSION, НАЦИОНАЛЬНО-КУЛЬТУРНАЯ СПЕЦИФИКА, СЕМАНТИК, SEMANTICS, КУЛЬТУРНЫЕ РЕАЛИИ, CULTURAL REALITIES, НОМИНАЦИЯ, NOMINATION, ПЕРЕВОД, TRANSLATION, ОБУЧЕНИЕ ИНОСТРАННОМУ ЯЗЫКУ, TEACHING TO FOREIGN LANGUAGE, NATIONAL CULTURAL DIFFERENCES
АННОТАЦИЯ:
В статье рассматривается проблема поиска подходящих эквивалентов английской лексики со значением «профессия» в переводческом ракурсе. Приводятся результаты анализа семантических различий лексем: «profession», «occupation», «job», «position». Указываются сложности перевода этих лексем с английского языка на русский, а также трудности при обучении учащихся лексике по теме «Профессия» ввиду семантических и национально-культурных расхождений.
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Результатом любого языкового образования
должна стать сформированная языковая личность, а результатом образования в области
иностранных языков - вторичная языковая личность как показатель способности человека принимать полноценное участие в межкультурной коммуникации [1, с. 65]. Поликультурная (вторичная)
языковая личность способна осуществлять наиболее
продуктивное общение с носителями других культур, владея лакунами. На наш взгляд, содержательный потенциал лакун в формировании поликультурной (вторичной) языковой личности очень
велик. Изучение и знание их языковой личностью
позволяет лучше осмысливать миропонимание и
поведение представителей другой лингвокультуры.
Обучение лексике на уроках английского языка - процесс комплексный, соответственно внимание уделяется разным пластам, начиная с истории
и морфологии и заканчивая постановкой правильного произношения. Необходимо добиться также
полного понимания природы языка, чтобы в дальнейшем ученик мог знать специфику лексики английского языка и самостоятельно обновлять и совершенствовать свои знания, обогащая свой лексический запас.
Важной проблемой обучения английскому языку
в школе является проблема обучению переводу текста при разности понятий и признаков номинации в
разных языках. Перевод в школе не является самоцелью, тем не менее обучение иностранному языку
без перевода невозможно. При этом учитель не
только проверяет понимание текста школьниками,
не только обучает адекватному литературному переводу, но и знакомит с иноязычными культурными реалиями.
Ряд слов, являющихся языковыми и культурными лакунами, представляет большую трудность
для школьников. Номинативная функция языка,
согласно мнению многих ученых, это постоянное
называние предметов, отнесение слова к предметам,
воспринимаемым нами чувственно, обусловливает
то, что в живой речи в значение слов, относящихся
к такого рода предметам, могут входить и входят
193
также наглядно-образные элементы. Поскольку
слово является предметно-отнесенным, а предмет
заключает в себе единство общего и единичного, то
это единство, естественно, находит свое отражение в
значении слова, в сочетании абстрактно-понятийного и конкретно-чувственного моментов. Образы могут входить в состав значения как отдельные
его компоненты, но основным стержнем значения,
его сутью является понятие.
Определенные семантические и культурноисторические расхождения зачастую приводят к
некорректному употреблению этих лексем русскими
учащимися. Одной из групп слов, содержащих понятийные и культурные расхождения в англоязычной и русскоязычной лингвокультурах, являются
слова, обозначающие профессиональную занятость
человека: «профессия», «должность», «profession»,
«occupation», «job», «position». Обычно школьники,
не зная о лингвокультурных различиях лексем
«профессия» и «profession», не подозревая о том,
что понятие «profession» подразумевает наличие
высшего образования, неправильно понимают,
употребляют и переводят это слово. Так, весьма
типичным является диалог на уроке английского
языка:
- What is your father's profession?
- His profession is a driver.
- Where does your mother work?
- She is a cook by profession. I think profession of
a cook is boring.
Как мы видим, большинство учеников не ассоциирует понятие «profession» с наличием у лица
специального или высшего образования. Также при
составлении персональной анкеты учащиеся часто
используют графу «profession» вместо «occupation»
или предпочитают употреблять слово «occupation» в
значении «оккупация». Учащиеся не задумываются
о правильном поиске соответствия в другом языке,
предпочитая использовать близкие по звучанию
слова, называемые часто «ложные друзья переводчика». При проверке навыков письменного перевода обнаруживаются ошибки в понимании слов
«position», «trade» - «His position is an English
teacher» - «Его позиция - учитель английского»,
«Он юрист по профессии» - «He is a lawyer by
trade».
Исследователи проблем лингвистики текста
пришли к мнению о том, что понимание текста
предполагает не только лингвистические знания, но
также и познание «картины мира». Несовпадение
Словарные дефиниции лексем со знач1
картин мира в определенных участках различных
языков понимают как национально-культурную
специфику. Незнание национально-культурной специфики препятствует пониманию чужой культуры.
Это в свою очередь ведет к проблемам межкультурной коммуникации и перевода.
Еще Лейбниц утверждал, что «при употреблении
языка следует обращать особое внимание на то, что
слова есть не только знаки мыслей, но и знаки вещей» [2, с. 225]. Отсюда переводчику необходимо
знать и историческую обстановку, о которой повествуется в художественном тексте, и, следовательно, названия всех реалий этой обстановки. Если же
в языке перевода отсутствуют эквиваленты этим
названиям (как правило, по причине отсутствия
подобных реалий), переводчику приходится подбирать наиболее близкие по значению словазаместители.
Особая ответственность переводчика заключается в том, что он должен не только понять инокультурный текст, но и трансформировать его в другое
культурно-историческое пространство. Таким образом, если неверное понимание текста рядовым читателем - это, по большому счету, его личная проблема, то переводчик не может позволить себе допускать ошибки. Он должен осуществить идиокультурную адаптацию.
При переводе с одного языка на другой мы сталкиваемся с множеством языковых и стилистических трудностей. Так, перевод слова «profession» на
русский язык имеет определенную особенность. Вопервых, данное слово имеет несколько почти равноправных синонимов: occupation, job, position, vocation, employment, field, calling, post, pursuit, business, craft [3]. Во-вторых, в силу менталитета,
культурных и языковых особенностей значения
слова «профессия» в русском и английском языках
полностью не совпадают. Это представляет определенный интерес и в то же время трудность. Мы попытались выявить общее и различное в словах, русское соответствие которых - слово «профессия»,
методом дефиниционного анализа при помощи лексикографических источников [4; 5; 6 ]. Результаты
этого анализа были систематизированы в таблице, в
которой содержались варианты трактовки каждым
из словарей основных понятий: profession,
occupation, job, position. Фрагмент этой таблицы
представлен ниже (см. табл.).
Таблица 1
ем «профессиональная деятельность»
Dictionary Profession Occupation Job Position
Visual Thesaurus
3.0 Desktop Edition
An occupation requiring special education (esp. in liberal arts or science)
The principal
activity in your
life that you do
to earn money
A specific piece of work
required to be done as a
duty or for a specific fee
A performance of a piece
of work
A job in organization
Merriam-Webster
Dictionary
a calling requiring
specialized knowledge and often long
and intensive academic preparation; a
principal calling,
vocation, or employment
an activity in
which one engages; the principal business of
one's life
a piece of work an employment
for which one has
been hired; social
or official rank or
status
Cambridge Dictionary
any type of work
which needs special
a person's job the regular work which a
person does to earn money
the place where
something or
194
И звест ия ВГПУ, № >2(267), 2015. • Гуманитарные науки • Филологические науки
Dictionary Profession Occupation Job Position
training or a particular skill, often
one which is respected because it
involves a high level
of education
someone is, often
in relation to other things
Проанализировав общее в дефиниции
«profession» в указанных словарях, можно выявить
основной признак этого слова - наличие специального (высшего) образования для работы в какойлибо сфере. Особое внимание придается предшествующему интенсивному и комплексному обучению.
То есть «profession» предполагает высокий уровень
образованности и интеллектуальности человека, его
умственные способности. В отличие от английского
языка, значение слова «профессия» в русском языке не включает в себя обязательный высокий уровень образования. Мы можем это наблюдать на следующих примерах: «профессия плотника», «профессия слесаря», «профессия кулинара» и т.п. Возможно, при переводе слова «profession» более рационально было бы употребление слова «специальность» (специальность плотника), так как значение
данной дефиниции ассоциируется в нашем сознании с учебой в вузе или на долгосрочных курсах.
Тем не менее решающую роль при передаче значения имеет контекст. Таким образом, трудности при
переводе слова «profession» объясняются расхождением в значении слов «profession» и «профессия».
В семантике слова «occupation» подразумевается
любая периодическая или постоянная занятость
человека, имеющая целью заработок средств на
жизнь. Уровню образования или мастерства практически не придается значение. В то же время данное значение используется в основном в официальных случаях, формах, документах, описывающих
процесс труда, например, Please give me your name,
age and occupation. Тем не менее на русский язык
слово «occupation» переводится тоже как «профессия».
Перевод слова «job» включает в себя постоянную, регулярную работу за деньги, причем значение имеет некоторый оттенок долга и обязанности,
например, I accepted that nursing was both my job
and my vocation. Похожую семантику имеет русское
слово «должность». Однако слово «job» нередко
переводится на русский язык также словом «профессия ».
В дефиниции «position» заключено значение
статуса, места работы человека в коллективе или
организации, например, How long have you been in
your current position? Подобное значение имеет русское слово «пост».
Таким образом, мы видим, что каждое из исследованных нами слов - profession, occupation, job,
position - имеет свою специфику значения и сферу
употребления. Из этого следует:
1. При обучении русскоязычных учащихся лексике по теме «Профессия» следует обращать их
внимание на культурологический контекст слова;
объяснять культурологические различия понятий,
номинируемых вышеуказанными лексемами, обучать корректному выбору необходимой лексемы для
передачи необходимого значения.
2. При обучении переводу с русского языка на
английский следует руководствоваться знаниями о
контексте слов «профессия», «должность», «пост» и
уяснять, имеется ли в виду профессия, должность
или пост; и только после этого подбирать нужное
англоязычное соответствие.
3. При обучении переводу с английского языка
на русский следует учитывать специфику значения
слова и выбирать русское соответствие, наиболее
точно отражающее английскую реалию.
---
СПИСОК ЛИТЕРАТУРЫ:
1 . Г а л ь с к о в а Н .Д . Т е о р и я о б у ч е н и я и н о с т р а н н ы м я з ы к а м : Л и н г в о д и д а к т и к а и м е т о д и к а : у ч е б . п о с о б и е д л я
с т у д . л и н г в . у н - т о в и ф а к . и н . я з . в ы с ш . п е д . у ч е б . з а в е д е н и й / Н .Д . Г а л ь с к о в а , Н .И . Г е з . - М . : А к а д е
м и я , 2 0 0 4 . - 3 3 6 с .
2 . Л е й б н и ц Г .В . С о ч и н е н и я : в 4 - х т . / Г .В . Л е й б н и ц . - М . : М ы с л ь , 1 9 8 4 . - Т . 3 .
3 . A b b y L i n g v o 1 2 , 2 0 0 6 .
4 . C a m b r i d g e D i c t i o n a r y . - ( h t t p : / / d i c t i o n a r y . c a m b r i d g e . o r g /).
5 . M e r r i a m - W e b s t e r D i c t i o n a r y . - ( h t t p : / / w w w . m e r r i a m - w e b s t e r . c o m /).
6 . V is u a l T h e s a u r u s 3 .0 D e s k t o p E d i t i o n . - ( h t t p : / / w w w . v i s u a l t h e s a u r u s . c o m /).
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=36433778"><b>ОСОБЕННОСТИ
ВРЕМЕННОЙ ПЕРСПЕКТИВЫ ЛИЧНОСТИ СТУДЕНТОВ С РАЗЛИЧНЫМ УРОВНЕМ
ОСОЗНАННОЙ САМОРЕГУЛЯЦИИ НА ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ</b></a><br/>
<font color="#00008f"><i>Белогай
К.Н., Морозова И.С., Медовикова Е.А., Сахарчук Н.Ю., Тупикина
Г.Г.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=36433774">Вестник
Новосибирского государственного педагогического университета</a>.
2018. Т. 8. <a href="https://www.elibrary.ru/contents.asp?id=36433774&selid=36433778">№ 5</a>.
С. 57-72. </font>
</p>
---
ОСОБЕННОСТИ ВРЕМЕННОЙ ПЕРСПЕКТИВЫ ЛИЧНОСТИ СТУДЕНТОВ С РАЗЛИЧНЫМ УРОВНЕМ ОСОЗНАННОЙ САМОРЕГУЛЯЦИИ НА ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ*
К. Н. Белогай, И. С. Морозова, Е. А. Медовикова, Н. Ю. Сахарчук, Г. Г. Тупикина (Кемерово, Россия)
Проблема и цель. В статье исследуется проблема определения специфики трансформаций содержательных характеристик временной перспективы как способности действовать в настоящем с учетом прошлого и будущего. Цель статьи состоит в определении особенностей временной перспективы студентов, имеющих различные уровни осознанной саморегуляции на этапах обучения в вузе.
Методология. Сбор данных осуществлялся с помощью методик: опросник временной перспективы Ф. Зимбардо (А. Сырцова и О. В. Митина); методика «Семантический дифференциал времени» (Л. И. Вассерман, Е. А. Трифонова, К. Р. Червинская); самоактуализационный тест Э. Шострома (Ю. Е. Алешина, Л. Я. Гозман, М. В. Загика иМ. В. Кроз); тест смысложизненных ориентаций (Д. А. Леонтьев); методика «Личностный дифференциал»; опросник «Стиль саморегуляции поведения» (В. И. Моросанова). В исследовании приняли участие студенты 1-4 курсов в количестве 600 человек. Полученные данные были интерпретированы и подвергнуты статистическому анализу с помощью корреляционного анализа и t - критерия Стъюдента.
Результаты. Авторы определили наличие вариативности содержательных характеристик временной перспективы во взаимосвязи с уровневыми параметрами саморегуляции, обусловленной этапом обучения в вузе. Выявлены особенности временной перспективы, осмысленности жизненных ориентиров и отношения к прошлому, настоящему и будущему, характерные для студентов младших и старших курсов. Определены уровни осознанной саморегуляции студентов различных курсов, показана возможность трансформации уровней посредством возрастания степени осознанности и принятия ответственности за собственные решения.
Заключение. У студентов, имеющих определенный уровень осознанной саморегуляции, содержательные характеристики временной перспективы имеют специфические особенности.
Ключевые слова: временная перспектива; студенты вуза; этапы обучения; осознанная саморегуляция; самоактуализация; осмысленность жизненных ориентиров; становление временной перспективы.
Постановка проблемы
Современное образование направлено на развитие человеческого потенциала, реализация которого осуществляется на всех этапах жизненного пути личности и детерминируется осознанным характером саморегуляции. Временная регуляция охватывает как деятельность в целом, так и ее отдельные этапы. Индивидуальная способность к регуляции времени активно развивается в период юности [1]. Изучение особенностей осознанной саморегуляции позволяет обеспечить достижение личностных целей и вписать временную перспективу в контекст взаимодействия субъекта с миром [2]. Существенный вклад в изучение временной перспективы личности сделал K. Levin1. Переживание человеком настоящего времени неразрывно связано с представлениями о будущем и прошлом. Включение будущего и прошлого времени в контекст настоящего и их существование в настоящем K. Levin назвал временной перспективой2.
T. J. Cottle заложил понимание временной перспективы как «способности личности
действовать в настоящем в свете предвидения сравнительно отдаленных будущих событий» 3. J. Nutten определял временную перспективу как наличие во внутреннем плане разноудаленных во времени объектов-целей. Для определения направленности поведения человека на объекты прошлого, настоящего или будущего J. Nutten ввел понятие «временная ориентация»4. Временная установка показывает знак настроенности человека по отношению к модусам времени - позитивной или негативной, а временная перспектива выступает как функция составляющих ее мотиваци-онных объектов [3]. M. R. Ginzburg описывал временную перспективу в контексте когнитивного плана будущей жизни личности [4]. W. Lens, M. P. Paixao, D. Herrera, A. Grobler рассматривали временную перспективу будущего как предвосхищение в настоящем целей ближайшего или отдаленного будущего [5]. Люди с «длинной» временной перспективой будущего воспринимают временные интервалы в будущем как более короткие по длительности; они в целом более мотивированы,
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1 Квасова О. Г. Трансформация временной перспективы личности в экстремальной ситуации: дис. канд. психол. наук. - М., 2013. - 216 с.
2 Левин К. Динамическая психология: избранные
труды. - М.: Смысл, 2001. - 572 с.
3Cottle T. J., Klineberg S. L. The present of things future: Explorations of time in human experience. - New York: Free press; London: Collier Macmillan, Cop. 1974. -XIII. - 290 p.
4Nuttin J. Time perspectives in human motivation and learning // Actapsychologica. - 1977. - № 23. - P. 60-84.
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58
потому что легче предвосхищают последствия поведения в настоящем5.
T. A. Dorien, M. Kooij, R. Kanfer, M. Betts, C. W. Rudolph описывают восприятие времени как тенденцию отношения к будущим событиям, имеющую определенную степень устойчивости и выраженную в принятии решений. Личность с сильной ориентацией на будущее склонна к четкому планированию своих решений и характеризуется отсрочкой их удовлетворения [6].
D. I. Feldstein связывал временную перспективу личности с понятиями «объективного места», занимаемого человеком в системе общественных связей и «внутренней позицией» по отношению к разным сферам социальной действительности6. I. M. Feigenberg большое внимание уделял будущему времени в рамках временной перспективы личности, предлагая линии предвосхищения будущего: вероятностные - отражающие ориентировку в условиях неопределенности предвосхищений как частных характеристик наступления событий; интенциональные - определяющие ориентировку субъекта на «потребное будущее»7.
По мнению S. J. Sullivan-Singh, A. L. Stanton и C. A. Low, психологическое настоящее по отношению к психологическому прошлому реализует итог прошлого развития, может компенсировать неудачи в решении предшествующих задач; по отношению к психологическому будущему в зависимости от эффек-
тивности-неэффективности саморазвития задает будущее как осмысленное или бессмысленное [7].
В вопросе рассмотрения временной перспективы личности мы считаем важной точку зрения F. Zimbardo, который акцентирует значение временной перспективы и наряду с остальными факторами в принятии решений человеком определяет временной компонент. F. Zimbardo и J. Boyd используют термин «сбалансированная временная перспектива», выделяя пять категорий времени: негативное прошлое, позитивное прошлое, гедонистическое настоящее, фаталистическое настоящее, ориентация на будущее8.
D. John, F. R. Lang рассматривают проблему трансформации временной перспективы и констатируют, что субъективное ускорение временного опыта является более выраженным во время производственной деятельности и связано с позитивной оценкой повседневной деятельности [8].
А. Kaplan и J. K. Garner связывают вопрос временной перспективы личности с развитием ролевой идентичности в рамках определения целей, что в очередной раз подчеркивает вопрос непрерывности и нелинейности развития [9].
V. C. Wong, Jr. Wyer, S. Robert рассматривают вопрос зависимости восприятия событий от временной ориентации. Когда индивидуумы имеют либо индивидуалистическую социальную ориентацию, либо краткосроч-
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5 Future time perspective as a motivational variable: Content and extension of future goals affect the Quantity and quality of motivation / Lens W., [et al.] // Japanese Psychological Research. Specialissue: Timeperspectivestudynow. -2012. - Vol. 54, № 3. - P. 321-333.
6Нестик Т. А. Социально-психологическая детермина-
ция группового отношения к времени: автореф. дис.
д-ра. психол. наук. - М., 2015. - 48 с.
7Казарян В. П. Тенденции в исследовании времени // Труды научной конференции «Ломоносовские чтения» (17 апреля 2008). - М., 2008. - С. 30-39.
8 Зимбардо Ф., Бойд Дж. Парадокс времени. Новая психология времени, которая улучшит вашу жизнь. -СПб.: Речь, 2010. - 352 с.
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59
ную временную ориентацию, они истолковывают психологически дистальные события более глобально, чем проксимальные. Однако когда у них есть либо коллективистская социальная ориентация, либо долгосрочная временная ориентация, они подробно описывают последствия дистальных событий, истолковывают последствия проксимальных событий в более абстрактных терминах [10]. E. Brueh-lman-Senecal, О. Ayduk и O. P. John, изучая вопрос временного дистанцирования от негативного опыта, доказали, что тенденция к временному удалению от негативного опыта предсказывает более позитивный профиль эмоционального опыта и эффективной реакции на стрессовые факторы, которые могут подрывать эмоциональное благополучие в долгосрочной перспективе [11].
I. Yu. Suvorova обсуждает вопрос о связи места человека в социальной системе и его восприятии социальной реальности. Осведомленность о месте в системе социальных отношений подразумевает принятие его норм и ценностей, что обеспечивает систематическое восприятие социальной реальности и способность планировать будущее [12].
L. J. Stephen, P. S. Priti рассматривали деятельность личности через призму доверия к миру. Смещение локуса доверия с окружающей среды на саму личность изменяется со временем. Чем больше личность ориентирована на себя, тем в большей степени она может регулировать свою деятельность и поведение [13].
В рамках нашего исследования важен вопрос становления временной перспективы в юношеском возрасте, в связи с чем интересны
точки зрения авторов с позиции описания временной перспективы в студенческом возрасте.
A. Suleyman определено, что студенты с высоким уровнем временной перспективы будущего, устанавливающие отдаленные цели для себя, создают взаимосвязь между этими целями и своими действиями в настоящем, они способны сопротивляться внешним отвлечениям и раздражителям, более легко фокусируются на цели в настоящем 9.
D. F. Kauffman, J. Husman утверждают, что временная перспектива будущего играет важную роль в учебной мотивации: долговременные учебные цели мотивируют студентов к ежедневным занятиям10.
K. Muenks, D. B. Miele отмечают, что процесс преодоления сложностей (саморегуляция поведения и деятельности) лежит в основе эффективности процесса обучения и дальнейшего развития личности [14]. E. C. Burns, A. J. Martin, R. J. Collie уделяют важное значение таким конструкциям в образовательном процессе, как приспособляемость (для саморегуляции) и постановка целей [15]. J. Guo, P. D. Parker, H. W. Marsh, and A. J. S. Morin подчеркивают значимость гендерных различий в мотиваци-онных убеждениях и академических достижениях обучающихся, лежащих в основе выбора образовательного пути [16].
K. Cimen провел оценку ориентированности достижений и академической саморегуляции студентов. В результате было доказано, что ориентация достижений и саморегуляция напрямую связаны с гендерными особенностями и активностью преподавателей, стремящихся развивать профессиональные и личные
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9Suleyman A. Relations Between Self Regulation, Future Time Perspective and the delay of gratification in university students // Education. - 2013. - Vol. 133, № 4. -
P. 525-537.
10 Kauffman D. F., Husman J. Effects of time perspective on student motivation: Introduction to a special issue // Educational Psychology Review. - 2004. -Vol. 16, № 1. - P. 1-7. DOI: https://doi.org/10.1023/B:EDPR. 0000012342.37854.58
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качества обучающихся в профессиональном направлении [17].
Таким образом, мы делаем вывод, что «временная перспектива» представляет собой способность личности реконструировать прошлое, актуализировать настоящее и конструировать будущее как временную целостность [18]. В определении понятия «временная перспектива» важное значение имеет вопрос изучения временных конструктов и определении временной направленности личности в период жизнедеятельности [19; 20].
Рассмотрение понятия и уровней саморегуляции позволяет обеспечить достижение целей и вписать временную перспективу в контекст взаимодействия субъекта с миром. Уровни осознанной саморегуляции рассматриваются как осознанная готовность управлять своим психологическим состоянием, планируя, моделируя, регулируя и оценивая результаты с учетом специфики процесса самоосуществления в рамках жизненного пространства [21].
M. Bieleke, E. Legrand, A. Mignon, P. Gollwitzer акцентируют внимание на роли планирования как стратегии саморегулирования, улучшающей достижение целей, облегчающей процесс принятия решений [22].
T. J. Strauman рассматривает саморегуляцию как процесс, оказывающий влияние на мотивацию, познание, эмоции и поведение более дистальных факторов личности, таких как генетика, темперамент [23].
В процессе описания уровневых особенностей осознанной саморегуляции мы считаем важным использовать точку зрения
О. М. Краснорядцевой11 и В. Е. Клочко относительно проявления активности человека в плане построения своего жизненного пространства [24].
Уровень саморегуляции человека детерминирует его представления о жизни и ее смысловых ориентирах12. По сути, формирование у человека заинтересованной, осознанной позиции по отношению к жизненному пути способствует и более осознанному планированию собственной деятельности, развитию способностей моделировать и программировать ситуацию будущего, гибко реагировать на изменения перспективы временной перспективы [25].
Проведенный теоретический анализ состояния проблемы временной перспективы личности во взаимосвязи с осознанной саморегуляцией позволяет систематизировать представления о процессе становления временной перспективы личности студентов как субъективного восприятия и оценки модусов прошлого, настоящего и будущего. Развитие у студентов потребности анализировать свою деятельность, в рамках процесса осознанной саморегуляции, ведет к обеспечению личностного роста и самореализации личности в процессе обучения.
Цель статьи состоит в определении особенностей временной перспективы студентов, имеющих различные уровни осознанной саморегуляции на этапах обучения в вузе.
Методология исследования
В последние годы в рамках исследования временной перспективы личности рассматривается субъектный фактор развития,
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11 Краснорядцева О. М. Социально-личностные компе-
тенции как непричинная детерминанта готовности к реализации инновационного потенциала // Гуманитарные основания социального прогресса: Россия и современность: сборник статей Международной научно-практической конференции. - М., 2016. - С. 257-261.
12 Исаева А. Н., Зайцева Ю. Е. Временная перспектива у лиц с различными стилями конструирования личностной идентичности // Научные исследования выпускников факультета психологии СПбГУ. - СПб.: Изд-во С.-Петерб. ун-та, 2015. - С. 48-56.
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актуализирующий роль самого человека в данном процессе. В связи с этим определяющим является принцип активности по отношению ко времени, т. е. способность человека направлять время своей жизни, что обусловливает развитие представлений о прошлом, настоящем и будущем (К. А. Абульханова-Славская, В. И. Ковалев, Т. Н. Березина, Е. П. Белинская, А. Сырцова, Ф. Зимбардо, Дж. Бойд, Н. Н. Толстых, Е. М. Вечканова, Т. А. Нестик, И. А. Чувашова)13.
Одним из механизмов, обеспечивающих данную способность, является осознанная саморегуляция актуального психологического состояния, выступающая основой процессов, обеспечивающих самоорганизацию психической активности человека, а также целостность его индивидуальности (В. И. Мороса-нова, А. К. Осницкий, О. А. Конопкин)14.
Теоретико-методологический анализ проблемы осознанной саморегуляции как особого вида активности личности позволяет выделить несколько направлений, среди которых субъектно-деятельностный подход
(К. А. Абульханова-Славская, Б. Г. Ананьев, Л. С. Выготский, О. М. Краснорядцева, В. Е. Клочко, О. А. Конопкин, А. Н. Леонтьев, А. К. Осницкий, С. Л. Рубинштейн); личностный подход, представляющий саморегуляцию с позиции личностных черт (А. Бандура, А. В. Ванин, А. А. Деркач, В. А. Иванников,
Ч. Карвер (C. Carver), Е. А. Климов, В. И. Мо-росанова, Г. С. Прыгин, И. Ю. Цыганов); подход, в котором саморегуляция выступает как функциональное состояние, при этом раскрываются индивидуальные особенности личности с позиции эмоциональной сферы (П. К. Анохин, Н. А. Бернштейн, Л. Г. Дикая, Г. С. Никифоров, А. А. Обознов, А. О. Прохоров).
Несмотря на то что изучение временной перспективы и осознанной саморегуляции в контексте проблемы профессионального самоопределения широко распространено в психологической науке, однако, отсутствуют исследования, изучающие их во взаимосвязи и взаимообусловленности, проявляющихся в процессе развития личности студентов на различных этапах обучения в вузе.
Материалы и методы: Опросник временной перспективы Ф. Зимбардо, адаптированный А. Сырцовой и О. В. Митиной15. Методика «Семантический дифференциал времени» (Л. И. Вассерман, Е. А. Трифонова, К. Р. Червинская) 16 . Самоактуализационный тест Э. Шострома, адаптация Ю. Е. Алешиной, Л. Я. Гозман, М. В. Загика и М. В. Кроз17 Тест смысложизненных ориентаций Д. А. Леонтьева 18 . Методика «Личностный дифференциал», адаптированная в НИИ
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13 Хван Н. В. Взаимосвязь временной перспективы и ценностно-смысловой организации жизненного мира человека: дис. канд. психол. наук: 19.00.01. - Томск, 2015. - 211 с.
14 Моросанова В. И. Индивидуальный стиль саморегуляции в произвольной активности человека // Психологический журнал. - 1995. - Т. 16, № 4. - С. 26-36.
15 Митина О. В., Сырцова А. Опросник по временной перспективе Ф. Зимбардо (2ТР1): результаты психо-
метрического анализа русскоязычной версии //
Вестн. Моск. ун-та. Сер. 14. Психология. - 1996. -
№ 2. - С. 8-18.
16 Семантический дифференциал времени [Электронный ресурс] / Л. И. Вассерман, Е. А. Трифонова, К.Р. Червинская. URL: https://sites.google.com/site/ test300m/sdv
17 Справочник практического психолога. Психодиагностика / под. общ. ред. С. Т. Посоховой. - М.: АСТ, 2006. - 671 с.
18 Крылов А. А., Маничев С. А. Практикум по общей, экспериментальной и прикладной психологии. -СПб.: Питер, 2000. - 562 с.
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им. В. М. Бехтерева19 Опросник «Стиль саморегуляции поведения» В. И. Моросановой20.
Результаты исследования
Значимые различия между респондентами на 1 и 2 курсах выявлены в рамках восприятия позитивного прошлого (t = 4,95) и будущего (t = 4,38). Можно сказать, что воспри-
ятие прошлого имеет определенную тенденцию, выраженную в большей теплоте по отношению к данному конструкту у респондентов на 1 курсе, и постепенно уменьшающуюся в течение следующего года (табл. 1). Значимые различия выявлены по шкале «поддержка» у респондентов на 1 и 2 курсе обучения (t = -2,34). Следует отметить рост данного показателя от 1 к 3 курсу (t = -3,39).
Таблица 1
Средние значения параметров временной перспективы и осознанной саморегуляции студентов на различных этапах обучения в вузе
Table 1
The average values of the parameters of the time perspective and the conscious self-regulation of students at various stages of education in the university
| Показатели |>|>|>| Средние значения | Значимые различия при p < 0,05 |
|~| 1 курс | 2 курс | 3 курс | 4 курс |~|
|>|>|>|>|>| Опросник временной перспективы Ф. Зимбардо |
|Позитивное прошлое|3,91|3,40|3,79|3,92|1-2, 2-3, 2-4|
|Негативное прошлое|2,90|2,96|3,16|3,27|1-4, 2-4|
|Фаталистическое настоящее|2,89|2,97|3,13|3,29|1-4, 2-4|
|Будущее |3,90|3,45|3,47|3,49|1-2, 1-3, 1-4|
|>|>|>|>|>| Методика САТ |
|Компетентность во времени (Tc)|7,58|8,38|9,86|8,56|1-3, 2-3|
|Поддержка (I) |44,50|47,90|50,04|48,98|1-2, 1-3, 1-4|
|Гибкость поведения (Ex)|12,04|12,96|13,16|11,90|3-4|
|>|>|>|>|>| Методика «Готовность к выбору профессии» (адаптация А. П. Чернявской) |
|Планирование (ориентация во времени)|13,74|12,87|13,00|12,50|1-4|
|Эмоциональное отношение к ситуации выбора профессии|15,36|13,93|15,62|15,54|1-2, 2-3, 2-4|
|>|>|>|>|>| Тест СЖО Д. А. Леонтьева |
|Цели жизни |30,64|28,94|30,80|31,62|2-4|
|Локус контроля - «Я»|21,04|17,48|18,96|19,10|1-2, 1-3, 1-4|
|>|>|>|>|>| Опросник ССПМ В.И. Моросановой |
|Программирование|5,94|5,62|4,86|5,66|1-3, 2-3|
|Оценивание результатов|4,96|5,02|5,54|5,66|1-4|
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19 Леонтьев Д. А. Тест смысложизненных ориентаций .(СЖО). - М.: Смысл, 1992. - 16 с.
20 Моросанова В. И. Опросник «Стиль саморегуляции поведения» (ССПМ): Руководство. - М.: Когито - Центр, 2004. - 44 с
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Наличие отрицательной динамики на 4 курсе объясняется тем, что возрастает страх перед предстоящими событиями взрослой жизни и стремление получить опору и поддержку со стороны ближнего окружения (V = -3,20). Проведя анализ средних значений в восприятии временных параметров студентов на 2 и 3 курсе, выявлено значимое изменение показателя «позитивное прошлое» (V = -3,38). В средних значениях «восприятия будущего» происходят значимые изменения от 1 к 3 курсу (V = 5,14). Пройдя весь период обучения, студенты на 4 курсе более негативно воспринимают прошлые события, в основе чего лежит переживание сложностей в настоящем, что в большей степени сказывается на негативной реконструкции прошлого. Четверокурсники демонстрируют значимые изменения в показателе «гибкости поведения» (V = 2,34). Анализ изучаемых параметров позволяет определить особенности временной перспективы личности студентов с различным уровнем осознанной саморегуляции на этапах обучения в вузе.
Личность студентов первокурсников характеризуется высокой степенью осознанности значимых условий для достижения поставленных целей, но эта возможность предоставляется благодаря позитивному восприятию событий прошлого. Временная перспектива определена устойчивой ориентацией на ближайшее будущее, поэтому в компонент настоящего времени вплетается аспект восприятия
прошлых и будущих событий с низкой степенью определенности, носящим абстрактный характер. Саморегуляция носит диффузный характер.
Личность студентов 2 курса характеризуется определенной степенью осмысленности жизненных ориентиров, детализированно-стью поставленных целей. В аспект насыщенности жизни вплетается эмоциональный компонент, который оказывает весомое влияние на построение временной перспективы личности [26].
Благодаря развитию волевых качеств, автономности, детальному построению жизненных целей у студентов 3 курса развивается осознанная саморегуляция, способствующая становлению позитивной временной перспективы.
Личность респондентов 4 курса характеризуется позитивным восприятием будущего, постановкой жизненных целей с долгосрочной компонентой и сформированностью осознанного планирования деятельности.
Изучая особенности временной перспективы личности студентов на различных этапах обучения в вузе, при помощи методики «Стиль саморегуляции поведения» В. И. Мо-росановой, мы выделили 3 уровня осознанной саморегуляции и обозначили их как предметный, смысловой и ценностный (табл. 2).
Таблица 2
Характеристика уровней осознанной саморегуляции студентов на различных курсах обучения, проценты
Table 2
Characteristics of levels of conscious self-regulation of students at various training courses, percent
| Уровень саморегуляции | 1 курс | 2 курс | 3 курс | 4 курс |
|Предметный | 50 | 45 | 40 | 30 |
|Смысловой | 30 | 30 | 30 | 40 |
|Ценностный | 20 | 25 | 30 | 30 |
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Студенты с предметным уровнем осознанной саморегуляции позитивно воспринимают прошлое, которое задает вектор для построения настоящего. Однако настоящее воспринимается с большой долей риска, имеет несколько неопределенный характер и связано в большей степени с анализом прошлых событий. Будущее в сознании студентов выглядит неопределенно. Такая категория студентов характеризуется неуверенностью в обладании достаточной свободой выбора и в своих способностях управлять собственной жизнью.
Студенты со смысловым уровнем осознанной саморегуляции адекватно воспринимают происходящие события, в полной мере прогнозируют текущие ситуации. Студенты помнят яркие события своего прошлого, ориентируются в настоящем и стремятся строить планы на будущее. Настоящее занимает большую часть их жизненного пути.
Студенты с ценностным уровнем осознанной саморегуляции в большей мере ориентированы на прогнозирование, структурирование и контроль будущих событий, в основе которых лежит опора на настоящее и адекватная оценка себя и окружающих в текущий момент времени. Студенты придают большее значение целевым ориентирам, характеризуются высокой удовлетворенностью собственным настоящим, рефлексией текущих событий, основанной на позитивном принятии прошлого, проектировании будущего и реализации планов в настоящем.
Заключение
Полученные результаты позволяют констатировать наличие вариативности содержательных характеристик временной перспективы во взаимосвязи с уровневыми параметрами саморегуляции, обусловленной этапом обучения в вузе. В процессе обучения в вузе студенты осознают свои возможности в плане
саморегуляции, достигая ценностного уровня на заключительном этапе обучения. Уровень осознанной саморегуляции детерминирует процесс становления позитивной временной перспективы личности, выраженной в четком понимании и осознании временной оси «прошлое, настоящее и будущее». Временная перспектива студентов 1 курса в большей степени определена устойчивой ориентацией на ближайшее будущее, поэтому в компонент настоящего времени вплетается аспект восприятия прошлых и будущих событий с низкой степенью определенности. Осознанная саморегуляция функционирует на предметном уровне и включает такие параметры, как самостоятельность в принятии решений, которая в большей степени базируется на рефлексии текущих событий и программирование действий и поступков. Ко 2 курсу появляется способность детализировать внешние и внутренние условия жизнедеятельности, определяющая более очерченный вид осмысленности временных отрезков. Возрастает количество студентов со смысловым уровнем осознанной саморегуляции. С переходом на 3 курс, благодаря развитию волевых качеств, автономности, детальному построению жизненных целей, происходит повышение уровня осознанной саморегуляции. Смысловой уровень саморегуляции респондентов 3 курса определяется позитивным восприятием будущего, постановкой жизненных целей с долгосрочной компонентой и сформированностью осознанного планирования деятельности. На 4 курсе уровень сформи-рованности индивидуальной системы осознанной саморегуляции характеризуется двойственной тенденцией. С одной стороны, студенты активно уверенно принимают решения, способны пойти на определенную долю риска в рамках достижения поставленных целей; с другой - студентами овладевает страх перед сложным выбором профессионального
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Повышение уровня осознанной саморегуляции личности способствует становлению его временной перспективы в направлении ее большей действенности в процессах построения личных и профессиональных планов, содействуя преодолению неопределенности будущего. Взаимосвязь уровней осознанной саморегуляции и индивидуальных особенностей
пути, который порой они не могут преодолеть, что способствует снижению самостоятельности и уверенности в себе. Уровень осознанной саморегуляции детерминирует процесс становления позитивной временной перспективы личности.
временной перспективы обнаруживает себя в том, в какой мере человек может планировать будущее, преодолевать фиксированность на прошлом и являться оперативным в настоящем. Процесс обучения в вузе обеспечивает движение от предметного уровня к ценностному уровню осознанной саморегуляции, что свидетельствует о становлении позитивной временной перспективы личности, выраженной в понимании и осознании временной оси «прошлое - настоящее - будущее» (компетенция во времени), и определяет процесс самоактуализации в рамках жизненного пространства.
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=38060213"><b>ОСОБЕННОСТИ
ИНДИВИДУАЛЬНОСТИ ЛИЧНОСТИ КУРСАНТОВ С ВЫСОКИМ УРОВНЕМ
САМОРЕГУЛЯЦИИ</b></a><br/>
<font color="#00008f"><i>Федоришин М.И.,
Спирин А.В., Чайковский П.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=38060160">Человеческий
фактор: Социальный психолог</a>. 2019. <a href="https://www.elibrary.ru/contents.asp?id=38060160&selid=38060213">№ 1 (37)</a>.
С. 423-435. </font>
</p>
---
Федоришин М.И., Спирин А.В., Чаи?ковскии? П.В.
ОСОБЕННОСТИ ИНДИВИДУАЛЬНОСТИ ЛИЧНОСТИ КУРСАНТОВ
С ВЫСОКИМ УРОВНЕМ САМОРЕГУЛЯЦИИ
Аннотация. В статье дан анализ результатов эмпирического
исследования индивидуальных особенностей личности курсантов войск
национальной гвардии Российской Федерации в группе с высоким уровнем
саморегуляции, выявленной в результате кластерного анализа. Представлены
данные корреляционного анализа ряда параметров индивидуальнопсихологических особенностей (толерантность к неопределенности,
ценности, УСК, волевые качества, жизнестойкость, рефлексия и др.) и
саморегуляции. Полученные результаты обнаруживают взаимосвязь
показателей саморегуляции и личностных особенностей, значимых в
профессиональной деятельности будущих офицеров, что позволяет
сформулировать проблему разработки программ развития саморегуляции
будущих офицеров войск национальной гвардии Российской Федерации и
обозначить основные аспекты ее содержания.
Ключевые слова: военное образование, саморегуляция, уровни
развития саморегуляции, индивидуальность, индивидуальнопсихологические особенности, индивидуальный подход в развитии
саморегуляции курсантов.
Умение регулировать свои психические процессы, способность
«управлять с собой», возможность находить то самое правильное,
максимально быстрое решение в нестандартных ситуациях имеет большое
значение для курсантов высших образовательных организаций военного
образования (далее ВООВО) [1, 3, 5, 7, 8]. Согласно Федеральному закону «О
войсках национальной гвардии», перед военнослужащими поставлены
важные задачи государственного уровня, которые они призваны решать:
участие в охране общественного порядка, обеспечении общественной
безопасности; охрана важных государственных объектов, участие в борьбе с
терроризмом и экстремизмом и т.д. [9]. С целью выполнения всех служебно
423
боевых задач офицер войск национальной гвардии должен обладать высокой
собранностью в различной обстановке, правильно взаимодействовать с
населением в пунктах временной дислокации, а также принимать
целесообразные решения в любой сложившейся обстановке [2].
Жизнедеятельность курсанта ВООВО в значительной мере отличается
от гражданского образа жизни студента. Ежеминутный распорядок дня,
дисциплинированность, требования и правила, определенные нормативноправовыми актами, единоначалие, замкнутое пространство, а также
гендерная однородность – все это и многое другое может обусловить
ограничения в развитии саморегуляции, индивидуально специфичного образа
жизни и стиля деятельности будущих офицеров ВНГ РФ [6].
Рассмотрим специфику особенностей личности курсантов с разным
уровнем саморегуляции. В нашем исследовании принимали участие 100
респондентов третьего курса Новосибирского военного института имени
генерала армии И.К. Яковлева войск национальной гвардии Российской
Федерации (далее – НВИ ВНГ РФ) в возрасте от 18 – 22 лет. Были
применены следующие методики: "Иерархия жизненных ценностей" (Г.В.
Резапкина), опросник «Стиль саморегуляции поведения» (В.И. Моросанова),
опросник «Уровень субъективного контроля» (Дж. Роттер), опросник
«Мотивация успеха и боязнь неудачи» (А.А. Реан), опросник определения
уровня невротизации и психопатизации (УНП), опросник психологическое
благополучие личности (К. Рифф), опросник «"Художники" и "мыслители"»
(Э.Ф. Зеер), тест жизнестойкости (Д.А. Леонтьев, Е.И. Рассказова) и
методика толерантность к неопределённости.
Применялась иерархическая кластеризация для разделения генеральной
выборки на группы по признаку «Стиль саморегуляции поведения» (метод
внутригрупповой связи, интервальная мера – квадрат расстояния Евклида). В
качестве переменных выступили шкалы опросника В.И. Моросановой
«Стиль саморегуляции поведения». По результатам применения кластерного
анализа удалось выделить 3 группы: с высокой саморегуляцией (25 чел.),
средней саморегуляцией (45 чел.) и низкой саморегуляцией (30 чел.).
Для исследования качественной структуры взаимосвязи выбранных
параметров нами применялся метод корреляционного анализа (критерий
ранговой корреляции rs-Спирмена), который позволил обнаружить значимые
связи между исследуемыми параметрами в каждой группе.
В настоящей работе остановимся на анализе результатов, полученных в
группе с высоким уровнем саморегуляции. По результатам корреляционного
анализа rs-Спирмена в группе с высокой саморегуляции было зафиксировано
81 взаимосвязей, в том числе 37 имеющих прямо пропорциональную
зависимость и 44 – обратно пропорциональную зависимость, из них 15
корреляционных связей на 1%-м уровне значимости и 66 – на 5%-м уровне
значимости (таблицы 1-6).
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Таблица 1 – Результаты применения критерия ранговои? корреляции rsСпирмена для группы с высокои? саморегуляциеи? (часть 1)
таблицы пропускаем
Несмотря на наличие некоторых противоречивых взаимосвязей, которые
требуют специального анализа, в целом следует отметить, что более всего
связей в описываемой группе обнаружено по показателям
«целеустремленность», «решительность», «самостоятельность» и
«ответственность». Эти качества личности в той или иной мере коррелируют
также между собой. По-видимому, эти параметры можно рассматривать как
такие, которые показывают специфику военного образования: умение
самостоятельно планировать жизнедеятельность, управлять своими
состояниями, ставить перед собой цели и создавать возможности достигать
их, осуществлять самоанализ своей деятельности, гибко принимать во
внимание изменяющуюся ситуацию. В этом отношении представляют
особый интерес положительные взаимосвязи этих качеств, а также
показателей саморегуляции с различными параметрами толерантности к
неопределенности, а также с комплексы взаимосвязей различных параметров
434
с показателями образного и логического мышления у представителей
описываемой группы [10].
Поскольку приведенные результаты касаются курсантов с высоким
уровнем саморегуляции, они могут свидетельствовать о тех качествах и
особенностях личности, на развитие которых необходимо обращать
внимание в работе с курсантами. Полученные данные свидетельствуют о
необходимости качественной, многофункциональной и организованной
работы с целью развития индивидуального стиля саморегуляции у будущих
офицеров войск национальной гвардии Российской Федерации, которая
должна включать в себя развитие не только собственно способностей
саморегуляции, но и рефлексивности, как одного из основополагающих
личностных качеств курсантов ВООВО [4], а также эффективного
сочетания образного и логического мышления, толерантности к
неопределенности, системы ценностей и профессионально значимой
мотивации.
Библиографическии? список
1. Банщикова Т.Н. Осознанная саморегуляция – психологический ресурс
управления агрессией // Фундаментальные исследования. – 2014. – № 9-10. – С.
2322-2326.
2. Большунова Н.Я., Оспенников С.В., Значение ценностно-смысловой сферы
личности в актуализации личностного роста офицера внутренних войск МВД
России // Сибирский педагогический журнал, 2015. - №4. - С. 136-142.
3. Голубева Э.А. Способности, личность, индивидуальность. – Дубна: Феникс+,
2005. – 512 с.
4. Карпов А.В. Рефлексивность как психологическое свойство и методика ее
диагностики // Психологический журнал. 2003.Т. 24. - № 5. - С. 45-57.
5. Конопкин О.А. Психологические механизмы регуляции деятельности. - М.:
URSS. 2018. - 320 с
6. Козлов В.В., Богушевич А.А. Особенности ценностно-смысловой сферы
личности студентов вузов в зависимости от образа жизни // Человеческий фактор:
Социальный психолог. 2018. № 1 (35). С. 288-293.
7. Моросанова, В. И. Саморегуляция и индивидуальность человека:
монография. - М.: Наука, 2010. - 519 с.
8. Осницкий А.К. Саморегуляции деятельности школьников и формирование
активностей и личностей – М., 1986. – 80 с.
9. Федеральный закон от 3 июля 2016 г. N 226-ФЗ "О войсках национальной
гвардии Российской Федерации"
10. Субботина Л.Ю., Бондаренко М.Б. Формирование психологической готовности
к деятельности на этапе вузовского обучения//Актуальные проблемы
совершенствования высшего образования Материалы XIII научно-методической
конференции с международным участием. Ярославский государственный
университет им. П. Г. Демидова. 2018. С. 567-570.
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ОСОБЕННОСТИ СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В НЕЯЗЫКОВОМ ВУЗЕ
ЕВДОКИМОВА М.Г.1
1 Иркутский государственный университет путей сообщения, г. Иркутск, Россия
Тип: статья в журнале - научная статья Язык: русский
Номер: 22 Год: 2013 Страницы: 215-220
ЖУРНАЛ:
СБОРНИКИ КОНФЕРЕНЦИЙ НИЦ СОЦИОСФЕРА
Издательство: Vedecko vydavatelske centrum Sociosfera-CZ s.r.o. (Прага)
КЛЮЧЕВЫЕ СЛОВА:
SECONDARY LANGUAGE PERSONALITY, "INCREMENTS" OF MEDIA COMPETENCE, PROFESSIONAL AND LINGUODIDACTIC COMPETENCE COMPETENCES, CORPORATE CULTURE
АННОТАЦИЯ:
This article concerns the formation of secondary language student's personality, capable to carry out cross-cultural communication in the professional environment
---
vСоциально-экономические и политические условия развития
общества ставят перед человеком новые условия: умение грамотно
работать с иноязычной информацией, осуществлять поиск,
анализировать еѐ, самостоятельно создавать и передавать сообщения
в профессиональной и в повседневной деятельности, осуществлять
медиатизированное общение между представителями разных
языков и культур, независимо от того, какими базовыми
профессиональными компетенциями он владеет, вести
профессиональный диалог, деловую переписку и т. д.
В неязыковом вузе изучение иностранного языка предшествует
изучению других дисциплин математического, естественнонаучного, а также профессионального циклов.
Исходя из стандартов ФГОС ВПО процесс освоения
дисциплины «Иностранный язык» чаще всего направлен на
формирование следующих компетенций будущего специалиста
(инженера):
способность логически верно, аргументированно и ясно
строить устную и письменную речь, создавать тексты
профессионального назначения; умение отстаивать свою точку
зрения, не разрушая отношений (ОК – 2);
владение одним из иностранных языков на уровне не ниже
разговорного (ОК – 3).
Очевидно, что требования к специалисту неязыкового вуза
достаточно высокие. Знание языка на сегодняшний день становится
для инженера не только возможностью применения языковых форм
и средств при прочтении научной статьи или пособия, но и условием,
средством и механизмом формирования коммуникативной
компетентности (Е. И. Пассов, В. С. Цетлин, И. В. Щерба),
лингводидактической компетентности (К. Э. Безукладников) и
медиакомпетентности личности студентов высшей школы
(И. И. Халеева, Н. Ю. Хлызова, И. Ф. Птицына и др.). На рынке труда
владение только профессиональными компетенциями стало не
216
актуально, т. к. многопрофильное образование требует от будущего
специалиста сформированности компетенций в различных сферах
его трудовой деятельности1
. Иными словами, современному обществу
нужны специалисты2 другого качества: инженеры-менеджеры,
инженеры-переводчики, инженеры-логисты, инженеры-экономисты,
инженеры-преподаватели и т. д. А значит, надо усилить
формирование ключевых компетенций и корпоративной культуры
специалиста. Иными словами, у студента технического вуза как
будущего специалиста, руководителя, педагога, наставника должны
быть сформированы лингводидактические компетенции. Опираясь
на постулат К. Э. Безукладникова, я внесу некоторую поправку, что, в
принципе, не будет противоречить его авторскому варианту.
«Лингводидактическая компетенция будущего учителя иностранного
языка (специалиста-выпускника технического вуза, владеющего
одним из иностранных языков на уровне не ниже разговорного3) –
это психологическое новообразование, сформированное
дисциплинами предметного и психолого-педагогического блока в
процессе языкового педагогического образования (в том числе и
технического4), включающее в себя наряду с когнитивным и
поведенческим аспектами долговременную готовность к
профессиональной деятельности, как интегративное свойство
личности. Она не является раз и навсегда данным новообразованием и
постоянно развивается и обновляется. По мере развития
профессиональной компетентности учителя иностранного языка
(специалиста5) она укрупняется и интегрируется с другими
компетенциями, проявляясь в новом качестве, представляя спираль
диалектического развития. Именно она обеспечивает возможность
субъекту ставить перед собой значимые цели, рисковать, гибко,
творчески подходить к решению проблемы и получать результат» [1,
с. 14].
Следует также заметить и то, что «высшее профессиональное
образование должно обеспечить потребность общества в
медиакомпетентных специалистах, понимающих принципы
функционирования медиа и умеющих осуществлять навигацию в
1 Ведущие специалисты акмеологии и философии образования чѐтко
определили меры универсальности общетрудовой и профессиональной подготовки специалиста при интеграции нового в традиционное образование: вместо
политехнической общетрудовой подготовки и монопрофильной профессиональной подготовки стали востребованы полипрофильная общетрудовая подготовка по группе профессий дополнительного жизнеобеспечения и полипрофильная профессиональная подготовка по группе профессий, специальностей
основного жизнеобеспечения [5, с. 70–71].
2 Здесь речь идѐт о будущих специалистах технического вуза.
3 Авторская поправка.
4 То же.
5 То же.
217
иноязычном информационном пространстве» [13]. Ко всем
перечисленным компетенциям добавим и необходимость
«приращения» медиакомпетенции будущего специалиста. Как мы
видим, формирование компетенций языковой личности сводится не
к узким категориям компетенций, а, наоборот, к профессиональным
и ключевым категориям в широком смысле, а также к
корпоративной культуре будущего специалиста.
Исходя из вышесказанного, как в языковом, так и неязыковом
вузе студент априори является языковой личностью.
В энциклопедическом словаре «Психология общения» даѐтся
чѐткое определение языковой личности. В переводе с английского
языка языковая личность (linguistic personality) – это когнитивнокоммуникативный инвариант, обобщѐнный образ носителя
культурно-языковых и коммуникативно-деятельностных ценностей,
знаний, установок и форм поведения. Предпосылки понятия
языковой личности (ЯЛ) заложены идеями Л. Вайсгербера и др.
неогумбольдтианцев о решающей роли языка в формировании
картины мира – понимании языка как «промежуточного мира»
(Zwischenwelt) между человеком и внешним миром, когда человек
видит мир сквозь призму родного языка. При этом своеобразие
личности, которое проявляется в процессе усвоения и применения
человеком родного языка, всегда ограничено национальной
спецификой языковой картины мира. В настоящее время понятие ЯЛ
активно используется не только в лингвистике, но и в философии,
лингвокультурологии, психологической социолингвистике,
лингводидактике, психологии и др. областях гуманитарного знания.
Как известно, компонентами формирования языковой
личности являются компетенции: лингвистическая (теоретические
знания о языке), языковой (практическое владение языком),
коммуникативная (использование языка в соответствии с ситуацией
общения, навыки правильного речевого поведения),
культурологическая (вхождение в культуру изучаемого языка,
преодоление культурного барьера в общении).
Понятие «языковая личность» базируется на понятии
личности как субъекта отношений и сознательной деятельности,
определяющейся данной системой общественных отношений,
культурой и обусловленной также биологическими особенностями.
Личность одновременно и продукт, и субъект истории, культуры, еѐ
творец и творение. Творцом культуры человек становится благодаря
способности быть субъектом деятельности, создающим и постоянно
совершенствующим новую среду. На первый план выдвигаются
интеллектуальные еѐ характеристики, так как интеллект наиболее
интенсивно проявляется в языке и исследуется через язык.
В самом общем виде понятие ЯЛ указывает на «национальноспецифический тип коммуникатора», на личность, взятую в еѐ
218
отношении к языку и речи (И. Н. Горелов, К. Ф. Седов) и,
следовательно, соотносимую с определѐнным этнонациональным
культурным контекстом. В нашей стране понятие ЯЛ было введено в
научный оборот лингвистом Ю. Н. Карауловым в 1980-е гг. [15].
В структурной модели языковой личности Ю. Н. Караулов
выделяет три уровня:
1) вербально-семантический,
2) лингвокогнитивный (тезаурусный),
3) мотивационный (прагматический) [4].
Единицами первого уровня являются отдельные слова как
единицы вербально-ассоциативной сети. Иными словами,
вербально-семантическая характеристика языковой личности
складывается из лексикона, которым она пользуется в процессе
естественной вербальной коммуникации. При этом учитывается как
количество лексических единиц, так и умение правильно
использовать вербальные средства в соответствии с нормами
социальной дифференциации, вариативности, функциональностилистической ценности. Уровень владения этим умением, а также
нарушения нормативных правил словообразования, грамматики и
произношения определяют индивидуальность этой характеристики.
К структурным единицам второго уровня относятся идеи,
концепты, из которых складывается собственная картина мира
каждой языковой личности. В сознании индивидуума они
представлены как некая иерархия социальных и культурологических
ценностей, сформировавшаяся в конкретных условиях социального
опыта и деятельности. Это отражается в использовании
излюбленных разговорных формул и индивидуальных речевых
оборотов, по которым можно узнать конкретную языковую
личность. Когнитивная характеристика связана с интеллектуальной
сферой личности, познавательной деятельностью человека,
предполагающей мыслительные процессы.
Единицами третьего уровня являются цели, задачи, мотивы,
намерения и установки, которые, по мнению Ю. Н. Караулова,
проявляются в коммуникативно-деятельностных потребностях
личности. Именно мотивированность говорящего служит наиболее
существенным фактором, обусловливающим индивидуальные
особенности языковой личности. Многоплановость этих факторов и
отсутствие достаточно устойчивых формальных коррелятов в речи
говорящего затрудняют исследование прагматической
характеристики как важнейшего уровня структуры языковой
личности.
Согласно мнению Л. В. Пельц, в вербальной характеристике
автор имеет возможность опереться на слова, модели их
нормативного употребления, принятые в данном обществе или
коммуникативной сфере. В когнитивной характеристике можно
219
выделить обобщѐнные понятия, концепты или идеи, выраженные
также вербально. А вот для прагматической характеристики
потребовалось бы перечисление коммуникативно-деятельностных
потребностей личности, которым нет числа. Попытки исчисления
типичных ситуаций и коммуникативных установок, их
систематизации, предпринятые в психологии и социолингвистике,
пока не дали желаемого результата – обоснования структуры
прагматической характеристики
Из трѐх уровней языковой личности лишь последний
характеризует индивида именно в плане его коммуникативных
способностей. Вербально-семантических характеристик явно
недостаточно для оценки коммуникативных способностей и
возможностей. Известно, что значительное место в естественной
коммуникации занимают невербальные средства, передающие до 65
% смысловой и оценочной информации. Когнитивный уровень в
данной модели, естественно, ориентирован в большей степени на
языковые характеристики личности. Для коммуникации, наряду с
системой социальных и культурологических ценностей, большое
значение имеют и другие когнитивные факторы, связанные с
механизмами адекватного восприятия и целенаправленной
передачи информации [11].
На современном этапе стало актуальным утверждение
Н. Д. Гальсковой о том, что «результатом любого языкового
образования должна явиться сформированная языковая личность, а
результатом образования в области иностранных языков –
вторичная языковая личность как показатель способности человека
принимать полноценное участие в межкультурной коммуникации
[3, c. 65].
Вторичная языковая личность у человека, владеющего
иностранным языком, формируется под влиянием первичной
языковой личности, сформированной родным языком человека.
Выдвигается идея, что уровень развития языковой личности,
освоенность типов понимания на родном языке детерминируют
готовности языковой личности на иностранном языке. В ходе
изучения русского языка как иностранного формируется неполная
модель языковой личности. Модель вторичной языковой личности
ценна не только как средство пробуждения рефлексии над опытом
обретения коммуникативной готовности.
Понятие «вторичная языковая личность» рассматривается как
ведущая категория в современной лингводидактике.
Лингводидактическое толкование понятия было предложено
И. И. Халеевой (1989), которая рассматривает формирование
вторичной языковой личности как одну из главных целей обучения
иностранному языку. По еѐ мнению, результатом овладения языком
является то, что языковая личность приобретает черты вторичной
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языковой личности, способной проникнуть в «дух» изучаемого ею
языка, в «плоть» культуры народа, с которым может осуществляться
межкультурная коммуникация [12]. И. И. Халеева считает, что
описание модели вторичной языковой личности (см. рис. 1) должно
осуществляться с учѐтом тех процессов, которые происходят в
личности в ходе овладения ею неродным для неѐ языком. Принимая
в целом трѐхуровневую организацию языковой личности,
предложенную Ю. Н. Карауловым, И. И. Халеева условно делит
тезаурусную сферу на два взаимосвязанных и в то же время
автономных компонента: тезаурус-1 и тезаурус-2. Языки отличаются
друг от друга своей вербально-семантической сетью, вследствие чего
их носители различаются своим тезаурусом-1. Существуют различия
и в тезаурусе-2. Тезаурус 1 восходит к ассоциативно-вербальной сети
языка и формирует «языковую картину мира». Тезаурус 2
представляет собой систему пресуппозиций и импликаций языковой
личности и формирует «концептуальную» или «глобальную»
картину мира. Формирование тезауруса-2 связано с развитием
умения распознавать мотивы и установки личности,
принадлежащей иной общности, где действует иная система
ценностей, норм и оценок [13].
В методике обучения иностранным языкам вторичная языковая личность определяется как «совокупность способностей человека к иноязычному общению на межкультурном уровне, под которым
понимается адекватное взаимодействие с представителями других
культур» [2, с. 8]. Данная совокупность способностей является и целью, и результатом овладения иностранным языком. «Она складывается из овладения вербально-семантическим кодом изучаемого
языка, то есть «языковой картиной мира» носителей языка, и «глобальной» (концептуальной) картиной мира, позволяющей человеку
понять новую для него социальную действительность» [2, с. 8].
ОСОБЕННОСТИ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕЯЗЫКОВЫХ ПРОФИЛЕЙ
БОРИСОВА ИННА ВЛАДИМИРОВНА
1 Московский государственный областной университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2015 Страницы: 30-36
УДК: 372.881.111.1
ЖУРНАЛ:
ВЕСТНИК МОСКОВСКОГО ГОСУДАРСТВЕННОГО ОБЛАСТНОГО УНИВЕРСИТЕТА. СЕРИЯ: ПЕДАГОГИКА
Издательство: Московский государственный областной университет (Москва)
ISSN: 2072-8395eISSN: 2310-7219
КЛЮЧЕВЫЕ СЛОВА:
ПЕРВИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, PRIMARY LINGUISTIC PERSONALITY, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC PERSONALITY, НЕЯЗЫКОВОЙ ПРОФИЛЬ, NON-LINGUISTIC FIELD OF SPECIALIZATION, ИНОСТРАННЫЙ ЯЗЫК, FOREIGN LANGUAGE, ИНОЯЗЫЧНАЯ КУЛЬТУРА, FOREIGN CULTURE, ЛАКУНА, LACUNA, ОБРАЗОВАТЕЛЬНАЯ ПАРАДИГМА, EDUCATIONAL PARADIGM, ИНОЯЗЫЧНАЯ КОММУНИКАТИВНАЯ КОМПЕТЕНЦИЯ, FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE
АННОТАЦИЯ:
Статья посвящена проблемам преподавания иностранного языка в неязыковом вузе, связанным с формированием вторичной языковой личности студентов. Выявляются особенности этого процесса при освоении профессионально ориентированного иностранного языка, в условиях перехода от знаниевой парадигмы к компетентностной. В числе трудностей, возникающих в работе преподавателя иностранных языков со студентами-нелингвистами, выделяются следующие: преподаватель языка не является его носителем; отсутствие у преподавателя глубоких знаний в будущей профессиональной области студентов; возраст обучаемых. В заключение говорится о возможных подходах в преодолении этих трудностей.
---
В1Федеральном законе «Об образовании в Российской Федерации» сказано,
что «содержание образования должно
содействовать взаимопониманию и сотрудничеству между людьми, народами
независимо от расовой, национальной,
© Борисова И.В., 2015.
этнической, религиозной и социальной
принадлежности, учитывать разнообразие мировоззренческих подходов» [8]. С
учётом данного требования дисциплина «Иностранный язык» приобретает
особую значимость, а на преподавателей иностранных языков возлагается
30
ответственная миссия: параллельно с
обучением студентов приобщить их к
мировому цивилизованному обществу,
гарантирующему равенство прав всех
его членов, независимо от того, на каком
языке они говорят.
Такая постановка вопроса не случайна, поскольку в процессе изучения
иностранного языка и познания иноязычных культурно-исторических явлений вырабатывается способность к
диалогу и сопереживанию – а это так же
значимо, как и приобретение фундаментальных научных знаний. Иностранный
язык становится одним из действенных
инструментов, помогающих будущим
специалистам ориентироваться в потоке
постоянно меняющейся информации,
самостоятельно и творчески мыслить.
Результатом любого языкового
образования должна явиться сформированная языковая личность, а
результатом образования в области
иностранных языков – вторичная
языковая личность как показатель
способности человека принимать полноценное участие в межкультурной
ком муникации. Языковая личность
(англ. linguistic personality) – когнитивно-коммуникативный инвариант,
обобщенный образ носителя культурно-языковых и коммуникативно-деятельностных ценностей, знаний, установок и форм поведения [7, с. 495].
В нашей стране понятие языковой
личности было введено в научный оборот Ю.Н. Карауловым в 1980-е гг. Согласно разработанной им концепции
«русской языковой личности», выделяются 3 уровня в структуре языковой
личности: вербально-семантический
(нулевой) уровень, предполагающий
для носителя нормальное владение
естественным языком; когнитивный
(первый) уровень, связанный с построением «картины мира», переходом от
«значения к знанию»; прагматический
(высший) уровень, ориентированный
на «цели, мотивы, интересы, установки
и интенциональности» [3, с. 236].
В этом контексте следует пояснить,
что в последние годы, наряду с термином «языковая личность», все чаще
встречаются термины «коммуникативная личность» и «дискурсивная
личность». Некоторые учёные находят
разграничение указанных понятий
обоснованным. Однако мы склонны
считать подобное дробление большей
частью искусственным вследствие
того, что само по себе понятие «языковая личность» является достаточно
ёмким и целостным, и говорить можно,
скорее, об отдельных её проявлениях.
Понятие «вторичная языковая
личность», введённое И.И. Халеевой,
представляет собой определённую
конкретизацию общего понятия языковой личности применительно к сфере межкультурной коммуникации, а
также лингводидактики. И.И. Халеева
рассматривает формирование вторичной языковой личности как одну
из главных целей обучения иностранному языку. По её мнению, результатом овладения языком является то,
что языковая личность приобретает
черты вторичной языковой личности,
способной проникнуть в «дух» изучаемого ею языка, в «плоть» культуры
народа, с которым может осуществляться межкультурная коммуникация [9, с. 88]. Само понятие вторичной
языковой личности построено на том,
что в основе иноязычной коммуникации, характерной для соответствующей лингвокультурной общности, лежит другая картина мира, раскрытие
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которой при обучении иностранным
языкам обеспечивает проявление у
обучаемых особенностей вторичной
языковой личности, а следовательно,
успешность овладения другим языком
и стоящей за ним культурой.
Неверно было бы полагать, что вторичная языковая личность является
«надстройкой», не меняющей структуру собственно языковой личности,
и что появление её ведёт к некоему
раздвоению личности. В доказательство сказанного можно привести мнение К.Н. Хитрика о том, что в основе
подхода к проблеме обучения культуре иноязычного речевого общения должно лежать «представление о
принципиально едином строении и
функционировании социально-психологической, языковой и “вторичной”
языковой личности, взятой как системно организованный объект, обладающий системным когнитивно-креативным качеством» [10, с. 8].
Вообще говоря, на этапе вузовского
образования задача развития языковой
личности (как первичной, так и вторичной) представляется особенно актуальной, поскольку именно в этот период
происходит окончательное формирование личности. И именно эту социальную сензитивность необходимо использовать в целях обучения и развития.
Безусловно, следует сразу оговориться, что достичь совершенного
результата в деле формирования вторичной языковой личности в отрыве
от естественной языковой среды вряд
ли возможно в условиях неязыкового
(как, впрочем, и языкового) вуза. Реально ставить задачу развития у обучающихся лишь основных черт вторичной языковой личности, т. е. навыков
и умений оперирования лексиконом
в социокультурном контексте повседневного бытия иноязычного социума.
Обучение иностранному языку в
неязыковом вузе является сложным
и трудоёмким процессом, к результатам которого предъявляются сегодня
особые требования. Эти требования
обусловлены, с одной стороны, интеграцией российской системы высшего
образования в мировое образовательное пространство и запросами работодателей в условиях возрастающей
глобализации, а с другой – осознанием самими студентами необходимости
успешного профессионального и личностного становления. При ведении
занятий у студентов-нелингвистов
преподаватель сталкивается с рядом
специфических проблем и особенностей, игнорирование которых приводит к снижению эффективности в достижении поставленных целей.
Одной из таких проблем является
то, что при изучении иностранного
языка студенты неязыковых профилей часто не в состоянии использовать
лингвистический опыт, полученный
при изучении родного языка. Проблема эта особенно актуальна для
студентов технических направлений,
поскольку несформированность речевых умений в родной языковой среде
(обусловленная большей частью жёсткой ориентацией старшеклассников
средней школы на профилирующие
предметы, необходимые при поступлении в вуз) затрудняет их перенос в
речевую деятельность на иностранном
языке, что приводит, в первую очередь,
к сложностям в понимании иноязычной литературы.
Такое положение дел также усугубляется выдвижением на роль тотального
языкового авторитета средств массовой
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информации и Интернета, следствием
которого является резкое снижение качества владения родным языком в молодежной среде, что проявляется в бедном
словарном запасе и необоснованном использовании заимствований.
При рассмотрении вопроса овладения иноязычной речью студентами-нелингвистами невозможно обойти вниманием фонетический аспект.
Он, безусловно, представляет собой
«ахиллесову пяту» будущих русскоязычных специалистов, поскольку акт
коммуникации при большом количестве фонетических и фонематических
ошибок крайне затруднён, а подчас и
невозможен. Е.А. Аристова выделяет следующие проблемные моменты
у студентов неязыковых вузов: «артикуляция кратких и долгих, альвеолярных, межзубных звуков, а также
особенности произнесения звуков в
различных позициях; мелодический
рисунок, выполняющий грамматическую функцию; темп как норма; паузы, которые делят речевой поток на
смысловые группы и необходимые для
вдоха; словесное и фразовое ударение;
ритм как отличительная особенность
английской речи» [1, с. 155].
В условиях постоянного цейтнота и
большой наполняемости групп (до 25–
30 человек) преподаватель, естественно, определяет академические приоритеты не в пользу фонетики. Однако, по
нашему мнению, на сегодняшний день
имеется хорошая возможность совершенствования фонетических навыков
и в процессе самостоятельной работы,
поскольку электронные версии словарей обычно снабжены звуковым сопровождением (причём в британском
и американском вариантах). В дополнение к этому существует множество
обучающих Интернет-ресурсов различного уровня, находящихся в открытом доступе. Следовательно, преподавателю с самого начала необходимо
донести до студентов мысль о том, что,
стараясь правильно произносить иноязычные звуки, они проявляют уважение к носителям языка, к их историческим традициям, что, в свою очередь,
делает их вторичную языковую личность более богатой и гармоничной.
К особенностям языковой подготовки студентов неязыковых профилей можно отнести и актуальный
в последнее время чёткий профессионально-ориентированный подход к
преподаванию иностранного языка,
который предусматривает формирование у студентов способности иноязычного общения в конкретных профессиональных, деловых, научных сферах
и ситуациях с учетом особенностей
профессионального мышления. Под
профессионально-ориентированным
понимается «обучение, основанное на
учете потребностей студентов в изучении иностранного языка, диктуемого
особенностями будущей профессии
или специальности» [6, с. 5].
В связи с этим логично было бы
ещё раз напомнить, что ставить вопрос о формировании вторичной
языковой личности как об основной
цели обучения иностранному языку в
условиях неязыкового профилирования возможно лишь в ограниченных
пределах. М.Г. Евдокимова также связывает эти пределы с потребностями
будущего специалиста в иноязычном
профессиональном общении. Это утверждение позволяет ей ввести понятие «иноязычной профессионально
ориентированной языковой личности» [2, с. 110].
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Особенностью процесса преподавания языка профессионального общения в неязыковом вузе можно считать и то, что в течение всего курса он
осуществляется, как правило, одним
преподавателем, который не является
при этом носителем языка, а систематическое общение с англоязычными
представителями практически недоступно по ряду причин. Принимая во
внимание тот факт, что преподаватель
по сути своей также является вторичной языковой личностью, находящейся на определённом (несомненно, более высоком по отношению к студенту)
уровне развития, можно прийти к выводу, что он не может (и, очевидно, не
должен) обладать компетентностью в
той профессиональной сфере, к вступлению в которую готовится студент.
В связи с этим встаёт вопрос о лакунах (лат. lacuna – ‘ров, провал’).
Напомним, что в современных исследованиях выделяются разного
рода лакуны: культурологические
(Н.В. Уфимцева, Д.Б. Гудков), психологические (И.Ю. Марковина, Ю.А. Сорокин), текстовые (Ю.Н. Караулов,
И.К. Марковина, В.В. Красных), фоновые (Ю.В. Скугарова), кинесические
(И.Н. Горелов, Г.Е. Крейдлин, Т.С. Глущенко, Т.Б. Резникова), речевые и языковые (В.Л. Муравьёв, Ю.А. Сорокин,
Ю.С. Степанов, Е.Ф. Тарасов, Г.В. Быкова, И.А. Стернин). Поскольку объём
статьи не позволяет детально разработать это направление исследования,
ограничимся лишь некоторой общей
констатацией фактов, обозначающих
данную проблему. В профессионально
ориентированном языке лакун разного рода предостаточно. Очевидно, что
преподаватель иностранного языка не
может доступно и адекватно восполнить их, не обладая глубокими знаниями в будущей профессиональной
области студентов, даже при условии
постоянного совершенствования своей вторичной языковой личности в
этом направлении. В связи с этим велика вероятность возникновения неких
«псевдо-лакун» (иноязычных терминов и явлений, в нашей стране известных пока лишь узкому кругу профессионалов). Помочь преподавателю в их
адекватной «расшифровке» студенты
не в состоянии, так как иностранный
язык изучается на первом-втором курсах, когда у них ещё отсутствуют сформированные компетенции, относящиеся к будущей профессии.
При рассмотрении вопроса формирования вторичной языковой личности в неязыковом вузе уместно было
бы поднять вопрос и о возрасте обучаемых. По нашим наблюдениям, на второй ступени высшего образования (в
магистратуре) встречаются достаточно
«возрастные» студенты. Их первичная
языковая личность сформировалась в
других общественно-политических условиях и в рамках другой (знаниевой)
образовательной парадигмы. Это неизбежно приводит к возникновению
сложности при продолжении формирования вторичной языковой личности в условиях ориентации на парадигму компетентностную.
Очевидно, что если первичная языковая личность сформировалась во
времена «железного занавеса», то едва
ли это будет способствовать проявлениям открытости и толерантности у
студентов при изучении определённых
реалий и процессов, происходящих в
настоящее время в стране изучаемого языка. К примеру, общеизвестно,
что существует различное отношение
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ISSN 2072-8395 Вестник МГОУ. Серия: Педагогика 2015 / № 1
ко многим историческим событиям,
сложившееся под влияниям массовой
идеологической пропаганды при различных общественных строях. Например, ответ на вопрос о том, кто сыграл
решающую роль в победе над фашистской Германией во Второй мировой
войне, хотя и является для российских
граждан более старшего возраста само
собой разумеющимся, до сих пор решается в мире (в том числе в англоговорящих странах) неоднозначно. То же
самое происходит и в области оспаривания приоритета научных открытий
и технических изобретений. Смогут
ли (и захотят ли) принять обучающиеся реалии такими, какими их видят
современные носители английского
языка?
Этот вопрос возникает в связи с
тем, что собственный культурный
опыт всегда первичен при восприятии
чужой культуры. Следовательно, межкультурное обучение и вводимые в его
рамках новые культурные феномены не
могут (и не должны) быть рекламой чужого образа жизни и поводом для смены сформировавшихся основообразующих компонентов мировоззрения.
Однако социокультурный компонент
в содержании обучения иностранному языку играет существенную роль в
развитии личности обучающегося, так
как дает возможность не только ознакомиться с наследием культуры страны изучаемого языка, но и сравнить
его с культурными ценностями своей
страны, что способствует формированию общей культуры студента. Данный компонент призван расширить
общий, социальный, культурный кругозор обучающихся, стимулировать их
познавательные и интеллектуальные
процессы.
Нам видится, что у преподавателя
иностранного языка при этом появляется новая функция – некоего модератора, который должен определённым образом сгладить возникающие
противоречия на основе общечеловеческих ценностей. Возможность этого
признаётся и И.И. Халеевой, которая
при формировании вторичной языковой личности призывает опираться на
«универсалии культуры», к которым в
принципе можно отнести «уважение к
труду», «гостеприимство» и целый ряд
других моральных и этических норм,
являющихся «культурными императивами и так или иначе восходящих к институту общечеловеческих ценностей»
[9, с. 88]. При этом преподаватель должен уважать творческий поиск обучаемых, быть «партнером и советчиком»:
не спешить исправлять ошибочные
суждения студентов, а «пытаться постичь их логику, предлагать рассуждать в ином ключе <…>, подводить к
правильному решению» [4, с. 56].
Безусловно, необходим специфический подход к решению проблем
обучения иностранным языкам студентов-нелингвистов с учётом вышеизложенных особенностей. Первоочередной задачей является правильное
определение вектора движения к формированию их вторичной языковой
личности. Подобный подход, по нашему мнению, может быть реализован через внедрение соответствующих
методических элементов, конкретизация которых зависит от многих факторов локального характера. Нам в
значительной степени близок своей
практической направленностью подход к этой проблеме О.В. Нефёдова,
который полагает, что основными
принципами рациональной методики
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ISSN 2072-8395 Вестник МГОУ. Серия: Педагогика 2015 / № 1
формирования иноязычной коммуникативной компетенции должны быть
следующие:
– принцип рационального сочетания
компонентов содержания обучения;
– принцип учета разноуровневой
языковой подготовки студентов-первокурсников;
– принцип рационального сочетания аудиторной и самостоятельной
работы;
– принцип учета автономии студента [5, с. 163–164].
Конкретизация данных положений
может стать темой дальнейших исследований в означенном направлении.
Подводя итог всему вышеизложенному, необходимо выделить следующие положения:
– овладение иностранными языками и приобщение к иноязычным культурам является сегодня насущной необходимостью;
– при обучении студентов иностранному языку преподаватель должен стремиться не просто дать сумму
знаний, а сформировать вторичную
языковую личность;
– в процессе формирования вторичной языковой личности студента
происходит обогащение его первичной языковой личности;
– обучая студентов профессионально-ориентированному языку, преподаватель также совершенствует свою
вторичную языковую личность;
– для эффективной организации
учебного процесса у студентов неязыковых профилей важно выявить и сформулировать особенности формирования их вторичной языковой личности;
– успешное овладение иностранным языком студентами неязыковых
профилей требует от преподавателя
внедрения рациональных методик
формирования иноязычной коммуникативной компетенции.
---
ЛИТЕРАТУРА:
1. Аристова Е.А. Формирование фонетических и фонационных навыков иноязычной устной речевой деятельности
у студентов неязыкового вуза: дисс. …
канд. пед. наук. Пермь, 2005. 189 с.
2. Евдокимова М.Г. Межкультурный аспект содержания обучения языку для
специальных целей // Язык и культура.
2010. Вып. 4. С. 109–114.
3. Караулов Ю.Н. Русский язык и языковая личность. 8-е изд. М., 2014. 264 с.
4. Курило Л.В. Организация обучения
будущих преподавателей английского
языка профессионально ориентированной научной письменной речи //
Вестник Московского государственного областного университета. Серия:
Педагогика. 2014. № 1. С. 52–57.
5. Нефедов О.В. Принципы рациональной методики обучения иностранному
языку студентов-нелингвистов // Педагогическое образование в России. 2013.
№ 5. С. 162–165.
6. Образцов П.И., Иванова О.Ю. Профессионально-ориентированное обучение
иностранному языку на неязыковых
факультетах вузов. Орел, 2005. 114 с.
7. Психология общения. Энциклопедический словарь / Под общ. ред. А.А. Бодалева, 5-е изд. М., 2011. 600 с.
8. Федеральный закон от 29 декабря 2012 г.
№ 273-ФЗ «Об образовании в Российской
Федерации» [Электронный ресурс]. ULR:
http://минобрнауки.рф/документы/2974
(дата обращения: 04.05.2014 г).
9. Халеева И.И. Основы теории обучения
пониманию иноязычной речи: Подготовка переводчика. М., 1989. 238 с.
10. Хитрик К.Н. Теоретические основы
обучения культуре иноязычного речевого общения в специальном языковом вузе: Автореф. дисс. … докт.
пед. наук. М., 2001. 43 с.
36
ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ЭКОНОМИЧЕСКОМ ВУЗЕ В МЕНЯЮЩЕМСЯ МИРЕ
СТЕПАНОВА И.Б.1
1 Российский экономический университет имени Г.В. Плеханова
Тип: статья в журнале - научная статья Язык: русский
Том: 3Номер: 3 (31) Год: 2016 Страницы: 104-107 Поступила в редакцию: 25.02.1916
УДК: 378
ЖУРНАЛ:
НАУКА И МИР
Издательство: Общество с ограниченной ответственностью "Издательство "Научное обозрение" (Волгоград)
ISSN: 2308-4804
КЛЮЧЕВЫЕ СЛОВА:
ПОЛИКУЛЬТУРНОЕ ОБРАЗОВАНИЕ, MULTICULTURAL EDUCATION, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, INTERCULTURAL COMMUNICATION, КОНКУРЕНТОСПОСОБНОСТЬ, COMPETITIVENESS, КОМПЕТЕНЦИИ, COMPETENCE, КОМПЕТЕНТНОСТНЫЙ ПОДХОД, COMPETENCY-BASED APPROACH
АННОТАЦИЯ:
Статья посвящена вопросам реализации поликультурного языкового образования у студентов экономического профиля как участников межкультурного диалога и международного профессионального сообщества в условиях глобальной конкуренции и трансформации миропорядка. Автор выделяет основные принципы формирования языковой личности, а также рассматривает совокупность компетентностей и компетенций, необходимых для решения проблем взаимопонимания и взаимодействия с носителями разных культур.
---
На наших глазах на фоне стремительного развития глобализации в экономическом, информационном,
экологическом и культурном пространстве идет процесс переустройства мира, пересмотра системы международных отношений, обострения соперничества мировых и региональных держав, военно-политических и экономических центров за расширение сфер влияния. Зачастую в попытках удержать лидирующие позиции акцент
делается на силовое решение проблем, что усиливает нестабильность и напряженность в мире. В своем послании участникам форума «Традиции и новации, культура, общество, личность» глава МИД РФ Сергей Лавров
отметил, что попытки навязывания другим народам собственных ценностей и моделей развития, без учета их
национальных особенностей ведут к возрастанию конфликтности, появлению новых кризисных очагов, углублению межэтнических и межконфессиональных противоречий. «Усиление нестабильности, рост конфликтности требуют наращивания коллективных усилий по эффективному решению ключевых проблем современности.
Россия продолжит последовательный курс на оздоровление ситуации в мире при опоре на международное право, в интересах обеспечения свободы выбора каждого народа, наращивания взаимоуважительного партнерства
между ведущими мировыми религиями, культурами и цивилизациями» [9].
Мир вступил в эпоху локальных конфликтов, роста религиозного экстремизма, воинствующего национализма, сепаратизма и глобального террора. Современные информационно-коммуникационные и политические технологии позволяют формировать образы, искажающие истинную суть происходящих событий. Идеологическое воздействие на человека, в первую очередь на молодежь, ведется через глобальную сеть Интернет,
социальные сети, СМИ. Через информационно-психологические каналы продвигаются идеи «управляемого
хаоса», «мягкой силы», «умной толпы», «цветных и оранжевых революций» и т.п. Воздействуя на сознание
человека, осуществляется скрытое разрушение его культурно-конфессиональной самоидентификации и традиционной модели поведения.
Сложная ситуация в мире со всеми ее противоречиями ставит перед образованием задачу – подготовку
будущих высококвалифицированных кадров, способных обеспечить устойчивое развитие страны, укрепить ее
конкурентоспособность, противостоять идеологическому воздействию и продвигать влияние России в мире,
сохраняя российскую гражданскую идентичность. Важная роль в этом отводится поликультурной образовательной среде, которая создает условия для формирования личности, способной общаться и сотрудничать с
людьми разных социальных групп, национальностей, вероисповеданий, рас.
Расширение масштабов межкультурного взаимодействия в современном мире настоятельно требует
развития поликультурных составляющих высшего образования, повышения требований к овладению будущими
специалистами мировым культурным наследием и иностранными языками. Именно иностранный язык играет
роль инструментария, позволяющего собеседникам наиболее полноценно участвовать в иноязычной коммуникации, выстраивать эффективный кросс-культурный диалог как в рамках своей профессиональной деятельности, так и в более широком аспекте. Усиление процессов глобализации информационного обмена, интеграции,
мультикультурности и миграции с одной стороны, и нарастающие противоречия между глобальными и локальными интересами обществ, между общечеловеческими ценностями и процессами этнокультурного самоопределения с другой, требуют создания условий для развития поликультурной личности и ее самореализации в современном мире.
Под поликультурной личностью понимается «личность, воспринимающая себя в качестве субъекта полилога культур, имеющая активную жизненную позицию, обладающая развитым чувством эмпатии и толерантности, эмоциональной устойчивостью, способная к продуктивной профессиональной деятельности в условиях культурного многообразия общества» [1, с. 6]. Такая личность должна динамично развиваться и меняться
вместе с меняющимся миром, должна уметь оценивать вероятное развитие событий и регулировать свое поведение, быть склонной к анализу представлений других культурных общностей, миропорядка, а также своего
© Степанова И.Б. / Stepanova I.B., 2016
места в окружающем мире. Языковая компетентность обеспечивает развитие поликультурной личности и способствует расширению ее кругозора, потребности в познании и владении разносторонней информацией, формированию независимости оценок и суждений. Современное общество нуждается в модели личности нового
типа, «которая будет способна к активной и продуктивной жизнедеятельности в глобальном поликультурном
обществе, будет обладать развитым чувством понимания и уважения других культур, умением жить в мире и
согласии с людьми как представителями разных лингвокультурных групп» [8, с. 3].
Яркими показателями поликультурной направленности личности являются глубокие знания о современных тенденциях развития мировой цивилизации, процессах глобализации, политико-культурном разнообразии современного мира, осознание собственной этнокультурной принадлежности, высокий уровень конфликтоустойчивости, гуманистическая направленность личности в целом.
И здесь мы подходим к необходимости формирования поликультурной языковой личности, для эффективного функционирования которой недостаточно лишь знать язык и изучать культуру страны изучаемого языка. Л. П. Халяпина считает, что нужен подход, который базировался бы на когнитивном уровне осмысления как
универсальных культурных концептов, имеющих общечеловеческую ценность, так и на понимании специфического культурного характера выражения данных концептов в различных этнокультурах. «Формирование поликультурной языковой личности основывается на следующих принципах:
– принципе ориентации на познание и учета концептосфер разных культур,
– принципе интеграции обучения и реальной коммуникации с представителями поликультурного мира,
– принципе осознания глобального и самобытного в личности,
– принципе автономии и самостоятельности личности в обучении,
– принципе проблемно-ориентированного познания» [8, с. 23].
Для понимания концепта «языковая личность» необходимо определить уровень, с которого начинается
формирование языковой личности, изучающей иностранный язык. Этот уровень, по мнению Ю. Н. Караулова,
определяется не степенью овладения языковой системой изучаемого языка, а степенью постижения концептуальной системы носителей изучаемой лингвокультуры, позволяющей проникать в ментальный мир ее представителей, исследуя их знание и понимание явлений окружающей действительности [3, с. 3].
Современная теория и методика обучения иностранным языкам далеко продвинулась в понимании и
разработке содержания языковой личности. Особое внимание уделяется понятию «вторичной языковой личности», лингводидактическое толкование которого было предложено И. И. Халеевой, и которое означает совокупность способностей человека к иноязычному общению на межкультурном уровне, т.е. в результате овладения языком обучающийся приобретает черты вторичной языковой личности, способной проникать в «дух» изучаемого языка, в «плоть» культуры народа, с которым должна осуществляться межкультурная коммуникация.
Как отмечает Н. Д. Гальскова, поскольку процесс становления вторичной языковой личности связан не только с
овладением обучающимся вербального кода иностранного языка и умением применять его на практике, но и с
формированием в его сознании «картины мира», свойственной носителю этого языка как представителю определенного социума, то обучение иностранному языку должно быть направлено на приобщение обучаемых к
концептуальной системе чужого лингвосоциума [2, с. 21]. Развитие у обучаемого свойств «вторичной языковой
личности», позволяющих ему быть эффективным участником межкультурной коммуникации, и является стратегической целью обучения иностранному языку.
Однако, Л. П. Халяпина справедливо отмечает, что ситуация глобализации вызывает необходимость
пересмотра подходов к обучению иностранным языкам в свете поликультурной направленности формирования
языковой личности. Процесс глобализации влечет за собой глобальные изменения в сфере культур, принятие
«политики мультикультурализма, суть которого состоит в позитивном отношении к наличию различных культурных групп, добровольной адаптации социальных институтов к их потребностям, в поддержке новых культурных идентичностей: этнических, национальных, религиозных и др.» [8, с. 7]. В современных реалиях процесс межкультурной коммуникации, предполагающий диалог культур, т.е. взаимодействие между родной культурой и культурой носителей изучаемого языка, не является достаточным для глобального мира. Речь должна
идти о поликультурной коммуникации – взаимодействии родной культуры с любой другой культурой в рамках
глобальной коммуникации.
Кризис политики мультикультурализма, который мы наблюдаем сейчас в Европе, показывает, что сам
процесс глобализации обостряет ситуацию взаимодействия поликультурного мира, провоцирует возникновение
все новых конфликтных ситуаций и вызывает необходимость эффективного решения вопросов сотрудничества
и сосуществования представителей различных культур.
В условиях трансформации современной действительности в большей степени востребована не вторичная языковая личность, которая в процессе обучения иностранным языкам приобщается лишь к концептуальной системе второго (иностранного) языка, а поликультурная языковая личность, в которой сформирована
способность взаимодействовать с представителями разных стран и готовность приобщиться к концептуальной
системе других культур. Автор концепции поликультурной личности Л. П. Халяпина считает, что в условиях
глобального поликультурного общества перед системой обучения иностранным языкам ставится задача постижения концептуальных систем разных культур и формирование такой языковой личности, которая включала бы
в себя совокупность компетентностей нового типа, а именно: поликонцептуальную, полилингвистическую и
коммуникационно-технологическую. По мнению исследователя, указанные компетентности позволяют личности не только продуктивно участвовать в полилингвальной коммуникации, в том числе используя современные
технологические средства, но и ориентироваться в концептосферах универсального, этнокультурного, социокультурного и индивидуально-культурного типов, что обеспечивает развитие ее готовности и способности к
активному позитивному взаимодействию с представителями поликультурного мира.
Будущие специалисты в сфере экономики не могут обойтись без знания иностранного языка, так как
экономика развивается в условиях глобализации и по пути интеграции. Знание иностранного языка подразумевает знание культуры и модели профессионального общения, этикета мира бизнеса в целом и особенностей
общения в бизнес-среде страны изучаемого языка, в частности. В соответствии с ФГОС ВО нового поколения
выпускники программы бакалавриата направления подготовки «экономика» должны обладать «способностью
использовать основы экономических знаний в различных сферах деятельности, способностью к коммуникации
в устной и письменной формах на русском и иностранном языках для решения задач межличностного и межкультурного взаимодействия, способностью работать в коллективе, толерантно воспринимая социальные, этнические, конфессиональные и культурные различия» [10, с. 8]. Специалистам экономического профиля важно
знать специфику общения в деловой экономической среде, особенности составления и оформления договоров,
контрактов, платежных документов, транспортных накладных и т.п. Например, проведение бизнес-встреч с
зарубежными партнерами предполагает владение языком в социально-культурном контексте, а именно: необходимо знать страноведческие реалии, принятые образцы приветствия, общения, национальные традиции, ритуалы, привычки, формы выражения вежливости, жесты и пр.
В экономических вузах Российской Федерации все большую популярность приобретают такие направления подготовки как «Туризм» и «Гостиничное дело». На сегодняшний день туризм является одной из наиболее высокодоходных и динамично развивающихся отраслей экономики, оказывающих мультипликативное влияние на совокупную деятельность различных секторов экономики. Индустрию туризма и гостеприимства следует считать комплексообразующей отраслью, основанной на интегрированном использовании всего экономического, культурного и природного потенциала страны. Отечественная индустрия туризма и гостеприимства
находится в стадии поступательного развития. С ростом туристического рынка растет и потребность в подготовке профессиональных кадров в этой сфере. Туристический и гостиничный бизнес ориентирован на клиента,
поэтому в первую очередь стоит задача формировать и развивать способности эффективно общаться в процессе
обучения на данном направлении.
Используемые в обучении материалы должны сформировать ряд компетенций:
– языковую компетенцию (владение языковым материалом для его использования в виде речевых высказываний),
– социолингвистическую компетенцию (способность использовать языковые единицы в соответствии с
ситуациями общения),
– дискурсивную компетенцию (способность понимать и достигать связности в восприятии и порождении отдельных высказываний в рамках коммуникативно значимых речевых образований),
– так называемую «стратегическую» компетенцию (способность компенсировать вербальными и невербальными средствами недостатки во владении языком),
– социально-культурную компетенцию (степень знакомства с социально-культурным контекстом
функционирования языка),
– социальную компетенцию (способность и готовность к общению с другими).
В целом будущие специалисты по роду своей деятельности должны быть готовы к межкультурному
диалогу и сотрудничеству, уметь работать в мире глобальной конкуренции, в интернациональных коллективах,
жить внутри многонациональных и многоконфессиональных сообществ, в условиях профессиональной мобильности и миграции трудовых ресурсов.
В качестве содержательного компонента формирования поликультурной языковой личности подбираются языковые и текстовые материалы, обеспечивающие эффективную поликультурную коммуникацию. Темы
для обсуждения варьируются в зависимости от уровня языковой подготовки группы, а также специализации.
Так, например, со студентами направления подготовки «Туризм» рассматриваются следующие темы на примере разных стран: “Recent developments and trends in tourism”, “The factors that motivate people to travel”, “The profile of a typical outbound tourist”, “The use of social media in tourism promotion”, “The effects of a rapid growth of
tourism in a developing country” и т.п. Текстовой материал, используемый для обсуждения, является аутентичным и включает лингвистические единицы, репрезентирующие социо-культурные аспекты. В рамках заданий
«кейс стади» студентам предлагается, задействовав Интернет-ресурс, организовать туристическую поездку для
путешественников из разных регионов с учетом их менталитета, культуры, национальных особенностей, предпочтений и т.д.; или составить программу развития курорта в местности, где сильны религиозные и конфессиональные обычаи.
В процессе обучения используется система упражнений, нацеленных на овладение лингвистическими
особенностями разных дискурсов, на понимание сходств и различий на уровне концептуальных систем разных
культур, а также на формирование умения реального взаимодействия студентов с представителями других
культур в информационном поле и в социальных сетях. Для достижения требуемого уровня сформированности
таких умений рекомендуется использовать в учебном процессе активные и интерактивные формы проведения
занятий, а именно: компьютерные симуляции, деловые и ролевые игры, разбор конкретных ситуаций, разнообразные тренинги и т.п., помогающие овладеть формами и методами планирования разнообразных коммуникативных ситуаций, приемами и средствами предупреждения конфликтов, культурой толерантности. В качестве
примерных заданий можно предложить следующие: “Challenges of multicultural teams”, “Cultural values for Russians”, “The slogans used in nation branding campaigns”, “How much do you know about China?”, “The leadership
style in European countries”. Студентам направления подготовки «Гостиничное дело» могут быть интересны ситуации, затрагивающие вопросы деловой этики в индустрии гостеприимства. Например, “Ethical and moral dilemmas in the hospitality industry”, “Exploitation of migrant workers in hotels”, “Discrimination and displacement of
indigenous people in hotel chains”.
На базе РЭУ им. Г. В. Плеханова со студентами гостинично-туристического направления проводились
научно-практические конференции о возможностях развития экологического туризма в Забайкальском регионе
и о проблемах и перспективах развития туризма в Крыму. Эти мероприятия показали, что, реализуя социокультурные и информационно-коммуникативные компетентности, развивая навыки исследовательской работы, студенты проявляют высокий уровень гражданской ответственности и нравственной зрелости.
Знание культуры страны изучаемого языка и ментальности ее народа играет важную роль в профессиональной деятельности, оказывая влияние на иноязычную коммуникативную компетенцию и обеспечивая эффективное существование в поликультурном обществе. С помощью иностранного языка происходит «вращивание» личности в мир человеческой культуры, что, по А. А. Леонтьеву, является основой его социализации [5, с.
105]. Иностранный язык является инструментом социализации личности в поликультурном мире, адаптации ее
в профессиональном контексте. Не стоит, однако, забывать, что обстановка в мире ставит нашу страну перед
целым рядом международных вызовов. Будущим выпускникам, возможно, придется жить и работать не только
в условиях жесточайшей конкуренции, под гнетом санкций, но и при дальнейшей дискредитации образа России
со стороны Запада, использующего для этого как экономические, так и политические рычаги. Молодое поколение должно уметь отвечать на эти вызовы, убеждая мировое сообщество в правоте и мощи своей страны за счет
реализации программ экономического и культурного сотрудничества, расширять представление о России и
продвигать положительный образ своей страны через информационно-культурные каналы. Участие в международных молодежных форумах, различных дискуссионных площадках, волонтерских программах и гуманитарных проектах должно способствовать гармонизации отношений с другими странами, укреплению гуманитарных связей, взаимопониманию и сотрудничеству.
Таким образом, вузовская подготовка будущих высококвалифицированных и конкурентоспособных
кадров должна быть направлена на создание поликультурной среды в процессе обучения и формирование поликультурно-ориентированной личности, стремящейся к высочайшему профессионализму как залогу жизненного успеха, высоким нравственным ориентирам, самореализации на основе постижения богатства мировой и
российской культуры, осознающей огромную ответственность за результаты своего труда и, как следствие,
процветание своей страны.
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СПИСОК ЛИТЕРАТУРЫ
1. Агранат, Ю. В. Формирование поликультурной личности будущих специалистов социальной сферы при обучении иностранному языку в вузе: автореф. канд. дисс / Ю. В. Агранат. – Хабаровск, 2009. – 23 с.
2. Гальскова, Н. Д. Современная методика обучения иностранным языкам / Н. Д. Гальскова. – М.: Аркти, 2004. –
192 с.
3. Караулов, Ю. Н. Язык и личность / Ю. Н. Караулов. – М.: Наука, 1989. – 263 с.
4. Крупченко А. К. Основы профессиональной лингводидактики: Монография / А. К. Крупченко, А. Н. Кузнецов.
– М.: АПКиППРО, 2015. – 232 с.
5. Леонтьев, А. А. Язык, речь, речевая деятельность / А. А. Леонтьев. – М.: Едиториал УРСС, 2003. – 216 с.
6. Халеева, И. И. Вторичная языковая личность как реципиент инофонного текста / И. И. Халеева // Язык – система. Язык – текст. Язык – способность. – М.: РАН ИРЯ, 1995. – С.277–286.
7. Халеева, И. И. Основы теории обучения пониманию иноязычной речи / И. И. Халеева. – М.: Высшая школа,
1989. – 239 с.
8. Халяпина, Л. П. Методическая система формирования поликультурной языковой личности посредством Интернет-коммуникации в процессе обучения иностранным языкам: диссертация…д-ра пед. наук / Л. П. Халяпина. – СПб,
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9. Приветствие министра иностранных дел Российской Федерации С. В. Лаврова участникам XXIV Международных Рождественских образовательных чтений [Электронный ресурс] // Министерство иностранных дел Российской Федерации. Режим доступа: http://www.mid.ru/press_service/minister_speeches/-/asset_publisher/7OvQR5KJWVmR/content/id/2031857
(дата обращения: 12.02.2016).
10. Федеральные государственные образовательные стандарты высшего образования по направлению 38.03.01
«Экономика» (квалификация (степень) «бакалавр») [Электронный ресурс] // Портал Федеральных государственных образовательных стандартов. Режим доступа: http://fgosvo.ru/uploadfiles/fgosvob/380301pdf (дата обращения:05.02.2016).
Материал поступил в редакцию 25.02.16
ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЮРИСТА ПРИ ДИСТАНЦИОННОЙ ФОРМЕ ОБУЧЕНИЯ (НА ПРИМЕРЕ УЧЕБНОГО КУРСА "РИТОРИКА ДЛЯ ЮРИСТОВ")
КУБИЦ ГАЛИНА ВАСИЛЬЕВНА [Написать письмо автору] 1
1 Южно-Уральский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Том: 13Номер: 3 Год: 2013 Страницы: 42-44
Поступила в редакцию: 27.06.2013
УДК: 342.725+378.016:81-028.31
ЖУРНАЛ:
ВЕСТНИК ЮЖНО-УРАЛЬСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ПРАВО
Издательство: Южно-Уральский государственный университет (национальный исследовательский университет) (Челябинск)
ISSN: 1991-9778eISSN: 2412-0588
КЛЮЧЕВЫЕ СЛОВА:
ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ЮРИСТА, PROFESSIONAL LINGUISTIC PERSONALITY OF A LAWYER, ЯЗЫКОВАЯ КОМПЕТЕНЦИЯ, LINGUISTIC COMPETENCE, ЛИНГВИСТИЧЕСКАЯ КОМПЕТЕНЦИЯ КОММУНИКАТИВНАЯ КОМПЕТЕНЦИЯ, COMMUNICATIVE COMPETENCE, ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ, INFORMATION AND COMMUNICATION TECHNOLOGIES
АННОТАЦИЯ:
Рассмотрены проблемы применения информационно-коммуникационных технологий для формирования профессиональной языковой личности юриста при дистанционной форме обучения на примере учебного курса «Риторика для юристов». Проанализированы характерные особенности языковой, лингвистической и коммуникативной компетенций. На основе проведенного исследования автор заключает, что использование информационно-коммуникационных технологий требует от современного преподавателя творческого, научного подхода, изучения и освоения в полной мере современных информационных систем, способствует развитию мышления и самоорганизации студента.
Особую актуальность в последнее время приобрело знание современным преподавателем информационно-коммуникационных технологий (далее – ИКТ) электронного и дистанционного обучения. Владение необходимыми профессиональными знаниями, умениями и навыками в области ИКТ позволяет преподавателю идти в ногу со временем. Показателем профессиональной готовности преподавателя к успешной деятельности в современных образовательных условиях является его компетентность в области применения ИКТ, от преподавателя сегодня требуются готовность и способность к эффективному использованию возможностей ИКТ при обучении своему предмету. Целью обучения риторике студентов-юристов дистанционной формы обучения являются формирование и развитие языковой, коммуникативной и лингвистической компетенций профессиональной языковой личности юриста как участника профессионального общения, а также коммуникативных навыков эффективного общения через ИКТ. В рамках данной дисциплины предполагается решить следующие задачи: сформировать навыки и умения построения текстов в области профессионального общения, овладеть основами ораторского искусства и приемами и техниками речевого воздействия на аудиторию при формировании профессиональной языковой личности юриста. Трудность обучения студентов риторике при дистанционной форме обучения заключается в том, что риторика – это речевая дисциплина, которая требует непосредственного общения со студентом. Если при проведении лекционных занятий по риторике в обычной форме преподаватель за счет личных качеств, жестов, интонации может заинтересовать аудиторию, наблюдая за поведением слушателей, изменить темп речи, прибавить экспрессивность, то при проведении лекций для студентов дистанционной формы обучения обратная связь со слушателями, как правило, отсутствует, преподавателю сложно следить за реакцией слушателей на преподносимый материал. Поэтому преподаватель готовит презентации лекций, демонстрационные материалы, что позволяет привлечь внимание студентов к своему предмету, выделить самые трудные, полезные, интересные моменты во
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время проведения занятия, а также проводит лектронные консультации, работает с электронной почтой студентов. Применение ИКТ в процессе обучения риторике способствует формированию самостоятельности студента, которая реализуется в процессе обучения. Закладываются практические навыки студента применить ИКТ: сначала необходимо просмотреть и прослушать лекцию преподавателя, в презентации обратить внимание на трудные, интересные факты, затем практические навыки становятся привычными. Результатом такой самостоятельности является постоянный самоконтроль за ходом и результатом выполняемой работы, данной преподавателем. Для практических занятий по риторике применяется несколько заданий, направленных на работу по созданию, обработке и анализу юридических текстов, а также на формирование мотивационной готовности к познавательной самостоятельности не только в учебных, но и иных ситуациях: комплексный анализ статьи известного юриста с дополнительными заданиями, которые дают возможность индивидуально выразить свое мнение; анализ судебных речей известных судебных ораторов. Основная деятельность студентов при выполнении практических заданий направлена на развитие навыка производства судебной речи, составления текста выступления. Риторика для юристов имеет прикладное значение в юридическом образовании, таким образом, выполняя данные практические работы, студенты наглядно представляют предмет речи и способы преподнесения материала. Практические задания по юридической риторике дают возможность уже с практической точки выразить свою мысль не только устно, но и оформить ее письменно. Таким образом, у студента формируется внутренняя позиция, которую можно рассматривать как создание необходимой предпосылки для последующего освоения знаний. Познакомившись с судебными речами, студенты наглядно понимают, для чего им нужна риторика. Этот вид практической работы развивает самостоятельность в применении языковых средств, развивает аналитические способности, формирует языковую, лингвистическую и коммуникативную компетенции будущей профессиональной языковой личности юриста. Языковая компетенция предполагает способность применять словоформы, синтаксические конструкции в соответствии с нормами литературного языка, использовать синонимические структуры и средства в соответствии с нормами литературного языка. Лингвистическая компетенция способствует развитию логического мышления студента, а также овладению навыками самооценки. Таким образом, для владения языком важны умения и навыки употребления языковых средств, грамматических конструкций в конкретных условиях общения. Коммуникативная компетенция предполагает умение создавать и воспринимать тексты и включает знание основных понятий лингвистики речи – стили, типы речи, навыки анализа текста. Для каждого человека юридической профессии главным является достижение своей конкретной цели, общественного блага юридическими, языковыми средствами. Поэтому преподавателю при обучении риторике нужно заложить студенту дистанционной формы обучения необходимость оформления своей мысли в слово, используя огромные возможности русского языка, его языковых средств. Как образец красноречия мы выбрали для анализа судебные речи дореволюционных судебных ораторов А. Ф. Кони, Ф. Н. Плевако, А. И. Урусова и др. При изучении курса «Риторика для юристов» посредством ИКТ происходит формирование познавательной самостоятельности будущей профессиональной языковой личности юриста. При проверке самостоятельной работы студентов нами отмечены повышение мотивации обучения, познавательного интереса, становление активной субъектной позиции в учебной деятельности. Обеспечивая доступ к информации при помощи сети Интернет, ИКТ способствуют организации самостоятельной работы студентов. Происходит формирование информационных, коммуникационных компетентностей, развитие умения ставить перед собой цель, планировать свою деятельность, а также контролировать результат, работать по плану, оценивать свою учебную деятельность, определять проблемы собственной учебной деятельности. Использование интернет-ресурсов позволяет студентам получать информацию на более высоком уровне понимания, дает студенту новые возможности для самостоятельного получения знаний, способствует развитию их мышления. Для оценки уровня сформированности компетенций используются тестирование, оценка деятельности обу-
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чающихся при выполнении контрольных работ, анализ сданных практических работ. С развитием ИКТ трансформируется роль современного преподавателя, который должен не только обладать знаниями в этой сфере, но и быть специалистом по их применению в своей профессиональной деятельности, а также направлять развитие личности студента в этом русле. Поэтому необходим пересмотр устоявшихся организационных форм учебной работы, т.е. отход от традиционных занятий с использованием только объяснительного метода обучения. На наш взгляд, при дистанциионной форме обучения необходимы доминирование ИКТ, увеличение самостоятельной индивидуальной работы студентов, добавление количества творческих, практических работ исследовательского типа. Безусловно, использование ИКТ требует от современного преподавателя творческого, научного подхода, изучения и освоения в полной мере современных информационных систем, создает новую образовательную атмосферу, способствует формированию компетенций профессиональной языковой личности юриста, обозначенных образовательным государственным стандартом нового поколения.
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ОТ "ЯЗЫКОВОЙ ЛИЧНОСТИ" ПРЕПОДАВАТЕЛЯ К "ЯЗЫКОВОЙ ЛИЧНОСТИ" КУРСАНТА ВУЗА МВД РОССИИ
ХРУСТАЛЕВА О.Н.1
1 Казанский юридический институт МВД России
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (18) Год: 2014 Страницы: 99-104
ЖУРНАЛ:
ВЕСТНИК КАЗАНСКОГО ЮРИДИЧЕСКОГО ИНСТИТУТА МВД РОССИИ
Издательство: Казанский юридический институт Министерства внутренних дел Российской Федерации (Казань)
ISSN: 2227-1171eISSN: 2542-1247
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, ПОЛИЦЕЙСКИЙ, ИМИДЖ СОТРУДНИКА ОРГАНОВ ВНУТРЕННИХ ДЕЛ, РЕЧЕВАЯ КУЛЬТУРА СОТРУДНИКА ОВД
АННОТАЦИЯ:
В статье представлен взгляд на проблему формирования личности будущего сотрудника органов внутренних дел в процессе освоения им в ведомственном вузе дисциплин гуманитарного и профессионального цикла сквозь призму концепта «языковая личность».
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Стремительно меняется все вокруг нас.
Меняется и отношение к языку. Еще только
в середине ХХ столетия американский психолог Т. Шибутани отмечал, что большинство американцев стараются не нарушать
норм лингвистического поведения. Отклонения от этих норм вызывают почти такие
же негативные социальные санкции, как и
нарушение других обычаев. «Люди теряют
уважение к тем, кто не может говорить как
следует, и они часто проникаются уважением к другим, кто манипулирует словами
с необычайной легкостью. Неправильное
произношение слов – это прежде всего общее оскорбление, и, если оно не вызывает
более сурового наказания, обидчик часто
становится объектом насмешек. Когда хорошо образованный человек употребляет
неверные обороты, он вызывает открытое
презрение». [1] И вот уже уважительное отношение к языку, слову, заложенное ХIХХХ веками, превращается в манипулирование – сначала словами, затем человеком,
появляется целая наука – нейролингвистическое программирование, входят в обиход
понятия «черная риторика» (умение соринку в глазу другого превратить в бревно), «политическая риторика», когда комментарии
оппонентов об одном событии отличаются
так же, как черное отличается от белого.
В связи с этим, говоря о профессиональной речи, нельзя не отметить очевидного:
профессиональная речь требует определенного образования. Общение специалистов, в
том числе общение юристов, это профессиональное общение. И здесь подчеркивается
важность различных аспектов профессиональной речи: от лексикона, произношения
терминов и специальных фраз до построения логики высказывания.
Готовя будущего сотрудника органов
внутренних дел, ведомственные образовательные организации не в силах предусмотреть будущее предназначение выпускника:
диапазон его «трудоустройства» крайне
широк, а также и непредсказуем: от участкового полицейского, чья служба подчинена
каждодневному общению с гражданами, до
оперативных работников, круг общения которых – от маргинала до интеллигента.
Не менее важно для сотрудника правоохранительных органов и умение составлять
письменные тексты. Письменная речь должна быть грамматически правильно сформулирована. При составлении различных
документов (протоколов, отчетов, писем,
справок и проч.) необходимо использование
уместных, пусть и шаблонных, языковых
средств. К сожалению, частое обращение
к официально-деловому стилю выражения
результатов собственного мышления негативно влияет на способности апеллировать
к стилям художественным, публицистическим…
Несмотря на это, профессия полицейского, как и любая другая, в некотором смысле – речевая: сотрудник организует свою
деятельность через слово, выражая себя
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в профессиональном тексте и в устных контактах с коллегами, гражданами. Если эти
контакты организованы неправильно, если
человек не знает элементарных правил речевого этикета, не умеет точно и ясно выразить свою мысль, он не может чувствовать
себя комфортно в профессии, а его работа
не будет выполняться так, как нужно.
Очевидно, низкий уровень речевой
(и общей) культуры сотрудников правоохранительных органов в целом не способствует
взаимопониманию с населением, оказывает
влияние на возникновение недоверия, неприязни граждан к полиции, а также негативно сказывается на формировании имиджа сотрудника органов внутренних дел.
Филологические, социологический, психологические и другие аспекты объединяет
в себе концепт «языковая личность» (ЯЛ)
– сквозная идея, которая, как показывает
опыт её анализа и описания, пронизывает и
все аспекты изучения языка и одновременно разрушает границы между дисциплинами, изучающими человека, поскольку нельзя изучить человека вне его языка». [2]
Определение ЯЛ, данное Ю.Н. Карауловым в монографии «Русский язык и языковая
личность» еще в 1987 году, используется в
многочисленных работах современных ученых (Г.И. Богина, В. Воробьёва, В.Ф. Габдулхакова и многих других), которые рассматривают личность только как о языковую
личность, личность, воплощенную в языке.
Однако, как замечают все ученые, обратившиеся к ЯЛ, четко разработанные критерии сформированности ЯЛ отсутствуют
в какой-либо науке (лингвистике, психологии, педагогике). Решая эту проблему,
исследователи зачастую прибегают к описанию конкретной ЯЛ, наблюдению и анализу речевых характеристик этой ЯЛ. В результате у каждого ученого занимающегося
проблемой ЯЛ, предстаёт список конкретных черт языковых особенностей того или
иного человека.
Продолжая изучение этой проблемы,
ученые начинают видеть в ней проявления (или отсутствия) элитарности. Так,
Кочеткова Т.В., рассматривая яркую ЯЛ
конкретного "носителя элитарной речевой
культуры", отмечает в качестве типологических факторов ЯЛ прежде всего: семью
(культурное окружение, читающие родители, привитие навыков чтения уже в раннем
возрасте, наличие домашней библиотеки);
интеллект ("Элитарность всегда подразумевает высокий интеллект, разумность личности... Умственная деятельность такой
личности активна с момента рождения до
последнего дня. От природного интеллекта
во многом зависит уровень мышления личности"); большую любовь к книгам (научным, художественным, публицистическим);
знакомство с лучшими образцами русской
поэзии; постоянное, ставшее естественным
обращение к словарной и справочной литературе по самым разным поводам, ежедневное чтение газет; свободная ориентация в
журнальных публикациях, в новинках по
специальности); хорошее знание иностранных языков, что позволяет читать непереводную литературу; хорошее образование и
свойственное человеку непрекращающееся
самообразование; ЯЛ учителей-преподавателей; профессия и авторитет личности
("Важной сущностной ценностью такой
личности следует признать её социальную
значимость, понимаемую как способность
личности оказывать влияние на ход дел в
социальном или профессиональном коллективе и проявляющуюся в акте социального
признания. Носителю элитарной речевой
культуры присущи такие ценности, как уважение к людям, закону, порядку, делу, профессии, то есть сильно развитое чувство
всеобщего уважения и чувство социальной
ответственности. Такая личность очень часто ставит знак равенства между выбранной
профессией и любимым делом"). [3]
Как считает Кочеткова Т.В., каждый носитель элитарной речевой культуры предстаёт личностью активной, разумной, думающей, цивилизованной, влияющей на
национальную культуру, выступающей
"творцом культурных ценностей" и воспитывающей окружающих. [3] Тем более
важно, чтобы человек, чья профессия – воспитание и обучение будущих сотрудников
правоохранительных органов, сам являлся
в первую очередь сформировавшейся язы-
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ковой личностью, независимо от преподаваемого предмета.
Предметом культуры речи как учебной
дисциплины являются нормы литературного языка, виды общения, его принципы и
правила, этические нормы общения, функциональные стили речи, основы искусства
речи, а также трудности применения речевых норм и проблемы современного состояния культуры общества.
С позиций реализации конечной цели в
подготовке специалистов целесообразно говорить о формировании их коммуникативной компетенции, которая обычно трактуется как синтез знаний и опыта в какой-либо
отрасли. При этом важно заметить, что формирование у будущих юристов коммуникативной компетенции охватывает не только
знания языковой системы и владения языковым материалом, но и соблюдение социальных норм речевого общения, правил речевого поведения.
Человек как языковая личность постоянно оценивается наблюдающими его людьми,
и суждения о нем, имеющие оценочный характер, доступны отнюдь не только лингвистам. И потому с осознания того, что любая
речевая ошибка – это оскорбление слушающего, только и может начинаться искусство
речи. Можно скрывать недостаток профессиональных знаний, но язык всегда выдаст его
носителя речевой ошибкой. Всякая ошибка
в речи наносит удар по профессиональной репутации и авторитету говорящего.
Не является тайной плачевное положение
дел с базовым уровнем владения языком и
речью как в современной школе, так и в современном вузе. Парадоксально, но старшеклассники, абитуриенты и студенты могут
достаточно уверенно владеть иностранным
языком и быть совершенно безграмотными,
когда они используют возможности родного языка, когда, например, им приходится
оформлять резюме, анкеты, выступать перед
большой аудиторией, писать курсовые работы, общаться с экзаменатором, даже просто рассказывать что-то увлекательное.[4]
Еще более любопытна картина с определением уровня владения знаниями по русскому языку у абитуриентов в момент сдачи ЕГЭ и этих же студентов через полгода
обучения в вузе. Показывая уверенное владение языком, выраженное в достаточно
высоких баллах на экзамене по предмету,
выполняя элементарные тестовые задания
по русскому язык или в процессе написания
диктанта, вчерашние абитуриенты допускают нелепые ошибки в словах с простейшими орфограммами.
Что касается программы по дисциплине, касающейся изучения русского языка
в ведомственном вузе, то на протяжении
последних нескольких лет не только менялось наименование данной дисциплины:
Русский языки культура речи, «Деловое общение сотрудников ОВД», «Русский язык в
деловой документации», но и сроки изучения данных дисциплин. Кроме того, сейчас
данная проблема достаточно живо обсуждается нашими коллегами из других вузов. [5]
Лингвистические компетенции выпускников-специалистов вузов нефилологического профиля формируются в процессе
преподавания предметов филологического
цикла – русского языка, русского языка и
культуры речи, иностранного языка, делового русского языка, русского языка в деловой документации.
В рамках подготовки будущих сотрудников органов внутренних дел для направления подготовки (специальности) 030501.65
– Юриспруденция (уголовно-правовая),
квалификация (степень) выпускника –
«специалист» программой было предусмотрено изучение дисциплины по выбору обучаемого «Деловое общение сотрудников
ОВД»: рабочая учебная программа дисциплины. Цели дисциплины: ознакомить обучающихся с научными и прикладными знаниями в области этики деловых отношений;
раскрыть особенности лингвистической
стороны делового общения; совершенствовать навыки понимания и создания юридических текстов на уровне их лексического,
синтаксического, стилистического оформления; совершенствовать навыки подготовки и произнесения публичной речи; формировать умения проводить совещания,
беседы, осуществлять работу с гражданами
с соблюдением норм речевого этикета. Дан-
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ная дисциплина относится к завершающим
формирование специалиста по специальности «Юриспруденция» (специализация –
уголовно-правовая). На ее изучение отведено 40 часов.
«Нельзя познать сам по себе язык, не
выйдя за его пределы, не обратившись к
его творцу, носителю, пользователю – к человеку, к конкретной ЯЛ», – руководствуясь этим высказыванием Ю.Н. Караулова,
мы предложили курсантам и слушателям
обратиться к личностям современников
– ярких носителей, по их мнению, элитарной речевой культуры. Творческий подход
обучаемых позволил им обратиться к медийным личностям (14), используя опыт
реконструкции ЯЛ, курсанты и студенты
исследовали ЯЛ юристов, [6] оставивших
яркий след в истории юриспруденции (Цицерон, князь Урусов, А.Кони и др.). В числе личностей, являющихся образцами для
подражания в отношении речевой культуры
для студентов-юристов, были и вузовские
преподаватели (13).
Весьма любопытными, на наш взгляд,
были именно эти работы, где представлены
материалы наблюдения за ЯЛ преподавателей. Для того, чтобы преподавать в средней школе, студент проходит пятилетнее
обучение в педагогическом вузе, оттачивая
методику преподавания предмета, затем он
практикуется под пристальным вниманием
кураторов-методистов. После, придя в школу, попадает в зону повышенного внимания заместителей директора школы, старших учителей-наставников, руководителей
методобъединений, представляет отчеты
и планы-конспекты уроков. Насколько отличается от школьного учителя вузовский
преподаватель – вчерашний выпускник или
практический работник. Априори принято
делегировать ему полномочия нести знания
в аудиторию вчерашних школьников – сегодняшних студентов и курсантов. Знает ли он
методику проведения занятия лекционного,
семинарского, понимает ли их отличия, владеет ли психологическими приемами взаимодействия с аудиторией? Это еще вопрос,
насколько готов молодой (по возрасту или
стажу) преподаватель работать с достаточно взрослыми курсантами, слушателями, а
главное, готов ли преподаватель именно как
личность, как языковая личность быть примером, образцом для учащихся. Как правило, до того, как выработается собственный
стиль работы с аудиторией, будут освоены
методические приемы подачи материала по
своему предмету, преподаватели берут за
образец «успешного», по их мнению, своего преподавателя.
В качестве стратегической задачи общего образования Концепцией модернизации
российского образования выдвигается задача развития человеческого капитала – подготовка поколения нравственно и духовно
зрелых, самостоятельных, активных и компетентных граждан, живущих и работающих в свободной демократической стране.
Успешность решения этой социально
значимой задачи, результативность намеченных преобразований во многом зависит
от уровня профессионально-нравственного
саморазвития преподавателя как процесса
и результата целенаправленной и осознанной работы педагога над собой с целью
повышения уровня профессионального
и нравственного самосознания и поведения, формирования духовных потребностей, личных качеств и культуры. Именно
профессорско-преподавательский состав
образовательной организации своей профессиональной деятельностью и поведением актуализирует тенденцию учащихся к
личностному росту, способствует их нравственному становлению и на этой основе
обретению ими личностных смыслов и духовно-нравственных ценностей.
Однако, как свидетельствуют наши
исследования, уровень профессионально-нравственного саморазвития у значительной части преподавателей не соответствует высоким современным требованиям
общества и высшей школы, еще достаточно
слаба направленность на саморазвитие, а
в вузе работа по активизации профессионально-нравственного саморазвития преподавателя не носит системный и целенаправленный характер, часто проводится
формально. Ряд исследователей (С.Г. Вершловский, О.С. Газман, Н.К. Сергеев и др.)
102
обнаруживают характерный для педагогов
конформизм, стремление соответствовать
лишь требованиям руководства, боязнь ответственности, отсутствие самостоятельности в выборе направлений и средств учебно-воспитательного процесса.
В связи с этим особую актуальность приобретают задачи обоснования, раскрытия и
реализации возможностей педагогического
обеспечения профессионально-нравственного саморазвития вузовского преподавателя в условиях образовательной организации как социально значимого направления
педагогической теории и практики.
Материалом для наблюдения выполняющих задание по описанию ЯЛ преподавателя послужили устная речь (лекции и
семинарские занятия, непосредственное
общение студентов с преподавателем, его
общение в научных кругах, с коллегами,
бытовое общение) и письменная речь (опубликованные лекции, статьи и выступления
на конференциях, замечания по поводу курсовых, квалификационных работ студентов
и курсантов, рецензии и др.). Кроме того,
некоторые преподаватели активно используют для общения с обучающимися интернет-ресурсы, отсылая их за дополнительными материалами к своим сайтам.
В результате исследования студенты и
курсанты отметили следующие типологические черты ЯЛ преподавателя юридического вуза, которые, по их мнению,
являются наиболее привлекательными и
уважаемыми.
Прежде всего, отмечаются «грамотная,
правильно поставленная литературная
речь», выразительность речи, уместные
паузы и логические ударения. Тембр спокойный, мягкий, музыкальный, «никогда не
повышает голос», «голос не раздражает, но
и не убаюкивает», «в речи нет назойливых
слов-паразитов». Отмечены и антипримеры, когда преподавательница каждую новую мысль начинает со слова «итак», а другой преподаватель то ли утверждает, то ли
спрашивает после каждой новой «порции»
информации – «это понятно». В результате учащиеся, вместо того чтобы усваивать
материал, считают количество повторений слов-паразитов, что, по их замечанию,
очень отвлекает.
Особо выделена такая черта преподавателя, как предельная вежливость (преподаватель не дает прозвищ, не навешивает «ярлыки», что, однако, не мешает эмоционально
оценивать поступки студентов: «Прекрасно», «умничка», «большой (ая) молодец»,
«вопиющая безграмотность», «карау-ул»),
обращение к учащимся «на Вы», к аудитории со словом «друзья», «коллеги»…
Знание нескольких языков (от трех до
семи), среди которых, помимо русского и татарского, греческий, латинский, польский,
болгарский, сербский, чешский, словацкий,
английский, французский, немецкий, чувашский, испанский и др. Чтение непереводной литературы на языке оригинала.
Начитанность, эрудиция, интеллект. Наличие домашней библиотеки, постоянное
чтение как классической, русской и зарубежной литературы, так и современной.
Чтение специальной научной литературы,
отслеживание новинок в периодике (особо
отмечено чтение газет, в том числе политических). Отслеживание мировых новостей,
тенденций. Отмечен преподаватель, который, принеся в аудиторию книгу, с «придыханием и пиететом» рассказывает о книжной новинке.
Непрекращающееся самообразование
(например, настольной книгой одного преподавателя служат «История государства
Российского» Н.Карамзина и «История» В.
Соловьева; постоянное, ставшее естественным обращение к словарной и справочной
литературе; свободное использование компьютера, уверенное внедрение в учебный
процесс новых технологий.
Пытаясь анализировать и методическую
сторону занятий, студенты отмечали и проблемные ситуации, создаваемые лектором
на занятиях (почему это так происходит?
как это связать?). Особо выделяется опрошенными такое качество, как умение остроумно шутить, разряжая обстановку или
создавая доверительную психологическую
атмосферу. К сожалению, имеются, пусть
и редкие, негативные примеры, например,
когда преподаватель, невзирая на присут-
103
ствие в аудитории слушателей-женщин,
рассказывает сальный анекдот.
Если говорить о профессии и авторитете личности преподавателей – ЯЛ, следует
привести слова Ю.Н. Караулова, который
заметил: «Такая личность (ЯЛ) очень часто
ставит знак равенства между выбранной
профессией и любимым делом». Единодушны курсанты и студенты и в высокой оценке и признании авторитета преподавателей
- ЯЛ. Как отметила одна из студенток: «Не
только язык в полной мере служит людям,
но и есть люди, которые служат ему». Хочется продолжить – независимо от выбранной профессии.
Подводя итог сказанному, хотелось бы
еще раз отметить, что примеры ярких ЯЛ
преподавателей оказывают безусловно действенное воспитательное влияние на формирование ЯЛ учащихся, независимо от
выбранной имим специальности. Именно
в сфере юстиции с античных времен речь
формировалась и развивалась как искусство. Не может не радовать единодушное
мнение будущих сотрудников ОВД, участвовавших в исследовании, что правильно и свободно выражать свои мысли очень
важно, этому непременно нужно учиться,
соблюдая при этом и нравственность речи.
---
Литература
1. Шибутани Т. Социальная психология / пер. с англ. М., 1969. С.129.
2. Караулов Ю.Н. Русский язык и языковая личность: монография / Ю.Н. Караулов; отв. ред
Д.Н. Шмелев. М.: Наука, 1987. С.3.
3. Кочеткова Т.В. Языковая личность носителя элитарной речевой культуры и факторы, влияющие на её становление/ Т.В. Кочеткова //Античный мир и мы: материалы и тезисы конференции, 1997. Саратов, 1998. Вып. 4. С.45-57.
4. Макавчик В.О. Языковая подготовка: коммуникативный подход / В.О. Макавчик, В.В. Максимов // Сибирь. Философия. Образование: научно-публицистический альманах. Новокузнецк: Институт повышения квалификации, 2003. Вып. 6. С.47-59.
5. Бойченко В.В. Об изменениях в содержании федеральных государственных образовательных стандартов высшего профессионального образования по направлениям подготовки речевой культуры специалистов ОВД / В.В. Бойченко, А.А. Тимофеева // Вестник Волгоградской
академии МВД России. 2013. № 2. С.105-109.
6. Хрусталева О.Н. Опыт реконструкции языковой личности носителя элитарной речевой культуры (российский адвокат князь А.И. Урусов)/ О.Н. Хрусталева // Научные труды КЮИ МВД
России. Выпуск 4. Казань: КЮИ МВД России, 2004. С.498-504
104
УДК 37.032.2
Н.Ю. Хлызова
ПЕДАГОГИЧЕСКИЕ ПРИНЦИПЫ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ
ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
Выявляются основные положения процесса формирования медиакомпетентности вторичной языковой личности – нового пе-
дагогического явления. В ходе анализа опыта известных отечественных и зарубежных педагогов в области медиаобразования
и преподавания иностранного языка изучаются общие тенденции описываемого процесса, формулируются педагогические
принципы, направленные на формирование медиакомпетентности вторичной языковой личности и способствующие ее
успешной сформированности.
Ключевые слова: педагогические принципы; медиакомпетентность вторичной языковой личности; медиаобразование.
Для организации успешного процесса формирования медиакомпетентности вторичной языковой личности – интегративной, стратегической характеристики личности, состоящей из совокупности специальных готовностей и способностей, позволяющих личности взаимодействовать в едином мировом информационном пространстве, осуществлять межъязыковую и межкультурную коммуникацию на медиатизированном, опосредованном современными медиа, уровне, – необходимо учитывать сложность, многосторонность данного процесса и осуществлять руководство его ходом, исходя из общих принципов педагогики, а также специфических принципов, отражающих процесс медиаобразования. Педагогическим принципом называется «общее руководящее положение, требующее последовательности действий не в значении “поочередности”, а в значении “постоянства” при различных условиях и обстоятельствах» [1. С. 112]. Это «одна из педагогических категорий, представляющая собой основное нормативное положение, которое базируется на познанной педагогической закономерности и характеризует наиболее общую стратегию решения определенного класса педагогических задач (проблем), служит одновременно системообразующим фактором для развития педагогической теории и критерием непрерывного совершенствования педагогической практики в целях повышения ее эффективности» [2. C. 173]. Педагогические принципы отражают общественные заказы, ориентиры, требования к организации образовательного процесса. Основным принципом организации процесса формирования медиакомпетентности вторичной языковой личности является принцип коэволюции, соизучения иностранного языка, культуры и медиа. Данный принцип построения педагогического процесса основан на идее интеграции дисциплины «иностранный язык» и медиаобразования. Весь процесс формирования медиакомпетентности вторичной языковой личности построен на соизучении иностранного языка, культуры и медиа, необходимой взаимосвязанной цепочке современной действительности. «Иностранный язык “беспредметен”, он изучается как средство общения, а тематика и ситуации для речи привносятся извне» [3. С. 15]. Медиаобразование, в свою очередь, представляет собой «множество новых путей деятельности и применение их в новых областях» [4]. Содержание дисциплин по иностранному языку открыто для информации из области медиаобразования. Без медиакомпетентности и новых информационных технологий учащиеся не имеют возможности аутентичной коммуникации – важного условия в формировании вторичной языковой личности, устной и письменной практики, а также получения знаний и умений для анализа иноязычной информации, транслируемой чужими СМИ, закономерностей их функционирования и воздействия на реципиента. Коммуникативная направленность и общие цели – сформировать «способность высказать собственные суждения на основе полученной информации, интерпретировать и создавать сообщения» [5], данные дисциплины легко интегрируются, цель обучения иностранному языку и цель медиаобразования эффективно достигаются. Медиакомпетентность вторичной языковой личности является интегрированным результатом практического курса иностранного языка, целью и результатом которого является формирование вторичной языковой личности, и медиаобразования, цель и результат последнего – формирование медиакомпетентности личности. Анализируя потенциальные возможности медиаобразования в процессе становления вторичной языковой личности, мы подтвердили наше убеждение в том, что содержательное наполнение дисциплины по иностранному языку медиаобразовательным компонентом не только представляет собой богатый материал для творческого представления, но и позволяет в ходе разработки существенно повысить уровень медиакомпетентности и владения английским языком. Это объясняется тем, что медиа обеспечивает множественные каналы подачи информации и создает условия, когда медиаобразовательное и лингвистическое пространства дополняют друг друга. Интеграция медиаобразования и английского языка обеспечила конструктивный подход, переводя студента из статуса пассивного приемника знаний в активного субъекта обучения, способного не только смотреть англоязычный медиатекст, но и видеть его, адаптировать и конвертировать. Познавательное действие, включенное в опосредованную иноязычную коммуникацию, обрело иную мотивацию и смысловую структуру. Вместо традиционной цели «запомнить и ответить» появилась цель реального достижения, а процесс обучения приобрел черты состязательности, сотрудничества, методологической рефлексии. Формирование медиакомпетентности вторичной языковой личности обучающихся перешло из управляемого процесса в процесс осознанного стремления студентов к самосовершенствованию в межкультурной коммуникации на межличностном и медиатизированном уровнях. Таким образом, формируется медиакомпетентность, максимально благоприятствующая раскрытию всех способностей студента в освоении английского языка.
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Большое значение имеет и принцип целенаправленности. Исходя из понимания цели «как закона человеческой деятельности, которая предопределяет выбор средств и результат деятельности» [6], суть данного принципа состоит в том, что содержание процесса формирования медиакомпетентности вторичной языковой личности должно быть подчинено решению цели обучения иностранному языку – формированию медиакомпетентности вторичной языковой личности. В ходе аудиторных занятий и во внеурочное время учащиеся осуществляют деятельность по формированию искомой характеристики. Их мотивация создается за счет применения широкого спектра медиа на занятиях, разнообразия форм обучения, прослушивания аудиозаписей и просмотра видео до работы с компьютерными программами и общения в видеочате. Все эти виды деятельности являются источниками развлечений студентов во внеучебное время. Целью всех перечисленных форм и видов деятельности должно являться формирование медиакомпетентности вторичной языковой личности. Даже при использовании аутентичного фильма в процессе обучения нашими целями являются не только улучшение произношения, расширение вокабуляра или организация досуга студента, но прежде всего формирование их медиакомпетентности. Перед нами стоит задача научить студентов полноценно воспринимать и анализировать англоязычный аудиовизуальный медиатекст, характеры медийных персонажей, их поступки, мотивы, нравственность, принципы и т.д., сформировать критическое мышление студентов, их медиазнания, медиаумения и медиаотношения, позволяющие понимать язык медиа как посредник в формировании культуры страны изучаемого языка. Поэтому мы отказались от образовательных фильмов, специально снятых для изучения английского, а используем картины, снятые для носителей языка с живым языком, отражающие современные проблемы англоязычного социума, их реалии, юмор, невербалику и т.п., свойственные носителям языка. Для работы с фильмом мы использовали методику анализа персонажей медиатекста, разработанную А.В. Федоровым [7]. Суть методики состоит в выполнении аудиторией разнообразных творческих заданий: литературно-имитационных, театрализованно-ролевых, изобразительно-имитационных, направленных на анализ персонажей медиатекстов. Так, студентам после просмотра фильма предлагалось описать и проанализировать конкретный эпизод из него, героев фильма, их поведение, речь или составить рассказ от имени главного / второстепенного персонажа медиатекста (обучающиеся должны были сохранить особенности его характера, языка); составить рассказ от имени неодушевленной вещи. Принцип целенаправленности тесно связан с принципом систематичности и последовательности. При реализации этого принципа мы априори исходим из поставленной цели и все действия носят систематический и последовательный характер. Систематическое изложение иноязычного медиаматериала, представление иноязычных медиазнаний в системе, а также последовательность в работе делают процесс формирование медиакомпетентности вторичной языковой личности результативным. Необходимо отметить важность систематической и последовательной диагностики формирования указанной личностной характеристики. Такая диагностика проводится педагогом и обучающимися на всех этапах ее становления, при необходимости осуществляется коррекция в направлении ее совершенствования. Применяя принцип систематичности и последовательности, мы разделяем мнение А.В. Федорова и считаем, что «преподавателю вуза полезно иметь четкое представление об уровнях развития данной конкретной студенческой аудитории в области медиа» [8. С. 78]. Для получения такого четкого представления мы разработали шкалу уровней сформированности медиакомпетентности вторичной языковой личности: начальный, средний и продвинутый, которые соответствуют традиционной трехуровневой системе уровней владения иностранным языком (английским языком: Basic, Intermediate, Advanced; французским: Dйbutant, Intermйdiaire, Avancй; немецким: Grundstufe, Mittelstufe, Oberstufe; итальянским: Еlementare, Intermedio, Avanzato и др.). Выделенные уровни соотносятся с показателями сформированности медиакомпетентности вторичной языковой личности: – когнитивный – оценивающий знания основных категорий и понятий медиаобразования, медийного спектра, дистинктивных признаков различных жанров, закономерностей процессов функционирования медиа в социуме, закономерностей восприятия и понимания иноязычной информации; – операционный – оценивающий умения осуществлять поиск, сбор иноязычной информации, передавать, получать медиасообщения на иностранном языке, умения интерпретировать, оценивать, критически анализировать иноязычный медиатекст и авторскую позицию, создавать собственный медиапродукт; – мотивационный – служит для определения формирования отношений, мотивов, готовностей к работе с медиатизированной иноязычной информацией. Разработанные показатели основаны на таких критериях, как знание, умение, отношение (более подробно см. [9]). При диагностике, контроле, коррекции и в ходе процесса формирования искомой характеристики мы опираемся на научные результаты зарубежных и отечественных исследователей [7, 10–13 и др.], используем имеющийся научный опыт, современные научные понятия, теории, учения из области медиаобразования и иностранного языка. Учет принципа научности в организации процесса формирования медиакомпетентности вторичной языковой личности необходим, поскольку медиаобразование носит исследовательский характер. «Существующие знания не просто передаются учителями или “открываются” учениками. Это предмет критического исследования и диалога, в ходе которых новые знания активно приобретаются педагогами и учащимися» [4]. В переходе студентов к роли активных и сознательных участников медиатизированной межъязыковой и межкультурной коммуникации мы исходили из принципа сознательности и активности. Сознательное и активное отношение учащихся к формированию медиакомпетентности вторичной языковой личности, разви-
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тие у них самостоятельности, творчества, потребности к самообразованию средствами медиа лежат в основе представленного принципа. Сознательность учащихся в медиадеятельности напрямую связана с деятельностью педагога, которому необходимо поддерживать их внимание в процессе обучения, направлять, мотивировать его, в частности через постановку проблемных ситуаций, координировать процесс формирования медиакомпетентности вторичной языковой личности. Студенты самостоятельны в выборе средств по решению таких ситуаций, форм по созданию медиапродуктов. Отношение учащихся и педагога построено на диалоге и равноправии. Речь идет о принципе паритетности [14]. Важная роль в формировании медиакомпетентности вторичной языковой личности обучающихся отводится процессам самосовершенствования, саморазвития и самопознания. «В идеале оценка медиаобразования учащихся – это их самооценка» [4]. С этой целью была разработана серия практических занятий и самостоятельных работ, при проведении которых применяются следующие методы и приемы: диагностика, самодиагностика, самоанализ, игровые упражнения, творческие задания. В ходе занятий обучающиеся приобретают знания о способах самопознания и саморазвития. Для расширения представлений учащихся о себе как о медиакомпетентной вторичной языковой личности мы используем метод языкового web-портфолио, который является средством неформального оценивания достижений учащихся по предмету, стимулом к самосовершенствованию в иноязычной межкультурной коммуникации на межличностном и медиатизированном уровнях, способствует самооценке и рефлексии изучения иностранного языка и практического медиаобразования, обеспечивает признание всех усилий студента расширить и разнообразить свои лингвистическую и медиаобразовательную компетенции на всех уровнях. В документах Министерства образования и науки РФ отмечается, что данный метод помогает решать такие педагогические задачи, как формирование высокой учебной мотивации; поощрение активности и самостоятельности учащихся, расширение возможностей для обучения и самообучения; развитие навыков рефлексивной и оценочной (самооценочной) деятельности учащихся. По мнению Н.Д. Гальсковой, «языковой портфель (портфолио) дает возможность расширить рамки учебного процесса за счёт включения в систему оценки достижений учащихся опыта в аутентичном межкультурном непосредственном и опосредованном общении». [15. С. 7]. В силу специфики нашего исследования главный акцент мы сделали именно на опыте учащихся в аутентичном опосредованном общении и на их практических медиаумениях по созданию языкового webпортфолио. Как было уже сказано, «медиаобразование в основном активно и призвано развить более открытых и демократичных педагогов» [4] и активных, сознательных учащихся. Этому в большой степени способствует широкое применение средств медиа в организации педагогического процесса, что позволяет эффективно формировать исследуемый феномен с минимальными учебно-временными затратами. Налицо принцип эффективности, предполагающий минимальные временные затраты при обеспечении формирования медиакомпетентности вторичной языковой личности. Нет сомнения, что медиаобразование является особой областью, эффективность которой может быть оценена двумя критериями: «способностью учащихся применить свое критическое мышление в новых ситуациях и количеством обязательств и мотиваций, выраженных ими по отношению к медиа» [Там же]. В соответствии с выводами нашего исследования, роль медиа в решении задачи формирования медиакомпетентности вторичной языковой личности велика. Осмысление возможностей медиа убедительно показало, что это тот инструмент, который обеспечит переход на новые педагогические стандарты в соответствии с новыми требованиями и заказом общества на вторичную языковую личность нового типа, способную грамотно оперировать иноязычным медиатекстом. Анализируя медиасредства относительно их использования на занятиях по медиаобразованию и обучению иностранному языку, мы пришли к выводу, что они, будучи интерактивными средствами, обладают большими преимуществами и возможностями. Сегодня актуально непрерывное образование, «образование через всю жизнь» как основной принцип современной системы образования. Принимая во внимание выводы исследователей о том, что медиаобразование – это «процесс, продолжающийся всю жизнь человека» [4], связанный «с принципом продолжающихся изменений» [Там же], в своей работе мы руководствуемся принципом непрерывности и считаем, что «теоретически увеличивать степень медиакомпетентности можно в течение всей человеческой жизни, воспринимая, интерпретируя и анализируя познавательную, эмоциональную, эстетическую и этическую медиаинформацию» [8. С. 8]. Следуя принципу открытости, процесс формирования медиакомпетентности вторичной языковой личности, в частности педагогические условия формирования искомого феномена, характеризуется как открытая система, допускающая возможность ее пересмотра, переосмысления, уточнения, дополнения, применения новейших достижений педагогической науки и изменений потребностей личности студента. Вышеизложенные принципы являются педагогической основой формирования медиакомпетентности вторичной языковой личности, реализуются в учебновоспитательном процессе, взаимосвязаны и взаимообусловлены. Руководствуясь ими, педагог имеет возможность добиться положительных результатов в процессе формирования медиакомпетентности вторичной языковой личности, необходимой характеристики современного человека, живущего в информационном обществе. Итак, мы представили педагогические принципы формирования медиакомпетентности вторичной языковой личности: принцип коэволюции, целенаправленности, систематичности и последовательности, научности, сознательности и активности, паритетности, эффективности, непрерывности, открытости. Учет представленных принципов позволяет организовать образовательный процесс, который вооружает учащихся медиаспособностями и готовностями в рамках изучения
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иностранного языка. Учащийся ставится в активную субъектную позицию при помощи различных форм, методов, средств обучения, способствующих достижению намеченной цели. За счет активизации медиакомпетентности личности студента происходит повышение его уровня владения иностранным языком.
ЛИТЕРАТУРА
1. Педагогика : учеб. пособие для студентов пед. ин-тов / Ю.К. Бабанский, В.А. Сластенин, Н.А. Сорокин и др. ; под ред. Ю.К. Бабанского. 2-е
изд., доп. и перераб. М. : Просвещение, 1988. 479 с.
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3. Зимняя И.А. Психология обучения иностранным языкам в школе. М. : Просвещение, 1991. 222 с.
4. Федоров А.В. Словарь терминов по медиаобразованию, медиапедагогике, медиаграмотности, медиакомпетентности. Таганрог : Изд-во Та-
ганрог. гос. пед. ин-та, 2010. 64 c.
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6. Прозументова Г.Н. Школа совместной деятельности. Эксперимент: развитие цели воспитания в исследовательской деятельности педагогов
школы. Томск : Изд-во Том. ун-та, 1994. 41 с.
7. Федоров А.В. Развитие медиакомпетентности и критического мышления студентов педагогического вуза. М. : Изд-во МОО ВПП ЮНЕСКО
«Информация для всех», 2007. 616 c.
8. Федоров А.В. Медиаобразование будущих педагогов. Таганрог : Кучма, 2005. 314 c.
9. Хлызова Н.Ю. Педагогические условия формирования медиакомпетентности вторичной языковой личности : дис. … канд. пед. наук. М.,
2011. 210 с.
10. Buckingham D. Media Education: Literacy, Learning and Contemporary Culture. Cambridge, UK : Polity Press, 2003. 219 p.
11. Potter W.J. Media Literacy. Thousand Oaks. London : Sage Publication, 2001. 423 p.
12. Иванова Л.А. Формирование медиакоммуникативной образованности школьников-подростков средствами видео (на материале уроков
французского языка) : дис. … канд. пед. наук. Иркутск, 1999. 246 с.
13. Григорьева И.В. Характеристика медиаобразовательного пространства вуза с точки зрения социальной потребности государства в медиа-
компетентном педагоге // Magister Dixit : электронный научно-педагогический журнал Восточной Сибири. 2011. № 3. URL:
http://md.islu.ru/sites/md.islu.ru/files/rar/statya_grigoreva_i.v._magister_dixit_ot_22.08.111.pdf
14. Ковалева Ю.Ю. Модульное обучение иностранному языку студентов технического вуза // Вестник Томского государственного университе-
та. 2011. № 352. С. 180–182.
15. Гальскова Н.Д. Языковой портфель как инструмент оценки и самооценки учащихся в области изучения иностранных языков // Иностран-
ные языки в школе. 2000. № 5. С. 7–8.
Статья представлена научной редакцией «Психология и педагогика» 18 июня 2012 г.
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События
15 марта 2011 года состоялась защита кандидатской диссертации на заседа-
нии диссертационного совета Д.212.135.03 по присуждению учёной степени
доктора и кандидата педагогических наук в ГОУ ВПО МГЛУ.
Оставить ее незамеченной весьма трудно…
Хлызова Наталья Юрьевна
Кандидат педагогических наук, доцент кафедры американистики ФГБОУ
ВПО «ИГЛУ», г. Иркутск, Россия
УДК 37.032.2.
ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ
МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ
ЛИЧНОСТИ
Представлены результаты проведенного исследования, посвященного про-
блеме формирования медиакомпетентности вторичной языковой личности.
Актуальность исследования определяется интенсивным развитием единого
мирового информационного пространства и возрастающей ролью медиа в
обществе, обуславливающие необходимость выявления педагогических
условий формирования медиакомпетентности вторичной языковой личности
обучающихся.
Ключевые слова: медиакомпетентность, вторичная языковая личность,
педагогические условия, медиаобразование.
PEDAGOGICAL CONDITIONS TO FORM MEDIA COMPETENCE OF
THE SECONDARY LANGUAGE PERSON
The results of the conducted research devoted to a problem of secondary lan-
guage person media competence are presented. The research urgency is defined by
intensive development of global information space and increasing role of media in
the society causing the necessity to reveal pedagogical conditions of secondary
language person media competence formation.
Kea words: media competence, secondary language person, pedagogical condi-
tions, media education.
Создание единого мирового информационного пространства требует от
человека умений грамотно оперировать медиаинформацией и осуществлять
медиатизированное общение. В настоящее время медиакомпетентность ста-
новится одним из важнейших качеств личности, а её формирование – одной
из актуальных проблем общей педагогики.
Основными составляющими единого мирового информационного про-
странства являются медиа, язык, культура. Именно языковое и культурное
разнообразие данного пространства детерминирует формирование у человека
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не только медиакомпетентности, но и особых языковых и культурных готов-
ностей и способностей, которые рассматриваются как «вторичная языковая
личность» (И.И. Халеева). Вторичная языковая личность в современных
условиях выступает залогом успешности человека в едином мировом инфор-
мационном пространстве. Поэтому общепедагогической задачей образова-
тельной системы становится формирование не только медиакомпетентности,
но и формирование медиакомпетентности вторичной языковой личности: ха-
рактеристики, способствующей функционированию в едином мировом ин-
формационном пространстве.
Учитывая современную потребность общества в медиакомпетентных
гражданах, особенно важным становится выявление педагогических условий
формирования медиакомпетентности вторичной языковой личности. Не-
смотря на то, что исследованию проблем медиакомпетентности (Е.А. Бонда-
ренко,
А.В. Фёдоров, А.В. Шариков и др.) и вторичной языковой личности (Н.Д.
Гальскова, И.И. Халеева, К.Н. Хитрик, А.Н. Щукин и др.) уделяется немало
внимания, современная педагогическая наука не даёт ответа на вопрос, какие
педагогические условия могут способствовать успешному формированию
медиакомпетентности вторичной языковой личности.
Таким образом, актуальность настоящего исследования обусловлена
необходимостью определения условий формирования медиакомпетентности
вторичной языковой личности и недостаточной теоретической и практиче-
ской разработанностью данной проблематики.
Объект исследования – процесс формирования медиакомпетентности
вторичной языковой личности.
Предмет исследования – педагогические условия формирования медиа-
компетентности вторичной языковой личности.
Цель исследования заключается в теоретической разработке и обоснова-
нии педагогических условий формирования медиакомпетентности вторичной
языковой личности, экспериментальной проверке их эффективности.
Гипотеза исследования: педагогический процесс формирования медиа-
компетентности вторичной языковой личности будет эффективным, если со-
здан и реализован следующий комплекс педагогических условий:
контентных, предполагающих введение медиаобразовательного компо-
нента в содержание учебной дисциплины «Практический курс иностранного
языка»; содержательное наполнение, предусматривающее регулярное и педа-
гогически обоснованное применение медиа в образовательном процессе с це-
лью формирования медиакомпетентности вторичной языковой личности;
организационных, включающих вовлечение обучающихся в активную
медиа деятельность в образовательном процессе в соответствии с их индиви-
дуальным уровнем медиакомпетентности, выявленным в ходе педагогиче-
ского мониторинга; систематическая диагностика уровней сформированно-
сти медиакомпетентности вторичной языковой личности педагогом и обуча-
258
ющимися на всех этапах её становления и коррекция в направлении совер-
шенствования;
мотивационных, основанных на становлении устойчивой мотивации
обучающихся и педагогов к формированию медиакомпетентности вторичной
языковой личности: переводе процесса формирования медиакомпетентности
вторичной языковой личности в осознанное стремление обучающихся к са-
мосовершенствованию в межкультурной коммуникации на межличностном и
медиатизированном уровнях; педагогическом руководстве, направленном на
объединение усилий всего педагогического коллектива образовательного
учреждения на обновление содержания образования и применение современ-
ных информационно-коммуникационных технологий.
Реализация поставленной цели предполагает решение следующих задач
исследования:
1. Теоретически обосновать необходимость и возможность формирова-
ния медиакомпетентности вторичной языковой личности.
2. Определить специфическую сущность понятия «медиакомпетентность
вторичной языковой личности», установить его статус в категориальной и
понятийной системе образования как интегративной стратегической характе-
ристики личности.
3. Выявить педагогические условия формирования медиакомпетентно-
сти вторичной языковой личности, направленные на создание медиаобразо-
вательной среды обучения, и экспериментально проверить их эффективность.
4. Разработать и проверить опытным путем показатели и уровни сфор-
мированности медиакомпетентности вторичной языковой личности.
Научная новизна диссертации определяется тем, что в ней впервые:
− на основе анализа современных тенденций развития информационно-
го общества и концепций медиаобразования теоретически обоснована воз-
можность и необходимость формирования медиакомпетентности вторичной
языковой личности;
− определена специфическая сущность понятия «медиакомпетентность
вторичной языковой личности», установлен его статус в категориальной и
понятийной системе образования как интегративной стратегической характе-
ристики личности;
− выявлены и проверены опытным путем педагогические условия фор-
мирования медиакомпетентности вторичной языковой личности направлен-
ные на создание медиаобразовательной среды обучения;
− разработаны показатели и уровни сформированности медиакомпе-
тентности вторичной языковой личности.
Теоретическая значимость результатов диссертационного исследова-
ния заключается в том, что:
− проанализированы и обобщены существующие в современном научном
знании представления о медиакомпетентности личности как ведущей цели
медиаобразования;
259
− доказана возможность и необходимость формирования медиакомпе-
тентности у вторичной языковой личности;
− на основе концепции вторичной языковой личности (И.И. Халеева),
обоснован феномен медиакомпетентности вторичной языковой личности,
выявлены педагогические условия её формирования;
− результаты исследования направлены на дальнейшее развитие общепе-
дагогических концептуальных положений о вторичной языковой личности и
создают предпосылки для дальнейших теоретических и прикладных исследо-
ваний формирования её медиакомпетентности.
Практическая значимость исследования состоит в том, что оно ориенти-
рует педагогов образовательных учреждений на целенаправленное и органи-
зованное формирование медиакомпетентности вторичной языковой личности.
В диссертации разработано и экспериментально проверено учебно-
методическое сопровождение процесса формирования медиакомпетентности
вторичной языковой личности на основе создания вебсайта образовательного
учреждения как медиаобразовательной среды обучения, разработки рабочей
программы по практическому курсу 2-го иностранного (английского) языка
по специальности 031202 «Перевод и переводоведение» с комплектом дидак-
тических материалов по формированию у обучающихся медиакомпетентно-
сти вторичной языковой личности, которые могут быть использованы в педа-
гогической деятельности образовательных учреждений различных типов и ви-
дов.
Достоверность и надежность полученных научных результатов обеспе-
чены методологическим подходом к разработке теоретической концепции
исследования; сочетанием теоретического и экспериментального этапов ис-
следования, количественного и качественного анализа полученных результа-
тов; разнообразием методов и методик, соответствующих цели, предмету и
задачам исследования; использованием при обработке полученных данных
методов математической статистики.
Методологическую основу исследования составили:
1) компетентностный подход к результатам образования (В.А. Болотов,
А.А. Вербицкий, Н.Н. Нечаев, Д.И. Фельдштейн, А.В. Хуторской, В.Д. Шад-
риков и др.);
2) деятельностный подход к развитию личности (П.Я. Гальперин, А.Н.
Леонтьев, С.Л. Рубинштейн, Н.Н. Нечаев, Н.Ф. Талызина и др.);
3) личностно-ориентированный подход к организации процесса обучения
(В.В. Давыдов, В.И. Загвязинский, Э.Ф. Зеер, В.В. Сериков и др.);
4) положения теории языковой и вторичной языковой личности (Н.Д.
Гальскова, Ю.Н. Караулов, И.И. Халеева, К.Н. Хитрик, А.Н. Щукин и др.);
5) теория медиаобразования (А.А. Новикова, А.В. Фёдоров, S. Baran, А.
Silverblatt, и др.).
Для решения поставленных задач был использован комплекс научно-
исследовательских методов (Э.А. Штульман): анализ научной литературы
отечественных и зарубежных авторов по философии, педагогике, социоло-
260
гии, психологии, лингвистике, психолингвистике, лингвокультурологии,
лингводидактике, диссертационных исследований, программных документов
по изучаемой проблеме; обобщение отечественного и зарубежного опыта
разработки проблемы формирования медиакомпетентности; обобщение
опыта формирования вторичной языковой личности (в том числе личного
опыта работы в средней школе Китая и высшем учебном заведении России в
качестве преподавателя английского языка); анкетирование открытого и за-
крытого типов; интервьюирование; опрос; беседы с преподавателями и обу-
чающимися; наблюдение как метод качественного анализа работы обучаю-
щихся с иноязычной медиаинформацией; организация опытно-
экспериментальной работы и анализ полученных результатов.
База исследования: ГОУ ВПО «Иркутский государственный лингвисти-
ческий университет». Всего в опытно-экспериментальной работе приняли
участие 80 студентов. В ходе исследования также было проведено анкетиро-
вание 17 преподавателей английского языка.
Апробация результатов исследования осуществлялась на заседаниях ка-
федры педагогики ГОУ ВПО ИГЛУ, кафедры психологии и педагогической
антропологии ГОУ ВПО МГЛУ, на международных научно-практических
конференциях: «Проблемы международной интеграции национальных обра-
зовательных стандартов» г. Прага (Чехия) – г. Люксембург (Люксембург) – г.
Париж (Франция) (23 – 27 апреля 2008 г.); «The internationalization of higher
education in Europe» г. Будва (Черногория) (23 мая 2008 г.); «Современные
информационные технологии и ИТ-образование» г. Москва (14 – 16 декабря
2009 г.); «Личность и общество: проблемы взаимодействия» г. Челябинск (23
апреля 2009); «Информационное поле современной России: практики и эф-
фекты» г. Казань (2008, 2009 гг.); «Молодежь и наука: реальность и буду-
щее» г. Невинномысск (2009, 2010 гг.); на всероссийских конференциях:
«Молодежь и будущая Россия» г. Москва (14 – 15 февраля 2008 г.); «Сред-
ства массовой информации в современном мире. Молодые исследователи», г.
Санкт-Петербург (2008, 2009, 2010 гг.); «Молодежный научный поиск: лич-
ность в изменяющихся социальных условиях» г. Красноярск (15 марта 2008
г.); «Медиаобразование в развитии науки, культуры, образования и средств
массовой коммуникации» г. Томск (2008, 2009 гг.); «Развитие внутрироссий-
ской мобильности научных и научно-педагогических кадров на базе ведущих
научно-образовательных центров в области социально-гуманитарных наук»
г. Белгород (3 ноября 2010 г.); на региональных: «Непрерывное образование в
Западной Сибири: современное состояние и перспективы» г. Горно-Алтайск
(3 – 7 июля 2008 г.); «Информационная культура молодежи: региональный
аспект» г. Архангельск (22 – 24 октября 2009 г.); на собраниях Восточно-
Сибирского центра развития педагогической науки и образования г. Иркутск
(2006 – 2010 гг.), на ежегодных конференциях «Неделя науки ГОУ ВПО
ИГЛУ» г. Иркутск (2003 – 2011 гг.).
Результаты диссертационного исследования используются в организации
занятий по дисциплинам «Углубленный курс иностранного языка (англий-
261
ского)», «Практический курс второго иностранного языка (английского)», в
научно-исследовательской работе студентов на кафедре американистики
ГОУ ВПО «Иркутский государственный лингвистический университет», в
курсе практических занятий по учебным дисциплинам «Английский язык»,
«Немецкий язык», «Китайский язык» в ГОУ ВПО «Иркутский государствен-
ный университет путей сообщения».
По теме диссертации опубликовано 28 работ, в том числе 3 в изданиях,
определенных ВАК РФ. В 2009 г. получен индивидуальный грант для обу-
чения во Всероссийской научной школе для молодежи «Медиаобразование и
медиакомпетентность» (рук. – доктор пед. наук, профессор А.В. Фёдоров),
проходившей при поддержке Федеральной целевой программы «Научные и
научно-педагогические кадры инновационной России на 2009-2013 годы»
(Мероприятие 2.1. «Организация и проведение всероссийских и междуна-
родных молодежных научных конференций и школ» Министерства образо-
вания и науки РФ).
На защиту выносятся следующие положения:
1. Медиакомпетентность является базовой структурной составляющей
вторичной языковой личности. Её структура включает три взаимосвязанных
компонента: когнитивный, деятельностно-операционный, мотивационный.
2. Медиакомпетентность вторичной языковой личности представляет со-
бой интегративную, стратегическую характеристику личности, состоящую из
совокупности специальных готовностей и способностей, позволяющих лич-
ности взаимодействовать в едином мировом информационном пространстве,
осуществлять межъязыковую и межкультурную коммуникацию на медиати-
зированном, опосредованном современными медиа, уровне.
3. Педагогические условия формирования медиакомпетентности вторич-
ной языковой личности представляют собой комплекс, направленный на со-
здание медиаобразовательной среды обучения как инновационного способа
организации процесса обучения, характеризующейся опосредованными диа-
логовыми отношениями между субъектами разных культур и включающий в
себя контентные, организационные, мотивационные условия.
4. Сформированность медиакомпетентности вторичной языковой личности
определяется такими показателями как: когнитивный, деятельностно-
операционный, мотивационный, в основе которых лежат критерии: готов-
ность и способность, включающие знание, умение, отношение.
Цель и задачи исследования определили следующую структуру диссерта-
ции: введение, две главы, заключение, список литературы, состоящий из 352
наименования, в том числе 47 на иностранном языке, 5 приложений, в кото-
рых представлены рабочая программа по практическому курсу 2-го ино-
странного (английского) языка, включающая медиаобразовательный компо-
нент, образцы учебных и диагностирующих материалов.
Содержание работы
262
Во введении обосновывается выбор темы диссертационного исследования, её
актуальность, анализируется степень разработанности в научной литературе,
определяется объект, предмет исследования, формулируются цель, задачи, гипо-
теза и методологические основы исследования, аргументируется научная новиз-
на, теоретическая и практическая значимость работы, излагаются положения,
выносимые на защиту.
В первой главе исследования, «Теоретические основы формирования ме-
диакомпетентности вторичной языковой личности», представлены результа-
ты анализа содержания понятий «медиакомпетентность», «вторичная языко-
вая личность», «языковая личность», «личность». Теоретически обосновано
понятие «медиакомпетентность вторичной языковой личности» и педагоги-
ческие условия его формирования.
В первом параграфе, «Сущность понятия «вторичная языковая лич-
ность»», изучен феномен вторичной языковой личности с позиции общей пе-
дагогики как личностная характеристика, формируемая в целенаправленном
педагогическом процессе. Для определения его статуса был проведен анализ
исследовательских работ, посвящённых данной проблеме, который, в свою
очередь, привел исследование к изучению ключевых понятий: «личность» и
«языковая личность». Как показал анализ литературы (А.В. Петровский, И.П.
Подласый, С.Г. Тер-Минасова, С.С. Фролов, В.Н. Шаховский и др.), понятие
«личность» используется в разных научных областях, каждая из которых
предлагает свою интерпретацию явления, что объясняется междисциплинар-
ным и интеграционным характером данного понятия, его многозначностью.
Введение понятия личности в лингвистику означает её изучение через
язык. В этом случае речь уже идет о языковой личности. Нами рассмотрены
подходы, в рамках которых выдвигаются различные определения языковой
личности. Имеющиеся определения основаны на выделении того или иного
аспекта изучаемого явления, наблюдается и разногласие исследователей по
поводу термина, обозначающего понятие языковой личности. Наряду с тер-
мином «языковая личность» (Ю.Н. Караулов и др.), встречается «речевая
личность» (Л.П. Клобукова, Ю.Е. Прохоров), «коммуникативная личность»
(Г.Н. Беспамятова, В.П. Конецкая, В.В. Красных), «лингвокультурная лич-
ность» (В.А. Маслова) и др. Мы, вслед за большинством учёных, придержи-
ваемся термина «языковая личность», поскольку считаем его более ёмким и
многоаспектным, позволяющим избежать крайностей.
Языковая личность в процессе изучения иностранного языка определяется
как «вторичная языковая личность», рассматриваемая как «совокупность
способностей человека к иноязычному общению на межкультурном уровне,
под которым понимается адекватное взаимодействие с представителями дру-
гих культур» (И.И. Халеева). Обосновано, что с переходом к постиндустри-
альному информационному этапу развития для общества является характер-
ным множественность взаимодействующих языков и культур, разнообразие
текстовых форматов, иные формы общения. Поскольку национальное созна-
ние формируется медиа, то традиционная цепочка «язык – культура» допол-
263
няется третьим элементом, медиа. Взаимосвязанность и взаимообусловлен-
ность данных элементов проявляются в следующем: личность – представи-
тель определенного этноса, овладевает языком другого общества, как неотъ-
емлемым компонентом культуры. Культура своеобразна у каждого этноса и
на сегодняшний день в большей степени формируется медиа, которые транс-
лируют образцы поведения носителей языка, их стиль жизни, нравственные
ценности иноязычного общества.
Концепция вторичной языковой личности, разработанная И.И. Халеевой и
экстраполированная нами в область медиаобразования, позволяет приступить
к реализации процесса формирования медиакомпетентности вторичной язы-
ковой личности, личности, готовой к осуществлению не только межъязыко-
вой, межкультурной, но и медиатизированной коммуникации.
Для решения проблемы исследования наиболее продуктивным стал компе-
тентностный подход, на основе которого нами предложена компетентностная
модель вторичной языковой личности, включающая и такой её структурный
компонент как медиакомпетентность (табл.1).
Таблица 1
Компетентностная модель вторичной языковой личности
К
о
м
п
е
-
т
е
н
т
н
о
с
т
и
Компетенции Знания, умения, отношения
Л
и
н
г
в
и
с
т
и
ч
е
с
к
а
я
Языковая знание языковых средств и правил оперирования ими в язы-
ке в соответствии с законами изучаемого иностранного язы-
ка.
Речевая умение реализовать языковые средства в различных ситуа-
циях на межкультурном уровне.
Коммуникативная знание стратегий коммуникации; умение организовать пове-
дение адекватно задачам общения, которое представляет со-
бой процесс передачи и приёма информации и регулирова-
ние отношений между его участниками разных языков и
культур; готовность к межличностному и медиатизирован-
ному общению, к осуществлению непосредственной и опос-
редованной речевой деятельности с носителями изучаемого
языка и культуры.
К
у
л
ь
т
у
р
о
л
о
г
и
-
ч
е
с
к
а
я
в сфере концепту-
альной картины
мира изучаемого
языка
знание традиций, обычаев, обрядов страны изучаемого язы-
ка, стиля жизни, образа поведения, привычек носителей язы-
ка, национальной специфики картины мира; умение интер-
претировать значения культурных концептов, соотносить
языки и культуры; толерантное отношение к культурным
ценностям собеседника
М
е
д
и
а
к
о
м
п
е
-
т
е
н
т
н
о
с
т
ь
в сфере
медиатизирован-
ной межъязы-
ковой и межкуль-
турной
коммуникации
знание языка медиа, принципов функционирования ино-
язычных медиа; умение осуществлять медиатизированную
межъязыковую и межкультурную коммуникацию; готов-
ность вступать в медиатизированное общение на иностран-
ном языке как процесс передачи, приема медиа информации,
а также как процесс опосредованного взаимодействия на
межкультурном уровне.
264
Во втором параграфе, «Понятие «медиакомпетентность» как цель ме-
диаобразования», рассмотрена сущность данного понятия с позиции цели
медиаобразования как приоритетного направления педагогики XXI века
(ЮНЕСКО), изучена история становления исследуемого понятия. Анализ ра-
бот отечественных и зарубежных педагогов (Е.А. Бондаренко, В.П. Борисен-
ков, И.В. Жилавская, Н.В. Змановская, Н.Б. Кириллова, А.А. Новикова, А.В.
Фёдоров, А.В. Шариков, А. Hart, R. Kubey, W. J. Potter, W. Schluderman, К.
Tyner и др.) показал отсутствие единого определения понятия медиаобразо-
вания, которое рассматривается исследователями по-разному: как процесс
формирования у личности определённых знаний и умений, как процесс раз-
вития личности средствами медиа, как область педагогической теории и
практики, как практическая совместная деятельность педагога и обучающих-
ся и т.п. Опираясь на изученные исследования, медиаобразование нами по-
нимается как педагогическое явление, представляющее собой процесс обра-
зования, развития, формирования личности на материале медиа и через ме-
диа.
С учётом вышесказанного, в диссертации были рассмотрены основные
концептуальные подходы, изучающие медиаобразование с разных позиций,
актуализирующие разные компоненты, и, как следствие, выдвигающие раз-
ные цели описываемого явления: «медиакомпетентность», «медиакультура»,
«медиаграмотность», «медиаобразованность», «медийная культура», «ин-
формационная культура», «информационная образованность». Сложившаяся
ситуация объясняется, на наш взгляд, рядом причин, среди которых: а) отсут-
ствие единого понятия медиаобразования, б) разночтение, смешение терми-
нов, в) объективная сложность интерпретации цели медиаобразования, вы-
званная наличием ряда концептуальных подходов. При этом нами доказано,
что понятие медиакомпетентность имеет свою специфику, полностью соот-
ветствует современным требованиям информационного общества, приори-
тетному подходу в образовании и более точно определяет суть конечной це-
ли медиаобразования.
Анализ исследований (В. Вебер, Р. Кьюби, А.В. Фёдоров, S.J. Baran, D.
Baacke, А. Silverblatt и др.) свидетельствует об отсутствии единого определе-
ния понятия медиакомпетентность. Трудности общепринятой трактовки
изучаемого феномена можно объяснить интенсивными изменениями инфор-
мационного плана в обществе, определением приоритетов, новых данных
теории и практики педагогической науки, перспективных тенденций их раз-
вития, уровней связей. Всё, конечно, зависит от факторов и ограничений, ко-
торые учитываются и накладываются при дефиниции понятия. Исходя из
специфики нашего исследования, мы определяем медиакомпетентность как
значимое, стратегическое качество личности, состоящее из совокупности
специальных знаний, умений, отношений, позволяющих личности полноцен-
но функционировать в медиатизированном обществе, использовать весь
спектр медиа в повседневной и профессиональной деятельностях.
265
Третий параграф, «Педагогические условия формирования медиакомпе-
тентности вторичной языковой личности», посвящен выявлению необходи-
мых и достаточных педагогических условий формирования изучаемой харак-
теристики. Теоретически обосновано понятие «медиакомпетентность вто-
ричной языковой личности». Важная роль изучаемого понятия в контексте
всех уровней и направлений системы образования обусловила необходи-
мость более глубокого проникновения в её внутреннее содержание: в компо-
ненты, уровни, показатели сформированности. Исходя из понимания лично-
сти как целостной сущности, состоящей из таких компонентов как сознание,
чувство, поведение, нами выделены компоненты медиакомпетентности вто-
ричной языковой личности, а именно: когнитивный, действенно-
операционный, мотивационный. Выявление структуры изучаемой характери-
стики позволило конкретизировать её понятие и рассмотреть процессуаль-
ный аспект. На основании чего нами выделена медиатизированная коммуни-
кация и определены её этапы, отражающие актуализацию компонентов ме-
диакомпетентности вторичной языковой личности. Установлена их взаимо-
связь и взаимообусловленность. Как следствие, стало уместно вести речь об
уровнях сформированности всех компонентов одновременно: начальном,
среднем и продвинутом, которые соответствуют классической трёхуровневой
системе владения иностранным языком. Выделенные уровни обусловили
определение показателей сформированности компонентов медиакомпетент-
ности вторичной языковой личности: когнитивный, действенно-
операционный, мотивационный (см. табл. 2).
Таблица 2
Уровни и показатели сформированности медиакомпетентности вторич-
ной языковой личности
У
р
о
в
н
и
Показатели
Когнитивный Операционный Мотивационный
Н
а
ч
а
л
ь
н
ы
й
Знание основных кате-
горий, понятий, исто-
рии медиаобразования;
медийного спектра; за-
кономерностей процес-
сов функционирования
медиа в социуме;
Умение осуществлять поиск,
сбор иноязычной информации,
используя поисковые системы
(Google, Yandex, Yahoo, Ram-
bler и др.); передавать, полу-
чать медиасообщения на ино-
странном языке; правильно и
точно излагать мысли в моно-
логической и диалогической
форме в иноязычных web-
чатах, форумах, порталах.
Не всегда положительное
отношение, хаотичные мо-
тивы к работе с иноязычным
медиатекстом, к медиатизи-
рованному общению; неча-
стые контакты с иноязыч-
ными медиатекстами; слабая
потребность в медиаобра-
зовании, в медиакомпетент-
ности.
266
С
р
е
д
н
и
й
Знание закономерно-
стей восприятия и по-
нимания иноязычной
информации; дистинк-
тивых признаков раз-
личных жанров; языка
медиа; основ интер-
претации авторского
мира создателя худо-
жественного медиатек-
ста; принципов квали-
фицированной оценки
иноязычного медиа-
текста; программных
средств, предоставля-
ющих аудиальный кон-
такт (Skype, QIP,
TeamSpeak и др.), их
основные принципы
работы.
Умение ориентироваться в
информационном простран-
стве; критически анализиро-
вать иноязычный медиатекст;
давать собственную оценку;
интерпретировать позицию
персонажей и задумку автора;
анализировать медиаобраз,
характеризовать поступки
персонажей, их психологиче-
ское состояние; воспринимать
латентный смысл медиатекста;
создавать и распространять
иноязычные медиатексты.
Толерантное отношение,
осознанные мотивы взаимо-
действия с иноязычным ме-
диатекстом, к медиатизиро-
ванному общению, органи-
зовать медиатизированное
поведение адекватно зада-
чам опосредованного обще-
ния; частые контакты с ино-
язычными медиатекстами;
средняя потребность в ме-
диаобразовании; в медиа-
компетентности.
П
р
о
д
в
и
н
у
т
ы
й
Знание правил декоди-
рования иноязычного
медиатекста; описания
содержания, ассоциа-
ций, особенностей
языка иноязычного ме-
диатекста; основных
законов и языка спек-
тра медиатекстов; ос-
новных интернет брау-
зеров (Opera, Safari,
Internet Explorer,
Google Chrome, FireFox
и др.) их основные
принципы работы и
возможности в совер-
шенствовании лингви-
стической и культуро-
логической компетент-
ностей.
Умение взаимодействовать с
иноязычными медиатекстами
и их оценивание; противосто-
ять манипулятивному воздей-
ствию иноязычных медиа; со-
ставлять независимые сужде-
ния относительно иноязычно-
го медиатекста на основе кри-
тической автономии; созда-
вать собственный медиапро-
дукт на иностранном языке
(языковой web портфолио).
Позитивное отношение, вы-
сокая мотивированность к
работе с иноязычным меди-
атекстом; к медиатизиро-
ванному общению; осозна-
ние необходимости форми-
рования медиакомпетентно-
сти, в переживании несоот-
ветствия имеющегося её
уровня с установленными
нормами; осознанное стрем-
ление к самосовершенство-
ванию в медиаобразова-
тельной иноязычной дея-
тельности.
Решая третью задачу исследования мы, прежде всего, обратились к анали-
зу содержания понятия «педагогические условия» и исследований, посвя-
щенных данному явлению» (С.С. Кашлев, И.П. Подласый, В.А. Сластёнин,
Н.М. Яковлева и др.). Мы интерпретировали это понятие применительно к
рассматриваемой нами проблеме и определили специально организуемые пе-
дагогические условия, способствующие формированию медиакомпетентно-
сти вторичной языковой личности студента, и разделили их на три основных
типа: контентные, организационные и мотивационные.
267
Контентные условия предполагают обновление содержания дисциплины
«Практический курс иностранного языка» за счёт включения медиаобразова-
тельного компонента на основе отбора содержания учебного материала,
направленного на формирование медиакомпетентности вторичной языковой
личности и разработки рабочей программы. Данные условия характеризуют
процесс формирования медиакомпетентности вторичной языковой личности
как открытую систему, допускающую возможность её пересмотра, пере-
осмысления, уточнения, дополнения, применение новейших достижений пе-
дагогической науки и изменений потребностей личности обучающихся.
Организационные условия раскрывают особенности содержательного и
практического взаимодействия педагога и обучающихся в процессе реализа-
ции контента формирования медиакомпетентности вторичной языковой лич-
ности на основе компетентностного, личностно-ориентированного и деятель-
ностного подходов; определённых принципов: целенаправленности, систем-
ности и последовательности, научности, эффективности, сознательности и ак-
тивности. Данный тип условий обеспечивает регулярность контроля над
процессом формирования медиакомпетентности вторичной языковой лично-
сти.
Мотивационные условия являются необходимой базой реализации преды-
дущих условий, предполагающие готовность педагога и обучающихся взаи-
модействовать с целью формирования медиакомпетентности вторичной язы-
ковой личности. Данные условия способствует обучению обучающихся са-
моконтролю, самоанализу.
Представленная классификация условий является обобщённой и позволяет
в целом оценить характер того или иного условия, необходимого для рас-
сматриваемого процесса. Выявленные условия неизбежно интегрируются
друг с другом, образуя комплексное единство разнообразных по своей при-
роде педагогических обстоятельств, направленных на организацию ме-
диаобразовательной среды обучения для реализации процесса формирования
медиакомпетентности вторичной языковой личности.
Вторая глава исследования, «Реализация педагогических условий форми-
рования медиакомпетентности вторичной языковой личности обучающихся»,
посвящена описанию опытно-экспериментальной работы по проверке эффек-
тивности педагогических условий формирования изучаемой характеристики.
В первом параграфе, «Диагностика исходного состояния медиакомпе-
тентности вторичной языковой личности обучающихся», представлен кон-
статирующий эксперимент, цель которого состояла в выявлении исходного
состояния медиакомпетентности вторичной языковой личности обучающих-
ся для установления необходимости внедрения выявленных педагогических
условий.
Диагностика уровня сформированности медиакомпетентности вторичной
языковой личности обучающихся осуществлялась с помощью таких методов
как: тестирование, анкетирование, наблюдение, беседа, опрос, дискуссия,
презентация творческих работ, эссе, метод экспертных оценок. Диагностика
268
проходила в традиционной и опосредованной формах, в том числе через со-
зданный нами вебсайт (http://media-area.ucoz.com). Для получения наиболее
объективного результата большинство диагностических процедур были про-
ведены в ходе включения обучающихся в активную медиа деятельность,
стимулирующую проявление ими искомой характеристики.
Проведённый констатирующий эксперимент показал, что:
a) в образовательном процессе вуза отсутствует комплекс необходимых и
достаточных для формирования медиакомпетентности вторичной языковой
личности педагогических условий. Результаты анкетирования показали сла-
бую реализацию педагогических условий формирования медиакомпетентно-
сти вторичной языковой личности обучающихся. Полученные данные сопо-
ставлялись с итогами бесед и наблюдений. Если условия 2, 4 частично про-
являлись, студенты привлекались к медиаобразовательной деятельности,
применялся ряд медиа средств в образовательном процессе, но они были
направлены лишь на повышение наглядности и интереса обучающихся к за-
нятию, а формирование медиакомпетентности вторичной языковой личности
не предусматривалось. Выделенные условия 1, 3, 5, 6 полностью отсутство-
вали;
б) в большинстве случаев студенты характеризовались низким уровнем
сформированности медиакомпетентности вторичной языковой личности (см.
таблицу 3).
Таблица 3
Результаты диагностики исходного уровня сформированности медиа-
компетентности вторичной языковой личности
Группа Уровень сформированности медиакомпетентности вторичной язы-
ковой личности(%)
Начальный Средний Продвинутый
Кол-во
чел.
% Кол-во
чел.
% Кол-во
чел.
%
ЭГ 19 47.5 14 35 7 17.5
КГ 21 52.5 11 27.5 8 20
Второй параграф исследования, «Внедрение педагогических условий
формирования медиакомпетентности вторичной языковой личности обуча-
ющихся», посвящён описанию формирующего эксперимента, который состо-
ял в создании педагогических условий формирования искомой характеристи-
ки. Задача данного этапа исследования состояла в проверке общей гипотезы
исследования, а именно в подтверждении того, что при наличии и соблюде-
нии всех выявленных педагогических условий, в совокупности составляю-
щих медиаобразовательную среду обучения, можно обеспечить формирова-
ние медиакомпетентности вторичной языковой личности обучающихся. Оце-
нив возможности каждой из форм обучения с точки зрения внедрения ре-
зультатов исследования, мы пришли к выводу о наибольшей эффективности
дисциплины «Практический курс иностранного языка», так как в рамках изу-
чения данной обязательной для всех обучающихся дисциплины, открывается
269
возможность формирования медиакомпетентности вторичной языковой лич-
ности.
В ходе формирующего эксперимента, занятия в ЭГ были организованы в
соответствии с выявленными условиями, в КГ занятия осуществлялись тра-
диционно. С целью создания контентных условий мы дополнили и конкрети-
зировали содержание базовой рабочей программы выбранной дисциплины
медиаобразовательным компонентом. В результате была получена скоррек-
тированная программа, предусматривающая регулярное и педагогически
обоснованное применение медиа в образовательном процессе. Создание кон-
тентных условий осуществлялось с помощью внедрения организационных.
Перед нами стояла задача вовлечь обучающихся в активную медиа деятель-
ность в процессе обучения в соответствии с их индивидуальным уровнем ме-
диакомпетентности, выявленным в ходе педагогического мониторинга. Для
решения этой задачи нами был создан вебсайт, позволяющий применять
различные виды интерактивной иноязычной коммуникация (форум, блог,
телемост, пресс-конференции и др.) и вовлекать обучающихся в единое
мировое информационное пространство. Мы побуждали их к критическо-
му анализу фактов, интерпретации медиаобраза персонажей, определению
собственной позиции относительно рассматриваемой проблемы и др. В ходе
аналитической деятельности студенты повышали медиакомпетентность,
учились неординарно мыслить, высказывать свою точку зрения, отстаивать
свою позицию на изучаемом языке. Разработка собственного сайта способ-
ствовала вовлечению обучающихся в активную медиа деятельность и систе-
матической диагностике уровней сформированности медиакомпетентности
вторичной языковой личности обучающихся преподавателем и обучающи-
мися на всех этапах её становления, их корректированию в направлении со-
вершенствования.
Организация мотивационных условий состояла в формировании готовно-
сти обучающихся и педагогов к участию в медиатизированной межъязыко-
вой и межкультурной коммуникации. Результаты анкетирования педагогов
свидетельствовали об их высокой степени желания использовать медиа в об-
разовательном процессе. В то же время выяснилось, что некоторые препода-
ватели кафедры не видели разницы между медиаобразованием и использова-
нием информационных технологий в учебном процессе. С целью привлече-
ния коллег к процессу формирования медиакомпетентности вторичной язы-
ковой личности, для объединения усилий всего педагогического коллектива
по обновлению содержания образования были проведены тренинги, мастер-
классы, обзорные лекции, посвящённые вопросам медиаобразования и
направленные на повышение медиакомпетентности педагогов. Данные меры
позволили нам актуализировать проблему формирования медиакомпетентно-
сти вторичной языковой личности обучающихся и повысить общий уровень
медиакомпетентности преподавателей, и создать ранее выявленное условие.
Свидетельством сказанного являются результаты, полученные в ходе приме-
270
нения методов диагностики педагогических условий формирования медиа-
компетентности вторичной языковой личности (см. ниже).
Мотивация студентов повышалась за счёт вовлечения их в единое мировое
информационное пространство, широкого применения медиа на занятиях,
разнообразия форм обучения, предполагавших выполнение таких заданий
как: фоторепортаж, выпуск газетного номера, съемка короткометражного ви-
део и т.д. Средствами медиа мы организовывали аутентичную опосредован-
ную коммуникацию через виртуальные путешествия в страну изучаемого
языка, осмотр достопримечательностей, изучение реалий, традиций, культу-
ры государства, занятий-телемостов. После проведения таких видео занятий
мы отметили возросшую мотивацию обучающихся к овладению средствами
медиа коммуникации.
Важная роль в формировании медиакомпетентности вторичной языковой
личности обучающихся отводилась процессам самосовершенствования и
самопознания. С этой целью была разработана серия практических заданий и
самостоятельных работ, при проведении которых применялись следующие
методы и приемы: диагностика, самодиагностика, самоанализ, игровые
упражнения, творческие задачи. Для расширения представлений обучаю-
щихся о себе, как о медиакомпетентности вторичной языковой личности,
мы использовали метод языкового web-портфолио, который является сред-
ством неформального оценивания достижений обучающихся по предмету,
стимулом к самосовершенствованию в межкультурной коммуникации на
межличностном и медиатизированном уровнях.
В третьем параграфе исследования, «Анализ результатов опытно-
экспериментальной работы по проверке педагогических условий формирова-
ния медиакомпетентности вторичной языковой личности», обобщались ре-
зультаты организации педагогических условий и динамика формирования
компонентов искомой характеристики.
Проверка эффективности разработанных педагогических условий прово-
дилась в течение двух лет: предварительное исследование на выявление ком-
понентов медиакомпетентности вторичной языковой личности было прове-
дено в 2006-2007 учебном году, формирующий эксперимент был организован
в 2007-2008 учебном году. На каждом этапе опытно-экспериментальной ра-
боты нами решались определённые задачи. По мере прохождения обучаю-
щимися ЭГ и КГ программы курса, нами проводились диагностические сре-
зы, которые позволяли отслеживать процесс создания условий формирова-
ния искомой характеристики личности и динамику изменений обучающихся
в отношении проявления ими медиакомпетентности вторичной языковой
личности. Оценка результатов данного исследования проводилась на основе
разработанных показателях и критериях (см. таблица 2).
Для оценки статистической значимости полученных результатов мы вы-
брали методику математического подсчета результатов: определялись выбо-
рочное среднее арифметическое значение (х), ошибка среднего арифметиче-
ского (m), достоверность различий по критерию Стьюдента, другие необхо-
271
димые для статистического анализа переменные. Достоверность полученных
коэффициентов проверялась по стандартным статистическим таблицам, были
выбраны три уровня значимости (p<0,05; p<0,01; p<0,001). Полученные дан-
ные были подвергнуты компьютерной обработке. Результаты исследования
обобщены в таблицах, представлены в виде графиков и диаграмм.
Анализ и обобщение полученных данных позволили сделать вывод что,
создание необходимых и достаточных педагогических условий, направлен-
ных на организацию медиаобразовательной среды обучения в образователь-
ном процессе с целью формирования медиакомпетентности вторичной язы-
ковой личности, ведет к положительной динамике формирования исследуе-
мой характеристики. Для студентов ЭГ характерны более высокие показате-
ли медикомпетентности вторичной языковой личности. Итоговая диагности-
ка свидетельствует об увеличении количества обучающихся с положитель-
ной динамикой формирования всех компонентов искомой характеристики.
Незначительное количество обучающихся с начальным уровнем сформиро-
ванности медиакомпетентности вторичной языковой личности, возросшее
число с продвинутым уровнем доказывает эффективность предложенных пе-
дагогических условий (см. таблицу 4).
Таблица 4
Результаты итоговой диагностики уровня сформированности медиа-
компетентности вторичной языковой личности
Группа Уровень сформированности медиакомпетентности вторичной
языковой личности (%)
Начальный Средний Продвинутый
Кол-во
чел.
% Кол-во
чел.
% Кол-во
чел.
%
ЭГ 2 5 7 17.5 31 77.5
КГ 11 27.5 20 50 9 22.5
Отметим значительные изменения, произошедшие в области отношения
студентов. В ЭГ и КГ наблюдался увеличение мотивов, лежащих в основе
медиакомпетентности вторичной языковой личности. Достоверность разли-
чий по t-критерию Стьюдента между исходным и итоговым срезами в ЭГ со-
ставила 31,5 (<0,001), в КГ- 14,8 (<0,001).
Низкие показатели у участников эксперимента КГ получены по когнитив-
ному показателю. Большие затруднения вызвали вопросы по истории ме-
диаобразования. В целом для КГ характерно незнание языка медиа, медиа
технологий, закономерностей функционирования СМИ. Неизменным показа-
телем в КГ стал действенно-операционный. Низкий результат объясняется
невысокой степенью вовлечения обучающихся в медиа деятельность. У сту-
дентов КГ вызывает затруднения анализ позиции героев, интерпретация идеи
автора медиатекста, выстраивание логичных суждений, противостояние ма-
нипулятивному влиянию и др. В то же время средний результат их знаний в
области медиаобразования увеличился. В этом отношении необходимо отме-
тить устойчивость положительной динамики по всем показателям как в ЭГ,
272
так и в КГ. При этом выявлено, что достоверность различий по t-критерию
Стьюдента между исходным и итоговым срезами в ЭГ выражена более зна-
чительно - 35,3 (<0,001), чем в КГ - 13,1 (<0,001).
Таким образом, опытное обучение подтвердило выдвинутую гипотезу о
возможности формирования медиакомпетентности вторичной языковой лич-
ности обучающихся при наличии и соблюдении всех выявленных педагоги-
ческих условий, в совокупности составляющих медиаобразовательную среду
обучения.
В заключении диссертации изложены теоретические и экспериментальные
результаты исследования и сформулированы выводы:
1. Проведенный теоретический анализ позволяет рассматривать медиа-
компетентность как базовую структурную составляющую вторичной языко-
вой личности, состоящей из когнитивного, деятельностно-операционного,
мотивационного компонентов.
2. Медиакомпетентность вторичной языковой личности представляет со-
бой интегративную, стратегическую характеристику личности, состоящую из
совокупности специальных готовностей и способностей, позволяющих лич-
ности взаимодействовать в едином мировом информационном пространстве,
осуществлять межъязыковую и межкультурную коммуникацию на медиати-
зированном, опосредованном современными медиа, уровне.
3. Выявленные педагогические условия: контентные, организационные,
мотивационные способствуют успешному формированию медиакомпетент-
ности вторичной языковой личности
4. Целенаправленное формирование всех компонентов медиакомпетент-
ности вторичной языковой личности стимулирует познавательную самостоя-
тельность и творческую активность обучающихся в едино
ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ,
ОПРЕДЕЛЯЮЩИЕ ФОРМИРОВАНИЕ
МЕДИАКОМПЕТЕНТНОСТИ
ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
1Иванова Л.А., 1Чепурная Л.М., 2Семенова И.А.
1ФГБОУ ВПО «Иркутский государственный
лингвистический университет», Иркутск,
e-mail: media-lai@mail.ru;
2МОУ Забитуйская СОШ, Иркутская область,
Аларский район
В 90-е годы прошлого века И.И. Халеева
разработала новаторскую концепцию вторич-
ной языковой личности, которая легла в основу
принципиально новой стратегии подготовки
кадров, призванных осуществлять межъязыко-
вую и межкультурную коммуникацию между
народами и странами. Вышеназванная кон-
цепция одобрена Российской академией об-
разования и Министерством образования Рос-
сийской Федерации (1990 г.) [ВАК РФ http://
vak.ed.gov.ru].
Начало XXI века охарактеризовалось перехо-
дом к постиндустриальному информационному
обществу, для которого характерны множествен-
ность взаимодействующих языков и культур,
множественность текстов и текстовых форматов,
циркулирующих в глобальном информационном
пространстве, кроме того изменились формы
общения, переместившись в информационное
пространство. Отсюда становится всё более оче-
видным, что инновационная модель вторичной
языковой личности, представленная И.И. Халее-
вой [1; 2; 3 и др.] в 90-е гг. прошлого века, требу-
ет переосмысления в условиях развития инфор-
мационного общества и изменений социальной
реальности, связанных с процессами производ-
ства и распространения информации. Мы пред-
лагаем в новых условиях предложенную концеп-
цию вторичной языковой личности дополнить,
расширить до медиакомпетентности вторичной
языковой личности. То есть личности готовой
к осуществлению не только межъязыковой, меж-
культурной (И.И. Халеева), но и медиатизиро-
ванной коммуникации между народами и страна-
ми. Под медиакомпетентной вторичной языковой
личностью мы понимаем интегративную, страте-
гическую характеристику личности, состоящую
из совокупности специальных знаний, умений,
отношений, позволяющих личности функцио-
нировать в мировом информационном простран-
стве, осуществлять межъязыковую, межкуль-
турную коммуникацию как на межличностном,
непосредственном уровне, так и на медиатизи-
рованном, опосредованном современными медиа
(об этом см. [5, 6, 7, 8]).
Перед нами стояла задача выявить педаго-
гические условия формирования медиакомпе-
тентной вторичной языковой личности. Анализ
монографических источников, диссертацион-
ных исследований по педагогике показал, что
в общем виде под педагогическими услови-
ями понимается совокупность факторов, об-
стоятельств, компонентов, предпосылок, мер,
способствующих благоприятному, успешному
протеканию процесса обучения и воспитания
(Л.П. Качалова, И.Е. Пискарева, А.С. Белкин
и др.); педагогическая среда, комплекс педа-
гогических взаимодействий система педагоги-
ческих средств, (С.С. Кашлев, М.Н. Недвец-
кая и т.д.). Применительно к рассматриваемой
нами проблеме, содержание понятия «педаго-
гические условия» мы интерпретируем, как
систематизированный комплекс действий пре-
подавателя иностранного языка и студента
лингвистического университета с целью фор-
мирования медиакомпетентности вторичной
языковой личности как интегративной лич-
ностной характеристики последнего.
66
INTERNATIONAL JOURNAL OF EXPERIMENTAL EDUCATION №6, 2012
MATERIALS OF CONFERENCE
Принимая во внимание новизну явления,
отсутствие исследований, направленных на
изучение феномена, представляется очень за-
труднительным выделить педагогические ус-
ловия формирования медиакомпетентной вто-
ричной языковой личности. Мы понимаем,
что в дальнейшем легко пересмотреть и вне-
сти коррективы в определение факторов, об-
стоятельств, компонентов, предпосылок, мер,
способствующих благоприятному, успешному
протеканию процесса формирования медиа-
компетентной вторичной языковой личности.
В данной статье, на этом этапе нашего иссле-
дования выделение педагогических условий
формирования медиакомпетентности языковой
личности будет моделировать не идеальную
данность, а принципы «оставления открытым»
того, на что направлены наши действия. Вы-
явленные в процессе нашего исследования
педагогические условия, детерминирующие
процесс формирования медиакомпетентности
языковой личности, мы разделили на три ос-
новные группы: мотивационные, контентные,
организационные. Рассмотрим подробнее.
Первая группа мотивационных педагогических
условий, основана на становлении устойчивой
мотивации обучающихся и педагогов к фор-
мированию медиакомпетентности вторичной
языковой личности: переводе процесса фор-
мирования медиакомпетентности вторичной
языковой личности в осознанное стремле-
ние обучающихся к самосовершенствованию
в межкультурной коммуникации на межлич-
ностном и медиатизированном уровнях; пе-
дагогическом руководстве, направленном на
объединение усилий всего педагогического
коллектива образовательного учреждения на
обновление содержания образования и приме-
нение современных информационно-комму-
никационных технологий. Под контентными,
мы понимаем введение медиаобразовательного
компонента в содержание учебной дисципли-
ны «Практический курс иностранного языка»;
содержательное наполнение, предусматриваю-
щее регулярное и педагогически обоснованное
применение медиа в образовательном процессе
с целью формирования медиакомпетентности
вторичной языковой личности. Организацион-
ные, позволяют вовлекать обучающихся в ак-
тивную медиа деятельность в образовательном
процессе в соответствии с их индивидуальным
уровнем медиакомпетентности, выявленным
в ходе педагогического мониторинга.
Отметим лишь, что предложенная класси-
фикация условна, требует серьезного переос-
мысления и развития. Вместе с тем, выявленные
условия неизбежно интегрируют друг с другом,
образуя комплексное единство разнообразных
по своей природе педагогических обстоятельств,
направленных на организацию в образователь-
ном учреждении медиатизированной среды об-
учения для реализации процесса формирования
медиакомпетентности вторичной языковой лич-
ности. Активное внедрение систематизирован-
ного комплекса педагогических условий препо-
давателями в ФГБОУ ВПО «ИГЛУ», позволяет
осуществлять научно-методическое сопрово-
ждение подготовки, специалиста сегодняшне-
го дня, готового к работе в новых иноязычных
условиях в едином мировом информационном
пространстве
Список литературы
1. Халеева, И.И. Вторичная языковая личность как ре-
ципиент инофонного текста // Язык – система. Язык – текст.
Язык – способность. – М., 1995. – С. 277-278.
2. Халеева И.И. Основы теории обучения пониманию
иноязычной речи: (Подготовка переводчиков): моногр. – М.:
Высшая школа, 1989. – 238 с.
3. Халеева И.И. Понимание иноязычного устного
текста как аспекта межкультурной коммуникации // Глядя
в будущее. Первый советско-американский симпозиум по
теоретическим проблемам преподавания и изучения ино-
странных языков. – М.: РЕМА, МГЛУ, 1992. – С. 120-127.
4. Иванова Л.А. Формирование медиа-коммуникатив-
ной образованности школьников-подростокв средствами ви-
део (на материале уроков французского языка): дис. … канд.
пед. наук. – Иркутск, 1999. – 245 с.
5. Иванова Л.А. Интеграция медиаобразования и учеб-
ной дисциплины «Иностранный язык» в образовательном
процессе через аудиовизуальные СМК // Фундаментальные
исследования. – 2008. – №5. – С. 75-77.
6. Ivanova L.A. The integration of media education
and academic subject «foreign language» in the educational
process through audiovisual means of Mass Communication //
International journal of experimental education. – 2008. –
№ 3. – С. 94–95.
7. Иванова Л.А. Медиаобразование на уроках ино-
странного языка: трудности и особенности восприятия ино-
язычных экранных материалов школьниками // Актуальные
инновационные исследования: наука и практика. – 2011. –
№ 4. – Режим доступа: http://www.actualresearch.ru/
nn/2011_4/Article/pedagogy/ivanova20114.htm.
ПЕДАГОГИЧЕСКИЙ ПОТЕНЦИАЛ ВУЗА ДЛЯ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ: МЕТОДИЧЕСКИЙ АСПЕКТ
ДЕРЯБИНА Н.А.
1 Уральский федеральный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 11 Год: 2015 Страницы: 253-256
ЖУРНАЛ:
КАЗАНСКАЯ НАУКА
Издательство: Общество с ограниченной ответственностью «Рашин Сайнс» (Казань)
ISSN: 2078-9955eISSN: 2078-9963
КЛЮЧЕВЫЕ СЛОВА:
РЕЧЬ, SPEECH, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, ПЕДАГОГИЧЕСКИЙ ПОТЕНЦИАЛ, PEDAGOGICAL POTENTIAL, РЕЧЕВАЯ ДЕСТРУКТИВНОСТЬ, ГЕРМЕНЕВТИЧЕСКИЙ МЕТОД, THE DESTRUCTIVE NATURE OF LINGUISTIC ENVIRONMENT, HERMENEUTICAL APPROACH
АННОТАЦИЯ:
В статье рассматривается противоречие между наличием огромного педагогического потенциала вуза для развития языковой личности и его недостаточной реализацией в образовательном процессе, протекающем в стремительно нарастающих условиях снижения ценности речевой культуры, речевой деструктивности среды.
---
Образование «как процесс и продукт идеологических процессов» (Э. Дюркгейм)
неотделимо от процесса социализации личности, поэтому одна из основных задач
педагогики заключается «в установке приоритетов и ориентиров» для развития личности в
условиях постоянно изменяющейся социокультурной среды [7, 83]. Общество, отвечая за
регуляцию норм морали, формирует личность, апеллируя к ее имманентным природным
характеристикам. Языку в данном аспекте отводится функция одного из главных
проводников всех социальных процессов, он помогает личности встроиться в структуру
общества. Мы полагаем, что образовательное пространство вуза и образовательный процесс,
протекающий в нем, обладают огромным педагогическим потенциалом развития языковой
личности студентов как будущих специалистов с высшим образованием.
В современной педагогической литературе понятие «потенциал» (лат. potentia – скрытая
возможность, сила) связывается со скрытыми возможностями образования, которые могут
реализоваться при определенных условиях. В концепции личностного развития потенциал
связывается с психодинамическими, инструментальными и мотивационными источниками,
которые выявлены и использованы для достижения определенных целей (Е.Н.Волкова, Э.Н.
Гусинская, Э.Ф.Зеер, Ю.И. Турчанинова и др.). Современная педагогика использует понятие
«потенциал» как динамическую функциональную систему, объединяющую личностные
ресурсы (образцы поведения, знания, установки, отношения, образующие формы трансляции
человеческого опыта), обеспечивающую воспитание и образование личности через освоение
культуры [3, 89]; [5, 25].
Таким образом, педагогический потенциал, представляя собой совокупность ценностных,
содержательных и методических средств, для своей реализации требует соответствующего
теоретического обоснования и практики. Согласно А.И.Юркевич, выявленный
педагогический потенциал ориентирует на переосмысление целей и содержания образования
на современном этапе его развития; является механизмом обеспечения правом каждого на
выбор собственной образовательной траектории; моделью целостного образовательного
процесса; наконец, моделью опережающего образования [6]. И поскольку в процессе
обучения человек приобретает определенный запас знаний и умений, опыт творческой
деятельности, которые впоследствии может реализовать в жизни и в профессиональной
деятельности, постольку понятие «педагогический потенциал» связано также и со
способностью личности к самореализации.
Педагогический потенциал развития языковой личности как совокупность ценностных,
содержательных и технологических средств направлен на реализацию потребностей
личности в самоактуализации в речевом поведении. Разделяя позицию М.М. Бахтина («слово
- это поступок»), мы подчеркиваем значимость речевого поведения (ответственного или
безответственного) в процессе реализации педагогического потенциала вузовского
253
образования, поскольку именно в речи отражаются ценностные установки и духовнонравственные ориентиры личности.
А.И.Юркевич выделяет в педагогическом потенциале четыре аспекта (когнитивный,
воспитательный, культуротворческий и организационно-управленческий [6]), мы же считаем
уместным добавить еще один –коммуникативный. Раскроем сущность каждого аспекта.
Когнитивный аспект связан с наличием знаний о языке как семиотической системе,
являющейся базовым символом культуры и средством коммуникации; а также умений,
приобретаемых в процессе овладения языковыми компетенциями и совершенствовании в
культуре речи. Коммуникативный – характеризуется реальной возможностью восприятия и
поддержания духа alma mater в содержательном, творческом субъект-субъектном общении
студентов с преподавателями и профессорами, известными специалистами в конкретной
научной области. Воспитательный – ориентирует на развитие личности студентов как
будущих специалистов с высшим образованием, способных осознавать язык как
онтологическую, аксиологическую, гносеологическую категорию и ценность культуры речи.
Культуротворческий – связан со способностью воспринимать и оценивать язык и речь как
социокультурные феномены, находящиеся в постоянном изменении; осознавать их функции
в формировании общекультурного и профессионального дискурса. Организационноуправленческий – предполагает наличие педагогических условий, направленных на усиление
мотивации студентов в овладении общекультурными и профессиональными компетенциями.
Подчеркнем, что именно в образовательном процессе студенты и преподаватели
благодаря языку получают возможность разностороннего личностного и социального роста.
Однако сегодня образовательное пространство вуза оказалось неспособным в полной мере
противодействовать нарастанию источников речевой деструктивности среды. Под
воздействием средств массовой информации, современной литературы, публичных
выступлений известных политиков и деятелей культуры сквернословие и ненормативная
лексика все чаще проникают в речь даже образованных людей. И образовательная среда вуза
не стала исключением: уровень речевой культуры падает у студентов и преподавателей.
Таким образом, реализация педагогического потенциала вуза в единстве всех выделенных
аспектов в реальности осложняется проблемой недостаточного внимания к статусу языка в
вузовском образовании, как русского, так и иностранного, у студентов и преподавателей
(исключая филологический факультет). Это привело к недооценке его роли в развитии
языковой личности, а также безответственному речевому поведению, которое выражается в
свободном использовании в речи сленга и сквернословия.
Делая акцент на коммуникации как необходимом компоненте образовательного процесса
и как «единице педагогического взаимодействия» [4, 184], мы предлагаем в качестве
средства развития языковой личности неадаптированные авторские тексты философов,
психологов, культурологов, лингвистов о взаимосвязи языка, речи и мышления.
Соответственно, в качестве методического средства мы обращаемся к герменевтическому
анализу как продуктивному методу овладения языком. Как философская и филологическая
категория, герменевтический метод (др.греч. «искусство толкования») предусматривает
толкование литературных текстов как путь к постижению смыслов общекультурного и
индивидуального значения. Он открывает явленность языка в речи, подчеркивает, что весь
наш опыт «мы артикулируем с помощью языка» [2, 13-14].
На занятиях по иностранному языку студенты, анализируя и интерпретируя тексты Р.
Адлера, А. Вежбицки, Т. Джея и Д. Кэмерон, актуализировали проблему сквернословия и
инвективы в современном социокультурном пространстве и, как следствие, в их собственной
речи. Мы предложили студентам (будущим специалистам с высшим образованием)
самостоятельно оценить свой уровень культуры речи, согласно критериям, выделенным Б.Н.
Головиным и Е.Н. Ширяевым: логичность, аргументированность речи, соблюдение норм и
этики общения. Оказалось, что 51% студентов оценивают свой уровень культуры речи как
«средний», т. е. полагают, что их речь в основном логична и аргументирована, они в целом
придерживаются языковых норм и этики общения. 19% респондентов охарактеризовали
254
уровень своей культуры речи как «высокий», поскольку убеждены в логичности и
аргументированности своих высказываний, в соблюдении языковых норм и этики общения.
Тогда как 8% признались в том, что часто используют в речи инвективу, поэтому не могут
сказать, что понимают и принимают языковые нормы. 22% также используют сленг и жаргон
в повседневной речи, поэтому охарактеризовали уровень своей культуры речи как
достаточный.
Отметим факт, что студенты оценили свой уровень культуры речи и как низкий и
достаточный (по предложенным нами показателям), не исключающим использование
сквернословия, сленга. Выяснили, что некоторые студенты признают, что осознанно
нарушают языковые нормы и этику общения, используя ненормативную лексику и сленг.
Более того, часть респондентов была убеждена в необходимости и даже пользе
табуированных выражений.
На наш взгляд, в отечественной педагогике и образовании недостаточное внимание
уделено исследованию причин распространения сквернословия в семье, в вузе и школе, в
обществе в целом. Поэтому мы поставили проблему развития языкового иммунитета, умения
противостоять речевой деструктивности среды. Для ее решения мы провели анонимный
анкетный опрос. Респондентам нужно было ответить на 20 вопросов о сквернословии,
составленных на основе вопросника американского психолога Тимоти Джея [8].
Автор, разрабатывая свой вопросник, стремился показать важность речевого поведения
родителей для формирования не только речи, но и мышления детей. Мы подчеркиваем
большую роль учителя и преподавателя вуза в необходимости выработки устойчивого
языкового иммунитета, предполагающего неприятие сквернословия.
В нашем опросе приняли участие 60 студентов различных факультетов. Более 70%
респондентов указали роль сквернословия в российской культуре как «слишком
значительную», 2% - «незначительную». Говоря о собственном отношении к сквернословию,
46% респондентов выбрали ответ «отрицательное» и только 6% «положительное».
Удивительным является, что при этом 81% респондентов признаются, что сквернословят
«часто» и «иногда».
Отслеживая мотивы использования бранной речи студентами в детстве (этому посвящен
ряд вопросов в анкете), мы пришли к выводу, что основную роль они отводят ближайшему
окружению, стремлению к имитации речи взрослых и сверстников. Более всего используют
бранную речь вне дома, в школе и на улице (83%), и некоторая часть сквернословит дома
(11%). Также более половины респондентов, принимавших участие в опросе (57%),
называют СМИ одним из факторов, провоцирующих на сквернословие, что подтверждает
нашу гипотезу о необходимости постановки вопроса об исследовании языкового иммунитета
в условиях нарастания источников речевой деструктивности в современной культуре и, к
сожалению, в образовательных учреждениях. В качестве положительного результата опроса
отмечаем тот факт, что никто из респондентов не хотел бы, чтобы их дети сквернословили.
Это мы считаем особенно убедительным в понимании актуальности развития языковой
личности, выработки языкового иммунитета во все возрастные периоды.
Таким образом, признавая наличие неисчерпаемого потенциала образовательного
процесса вуза для развития личности, компетентной в области языка и речи, мы приходим к
заключению, что его реализация осложнена нарастанием источников речевой
деструктивности среды и безответственным речевым поведением в обществе.
255
---
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#Total No. of Collocate Tokens: 6486
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315 2 1 1 9.12928 авторитете
316 2 1 1 9.12928 авиационного
317 2 1 1 9.12928 xixxx
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704 1 0 1 8.12928 умение
705 1 1 0 8.12928 угроз
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710 1 1 0 8.12928 труда
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721 1 1 0 8.12928 типологических
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723 1 0 1 8.12928 техносферной
724 3 2 1 8.12928 технология
725 4 2 2 8.12928 технологий
726 1 1 0 8.12928 технической
727 1 0 1 8.12928 технического
728 1 0 1 8.12928 терминологии
729 2 1 1 8.12928 теория
730 2 1 1 8.12928 теории
731 1 1 0 8.12928 теоретическом
732 1 1 0 8.12928 теоретических
733 4 1 3 8.12928 теоретический
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735 1 0 1 8.12928 тем
736 1 0 1 8.12928 телевизионного
737 1 0 1 8.12928 текстахокуджавы
738 1 1 0 8.12928 творческое
739 1 1 0 8.12928 творческих
740 1 0 1 8.12928 также
741 1 0 1 8.12928 таджикских
742 1 1 0 8.12928 сферой
743 2 1 1 8.12928 сфере
744 2 0 2 8.12928 сущностная
745 1 0 1 8.12928 сущности
746 1 0 1 8.12928 существующих
747 2 2 0 8.12928 субъектной
748 1 0 1 8.12928 субъективной
749 2 0 2 8.12928 субъекта
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751 1 1 0 8.12928 субстрата
752 1 0 1 8.12928 студенческом
753 3 0 3 8.12928 студенческой
754 1 0 1 8.12928 студенческого
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759 2 0 2 8.12928 структура
760 1 1 0 8.12928 страница
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763 10 9 1 8.12928 средство
764 8 1 7 8.12928 средствами
765 1 1 0 8.12928 средств
766 1 0 1 8.12928 средней
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776 1 1 0 8.12928 спорт
777 1 0 1 8.12928 сплоченности
778 1 0 1 8.12928 спецификации
779 3 0 3 8.12928 специальностей
780 4 0 4 8.12928 специалистов
781 1 1 0 8.12928 социологического
782 1 0 1 8.12928 социокультурных
783 2 1 1 8.12928 социокультурный
784 3 1 2 8.12928 социокультурном
785 1 1 0 8.12928 социокультурного
786 1 0 1 8.12928 социальные
787 1 1 0 8.12928 социальнотворческой
788 2 1 1 8.12928 социальнопсихологической
789 2 1 1 8.12928 социальнопсихологического
790 1 1 0 8.12928 социальнопсихологических
791 1 1 0 8.12928 социальнопсихологические
792 1 0 1 8.12928 социальнокультурной
793 1 0 1 8.12928 социальное
794 1 1 0 8.12928 сотрудничества
795 4 2 2 8.12928 сотрудников
796 3 0 3 8.12928 сотрудника
797 4 3 1 8.12928 состояния
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801 1 0 1 8.12928 создание
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807 5 4 1 8.12928 совершенствования
808 1 0 1 8.12928 совершенствовании
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810 1 0 1 8.12928 смысложизненные
811 2 2 0 8.12928 смысловой
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813 1 0 1 8.12928 смены
814 1 1 0 8.12928 слушатель
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825 1 0 1 8.12928 синергетические
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830 1 1 0 8.12928 семейного
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832 2 1 1 8.12928 связи
833 1 1 0 8.12928 связей
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838 1 1 0 8.12928 самоуправления
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840 1 0 1 8.12928 самостоятельная
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842 1 1 0 8.12928 самореализацию
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845 1 1 0 8.12928 самооценка
846 2 1 1 8.12928 самоотношения
847 1 1 0 8.12928 самоотношением
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856 1 1 0 8.12928 самоактуализирующейся
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860 2 1 1 8.12928 российское
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864 1 0 1 8.12928 робототехника
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896 1 1 0 8.12928 психологическом
897 6 5 1 8.12928 психологического
898 1 1 0 8.12928 психолог
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902 3 0 3 8.12928 проявление
903 1 0 1 8.12928 процессу
904 4 2 2 8.12928 профессиональных
905 1 0 1 8.12928 профессиональным
906 1 1 0 8.12928 профессиональный
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908 1 1 0 8.12928 профессионализации
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913 1 1 0 8.12928 промышленного
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924 1 1 0 8.12928 принцип
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928 1 1 0 8.12928 признак
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930 1 0 1 8.12928 привнесение
931 1 0 1 8.12928 прецедентные
932 1 0 1 8.12928 преподавателям
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934 2 0 2 8.12928 преподавания
935 1 0 1 8.12928 преподавание
936 2 1 1 8.12928 представление
937 2 0 2 8.12928 предпринимательской
938 3 0 3 8.12928 предпосылки
939 1 0 1 8.12928 предметной
940 1 1 0 8.12928 практики
941 1 1 0 8.12928 практике
942 1 0 1 8.12928 практика
943 1 0 1 8.12928 практик
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945 1 0 1 8.12928 православном
946 3 3 0 8.12928 правовой
947 1 0 1 8.12928 поэтических
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949 2 2 0 8.12928 потребности
950 2 2 0 8.12928 потребностей
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952 1 1 0 8.12928 портфолио
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954 1 0 1 8.12928 помощью
955 1 1 0 8.12928 поля
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958 1 1 0 8.12928 политического
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960 1 0 1 8.12928 поколения
961 1 0 1 8.12928 поколений
962 2 1 1 8.12928 показатели
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966 5 4 1 8.12928 позиции
967 6 3 3 8.12928 подходы
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969 1 1 0 8.12928 поддержка
970 1 0 1 8.12928 подверженность
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975 1 0 1 8.12928 поведение
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977 1 1 0 8.12928 письменному
978 1 0 1 8.12928 периоды
979 1 0 1 8.12928 период
980 1 1 0 8.12928 переживающих
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982 1 0 1 8.12928 переводчика
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984 1 1 0 8.12928 переводу
985 1 0 1 8.12928 первых
986 1 0 1 8.12928 первокурсников
987 1 0 1 8.12928 первокурсника
988 1 1 0 8.12928 первичной
989 9 2 7 8.12928 педагогов
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993 2 0 2 8.12928 педагогически
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996 1 1 0 8.12928 педагог
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999 1 0 1 8.12928 офицера
1000 1 1 0 8.12928 отраслевая
1001 1 0 1 8.12928 отношение
1002 1 0 1 8.12928 открытый
1003 1 0 1 8.12928 откровения
1004 1 0 1 8.12928 отклонения
1005 1 0 1 8.12928 отечественных
1006 2 0 2 8.12928 отечественной
1007 1 1 0 8.12928 ответственной
1008 1 0 1 8.12928 особенностями
1009 2 1 1 8.12928 основные
1010 1 0 1 8.12928 основания
1011 4 2 2 8.12928 основа
1012 4 3 1 8.12928 основ
1013 1 1 0 8.12928 осмысленности
1014 1 1 0 8.12928 осмыслении
1015 1 0 1 8.12928 организованная
1016 3 2 1 8.12928 организация
1017 1 0 1 8.12928 организационные
1018 1 1 0 8.12928 организационной
1019 8 3 5 8.12928 организаций
1020 1 1 0 8.12928 организациия
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1022 1 1 0 8.12928 опроса
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1029 1 0 1 8.12928 олимпийского
1030 1 0 1 8.12928 олимпиады
1031 1 0 1 8.12928 оздоровительных
1032 1 1 0 8.12928 один
1033 2 1 1 8.12928 объединения
1034 1 0 1 8.12928 общество
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1037 1 0 1 8.12928 общепедагогических
1038 1 0 1 8.12928 общеобразовательных
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1042 11 5 6 8.12928 обучения
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1045 1 0 1 8.12928 обучающегосяодна
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1047 1 0 1 8.12928 образовательный
1048 8 2 6 8.12928 образовательном
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1056 1 0 1 8.12928 обоснование
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1061 6 6 0 8.12928 нравственных
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1067 1 0 1 8.12928 нефтегазовой
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1080 1 0 1 8.12928 начальных
1081 2 1 1 8.12928 начального
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1100 1 1 0 8.12928 мотивационное
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1103 4 3 1 8.12928 морально
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1108 1 0 1 8.12928 мистицизм
1109 1 1 0 8.12928 мировоззрения
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1111 1 1 0 8.12928 механизма
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1114 1 1 0 8.12928 методической
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1116 2 0 2 8.12928 методика
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1120 1 1 0 8.12928 место
1121 1 1 0 8.12928 менее
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1124 1 0 1 8.12928 менеджера
1125 1 1 0 8.12928 межредметных
1126 1 0 1 8.12928 межпредметные
1127 4 3 1 8.12928 межкультурной
1128 1 0 1 8.12928 международная
1129 1 1 0 8.12928 междисциплинарных
1130 1 0 1 8.12928 междисциплинарный
1131 3 0 3 8.12928 медицинского
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1138 1 1 0 8.12928 мастерству
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1145 1 1 0 8.12928 личностной
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1151 1 1 0 8.12928 лингвистическая
1152 1 0 1 8.12928 лингвиста
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1154 1 0 1 8.12928 лидера
1155 1 1 0 8.12928 лет
1156 1 0 1 8.12928 л
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1158 1 0 1 8.12928 курсам
1159 1 0 1 8.12928 культуротворческой
1160 1 1 0 8.12928 культурологической
1161 2 1 1 8.12928 культурой
1162 1 0 1 8.12928 культурных
1163 1 0 1 8.12928 культурный
1164 1 1 0 8.12928 культурном
1165 1 1 0 8.12928 культурного
1166 1 1 0 8.12928 культурно
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1169 1 1 0 8.12928 кризис
1170 1 1 0 8.12928 креативность
1171 1 1 0 8.12928 креативного
1172 1 0 1 8.12928 края
1173 1 1 0 8.12928 коррупционная
1174 1 0 1 8.12928 концепциях
1175 4 2 2 8.12928 концепции
1176 1 0 1 8.12928 конфликтоустойчивости
1177 1 0 1 8.12928 конференция
1178 1 1 0 8.12928 конференции
1179 1 0 1 8.12928 контекстное
1180 1 0 1 8.12928 контекстах
1181 1 0 1 8.12928 конструкты
1182 1 0 1 8.12928 конструкторы
1183 1 0 1 8.12928 конструкторах
1184 2 1 1 8.12928 конструкт
1185 1 1 0 8.12928 кондрашова
1186 1 1 0 8.12928 комфорте
1187 1 0 1 8.12928 комфорта
1188 3 3 0 8.12928 компоненты
1189 1 0 1 8.12928 компонентный
1190 6 3 3 8.12928 компонент
1191 1 1 0 8.12928 комплексные
1192 5 5 0 8.12928 компетенции
1193 1 1 0 8.12928 компетентностная
1194 1 0 1 8.12928 компании
1195 2 2 0 8.12928 коммуникативных
1196 1 1 0 8.12928 коммуникативного
1197 1 0 1 8.12928 командира
1198 1 1 0 8.12928 климата
1199 1 0 1 8.12928 климат
1200 1 0 1 8.12928 классов
1201 1 0 1 8.12928 китайской
1202 1 0 1 8.12928 квопросу
1203 1 0 1 8.12928 квалификации
1204 1 1 0 8.12928 качествах
1205 1 1 0 8.12928 качествами
1206 1 0 1 8.12928 качествам
1207 1 0 1 8.12928 категорий
1208 1 0 1 8.12928 категориальный
1209 1 0 1 8.12928 кастанеды
1210 1 0 1 8.12928 карлоса
1211 1 1 0 8.12928 источники
1212 1 0 1 8.12928 история
1213 1 1 0 8.12928 историческом
1214 1 1 0 8.12928 исторической
1215 1 0 1 8.12928 исторически
1216 1 1 0 8.12928 историографические
1217 1 0 1 8.12928 истоки
1218 1 0 1 8.12928 исследователя
1219 2 1 1 8.12928 исследовательской
1220 5 4 1 8.12928 исследования
1221 1 1 0 8.12928 исследованию
1222 1 1 0 8.12928 исследований
1223 1 0 1 8.12928 использования
1224 2 0 2 8.12928 использованием
1225 2 0 2 8.12928 использование
1226 1 1 0 8.12928 исполнитель
1227 1 0 1 8.12928 исполнению
1228 1 0 1 8.12928 исламском
1229 1 0 1 8.12928 иррациональных
1230 1 0 1 8.12928 информационную
1231 2 0 2 8.12928 информационном
1232 5 4 1 8.12928 информационной
1233 5 2 3 8.12928 информационно
1234 1 0 1 8.12928 информативного
1235 2 1 1 8.12928 интерпретации
1236 4 2 2 8.12928 интернет
1237 1 0 1 8.12928 интернальность
1238 1 0 1 8.12928 интернальних
1239 1 1 0 8.12928 интересов
1240 1 1 0 8.12928 интерактивной
1241 1 1 0 8.12928 интенция
1242 1 1 0 8.12928 интеллектаи
1243 10 8 2 8.12928 интеллекта
1244 1 1 0 8.12928 интеллект
1245 1 1 0 8.12928 интеграции
1246 1 1 0 8.12928 интегральная
1247 1 1 0 8.12928 инструментария
1248 2 2 0 8.12928 инструмента
1249 3 1 2 8.12928 института
1250 1 0 1 8.12928 инспекторов
1251 2 0 2 8.12928 иноязычного
1252 1 1 0 8.12928 инноваций
1253 1 0 1 8.12928 инженеров
1254 1 0 1 8.12928 инженера
1255 1 1 0 8.12928 индикатор
1256 2 1 1 8.12928 индивидуальности
1257 1 1 0 8.12928 имидж
1258 3 0 3 8.12928 изучении
1259 5 3 2 8.12928 изучение
1260 1 0 1 8.12928 изобразительной
1261 1 0 1 8.12928 изобразительное
1262 1 0 1 8.12928 изменяющегося
1263 1 1 0 8.12928 идея
1264 4 4 0 8.12928 идентичности
1265 1 1 0 8.12928 идентификация
1266 1 1 0 8.12928 идентификацией
1267 1 1 0 8.12928 идеи
1268 1 1 0 8.12928 игры
1269 1 0 1 8.12928 значимости
1270 1 0 1 8.12928 значении
1271 1 1 0 8.12928 здравотворчества
1272 7 6 1 8.12928 здоровья
1273 1 1 0 8.12928 здоровью
1274 1 0 1 8.12928 затруднения
1275 3 1 2 8.12928 зарубежных
1276 1 0 1 8.12928 зарубежной
1277 1 0 1 8.12928 зарубежного
1278 1 0 1 8.12928 занимающихся
1279 2 1 1 8.12928 залог
1280 1 0 1 8.12928 законодательства
1281 1 0 1 8.12928 задача
1282 1 0 1 8.12928 завистливости
1283 1 0 1 8.12928 зависимым
1284 1 1 0 8.12928 зависимостям
1285 1 1 0 8.12928 завет
1286 1 1 0 8.12928 заведениях
1287 2 0 2 8.12928 заведений
1288 1 1 0 8.12928 жизнеспособной
1289 1 1 0 8.12928 жизненными
1290 1 0 1 8.12928 жизненным
1291 4 4 0 8.12928 жизненного
1292 3 0 3 8.12928 её
1293 1 1 0 8.12928 единиц
1294 1 1 0 8.12928 европейского
1295 2 2 0 8.12928 духовность
1296 5 5 0 8.12928 духовной
1297 5 4 1 8.12928 духовного
1298 1 1 0 8.12928 досуговых
1299 1 0 1 8.12928 досуговая
1300 1 1 0 8.12928 достоинства
1301 1 1 0 8.12928 дорожного
1302 1 1 0 8.12928 допрофессионального
1303 1 0 1 8.12928 доминирующей
1304 1 0 1 8.12928 должностных
1305 1 0 1 8.12928 докторских
1306 1 0 1 8.12928 доверия
1307 1 0 1 8.12928 дифференцированного
1308 1 0 1 8.12928 дистанционном
1309 1 0 1 8.12928 диссертаций
1310 1 1 0 8.12928 диспозиционной
1311 1 0 1 8.12928 дискурс
1312 1 1 0 8.12928 динамическая
1313 1 1 0 8.12928 динамика
1314 1 0 1 8.12928 дизайнерского
1315 1 1 0 8.12928 дидактическом
1316 1 0 1 8.12928 диалоге
1317 2 1 1 8.12928 деятельность
1318 1 1 0 8.12928 деятельностный
1319 1 0 1 8.12928 деятельностного
1320 1 1 0 8.12928 деятель
1321 2 2 0 8.12928 деформации
1322 1 0 1 8.12928 декоративно
1323 1 1 0 8.12928 действий
1324 1 1 0 8.12928 дезорганизации
1325 1 1 0 8.12928 движущие
1326 1 1 0 8.12928 движения
1327 1 0 1 8.12928 гюнтер
1328 2 2 0 8.12928 гуманитарного
1329 1 0 1 8.12928 гуманизации
1330 1 1 0 8.12928 границы
1331 1 1 0 8.12928 грамотность
1332 1 0 1 8.12928 грамматики
1333 1 1 0 8.12928 гражданской
1334 1 1 0 8.12928 гражданских
1335 1 0 1 8.12928 готовность
1336 1 1 0 8.12928 готовности
1337 1 1 0 8.12928 государственный
1338 1 0 1 8.12928 государственно
1339 1 0 1 8.12928 горизонтах
1340 1 0 1 8.12928 глобализационно
1341 3 1 2 8.12928 глобализации
1342 1 0 1 8.12928 герман
1343 1 0 1 8.12928 гендерного
1344 1 1 0 8.12928 гендерная
1345 1 1 0 8.12928 гармоничную
1346 1 1 0 8.12928 гармоничной
1347 2 2 0 8.12928 гармоничного
1348 1 1 0 8.12928 гармонически
1349 1 1 0 8.12928 гармоническая
1350 2 0 2 8.12928 высших
1351 7 3 4 8.12928 высшей
1352 1 0 1 8.12928 высокой
1353 2 0 2 8.12928 выпускников
1354 1 0 1 8.12928 вызывающие
1355 1 1 0 8.12928 выдающиеся
1356 3 0 3 8.12928 выборе
1357 2 0 2 8.12928 выбора
1358 1 0 1 8.12928 выбор
1359 1 0 1 8.12928 вузовского
1360 1 0 1 8.12928 вузапри
1361 1 1 0 8.12928 вуз
1362 1 1 0 8.12928 второму
1363 1 0 1 8.12928 второй
1364 1 0 1 8.12928 всероссийской
1365 1 0 1 8.12928 временных
1366 2 1 1 8.12928 времени
1367 5 2 3 8.12928 врача
1368 1 0 1 8.12928 восприятии
1369 1 1 0 8.12928 восприятие
1370 1 0 1 8.12928 воспитанников
1371 1 1 0 8.12928 вопроса
1372 1 0 1 8.12928 волонтеры
1373 1 1 0 8.12928 волонтерство
1374 1 1 0 8.12928 воли
1375 1 0 1 8.12928 война
1376 1 0 1 8.12928 воинского
1377 1 0 1 8.12928 возрастных
1378 4 1 3 8.12928 возрасте
1379 1 1 0 8.12928 возможностях
1380 1 0 1 8.12928 воздействию
1381 1 0 1 8.12928 воздействие
1382 1 0 1 8.12928 военнослужащих
1383 1 1 0 8.12928 военному
1384 1 0 1 8.12928 военной
1385 3 1 2 8.12928 во
1386 1 1 0 8.12928 внешней
1387 1 1 0 8.12928 внеучебную
1388 2 1 1 8.12928 внеурочной
1389 1 1 0 8.12928 влияющие
1390 1 1 0 8.12928 виртуализация
1391 1 1 0 8.12928 виктимности
1392 1 1 0 8.12928 виктимной
1393 1 0 1 8.12928 виды
1394 1 0 1 8.12928 взрослого
1395 1 0 1 8.12928 взглядов
1396 4 2 2 8.12928 взаимосвязи
1397 2 1 1 8.12928 взаимодействия
1398 1 0 1 8.12928 ведущего
1399 1 1 0 8.12928 важных
1400 1 0 1 8.12928 важность
1401 1 1 0 8.12928 больных
1402 1 1 0 8.12928 божович
1403 1 1 0 8.12928 блока
1404 1 0 1 8.12928 биографических
1405 2 0 2 8.12928 безопасного
1406 2 0 2 8.12928 бакалавров
1407 1 0 1 8.12928 бакалавра
1408 1 1 0 8.12928 база
1409 1 0 1 8.12928 аэрокосмического
1410 1 0 1 8.12928 атомизированном
1411 1 1 0 8.12928 атлетике
1412 1 1 0 8.12928 ассертивности
1413 10 7 3 8.12928 аспекты
1414 1 1 0 8.12928 аспектам
1415 1 1 0 8.12928 асоциальные
1416 1 1 0 8.12928 архетип
1417 1 0 1 8.12928 арабского
1418 1 0 1 8.12928 антропологический
1419 1 1 0 8.12928 антикоррупционной
1420 1 0 1 8.12928 антикоррупционная
1421 2 2 0 8.12928 английского
1422 1 0 1 8.12928 анализе
1423 2 1 1 8.12928 анализа
1424 1 1 0 8.12928 алкоголизации
1425 2 1 1 8.12928 актуальные
1426 1 1 0 8.12928 актуализирующие
1427 1 1 0 8.12928 активность
1428 3 3 0 8.12928 активности
1429 1 1 0 8.12928 активной
1430 1 0 1 8.12928 аксиологическое
1431 1 1 0 8.12928 аксиологические
1432 1 0 1 8.12928 акмепедагогический
1433 1 1 0 8.12928 акмеологического
1434 1 0 1 8.12928 акмеологическая
1435 1 0 1 8.12928 акмеологии
1436 1 0 1 8.12928 академическую
1437 1 0 1 8.12928 академической
1438 1 0 1 8.12928 айкидо
1439 1 0 1 8.12928 административного
1440 1 0 1 8.12928 адаптированности
1441 1 1 0 8.12928 адаптивной
1442 1 0 1 8.12928 адаптация
1443 1 0 1 8.12928 адаптации
1444 1 1 0 8.12928 авторского
1445 1 1 0 8.12928 авторов
1446 1 1 0 8.12928 автономности
1447 1 1 0 8.12928 автономная
1448 1 1 0 8.12928 автономия
1449 1 0 1 8.12928 а
1450 1 0 1 8.12928 z
1451 2 1 1 8.12928 smart
1452 1 0 1 8.12928 kahoot
1453 1 0 1 8.12928 com
1454 64 27 37 8.10692 на
1455 26 10 16 8.02237 с
1456 11 1 10 8.00375 будущих
1457 9 3 6 7.97728 психолого
1458 9 5 4 7.97728 педагогической
1459 9 6 3 7.97728 модель
1460 15 4 11 7.94871 образовательной
1461 13 1 12 7.92283 у
1462 6 0 6 7.90689 обучающегося
1463 5 5 0 7.86625 толерантности
1464 5 4 1 7.86625 сопровождения
1465 5 2 3 7.86625 основе
1466 5 0 5 7.86625 обучении
1467 5 1 4 7.86625 национальной
1468 5 5 0 7.86625 для
1469 4 3 1 7.80735 условия
1470 4 0 4 7.80735 теоретико
1471 4 1 3 7.80735 научно
1472 4 2 2 7.80735 аспекте
1473 7 7 0 7.76671 сферы
1474 7 1 6 7.76671 иностранного
1475 3 2 1 7.71425 учетом
1476 3 1 2 7.71425 учебных
1477 3 1 2 7.71425 трансформации
1478 3 3 0 7.71425 смысловых
1479 3 0 3 7.71425 русского
1480 3 0 3 7.71425 профессии
1481 3 1 2 7.71425 педагогический
1482 3 3 0 7.71425 мышления
1483 3 0 3 7.71425 методологические
1484 3 1 2 7.71425 иноязычной
1485 3 1 2 7.71425 вузов
1486 3 3 0 7.71425 волевых
1487 8 3 5 7.66985 примере
1488 13 6 7 7.65980 по
1489 5 3 2 7.64386 иностранному
1490 7 2 5 7.61471 его
1491 8 2 6 7.54432 языка
1492 2 1 1 7.54432 школе
1493 4 4 0 7.54432 ценностно
1494 2 1 1 7.54432 художественно
1495 2 1 1 7.54432 физическая
1496 2 2 0 7.54432 фактора
1497 2 1 1 7.54432 установок
1498 2 1 1 7.54432 структурно
1499 6 5 1 7.54432 среды
1500 2 0 2 7.54432 спортивного
1501 2 2 0 7.54432 социальных
1502 2 2 0 7.54432 сознания
1503 2 0 2 7.54432 со
1504 2 1 1 7.54432 работа
1505 2 0 2 7.54432 проектирование
1506 6 3 3 7.54432 подхода
1507 2 0 2 7.54432 осмысления
1508 2 1 1 7.54432 ограниченными
1509 2 0 2 7.54432 методологический
1510 2 0 2 7.54432 мвд
1511 2 0 2 7.54432 дополнительного
1512 2 1 1 7.54432 дисциплин
1513 2 0 2 7.54432 гражданина
1514 2 1 1 7.54432 возможностями
1515 5 3 2 7.45121 высшего
1516 3 1 2 7.39232 категория
1517 3 0 3 7.39232 войск
1518 13 4 9 7.37029 личность
1519 4 1 3 7.32193 теоретические
1520 1 0 1 7.12928 языковых
1521 1 1 0 7.12928 язык
1522 1 0 1 7.12928 функции
1523 1 0 1 7.12928 факультета
1524 2 1 1 7.12928 техническом
1525 1 1 0 7.12928 творчества
1526 1 0 1 7.12928 специальности
1527 1 1 0 7.12928 социокультурные
1528 1 0 1 7.12928 смыслодидактики
1529 1 0 1 7.12928 синергетического
1530 1 0 1 7.12928 синдрома
1531 1 1 0 7.12928 саморазвитии
1532 1 0 1 7.12928 рф
1533 1 0 1 7.12928 речевая
1534 1 1 0 7.12928 разработка
1535 1 1 0 7.12928 развивающего
1536 1 1 0 7.12928 процесс
1537 1 1 0 7.12928 профессионализм
1538 1 0 1 7.12928 проведения
1539 1 0 1 7.12928 поликультурном
1540 1 0 1 7.12928 подготовке
1541 1 1 0 7.12928 педагогики
1542 1 0 1 7.12928 патриотического
1543 1 1 0 7.12928 отношения
1544 2 2 0 7.12928 оптимизации
1545 1 1 0 7.12928 нравственно
1546 1 0 1 7.12928 молодёжи
1547 1 0 1 7.12928 министерства
1548 1 1 0 7.12928 методов
1549 1 0 1 7.12928 материале
1550 1 0 1 7.12928 курса
1551 1 0 1 7.12928 культурные
1552 1 0 1 7.12928 конфликтной
1553 1 1 0 7.12928 компонентов
1554 1 1 0 7.12928 категории
1555 1 1 0 7.12928 искусство
1556 1 1 0 7.12928 интеллектуального
1557 1 1 0 7.12928 дел
1558 1 1 0 7.12928 выявлению
1559 1 1 0 7.12928 вопросы
1560 1 0 1 7.12928 военных
1561 1 1 0 7.12928 внутренних
1562 1 0 1 7.12928 влияния
1563 1 1 0 7.12928 агрессивного
1564 3 2 1 6.90689 языку
1565 2 2 0 6.80735 федерации
1566 2 0 2 6.80735 гвардии
1567 2 1 1 6.54432 российской
1568 1 0 1 6.54432 мире
1569 1 1 0 6.54432 гражданско
1570 192 99 93 6.44746 личности
```
#Total No. of Collocate Types: 1570
#Total No. of Collocate Tokens: 6486
1 383 102 281 8.34416 в
2 192 99 93 6.44746 личности
3 175 92 83 8.13755 и
4 170 83 87 8.41973 как
5 100 75 25 8.56369 развития
6 84 69 15 8.41308 формирования
7 78 54 24 8.43741 культуры
8 68 28 40 8.35876 к
9 64 27 37 8.10692 на
10 63 41 22 8.46271 формирование
11 57 11 46 8.18081 студентов
12 56 41 15 8.54432 развитие
13 55 31 24 8.55309 особенности
14 51 8 43 8.44416 студента
15 50 15 35 8.34687 процессе
16 45 18 27 8.19487 образования
17 42 20 22 8.23620 деятельности
18 40 28 12 8.20328 профессиональной
19 39 8 31 8.16676 условиях
20 38 19 19 8.42301 физической
21 37 32 5 8.38454 языковой
22 36 21 15 8.49185 о
23 35 25 10 8.61471 фактор
24 34 14 20 8.40939 вуза
25 33 18 15 8.58871 профессионального
26 33 15 18 8.52982 влияние
27 29 9 20 8.34341 педагога
28 28 6 22 8.47721 системе
29 27 9 18 8.42474 роль
30 26 10 16 8.02237 с
31 25 12 13 8.38082 социально
32 25 14 11 8.52521 проблема
33 25 12 13 8.38082 вопросу
34 25 3 22 8.45121 будущего
35 24 19 5 8.46632 формировании
36 24 12 12 9.01381 психологические
37 24 22 2 8.12928 направленности
38 23 15 8 8.56538 духовно
39 22 13 9 8.68182 культура
40 22 15 7 8.19640 воспитания
41 22 13 9 8.50125 воспитание
42 21 17 4 8.52160 становления
43 21 14 7 8.61471 проблемы
44 21 3 18 8.19967 курсантов
45 20 12 8 8.64386 основы
46 20 16 4 8.54432 качества
47 19 13 6 8.56986 профессионально
48 19 4 15 8.37721 контексте
49 18 15 3 8.21175 качеств
50 17 9 8 8.75731 исследование
51 17 6 11 8.75731 взаимосвязь
52 16 3 13 8.54432 учителя
53 16 13 3 8.32193 творческой
54 16 14 2 8.42884 потенциала
55 15 11 4 8.57674 структуре
56 15 5 10 8.71425 специалиста
57 15 11 4 8.57674 социализации
58 15 5 10 8.45121 современных
59 15 11 4 8.45121 самореализации
60 15 12 3 8.45121 развитии
61 15 5 10 8.33573 образовательных
62 15 4 11 7.94871 образовательной
63 15 7 8 8.22882 вузе
64 15 5 10 8.57674 анализ
65 14 6 8 8.47721 современного
66 14 12 2 8.47721 саморазвития
67 13 1 12 7.92283 у
68 13 10 3 8.82972 становлении
69 13 8 5 8.37029 работы
70 13 6 7 7.65980 по
71 13 5 8 8.37029 педагогического
72 13 3 10 8.24476 обучающихся
73 13 4 9 7.37029 личность
74 13 11 2 8.24476 безопасности
75 12 6 6 8.90689 технологии
76 12 6 6 8.71425 пространстве
77 12 6 6 8.39232 понятия
78 12 8 4 8.54432 нравственного
79 12 3 9 8.12928 непрерывного
80 12 6 6 8.71425 мотивации
81 12 6 6 8.39232 изучения
82 12 8 4 8.39232 жизни
83 11 8 3 8.58871 становление
84 11 4 7 8.41879 среде
85 11 4 7 8.78136 содержание
86 11 7 4 8.78136 профессиональное
87 11 8 3 8.58871 профессиональная
88 11 9 2 8.12928 поликультурной
89 11 3 8 8.58871 подход
90 11 2 9 8.41879 подростков
91 11 7 4 8.41879 поведения
92 11 6 5 8.58871 особенностей
93 11 10 1 8.41879 ориентаций
94 11 5 6 8.12928 обучения
95 11 6 5 8.78136 образа
96 11 1 10 8.00375 будущих
97 11 7 4 8.58871 аспект
98 10 6 4 8.28129 эмоционального
99 10 4 6 8.86625 феномен
100 10 5 5 8.86625 учителей
101 10 9 1 8.12928 средство
102 10 4 6 8.28129 реализации
103 10 6 4 8.64386 психологической
104 10 4 6 8.28129 при
105 10 1 9 8.45121 преподавателя
106 10 6 4 8.86625 потенциал
107 10 4 6 8.28129 педагогические
108 10 6 4 8.28129 организации
109 10 9 1 8.45121 конкурентоспособной
110 10 7 3 8.45121 компетентности
111 10 8 2 8.12928 интеллекта
112 10 6 4 8.64386 значение
113 10 7 3 8.64386 воспитании
114 10 7 3 8.12928 аспекты
115 9 7 2 8.71425 ценностных
116 9 6 3 8.71425 типа
117 9 8 1 8.12928 структуры
118 9 7 2 8.12928 спорта
119 9 3 6 7.97728 психолого
120 9 4 5 8.97728 психологический
121 9 6 3 8.49185 пространства
122 9 3 6 8.29921 подготовки
123 9 7 2 8.49185 повышения
124 9 2 7 8.12928 педагогов
125 9 5 4 7.97728 педагогической
126 9 4 5 8.97728 обществе
127 9 6 3 7.97728 модель
128 9 7 2 8.49185 компетентность
129 9 2 7 8.71425 ее
130 8 2 6 7.54432 языка
131 8 5 3 8.54432 человека
132 8 5 3 8.54432 факторы
133 8 5 3 8.54432 уровнем
134 8 1 7 8.12928 средствами
135 8 2 6 8.54432 социальной
136 8 7 1 8.32193 свойств
137 8 3 5 8.80735 рефлексии
138 8 1 7 8.54432 психолога
139 8 3 5 7.66985 примере
140 8 3 5 8.12928 организаций
141 8 2 6 8.12928 образовательном
142 8 5 3 8.32193 образовании
143 8 6 2 8.80735 качество
144 8 8 0 8.32193 вторичной
145 8 1 7 8.80735 военного
146 7 4 3 8.35168 характеристика
147 7 4 3 8.93664 управления
148 7 7 0 7.76671 сферы
149 7 2 5 8.93664 сущность
150 7 0 7 8.35168 современном
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1138 1 0 1 8.12928 практик
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1186 1 1 0 7.12928 отношения
1187 1 0 1 8.12928 отношение
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1504 1 1 0 8.12928 возможностях
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1506 1 0 1 8.12928 воздействие
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1523 1 1 0 8.12928 важных
1524 1 0 1 8.12928 важность
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1529 1 0 1 8.12928 бакалавра
1530 1 1 0 8.12928 база
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1569 1 0 1 8.12928 kahoot
1570 1 0 1 8.12928 com
```
ПЕРЕВОДЧЕСКАЯ ДЕЯТЕЛЬНОСТЬ КАК СПОСОБ РАЗВИТИЯ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ
БУРЯК Н.Ю.1
1 Академия маркетинга и социально-информационных технологий - ИМСИТ (Краснодар), Россия
Тип: статья в журнале - научная статья Язык: русский
Том: 2Номер: 9 (9) Год: 2014 Страницы: 133-135 Поступила в редакцию: 10.10.2014
УДК: 008
ЖУРНАЛ:
ПУТЬ НАУКИ
Издательство: Общество с ограниченной ответственностью "Издательство "Научное обозрение" (Волгоград)
ISSN: 2311-2158
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSON, МЕЖКУЛЬТУРНЫЕ КОММУНИКАЦИИ, ЛИНГВОПЕДАГОГИЧЕСКАЯ КУЛЬТУРА, LINGVOPEDAGOGIC CULTURE, ЛИЧНОСТНО-ДЕЯТЕЛЬНОСТНОЕ ОБУЧЕНИЕ, ПОЛИКУЛЬТУРНАЯ ОБРАЗОВАТЕЛЬНАЯ СРЕДА, POLYCULTURAL EDUCATIONAL ENVIRONMENT, КОММУНИКАТИВНЫЕ НАВЫКИ, COMMUNICATIVE SKILLS, CROSS-CULTURAL COMMUNICATIONS, PERSONAL AND ACTIVITY TRAINING
АННОТАЦИЯ:
В статье рассматривается изменившаяся образовательная парадигма, которая выдвинула студента в ранг субъекта учебной деятельности и межкультурной коммуникации и сориентировала весь учебный процесс на развитии культуры языковой личности, когнитивных способностей и личностных качеств студента, которые, прежде всего, проявляются в переводческой деятельности. В настоящее время языковое образование в российских вузах направлено на приобщение студентов к познанию ими чужой и осмыслению своей собственной культуры, привитие им готовности к диалогу и толерантности по отношению к другим языкам и культурам.
133
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Согласно Ю. Н. Караулову, творческая деятельность возможна на высшем мотивационном уровне развития языковой личности. Это особая форма деятельности человека, направленная на создание качественно новых для него ценностей, имеющих общественное значение. Она требует постановки цели, выбора и осуществления плана действий, сравнения полученного результата с намеченной целью. Достижение результата возможно
при постоянной мыслительной работе, обдумывании способов достижении цели. Решение может быть найдено
неожиданно, вследствие «внутреннего озарения» [2]. В учебной обстановке при написании творческих работ (сочинений, изложений) по русскому и иностранному языкам учитывается языковая правильность, оригинальность,
эмоциональность высказываний.
Одним из видов творческой деятельности при изучении иностранного языка является процесс перевода
иноязычного текста на русский язык. Качество перевода зависит от языкового, когнитивного и культурного развития индивида. В.Н. Комиссаров рассматривает перевод не только как результат индивидуального творчества переводчика, но и в качестве особого вида речевой деятельности, в ходе которого единицы языка перевода выбираются
в определённой зависимости от единиц языка, использованного в оригинале. В процессе перевода происходит сопоставление языковых и речевых единиц двух языков. Перевод – «не простая смена языкового кода, но и адаптация
текста для его восприятия сквозь призму другой культуры». При переводе требуется учёт языкового, психологического и культурного факторов. Так, языковой фактор выражается в том, что переводчик применяет трансформацию
определённых элементов исходного текста: переводческий комментарий, синтаксические, семантические, грамматические трансформации. Другие ученые добавляют знание норм языка перевода, стиля текста.
Психологический фактор связан с умением переводчика адекватно оценить элемент текста на основании
личного опыта, передать замысел автора исходного текста получателю переводного текста. Важно умение переводчика читать «между строк», понять подтекст. Переводческий анализ текста в психологии включает поиск смысловой и стилистической интенций автора. Культурный фактор предполагает перевод элементов текста на основании
представлений о социально-культурной традиции. Он включает «способность к переводческой интерпретации исходного текста, т. е. способность увидеть текст глазами носителя другого языка и другой культуры» [1]. Переводчик
должен уметь анализировать стилистические и культурно-исторические аспекты исходного текста в сопоставлении
с возможностями родного языка и культуры. Так, при переводе делового письма с английского на русский язык
обращение «Dear Sir» – «дорогой сэр», неестественно для русского делового стиля. Приемлем вариант «Уважаемый
господин директор», хотя это неадекватный перевод с точки зрения лексико-семантического состава исходной
фразы. Особую культурную ценность имеет перевод произведений литературы. Перевод художественных произведений, поэтический перевод способствует эстетическому развитию личности, постижению прекрасного в языке и
речи. Сравнение оригинального текста и текста в переводе часто отражает культурные различия.
Переводческая деятельность возможна при наличии у индивида способности к переводу. Способность к
переводу – это «способность к адекватному восприятию оригинальных иноязычных текстов и созданию текстов
на родном языке» [4]. А. Д. Швейцер рассматривает компетенцию переводчика как компетенцию билингва. Она
«объединяет рецептивную компетенцию понимания и продуктивную компетенцию формулирования. Она включает способность к пониманию исходного текста и способность к созданию текста на языке перевода, а также
жизненный опыт переводчика в качестве фонового знания». При переводе важно вовремя «переключиться» с
одного языка на другой. Навык переключения предполагает умение совершать операции по переходу с одного
языка на второй для перевода единиц речи. Функциональность навыка зависит от навыков речевого слуха, языковой догадки и самоконтроля в исходном и переводимом языке. Его становление происходит в результате
обильной практики перевода.
При переводе художественного произведения, поэтического текста необходимы творческие способно-
© Буряк Н.Ю. / Buryak N.Yu., 2014
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сти. Индивид способен достичь истинного эффекта художественного произведения в результате сложного превращения чувств. Так, литературоведы отмечают высокий профессионализм переводов С. Я. Маршаком баллад
Р. Бернса. Непринуждённость, задушевность песенных размеров Р. Бернса, глубочайший лиризм и щедрая рифмовка способствовали созданию мнения о непереводимости стихов Р. Бернса, невозможности передачи бернсовского размера, ритма и смысла. Переводы С. Я. Маршака выполнены в том поэтическом ключе, который может
быть угадан только в пушкинском строе стиха, чуждом каких бы то ни было излишеств, верном законам живой
речи, пренебрегающей украшательством, но живописной, меткой и выразительной фразой. Маршак-переводчик
сумел создать русские стихи, которые воспринимаются как оригинальные произведения, звучат по-русски и в то
же время остаются шотландскими. Этот пример подтверждает, что сформированная языковая личность не ограничивается задачей простого сообщения, она передает это сообщение так, чтобы оно воздействовало на разум и
чувства слушателя (читателя). Чем больше желание воздействовать, тем тщательнее происходит отбор языковых
средств, тем выше экспрессивность сообщения. Оно задействовано при эстетической реакции читателя на художественное произведение.
Структура переводческой деятельности идентична структуре речевого акта. А. А. Леонтьев рассматривает
процесс перевода как особую «программу, заданную извне»; «программа переводческой деятельности задаётся переводимым текстом и ситуацией коммуникативного акта. Выбор программы обусловлен предшествующим опытом
индивида (вероятностное прогнозирование), а структура программы – факторами ситуации и контекста, так как эти
факторы релевантны при переводе и должны быть привлекаемы при психологическом анализе» [3].
Составляющей единицей переводческой деятельности является единица перевода – единица в исходном
тексте, по которой можно найти соответствие в тексте перевода. Критерием качества перевода выступает «эквивалентность перевода – общность содержания текстов оригинала и перевода».
Соглашаясь с позицией известных культурологов, лингвистов и психологов, можно сделать вывод, что в
процессе переводческой деятельности происходит творческое развитие личности, при котором состояние поиска
адекватных форм передачи содержания иноязычного текста, необходимость достижения поставленной цели активизирует мыслительную деятельность, «включается» лингвистическая интуиция. При анализе и переводе текстов художественных произведений, сравнении языка оригинала и варианта перевода у студентов формируется
умение использовать средства художественной выразительности в речи. Это проявляется в качестве оформления
речевых высказываний: языковой правильности, оригинальности, эмоциональности. Подводя итог сказанному,
отметим, что творческая реализация культуры языковой личности происходит в переводческой деятельности, в
процессе которой, происходит познание культуры иной страны, формирование эстетического вкуса, развиваются
творческие способности личности.
Таким образом, в процессе языкового обучения происходит всестороннее – языковое, когнитивное, развитие культуры языковой личности. Когнитивный уровень развития культуры языковой личности происходит
при использовании и осознании когнитивных операций анализа, сравнения, синтеза при работе с учебным материалом на русском и иностранном языках. Возрастные особенности студентов (развитие логического мышления,
любознательность, стремление к самовыражению, лингвистический опыт) ускоряют процесс когнитивного развития. Происходит компрессия познавательной деятельности, перенос языковых знаний и речевых умений в иноязычную речевую деятельность. При обращении в процессе перевода к лингвистическому и учебному опыту индивида, полученному при изучении русского языка, снижается уровень межъязыковой интерференции, осуществляется положительный перенос знаний и умений. Формируется навык переключения. Студент стремится к
созданию оригинальных, эмоциональных речевых произведений.
---
СПИСОК ЛИТЕРАТУРЫ
1. Артемьева, О. А. Методология организации профессиональной подготовки специалиста на основе межкультурной
коммуникации: монография / О. А. Артемьева, М. Н. Макеева, Р. П. Мильруд. – Тамбов : Изд-во ТГТУ, 2005. – 402 с.
2. Караулов, Ю. Н. Русский язык и языковая личность / Ю. Н. Караулов. – М. : УРСС, 2007. – 216 с.
3. Леонтьев, А. Н. Психологическое исследование речи // А. Н. Леонтьев. Избранные психологические произведения: 2 т. – М., 1983. – Т.1. – С. 65–76.
4. Язык и образование: Сб. науч. тр.: В 2ч. Ч.И: Образовательное пространство и языковая личность. – Курск : Издво Курск, гос. ун-та, 2004. – 75 с.
Материал поступил в редакцию 10.10.14.
TRANSLATION ACTIVITIES
AS A WAY OF DEVELOPMENT OF LANGUAGE PERSON CULTURE
N.Yu. Buryak, Candidate of Culturology,
Associate Professor of Technologies of Service and Business Communications
Academy of Marketing and Social-Information Technologies – IMSIT (Krasnodar), Russia
Abstract. The article discusses the changed educational paradigm, which nominated the student in the rank of
the subject of educational activity and cross-cultural communication, and oriented all educational process on development of the language person culture, cognitive abilities and personal qualities of the student that are primarily manifested
134
in translation activity. Currently language education in the Russian higher education institutions is directed to familiarizing of students to the knowledge another's culture and understanding of own, inculcation of readiness for dialogue and
tolerance to other languages and cultures.
Keywords: language person, cross-cultural communications, lingvopedagogic culture, personal and activity
training, polycultural educational environment, communicative skills.
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[[РЕЧЕВАЯ КОМПЕТЕНТНОСТЬ КАК ОСНОВА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
Розина М.С.
МГУ имени М.В. Ломоносова
г. Москва (Россия)
ПИСЬМЕННАЯ РЕЧЬ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ СТУДЕНТОВ
ГУМАНИТАРНЫХ СПЕЦИАЛЬНОСТЕЙ
Вторичная языковая личность – это совокупность способностей человека к
иноязычному общению на межкультурном уровне, предполагающая адекватное
взаимодействие с представителями других культур. Она складывается из овладения
«языковой картиной мира» носителей изучаемого языка и концептуальной картиной
мира, позволяющей человеку понять новую для него социальную действительность.
Развитие у учащегося черт вторичной языковой личности, делающих его способным
быть эффективным участником межкультурной коммуникации, и есть собственно
стратегическая цель обучения иностранному языку. (Улюмджиева В.Э. 2008, 297)
Одним из важнейших источников языковой и социокультурной информации
является текст как таковой. Как продукт культуры страны изучаемого языка текст
используется в процессе подготовки студентов любого уровня. Научить писать на
иностранном языке те же тексты, которые образованный человек умеет писать на
родном языке, но с учетом лингвостилистических, социолингвистических и
социокультурных особенностей неродного языка и есть цель обучения при
формировании навыков письменной речи. Письменная речь – это самостоятельный
вид речевой деятельности, который в зависимости от этапа обучения имеет разные
цели обучения.
В данной статье нас интересует развитие навыков письменной речи в группах
иностранных студентов (филологов, а также нефилологов гуманитарных
специальностей), сдавших тест первого сертификационного уровня (общее
владение). Основные цели и задачи на данном этапе обучения связаны с подготовкой
специалиста любого гуманитарного профиля к профессиональной деятельности на
русском языке и направлены на то, чтобы научить иностранного учащегося
создавать письменные тексты, выражаясь при этом грамотно, логично и
стилистически точно, и решать поставленные аналитические задачи непосредственно
на русском языке. Для достижения этой цели на занятиях рассматривается 4 главных
направления письменной деятельности:
- основные деловые документы, используемые в непрофессиональной сфере
деятельности;
- личные письма (как официальные, так и неофициальные)
- реферирование научных и научно-популярных текстов;
- краткое тематическое эссе.
К официально-деловым документам относятся
- заявление, объявление, жалоба, благодарность, отчёт, объяснительная
записка;
- анкета, бланк (на примере бланка регистрации иностранных граждан, анкеты
на работу, анкеты для получения дисконтной карты ТЦ);
- автобиография, резюме, сопроводительное письмо.
На сегодняшний день сопроводительное письмо - необходимый элемент
начальной коммуникации с работодателем. Сопроводительное письмо – это текст,
помогающий соискателю представить себя работодателю. Стиль и содержание
первого обращения к работодателю требуют гораздо более индивидуального
подхода, чем резюме. Если резюме имеет схожие черты во всем мире, то
сопроводительное письмо, имея строгую структуру, пишется в сдержанно
официальном стиле с элементами художественного стиля речи. Кроме привычных
рекомендаций:
- При составлении документов следует придерживаться делового стиля
общения.
- Резюме и сопроводительное письмо должны дополнять друг друга.
- Старайтесь излагать свои мысли как можно лаконичней. Избегайте
тяжеловесных оборотов.
- Сопроводительное письмо не должно представлять собой шараду.
- Сопроводительное письмо не должно содержать никаких эпиграфов,
стихов, загадок,
надо обратить внимание на то, что при составлении послания нужно
учитывать, что оно должно быть коротким, но информативно емким, а его формат (1.
Адрес и приветствие 2. Основной текст - Вводный абзац+ 2 абзаца 3. Заключение)
допускает мало отклонений от общепринятой практики официальной переписки.
Учитывая то обстоятельство, что большинство учащихся владеют английским
языком, в качестве закрепления темы или сравнения используемых языковых
средств можно предложить перевод одного из документов, например объявления:
Dog&Cat Shelter 2004 Holiday Donations Drive
The many dogs and cats at the animal shelters Moscow Animals supports are – as
always – in urgent need of food, bowls, toys, blankets, and funds are needed for surgery
and other medical treatment most of the animals require. Please join us this 2004 Holiday
Season and help make this a happy season for the animals.
If you’d like to help and make a donation – be it food, pet supplies or money, please
contact us at the details provided above. You can also drop your donations off at the IWC
General Meeting.
В наше время знание деловой переписки очень важно, поэтому на занятиях по
письменной речи необходимо уделять внимание этому направлению на примере
делового письма (в сопоставлении с личным), приглашения (в сопоставлении с
неофициальным приглашением), отказа.
При рассмотрении двух последних из вышеуказанных направлений
письменной деятельности перед преподавателем стоят общие и частные задачи.
Общими задачами являются формирование у учащихся речевых навыков и умений,
необходимых для фиксации в письменной форме полученной информации и для
передачи собственной информации. К частным задачам относятся следующие:
сформировать у учащихся умение
- логично и связно излагать мысль;
- свободно конструировать текст, сжимать текст и развертывать его, делить
текст на абзацы, определять информационный центр абзаца;
- составлять план к существующему тексту или по теме эссе, реферата;
- полностью раскрыть тему.
Для достижения результата на занятиях необходимо использовать как
адаптированные, так и аутентичные тексты, привлекать аудиоматериалы. Уровень
сложности привлекаемых материалов зависит от степени подготовленности
студентов. Соответственно объем изучаемых текстов, которые в свою очередь
касаются уникальных особенностей русской культуры, ее универсальных свойств
или противоречий в контексте других культур, актуальных тем, может сокращаться
или увеличиваться.
Для написания рефератов или эссе предлагаются следующие темы:
«Российская интеллигенция: правда или вымысел?», «Москва! Как много в
этом звуке…», «Можно ли заработать, не имея образования?», «Дачный менталитет:
истоки и современность», «Есть ли жизнь в зоопарке?», «Речная лошадь»,
«Радиактивные выбросы в атмосферу и сокращение поголовья пингвинов в
Антарктиде», «Бездомные животные: кормить или усыпить?», «История самовара» и
т.д.
Принцип построения программы по данному виду речевой деятельности
должен быть таков, что учащийся, с одной стороны, получает фундаментальные
знания, знакомится со стилевыми разновидностями русского языка: «Особенности
разговорной речи», «Научный стиль», «Официально-деловой стиль», «Газетно-
публицистический стиль», с другой стороны, при практическом применении имеет
возможность работать самостоятельно, с литературой и словарями, выбирать тему.
Активное участие учащихся, подготовка докладов, сообщений, написание
эссе, рецензий и рефератов позволяет вести постоянный мониторинг усвоения
информации и выявлять сложные для понимания темы и категории с целью
дальнейшей коррекции. С целью повышения языковой и речевой компетенции на
занятиях должен проводиться подробный анализ типичных ошибок, выявленных в
результате проверки контрольных и домашних работ. Наиболее частотные ошибки
связаны со стилистикой и культурой русской речи:
- Глагольное управление
(бизнес увенчался с успехом; распорядиться с фирмой; проводили опрос у
студентов; следовать свои личные планы;, его воздействия в )
- Лексическая сочетаемость, лексическая избыточность/ недостаточность
(рассматривается анализ неизвестности; проведение революции; в подозримом
будущем; решает выбор; наиболее предпочитают; отдали три разные ответы;
Ломоносов не смог известить свои открытия; праздновали рождение, зрелость и
смерть; крестили аборигенов силой)
- Синонимы/антонимы/паронимы
(доходные профессии; водочный поставщик; добычливый охотник;
оценивают (вместо ценят) возможность путешествовать; полезность работы;
его воздействия (вместо влияние на) в мировой науке; требуется соглашение
(вместо согласие) женщины )
- Нарушение порядка слов в предложении (я не бы хотела)
- Согласование подлежащего и сказуемого (никто не хотели; были больше чем
60 групп; большинство людей поддреживает свою культуру; много обрядов
потеряны)
В качестве языковых средств выразительности целесообразно остановить
внимание на средствах выражения мнения, средствах выражения
согласия/несогласия, средствах выражения сравнения, средствах связи текста,
стандартах-клише. В качестве грамматического материала - образование и
правописание причастий (кратких и полных), образование и правописание
деепричастий и их функция в предложении официально-делового и научно-
публицистического текста. Представляется необходимым, предугадывая тематику
документа и возможных ситуаций, давать заведомо употребительные конструкции,
часто встречающиеся, как то:
Когда потеряно что?
найдено
Нашедшему звонить
Потерявшему писать
купившему что? обратиться
звонившему гарантируется
сообщившему возможно вознаграждение
желающим подойти
Исследования учебного процесса и данной методической задачи предполагают
в практическом плане систематизированный комплекс заданий, упражнений,
связанных с техникой письма, которые направлены на овладение пунктуационными
и орфографическими системами языка, а также активизацию необходимого
грамматического материала и подготовку правильности предстоящего высказывания
(Суворова Е.Г. 2008, 284).
В результате комплексной работы по развитию навыков письменной речи
учащиеся приобретают умение определять стилистические приемы, существующие в
языке вообще, в документе в частности, могут проводить глубокий анализ текстов
разных жанров и стилей, готовы как к лингвостилистическому, так и к
социокультурному комментарию, что в условиях формирования вторичной языковой
личности и формирования лингвистического мышления является важным фактором.
Литература:
1. Суворова Е.Г. Формирование умений письменной речи у студентов-иностранцев
подготовительного факультета на материале текстов изложений. М, РУДН, 2008
2. Улюмджиева В.Э. Проблема формирования вторичной языковой личности в
аспекте межкультурной коммуникации. М, РУДН, 2008.
ПОЛИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В СИСТЕМЕ ОЦЕНОЧНЫХ ЯВЛЕНИЙ
ИСАЕВ Е.А.Написать письмо автору1
1 Елецкий государственный университет им. И.А. Бунина
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (15) Год: 2015 Страницы: 132-138 Поступила в редакцию: 29.04.1915
УДК: 37.013.43
ЖУРНАЛ:
ИЗВЕСТИЯ ЮГО-ЗАПАДНОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ЛИНГВИСТИКА И ПЕДАГОГИКА
Издательство: Юго-Западный государственный университет (Курск)
ISSN: 2223-151X
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ СТУДЕНТА, STUDENT'S LINGUISTIC PERSONALITY, ПОЛИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ, MULTICULTURAL SELF-ORGANIZATION, ГЛОБАЛЬНОЕ ОТНОШЕНИЕ, GLOBAL ATTITUDE, КУЛЬТУРА, CULTURE, СМЫСЛОВОЕ ВОСПРИЯТИЕ КУЛЬТУРЫ, NOTIONAL PERCEPTION OF CULTURE, КУЛЬТУРА ОБЩЕНИЯ, CULTURE OF COMMUNICATION
АННОТАЦИЯ:
Представлена попытка методологического осмысления сущности поликультурной самоорганизации языковой личности студента как оценочного явления. Описываются свойства и уровневые характеристики глобального отношения языковой личности к культуре.
---
Значительное расширение международных контактов в различных сферах
современного общества позволяет все
большему числу российских граждан выезжать за рубеж. При этом погружение в
аутентичную социокультурную и языковую среду ведет к необходимости формирования поликультурной самоорганизации языковой личности.
Поликультурная самоорганизация
языковой личности студента представляет собой культурологическое становление субъекта образовательного процесса,
формирование системы его личностных
смыслов, самоутверждение своей самоценности. Данный процесс определяет
деятельность сознания на уровне субъектных смыслов. Cубъективация (осознание себя субъектом, личностью) происходит в процессе переосмысления и перестройки субъектом содержания своего
сознания, своей деятельности (И.Н. Семенов, С.Ю. Степанова), т.е. в процессе
выработки своего мировидения, оценки
того, что происходит вокруг. С точки
зрения теории самоорганизации это самопроизвольное возникновение в открытых системах новых структур, как правило, обладающих более высокой сложностью и большей энергией. Превращение
субъективной оценки в личностное отношение связано как с внутренними изменениями системы, так и с влиянием
внешней среды. В связи с этим успешность поликультурной самоорганизации
языковой личности студента зависит от
132
субъектной позиции, выражающейся в
глобальном отношении языковой личности к окружающей ее культуре.
Глобальное отношение языковой
личности к культуре выполняет особую
системообразующую роль в структуре
сознания и самосознания, является сложным личностным образованием, возникающим в результате постижения сущностных основ культурного контекста
современного мира, понимания, принятия
и признания личностью других культур, а
также – в результате установления взаимосвязи между собой и своим народом.
Культура как объект личностной оценки
в системе отношений к ней детерминирует «способ объективации смыслов, определяющих бытие человека в социокультурной действительности, который находит свое выражение в конкретных словах,
идеях, вещах, методах решать жизненные
задачи, в поступках» [8, с. 87]. Глобальное отношение к культуре – это некий
культурный код, определяющий мировосприятие языковой личности, ее социокультурное наполнение, мышление и поведение. Поэтому глобальное отношение
к культуре, с одной стороны, определяет
уровень притязаний языковой личности,
составляет основу чувства собственного
достоинства, являясь необходимым условием для формирования партнерских
контактов в профессиональной среде, с
другой стороны, лежит в основе созидательной или разрушительной творческой
активности, проявления моральноэтических качеств человека.
Термин «глобальное отношение»
был впервые введен в отечественную
науку в 1997 году психологом Н.А. Батуриным для обозначения свойства личности, заключающего в себе максимально
обобщенную, интегральную и базальную
оценку индивидом себя и своего отношения к окружающей действительности [1].
Понятие «глобальное» используется для
характеристики феноменов, предметов,
явлений как всеобщих, всеохватывающих. Соответственно глобальное отношение может быть определено как всеобщее или обобщенное, включающее все
объекты отношения, в том числе и культуру.
Придавая понятию «глобальное отношение» культурно-синергетическую
направленность, отметим, что культура
наделена жизненными качествами и выступает, прежде всего, как исторически
концентрированный опыт. Каждый человек превращает самостоятельно этот
опыт в личностный самоорганизующийся
смысл. При этом в любой организации
существуют элементы хаоса, неупорядоченности, деструкции. А в каждой культуре есть некоторый допустимый уровень, превышение которого приводит к
диссонансу, к резкому росту напряжения.
Хаосу всегда противостоит деятельность,
включающая способность превращать в
содержание сознания эту ситуацию, интерпретировать ее как элемент культуры,
включать в организационные отношения
(В.А. Сластенин, Л.С. Подымова). То
есть личностное начало в культуре проявляется в том, что каждый индивидуум,
включенный в какую-либо деятельность,
имеет собственные убеждения и желания,
что для каждого из нас одни вещи значат
больше или меньше, чем другие. Поэтому
глобальное отношение языковой личности к культуре представляет собой свойство, имеющее оценочную природу.
Н.А. Батурин, изучая природу глобальных отношений, указывает на центральное место оценки в так называемом
«триединстве функций» отношения,
представленном в виде последовательности: познание – оценка – действие [1]. На
основе анализа оценочных явлений он
делает вывод о том, что оценочная функция в системе глобальных отношений реализуется «особым системным образованием психики, состоящим из оценочных
явлений разного уровня, объединенных в
структуру и выполняющих регуляторские
функции, предназначенные в конечном
счете для обеспечения сохранения целостности и направленного развития человека как организма и личности» [1, с.
74]. Развивая данную идею, глобальное
134 ISSN 2223-151X. Известия Юго-Западного государственного университета.
отношение к культуре мы определяем как
оценочную форму существования, обобщенных субъективных отношений личности к поликультурному миру и к себе
как части данного пространства. Важно и
то, как отмечает Е.В. Гудкова, что в глобальных отношениях оценка присутствует в виде обобщенного аффективно-когнитивного комплекса [3, с. 5]. Н.А. Батурин также предлагает выделять аффективный и когнитивный компоненты глобальных отношений.
Итак, сформированность глобального отношения языковой личности к культуре как условие ее поликультурной самоорганизации будет внешне и внутренне проявляться в специфических реакциях на события, определять стратегию поведения в различных ситуациях социокультурного общения. Данное качество
формируется на основе оценочных образований и выражается в форме личностных способностей и свойств, имеющих
когнитивно-аффективную природу. Важно, что формирование данного типа отношения происходит в результате отражения на сознательном уровне сущности
тех социальных и объективно существующих контактов общества, в котором
личность живет. Как у любого типа отношения, свойствами глобального отношения к культуре логично считать обобщенность (проявляется глобальный
взгляд на оцениваемый объект), валентность (параметр, характеризующий отношение как позитивное или негативное),
интенсивность (характеризует выраженность отношения), устойчивость (временная стабильность отношения, независимость от обстоятельств), когерентность
(параметр, характеризующий структурнодинамическую изменчивость, несовпадение темпов развития компонентов глобального отношения как системного образования). Основными функциями глобальных отношений являются: отражение, адаптация, схематизация, сиплификация знаний о себе и мире, включение
языковой личности в социокультурное
взаимодействие [3]. Развивая идею Н.А.
Батурина о компонентном составе глобальных отношений в культурологическом направлении, мы в структуру глобального отношения языковой личности
к культуре включаем смысловое восприятие культуры и культуру общения.
Смысловое восприятие культуры
В трактовке Д.А. Леонтьева личность – это, прежде всего, орган смысловой регуляции жизнедеятельности человека. Как регуляторную систему личность конституируют следующие функции: выделение субъектом себя из окружающего мира; выделение, презентация и
структурирование субъектом своих отношений с миром; подчинение своей
жизнедеятельности устойчивой структуре
этих отношений. По мысли психолога, в
качестве основания регуляции жизнедеятельности личности на уровне конкретных поступков и на уровне жизни в целом выступают мировоззрение личности
и ее бытие-в-мире, т.е. восприятие этого
мира [6]. С психологической точки зрения восприятие – это целостное отражение предметов, ситуаций и событий, возникающее при непосредственном воздействии адекватных физических раздражителей на органы чувств.
Смысловое (по Д.А. Леонтьеву,
«приобретаемое в системе жизненных
отношений субъекта с миром» [6]) восприятие культуры отражает субъективные переживания, эмоциональные реакции на культуру в целом, реакции, выступающие результатом поликультурной
самоорганизации языковой личности, для
которой характерным будет видение взаимозависимости и целостности современного мира, обусловленности частного
общим и общего частным.
Восприятие одной культуры другой
начинается с получения информации, которая, будучи проанализированной, является источником формирования стереотипа. В связи с этим А.В. Пузаков под
восприятием культуры понимает «процесс переосмысления информации о чужой культуре, пропущенной сквозь
Серия Лингвистика и педагогика. 2015. № 2 (15) 135
призму родной культуры, завершающийся формированием традиции (стереотипа), находящий отражение в воспринимающей культуре» [7]. Ученый добавляет, что восприятие зависит от окружения,
в котором оно дано. Таким образом, в аспекте поликультурной самоорганизации
языковой личности студента для формирования глобального отношения в образовательном процессе мы должны учитывать особенности национального характера, характер двусторонних отношений
между взаимодействующими культурами. Восприятие отдельных элементов
чужой культуры составляет и дополняет
в общественном сознании образ этой
культуры. Мы также можем говорить о
более или менее постоянной традиции
восприятия культуры в изменяющихся
исторических и социокультурных условиях.
Целостный образ возникает постепенно, его становление связано с пространственно-временными условиями
восприятия. В образ восприятия включается обобщенное знание об объекте, сложившееся в результате общественной
практики и более или менее усвоенное
воспринимающим субъектом. Человек
всегда осознает то, что он воспринимает,
т. е. восприятие тесно связано с мышлением, речью. Механизмы восприятия
лучше реагируют на изменение поступающей информации и на новые события,
чем на относительно однообразные явления [10].
Восприятие картины глобального мира – сложный процесс, требующий отказа
от собственного «я», перестройки мышления в разряд общепланетарного, предполагающего выработку интеркультурного мировидения. Как говорит В.Н. Карташова,
«интеркультурное мировидение – система
взглядов языковой личности в условиях
межкультурной коммуникации на поликультурный мир и место человека в нем,
на отношение человека к окружающей
его многоязыковой действительности и
самому себе [5, с. 30].
Общепланетарное (глобальное)
мышление – тип мышления, при котором
мир воспринимается как целостная система; мышление целостное, прогностическое. Человек с таким мышлением способен осознать причинно-следственные
связи в разных системах, предвидеть результаты и последствия своей деятельности, действовать в соответствии с особенностями и потребностями окружающих людей, общества и природы в целом
(Т.Е. Зорина, Е.Б. Спасская).
Общепланетарное мышление формируется, прежде всего, как результат
обобщения знаний о мире, человеке, обществе, т.е. данное мышление опосредовано содержательным фундаментом поликультурной самоорганизации языковой
личности – освоением культуры. Каждая
культура есть система смыслов, имеющая
свою сущность, свою внутреннюю логику, которые постигаются путем рационального объяснения, т.е. мысленной реконструкции культурно-исторического
процесса, исходя из его всеобщей сущности, выделенной и зафиксированной в
формах мышления [5, с. 30].
Л.С. Выготский специфику человеческого мышления видит в ее опосредованности культурными, социальными по
происхождению знаками, с помощью которых человек «овладевает» течением
собственных психических процессов,
направляет их должным образом [2, с.
23]. А поскольку культура всегда адресована человеческой субъективности и не
существует вне живой связи с нею, то она
для постижения своего предмета нуждается в понимании, т.е. языковой личности
должна быть свойственна межкультурная
сенситивность, представляющая собой
континуум развития этноцентризма и этнорелятивизма и предполагающая способность постичь смысл и значение поликультурности и многоязычия современного мира. Данное качество, по мысли В.Н. Карташовой, «определяет ценностные ориентации языковой личности,
мораль, поведение, не позволяя произрастать чувствам нетерпимости, интоле-
136 ISSN 2223-151X. Известия Юго-Западного государственного университета.
рантности, враждебности по отношению
ко всему „чужому“» [5, с. 30].
Исходя из проведенного анализа
можно утверждать, что смысловое восприятие культуры языковой личностью
выражается в общепланетарном мышлении и межкультурной сенситивности.
Основываясь на уровневом подходе,
представим описание высокого, среднего
и низкого уровней сформированности
каждой из составляющих смыслового
восприятия культуры.
Высокий уровень общепланетарного
мышления языковой личности заключается в осознанности культурной специфики человеческого бытия как целостной
системы и значения культурных факторов в процессе коммуникативного взаимодействия, а также в способности интеграции межкультурных различий. У языковой личности со средним уровнем нечетко выражена способность к восприятию множественности истины и ценностей субъектов глобального мира, но при
этом ощущается желание включенности
личности в современное мировое пространство. Низкий уровень предполагает
непринятие наличия культурных различий, этнокультурного плюрализма, отсутствие способности к осмыслению общего,
особенного и единичного в культуре.
Высокий уровень межкультурной
сенситивности предполагает открытость,
восприимчивость к новому, выработку
языковой личностью эмпатической способности и этнорелятивистской интеграционной позиции. Средний уровень характеризуется умением подстроиться под
ситуацию межкультурного общения и
адекватно реагировать на поведение
партнера из другой культуры, не проявляя социокультурной наблюдательности.
Низкий уровень привязан к проявлению
этноцентризма, интолерантного поведения в ситуациях межкультурного характера.
Культура общения
Под культурой общения понимается
умение осуществлять коммуникативную
деятельность в соответствии с нормами,
исторически сложившимися в данном
языковом коллективе, с учетом психологических механизмов воздействия на адресата с использованием лингвистических средств и способов реализации такого общения с целью достижения
наибольшего запланированного прагматического результата (М.О. Фаенова).
Языковая личность существует в пространстве культуры, а ее речь выступает
основным фактором построения поликультурной самоорганизации. Говоря о
языковой личности, следует иметь в виду, что она обладает определенным информационным запасом, который ассоциируется у коммуникантов с языковым.
«Языковое сознание реципиента может
быть описано через его тезаурус и представлено в виде фильтра, через который
пропускается поступаемая к нему языковая информация, это такой уровень сознания, на котором образы, представления, мыслительные структуры обретают
языковое оформление» [4, с. 201]. Здесь
речь идет об одной стороне культуры
общения – культуре языка как упорядоченности в индивидуальном опыте системы фонетических, лексических, грамматических средств выражения мысли
(И.А. Зимняя).
Так как реальное употребление слов
в речи, реальное речевоспроизводство в
значительной степени определяется знанием социальной и культурной жизни
говорящего на языке речевого коллектива
(С.Г. Тер-Минасова), значит, для самоорганизованной языковой личности, нацеленной на эффективную коммуникацию,
необходимо владеть высокой культурой
поведения, коррелирующей навык социокультурного взаимодействия и связанной
с установившимися в каждом обществе
законами ситуативного применения языковых единиц, включающих лингвистические маркеры социальных отношений,
регистры общения.
Опишем уровневые характеристики
культуры языка и культуры поведения
языковой личности.
Серия Лингвистика и педагогика. 2015. № 2 (15) 137
Высокий уровень культуры языка
проявляется в речевой грамотности, базирующейся на разносторонности знаний
о языке как системе, соблюдении всех
произносительных, лексико-грамматических норм оформления речевого высказывания, насыщенности с точки зрения отраженности в нем всего культурного богатства выразительных средств языка.
Средний уровень предполагает аппроксимированное, приближенное к правильному по всем языковым параметрам владение языком, речь грамотна, практически нет ошибок, при этом отсутствует
проявление языковой вариативности.
Низкий уровень предполагает ординарное по всем языковым параметрам владение языком, наличие ошибок, отсутствие
и непонимание языковой вариативности.
Высокий уровень культуры поведения характеризуется владением языковой
личностью коммуникативными и социокультурными основами общения на сознательном уровне; гибкостью использования стратегий установления контакта с
представителями различных культур;
успешностью реализации профессиональной деятельности в условиях диалога
культур; устойчивым ценностным отношением к культуре и культурным реалиям, а также национально специфичным и
социально закрепленным стереотипом
общения.
Для среднего уровня языковая личность соблюдает основными культурными особенностями формального и неформального общения, при этом может
допускать незначительные ошибки в
сфере использования национально вербальных единиц, реалий, принятых и
предписанных обществом для установления контакта собеседников; проявляет
желание и усилия для повышения культуры поведения, старается вести себя как
человек мира.
Языковая личность с низким уровнем культуры поведения может допускать ошибки социокультурного характера, испытывать трудности в межкультурном общении при столкновении со стереотипами, нормами, правилами этикета,
при этом осознавая важность и необходимость познания и освоения культурных
моделей развития.
Итак, поликультурная самоорганизация – это свойство языковой личности,
возникающее под влиянием как внешних,
так и внутренних причин. Ее эволюция
происходит именно путем оценивания
объектов культуры, т.е. путем формирования в себе глобального отношения к
культуре, представляющего собой интеграцию смыслового восприятия культуры
и культуры общения.
---
Список литературы
1. Батурин Н.А., Гудкова Е.В. Методика изучения глобального отношения
как свойства личности // Теоретическая,
экспериментальная и прикладная психология: сб. науч. тр. / под ред. Н.А. Батурина. – Челябинск: Изд-во ЮУрГУ, 2002.
– Т.3. – С. 68-85.
2. Брушлинский А.В. Культурноисторическая теория мышления. – М.:
Книжный дом «ЛИБРОКОМ», 2010. –
120 с.
3. Гудкова Е.В. Глобальные отношения личности к себе и к миру: дис. ...
канд. психол. наук. – Челябинск, 2010. –
181 с.
4. Дридзе Т.М., Леонтьев А.А.
Смысловое восприятие речевого сообщения (в условиях массовой коммуникации). – М.: Наука, 1976. – 263 с.
5. Карташова В.Н. Реализация идеи
гуманитаризации в иноязычном образовании // Языковое образование: традиции
и инновации. – Елец: Изд-во ЕГУ им.
И.А. Бунина, 2013. – С. 8–10.
6. Леонтьев Д.А. Психология смысла: природа, строение и динамика смысловой реальности [Электронный ресурс].
– URL: http://modernlib.ru/books/d_a_leontev/psihologiya_smisla_priroda_stroenie_
i_dinamika_smislovoy_realnosti/read_1/
(дата обращения: 31.01.2015).
7. Пузаков А.В. Сущность категории
восприятия культуры [Электронный ре-
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сурс]. – URL: http://study-english.info/ article114.php (дата обращения: 16.07.2014).
8. Эмих Н.А. Культурная парадигма
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2012. – 175 с.
138
УДК 372.881.1
О.А. Лукина
ФГБОУ ВПО « Магнитогорский государственный технический университет им. Г.И. Носова»
ПОЛИЛИНГВАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В ПРОЦЕССЕ НЕПРЕРЫВНОГО ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ В ТЕХНИЧЕСКОМ ВУЗЕ
Глобальные политические, экономические и социальные изменения в нашей стране и в мире в целом, усиление межнациональных и международных контактов, интеграционных процессов в жизни многонационального сообщества обусловили становление новой иноязычной образовательной парадигмы, основное требование которой - переход от классической триады «знания - умения - навыки» к компетентностной модели «знания - умения - навыки - актуализация (применение, технология)» -производство знаний, развитие компетенций на основе приоритетного внимания к коммуникации как специфической сферы бытия личности вообще и специалиста в частности [2].
По мнению Е.Н. Солововой, новая парадигма иноязычного образования провозглашает образование в духе мира, диалога культур, для поиска комплексного решения проблем гуманистической личности, уважающей права человека и его основные свободы, осознающей растущую глобальную взаимосвязь между народами и нациями и содействующей взаимопониманию, терпимости и дружбы между народами, расовыми и религиозными группами, готовой к участию в решении проблем своего общества, своей страны и мира в целом [3].
В таком случае иноязычную межкультурную коммуникацию студентов технических направлений следует рассматривать как процесс вербального и невербального общения специалистов инженеринговой сферы обучения, являющихся представителями разных культур, или как совокупность специфических процессов взаимодействия медиаторов профес-
Лукина О.А., 2001
118
сиональной культур, в полной мере осознающих все особенности такого взаимодействия [1].
В условиях межкультурного взаимодействия между общающимися складываются межкультурные отношения, в которых «культурная системность познается в моменты выхода за пределы границ системы», обозначая то, что в условиях межкультурного общения его участники, используя свой лпнгвокулыурный опыт и свои национально-культурные традиции и привычки, пытаются учесть также и иной языковой код, иные обычаи и традиции, иные нормы социального поведения, осознавая при этом факт чужеродности последних. Весь период развития коммуникативного подхода (вплоть до середины 1980-х гг.) доказал, что умения взаимодействовать в профессиональной сфере на межкультурном уровне должны формироваться специально; если этого не делать, коммуниканты как бы заранее запрограммированы на конфликт непонимания [5].
Обращение к полилингвальности в межкультурной коммуникации повлекло за собой значительные изменения в понимании процессов овладения иностранным языком, а отсюда и обучения этому языку. Показателем качества подготовки специалистов по иноязычному общению является определенный ресурс личности технического специалиста, обеспечивающий возможность его полноценного участия в межкультурной профессиональной коммуникации.
Целью овладения межкультурной коммуникацией будущего специалиста в сфере науки и техники является формирование полилингвальной языковой личности, готовой и способной выйти за пределы собственной культуры и приобрести качества медиатора культур, не утрачивая собственной культурной идентичности.
Понятие «языковая личность» исследуется в единстве психологического, социального, лингвистического, этического и многих других компонентов. Под языковой личностью понимается многослойный и многокомпонентный набор языковых способностей, умений, готовностей к осуществлению речевых поступков разной степени сложности, поступков, которые классифицируются, с одной стороны, по видам речевой деятельности, а с другой - по уровням языка, т.е. фонетике, грамматике и лексике [6].
Рассматривая языковую личность как нечто целостное в её структуре, можно выделить три уровня:
вербально-семантический, связанный с единицами языка, необходимыми для построения высказывания;
когнитивный, единицами которого являются понятия, идеи, концепты, отражающие, прежде всего, картину мира;
последний уровень в структуре языковой личности, включающий цели, мотивы, интересы, установки, намерения человека, связан с прагматическим аспектом [7].
119
Условием формирования полилингвальной личности в поликулыурном коммуникативном пространстве является овладение определённым уровнем коммуникативной компетентности, которая рассматривается как «ведущая и стержневая» компетентность, лежащая в основе всех прочих компетентностей поликультурной личности [3].
Компетентностная модель применяется в полилингвальном и поликультурном образовании начиная с 70-х гг. XX в., когда был сделан акцент на развитие коммуникативной компетенции. Сегодня развитие коммуникативной компетенции провозглашается целью полилингвального и поликулыурного личностно-орнентированного образования не только в целом ряде отечественных концепций и программ по иностранным языкам, но и в общеевропейских документах, определяющих международную политику в сфере языкового образования. Если проблема формирования коммуникативной компетенции подробно рассмотрена в отечественной и зарубежной методической науке, то вопросы формирования других видов компетенций в высшем иноязычном образовании получают своё рассмотрение только в настоящий момент. Во многом это обусловлено вхождением России в Болонский процесс. Применительно к подготовке специалистов по иноязычному общению данные вопросы получают дальнейшую интерпретацию. В последних исследованиях наметилась тенденция рассмотрения вопроса подготовки полилингвальной и поликультурной личности специалиста на междисциплинарном уровне.
Исследователи отмечают необходимость формирования не только коммуникативной компетенции полилингвальной личности, но и на её основе профессиональных компетенций специалиста.
С п и с о к л и те р ату р ы
1. Зимняя И.А. Ключевые компетенции - новая парадигма результата образования // Высшее образование сегодня. 2003. № 5. С. 34-42.
2. Казиев В.М. Современная образовательная парадигма и образовательные ресурсы Интернет // ИТО-2003. URL: http://www.ito.su/2003/VII/VII-0-3227.html
3. Соловова Е.Н. Методическая подготовка и переподготовка учителя иностранного языка: интегративно-рефлексивный подход. М.: Глосса-Пресс, 2004. 336 с.
4. Сафонова В.В. Коммуникативная концепция: современные подходы к многоуровневому описанию в методических целях. М.: Изд-во НИЦ «Еврошкола», 2004. 236 с.
5. Халеева И.И. Основы теории обучения пониманию иноязычной речи (подготовка переводчика). М.: Высш. шк., 1989. 238 с.
6. Караулов Ю.Н. Русский язык и языковая личность. М.: Наука, 1987. 261 с.
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ПОРТРЕТ ЯЗЫКОВОЙ ЛИЧНОСТИ В АСПЕКТЕ ФОРМИРОВАНИЯ СОЦИАЛЬНО-КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ВУЗА
УСАНОВА ОЛЬГА ГРИГОРЬЕВНА1
1 Российская Академия Естествознания
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (23) Год: 2013 Страницы: 59-66
ЖУРНАЛ:
ЧЕЛЯБИНСКИЙ ГУМАНИТАРИЙ
Издательство: ООО Центр интеллектуальных услуг "Энциклопедия" (Челябинск)
ISSN: 1999-5407
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВЫЕ ПРОЦЕССЫ, РЕЧЕВАЯ КОММУНИКАЦИЯ, КУЛЬТУРА ПРОФЕССИОНАЛЬНОГО РЕЧЕВОГО ОБЩЕНИЯ
АННОТАЦИЯ:
Подлинная языковая личность немыслима без языкового сознания и языкового самосознания. В предложенном материале актуализируется проблема, связанная с неумением достаточно ясно выражать свои мысли и чувства, с одной стороны, и с затруднениями понимания мыслей и чувств собеседника, с другой.
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#Total No. of Cluster Types: 251
#Total No. of Cluster Tokens: 649
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94 1 1 архетип личности
95 1 1 асоциальность личности
96 1 1 аспект личности
97 1 1 атрибуция личностных
98 1 1 божович: личность
99 1 1 вера. личность
100 1 1 виктимной личности
101 1 1 влияние личности
102 1 1 возможностей личности
103 1 1 возможностях) личности
104 1 1 воспитания .. личность
105 1 1 восприятие личностью
106 1 1 времени личности
107 1 1 выгорания личности
108 1 1 выдающиеся личности
109 1 1 выражение личности
110 1 1 высоконравственной личности
111 1 1 гармонизация личности
112 1 1 гармоническая личность
113 1 1 гармоничное личностное
114 1 1 гармоничной личности
115 1 1 готовности личности
116 1 1 границы личности
117 1 1 дезорганизации личности
118 1 1 деятель личность
119 1 1 дисциплинированности личности
120 1 1 достижения личности
121 1 1 духовной личности
122 1 1 его личности
123 1 1 жизнеспособной личности
124 1 1 звене "личность
125 1 1 здоровью личности
126 1 1 здравотворчества личности
127 1 1 значение личности
128 1 1 и личностного
129 1 1 идентификацией личности
130 1 1 идентификации личности
131 1 1 идентификация личности
132 1 1 имидж личности
133 1 1 индивидуальности личности
134 1 1 интенция личности
135 1 1 интересов личности
136 1 1 интерпретации личности
137 1 1 исследования) . . личность
138 1 1 исторической личностичасть
139 1 1 как личности
140 1 1 как личностно
141 1 1 качествами личности
142 1 1 качествах личности
143 1 1 коллективе .. личность
144 1 1 компетенция личности
145 1 1 комфорте личности
146 1 1 конкурентоспособная личность
147 1 1 конкурентоспособности личности
148 1 1 конфликтности личности
149 1 1 концепции личности
150 1 1 коррупционная личность
151 1 1 креативности личности
152 1 1 креативность личности
153 1 1 кризис личности
154 1 1 культурной личности
155 1 1 культуры: личность
156 1 1 личности .. личность
157 1 1 мира личности
158 1 1 мировоззрение личности
159 1 1 мировоззрения личности
160 1 1 мифологическая личность
161 1 1 многоязычной личности
162 1 1 модели личности
163 1 1 моделирование личности
164 1 1 мотивации личности
165 1 1 надежности личности
166 1 1 направленность личности
167 1 1 направленностью личности
168 1 1 нравственность личности
169 1 1 о личности
170 1 1 обучающейся личности
171 1 1 обучения личности
172 1 1 организации личности
173 1 1 ориентации личности
174 1 1 основы личности
175 1 1 ответственной личности
176 1 1 перспективы личности
177 1 1 поведении личности
178 1 1 поддержка личности
179 1 1 позиция личности
180 1 1 поисков личности
181 1 1 понятия личность
182 1 1 потенциал личности
183 1 1 потребности личности
184 1 1 предрасположенность личности
185 1 1 проблема личности
186 1 1 проблемы личности
187 1 1 пространства .. личность
188 1 1 профессионализации личности
189 1 1 профессионализация личности
190 1 1 профессионализм личности
191 1 1 профессионально-личностные
192 1 1 профессиональной личности
193 1 1 профиль личности
194 1 1 процессе личностно
195 1 1 проявления личности
196 1 1 психологии .. личность
197 1 1 психопластики личности
198 1 1 пути личности
199 1 1 развивающейся личности
200 1 1 развитию личности
201 1 1 развитой личности
202 1 1 реализация личност
203 1 1 ресурса личности
204 1 1 рефлексивности личности
205 1 1 роли личности
206 1 1 самоактуализация личности
207 1 1 самоактуализирующейся личности
208 1 1 самоопределению личности
209 1 1 самоорганизацию личности
210 1 1 самоотношением личности
211 1 1 самоотношения личности
212 1 1 самооценки личности
213 1 1 саморазвивающейся личности
214 1 1 саморазвитии личности
215 1 1 самореализацию личности
216 1 1 самосовершенствование личности
217 1 1 самостоятельность личности
218 1 1 свойство личности
219 1 1 сопротивляемости личности
220 1 1 составляющая личности
221 1 1 сотрудничества личности
222 1 1 социальнотворческой личности
223 1 1 способности личности
224 1 1 сторон личности
225 1 1 субъектности личности
226 1 1 субъектность личности
227 1 1 сферой личности
228 1 1 творческая личность
229 1 1 трансформации личности
230 1 1 трансформация личности
231 1 1 тревожность личности
232 1 1 уровнем личностной
233 1 1 успеха личности
234 1 1 установок личности
235 1 1 фактора личности
236 1 1 формированию личности
237 1 1 характеристика личности
238 1 1 характеристиках личности
239 1 1 целостности личности
240 1 1 цельности личности
241 1 1 ценностей личности
242 1 1 ценности личности
243 1 1 ценностями личности
244 1 1 цикла личности
245 1 1 цикла личностичасть
246 1 1 черт личности
247 1 1 черты личности
248 1 1 школы .. личность
249 1 1 эмоциональности личности
250 1 1 этнокультурная личность
251 1 1 языковая личность
```
УДК 81'25:378.016
М. Е. Коровкина
доц. каф. теории и практики перевода фак-та повышения переводческого
мастерства МИПК МГЛУ; email: korovkin@starnet.ru.
ПРИЕМЫ ФОРМИРОВАНИЯ ПЕРЕВОДЧЕСКИХ НАВЫКОВ
И КОМПЕТЕНЦИЙ В ПРОЦЕССЕ РАЗВИТИЯ ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ
В статье рассматриваются вопросы преподавания перевода с учетом
языковых и контекстуальных несоответствий на грамматическом и семантико-
лексическом уровне, обусловленные различиями в языковой и концептуаль-
ной картинах мира. Описываются упражнения, в которых иллюстрируются
переводческие решения, способствующие развитию переводческих навы-
ков и компетенций в процессе становления вторичной языковой личности
и необходимые для достижения высокого уровня профес сиональной компе-
тентности в переводе.
Ключевые слова: методика преподавания иностранных языков; язык
для специальных целей; вторичная языковая личность; языковая картина
мира; концептуальная картина мира; компетенции; умения и навыки; упраж-
нения; направление перевода; переводческие приемы.
С точки зрения субъекто-деятельностного подхода, разрабаты-
ваемого лингводидактикой, психологией и методикой преподавания
иностранных языков, любой профессиональной деятельности нуж-
но обучать. Переводчик, выполняющий перевод на профессиональ-
ном уровне, должен обладать соответствующими компетенциями,
умениями и навыками, которые приобретаются во время обучения
и затем совершенствуются в процессе профессиональной деятель-
ности. В соответствии с личностным подходом, также представляю-
щим собой одну из ведущих тенденций в современном образовании,
обучение должно быть направлено на формирование личности бу-
дущего переводчика, которое тесно связано с развитием вторичной
языковой личности.
Модель языковой личности была введена в лингводидактику
Ю. Н. Карауловым [8, с. 57]. Им были выделены:
1) нулевой уровень – вербально-семантический. Единицами
этого уровня являются слова. В широком смысле данный уровень
включает фонетические и грамматические знания о языке, его лек-
сический состав;
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Вестник МГЛУ. Выпуск 9 (615) / 2011
2) первый уровень – тезаурусный, представляющий собой
тезаурус личности, т. е. основные понятия (идеи, концепты), форми-
рующие картину мира носителя языка;
3) второй уровень – мотивационный, отражающий деятельно-
стно-коммуникационные потребности, т. е. прагматикон личности,
систему мотивов, целей и установок личности.
Ю. Н. Караулов считает, что собственно языковая личность
начинается не с нулевого уровня вербально-семантической сети,
а с тезаурусного. «Понять какую-нибудь фразу или текст означает,
“пропустив” ее через свой тезаурус, соотнести со своими знаниями
и найти соответствующее ее содержанию “место” в картине мира»
[8, с. 172].
Обучение иностранному языку будущего специалиста-пере-
водчика также должно проходить в рамках процесса формирования
вторичной языковой личности. Переводчик является посредни-
ком межкультурной коммуникации, и главным в его деятельности
является медиация – посредничество между двумя коммуникантами,
принадлежащими к разным культурам и говорящим на разных язы-
ках. Несовпадения в концептуальных картинах мира разных языков
являются одной из причин ошибок в переводе, поэтому И. И. Халеева
подчеркивает необходимость разработки тезаурусного уровня в про-
цессе преподавания иностранных языков будущим переводчикам.
Ею было описано становление вторичной языковой личности в про-
цессе изучения иностранного языка для профессионального исполь-
зования (при подготовке преподавателей и переводчиков) [14].
При профессиональной подготовке переводчиков существен-
ным являются два аспекта: понимание текстов и правильное фор-
мулирование мыслей на иностранном языке. Это возможно только
в том случае, если осмысление текстов происходит во взаимодей-
ствии с тезаурусом вторичной языковой личности, так как перера-
ботка информации в целях перевода производится на тезаурусном
уровне. Поэтому конечными целями обучения иностранному язы-
ку и, в частности, в процессе подготовки переводчиков, является
подключение обучаемых к «вербально-семантическому уровню
инофонной языковой личности, что означает… формирование вто-
ричного языкового сознания. Следующей целью должна стать цель
подключения обучаемых к когнитивному (или..тезаурусному) уров-
ню языковой личности, то есть цель формирования вторичного ког-
нитивного сознания» [14, с. 69].
59
М. Е. Коровкина
Таким образом, принципиально новым моментом в методиче-
ском плане была постановка задачи овладения тезаурусным уровнем
для изучения иностранного языка, т. е. выработка умения адекват-
но воспринимать и понимать «текстовую деятельность, воплощаю-
щую иной социум, иную культуру, иную картину мира, восходящую
к знаниям о нем» [14, с. 72]. При этом параллельно с развитием ре-
цептивных умений и навыков должны развиваться продуктивные,
т. е. речевые, умения правильно формулировать мысли на иностран-
ном языке.
Формирование структуры и содержания вторичной языковой
личности связывается лингводидактикой с развитием соответствую-
щих навыков, умений и компетенций: создание вторичной языковой
личности происходит на основе ее владения речевыми навыками,
умениями, готовностями и компетенциями, т. е. на основе достиже-
ний целей обучения.
Под компетенцией в лингводидактике и психологии понимает-
ся высший уровень владения умениями и навыками, необходимыми
для выполнения того или иного вида профессиональной деятель-
ности. «В содержательном плане компетенция как высший уровень
владения способами выполнения деятельности состоит из соответ-
ствующих специальных знаний, умений и способностей, обусловли-
вающих успешность выполнения определенной деятельности… ее
основной функциональной характеристикой выступает ее профес-
сиональная направленность» [11, с. 19].
Уровень развития вторичной языковой личности отражается
в степени сформированности ее коммуникативной компетенции
в иностранном языке, которая показывает степень овладения ино-
странным языком и является ключевым компонентом профессио-
нальной компетентности переводчика, наряду со специальной ком-
петенцией, демонстрирующей степень развития переводческих
профессиональных навыков. Переводческая компетентность «будет
проявляться при выполнении профессиональных задач в опреде-
ленной профессиональной среде, при использовании соответству-
ющих средств (внешние ресурсы) и требовать от переводчика-
профессионала соответствующих личных профессионально важных
качеств (внутренние ресурсы)» [4, с. 28].
Переводческие компетенции, умения и навыки формируют-
ся в процессе обучения при помощи специальных упражнений.
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Вестник МГЛУ. Выпуск 9 (615) / 2011
Известно, что любое упражнение, направленное на формирование
какого-либо умения, представляет собой многократное повторение
(или выполнение) соответствующего действия.
В. Н. Комиссаров подразделяет переводческие упражнения на:
1) языковые, развивающие умение решать переводческие
з адачи, связанные с особенностями семантики единиц и структур
ИЯ и ПЯ;
2) операционные, отрабатывающие умение использовать раз-
личные способы и приемы перевода;
3) коммуникативные, создающие умение успешно выполнять
необходимые действия на разных этапах переводческого процесса
[9, с. 65].
При этом очевидно, что такое подразделение является услов-
ным, так как любое упражнение содержит определенный языковой
материал, на котором основывается отработка языковых и перевод-
ческих трудностей.
Разрабатываемые нами операционные упражнения представ-
ляют собой второй раздел учебно-методического комплекса (УМК)
по спецпереводу, адресованному специалистам (экономистам, юри-
стам), получающим дополнительное или второе высшее образова-
ние по специальности «переводчик в сфере профессиональной ком-
муникации». Целью данных упражнений является формирование
технологической составляющей специальной компетенции, и по-
строены они на языковом материале, отражающем различия в кон-
цептуальной картине мира между английским и русским языками на
грамматическом, семантическом и стилистическом уровнях.
В упражнениях отрабатывается перевод с русского языка на
английский, так как в настоящее время такое направление перево-
да пользуется большим спросом. При этом учебных материалов,
отвечающих современным требованиям к обучению и направлен-
ных на выработку необходимых умений и навыков перевода, явно
не хватает.
В примерах, отобранных для упражнений, иллюстрируются
языковые трудности, связанные с различиями в описании ситуа-
ции двумя языками на уровне грамматики, семантики и стилистики,
и отрабатываются приемы перевода, соответствующие конкретной
языковой трудности.
Рассмотрим основные трудности и несовпадения между карти-
нами мира и языковыми структурами на грамматическом уровне.
61
М. Е. Коровкина
Как известно, для европейских языков характерно явление грам-
матического или синтаксического анимизма, когда на месте подле-
жащего вместо одушевленного (по нормам русского языка) стоит
неодушевленное существительное (называющее место, причину,
орудие, действие и т. д., играющего роль субъекта действия) [6]. При
таком неодушевленном подлежащем используется антропоморф-
ный глагол. Примеры подобных высказываний достаточно широко
встречаются и в английском языке. При переводе с русского языка
высказываний с обратным порядком слов, стоящие в начале пред-
ложения второстепенные члены могут трансформироваться в под-
лежащее, о котором шла речь выше. При этом используется перевод-
ческий прием замены членов предложения: тема – второстепенный
член предложения – трансформируется в подлежащее в английском
предложении. Данные трансформации применяются с целью сохра-
нения информационной структуры предложения / высказывания, его
тема-рематического членения. Были отобраны примеры на перевод
темы, выраженной различными второстепенными членами – обстоя-
тельствами (времени, места, причины), дополнениями, а также при-
меры на случаи выражения темы составным именным сказуемым
и инверсивным второстепенным членом. Приведем несколько при-
меров перевода темы, выраженной различными обстоятельствами:
1. В прошедшем году был достигнут
определенный прогресс в налого-
вой реформе.
The last / past year witnessed some
progress in the tax reform.
2. 6–7 февраля в городке Бока Ратон
(Флорида) пройдет встреча мини-
стров финансов стран «Большой
семерки».
On February 6–7, the town of Boca
Raton (Florida) will be hosting a G6
summit of fi nance ministers.
3. С изменением общественных
отношений появилась потреб-
ность в ином подходе к формиро-
ванию государственного бюд-
жета. Пришлось отказаться и
от основополагающих понятий
экономики социализма.
Changes in social and economic rela-
tions gave rise to a need for another
approach to drafting the state budget,
and forced us to abandon the funda-
mental concepts of a socialist econ-
omy.
Мы рассмотрели явление грамматического анимизма, связанно-
го с различиями в языковой и концептуальной картинах мира разных
языков, и его влияние на перевод высказываний с русского языка на
английский.
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Вестник МГЛУ. Выпуск 9 (615) / 2011
Другим важным отличием в концептуальной картине мира пред-
ставителя английского лингвосоциума по сравнению с концепту-
альной картиной русского языка, является предпочтение активного
субъекта действия. По мнению А. Вежбицкой, в английском языке
все жизненные события представляются так, как будто «мы всецело
управляем ими, как будто все наши ожидания и надежды находятся
под нашим контролем; даже ограничения и вынужденные действия
представлены в нем именно с такой точки зрения» [3, с. 56]. Поэто-
му английские стилисты отмечают большую распространенность
конструкций с действительным залогом (Active Voice) и советуют
при возможности вместо пассивных конструкций использовать кон-
струкции с действительным залогом. При этом нужно иметь в виду,
что есть ситуации, в которых оправдано использование конструкций
Passive Voice при переводе с русского на английский язык:
1) когда субъект неизвестен или по какой-либо причине не мо-
жет быть назван;
2) для передачи правильного тема-рематического членения
предложения при переводе с русского языка на английский высказы-
ваний с обратным порядком слов [1, с. 89];
3) в текстах научного функционального стиля.
В отличие от английского языка, для русского языка характерна
безличность стиля изложения, что приводит к распространенности
бессубъектных конструкций, таких как страдательный залог, рефлек-
сивные конструкции (не спится, ему хотелось слышать звук ее голо-
са, мне не верится), безличные (его убило молнией, стучит). Подоб-
ные конструкции остаются в русском языке очень продуктивными1.
Объясняется это менталитетом, мироощущением русского челове-
ка: миром правит не подконтрольная человеку сила: «Действующие
в мире силы сильнее человека, неподконтрольны ему… и осмысля-
ются как направляемые особыми, нечеловеческими, сверхчеловече-
1 Например, Е. М. Галкина-Федорук пишет: «Количество безличных
предложений в современном русском языке все время возрастает. Этот рост
следует объяснять не только постоянным развитием и совершенствованием
форм мышления… но и различными грамматическими процессами, приро-
да которых, в конце концов, тоже подчинена растущей сложности содержа-
ния речи. Наши данные показывают, что многие личные глаголы начинают
употребляться по типу безличных. С другой стороны, некоторые виды без-
личных предложений остаются в языке в виде реликтов более старых форм
мысли» [7, с. 151].
63
М. Е. Коровкина
скими явлениями, «силами», которые ненаблюдаемы, неочевидны,
их субъект невидим и потому таинствен, мистичен» [12, с. 92].
В практическом плане это означает, что бессубъектные синтак-
сические конструкции при переводе с русского на английский язык
трансформируются в активные конструкции. При этом используют-
ся два грамматических приема перевода:
1) замена членов предложения, при которой подлежащим ста-
новится второстепенный член предложения;
2) ввод подлежащего – субъекта действия из контекста.
Первый прием перевода мы рассмотрели выше, при анализе
явления грамматического анимизма. Для иллюстрации второго пере-
водческого приема – ввода подлежащего из контекста – приведем
примеры из упражнений. Подлежащее вводится из более широкого
контекста при переводе:
•безличных, неопределенно-личных предложений. Например:
1. Таким образом, в ближайшие
месяцы не исключено создание
нового российско-вьетнамского
нефтедобывающего совместного
предприятия.
So, Russia and Vietnam may set up a
new oil-production JV in the coming
months.
2. Можно, конечно, не влезать в
долги.
Of course you can try to avoid getting
into debt.
• предложений с простым глагольным сказуемым или сказуе-
мым, выраженным краткой формой прилагательного, причастия, ка-
тегорией состояния. Например:
1. (Как США и Европа избежали
этого?). Свою роль сыгра-
ло своевременное и активное
смягчение денежной политики.
(How did the US and Europe manage
to avoid that fate?). – They resorted
to a softer monetary policy, which
they managed to introduce almost
overnight.
В этих же случаях при переводе безличных структур или пред-
ложений с простым глагольным сказуемым или сказуемым, выра-
женным краткой формой прилагательного, причастия, категорией
состояние может использоваться формальное подлежащее it, оборот
there is. Например:
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Вестник МГЛУ. Выпуск 9 (615) / 2011
1. Покупать бумаги на аукционе
сейчас интереснее, соглашается
аналитик «Ренессанс Капитала»
Анна Матвеева.
Anna Matveeva, an analyst at Renais-
sance Capital, agrees that it is more
interesting now to buy securities at
auctions.
2. На сей раз туда попадут страны, не
противодействующие финансиро-
ванию терроризма. И к России есть
претензии.
This list will include countries that do
not combat the funding of terrorism.
There are some complaints against
Russia, as well.
Еще одной особенностью русского языка, по мнению лингви-
стов (Н. К. Рябцевой [12], Е. В. Бреуса [1]) является большая распро-
страненность отглагольных существительных и, как следствие, грам-
матических конструкций, состоящих из цепочки существительных,
стоящих в родительном падеже, а также абстрактных существитель-
ных. В английском языке в общем, и в английском публицистиче-
ском стиле, в частности, более употребительными являются глаго-
лы. Е. В. Бреус подчеркивает, что «необходимость замены русских
отглагольных существительных глагольными формами объяснялась
общей тенденцией английского языка к предпочтительному ис-
пользованию вербальных признаков при описании внешнего мира»
[1, с. 84]. Такое предпочтение вербального описания мира также
связано с «более активной жизненной позицией» представителя
английского лингвосоциума, по сравнению с русским.
Основным приемом перевода отглагольных существительных
является их трансформация в глагол-сказуемое (развертывание
редуцированного предиката) [1]. Например:
1. Рост мирового ВВП на душу
населения в 2001 г. составил 1,2 %…
The worldwide GDP per capita grew
by 1.2 % in 2001…
2. При этом передел собственности
будет идти во многих отраслях
российской экономики.
Property will be redistributed in
many industries.
Мы привели примеры из упражнений на отработку граммати-
ческих трансформаций и приемов перевода, используемых при кон-
текстуальных несоответствиях между английским и русским языка-
ми, вызываемых различной концептуализацией действительности.
Основной переводческий прием, отрабатываемый в составленных
65
М. Е. Коровкина
нами упражнениях – это замена частей речи и членов предложения.
К контекстуальным несоответствиям на грамматическом уровне
также относятся разница в членении и объединении высказываний
при переводе, что связано с различиями в группировке признаков,
логически несовместимых с точки зрения языковой и концептуаль-
ной картины мира русского языка, в пределах одного высказывания
а нглийского языка, и передача логических связей внутри абзаца
и текста в целом1.
Рассмотрим разницу в концептуальной и языковой картинах
мира на уровне семантики. Разный способ членения действитель-
ности и, соответственно, подачи информации приводит к различно-
му построению информационных моделей в высказывании в разных
языках и к различному соотношению эксплицитности / имплицит-
ности.
В. Н. Комиссаров отмечает, что в лингвистике изучается импли-
кация текста и импликация, связанная с семантикой слов. В се-
мантике слова могут быть представлены отдельные признаки, при
этом в сознании коммуникантов отражается целостное восприя-
тие объекта, который может обладать признаками, не вошедшими
в понятие: «отражение в сознании подобных признаков может рас-
сматриваться как своего рода импликация слова, то есть элементы
смысла, имплицитно связанные со значением слова» [10, с. 60].
Такие имплицитные элементы смысла приводят к возникновению
метафор: море цветов.
Кроме того, имплицитность может быть обусловлена различия-
ми в самих языковых структурах, т. е. в грамматическом оформле-
нии лексико-семантического наполнения. При переводе соотноше-
ние эксплицитного и имплицитного смысла может сохраняться, при
этом языковые структуры или совпадают, или передача имплика-
ционала обеспечивается путем модификации языкового содержания
оригинала. Соотношение эксплицитного и имплицитного смысла
в оригинале и переводе может меняться за счет эксплицирования
импликационала. В общем, по наблюдению лингвистов, англий-
ский язык является более имплицитным, поэтому разница в подаче
1 Примеры упражнений на данную тему не приводятся из-за ограниче-
ний в объемах статьи.
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Вестник МГЛУ. Выпуск 9 (615) / 2011
информации между двумя языками также должна отрабатываться
в специальных упражнениях.
Различия в имплицитности / эксплицитности английского и рус-
ского языков, как было сказано выше, связаны с различиями в кон-
цептуальной картине мире и приводят к контекстуальным несоот-
ветствиям между идентичными высказываниями в двух языках. На
помощь в преодолении этих несоответствий приходят различные
приемы перевода, например: прием опущения – пропуск слов или
компрессия, прием перегруппировки семантических компонентов
и замены частей речи, прием добавления – добавление слов или
использование пояснительного перевода1. На отработку всех вы-
шеперечисленных приемов перевода были составлены упражнения.
Приведем несколько примеров из упражнений:
1. Глобальные рецессии – явление
цикличное, они наступают при-
мерно раз в 8–10 лет.
Global recessions come in cycles of
every 8–10 years.
2. Налоговая система, действую-
щая в России в настоящее вре мя,
сформировалась к началу 1992 г.
Russia’s current taxation system was
established in the early 1990s.
3. 1 2 января Жан-Клод Трише
впервые сообщил зарвавшимся
«евробыкам», что считает чрез-
мерные скачки единой валюты
неуместными.
The 12 of January was the fi rst time
when Mr. Trichet told the eurobulls
who had gone too far that euro’s ex-
orbitant fl uctuations were out of place
/ detrimental.
4. Первые торги на фондовых бир-
жах после самого длительн ого
в послевоенной истории США
перерыва открывались в торжест-
венной обстановке.
The fi rst trading sessions on the US
stock exchanges after the longest
post-war delay were opened in a sol-
emn atmosphere.
Одним из интереснейших примеров импликации в английском
языке является так называемое семантическое стяжение [16], когда
целая ситуация может сжиматься до одного слова, и высказывание на
английском языке становится значительно короче. Например:
1 Все эти приемы описаны А. Д. Швейцером в работе «Перевод и линг-
вистика»[16, с. 79–86, 120].
67
М. Е. Коровкина
1. Добросовестный налогопла-
тельщик не может на равных
конкурировать с теми, кто налогов
не платит, и поэтому перед
ним неизбежно встает проблема
выбора: уйти с рынка, либо тоже
уклоняться от уплаты налогов.
An honest taxpayer cannot compete
with tax dodgers, and he will inevita-
bly face a choice: either leave a mar-
ket or resort to tax evasion.
2. Его аналитики заранее подсчитали,
к каким негативным последствиям
может привести дальнейшее раз-
витие сложившейся ситуации, в
том числе и для крупных игроков,
если вовремя не предпринять
срочных, неотложных мер.
The bank’s analysts had made esti-
mates of the damage that could be
infl icted by a worst-case scenario if
regulators did not take urgent mea-
sures.
Рассмотрим несоответствия в двух языках на семантическом
уровне, вызванные различиями в описании одной и той же языковой
ситуации в двух языка.
Одна и та же внеязыковая ситуация в разных языках может вос-
приниматься и описываться неодинаково. Например, «положение
сидящего человека, которое в русском языке описывается как «си-
деть, положив ногу на ногу», в английском воспринимается как по-
ложение “with one’s knees crossed”» [1, с. 6].
Новейшие лингвистические исследования по концептуально-
му анализу свидетельствуют о том, что «лексическая сочетаемость
объясняется особенностями восприятия, категоризации, концептуа-
лизации и интерпретации человеком внешнего и внутреннего мира»
[13], т. е. задается картиной мира, воплощенной в национальном
языке.
Влияние языка оригинала приводит к переносу норм сочетае-
мости в язык перевода. Например, по-русски мы говорим сильная
любовь, по-английски более идиоматично сказать не strong love,
а deep love. Чтобы в какой-то мере избежать подобных ошибок, не-
обходимо проанализировать структуру значения слов. Структура
значения слова состоит из сем, т. е. компонентов значения (или диф-
ференциальных признаков). Приведем хрестоматийный пример. По
мнению В. Н. Комиссарова, слово студент обладает следующими
дифференциальными признаками: «человек», «мужской род», «тот,
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Вестник МГЛУ. Выпуск 9 (615) / 2011
кого обучают» [12, c. 35]. При переводе словосочетаний нужно ру-
ководствоваться нормами семантического согласования, требующе-
го, «чтобы компоненты словосочетания содержали общие или, по
крайней мере, не противоречащие друг другу семы» [5, с. 25]. На
практике при переводе с родного языка на иностранный все же до-
статочно трудно руководствоваться данным правилом, потому что
усвоение всех компонентов значения слова при изучении родного
языка, восходящих к языковой и концептуальной картине мире, про-
исходит на подсознательном уровне, и этим правилом мы можем
воспользоваться чисто интуитивно. Поэтому типичными ошибками,
по наблюдению А. Д. Швейцера, являются:
1) употребление прямого значения слова вместо переносного
(при расхождении в употреблении слова в прямом и переносном
значении). Так, глагол развеять в прямом значении (развеять пепел)
переводится to scatter (ashes). Перевод этого глагола в переносном
значении зависит от существительного, с которым сочетается дан-
ный глагол: развеять иллюзию – to dispel an illusion; развеять миф –
to destroy / explode a myth;
2) перенос заданного лексического соответствия на все соче-
тания данного слова. Например, преодолеть трудности, препят-
ствие, сопротивление, искушение – to overcome a diffi culty, an obstacle,
resistance, temptation. По-русски также можно сказать преодолеть
жилищный кризис, по-английски идиоматичный способ выраже-
ния этой идеи to meet / cope with a shortage (примеры из [15, с. 85]).
Во избежание подобного рода ошибок нужно обращаться к словарям
сочетаемости1 и осваивать тезаурусный уровень, воплощающийся
в языковой и концептуальной картинах мира. Вообще перевод с род-
ного языка на иностранный более сложен, потому что переводчики
не могут в полном объеме овладеть языковой и концептуальной кар-
тинами мира.
Описанные выше трудности перевода связаны с различиями
в сочетаемости слов и вызваны разницей в структуре значения слова,
обусловленной различными путями метафоризации его первичного,
1 Например, G. I. Rodail. The word and phrase fi nder; Roget’s Thesaurus;
M. Benson, E. Benson, R. Ilson. The BBI Combinatory Dictionary of English
(Комбинаторный словарь английского языка) и другие словари сочетаемо-
сти.
69
М. Е. Коровкина
буквального значения, что приводит к несоответствию его вторич-
ных значений в двух языках. Такая метафоризация значения может
приводить к различным семантическим сдвигам в двух языках, кото-
рые объясняются не традиционной семантикой, а когнитивной1.
В. Г. Гак пишет, что «формируя высказывание, описывающее
одну и ту же ситуацию, можно отбирать различные элементы этой
ситуации, в связи с чем один и тот же отрезок внеязыковой действи-
тельности может быть обозначен при помощи высказываний, разли-
чающихся между собой в структурном и семантическом отношении»
[6, с. 411]. Если при описании одной и той же предметной ситуации
используются разные семантические признаки, то при переводе
изменению подвергается сам семантический признак, и происходит
семантический сдвиг [16]. Такие лексико-семантические и лексико-
грамматические преобразования основываются на логических
отношениях между понятиями, и им соответствуют следующие типы
лексико-семантических и лексико-грамматических трансформаций,
которые встречаются и на уровне языка, и в речи (классификация по
В. Гаку [6, с. 470]):
1. лексико-семантическая синонимия (недомогание – болезнь);
2. смещение (лат. bucca – щека; фр. bouche – рот, стол – стул);
3. антонимия (темный – светлый). В речи антонимы могут
заменять друг друга лишь внутри более широкого контекста: Он
остался. – Он не ушел;
4. расширение – генерализация (стол – мебель) и сужение –
конкретизация (фрукт – яблоко);
5. перенос по сходству (метафора) и перенос по смежности (ме-
тонимия: часть – целое: стол – ножка; предмет – материал: стол –
дерево; действие – объект: вбивать – гвозди; причина – следствие:
болезнь – смерть и т. д.).
В новейших лингвистических исследованиях конкретизация
и генерализация рассматриваются как вид метонимии, которая мо-
жет быть основана на «спецификации» и «конкретизации» сложно-
го процесса посредством выделения в нем наиболее характерной
части» и на обобщении смысловых признаков. «Обе эти операции,
конкретизация и генерализация, когнитивно связаны, обозначают
мыслительные, дополняющие друг друга процессы, синкретично
1 Приводится по [2, с. 62, 99].
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и креативно воплощенные в метонимической, метаязыковой интер-
претации событий» [13, с. 530].
Как было сказано выше, семантические сдвиги вызывают значи-
тельные трудности при переводе, поэтому этой проблеме было уде-
лено особое внимание, и были составлены упражнения, иллюстри-
рующие необходимость применения таких приемов перевода как:
• генерализация: (глаголов, идиом, свободных словосочетаний),
например:
1. Различаются два типа ценных
бумаг: фондовые (акции, облига ции)
и коммерческие (векселя, чеки).
There are two types of securities:
stock (shares and bonds) and com-
mercial (bills and cheques).
• конкретизация (глаголов, идиом, свободных словосочетаний):
1. Деньги шли на проекты, которые
терпели крах или приносили
слишком мало прибыли.
The money was wasted on projects
that went bankrupt or couldn’t gener-
ate suffi cient profi ts.
2. Кроме того, не последнюю роль
в этом сыграл «Центробанк»,
изменивший свою курсовую
политику в сторону ограничения
притока спекулятивного капитала
в страну.
Moreover, the CB was also to blame
by making adjustments to its rates
policy and restricting the fl ow of
speculative capital into the country.
• метонимия (передача процесса его результатом, причины
следствием, следствия причиной и др.)
1. Аудиторское заключение пишется
в виде отчета акционерам компании
и вместе с отчетностью хранится
у регистратора компаний, как того
требует Закон о компаниях 1985 г.
The auditor’s report is written as a
report to the company’s shareholders
and is deposited, together with other
reports, in the Company’s Registrar
in compliance with the 1985 Com-
pany Act.
2. Впрочем, и о банках исполни тель-
ный вице-президент МФК Питер
Войке не забывает.
However, Russian banks are also on
the agenda of Peter Voike, IFC ex-
ecutive vice president.
71
М. Е. Коровкина
3. Трассант продает его учетному
дому по учетной ставке, размер
которой зависит от текущего
уровня процента.
The drawer sells it to the discount
house at the discount rate pegged to
the current interest rate.
• контекстуальная синонимия, антонимический перевод, кон-
версивные преобразования:
1. Перспектива не предусмотренных
в бюджете трат сподвигла неко-
торых правительственных чинов-
ников покуситься на стабфонд...
The possibility of unforeseen budget-
ary expenditures prompted some gov-
ernment offi cials to suggest tapping
into the stabilization fund… (пример
контекстуальных синонимов).
2. Проблемы «Вьетсовпетро» не
являются чуждыми российскому
премьеру…
Vietsovpetro’s problems are familiar
to Prime-Minister Chernomyrdin…
(пример антонимии).
3. Мыль о том, что фосфаты рано
или поздно кончатся, посетила
наурийские головы еще до
получения независимости.
Even under colonial rule Nauru’s
rulers were aware that the phosphate
mines would be exhausted sooner or
later (пример конверсива).
4. Но лично я не прослеживаю прямой
взаимосвязи между уровнем
оплаты агентства и количеством
золотых или серебряных «Львов»,
которых наша рекламная сеть
получает на Каннском фестивале
рекламы.
But I personally don’t see any di-
rect connection between the level of
the agency’s remuneration and the
number of golden or silver ‘Lions’
awarded to our advertising network
at the Cannes Festival of Advertising
(пример конверсива).
Итак, в упражнениях, вошедших в учебно-методический ком-
плекс (УМК) по спецпереводу, анализируются контекстуальные
несоответствия между английским и русским языками на уровне
грамматики и семантики. На уровне грамматики были выделены
несоответствия в грамматической структуре высказывания при вы-
ражении темы – ремы, способы перевода отглагольных существи-
тельных, особенности членения и объединения высказываний,
различия в использовании строевых элементов речи. На уровне се-
мантики были рассмотрены вопросы, связанные с различиями в со-
четаемости слов, различиями в описании ситуации, приводящими
к семантическим сдвигам, что обусловливает применение таких
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Вестник МГЛУ. Выпуск 9 (615) / 2011
лексико-семантических и лексико-грамматических трансформаций
и приемов перевода как конкретизация, генерализация, различные
виды метонимий, антонимический перевод. Разница в концептуаль-
ной картине мира двух языков приводит также к различиям в сте-
пени имплицитности – эксплицитности, что выражается на практи-
ке в использовании компрессии при переводе с русского языка на
английский.
Практика показывает, что операционные упражнения, отраба-
тывающие определенные приемы и трансформации, применяемые
при разрешении языковых несоответствий, вызванных различиями
в концептуальной картине мира, т. е. на уровне тезауруса вторич-
ной языковой личности, ускоряют становление профессиональных
компетенций вторичной языковой личности переводчика. Исполь-
зование в учебной работе данного сборника упражнений повыша-
ет эффективность обучения профессиональному переводу, который
уже прошел апробацию в учебном процессе.
Новизна УМК по специальному переводу состоит в следую-
щем:
1) тексты, входящие в УМК, охватывают темы по экономике,
финансам и юриспруденции, что соответствует новой программе
спецдисциплины (макроэкономики) и иностранного языка, разрабо-
танной для неязыковых вузов;
2) операционные упражнения в УМК позволяют эффективно
и целенаправленно развивать и совершенствовать навыки перевода
с русского языка на английский язык текстов экономической тема-
тики, а также обеспечивают отработку конкретных переводческих
приемов, позволяющих преодолевать языковые и контекстуальные
несоответствия, вызванные различиями в языковой картине мира.
СПИСОК ЛИТЕРАТУРЫ
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английский. – М.: УРАО, 1998. – 208 с.
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тивных моделей (начальный этап, языковой вуз): дис. ... канд. пед.
наук. – М., 2001. – 211 с.
3. Вежбицкая А. Язык, культура, познание. – М.: Русские словари, 1997. –
411 с.
4. Гавриленко Н. Обучение переводу в сфере профессиональной коммуни-
кации. – М.: Российский университет дружбы народов, 2008. – 176 с.
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5. Гак В. Г. Сопоставительная лексикология (на материале французского
и русского языков). – М.: Международные отношения, 1977. – 263 с.
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туры, 1998. – 764 с.
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языке. – М.: Моск. гос. ун-та, 1958. – 332 с.
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реотип. – М.: Едиториал УРСС, 2004. – 264 с.
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М.: Рема, 1997. – 110 с.
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422 с.
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ника по практике межкультурного общения (языковой вуз, немецкий
язык): дис. ... канд. пед. наук. – М., 2003. – 206 с.
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изложения: теоретическое и лексикографоическое описание научного
изложения: Межъязыковой аспект. Научный доклад. – М., 1996. – 112 с.
13. Рябцева Н. К. Язык и естественный интеллект. – М.: Academia, 2005. –
640 с.
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М.: Высшая школа, 1989. – 238 с.
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УДК 372.881.111.1+378
2010 Фролова Е.В.
ПРИМЕНЕНИЕ ИКТ В ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ
РАБОТЫ СТУДЕНТОВ НЕЯЗЫКОВЫХ ФАКУЛЬТЕТОВ
В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ
В данной статье рассматриваются вопросы формирования вторич-
ной языковой личности (ЯЛ) студентов неязыковых факультетов, уделяет-
ся особое внимание организации самостоятельной работы студентов для
достижения сформированности вторичной ЯЛ. Приводятся примеры того,
как можно использовать информационные компьютерные технологии при
организации самостоятельной работы студентов по иностранному языку.
Даны примеры заданий для самостоятельной работы с применением ин-
формационных компьютерных технологий (ИКТ).
Ключевые слова: информационные технологии, языковая личность,
обучение, иностранный язык, самостоятельная работа, студенты, организа-
ция, умственный труд.
Бурное развитие во второй половине XX века лингвистики, лингводидактики и методики преподавания и изучения иностранных языков привело к выдвижению на первый план теории языковой личности с ее концептами первичной, вторичной, третичной личности и т.д. Актуальность данной темы становится очевидной в контексте профессиональной подготовки студентов вузов. Профессиональная подготовка современных выпускников вузов предполагает формирование и развитие их профессиональной компетентности. Профессиональная компетентность современного специалиста включает наличие сформированной первичной и вторичной языковой личности. Рассмотрим подробнее эти понятия. Большинство лингвистов, исследующих эти понятия, отмечают, что под языковой личностью понимается человек как носитель языка, взятый со стороны его способности к речевой деятельности, т.е. комплекс психофизических свойств индивида, позволяющий ему производить и воспринимать речевые произведения, по существу личность речевая. Под языковой личностью понимается также совокупность особенностей вербального поведения человека, использующего язык как средство общения, личность коммуникативная. И, наконец, под языковой личностью может пониматься закрепленный преимущественно в лексической системе базовый национально-культурный прототип носителя определенного языка, своего рода «семантический фоторобот», составляемый на основе мировоззренческих установок, ценностных при-
оритетов и поведенческих реакций, отраженных в словаре, личность словарная, этносемантическая [1, с. 64-72]. Вторичная языковая личность есть совокупность способностей человека к иноязычному общению на межкультурном уровне и предполагает адекватное взаимодействие с представителями других культур. Она складывается из овладения вербально-семантическим кодом изучаемого языка, то есть языковой картиной мира носителей этого языка и «глобальной» (концептуальной) картиной мира, позволяющей человеку понять новую для него социальную действительность. Развитие у студента черт вторичной языковой личности, делающих его способным быть эффективным участником межкультурной коммуникации, и есть собственно стратегическая цель обучения иностранному языку. Компонентами формирования языковой личности является выработка компетенции лингвистической (теоретические знания о языке), языковой (практическое владение языком), коммуникативной (использование языка в соответствии с ситуацией общения, навыки правильного речевого поведения), культурологической (вхождение в культуру изучаемого языка, преодоление культурного барьера в общении). Понятие «языковая личность» базируется на понятии личности как субъекта отношений и сознательной деятельности, определяющейся данной системой общественных отношений, культурой и обусловленной также биологическими особенностями. Личность является одновременно и продуктом, и субъектом истории, культуры, это ее творец и творение. Творцом культуры человек становится благодаря способности быть субъектом деятельности, создающим и постоянно совершенствующим новую среду. Именно поэтому на первый план выдвигаются интеллектуальные характеристики личности, так как интеллект наиболее интенсивно проявляется в языке и исследуется через язык. Вторичная языковая личность у человека, владеющего иностранным языком, формируется под влиянием первичной языковой личности, сформированной родным языком человека. Выдвигается идея, что уровень развития языковой личности, освоенность типов понимания на родном языке детерминирует готовности языковой личности на иностранном языке. Формирование вторичной языковой личности является одним из важных современных требований к профессиональной подготовке студентов. Формирование вторичной языковой личности у студентов неязыкового факультета представляется возможным на занятиях по иностранному языку. Именно здесь можно не только обучить студентов основам коммуникации на иностранном языке, но и сформировать у них навыки делового общения, без которых их профессиональную деятельность представить невозможно. Таким образом, для того, чтобы сформировать вторичную языковую личность у студентов неязыковых факультетов, необходимо, чтобы студент: получил теоретические знания о языке; получил практические навыки владения языком; научился использовать иностранный язык в рамках профессионального общения; имел сведения о культуре стран изучаемого языка. Решение задачи формирования языковой личности требует достаточного количества времени. Поскольку количество часов, выделяемых на занятия по иностранному языку, не представляется достаточным для выполнения этой сложной задачи, необходимо организовать самостоятельную работу студентов во внеаудиторное время так, чтобы максимально приблизиться к достижению сформированности ЯЛ. Интерес к проблеме организации самостоятельной работы студентов в настоящее время заметно возрос. Объясняется это тем, что в современных условиях объем необходимых для человека знаний резко и быстро возрастает. Это делает невозможным усвоение только определенной суммы фактов на занятиях в вузе. Теперь необходимо прививать умения самостоятельно пополнять свои знания в стремительном потоке научной информации. Самостоятельная работа студентов – это планируемая познавательная, организационно и методически направляемая их деятельность, осуществляемая под руководством преподавателя для достижения конкретного результата. Эффект от самостоятельной работы студентов можно получить только тогда, когда она организуется и реализуется в учебновоспитательном процессе в качестве целостной системы, пронизывающей все этапы обучения студентов в учебном заведении. Необходимость организации самостоятельной работы студентов вызвана рядом обстоятельств: нехватка учебных часов, невозможность охватить все вопросы изучаемого материала; потребность формирования творческого подхода к своему обучению; потребность в формировании навыков творческого саморазвития. Исходной базой для правильной организации самостоятельной учебной деятельности служат ясное понимание целей, задач, форм, методов работы, сознательный контроль за ее процессом и результатами. По своей сути самостоятельная работа предполагает максимальную активность студентов в различных аспектах:
организация умственного труда; работа с информацией; стремление сделать свои знания убеждениями. Психологические предпосылки развития самостоятельности студентов заключаются: в их заинтересованности в успешности учебы; в положительном отношении к учебе; в понимании того, что при правильной организации самостоятельной работы приобретаются навыки и опыт творческой деятельности. В педагогическом руководстве самостоятельной работой должны отражаться ее внешняя организационная сторона (оснащение необходимыми пособиями и материалами, продолжительность, порядок выполнения работы) и внутренняя (контроль умственных действий, стимулирование самостоятельности, корректирование деятельности). Важно также, что руководство это должен осуществлять не только преподаватель, но и сами студенты. Самостоятельная работа студента под руководством преподавателя должна быть организована таким образом, чтобы она протекала в форме делового взаимодействия: студент получает непосредственные указания, рекомендации преподавателя об организации самостоятельной деятельности, преподаватель выполняет функцию управления через учет, контроль и коррекцию ошибочных действий. При этом необходимо, чтобы студент не чувствовал непосредственного контроля со стороны преподавателя, так как чувство довлеющего внешнего контроля может привести к снижению мотивации к самостоятельной учебной деятельности у студентов. Напротив, когда студент сам контролирует ход своей учебной деятельности, а также ход усвоения материала, учебная мотивация повышается. Кроме того, у студента вырабатывается привычка нести ответственность за свою учебную деятельность. Для успешной работы во внеаудиторное время студенту необходимо иметь четкие инструкции по работе с материалом, направляющие его действия. Для того, чтобы студенты могли сами осуществлять контроль своей самостоятельной работы, необходимо разработать специальные задания, которые студент выполняет при работе над теоретическим и практическим материалом во внеаудиторное время. Задания даются как перед началом работы с текстом учебного пособия, так и после него. Они не только ориентируют студента на ключевые вопросы, освещенные в предлагаемом разделе, но и определенным образом направляют его самостоятельную работу. Например, перед прочтением материала раздела студентам предлагается не только найти ответы на поставленные вопросы, но и определить, в каком порядке появляются в тексте ответы на эти
вопросы. Это помогает студентам выделять основные идеи при работе с текстом. Кроме того, осуществлению как самоконтроля, так и внешнего контроля способствуют задания, в которых студентам предлагается составить план теоретической части раздела, составить тезисы по теоретической части раздела, а также подготовить презентацию в приложении Power Point, используя составленные тезисы. Это позволяет студенту не только еще раз повторить прочитанный материал, но и научиться систематизировать полученные знания и формулировать их кратко и емко. Необходимость подготовки презентации по теоретической части раздела также способствует освоению студентами основ научного языка, что немаловажно для будущих филологов. Преподаватель же имеет возможность отследить, насколько эффективно проводится студентом самостоятельная работа, так как все недочеты в ее организации неизбежно отразятся на качестве презентации, подготовленной студентом. Исследования вопроса организации самостоятельной работы студентов показывают, что наиболее слабое место в ее организации – планирование бюджета времени на ее организацию. Этому обычно уделяется мало внимания, что часто приводит к перегрузке студентов. Объем и содержание планируемой самостоятельной работы студентов должны быть такими, чтобы при их выполнении студенты могли уложиться в отведенное время. Умственные перегрузки, особенно в ситуациях, когда студент занимается самостоятельно, без контроля преподавателя, могут привести к истощению нервной системы, ухудшению памяти и внимания, потере интереса к учебе. Поддержать этот интерес и помочь рационально и эффективно использовать внеаудиторное время может применение информационных компьютерных технологий в организации самостоятельной работы студентов. Электронные презентации стали привычным и приятным дополнением к публичным выступлениям. Их использование, казавшееся сначала излишеством, теперь воспринимается как насущная необходимость. Популярность электронных презентаций объясняется легко: это доступность, простота создания, эффективность использования, эстетичность результата. Именно эти возможности делают особенно привлекательным применение электронных презентаций на занятиях по иностранному языку. В курсе обучения иностранному языку неплохо приучить студентов читать оригинальную художественную литературу. Поэтому студентам дается задание выбрать книгу на иностранном языке, которую им интересно было бы прочитать в течение семестра. В конце семестра проводится зачетное занятие, на котором каждый студент рассказывает
о произведениях, прочитанных в рамках индивидуального чтения. Такое выступление должно сопровождаться электронной презентацией. Для того, чтобы студенты могли не упустить основные моменты в презентации прочитанных произведений, существует шаблон презентации, на основе которого студенты готовят электронные презентации к выступлению [2]. Шаблон состоит из 8 слайдов, на каждый из которых студент вводит требуемую информацию о прочитанном произведении. Студентам предлагается следующая структура презентации: 1. Титульный слайд. 2. Информация об авторе произведения. 3. Сюжет. 4. Основные персонажи. 5. Тема, идея произведения. 6. Пять полезных слов и выражений из книги. 7. Список ссылок на использованные источники. 8. Заключительный слайд. Оценка выступления и презентации делается студентами группы с помощью специальных бланков, содержащих критерии оценки электронной презентации и устного выступления, что позволяет выбирать и поощрять самое интересное выступление. Грамотность и лексическая наполненность речи оценивается преподавателем. Выступления, сопровождаемые электронными презентациями, созданными на основе предложенного шаблона, обычно положительно оцениваются и студентами, и преподавателями. К тому же использование такой формы отчета по индивидуальному чтению позволяет студентам в большей мере проявить себя творчески через иллюстрации, оформление, эффекты и музыкальное сопровождение. Студенты с удовольствием экспериментируют с фоном и переходами между слайдами и тщательнее продумывают свой рассказ о книге, выделяя главное и отсеивая незначительное, чтобы уложиться в отведенные 7-10 минут. Такая форма работы помогает студентам выработать практические навыки чтения, анализа текста, а также публичного выступления на иностранном языке, что является одним из аспектов формирования вторичной языковой личности. Углубить теоретические знания о языке и усовершенствовать практическое владение языком позволяют занятия с элементами обучения последовательному и синхронному переводу. При подготовке к занятиям с элементами обучения последовательному переводу можно использовать программу Power Director 3. Эта программа позволяет дублировать кинофильмы или сопровождать новости синхронным или последовательным переводом. Например, во внеаудиторное время студенты смотрят и анализируют художественный фильм на иностранном
языке, а затем с помощью программы Power Director 3 дублируют некоторые эпизоды фильма. Для закрепления навыков устного перевода эту программу можно использовать также при работе с сообщениями новостных агентств «BBC», «CNN», «Euronews». Если на занятии необходим только аудиоформат (запись последовательного или синхронного перевода), то используется программа Total Recorder 4.2. Перед тем, как дать подобное задание на дом, преподаватель должен дать четкие инструкции о том, какие шаги необходимо предпринять для выполнения этого задания. Студенты должны приучиться не только пользоваться соответствующими инструментами, необходимыми для перевода, но и уметь организовать свою самостоятельную работу так, чтобы она была максимально эффективной. Студентам необходимо объяснить следующее. Перед началом записи перевода требуется подготовить электронный словарь и открыть программу Total Recorder 4.2. Лучше расположить их так, чтобы была возможна одновременная работа с ними. Когда открывается программа Windows Media Player, нужно расположить ее поле на свободном пространстве, чтобы оно не закрывало словарь и программу звукозаписи. Далее необходимо прослушать аудиофрагмент несколько раз и перевести слова, которые вызывают затруднения при переводе. Для того, чтобы активизировать механизмы, необходимые для качественного выполнения устного перевода, сначала необходимо записать последовательное, а затем и синхронное воспроизведение текста аудиофрагмента. На практике это означает следующее: студент одновременно включает аудиофрагмент и программу звукозаписи, пытается проговаривать текст вместе с диктором, а то, что студент говорит, записывается при этом в звуковой файл. И только после того, как проделана такая работа, можно начинать запись перевода. По окончании записи бывает очень полезно прослушать выполненный перевод, а потом еще раз прослушать аудиофрагмент, выполнить перевод снова и затем сравнить эти два варианта. Если в обоих вариантах перевода автору что-либо не нравится, значит, необходимо проверить, правильно ли услышаны и поняты слова из аудиофрагмента. Кроме того, студентам было бы полезно обмениваться записями фрагментов и переводов к ним, чтобы оценивать качество выполненной работы. Это формирует в студентах такие качества, как ответственность за результаты своей работы, настойчивость в достижении качества работы, позволяет расширить словарный запас и закрепить навыки восприятия иностранной речи на слух. Получению сведений о культуре стран изучаемого языка способствует участие студентов в конференциях по страноведческим аспектам и вопросам межкультурной коммуникации. При самостоятельной подготовке к участию в конференциях студентам приходится перерабатывать большое количество информации на иностранном языке, что развивает навыки поискового чтения, расширяет словарный запас и попол-
няет знания студентов об истории и культуре стран изучаемого языка. Подготовка докладов в виде компьютерной презентации дает возможность продемонстрировать результаты поиска и другим студентам. Кроме того, участие в конференциях с докладами на профессиональные темы на иностранном языке стимулирует у студентов овладение не только профессиональной лексикой, но и навыками общения в профессиональных ситуациях. Такие формы самостоятельного обучения активизируют познавательную деятельность будущих специалистов, развивают их творческое мышление, способствуют формированию профессиональных качеств. Это, прежде всего, такие морально-волевые качества, как трудолюбие, дисциплинированность, инициативность, настойчивость, самостоятельность, чувство ответственности, а также чувство профессиональной гордости, чести и достоинства, стремление перенять и приумножить профессиональные навыки и умения. Результаты внеаудиторной самостоятельной работы студентов могут быть достигнуты только при организованном планировании, управлении и систематическом контроле как самими студентами, так и преподавателями. Четко организованное управление внеаудиторной самостоятельной работой студентов является необходимым условием для успешной учебной деятельности студентов, повышения их успеваемости, поддержания регламентированности учебного процесса, успешного достижения конечной цели курса иностранного языка – подготовки специалиста с высоким уровнем сформированности вторичной языковой личности.
Литература
1. Воркачев С.Г. Лингвокультурология, языковая личность, концепт:
становление антропоцентрической парадигмы в языкознании // Филологиче-
ские науки. 2001. № 1. С. 64-72.
2. Щеглова О.А. Применение ИКТ в обучении иностранному языку.
С. В. Самойлова
преподаватель кафедры русского языка и культуры речи
Академии ГПС МЧС России
S. Samojlova
ПРОБЛЕМА ВОСПИТАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ
ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
В статье рассматривается русский армейский дискурс, представляющий круг речевых явлений, общих для солдат и офицеров, и функционирующих в условиях повышенного риска для человеческой жизни.
На основе изучения речи военнослужащих приводится методика обучения русскому языку, предполагающая использование лингводидактического подхода к воспитанию языковой личности. Связующим звеном
между обучающимися и коммуникативно-речевыми нормами в военной сфере признается профессионально ориентированный текст.
Ключевые слова: языковая личность, текст как дидактическое средство обучения и воспитания, армейский дискурс, речь военнослужащих.
THE PROBLEM OF FORMING LANGUAGE COMPETENT PERSONALITY WHILE GETTING
HIGHER VOCATIONAL EDUCATION
The article deals with Russian army discourse. On the basis of speech, the military provides methods of
teaching Russian students non-philologists which makes use of lingvodidaktical approach to the education of linguistic identity.
Keywords: Language identity, the text as a didactic means of teaching and education, the army discourse,
military language.
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В концепции модернизации российского высшего профессионального образования подчеркивается, что для воспитания личности, стремящейся к максимальной реализации своих возможностей, открытой для восприятия нового опыта, способной на осознанный и ответственный выбор в сложных жизненных ситуациях, необходимо, прежде всего, научить студентов (курсантов, слушателей) решать те или иные коммуникативные задачи в разных сферах и ситуациях общения с помощью языковых средств, то есть сформировать у них коммуникативную компетенцию. Проблема воспитания языковой личности особенно остро стоит в «нефилологической» сфере, например, в военных и технических вузах, где изначально языковая подготовка обучающихся имеет второстепенное значение. Но в настоящее время важно сделать акцент на значительную роль коммуникативно-речевых умений будущих специалистов в области их профессиональной деятельности. Цель статьи – охарактеризовать основные черты речи представителей военной сферы и рассмотреть возможности воспитания языковой личности в условиях высшего профессионального образования. Объектом данного исследования стала речь российского представителя профессии военнослужащего, носителя особого – армейского – арго. Под армейским арго понимается речь группы людей, объединенной профессией – защитой Отечества, поэтому особенности речи военнослужащих связаны со спецификой их общения в процессе исполнения должностных обязанностей. Круг речевых явлений, которые являются общими для солдат и офицеров (людей, состоящих в строгих иерархических отношениях, объединенных решением общих задач и имеющих четко определенную, ограниченную сферу компетенции) и функционируют в условиях повышенного риска для жизни и особой ответственности, Васильев Д. В. в своей работе [1] назвал армейским дискурсом. При этом к внешним условиям функционирования изучаемого явления относится не отдельно взятая сторона жизни воинского коллектива (обучение, военные действия, учения и т. п.), а совокупность возможных ситуаций армейской жизни. По ряду параметров («служебная» сфера употребления, номинативность, отсутствие экспрессивно окрашенных слов и выражений, невыраженность авторской позиции, аналитизм и др.) армейский дискурс сближается с официально-деловым стилем литературного языка, но другие его свойства (устная форма реализации, превалирование функции категорического воздействия над сообщением, особые группы лексики и др.) все же не позволяют считать его разновидностью официально-делового стиля. Армейский дискурс предназначен для эффективного управления подчиненными в условиях воинской службы и обладает следующими важными языковыми особенностями: – унификацией и стандартизацией используемых средств; – требованием экономии речевых усилий; – запретом на выражение личностной позиции говорящего; – запретом на использование средств, непригодных для объективного отражения действительности. Средства армейского дискурса также реализуются в стандартизированном наборе элементов речи, использующихся в различных ситуациях воинской деятельности: команда (краткое высказывание, в среднем 1–6 слов, предназначенное для непосредственного управления личным составом), доклад (высказывание, основным назначением которого является сообщение адресату новой информации), развернутый приказ (собственно приказ; высказывание, выражающее категорическое побуждение с сообщением значительного количества новой информации), представление (сообщение своего места в войсковой иерархии и исполняемых функций), обращение (высказывание, обеспечивающее установление контакта между коммуникантами) и воинское Проблемы обучения
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приветствие (обязательная речевая реакция личного состава на приветственное обращение начальника, на информацию, касающуюся адресата лично). Каждый из этих видов речи обладает собственным кругом ядерных и периферийных функций и набором отличительных языковых черт, обусловленных сферой его применения. Армейский дискурс является обязательным элементом речевого поведения военнослужащих при исполнении ими служебных обязанностей. Постоянное использование носителем языка средств, не соответствующих общей литературной норме, приводит к изменениям в работе «механизма контроля языковой правильности высказывания» [2], вследствие чего возникают речевые ошибки как на этапе внутреннего программирования, так и в процессе реализации (развертывания) речевой программы. Это выражается в регулярном проявлении ряда черт армейского дискурса (особенностей словообразования, словоизменения, ударения, синтаксиса, семантической сочетаемости) в речи военнослужащих даже за пределами специфической (военной) социальнокоммуникативной сферы: в повседневном общении, в лекции или публичном выступлении и т. д. Кроме того, среда носителей армейского дискурса относительно замкнута, и это способствует локальному накоплению (сохранению и трансляции) ошибок в речи военнослужащих. К наиболее распространенным речевым ошибкам военнослужащих относятся: – неправильное образование форм родительного падежа множественного числа имен существительных. Нормативными считаются варианты: партизан, солдат, но минеров, мичманов, саперов; при собирательном значении – рота гардемарин, кадет; эскадрон гусар, улан, драгун; при обозначении отдельных лиц – (трех) гусаров, кадетов, уланов; – ошибки в образовании окончаний предложного падежа единственного числа существительных мужского рода. Правильно писать и произносить при полку, в строю – о строе, задыхаться в дыму – в дыме пожарищ. Формы на -е характеризуются как книжные, формы на -у – как разговорные: в аэропорте – в аэропорту, в отпуске – в отпуску, в цехе – в цеху; – употребление парных названий, образованных при помощи суффиксов -ша и -иха, например: генеральша, комендантша, майорша. Все эти слова являются просторечными и поэтому должны использоваться ограниченно. Следует также обратить внимание на двузначность подобных слов: они могут быть поняты как название жены человека соответствующей профессии и как название действующего лица – представителя профессии; – неразличение обозначающих слов, находящихся в каких-либо смысловых отношениях (синонимических, паронимических и др.): командированный (о лице, направленном в командировку) – командировочный (принадлежащий командированному). Например: гостиница для командированных – командировочное удостоверение. Возникает вопрос: каким образом эффективнее воспитывать языковую личность военнослужащих, обучающихся курсантов и слушателей? Понятие «языковая личность» современными языковедами определяется в различных аспектах. По-разному ученые подходят к разработке структуры и содержания языковой личности. Мы рассматриваем языковую личность в рамках лингводидактики. Прежде всего, обратимся к наполнению ключевого понятия. Под языковой личностью в языкознании понимается совокупность способностей и характеристик человека, обусловливающих создание и восприятие им речевых произведений (текстов), языковая компетенция, характеризующаяся глубиной и точностью отражения действительности, степенью структурно-языковой сложности. Важно отметить, что при этом интеллектуальные характеристики языковой личности выдвигаются на первый план: глубина и системность знаний, умение гибко и динамично ими оперировать, умение абстрагировать, обобщать и анализировать, проявлять творческий подход к поиску новых способов решения проблем, умение стройно излагать мысли и т. д. Эти свойства интеллекта необходимо развивать и совершенствовать в процессе воспитания языковой личности.
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В структуре языковой личности Ю. Н. Караулов выделяет 3 уровня: – вербально-семантический, предполагающий владение естественным языком на основе знания системы языка; – когнитивный, связанный с отражением действительности через язык и в свою очередь отражающий мировоззрение языковой индивидуальности; – прагматический, связанный с целевыми характеристиками личности и продуцируемого ею текста [3]. В целях развития языковой личности на вербально-семантическом уровне важно учить курсантов и слушателей определять роль языковых средств, нормы их употребления и приемы использования. В качестве основной дидактической единицы обучения должен выступать профессионально-ориентированный текст, т. к. на его базе изучается «язык в действии», развивается мышление обучающихся, рождается языковая индивидуальность курсанта (слушателя). В результате у обучающихся накапливается сумма знаний о функционировании языковых средств в различных по стилистической и жанровой принадлежности текстах. Правильное, точное, полное восприятие текста предполагает конструирование собственного на основе прочитанного, поэтому, совершенствуя умение воспринимать и понимать тексты, преподаватель одновременно формирует умение их создавать: обучает такому практическому владению языковыми средствами, которое позволяет организовать речевое высказывание, оптимально решающее задачи общения, и прогнозировать его воздействие. Текстовый материал развивает языковую личность и на когнитивном уровне, поскольку содержание текстов, избираемых как дидактическое средство обучения, может и должно способствовать повышению познавательной активности, совершенствованию научного мировоззрения, воспитанию патриотизма и гражданственности. Очевидно, что научить полноценно владеть всем огромным богатством средств языкового выражения, стать языковой личностью посредством изучения грамматики и правописания нельзя. На прагматическом уровне формирования языковой личности должны развиваться навыки свободного и коммуникативно целесообразного владения языком в его устной и письменной формах и стилистических разновидностях; осознанного отношения к продуктам своего труда (обзорам, рецензиям, рефератам, дипломным проектам); умение ориентироваться в различных коммуникативных ситуациях и грамотно строить свое речевое поведение. Методы работы с курсантами и слушателями в рамках дисциплин «Риторика», «Русский язык и культура речи», «Языковая подготовка» и др. возможны различные. Среди их многообразия выделим следующие: организацию написания научных работ, углубленную работу по анализу текстов публицистических произведений в целях изучения изобразительных возможностей русского языка; изучение разнообразного образцового материала как основы для творческих устных и письменных работ обучающихся. Таким образом, профессиональная деятельность преподавателя-словесника должна быть направлена на взаимосвязанное развитие всех структурных компонентов языковой личности. Подбор специального, «специфического», дидактического материала, в котором содержательная сторона близка и понятна обучающемуся уже на раннем этапе анализа текста, позволяет методически верно осуществлять подготовку военных и технических специалистов, учитывая их профессионально-речевые особенности.
СПИСОК ЛИТЕРАТУРЫ
1. Васильев Д. В. Функционально-стилевые черты русского армейского дискурса // II Межд. конгр.
исследователей русского языка «Русский язык: исторические судьбы и современность». Сборник тези-
сов. – М.: 2004. – С. 384–385.
2. Ейгер Г. В. Механизмы контроля языковой правильности высказывания. – Харьков: Основа, 1990.
– С. 12.
3. Караулов Ю. Н. Русский язык и личность. – М.: КомКнига, 2006.
ПРОБЛЕМА ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА
ИСАЕВ ЕВГЕНИЙ АНАТОЛЬЕВИЧ1
1 Елецкий государственный университет имени И. А. Бунина
Тип: статья в журнале - научная статья Язык: русский
Номер: 7-1 (37) Год: 2014 Страницы: 84-86
УДК: 372.881.1
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ПОЛИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ, MULTICULTURAL SELF-ORGANIZATION, САМООПРЕДЕЛЕНИЕ, SELF-DETERMINATION, ОБУЧЕНИЕ ИНОСТРАННОМУ ЯЗЫКУ В ВУЗЕ, TEACHING FOREIGN LANGUAGE IN HIGHER EDUCATIONAL INSTITUTION, ТЕХНОЛОГИИ, TECHNOLOGIES, ПРИЕМЫ, TECHNIQUES
АННОТАЦИЯ:
Статья посвящена проблеме поликультурной самоорганизации языковой личности современного студента, его культурному самоопределению. Обсуждаются психолого-педагогическое аспекты проблемы, потенциал иностранного языка как дисциплины, изучаемой студентами всех направлений подготовки, а также технологии и приемы, позволяющие достичь поставленной цели.
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Наиболее значимой характеристикой XXI века является глобализация. Происходит сближение народов, становление единого взаимозависимого мира, в рамках которого расширяются экономические, политические и
культурные связи между странами. В данных условиях изменяется и само общество. Оно становится поликультурным, для него актуально как развитие ряда универсальных, глобальных характеристик, так и сохранение самобытности культуры каждой отдельно взятой этнической группы. Данные тенденции породили проблему поликультурной самоорганизации языковой личности, заключающуюся в формировании личности нового типа,
способной быть динамичной, постоянно меняться в зависимости от условий существования и сотрудничества
с другими людьми, осуществляющегося в рамках несовпадающих национальных стереотипов мышления и поведения, различающихся культурно-языковых картин мира, особенных психологических характеристик. Наряду
с этим личность должна быть культурно самобытной, ответственной за собственную жизненную траекторию,
а также «обладать собственными, уникальными, присущими только ей механизмами самоанализа и анализа представлений других культурных общностей, как о миропорядке, так и о способах сосуществования в нем» [3, с. 6].
Все перемены в обществе нашли свое отражение в российской системе высшего образования. Образовательный процесс в высшей школе рассматривается как переход из сферы репродуктивного обучения в сферу
автономности психических состояний и активного сознания, не доступных ни прямому, ни опосредованному внешнему воздействию (Б. Г. Ананьев, Н. В. Кузьмина). Решающее значение принадлежит контролю со
стороны самого студента за собственными действиями, полному самосознанию им целей и следствий своей
деятельности в поликультурной среде, где поликультурная самоорганизация – процесс, представляющий
изменения структуры отношений отдельно взятых элементов системы или их групп, которые сопровождаются качественными изменениями самих элементов (Н. А. Афанасьева).
На рубеже XX и XXI в. наука вступила в новую – постнеклассическую – стадию своего развития
(В. И. Аршинов, М. Д. Ахундов, Л. Б. Баженов, В. С. Степин и др.), в рамках которой ориентация на синергетическое движение – это ориентация на диалог. Поэтому поликультурная самоорганизация – это процесс
мобилизации и структурирования языковой личностью студента своих способностей, качеств, умений строить диалог культур при осуществлении профессиональной функции. С деятельностной точки зрения, поликультурную самоорганизацию следует рассматривать «как неограниченную последовательность динамических процессов разнообразного свойства (самонаблюдения, самоидентификации, самоанализа, саморегуляции, самомотивирования), когда под влиянием различных обстоятельств требуется переструктурирование
(управляемого или неуправляемого) компонентов системы, внесение новых элементов для ее оптимального
состояния» [2, с. 154]. С результативной точки зрения, поликультурная самоорганизация языковой личности
студента – это качество, выражающееся в развитии ее кросс-культурной сферы, глобального отношения
к культуре, а также ее культурного самоопределения. Культура, являясь «средой, растящей и питающей личность» (П. Флоренский), «средством, с помощью которого человек обретает самого себя» (В. В. Воробъев),
обеспечивает движение, вектор развития поликультурной самоорганизации.
В российском научном дискурсе изучаются такие виды самоорганизации, как профессиональная, биологическая, техническая, социальная и др. Поликультурная самоорганизация является одним из видов личностной самоорганизации, предполагает конкретную деятельность, рамки которой определяются культурой.
За рубежом поликультурная самоорганизация исследуется, прежде всего, с социологических позиций. Культурные различия, изменения, происходящие в национальных культурах, обуславливают организационную
модель взаимодействия, решая проблему национального самосохранения в мультикультурном мире
(E. L. Deci, G. Hofstede, R. M. Ryan).
Сущность и возможности языковой личности как обобщенного образа носителя ценностей, знаний, установок и форм поведения активно раскрываются с философских, лингвистических, социолингвистических,
психологических аспектов билингвизма (А. А. Залевская, О. А. Колыханова, Е. К. Черничкина). Остается без
внимания со стороны ученых природа поликультурной самоорганизации языковой личности студента.
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Между тем, языковая личность студента – это субъект диалога культур с высоким уровнем сформированности когнитивных и коммуникативных основ межкультурного взаимодействия. Именно языковая личность
имеет поликультурный вектор развития идей и качеств, необходимых для коммуникации с людьми разных
национальных сообществ и для творческого подхода к будущей профессиональной деятельности. Поскольку
личность с точки зрения синергетического подхода – это самоорганизующаяся система в культуре, то наличие способности к познанию, рефлексии и саморефлексии, выработке ценностного отношения, а также поиска своего места в многообразии культур характерно и для языковой личности.
Отметим, что на протяжении всей истории изучение языков рассматривалось как безусловный элемент
образования культурно развитой личности. Именно иностранный язык, являющийся обязательным компонентом профессиональной общекультурной компетенции студентов всех направлений подготовки, «создает
образ себя, мира, своих действий в мире» [1, с. 68], формирует понятийное мышление человека, опосредует
развитие всех его высших психических функций и является основным способом человеческого общения,
социализации и приобщения языковой личности к культурно-историческим ценностям. Поэтому обучение
иностранному языку студентов мы рассматриваем как механизм формирования поликультурной самоорганизации языковой личности студента.
Практика свидетельствует об эффективности использования педагогических средств, обеспечивающих
поликультурное развитие студентов через их приобщение к культурному многообразию современного мира.
К таким средствам можно отнести билингвальное обучение, диалог, дискуссию, ролевые игры и пр. Данные
формы работы мы используем с учетом конкретных педагогических задач: при самоидентификации личности результативны исторические рассказы, изучение местных обычаев, этикета; при освоении понятий культуры и поликультурности – лекции, беседы, работа с литературными источниками; при развитии навыков
межкультурного общения – диалоги и пр. Данные идеи нашли отражение в разработанных и апробированных нами технологиях погружения в культуру и самопрезентации, ориентированных на поликультурную
самоорганизацию языковой личности студента.
Как известно, для технологии характерно разделение процесса на взаимосвязанные этапы, координированное и поэтапное выполнение действий, направленных на достижение искомого результата и однозначность выполнения включенных в технологию процедур и операций. Технология погружения в культуру основана на принципах коммуникативности, диалога культур, культурного сравнения и позволяет закрепить
у студентов уже имеющиеся позитивные сведения об иной культуре, увеличить их запас, сформировать
ценностное положительное отношение, выработать навыки межкультурного общения, включающего понимание и принятие культурно-специфических форм других наций. Цель технологии – эффективно претворять
в жизнь идеи гуманизма и равенства представителей всех народов и народностей в их повседневной жизни и
профессиональной деятельности. Воплощением данной технологии является применение на занятиях по
иностранному языку приемов, построенных на основе теоретического базиса технологии и направленных на
развитие общекультурной осведомленности, получение знаний о национальной культуре инофона, осознание этноязыковой картины мира. К примеру, приемы «Культурное наследие нации», «Составь портрет»,
«Если бы я был…» получили широкое практическое применение. Студенты объединяются в микрогруппы и
получают задание собрать информацию (на русском или иностранном языке, в зависимости от задачи и языкового уровня) о конкретной нации, выразить свое мировидение, отношение к той или иной культурной
реалии. Затем предлагается обсудить наработанный материал и сделать сравнительную характеристику
национально-психологических особенностей представителей различных культур. В итоге, с одной стороны,
студенты развивают навыки речевого общения, а с другой – происходит процесс освоения тезауруса культурного наследия современного мира и актуальных социокультурных универсалий.
Назначение технологии самопрезентации состоит в том, чтобы с помощью специальных приемов сформировать языковую личность со своей культурной картиной мира, прийти к самопознанию и развить способность донести важную информацию до окружающих, аргументировано изложить свою позицию. Технология
базируется на принципах проблемности, ориентированности на продукт, интегративности и автономности.
Алгоритм технологии включает в себя планирование, реализацию содержания и презентацию досье языковой
личности студента (научно-исследовательские работы, результаты участия в творческих, переводческих конкурсах, деловая документация – визитки, письма и другая деловая корреспонденция, оформленная студентами).
Данный прием позволяет самостоятельно фиксировать и оценивать свои достижения в области овладения
иностранными языками, а также обеспечивает самопознание и самоактуализацию языковой личности.
Итак, образование сегодня должно рассматриваться как формирование активного человека, способного
к личностной самоорганизации, в том числе и поликультурной, т.е. к оптимальному самообразованию, более
глубокому самоопределению с выраженной потребностью в актуализации и реализации познавательных,
коммуникативных и организационных способностей.
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Список литературы
1. Карташова В. Н. Формирование лингво-гуманитарной культуры учителя в сфере раннего иноязычного образования:
монография. М.: Прометей, 2002. 287 с.
2. Костромина С. Н. Структурно-функциональная модель самоорганизации деятельности // Вестник Санкт-Петербургского
университета. Серия 12. Психология. Социология. Педагогика. 2010. Вып. 4. С. 153-161.
3. Халяпина П. Л. Методическая система формирования поликультурной языковой личности посредством Интернеткоммуникации в процессе обучения иностранным языкам: дисс. … д. пед. н. СПб., 2006. 426 с.
85
ПРОБЛЕМА САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В ИНОЯЗЫЧНОЙ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ
ПИВКИН С.Д.
В работе рассматривается проблема самореализации личности в условиях распространения межкультурной коммуникации. Обсуждаются вопросы личностно-ориентированной ценности языкового образования. В центре внимания разработка концепта поликультурной языковой личности в лингвистической подготовке в вузе.
The paper studies self-realization of a personality in the intercultural communication. It also discusses the value of personality oriented linguistic education. An emphasis is placed on working out a concept of multicultural personality in the language learning.
Деятельность человека как социального существа немыслима без общения, потребность в общении возникает в процессе совместной деятельности, которая выступает как специфическая организация активности взаимодействующих субъектов. Общение человека происходит на разных уровнях в зависимости от вовлеченных в него сторон: на межличностном, межгрупповом и внутриличностном. Связи между людьми в общении устанавливаются в форме межличностных взаимодействий и взаимоотношений и привлекают наибольший интерес психологов, которые рассматривают первые как объективную сторону общения, в то время как вторые составляют субъективную сторону, проявляемую во взаимодействиях. На межгрупповом уровне устанавливаются общественные связи, которых также не могут оставаться вне сферы влияния индивида. Формирование человека как личности происходит в процессе социализации, т.е. усвоения общественного опыта и общественных отношений, через общение с себе подобными. Социальные связи устанавливаются как между отдельными людьми, так и объединениями людей, т.е. сообществами. В результате в зависимости от характера связи формируется микрои макросреды. Хотя сфера интересов психологии преимущественно ограничена изучением межличностных отношений, складывающихся в микросреде, тем не менее, их связь с общественными отношениями неразрывна. Развитие отношений между странами и народами представляется важным фактором в развитии контактов и взаимодействия между ними и отдельными людьми. Через общение людей и этносов друг с другом происходит проникновение в сознание индивида элементов культуры иного лингвосициума. В то же время индивидуальные контакты оказывают влияние на развитие связей между различными сообществами через непосредственное общение. Преобразование общения в индивидуальный мир личности невозможно проследить, не обращаясь к проблемам языка как средству общения, мышления и выражения. Разнообразное наследие культурно-исторической эволюции человечества заложено в языке того или иного народа, в его особенностях общения. Через язык осуществляется преемственность различных поколений и культурно-исторических эпох. Язык позволяет человеку овладевать огромным духовным наследием, накопленным человечеством и отдельными народами, а также познавать мир в его многообразных связях и отношениях. В языке объктивируется самосознание личности, с помощью языка человек осознает свою значимость как уникальной личности. Язык является специфическим средством хранения и передачи информации, а также средством управления поведением человека. Язык является важнейшим инструментом созидания и творческого преобразования мира. Межкультурное и межязыковое пространства на наших глазах сливаются в единую среду обитания современного человека, где границы трудно различимы и одновременно прони-
цаемы. Языковые контакты становятся неотъемлемой частью жизни современного человека и предполагают более активное, чем прежде проникновение в языковую среду других народов. Особенное значение в этом смысле приобретают языки, являющиеся средствами международного общения, такие как английский, немецкий, французский, русский, позволяющие не только узнавать о жизни отдельных этносов, но и приобщаться к ценностям общечеловеческой культуры. Языки межнационального общения с этой точки зрения представляют собой несомненную ценность для саморазвивающейся личности, стремящейся раздвинуть горизонты познания и наиболее полно реализовать себя в социальном и общекультурном плане. Бурно развивающиеся общественные, культурные, экономические и прочие связи между различными народами, стирание границ между государствами в условиях глобализации нередко ставит перед человеком задачу овладеть хотя бы одним иностранным языком для того, чтобы упрочить свое положение на рынке труда в условиях жесткой конкуренции и создать дополнительные преимущества при найме на престижную и высокооплачиваемую работу. Однако не только условия труда и профессиональной деятельности обуславливают стремление индивида к овладению языками, развитая личность все в большей степени испытывает потребность к изучению иностранных языков для удовлетворения духовных, эстетических и культурных потребностей. Информационные технологии диктуют необходимость приобщения к высоким формам искусства и научной мысли через международные каналы передачи информации, в частности через Интернет и глобальные сети связи. Овладеть современной базой данных без знания иностранных языков чрезвычайно затруднительно, не испытывая при этом ущербность своего языкового образования. Неслучайно многие известные деятели культуры, не владеющие ни одним иностранным языком, признаются в существенном недостатке своего образования. С другой стороны, представители некоторых творческих профессий не могли бы состояться, если бы не владели иностранными языками, например, оперные певцы и часто выступающие на разных сценических площадках мира музыканты, актеры театра и кино. Профессиональные, научные, личностные контакты и контакты в области культуры выводят эту проблему на новый качественно более высокий уровень. Важной ступенью приобщения личности к духовному потенциалу народа является языковое образование, которое наряду с общественной и профессиональной значимостью обладает несомненной личной ценностью для индивида. Помимо того, что язык является действенным инструментом решения профессиональных и социально значимых задач, он остается необходимым средством жизнедеятельности и общения людей в поликультурном пространстве. Само существование человека в многоязычном сообществе людей невозможно или, по меньшей мере, в значительной степени затруднено без личностно осознанного и мотивированного отношения к овладению языком межнационального общения или неродным языком регионального значения. Личностно-ориентированная ценность языкового образования обусловлена: 1. степенью осознания учащимися важности любого неродного языка как средства общения в современном поликультурном мире; 2. пониманием требований, которые предъявляются к уровню его языковой подготовки на каждом образовательном этапе, и технологиях, позволяющих определить этот уровень; 3. личностной потребностью в изучении современных неродных языков в их практическом применении [1]. Последнее замечание может быть дополнено пониманием места и роли неродного языка в когнитивных целях развития индивида как личности, осознанно ставящей перед собой задачи самосовершенствования и творческого саморазвития. В самом деле, для некоторых индивидов потребность выразить себя в искусстве, литературе и других творческих видах деятельности посредством языковых форм и средств становится жизненно важной необходимостью, а иногда и
смыслом жизни. Вместе с тем следует признать, что в своей основной массе люди стремятся изучать иностранные языки для практического применения в реальной межкультурной коммуникации. Реальная действительность проживания в многонациональном государстве и необходимость интеграции в мировое пространство диктуют необходимость реализации многоязычия в образовательной практике Российской Федерации. Обсуждение этой проблемы выходит на уровень общегосударственной стратегии в виду важности этой проблемы для полиэтнического образования, каким является РФ, а также в свете широко декларируемой Европейской хартии о региональных языках и языках меньшинств (1994). Обратимся к личностным аспектам рассмотрения данной тематики. Очевидно, имеет смысл говорить не только о необходимости овладения, по меньшей мере, одним языком международного общения, но и реально встает вопрос об изучении языка преобладающей этнической группы в конкретном регионе. Владение двумя неродными языками становится очевидной реальностью сегодняшнего дня, которое не только не препятствует общению между собой представителей разных этнических сообществ и групп, но и способствует культурному многообразию мира и отдельных его частей. При этом важно отметить также, что как родной, так и неродные языки могут выступать в качестве предмета обучения и инструмента овладения другими знаниями и компетенциями, необходимыми в сложном современном мире. Вне зависимости от того, какова роль конкретного языка в межнациональном общении, возможность обучаться на родном языке представляет собой достижение нашего общества и является достоянием личности как уникальной индивидуальности. Именно в этом проявляется ценность мультилингвального образования для конкретной личности, стремящейся выразить и реализовать себя лингвокультурными средствами. Подобная возможность не только устраняет барьеры взаимопонимания между этносами и представителями различных культур, но, напротив, обогащает инструментарий для самовыражения этнической общности, группы и отдельной личности, что, несомненно, является завоеванием свободного демократического общества. В современной образовательной практике обучения иностранным языкам прочно утвердился принцип индивидуализации и дифференциации языкового образования, согласно которому учащийся является субъектом учебной деятельности и субъектом межкультурной коммуникации, т.е. становится центральным элементом языкового образования. Подобный подход может означать, что учащийся как автономная и самодостаточная единица образовательного процесса призван проявлять активность и языковыми средствами решать коммуникативнопознавательные задачи, носящие творческий и проблемно-поисковый характер. Вместе с тем как субъект межкультурной коммуникации учащийся оказывается в зоне воздействия различных культур, за которыми стоят неоднородные лингвосоциумы со своей спецификой, традициями и условиями развития социокультурных общностей [1]. Из этого следует, что, во-первых, что акцент переносится с преподавательской деятельности на деятельность учащегося, усиливается индивидуализация языкового образования. Учащийся получает реальные возможности реализовать свою траекторию в языковой подготовке, получить необходимую помощь в осуществлении своей стратегии по овладению неродным языком в рамках существующих программных установок и при соответствии Государственному образовательному стандарту Российской Федерации. Во-вторых, в процессе овладения учащимся неродным языком создаются необходимые условия для использования им реально накопленного опыта в межкультурных контактах, который важно сохранить и преумножить для поддержания интереса к изучению языка на протяжении всей его жизни. Не вызывает сомнения тот факт, что процесс овладения неродным языком индивидом фактически продолжается на протяжении всей его жизни. Как уже отмечалось, важнейшим его этапом является языковая подготовка в образовательных учреждениях, начиная со школьной ска-
мьи, а, возможно, и раньше и кончая вузом. Цели, которые ставит перед собой индивид по овладению основными видами речевой иноязычной деятельности, могут существенно отличаться. Однако всякий изучающий иностранный язык человек неизменно стремится к тому, чтобы свободно участвовать в коммуникации со своим партнером на изучаемом языке, используя для этого весь имеющийся у него арсенал языковых средств и речевой опыт. Уровень владения неродным языком имеет только тот смысл, что обеспечивает индивиду возможность осуществлять практическое общение без помощи извне. Вместе с тем владение иностранным языком подразумевает различную степень приобщения индивида к культурным ценностям и богатствам иностранного языка, которые определяют способность его носителей использовать естественный язык как универсальное средство общения в этнокультурной среде. В этой связи весьма спорным представляется тезис о том, что владение иностранным языком сводится только к общей и коммуникативной компетенции. Само понятие «общая компетенция» применительно к данной области есть следствие недостаточного внимания (в силу различных причин) к проблеме обучения иностранным языкам в образовательных учреждениях и представляет собой способ законсервировать проблему в том состоянии, в котором она находится теперь. Очевидно, требуется другой взгляд, соответствующий реальным потребностям набирающего силу лингвосоциума, ставящего более прагматические задачи, нежели простое владение приемами работы со словарем и справочной литературой, как это иногда декларируется в некоторой учебно-методической и лингводидактической литературе. В последнее время пришло осознание того факта, что традиционное овладение лингвистическими знаниями, навыками и умениями недостаточно для понимания роли естественного языка в осуществлении коммуникативной компетенции. Недооценивать языковые знания в этом процессе, разумеется, тоже нельзя, и это очевидно. Язык обладает духовной властью над человеком, он, как сосуд, вбирает в себя духовный опыт целого народа, сосуд, который, если и проливается через край или медленно набирается, но никогда не бывает пустым. Содержимое этого сосуда доступно всякому, но не всякий умеет им пользоваться надлежащим образом. Неутоленная жажда толкает человека испить то, что хранится в нем, но не каждому дано понять истинный вкус напитка. Нет сомнения в том, что духовная жизнь человека немыслима без языка. Вопрос заключается в другом: каким образом человек использует языковые знания для своего духовного роста? Как определить это состояние и возможно ли вообще что-либо определить при таком понимании проблемы? Ответом на поставленный вопрос может в какой-то мере служить концепции языковой личности, предложенные Ю.Н. Карауловым и И.И. Халеевой применительно к овладению неродными языками вторичной (поликультурной) языковой личности. Нам представляется более правомерным использование понятия «поликультурной языковой личности», поскольку термин «вторичная языковая личность» не охватывает всей палитры рассматриваемого явления. Из этого следует, что если языковую личность принято понимать как личность, выраженную в текстах и через язык и реконструированную в своих основных чертах на базе языковых средств (Ю.Н. Караулов), то поликультурную языковую личность следует рассматривать под тем же углом, но как развивающуюся в мультилингвальной и поликультурной среде. Языковая личность – вот та сквозная идея, которая пронизывает и все аспекты изучения языка и одновременно разрушает границы между дисциплинами, изучающими человека, поскольку нельзя изучать человека вне его языка, как и язык немыслим без его носителя. Концепт языковой личности помогает углубить и расширить наше представление о личности и связать ее мироощущение с национальным характером, преломляющимся через языковые формы восприятия действительности. «Полное описание языковой личности в целях ее анализа или синтеза предполагает: 1. характеристику семантико-строевого уровня ее организации…;
2. реконструкцию языковой модели мира, или тезауруса данной личности (на основе произведенных ею текстов или на основе специального тестирования); 3. выявление ее жизненных или ситуативных доминант, установок, мотивов, находящих отражение в процессах порождения текстов и их содержания, а также в особенностях восприятия чужих текстов» [2, с. 43]. Стремление личности выразить себя через язык, через порождаемые ею тексты как нельзя больше связывается с самореализацией в речевой деятельности, которая носит естественный характер в отношениях с родным языком и комплиментарный характер в желании ею (личностью) раздвинуть границы национального сознания через освоение новых форм самовыражения в иной языковой среде. Поликультурная языковая личность, таким образом, обладает большим размахом видения «цветной» картины мира, какой она представляется ему за счет принятия новых форм и средств самовыражения в мультилингвальной среде. Полифония восприятия мира как такового обогащает и развивает личность, делает гибким ее сознание реальных красок и оттенков мира, а также помогает ориентироваться в сложных лабиринтах неодинакового восприятия действительности. Структуру языковой личности можно рассматривать – в лингводидактических и психолингвистических целях – как складывающуюся из нижеследующих уровней:
* вербально-семантический, или лексикон личности; лексикон, понимаемый в широком смысле, включает и фонд грамматических знаний личности;
* лингво-когнитивный, представленный тезаурусом личности, в котором запечатлен «образ мира», или система знаний о мире; мотивационный, или уровень деятельностно-коммуникативных потребностей, отражающий прагматикон личности, т.е. систему ее целей, мотивов, установок и интенциональностей [2];
* эмоционально-волевой уровень, дающий возможность личности дополнить «образ мира» модальностью ее персонифицированного восприятия;
* креативно-продуктивный или творческий уровень развития личности, стремящейся раздвинуть границы мира выразительными средствами своего сознания, своей уникальной «самости».
Языковая личность сохраняет некое стабильное ядро, позволяющее ей психологически самоидентифицироваться во внутреннем мироощущении в пределах хронотопа, и одновременно подвержена изменчивости во времени, поскольку испытывает на себе бесконечное множество воздействий из постоянно меняющегося окружающего мира. Языковая личность обладает способностью «достраиваться», достигать своих высот в развитии, ибо семантический уровень организации языковой личности предполагает все более полное знание о языке и его структуре; когнитивный уровень нацеливает на установлении все более усложняющейся иерархии смыслов и ценностей в понимании «образа мира»; на мотивационном уровне личность связывается с более зрелым психологическим осознанием своей самости, своих коммуникативных потребностей и сложных образцов поведения, которые приобретают особую окраску в эмоционально детерминированной обстановке конкретного момента бытия; творческий уровень требует от личности высочайшего интеллектуального напряжения для ее самовыражения при самобытном видении воображаемого мира. Все перечисленные уровни составляют онтологические ступени в самореализации языковой личности в иноязычной речевой деятельности. Самореализация личности в иноязычной речевой деятельности происходит на реальном индивидуальном опыте, но не может не затронуть различных аспектов языкового образования, ибо на этом этапе закладываются когнитивные основы лингвистической подготовки, а также формируется ценностная ориентация языковой личности и усваиваются базовые умения и навыки межкультурной коммуникации. В ходе этот процесса намечается индивидуальная траектория овладения неродным языком, предполагающая соответствующую интеллектуаль-
ную, речемыслительную и творческую активность поликультурной языковой личности на протяжении всего жизненного цикла. Концепция поликультурной языковой личности тем и продуктивна, что она связывает в некое онтологическое единство все грани языковой личности, включая ее аутентичность в овладении родным языком и черты, приобретенные в процессе усвоения неродного (неродных) языка. Картина становится завершенной, если ее дополнить важным замечанием о том, что в образовательном процессе консолидируется некий сплав «образов сознания», который складывается в результате взаимодействия различных представлений о сущем мире, бытующих в различных лингвосоциумах. На этапе обучения неродному языку происходит обогащение сознания учащегося за счет усвоения, сопоставления и речемыслительного оперирования образами иной лингвокультурной реальности. Общение в межкультурной среде приводит к формированию в сознании личности новообразований на основе принятия новых паттернов из иной лингвокультурной традиции, которые становятся частью более широкого и глубокого сознания реального мира. Самореализация в иноязычной речевой деятельности представляет более широкое понятие и предполагает не только достижение высот в овладении неродным языком, но и реализацию личностного потенциала индивида (языковой личности), выражение его уникальной самости средствами неродного языка (в текстах), а также его самосовершенствование в гармонии с поликультурной средой. Самореализация в иноязычной речевой деятельности в отличие от простого овладения этой деятельностью предполагает учет эмоционально-волевых качеств и побуждений личности, а также анализ мотивационных установок личности на достижение высоких результатов деятельности. Наряду с этим самореализация в исследуемой нами области тесно связана с проблематикой творчества и творческого развития и саморазвития языковой личности посредством использования лингвокультурных средств выражения самости в художественных видах деятельности или в тех видах деятельности, которые связаны с художественным видением мира. Наконец, в связи с рассмотрением самореализации в иноязычной речевой деятельности невозможно не поднять в исследовательских интересах такой обширный пласт как общие интеллектуальные способности, которые, безусловно, влияют на возможности проявления человеческого потенциала в видах деятельности, связанных с речевым общением.
Библиографический список:
1. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам. Лингводидактика и мето-
дика. – М.: Издательский центр «Академия», 2007. – 336 с.
2. Караулов Ю.Н. Русский язык и языковая личность. –М.: «Наука», 1987.- 263 с.
3. Халеева И.И. Основы теории обучения пониманию иноязычной речи (подготовка перево-
дчика). – М., 1989.
Ключевые слова: языковая личность, иноязычная речевая деятельность, самореализация,
личностно-ориентированная ценность.
Keywords: The language person, speech activity speaking another language, self-realization,
value focused on the person.
ПРОБЛЕМА ФОРМИРОВАНИЯ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ
ЛИЧНОСТИ
м.м. фомин
The Problem of PoliculTural
language PersonaliTy formaTion
M.M. FOMIN
Уделено внимание многоязычному
мультикультурному образованию, в кон-
тексте которого формируется поликультур-
ная языковая личность. Обосновывается
межкультурный подход к обучению ино-
странному языку, который внедряется в на-
стоящее время в России. Описывается дея-
тельностная модель, реализуемая в области
преподавания иностранных языков.
Ключевые слова: поликультурная язы-
ковая личность, диалог культур, межкуль-
турная коммуникация, контрастивно-ком-
паративный лингвокультуроведческий ана-
лиз, билингвизм, многоязычие.
The article devoted to the problem of mul-
tilingual multicultural education in the context
of which the multicultural personality is being
developed. The author sets up intercultural
approach to teaching foreign languages and
describes the activity model being realized in
teaching foreign languages.
Keywords: multicultural lingual personal-
ity, dialogue of cultures, intercultural commu-
nication, contrastive-comparative lingua-cul-
tural analysis, bilingualism, multilingualism.
В последние годы значительное место в научно-исследовательских работах линг-
вистов, культурологов и ученых других специальностей занимают человек и культу-
ра. Это обусловлено диалогом различных культур в мировом сообществе, их взаи-
мовлиянием и проблемой сохранения языкового и культурного многообразия мира.
Современное обучение иностранным языкам имеет целью формирование поли-
культурной языковой личности. В конце 1990-х годов в российскую науку прочно
вошло понятие “межкультурная компетенция” как показатель сформированности
человека эффективно участвовать в межкультурной коммуникации и как важная
категория новой научной парадигмы [1].
Эта проблема стала объектом изучения зарубежных и отечественных ученых с
различных позиций с охватом ее значимых аспектов: в концепции культурной грам-
матики [12], в теории ментальных программ [13], в модели освоения культуры [14],
анализа социокультурного контекста [6] и лингвокультурологии, а также “интер-
культуры” [13], кроме того, производится анализ связей языка и межкультурной
коммуникаций [8] и лингвистический анализ художественных текстов, содержащих
ситуации межкультурной коммуникации [7].
В наших исследованиях эта проблема рассматривается в контексте реализации
контрастивно-компаративного лингвокультуроведчеcкого анализа, обеспечиваю-
щего овладение инокультурными ценностями других народов при более глубоком
осмыслении и переосмыслении культуры собственной [9].
Языковая культура отдельной личности включает три уровня: а) вербально-
семантический (фонетические и грамматические знания личности); б) логико-
когнитивный (тезаурус личности, в котором запечатлен «образ мира» или система
знаний о мире; в) деятельностно-коммуникативный (прагматикон, т.е. установок и
интенциональностей личности) [11].
362
ХII. проблемы педагогической лингвистики
Согласно Н.Д. Гальсковой и Н.И. Гез [3], Россия полилингвоэтнокультурное го-
сударство, и это дает колоссальные дополнительные возможности для реализации
целей и задач межкультурного обучения и межкультурной компетенции.
В Республике Саха (Якутия) в условиях двуязычия обучение иностранным язы-
кам обеспечивает формирование поликультурной языковой личности, при исследо-
вании данного процесса нами учитываются следующие основные параметры: тип
билингвизма, стратегия аккультурации, уровни формирования и формулирования
мысли при реализации иноязычной речевой деятельности и ориентации личности.
Первый параметр включает четыре типа билингвизма: субординативный би-
лингвизм 1 с доминантной системой родного языка и системой неродного языка,
подверженной интерференции; субординативный билингвизм 2, с двумя взаимо-
интерферирующими языковыми системами; координативный билингвизм 1 с до-
минантной системой родного языка с системой неродного языка, неподверженной
интерференции; координативный билингвизм 2 – совершенный координированный
билингвизм, с приближающимися к моноглоту двумя системами [9].
Второй параметр включает четыре стратегии аккультурации: acсимиляцию (че-
ловек полностью принимает ценности и нормы культуры другого народа, отказыва-
ясь при этом от норм и ценностей культуры своего народа); сепарацию (отрицание
чужой культуры при сохранении идентификации с культурой своего народа); мар-
гинализацию (потеря идентичности с культурой своего народа и отсутствие иден-
тичности с культурой большинства), интеграцию (идентификация как с культурой
своего народа, так с новой культурой) [4].
Третий параметр включает три уровня развития речевой деятельности на изуча-
емом языке: а) формирование и формулирование мысли средствами родного языка
с последующим переводом на изучаемый язык; б) формирование мысли средства-
ми родного языка с последующим формулированием мысли средствами изучае-
мого языка; в) формирование и формулирование мысли средствами изучаемого
языка [9].
Четвертый параметр включает три типа ориентации личности: а) ориентация на
общение, б) ориентация на дело, в) ориентация на себя.
Формирование поликультурной языковой личности происходит в учебно-вос-
питательном процессе в школе и вузе, а также в семейном воспитании в бикультур-
ных билингвальных семьях.
Имеется 6 типов билингвальных бикультурных семей:
Первый тип «Один человек – один язык» (у родителей разные родные языки.
Родной язык одного из родителей является основным языком общения данной сре-
ды, стратегия – каждый из родителей говорит с ребенком только на своем родном
языке с самого рождения ребенка).
Второй тип «Один язык – одна среда» (второстепенный язык домашнего обще-
ния, у родителей разные родные языки, родной язык одного из родителей является
основным языком общения данной среды, стратегия – оба родителя общаются дома
с ребенком только на второстепенном языке домашнего общения. Ребенок вне дома
общается только на основном языке среды.
Третий тип «Второстепенный язык домашнего общения без поддержки со сто-
роны среды» (у родителей один и тот же родной язык, среда – основной язык обще-
ния среды – неродной язык родителей, стратегия – родители общаются с ребенком
на своем родном языке).
363
м.м. фомин
Четвертый тип «Два второстепенных языка домашнего общения без поддерж-
ки со стороны среды» (у родителей два разных языка, среда – основной язык среды
не является родным языком обоих родителей, стратегия – родители говорят с ребен-
ком каждый на своем родном языке с самого рождения ребенка).
Пятый тип «Родитель, говорящий не на родном языке» (родители говорят на
одном и том же языке, среда – основной язык среды – язык, на котором говорят
родители, стратегия – один из родителей говорит с ребенком не на своем родном
языке).
Шестой тип «Смешанные языки» (родители оба говорят на двух языках, среда
или часть среды также говорит на двух языках).
Сегодня с позиций теории межкультурной коммуникации национальные языки
рассматриваются как принципиально равнозначные динамические образования [7].
При этом понятие культуры рассматривается широко – оно включает все жизнен-
ные пространства людей, т.е. все продукты человеческой деятельности.
Опыт Европейского сообщества, где успешно внедряется концепция мноязычно-
го мультикультурного образования, представляет интерес. С первого класса в шко-
лах Европы начинается изучение любого из девяти основных западно-европейских
языков, через пять лет – второго языка и еще через четыре года – третьего языка.
При этом изучение языков не является самоцелью, а лишь средством приобщения
обучаемых к культуре своих соседей по европейскому дому. При этом обучение
языкам ведется на уровне, обеспечивающем свободное владение ими.
В Республике Саха концепция многоязычного мультикультурного образования
реализуется в двух основных аспектах – в возрождении языков и культуры народов
Севера, а также в реализации обучения межкультурной коммуникации в контексте
обучения якутскому, русскому и иностранным языкам и культурам. Эти два аспекта
взаимосвязаны и взаимовлияют друг на друга.
Модель формирования поликультурной языковой личности в вузе и школе
разработана на основе теории деятельности Л.С. Выготского, С.Л. Рубинштейна,
А.Н. Леонтьева и имеет трехуровневую структуру.
На мотивационно-побудительном уровне модели формирования поликультур-
ной языковой личности создаются мотивы, связанные с получением удовольствия
от занятий, ориентация на оценку преподавателя, стремление к конечному резуль-
тату. При этом целью учебной деятельности является формирование языковых и
межкультурных знаний.
В связи с этим учебный материал включает безэквивалентную, коннотативную
и фоновую лексику, а также пословицы и поговорки, фразеологизмы.
В данном случае учебная деятельность представлена перцептивно-репродук-
тивными упражнениями. Формирование межкультурной компетенции начинается
с установки на осознание различий между культурами разных народов на основе
реализации контрастивного лингвистического анализа.
На аналитико-синтетическом уровне модели целью учебной деятельности ста-
новится формирование речевых навыков наряду с формированием навыков меж-
культурного общения. В качестве учебного материала на этом уровне выступают
аутентичные тексты, содержащие ситуации межкультурной коммуникации, тексты
о традициях, обычаях, обрядах, нравах и праздниках. Работа с текстами осущест-
вляется на уровне предречевых упражнений (репродуктивно-продуктивные упраж-
нения. На этом уровне реализуется компаративно-культуроведческий анализ на
364
ХII. проблемы педагогической лингвистики
основе карт межкультурного взаимодействия. Обсуждение текстов сопровождает-
ся диалогической и монологической речью обучаемых в моделируемых ситуациях
межкультурного общения.
На этом уровне на основе компаративного культуроведческого анализа форми-
руются навыки межкультурного взаимодействия и понимание культурных корней
отрицательных реакций инокультурных партнеров.
На реализующе-контрольном уровне модели целью учебной деятельности ста-
новится выполнение продуктивно-творческих упражнений при осуществлении де-
ловых игр, круглых столов и презентаций проектов (реализация речевых умений и
умений по межкультурной коммуникации, умений по преодолению негативных ре-
акций инокультурных партнеров). На данном уровне обучаемые должны проявить
такие качества, как: толерантность, уважение к представителям другой культуры ,
добродушие и милосердие.
Анализ трудов по проблеме межкультурной коммуникации отечественных и за-
рубежных авторов показывает, что чужая культура воспринимается как отклоняю-
щаяся от нормы, образов родной культуры. Эти авторы считают, что обучаемые
должны, во-первых, осознавать различия между культурами, во-вторых, научиться
понимать культурные корни негативной реакции инокультурных партнеров обще-
ния, в третьих, обучаемые должны преодолевать эту негативную реакцию.
В период системного кризиса, который переживает наше общество, становится
актуальной проблема разрешения возникшего противоречия между меняющимися
общественными условиями и воспитанием подрастающего поколения. Воспитание,
как процесс обучения, должно исходить из сложившейся общественной ситуации и
в то же время само влиять на эту ситуацию.
Подготовка молодого поколения к межкультурной коммуникации имеет целью
духовно-нравственное возрождение гражданского общества в нашей стране, конеч-
ная цель его – становление России полноправным партнером межкультурной ком-
муникации, диалога культур в мировом сообществе.
В современном интеграционном процессе в мирового сообщества можно выде-
лить две основные тенденции. Ориентация на использование единого языка обще-
ния, приобщение к одной ведущей культуре и стремление к межкультурной комму-
никации, к диалогу культур, к сохранению языкового и культурного многообразия
мира.
Эти две тенденции взаимосвязаны, взаимодополняют друг друга и обеспечива-
ют, стимулируют всеобщий прогресс мирового сообщества. Когда контакты между
представителями разных культур становятся повседневным явлением, подготовка
студентов вузов, учащихся школ является приоритетной задачей.
Межкультурная коммуникация, по определению Е.Ф. Тарасова [8],– это сре-
да взаимодействия двух коммуникативных партнеров, принадлежащих к разным
культурным обществам, и, как следствие, взаимодействие национальных сознаний,
причем чужая действительность познается при помощи образов родной культуры,
которая осознается и переосмысляется в процессе познания. При этом, как отмеча-
ет Е.Ф. Тарасов, процесс коммуникации является предпосылкой для возникновения
реального диалога культур в сознании отдельного индивида.
Формирование поликультурной личности имеет место в условиях диалога куль-
тур Запада и Востока. Анализ основных черт их традиционных культур показыва-
ет, что если западные культуры больше ориентированы на внешний мир, преоб-
365
м.м. фомин
разование окружающей среды, то восточные культуры больше ориентированы на
внутренний мир человека, на самосовершенствование человека. На Западе человек
рассматривается как хозяин Природы, доминирует покорение природы, на востоке
он рассматривается как дитя Природы, и здесь доминирует стремление жить в гар-
монии с Природой. На Западе мы наблюдаем интенсивную индустриализацию, до-
минирование общения-коммуникации, активную деятельность, а на Востоке мы на-
блюдаем доминирование сельского хозяйства, релаксацию, медитацию, интуицию
и эмпатию. В западных странах – приоритет материальных ценностей, в восточных
странах – приоритет духовных ценностей. На Западе популярна концепция одной
жизни (человек живет один раз), а на Востоке широко распространена концепция
инкарнации (человек живет много раз). Отсюда – разное отношение к жизни, раз-
ные мировоззрения и разные культуры.
Таким образом, поликультурная языковая личность, владея межкультурной ком-
петенцией, которая рассматривается как компонент общей коммуникативной ком-
петенции, способна анализировать различия культур Запада и Востока и активно
участвует в диалоге культур.
Литература
1. Воробьев В.В. Лингвокультурология. – М.: Издательство РУДН , 1997. – 331 с.
2. Гальскова Н.Д. Межкультурное обучение иностранным языкам // Иностранные
языки в школе. – 2004. №3.– С. 3-8.
3. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам: Лингводидак-
тика и методика. – М.: Юнити, 2004. – 319 с.
4. Грушевицкая Т.Г., Попков В.Д., Садохин А.П. Основы межкультурной коммуни-
кации. – Воронеж: Истоки, 2003. – 352 с.
5. Милосердова Е.В. Национально-культурные стереотипы и проблемы межкуль-
турной коммуникации // Иностранные языки в школе. 2004. №3. – С. 80-85.
6. Сафонова В.В. Изучение языков международного общения в контексте диалога
культур и цивилизаций. – Воронеж: Истоки, 1996. – 238 с.
7. Тарасов Е.Ф. Межкультурное общение – новая онтология анализа Языкового со-
знания // Этнокультурная специфика языкового сознания (Под ред. Н.В. Уфим-
цевой). – М.: Ин-т языкознания РАН, 1996. – С. 7-22.
8. Филиппова Н.Н. Методика обучения национально-маркированной лексике на
основе межкультурного подхода в языковом вузе: Автореф. дисс. ... канд. пед.
наук. – Улан-Удэ, 2002. – 20 с.
9. Фомин М.М. Обучение иностранному языку в условиях многоязычия (двуязы-
чия). – М.: Мир книги, 1998. – 214 с.
10. Халеева И.И. (ред.). Актуальные проблемы межкультурной коммуникации:
Сборник научных трудов МГЛУ. Выпуск 444. М.: 1999. – 252 с.
11. Хохлова В.В., Хохлова Ю.В. Особенности восприятия культуры страны изучае-
мого языка // Иностранные языки в школе. – 2004. №3. – С. 76-79.
12. Hall E. Deyond Culture. New York, London,1989. – 286 с.
13. Hofstede G. Lokales Denken, globales Handeln.Kulturen,Zusammtnarbeit und Vf-
nagement. C.H. Beck, Munchen, 1997. – 187с.
14. Bennet M. Basic concepts of intercultural communication. Selected. – 21
ПРОБЛЕМА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ И ДУХОВНОЙ ЗРЕЛОСТИ СОВРЕМЕННЫХ РОССИЙСКИХ ПРЕДПРИНИМАТЕЛЕЙ
ВОРОНКОВА А.А., КАШИНА О.П.
1 ФГАОУ ВО «Нижегородский государственный университет им. Н.И. Лобачевского»
Тип: статья в журнале - научная статья Язык: русский
Номер: 2-15 Год: 2015 Страницы: 3417-3421
УДК: 808, 124.5
ЖУРНАЛ:
ФУНДАМЕНТАЛЬНЫЕ ИССЛЕДОВАНИЯ
Издательство: Издательский Дом "Академия Естествознания" (Пенза)
ISSN: 1812-7339
КЛЮЧЕВЫЕ СЛОВА:
ЛИЧНОСТЬ ПРЕДПРИНИМАТЕЛЯ, IDENTITY OF THE BUSINESSMAN, УРОВНЕВЫЕ ПРОЕКТНЫЕ ЗАДАНИЯ, LEVEL PROJECT SPECIFICATIONS, РЕЧЕВАЯ КУЛЬТУРА, CULTURE OF SPEECH, ПРЕДПРИНИМАТЕЛЬСКАЯ ДЕЯТЕЛЬНОСТЬ, BUSINESS ACTIVITY, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, ДУХОВНОСТЬ, SPIRITUALITY, ДУХОВНАЯ ЗРЕЛОСТЬ, SPIRITUAL MATURITY
АННОТАЦИЯ:
Процессы, происходящие в современном обществе, в основе которых лежит процесс демократизации, в первую очередь оказывают влияние на индивида как субъекта профессиональной деятельности и заставляют по-новому взглянуть на процесс формирования языковой личности и становление ее духовной зрелости. Особую значимость приобретают культурные, моральные, духовно-нравственные аспекты исследования личности предпринимателя, играющие основополагающую роль на всех этапах его предпринимательской деятельности. Кроме этого, в настоящее время чрезвычайно важной и актуальной является подготовка студентов к предпринимательской деятельности в процессе обучения. В данной статье авторы рассматривают понятия языковой личности и духовной зрелости, а также указывают на становление духовной зрелости современных российских предпринимателей через становление языковой личности. Представлен практический опыт применения тренинговых технологий в процессе обучения студентов будущих предпринимателей, предполагающий выполнение студентами постепенно усложняющихся профессионально значимых междисциплинарных проектных заданий, которые и способствуют становлению духовной зрелости будущего предпринимателя путем активной коммуникации.
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Современная российская действительность не мыслится без понятия предприни- мательства, тема которого ложится в основу
многих научных исследований и публикаций последних двух десятков лет. Стреми- тельное развитие и трансформация многих
сфер жизнедеятельности общества, произошедшие на рубеже XXI века, затронули и область экономики. Взяв курс на рыночную
экономику, Россия открыла возможность
более глубокого и всестороннего исследования самой профессии «предпринимате- ля» и «бизнесмена», морально-этических
основ их деятельности, языковой и речевой
культуры, а также духовных аспектов развития их личности. По данным социологических исследований наиболее чувствительным периодом
для предпринимательских достижений является возраст от 31 года до 45 лет, когда
предприниматели достигают наивысших
успехов в своей карьере – пика професси- ональной деятельности. Среднее значение возраста, приходящегося на наиболее
успешный период профессиональной деятельности, составляет 39 лет – период зрелости человека [8]. Поскольку взлёт карьеры предпринимателей приходится именно
на зрелый возраст, являющийся вершиной
всестороннего развития личности, особен- но в культурно-духовном аспекте, то ста- новится весьма актуальным рассмотрение
данного вопроса. Кроме того, следует отметить, что современные политические, экономические, социальные изменения, происходящие в обществе и государстве, в первую очередь оказывают влияние на индивида как субъекта
2017
профессиональной деятельности. К личности, достигшей зрелого возраста, таким
образом, предъявляются высокие требования, охватывая все сферы и аспекты ее
жизнедеятельности (среди которых важ- ную роль играет ценностно-нравственный, моральные, духовно-нравственные
аспекты), а также и к ее профессиональной
деятельности, одной из которых все чаще
становится предпринимательская культу- ра, предпринимательство в целом. «Ценности зрелых людей начинают играть ведущую роль в жизни общества: они могут
утверждать свои вкусы, свой образ жизни, стиль деятельности…» [6]. Кроме того,
без должного внимания остается изучение
личностных характеристик предприни- мателя с точки зрения языкового аспекта,
играющего немаловажную роль в форми- ровании его духовности, т.к. языковая лич- ность является объектом полноценного ее
представления, вмещающим в себя психический, этический, социальный компонен- ты, преломленные через ее язык, её речевое поведение [7]. Следовательно, понятие
языковой личности интегрирует личностные и языковые процессы.
Таким образом, цель статьи заключается в выявлении взаимосвязи между такими индивидуальными качествами предпринимателей, как «языковая личность»
и «духовная зрелость», своевременное
формирование которых рассматривается
нами как основа успешной и продуктивной
деятельности современного предпринимательства, основанной на культурных, моральных, духовных и нравственных принципах ведения бизнеса. Изучению личности предпринимателя
посвящены работы многих отечественных
исследователей: С.К. Рощина, Д.Г. Мар- тюшева, Д.С. Лихачева, Ю.Н. Караулова, О.Б. Сиротининой и др. Однако проблема
формирования языковой личности предпринимателей как особого социального
слоя современного общества, вносящих
весомый вклад в развитие не только эко- номики страны, но и социально-духовной
сферы, и становление в связи с этим, ее духовной зрелости не рассматривалась. При
этом исследователи приходят к выводу,
что для отечественных предпринимателей
свойственна потребительская ориентация
поведения, для которой характерно отсутствие морально-нравственного и творче- ского компонентов. Этому способствуют
реалии современного общества – общества
потребления, оборотной стороной которого является острый дефицит личностных
качеств у человека, которые вытесняются
сугубо деловыми и обывательскими чертами личности, характеризующими её как
потребителя [5]. В ситуации глобального
системного кризиса еще больше возрастает
роль индивидуального коммуникативного
поведения личности предпринимателя, цен- ностных ориентаций, способных влиять на
судьбы, жизнь и деятельность как отдель- ных людей, так и общества в целом. Кроме
этого, отличительной чертой современной
молодежи является эмоциональная и духов- ная незрелость; растёт агрессивность в обществе, жестокость и насилие.
Всё вышесказанное оказывает существенное влияние на развитие самого
предпринимательства и непосредственно
личностных ценностных качеств совре- менных предпринимателей. Следует от- метить, что сами предпринимательские
ценности, так же как, и сама личность
предпринимателя, в обществе не являются
положительно оцениваемыми, потому что
они могут нормально существовать толь- ко в соответствующей культурной среде,
а сегодняшняя ситуация воспринимается
как некая «нравственной анархия». Действительно, данный факт препятствует
развитию предпринимательства, так как
отсутствие ценностной иерархии приводит
к разрушению языковой личности и в целом к всесторонней нравственно-духовной
деградации личности предпринимателя.
Этому способствует и то, что в сознании
большинства людей предпринимательство
представляется как деятельность, противоречащая морали, закону и духовности.
Многие считают, что основной причиной
начать свое дело является исключитель- но желание материального благосостоя- ния. Так, по данным ИСПИ РАН, желание
обогащения осуществляется при помощи: спекуляции – 39 %, разворовывания
государственной собственности – 34 %,
склонности к предпринимательству – 10 %,
отмывания мафиозных денег – 17 %, на- личия деловых связей – 13 %, стремления
организовать свой бизнес – 16 %, таланта
и работоспособности – 6 % и затруднились
ответить – 4 % [1]. Это свидетельствуют не
только о падении духовного аспекта деятельности современных предпринимате- лей, но и об утрате нравственной иерархии
применительно к культуре личности предпринимателя и культуре предпринимательства в целом.
Бурные общественно-политические
сдвиги в России последнего десятилетия
привели и к коренному изменению морально-нравственного уклада российского
общества, что, естественно, не могло не от- разиться на развитии и функционировании
системы русского языка.
3418
Специфика нынешнего состояния языковой ситуации в России в том, что изменения в языке и общении являются прямым
следствием общественных изменений [9].
Раскрепощенность говорящих, особенно
заметная в СМИ, связана с процессами
демократизации общества и действует на
все механизмы языка [11]. Однако при отсутствии общей и речевой культуры эти
факторы перерастают в речевую вседозволенность, пагубно воздействующую на
языковую личность [2].
Лексика – наиболее подвижный пласт
языка, чутко реагирующий на малейшие изменения в обществе. В условиях
свободы слова значительно расширился
доступ людей к информации, что приводит к увеличению словарного запаса
людей во всех сферах деятельности и во
всех возрастных категориях. При этом
в повседневности многие новые слова,
особенно иностранного происхождения, понимаются ими неточно или даже ошибочно. Исследование понимания носи- телями русского языка 150-ти наиболее
употребительных иностранных слов показало, что адекватно понимают значения исследуемых слов лишь 33 % опрошенных, а 67 % понимают неадекватно.
Из числа последних 13 % убеждены, что
понимают значения предъявленных иностранных слов, хотя в действительности
понимают их неправильно, а остальные
либо не слышали тех или иных иностранных слов; либо слышали слова, но не
знают его значения; либо имеют весьма
неточное, поверхностное представление
о значении («что-то типа…», «что-то
из области…» и т.д.) [4].
Как известно, «язык не только переда- ет информацию, но и воздействует на личность, формирует ее, изменяя в лучшую
или в худшую сторону, вмешивается в нашу
картину мира <…>, а следовательно, опос- редованно и в общественную жизнь. Тем
самым «язык из категории чисто лингвистической превращается в реальную общественно-политическую силу, становится
экономической категорией» [10]. А благо- даря СМИ «язык является мощным средством коммуникативного воздействия на
массовое поведение. Он позволяет не про- сто описывать какие-либо объекты или
ситуации внешнего мира, но и интегриро- вать их, задавая нужное адресанту видение
мира, управлять восприятием объектов
и ситуаций, навязывать их положительную
или отрицательную оценку» [3].
Анализируя современную лексику и ее
пополнение, следует отметить, что ряд но- вых слов сопровождает освоение нового
опыта, новых явлений и понятий (ср. прейскурант – прайс-лист – ценник). Почему?
1) для броскости;
2) в соответствии с переменой лингвокультурных ориентаций. Подобные лексемы являют сейчас еще
и орфографическую неустойчивость: прайс- лист, прайс лист, прайслист, офшор, оффшор, оф-шор.
Обновление языка проявляет себя
и в развитии новых значений слов (агрессивный, аналитик). Аналитик – не только
тот, кто «анализирует», но и «комментатор,
обозреватель при властвующих структурах». Видимо, происходит калькирование
лексико-семантических вариантов, и иностранный источник кальки свидетельствует о направлении инокультурных ориента- ций. В лексической картине современной
речи весьма активны сленговые, арготические слова, что разрушает стилевую и эмо- ционально-стилистическую систему русского языка и приводит к распространению
речевой агрессии. А так как устоявшаяся
стилистическая система языка служит не
только целям эстетики, но и наиболее экономной и точной передаче информации, то
разрушение стилистической системы не- вольно способствует понижению инфор- мативности общения. Кроме того, ненор- мированная лексика оказывает влияние не
только на эмоциональный, эстетический
уровень общения, но и на интеллект инди- вида и даже нации. Пополнение лексики современного русского языка происходит и за счет словотворчества, которое является «индикатором»
экстралингвистических факторов в жизни
общества – политических, идеологических, социокультурных [см. подробнее 11].
Конечно, языковая мода влияет на то,
что и как мы говорим, какие языковые средства используем. Но тем не менее у челове- ка всегда есть выбор: говорить, подражая
сленгу, отдавая тем самым дань моде, либо
реализовывать свою коммуникативную
компетентность, заботясь о всестороннем,
гармоничном развитии своей личности
и становлении ее духовной зрелости.
Какой же вкладывается смысл в понятие
духовной зрелости предпринимателя? По
нашему мнению, духовная зрелость предпринимателя – это накопленная к середине
жизненного пути «предпринимательская
мудрость», основанная на осознании не- обходимости вести свою деятельность по
чести и совести, а также готовность к духовному саморазвитию, как доминирова- ние высших духовных потребностей и ценностей в структуре ценностного сознания,
регулирующего его поведение и деятель-
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ность. Духовная зрелость предпринимателя
основывается на его духовном рождении –
необходимом и обязательном этапе жизни.
Если оно не состоялось, в жизни и деятель- ности предпринимателя может появить- ся много различных проблем, в том числе
и психологического характера, справиться
с которыми он оказывается не в состоянии.
Во многом по этой причине уходят из жизни многие люди в возрасте около сорока
лет. И это, как правило, люди весьма талантливые, творческие. По этой же причине
не реализуются многие предпринимательские проекты, происходят неожиданные
банкротства частных фирм и организаций. Духовная зрелость предпринимателя –
это также способность понимать всё происходящее вокруг, различать приоритеты
и подчинять им свои поступки. Так, возможность быстрого получения сверхприбыли
на производстве, которое наносит непоправимый вред окружающей среде или создает
серьезнейшую опасность здоровью людей,
может быть использована каждым предпринимателем по-разному, в зависимости от
преобладания ценностей личного благополучия или ценностей, ориентирующих на
сохранение социального благосостояния.
Таким образом, проблема развития и со- хранения духовности молодежи (как чело- веческого потенциала будущего предпринимательства) и духовной зрелости взрослых
предпринимателей посредством языковой
картины мира становится актуальной, ее
прежде всего, необходимо решать в сфере
образования.
В соответствии со всем вышесказан- ным пути решения данной проблемы авторы статьи видят в возможности внедрения
как инновационного способа достижения
необходимой конкурентоспособной компетентности будущего предпринимателя
обучающей проектной технологии междисциплинарного проекта «Командное
бизнес-планирование», выполняемого так
называемыми «смешанными» группами
и реализуемого в течение нескольких последних лет в ННГУ им. Лобачевского. За- бегая вперед, скажем, что успешный опыт
привел к использованию данной технологии среди студентов и 1 курса, что и было
реализовано в проекте «Разработка командной бизнес-идеи» [см. подробнее 12].
Отметим, что с целью формирования
команды активно вводились в занятия сле- дующие элементы тренинга: упражнения
на знакомство и сплочение, приобретение
навыков самопрезентации, генерирования
идей, преодоления «ораторской лихорадки», выработку лидерских качеств и умения работать в группе, что и способствует
становлению духовной зрелости будущего
предпринимателя путем активной комму- никации. Современные предприниматели играют
прогрессивную роль в развитии сегодняш- него общества. Развивая свой бизнес, предприниматели в то же время должны вносить
весомый вклад в развитие и успешное функ- ционирование отечественной экономики;
содействовать инновационному развитию
и технологическому прогрессу; выступать
в качестве движущей силы общественного развития. Выполнение данной задачи
невозможно без наличия и формирования
таких важнейших личностных качеств со- временного предпринимателя как языковая
компетентность, нравственность, духовность, что ложится в основу становления
бизнес-культуры данного социального слоя.
Развивая бизнес-культуру предпринимателей, мы получим активную среду духовно
зрелых лидеров, способных сформировать, развить и укрепить базу для создания эконо- мически развитого, сильного государства.
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Список литературы
1. Блинов А.О. Развитие малого предпринимательства в условиях глобализации. [Электронный ресурс].
URL:(http://lib.socio.msu.ru/l/library) (дата обращения
21.01.2015).
2. Винник В.К., Шишикина А.А. Информационно-проектный метод как средство повышения речевой культуры
будущих предпринимателей в процессе обучения (с использованием системы moodle) // Фундаментальные исследования. – 2014. – № 8–6. – С. 1450–1454.
3. Воронцова Ю.А. Прагматические возможности паремий в текстах современных печатных СМИ // Вестник
новгородского государственного университета. – 2014. –
№ 77. – С. 163–165.
4. Высочина О.В. Понимание значения иноязычного слова (психолингвистическое исследование): автореф.
дис. ... канд. филол. наук. – Воронеж, 2001. – 19 с.
5. Кашина О.П. Трансформация ценностных ориентаций личности в период зрелости // Сборники конференций
НИЦ «Социосфера». – 2012. – № 24. – С. 125.
6. Кашина О.П. Социально-философская значимость
зрелости как одного из периодов человеческого существования// Актуальные проблемы гуманитарных и естественных
наук. – 2012. – № 11. – С. 163.
7. Караулов Ю.Н. Русский язык и языковая личность. –
М.: Изд-во ЛКИ, 2007. – 264 с.
8. Прохорова М.В., Белоконь О.Л. Возрастная периодизация карьерного пути предпринимателей // Вестник Нижегородского университета им. Н.И. Лобачевского. – 2013. –
№ 4 (1). – С. 409.
9. Стернин И.А. Концепт и значение: какому виду сознания они принадлежат? // Язык и национальное сознание:
Вып. 7 / под ред. И.А. Стернина. – Воронеж, 2005. – С. 4–10.
10. Хромов С.С. Проблемы межкультурной коммуникации при обучении русскому и иностранным языкам //
Русский и иностранные языки в информационном образовательном пространстве: сборник научных трудов, МЭСИ. –
М., 2009. – С. 137.
11. Шишикина А.А. Именная префиксация в современных деривационных процессах (структурно-семантический
аспект анализа: на материале новообразований российской
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прессы начала XXI в.): дис. ... канд. филол. наук / Нижегородский государственный университет им. Н.И. Лобачевского. – Нижний Новгород, 2010.
12. Шишикина А.А., Кашина О.П., Нацвалова М.Ю.
Формирование культуры общения и социальной зрелости
предпринимателя с применением методов проблемного обучения // Вестник Волжского университета им. В.Н. Татищева. – 2013. – № 1[12]. – С. 102–109.
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ПРОБЛЕМЫ АГНОНИМИИ В КУЛЬТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
БУРЯК НАТАЛЬЯ ЮРЬЕВНАНаписать письмо автору1
1 Академия маркетинга и социально-информационных технологий (ИМСИТ),
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (56) Год: 2015 Страницы: 54-56
ЖУРНАЛ:
КУЛЬТУРНАЯ ЖИЗНЬ ЮГА РОССИИ
Издательство: Краснодарский государственный институт культуры (Краснодар)
ISSN: 2070-075X
КЛЮЧЕВЫЕ СЛОВА:
АГНОНИМЫ, ЯЗЫКОВАЯ ЛИЧНОСТЬ, РЕЧЕВОЙ ПОРТРЕТ, СОЦИОЛИНГВИСТИЧЕСКИЙ АСПЕКТ, СУБСТАНДАРТНАЯ ЛЕКСИКА
АННОТАЦИЯ:
Касаясь темы неизвестных, непонятных или малопонятных носителям языка лексических единиц, автор актуализирует понятие агноним, с помощью которого передает индивидуально-личностный характер незаполненных ячеек в лексиконе, а также выявляет типичные для современной языковой личности зоны агнонимической активности.
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Бурные изменения, которые характеризуют русскую речь последнего десятилетия, в наибольшей степени связаны с лексическим уровнем. Появле
ние и активизация огромного числа новых заимствований, массовое проникновение в лексикон среднего носителя языка субстандартной лексики, возвращение в активное употребление лексических единиц, в течение десятилетий относимых к числу историзмов, и в то же время уход в пассив слов, обозначающих ушедшие реалии советского быта, – все эти процессы связаны с проблемой адекватного понимания.
Изменение и заметное сокращение круга чтения у большей части наших современников, вытеснение экранной культурой культуры книжной ведет к неизбежному изменению соотношения между лексическим ядром и периферией. Менее четкий характер лексических связей на периферии, возрастание количества различительных семантических признаков у лексических единиц по мере их удаления от ядра является причиной того, что многие слова или их отдельные значения оказываются непонятными или не вполне понятными современному носителю русского языка [1].
При общности тех процессов, которые характеризуют современную русскую речь, объем и характер лексикона являются индивидуально обусловленными и определяются многими параметрами личности (возраст, пол, образование, специальность, круг интересов, чтения, знание иностранных языков, место жительства и др.). При выдвижении на первый план личностных аспектов носитель языка перестает быть просто медиумом, стоящим между языком и речью, и социальная природа языка приобретает конкретные очертания, будучи обусловлена активностью носителя как члена языкового социума.
Внимание к речевому портрету современной языковой личности, к лексикону носителя языка представляется чрезвычайно актуальным и в культурологическом, и в психолингвистическом аспекте [2]. Словарь личности – ключ к ее социальному поведению, к перспективам интеллектуального, духовного и профессионального роста [3].
Термин агнонимы, введенный в научный обиход в последние годы, представляется очень удачным в терминологическом плане, весьма перспект
ивным в аспекте психо- и социолингвистики, для преподавания языковых дисциплин. Он удачно передает, с одной стороны, индивидуально-личностный характер незаполненных ячеек в лексиконе носителя языка, а с другой, – позволяет выявить типичные для современной языковой личности зоны агнонимической активности.
В агнонимах отражается отношение говорящего человека к своему лексикону, способ существования лексических элементов в сознании языковой личности. Своеобразная программа анализа индивидуального лексикона позволяет определить лакуны в словаре личности, выявить соотношение полных и частичных агнонимов, определить зоны «коммуникативного риска», связанные с возможным непониманием коммуникантов. В системном аспекте понятие «агнонимы» соотносится с пассивным словарным составом, непосредственно связано с периферийными пластами лексики [4].
Агнонимы, являясь заметной характеристикой индивидуального лексикона, определяют речевой портрет отдельной языковой личности, но в то же время характеризуют и культуру языковой личности , и речевой портрет общества.
Проблема агнонимии имеет глубокое психолингвистическое основание. Лексический уровень языковой способности человека «совпадает с индивидуальным лексиконом, со словарем «в голос» человека и является ответственным за лексико-семантические связи слов, основывающиеся на ассоциативных принципах» (Залевская 1987). Определение реальных очертаний лексикона среднего носителя языка, качественная характеристика словаря, установление соотношения активной и пассивной его частей – актуальные научные задачи, решение которых позволяет прогнозировать степень полноты восприятия различных типов текстов, успех или неуспех предстоящей коммуникации. В высшей степени актуальным становится исследование активного словаря личности, обеспечивающего ее повседневное языковое существование, полноценное восприятие текстов, как классических, так и современных [5].
Агнонимы характеризуют словарный запас личности в каждый конкретный момент ее развития. Их количество уменьшается с увеличением образовательного потенциала человека. В то же время не востребованные в течение определенного времени элементы пассивного словаря могут вообще утрачиваться языковой личностью.
Лексикон современной усредненной языковой личности характеризуется, с одной стороны, явным расширением определенных зон (показательно, например, интенсивное обогащение массового языкового сознания экономической, компьютерной, медицинской лексикой), с другой стороны, – заметным оскудением словарного запаса, связанным, прежде всего, с количественным сокращением и качественным изменением круга чтения, с экспансией экранной культуры.
Безусловно, утрата фрагментов словаря связана и с иными причинами, с естественным обновлением реалий окружающего мира. Слова с малой или нулевой денотативной частотностью формируют зоны естественой агнонимичности [6]. Обращение к агнонимам является важным стимулом языковой рефлексии над собственным словарным запасом. Понятие агнонимии оказывается чрезвычайно важным и при обращении к языку повседневности. Большую тревогу вызывает речевая бедность, которая выражается «в эксплуатации незначительного числа сверхчастотных слов, появление которых в текстах легко предсказуемо. А что предсказуемо, то не информативно. Напротив, слова малочастотные больше привлекают внимание, вызывают больше интереса и чаще всего конкретизируют детали сообщения (Комлев 1997). Неспособность найти адекватные языковые средства для необходимой детализации различных компонентов ситуации – весьма характерная особенность речевого поведения современной языковой личности.
Лакуны в лексиконе современной молодежи являются существенным препятствием при получении образования и представляют собой проблему большой социальной значимости, поскольку незнание слов адресатом, отсутствие обязательной общности лексиконов, необходимой для успешной ком
муникации, снимает эффективность речевого воздействия, ведет к неадекватному речевому поведению. В число агнонимов нередко попадают научные термины, специальная лексика, агнонимичны для носителей языка многие инновации, активно эксплуатируемые средствами массовой информации [7].
Большое число слов-агнонимов относится к заимствованной лексике. Пристрастие к заимствованиям, являющееся одной из отличительных черт «полуобразованного владения языком, соединенного с плохим владением мыслью и логикой» (Апресян 1992), часто соединяется в современной речи с непониманием заимствований при восприятии и квазизнанием – при порождении. Известно, что чем менее определенными оказываются представления о денотативной закрепленности слова, тем больше вероятность появления ненормативных словосочетаний.
Помимо заимствований, высокой степенью агнонимичности отличаются и лексические единицы, обозначающие реалии традиционного быта. Слова эти низкочастотны, однако нередко встречаются в русской классической литературе. При попытках определить лексические связи периферийной лексики видимая прозрачность внутренней формы, словообразовательной структуры слова часто является причиной неадекватной семантизации. Функционирование агнонимичной лексики связано с активизацией «зон риска» в лексиконе языковой личности, с увеличением семантической неопределенности в воспринимаемых и продуцируемых текстах [8]. При продуцировании текста неизвестная лексика, естественно, не используется, включение же в речевое произведение квазиизвестных слов создает достаточно распространенный тип лексических ошибок.
Несформированность адекватных лексико-семантических связей, речевая небрежность, отсутствие ответственности за произнесенное или написанное слово, к сожалению, очень часто наблюдаются в процессе общения – как в устной, так и в письменной речи. Очевидно, что несформированность лексико-семантических связей в обиходной речи мешает выполнению лингвистических обязательств и ведет к многочисленным коммуникативным неудачам
как при продуцировании, так и при восприятии речи, небрежное же использование агнонимичной лексики в процессе общения способствует формированию устойчивого рефлекса «речевой вседозволенности».
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Литература.
1. Воробьев В. В. Лингвокультурология: Теория и методы. М., 1997. С. 25–29.
2. Морковкин В. В., Морковкина А. В. Русские агнонимы (слова, которые мы не знаем). М., 1997. С. 26–31.
3. Богин Г. И. Современная лингводидактика. Калинин, 1980. С. 47–53.
4. Бердичевский А. Л. Содержание обучения иностранному языку на основе базовой культуры личности // Иностранные языки в школе. 2004. № 2. С. 17–20.
5. Гальперин П. Я. Языковое сознание и некоторые вопросы взаимоотношения языка и мышления // Вопросы психологии. 1977. №4. С. 95–101.
6. Быкова Г. В. Лакуны в языковой картине мира амурчан // Лакуны в языке и речи: сб. научных трудов. Благовещенск, 2005. Вып. 2. С. 25–31.
7. Грушевицкая Т. Г., Попков В. Д., Садохин А. П. Основы межкультурной коммуникации. М., 2003. С. 40–62.
8. Томашева И. В. Понятие «лакуна» в современной лингвистике. Эмотивные лакуны // Язык и эмоции. Волгоград, 1995. С. 1–21.
References
1. Vorob’ev V. V. Lingvocul’turologia: Teoria i metody [Linguoculturology: Theory and methods]. M., 1997. S. 25–29.
2. Morkovkin V. V., Morkovkina A. V. Rysskie agnonimy (slova, kotorye my ne znaem) [Russian agnonyms (words which we don’t know) ] M., 1997. S.26-31.
3. Bоgin G. I. Sovremennaya lingvodidaktika [Modern Linguodidactics]. Kalinin, 1980. S. 47-53.
4. Berdichevsky A. L. Soderzhanie obucheniya inostrannomy yazyky na osnove bazovoi cult’tury lichnosti [Matter of teaching foreign languages at school] // Inostrannye yazyki v shkole. 2004. № 2. S. 17–20.
5. Gal’perin S. Ya. Yazykovoe soznanie i nekotorye voprosy vzaimootnoschenia yazyka i myshlenia [Linguistic consciousness and some issues of interaction of language and thinking] // Voprosy psihologiy. 1997. № 4. S. 95–101.
6. Bykova G. V. Lakuny v yazykovoi kartine mira amurchan // Lakuny v yazyke i rechi: sb. naych. tr. [Lacunas in the Amur citizens’ linguistic picture of world // Lacunas in language and speech: collected scientific papers]. Blagoveschensk, 2005. Part 2. S. 25–31.
7. Grushevskaya T. G., Popkov V. D., Sadohin A. S. Osnovy mezhkul’turnoy kommunikatsiy [The bases of intercultural communication ]. М., 2003. S. 40–62.
8. Tomasheva I. V. Ponyatie «lacuna» v sovremennoy lingvistike. Emotivnye lakuny [The notion of «Lacuna» in modern linguistics. Emotive lacunas] // Yazyk i emotsiy. Volgograd, 1995. S. 1–21.
И.Р. Одишелашвили, 2010
И.Р. Одишелашвили, Т.С. Кириллова, О.Н. Кошелева
ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В СФЕРЕ МЕДИЦИНЫ
ГОУ ВПО «Астраханская государственная медицинская академия Росздрава»
Статья затрагивает важные вопросы формирования языковой личности студента – медика в условиях билингвизма.
Описанная характеристика билингвальной личности выявляет необходимость формирования тезаурусного, вербально − се-
мантического, мотивационного уровня языковой личности будущего медика в сфере его профессиональной деятельности.
Ключевые слова: билингвизм, языковая личность студента − медика, профессиональный тезаурус медика, языковые
контакты.
I.R. Odishelashvili, T.S. Kirillova, O.N. Kosheleva
PROFESSIONAL LINGUISTIC IDENTITY IN THE SPHERE OF MEDICINE
The article deals with the important questions of formation of linguistic identity of a medical student in the bilingual situation.
The described characteristics of bilingual identity reveals the need for a thesaurus, verbal-semantic, motivational level of language
for a future doctor in the professional activity.
Key words: bilinguism, linguistic identity, medical student, professional thesaurus.
Билингвизм как сопутствующая характеристика межэтнического и транснационального общения становится общезначимым национальным предписанием, причем не только нравственного, но и профессионального характера. Технические возможности современного мира, позволяющие беспрепятственно преодолевать не только пространственные, но и временные ограничения, выносят феномен билингвизма за рамки императивной этики, превращая его в настойчивое требование, предъявляемое к личности практически любого квалифицированного профессионала нового времени. Знание «второго» языка становится имманентной, интегральной чертой современного специалиста, превращая его в уникальный феномен особого типа языковой личности, которая стремительно приближается к статусу нормы, то есть, достаточно быстро (в условиях современного мира) утрачивает свою изначальную уникальность. Нейрои психолингвистические характеристики языковой личности билингвального профессионала выделяют ее из ряда смежных личностных профессиональных типов, а также указывают на комплексность и уникальность того феномена теории межъязыковых коммуникаций, который именуется профессиональным билингвизмом. Анализ профессиональной коммуникации, в которой принимает участие как минимум одна билингвальная сторона, показал, что во время реализации своих коммуникативных навыков двуязычные индивиды опираются на «межъязыковые ассоциативно-семантические корреляции», которые существуют параллельно в нескольких языках, обладают сходным семантическим содержанием, но всегда отличными параметрами плана выражения [2]. Главная цель современного высшего медицинского образования заключается в подготовке квалифицированных специалистов, способных к активной деятельности, обладающих высокой профессиональной мобильностью и гибкостью мышления в решении специальных задач, умеющих осознанно и осмысленно управлять своим социальным поведением. При проектировании процесса обучения медицинской специальности точкой опоры является характеристика данной профессии и требования, которые она предъявляет к специалистам. Современная профессиональная подготовка студентов-медиков предполагает целенаправленное обучение непосредственно языку медицины. Готовность студента-медика к профессиональной деятельности характеризуется степенью сформированности − лингвистической, семантической, интерпретативной, текстовой и межкультурной компетенций, являющихся профессионально-значимыми. Данные компетенции являются основным условием формирования языковой личности врача независимо от области его специализации. Предметная область также определяет специфические требования к языковой личности медика, а именно: − готовность и умение извлекать и понимать необходимую информацию в медицинских текстах на родном и иностранном языках (с опорой на ключевые слова, дескрипторы, понятия) (семантическая и межкультурная компетенции); − умение адекватно использовать специальную терминологию на родном и иностранном языках, особенности грамматической организации научного медицинского текста в устной и письменной форме (лингвистическая компетенция); − умение перерабатывать полученную информацию, перефразировать, давать дефиниции, резюмировать; − владение навыками номинализации и вербализации на иностранном и родном языках (интерпретативная компетенция);
− умение пользоваться основными жанрами профессиональной речи (научные медицинские тексты, монографии, научные статьи и так далее) − (текстовая компетенция); − знание правил ведения беседы, делового разговора, спора, дискуссии, диалога, делового совещания, переговоров в обеих культурах и умение формулировать цели и задачи делового общения (коммуникативная компетенция); В последнее время в лингвистической литературе большое внимание уделяется проблемам изучения языка науки, что связано с прогрессом научного знания, развитием новых научных исследований. Все это невозможно без обмена информацией, как на уровне отдельного языкового коллектива, так и на уровне международных контактов. Термины и терминосистемы выполняют те же функции, что и другие лексические единицы языка, но сфера их использования ограничена рамками той науки, которую они обслуживают (в данном случае медицины). Эта особенность придает терминологии специфические черты и затем отражается на термине и заключается в том, что он должен функционировать в своей узкоспециальной терминосистеме, выявляя при этом все свои структурные, семантические и функциональные особенности. Исследования терминологических систем, проведенные на материале различных языков, обнаруживают в них переплетения общелингвистических закономерностей и специфических обстоятельств, влияющих на лексику той или иной области знаний. Термины, терминосистемы и терминология как целый лексический пласт были неоднократно предметом анализа многих работ лингвистического, логического и научного содержания. С годами интерес лингвистов к различным проблемам терминологии значительно возрос. Среди многих вопросов, занимающих значительное место, занимает проблема взаимодействия профессиональных языков (в данном случае языка медицины) и ее места в теории языковых контактов. В соответствии с Болонским соглашением к 2010 году планируется создание единой европейской системы образования на основе общепринятых квалификационных стандартов. Интеграция образовательного пространства в Европе и в мире способствует миграции молодежи и расширению вербальной коммуникации. В этих условиях обществу предъявляются требования, которые зачастую превышают его языковой и культурный потенциал. Это приводит к затруднениям во всех сферах деятельности, препятствует качественному овладению профессией. Повышается значимость изучения причин возникновения коммуникативных затруднений, обусловленных особенностями межъязыковой коммуникации, социокультурных, психологических условий взаимодействия и функционирования языков в поликультурном и полиэтническом образовательном пространстве, а также роли социальных факторов в формировании коммуникативной компетенции. Уровень коммуникативной компетенции обусловливает наличие или отсутствие коммуникативных затруднений, влияет на качество приобретаемых профессиональных знаний, умений и навыков. Для успешного овладения профессией требуется определенный период социально-речевой адаптации к полиэтническому образовательному пространству − период приспособления носителя языка к условиям функционирования другого языка. Выбору адаптационных стратегий предшествует изучение процесса формирования и функционального распределения средств вербальной коммуникации в социально-коммуникативных системах. Историкокультурная ситуация контактирования двух или нескольких языков в рамках социально-коммуникативных систем государств, образовавшихся в результате распада колониальных систем, порождает явление билингвизма. Являясь инструментом деятельности и средством преодоления коммуникативных затруднений в поликультурной и полиэтнической среде, билингвизм порождает ряд социокультурных проблем, связанных с преодолением языкового барьера. Социологический аспект билингвизма дает возможность анализа билингвальных коммуникативных затруднений, детерминированных социокультурными условиями формирования и функционирования социально-коммуникативных систем. Условия полиэтнического и полиязыкового образовательного пространства требуют от иностранных студентов-медиков владения двумя международными языками − английским и русским. При этом для некоторых из них английский и португальский выступают в роли родного языка. При наложении новой языковой системы на систему английского и португальского языков вместо билингвизма у языковой личности может развиться полуязычие. Оно приводит к психологическому напряжению, а неспособность выразить мысль на иностранном языке приводит к психологической травме. Анализ социокультурных условий формирования и функционирования билингвизма в рамках социокультурных систем стран дальнего зарубежья позволяет выявить наличие коммуникативных затруднений, детерминированных уровнем коммуникативной компетенции иностранных студентов, а также обозначить условия их социально-речевой адаптации к образовательному пространству российского медицинского вуза. Особенности профессии наделяют языковую личность студента-медика следующими характеристиками: − на вербально-семантическом уровне − системностью знаний родного и иностранного материала, количественным объемом языкового тезауруса, способностью устанавливать межъязыковые и межкультурные соответствия между элементами, структурами, речевыми моделями изучаемых языков; − на тезаурусном уровне − владением определенной суммой знаний о концептуальной картине мира своей и другой языковой общности, владением всей системой функционально-стилевой дифференциации языка; − на мотивационном − знанием особенностей своей профессиональной деятельности; потребностью в постоянном самосовершенствовании; опорой на повышенную рассудочность, здравый смысл [3]. В профессиональной сфере врач должен сочетать в себе особенности не только языковой личности, но и специалиста в той области, в рамках которой он осуществляет медицинскую деятельность. Он должен не просто
владеть медицинской терминологией, но и обладать некоторыми чертами языковой личности специалиста, а именно: − владение специальной терминологией на родном и иностранном языках; − грамотность в использовании письменной и устной форм специализированной речи на иностранном и родном языках; − знание законов функционирования и развития обслуживаемой области (национальной, иностранной, общемировой); − владение основными жанрами специализированной речи; − умение перефразировать, давать дефиниции, резюмировать, владеть навыками номинализации и вербализации (на иностранном и родном языках); − знание правил ведения беседы, делового разговора, спора, дискуссии, диалога, делового совещания, переговоров в двух культурах; − готовность искать, извлекать, понимать и обрабатывать необходимую информацию в специальных текстах на родном и иностранном языках (с опорой на ключевые слова, дескрипторы, понятия); − умение формулировать цели и задачи профессионального общения. Выделенные характеристики профессиональной языковой личности в сфере медицины выявляют необходимость совершенствования его тезаурусного уровня, то есть формирования и развития его профессионального тезауруса [1]. Отметим, что понятие «тезаурус» широко используется в современной науке (лексикография, психология, информатика, психолингвистика, педагогика и другие). Таким образом, особую важность в формировании профессионального тезауруса врача имеют когнитивный и сопоставительный принципы, так как они позволяют учитывать как особенности тезаурусного способа организации знаний, так и специфику медицинской деятельности. Эти принципы определяют следующую логику организации процесса обучения русскому как иностранному и предъявления материала: активизация и формирование основ личностного тезауруса на родном языке, предъявление изучаемого явления на материале иностранного языка, сравнение представлений данного явления в родной и иностранной культурах и выдвижение предположений о причине возможных несоответствий, концептуализация нового знания, использование нового знания, анализ контекстуального использования понятия и его модификаций в языке. Следование данному алгоритму формирования двуязычного тезауруса позволяет создать профессиональную познавательную мотивацию, что значительно повышает эффективность образовательного процесса и способствует профессионализации языковой личности медика. Таким образом, готовность студента к профессиональной медицинской деятельности характеризуется степенью сформированности его социолингвистической, психолингвистической, семантической, интерпретативной, текстовой и межкультурной компетенций, которые являются профессионально значимыми для этой специальности. Эти компетенции определяют уровень сформированности профессиональной языковой личности медика.
ЛИТЕРАТУРА
1. Мириманова М.С. Рефлексия как системный механизм развития: Интернет-портал «Исследователь-
ская деятельность школьников». URL:http://www.researcher.ru/methodics/teor/teor ooob.html (дата об-
ращения 01.06.2010)
2. Никитина А.А. Теоретические основы формирования физкультурного тезауруса у студентов: авто-
реф. дис. ... д-ра пед. наук. − Калининград, 2006. − 42 с.
3. Поршнева Е.Р. Междисциплинарные основы базовой лингвистической подготовки специалиста-
переводчика: автореф. дис. ... д-ра пед. наук. − Н. Новгород, 2004 − 42 с.
Одишелашвили Инесса Рафаеловна, ассистент кафедры русского языка ГОУ ВПО «Астраханская государственная
медицинская академия Росздрава», Россия, 414000, ул. Бакинская, 121, тел. (8512) 44-94-76, е-mail:
press-centerasma@yandex.ru
Кириллова Татьяна Сергеевна, доктор филологических наук, профессор, заведующая кафедрой иностранных язы-
ков лечебного факультета ГОУ ВПО «Астраханская государственная медицинская академия Росздрава»
Кошелева Ольга Николаевна, старший преподаватель кафедры иностранных языков лечебного факультета ГОУ
ВПО «Астраханская государственная медицинская академия Росздрава»
ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ПРЕПОДАВАТЕЛЯ КАК ЦЕЛЬ И РЕЗУЛЬТАТ НЕПРЕРЫВНОЙ МЕТОДИЧЕСКОЙ ПОДГОТОВКИ В СИСТЕМЕ ВЫСШЕГО ПЕДАГОГИЧЕСКОГО ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ
МАЛЁВ А.В. [Написать письмо автору] 1
1 ФГБОУ ВПО «Московский педагогический государственный университет» Министерства образования и науки РФ
Тип: статья в журнале - научная статья Язык: русский
Номер: 12-12 Год: 2014 Страницы: 2630-2633
УДК: 378:372.881.1
ЖУРНАЛ:
ФУНДАМЕНТАЛЬНЫЕ ИССЛЕДОВАНИЯ
Издательство: Издательский Дом "Академия Естествознания" (Пенза)
ISSN: 1812-7339
КЛЮЧЕВЫЕ СЛОВА:
МЕТОДИЧЕСКАЯ ПОДГОТОВКА, METHODOLOGICAL TRAINING, ПРЕПОДАВАНИЕ ИНОСТРАННОГО ЯЗЫКА, FOREIGN LANGUAGE TEACHING, МЕТОДИЧЕСКОЕ МЫШЛЕНИЕ, METHODOLOGICAL THINKING, СУБЪЕКТНЫЙ ОПЫТ, PERSONAL EXPERIENCE, КОНВЕРГЕНЦИЯ, CONVERGENCE, ДИВЕРГЕНЦИЯ, DIVERGENCE, ИНТЕРИОРИЗАЦИЯ, INTERNALIZATION
АННОТАЦИЯ:
В статье через призму личностно-деятельностного подхода к обучению рассматривается субъектность педагогического процесса, что определяет параметры методической подготовки будущих преподавателей иностранного языка. В рамках личностно-деятельностной парадигмы образовательной системы ключевым является формирование личностного опыта учащегося, в том числе в профессиональной сфере. Личностный опыт является стержнем профессионально-языковой личности преподавателя иностранного языка. Описывается методическое мышление как значимая составляющая профессионально-языковой личности преподавателя, а также разные пути его функционирования – конвергентный и дивергентный. Задача высшей школы состоит в формировании профессионального методического мышления в категориях и формах профессии преподавателя иностранного языка посредством освоения нормативной (бакалавриат) и вариативной (магистратура) моделей обучения иностранному языку и предоставления условий для их субъективации.
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Применение личностного подхода в об- разовании базируется на идеях Б.Г. Ана- ньева, Л.С. Выготского, А.Н. Леонтьева,
С.Л. Рубинштейна, которые рассматривают
личность как субъект деятельности. Раз- витие этих идей привело к оформлению
личностно-деятельностного подхода, суть
которого в иноязычном образовании сфор- мулировала И.А. Зимняя [3]. С точки зрения
данного подхода, обучение иностранному
языку рассматривается ею как «субъектно
ориентированная организация и управле- ние педагогом учебной деятельностью уче- ника при решении им специально органи- зованных учебных задач разной сложности
и проблематики. Эти задачи развивают не
только предметную и коммуникативную
компетентность учащихся, но и его самого
как личность» [3, с. 74]. В данном определении представляется важным обращение
к субъектности педагогического процесса,
что имеет значение для определения параметров методической подготовки будущих
преподавателей, а также как установка про- фессионального сознания будущего препо- давателя иностранного языка.
Личность в отечественной науке пони- мается как онтогенетическое приобрете- ние человека, результат сложного процес- са его социального развития, «врастания»
в культуру (Л.С. Выготский). Личностный
подход в образовании базируется из по- ложения о том, что личность проявляется,
реализуется и развивается в деятельность
через субъектность, предметность, актив- ность, целенаправленность, мотивирован- ность, осознанность деятельности, опору
на свой жизненный и познавательный опыт
как субъекта деятельности (Б.Г. Ананьев,
И.А. Зимняя, Л.С. Выготский, А.Н. Леонтьев, С.Л. Рубинштейн, Д.И. Фельдштейн,
И.С. Якиманская и др.). То есть личность
выражается в способности человека «быть
личностью» – проявлять свои отношения
к миру и самому себе, или, по С.Л. Рубинштейну, – занимать определенную пози-
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цию. В области иноязычного образования
данные положения нашли подтверждение
в личностно-позиционно-деятельностной модели обучения иностранному языку
в средней школе.
Целостная педагогическая концеп- ция, базирующаяся на личностно-деятель- ностном подходе, представлена в трудах
Е.В. Бондаревской, Э.Ф. Зеера, В.В. Сери- кова, В.А. Сластенина, И.Я. Якиманской
и др. В лингводидактике и методике обуче- ния иностранным языкам на разных уров- нях образования и в подготовке учителя
разные аспекты и характеристики данного
подхода получили развитие в исследовани- ях И.Л. Бим, К.Э. Безукладникова, А.А. Ле- онтьева, М.А. Мосиной, Е.И. Пассова,
Г.В. Роговой, Е.Н. Солововой, Г.В. Сороко- вых и др. Не претендуя на исчерпывающее
описание имеющихся исследований, отме- тим основные идеи, имеющие инвариант- ное значение для подготовки преподавате- ля, существенные для обоснования нашей
концепции и моделирования процесса не- прерывной методической подготовки пре- подавателя иностранного языка в вузе: – образование – феномен культуроло- гического типа, обеспечивающий разви- тие человека как субъекта культуры и соб- ственной жизни в единстве его природных,
социальных и культурных свойств и спо- собностей; – профессиональное педагогическое/
методическое/предметное познание осу- ществляется как культурное со всеми, при- сущими ему компонентами: ценностями,
культуросообразными образовательными
системами, творческими способами деятельности в едином культурно-образовательном пространстве;
– приоритетным является проективный
тип обучения, знаменующий переход от
традиционного монообразования к образованию, создающему условия для полноценного удовлетворения образовательных
запросов, индивидуально-творческого развития обучаемых, свободного выбора траектории обучения и т.п., имеющий в своей
основе идею создания культурно-образовательных средств развития, социализации,
самореализации и адаптации личности
в изменяющемся социуме;
– приоритетными технологиями и методами обучения выступают деятельностные,
практические, имитационные, контекстные
и др., приобщающие будущего преподавателя к условиям профессиональной деятельности.
В качестве базовых компонентов образовательной деятельности, переходящих
в задачи обучения при личностно-деятельностном подходе учеными определены следующие: гуманистическая педагогическая позиция и личностные качества
педагога; педагогические теории и педагогическое мышление; педагогические
технологии и профессиональные умения;
опыт творческой профессиональной дея- тельности, обоснование собственной про- фессиональной деятельности как системы
(дидактической, воспитательной, мето- дической); культура профессионального
поведения, способы саморазвития и са- морегуляции личности и деятельности.
Согласно положениям данного подхода,
в содержание образования входит новый
для дидактики вид опыта – опыт быть
личностью. Это опыт выполнения лич- ностных функций, в самом общем виде – опыт осмысленного и рефлексируемого
поведения в мире. Особенность личност- ного опыта состоит в том, что он не может
быть всецело задан учебным норматив- ным материалом, с помощью традицион- ных программно-методических средств,
а существует в форме интегративного
феномена – опыта, приобретенного в ре- зультате субъектной интерпретации нор- мативного/программного содержания.
Овладение им «выражается не в пред- метных знаниях и умениях, а в форме
личностных мировоззренческих диспо- зиций, ценностных ориентаций, в извест- ной мере выстраданных личностью жиз- ненных смыслов, ставших неотъемлемой
сутью ее Я-концепции» [6, с. 35].
По мысли В.В. Серикова, личностноориентированное образование призвано соз- давать условия для проявления личностных
функций человека. К их числу он относит:
а) проявление избирательности (функцию выбора);
б) мотивацию (функцию принятия
и обоснования деятельности, поступка);
в) рефлексию (функцию самооценки,
критики, самокритики, конструирования
образа «Я»);
г) самореализацию (функцию реализации образа «Я»);
д) смыслотворчество (функцию определения системы жизненных смыслов личности).
Целью образования, по его утверждению, является создание условий для проявления названных функций или, иначе,
универсальных личностных способностей,
обеспечивающих цельность личности. Эта
цель противопоставляется цели формирования личности с заданными свойствами, характерной для традиционного образования.
При этом он обращает внимание на приоритеты в подходе к личности в традиционном
и личностноориентированном образовании.
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В традиционном образовании приоритетны
не личностные функции, названные выше,
а реализация заданных «учебных» моделей
поведения.
Принципиальное значение имеет
утверждение В.В. Серикова о том, что
«личностная сторона любой деятельности – это ее субъектное начало, исследование си- туации на предмет выявления ее смысла,
потребностной значимости» [6, с. 29]. Суть
личностно ориентированного образования,
таким образом, состоит в обеспечении ус- ловий для перехода от запоминания к пони- манию, от внешнего контроля к развитию
и самоконтролю, от управления извне к са- моуправлению, от внешних значений к лич- ностным смыслам.
Соответственно, традиционный под- ход к подготовке преподавателя, осно- ванный на включении обучающегося
в предметную (дифференцированную) де- ятельность, в которой происходит форми- рование «предметно-когнитивных» отно- шений для овладения объективированным
социокультурным опытом, недостаточен,
так как невозможно создать смысл до
того, как явление (содержание, проблема
и т.д.) попадет в смысловое «поле» лич- ности [2].
На личностные функции профессио- нала как субъекта деятельности обращает
внимание Е.А. Климов [4], отмечая, что
цельность его личности обеспечивают сле- дующие универсальные функции: – образ мира;
– направленность, совокупность моти- вов (социально ориентированные мотивы,
деятельностно ориентированные мотивы –
широкие и конкретные, мотивы, обращенные на смежные предметные области);
– отношение к внешнему миру, к людям, к деятельности;
– отношение к себе, особенности саморегуляции;
– креативность, особенности ее проявления;
– интеллектуальные черты индивидуальности;
– оперативные черты индивидуальности (умелость, готовность к действиям, исполнительские способности);
– эмоциональность, особенности ее
проявления;
– особенности осознания близкого и более отдаленного родства своей профессии
с другими;
– представления о сложных способностях, сочетаниях личных качеств, ожидаемых в данной общности у профессионала;
– осознание того, какие качества данная профессия развивает у человека или
каким дает возможность проявиться и какие подавляет;
– представление о своем месте в профессиональной общности.
Данный перечень позволяет заметить,
что профессиональная личность форми- руется не в узкопредметно направленной
образовательной системе, а в такой, кото- рая обеспечивает социально-культурнопрофессиональные взаимосвязи, выход
во внешний мир, самоосознание возмож- ностей в широком социальном и профес- сиональном контексте. Это предъявляет
определенные требования к процессу ме- тодической подготовки как педагогической
системе и пространству становления про- фессиональной языковой личности будуще- го преподавателя иностранного языка.
Принятие положений личностного под- хода в исследовании непрерывной методи- ческой подготовки позволило актуализиро- вать понятие профессиональной языковой
личности.
Проблема формирования профессио- нальной языковой личности – одна из веду- щих в области лингводидактики и методики
обучения иностранным языкам в высшей
школе. Определение профессиональной
языковой личности в педагогических иссле- дованиях относится к специалисту, овладев- шему предметом и метаязыком профессии,
в области владения иностранным языком – это личность, освоившая иностранный язык
для иноязычной коммуникации с професси- ональными целями. Пониманию профес- сиональной сущности языковой личности
преподавателя иностранного языка спо- собствует толкование профессионализма
с точки зрения внутренней характеристики
субъекта, предложенное А.К. Марковой [5].
Рассматривая профессионализм как внутреннюю характеристику субъекта, она
подчеркивает две его стороны:
– состояние мотивационной сферы профессиональной деятельности, которая отражает духовный аспект профессии (мотивы,
побуждающие человека к деятельности,
смысл, который она имеет в его жизни, поставленные цели, удовлетворенность трудом и проч.);
– состояние операциональной сферы
профессиональной деятельности, отражающее её технологическое обеспечение (техники, приемы и средства достижения поставленной цели).
Согласно данной характеристике,
операциональная сфера отражает методическую составляющую деятельности
преподавателя иностранного языка, а отношение к ИКК раскрывается в ее мотивационной сфере.
2632
Существенной характеристикой профессиональной языковой личности преподавателя иностранного языка является методическое мышление (Е.И. Пассов, В.П. Кузовлев,
Н.Е. Кузовлева, В.П. Царькова и др.), которое
правомерно рассматривать как разновидность
профессионального мышления специалиста
и показатель способности осуществлять ин- терпретацию иноязычных знаний с профес- сионально-образовательными целями.
Теоретические вопросы профессио- нального мышления раскрываются в трудах
Б.Г. Ананьева, Л.С. Выготского, П.Я. Галь- перина, А.Н. Леонтьева, А.К. Марковой,
А.М. Матюшкина и др. Профессиональное/
методическое мышление мы понимаем как
преобразование объекта труда (иностран- ный язык) в форму внутреннего когнитив- ного процесса, адекватного (не обязательно
аналогичного) эталонной методической мо- дели обучения ИЯ и отличающегося субъ- ектно-личностными особенностями. По на- шему мнению, для успешного обучения ИЯ
имеют значение разные типы мышления.
Опираясь на труды J.P. Guilford [7], [8], мы
признаем, что в методической деятельно- сти имеют значение как конвергентный, так
и дивергентный типы мыслительных опера- ций. Конвергентное мышление (схождение)
актуализируется в том случае, когда чело- веку на основе множества условий надо
найти единственно верное решение (или
несколько решений, хотя данное множество
всегда ограничено). Дивергентное мышле- ние ориентировано на задачи, не имеющие
строгого алгоритма и решаемые разными
путями. J.P. Guilford характеризует его как
«тип мышления, идущего в различных направлениях», допускающего варьирование
путей решения задачи, приводящего к неожиданным результатам [7], как основу
общей творческой способности личности.
Заметим, что в деятельности обучения иностранному языку, в зависимости от ситуации могут быть востребованы разные типы
мышления преподавателя, поэтому они не
подлежат абсолютной оценке.
Сущностью предмета профессиональной деятельности в нашем случае является
способ (методика) обучения иностранному
языку. Задача высшей школы – формирование профессионального методического
мышления в категориях и формах профессии
преподавателя иностранного языка посредством освоения нормативной (бакалавриат)
и вариативной (магистратура) моделей обучения ИЯ и предоставления условий для их
субъективации. Объектом профессиональной деятельности преподавателя выступает
иностранный язык, отраженный в текстах.
Изучение становления профессиональной языковой личности преподавателя иностранного языка как феномена, интегрирующего результаты исследований в области
лингвистики, лингводидактики, професси- ональной психологии и педагогики, обусловлено сложной структурой языковой
личности и многофакторностью влияний на
личность в образовательном процессе.
---
Список литературы
1. Афанасьев В.Г. О целостных системах / В.Г. Афанасьев // Вопросы философии. – 1990. – № 6. – С. 62–78.
2. Дмитриева Е.Н. Повышение качества профессиональной подготовки учителя на основе информационно-смыслового подхода: Монография / Е.Н. Дмитриева. –
Нижний Новгород: Изд. НГЛУ им. Н.А. Добролюбова,
2012. – 312 с.
3. Зимняя И. А. Педагогическая психология: Учебник
для вузов / И.А. Зимняя. – М.: Логос, 2001. – 312 с.
4. Климов Е.А. Образ мира в разнотипных профессиях / Е.А. Климов. – М.: МГУ, 1995. – 223 с.
5. Маркова А.К. Психология профессионализма /
А.К. Маркова. – М.: 1996. – 308 с.
6. Сериков В.В. Образование и личность. Теория
и практика проектирования педагогических систем /
В.В. Сериков. – М.: «Логос», 1999. – 272 с.
7. Guilford J.P. The nature of human intelligence /
J.P. Guilford. – New York: McGraw-Hill, 1967.
8. Guilford J.P. Way beyond the IQ / J.P. Guilford. –
Buffalo: Creative Education Foundation, 1977.
References
1. Afanas’ev V.G. O celostnyh sistemah / V.G. Afanas’ev //
Voprosy filosofii. 1990. no. 6. рр. 62–78.
2. Dmitrieva E.N. Povyshenie kachestva professional’noj
podgotovki uchitelja na osnove informacionno-smyslovogo
podhoda: Monografija / E.N. Dmitrieva. Nizhnij Novgorod: Izd.
NGLU im. N.A. Dobroljubova, 2012. 312 р.
3. Zimnjaja I.A. Pedagogicheskaja psihologija: Uchebnik
dlja vuzov / I.A. Zimnjaja. M.: Logos, 2001. 312 р.
4. Klimov E.A. Obraz mira v raznotipnyh professijah /
E.A. Klimov. M.: MGU, 1995. 223 р.
5. Markova A.K. Psihologija professionalizma /
A.K. Markova. M.: 1996. 308 р.
6. Serikov V.V. Obrazovanie i lichnost’. Teorija i praktika proektirovanija pedagogicheskih sistem / V.V. Serikov. M.:
«Logos», 1999. 272 р.
7. Guilford J.P. The nature of human intelligence / J.P. Guilford. New York: McGraw-Hill, 1967.
8. Guilford J.P. Way beyond the IQ / J.P. Guilford. Buffalo:
Creative Education Foundation, 1977.
Рецензенты:
Ковалевская Е.В., д.п.н., профессор, ге- неральный директор Учебно-педагогиче- ского комплекса «Лингво-психологический
колледж «Лингвастарт», г. Москва;
Сысоев П.В., д.п.н., профессор, заведующий кафедрой лингвистики и лингводидактики Тамбовского государственного
университета им. Г.Р. Державина, г. Тамбов.
Работа поступила в редакцию 31.12.2014
2633
ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЕ ЧТЕНИЕ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОГО ЯЗЫКУ В СТРУКТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ЮРИСТА
МАГДЕНКО С.А.Написать письмо автору1
1 Южно-Уральский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 (6) Год: 2015 Страницы: 73-75
УДК: 372.881.111.1
ЖУРНАЛ:
ПРАВОПОРЯДОК: ИСТОРИЯ, ТЕОРИЯ, ПРАКТИКА
Издательство: Общество с ограниченной ответственностью "Эскуэла" (Челябинск)
ISSN: 2311-696X
КЛЮЧЕВЫЕ СЛОВА:
ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЕ ЧТЕНИЕ, PROFESSIONALLY-ORIENTED READING, ИНОСТРАННЫЙ ЯЗЫК, FOREIGN LANGUAGE, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА БУДУЩИХ ЮРИСТОВ, FUTURE LAWYERS' TRAINING, МЕТОДЫ ОБУЧЕНИЯ ЧТЕНИЮ, METHODS OF TEACHING READING
АННОТАЦИЯ:
В данной статье анализируются методы обучения чтению профессионально-ориентированных текстов, раскрывается организация профильного обучения английскому языку. По мнению автора, иностранный язык является одним из средств формирования профессиональной направленности будущего юриста.
---
ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
МЫСКИН СЕРГЕЙ ВЛАДИМИРОВИЧНаписать письмо автору1
1 Институт языкознания РАН
Тип: статья в журнале - научная статья Язык: русский
Номер: 18 Год: 2013 Страницы: 66-77
УДК: 81
ЖУРНАЛ:
ВОПРОСЫ ПСИХОЛИНГВИСТИКИ
Издательство: Московская международная академия (Москва)
ISSN: 2077-5911eISSN: 2658-6908
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ПРОФЕССИОНАЛЬНАЯ ЛИЧНОСТЬ, LANGUAGE PROFESSIONAL IDENTITY, ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ ЛИЧНОСТИ, PROFESSIONAL SELF-DETERMINATION OF PERSONALITY, КАРТИНА МИРА, PICTURE OF THE WORLD, ЯЗЫКОВАЯ КАРТИНА МИРА, LANGUAGE PICTURE OF THE WORLD, ОБРАЗ ПРОФЕССИОНАЛЬНЫЙ МИРА, THE IMAGE OF THE PROFESSIONAL WORLD
АННОТАЦИЯ:
В статье раскрываются особенности профессионального самоопределения языковой личности. Основное внимание автор акцентирует на анализе образа профессионального мира как смысловой основы языковой личности в процессе её профессионализации. С позиций деятельностного подхода описывается соотношение понятий «картина мира», «языковая картина мира» и «образ профессионального мира».
---
За последние десятилетия система
ценностей и профессиональных ориентиров современной молодежи претерпела существенные изменения. В числе доминирующих выступают такие, как получение
образования, материальное благополучие,
профессиональная карьера, социальный
статус и неформальное общение. Детерминацией ценностных ориентаций выступают
такие социальные институты, как семья,
школа, сверстники и средства массовой информации. При этом последние, как правило, занимают ведущую позицию среди
остальных. Интенсивное внедрение в средства массовой информации прогрессивных
коммуникативных технологий формирует
в сознании молодежи такой профессиональный образ мира, при котором молодой
человек делает профессиональный выбор,
опираясь на образы, навязываемые с телевизионных экранов, web-сайтов, уличных
таблоидов и журнальных постеров. Такого
рода диалог профессионального сообщества и языковой личности вводит будущих
специалистов в заблуждение, делает их выбор неосознанным, ориентированным на
внешнюю привлекательность социальной
роли, а не на содержание профессиональной деятельности. Данное обстоятельство
указывает на необходимость определения
тех языковых факторов которые участвуют
в профессиональном самоопределении личности. В связи с этим целью нашей работы
является психолингвистическое исследование особенностей взаимосвязи образа мира
и профессионального самоопределения языковой личности.
Сформировать целостное представление о характере данной взаимосвязи возможно только проанализировав такие понятия,
как «профессиональное самоопределение
личности», «образ мира», «языковая картина мира».
Проблема профессионализации личности подробно рассмотрена в многочисленных отечественных и зарубежных
психологических исследованиях. К фундаментальным отечественным работам по изучению профессионального самоопределения личности относятся труды Е.А. Климова
[2004], А.К. Марковой [1996], К.К. Платонова [1970], Н.С. Пряжникова [1996, 1999],
А.Г. Шмелева [2002]. В основе выделенных
работ лежит традиционный деятельностный
подход к проблемам взаимосвязи личности
и профессиональной деятельности, развития личности в процессе жизни, а также
роли сложных жизненных ситуаций в этом
процессе. Зарубежные исследования профессионального самоопределения развивались в основном в парадигме теории черт:
психодиагностика личности [Айзенк 1999;
Олпорт 2002; Cattell 1983], феноменологическая психодиагностика [Келли 2000], таксономия личностных черт [Goldberg 1981],
психология карьеры [Берг 1998; Super 1957].
Совмещение некоторых отечественных и зарубежных взглядов на проблему
профессионального самоопределения личности осуществилось представителями факультета психологии МГУ Е.Ю. Артемьевой,
В.Ф. Петренко и А.Г. Шмелевым в разработанном ими научном направлении «Экспериментальная психосемантика», предметом
которого является «изучение индивидуальных систем значений методами многомерного анализа данных» [Шмелев 2002: 13].
Как отмечает А.Г. Шмелев, данный подход
рассматривался А.Н. Леонтьевым как одно
из методических средств изучения семантической составляющей интегрального «образа мира» [там же]. Дальнейшее исследование взаимосвязи личностных черт и «образа
мира» нашло свое продолжение в работах
психологов Е.Ю. Артемьевой [1999] и В.Ф.
Петренко [1989]. Так, В.Ф. Петренко пишет:
«Психосемантический подход открывает
возможность исследования личности через
анализ «пристрастности» индивидуального
сознания человека, проявляющейся, в частности, во влиянии мотивационной направленности на характер и организацию категориальных структур восприятия, и осознания
субъектом предметной и социальной действительности, то есть в широком смысле во
влиянии мотивационной системы субъекта
на его образ мира» [Петренко 1989: 6]. Как
видно, явление «образ мира» облигаторно
связывается психологами с процессом профессионализации человека, с побудительными факторами познания профессиональной действительности, что обусловливает
исследование «образа мира» в рамках языковой профессиональной личности.
Для понимания психологической сущности профессионального самоопределения
личности обратимся к фундаментальным
отечественным разработкам в этой области.
Е.А. Климов связывает профессиональное
самоопределение с «самоориентированием»
субъекта в мире труда. Ученый выделяет два
уровня профессионального самоопределения: 1) гностический (перестройка сознания
и самосознания); 2) практический уровень
(реальные изменения социального статуса
человека) [Климов 2004]. Развивая идеи Е.А.
Климова, Н.С. Пряжников также выделяет
внешние и внутренние ориентировочные
факторы профессионального самоопределения: к внешним относятся условия, которые
выражаются в виде формальных объектовцелей (диплом, социальный статус, уровень
дохода и др.), к внутренним – личный потенциал человека [Пряжников 1996].
Следовательно, мы также можем выделить два способа профессионального самоопределения языковой профессиональной личности. Во-первых, это ориентация
человека внешние атрибуты профессиональной коммуникации: грамматические,
фонетические, стилистические, а также паралингвистические особенности языкового
выражения профессиональной сферы деятельности. Во-вторых, по аналогии с В. фон
Гумбольдтом [1984], ориентацию на систему профессиональных понятий, отражающих особенности мировоззрения носителей
данного профессионального языка.
Характеризуя сущность профессионального самоопределения, Н.С. Пряжников в своем анализе опирается на труды И.С.
Кона [1999], В. Франкла [1990], Э. Фромма
[1992], Г.П. Щедровицкого [1995], К. Ясперса [1994] и др., в которых самоопределение
представлено через категорию личностного смысла человека. Автор пишет: «…
сущность профессионального самоопределения – это поиск и нахождение личностного смысла в выбираемой, осваиваемой и
уже выполняемой трудовой деятельности,
а также – нахождение смысла в самом процессе самоопределения» [Пряжников 1999:
17]. При этом в качестве смыслового ядра
профессионального самоопределения Н.С.
Пряжников выделяет чувство собственной
значимости человека: «… часто при выборе
профессии (наиболее престижной и денежной) человек либо сознательно, либо интуитивно ориентируется на то, что может дать
ему профессия для повышения чувства собственной значимости» [там же: 20]. Вслед
за Дж. Ролз [1995], обозначающего чувство
собственного достоинства как «первичное
благо», Н.С. Пряжников описывает процесс
формирования «чувства собственной значимости» как творческое построение своей
жизни с ориентацией на высшие человеческие идеалы и ценности.
Здесь мы соглашаемся с позицией Н.С.
Пряжникова и выдвигаем релевантный тезис о том, что в основе профессионального
самоопределения языковой личности лежит
поиск и нахождение человеком личностного смысла в профессиональном общении и
профессиональной деятельности. Вместе с
тем безусловный «акмеологический крен»
рассуждений автора в сторону вершинных
смыслов личности в процессе профессионального самоопределения при переходе к
пониманию этого явления в рамках языковой личности нивелирует его социальный
контекст, например, усвоение индивидом
профессиональных языковых норм, профессиональные коммуникации человека в конкретной языковой группе и др. Ведь социальное наряду с индивидуальным неотъемлемо
участвует в определении и осмыслении личностью своих границ в окружающем мире.
Данная идея развивалась в работах Ч. Кули
[2007], Дж. Г. Мида [2009], Э. Эриксона
[2006] и других ученых. Так, Г.М. Андрее-
Вопросы психолингвистики 69
C.В. Мыскин. Профессиональное самоопределение языковой личности
ва пишет по этому поводу: «По сравнению
с терминологией Джемса («два аспекта Я»)
в современной литературе проблема формулируется как проблема двух видов идентичности – личностной и социальной. Если
личностная идентичность – это самоопределение в терминах физических, интеллектуальных и нравственных черт индивида, то
социальная идентичность – самоопределение в терминах отнесения себя к определенной социальной группе (по Эриксону –
«ощущение внутренней согласованности»,
«поиск своего места в жизни»)» [Андреева
2004: 178].
Следовательно, профессиональное самоопределение языковой личности включает также два аспекта профессионального
«Я»: личностный и социальный. При этом
первый представлен всей совокупностью
коммуникативно-деятельностных способностей индивида, обусловливающих поиск
значимых целей и принятие решения в отношении средств их достижения в ситуации
профессионального общения. Такое объяснение вполне можно выразить понятием
«языковой профессиональный интеллект»,
который нами понимается не узко, в рамках типологии личности [Гарднер 2007], а
более широко, как общий регулятор поведения [Пиаже 1994], как приспособление к
жизненным условиям и ситуациям [Штерн
1998], как возможность постижения и создания осмысленных функциональных связей
индивида с окружающей средой [Шюрер
1978].
Социальный контекст профессионального самоопределения языковой личности
характеризуется нами в рамках осмысления
индивидом требований, которые предъявляются к нему со стороны профессиональной языковой группы, т.е. его социальной
роли. В социальной психологии понятие
роли рассматривалось с позиций ролевой
теории личности [Мертон 2006; Мид 2009].
Основной тезис теории в том, что человек
взаимодействует с другими ориентируясь на
требования, которые предъявляет социальная общность, исходя из социального статуса, который данная личность занимает. В
этом случае социальная роль определяется
как совокупность норм поведения, ожидаемых социальным окружением от личности,
которая занимает определенную позицию в
системе общественных и межличностных
отношений. Применительно к языковой личности мы можем охарактеризовать роль как
набор возможных и допустимых языковых
средств, применяемых субъектом в ситуациях общения, в соответствии с его социальным статусом (социальной позицией). Что
дает нам основание представить социальный аспект профессионального самоопределения языковой личности как ориентацию
на одобренные профессиональной группой
языковые средства, применяемые в ситуациях профессионального взаимодействия в
соответствии с позицией, занимаемой индивидом в системе профессиональных отношений.
Проведенный анализ позволяет обозначить профессиональное самоопределение языковой личности как поиск и нахождение личностного смысла, с одной стороны,
в процессе восприятия профессионального
общения и профессиональной деятельности, в которых выражаются языковые и неязыковые нормы, соответствующие позиции,
занимаемой субъектом в системе профессиональных отношений, и, с другой стороны,
в формировании языкового профессионального интеллекта, как способности индивида
создавать коммуникативно-деятельностные
функциональные связи с соответствующей
профессиональной средой.
Следует отметить, что в процессе профессиональной ориентации человек выстраивает иерархию отношений с миром через
осмысление предметов профессиональной
действительности. Наряду с материальным
физическим выражением, свойства предметов зафиксированы в языке в виде специальных понятий. В процессе восприятия
профессиональных понятий у субъекта формируются субъективные представления о
предметах и способах обращения с ними,
которые, в свою очередь, складываются в
70 Вопросы психолингвистики
ТЕОРЕТИЧЕСКИЕ ИССЛЕДОВАНИЯ
целостный профессиональный образ мира.
В дальнейшем образ мира выступает регулятором профессиональной деятельности
субъекта. Здесь мы соглашаемся с Е.А. Климовым, по мнению которого образ мира (его
внутренняя и внешняя составляющие) одного человека отличается от другого в зависимости от типа профессии, «…выделяемого
по признакам предметных систем, с которыми имеют дело люди как субъекты деятельности» [Климов 2004: 171]. Следовательно,
для раскрытия особенностей формирования
образа профессионального мира в процессе
профессионального самоопределения языковой личности нужно обратиться к анализу
понятия «образ мира».
Понятие «образ мира» было введено
А.Н. Леонтьевым в качестве центрального
элемента теории восприятия. Ученый выдвинул общее положение о том, что «проблема восприятия должна быть поставлена
и разрабатываться как проблема психологии
образа мира» [Леонтьев 1983: 251-261]. В
связи с этим, анализ восприятия профессиональной реальности субъектом становится
«отправной точкой» при исследовании профессионального самоопределения языковой
личности.
Раскрывая суть психического отражения, А.Н. Леонтьев выделяет особую роль
восприятия в этом процессе. Вещи изначально даны в объективных связях предметного мира, и лишь затем они отражены
субъективно, в чувственной сфере и в сознании человека, т.е. психическое есть отражение объективной реальности. Психическое
рождается на пути от внешнего объективного мира к ощущению и восприятию, и
далее к образу. Для языковой личности это
значит, что представления о профессиональной действительности формируется в процессе восприятия субъектом специальной
терминологии.
Следует отметить, что профессиональная действительность или картина мира
первична по отношению к отдельным чувственным восприятиям субъекта. На это
указывали Б.М. Величковский [1983], С.Д.
Смирнов [1985], А.П. Стеценко [1987] и др.
«Ориентирует не образ, а вклад этого образа в картину мира» [Смирнов 1985: 25]; «…
микрогенетические исследования в полном
согласии с данными о фило- и онтогенезе
позволяют описать восприятие как движение от глобально адекватного отражения к
отражению, адекватному также и в деталях»
[Величковский 1983: 165]; «...Предметный
мир изначально выступает перед ребенком
как наполненный значениями, а не как нагромождение сырых сенсорных представлений, разрозненных чувственных данных,
которые лишь постепенно им осмысливаются» [Стеценко 1987: 34]. Данные положения
позволяют утверждать, что образ профессионального мира конкретного индивида есть
производная от более масштабного явления
– профессиональной картины мира. Следовательно, для языковой профессиональной
личности верно следующее: образ профессионального мира субъекта как индивидуальный дериват профессиональной картины
мира, формируется в процессе профессионального общения и профессиональной деятельности.
Понятие «картина мира» А.Н. Леонтьев определяет как особое пятое измерение
действительности – квазиизмерение, смысловое поле, систему значений, «в котором
открывается человеку объективный мир»
[Леонтьев 2000: 267]. Автор отмечает, что
целостность восприятия человеком предмета достигается путем восприятия как
пространственно-временных признаков, так
и его значения. При этом возникает явление
«ядра» предмета, которое выражает предметность восприятия, его значение, которое не имманентно образу, сознанию. Здесь
А.Н. Леонтьев проводит принципиальное
различение понятий значение и образ. Объективность образа, т.е. его осмысленность и
категориальность, пишет автор, «включает
совокупную общественную практику, идеализированную в системе значений» и воспринимается индивидом «как то, что лежит
за обликом вещей – в познанных объективных связях предметного мира, в различных
Вопросы психолингвистики 71
C.В. Мыскин. Профессиональное самоопределение языковой личности
системах, в которых они только и существуют, только и раскрывают свои свойства» [Леонтьев 1983: 251-261]. Следовательно, «профессиональная картина мира» – это система
значений трудовой реальности, которая характеризуется внутрисистемными связями объективного предметного профессионального мира, т.е. квазиизмерением. В то
же время «образ профессионального мира»
рассматривается как психическое явление,
присущее индивиду, как совокупность его
личностных профессиональных смыслов.
Это высказывание берет свои основания в работах А.А. Леонтьева, выдвигающего тезис о глубине сознания. Восприятие
мира через образ мира, пишет автор, есть
постоянное движение сознания с одного
поля внимания на другое, переключение с
одного предмета на другой. При этом предмет, как и его образ, также переходит с уровня актуального осознания на другой уровень
сознательного контроля. По мнению А.А.
Леонтьева, это доказывает, что сознание
имеет глубину, а «в образе мира переплетаются непосредственное ситуативное отображение действительности и сознательное
(рефлексивное) отображение» [Леонтьев
2001: 270]. (Например, когда я совершаю
деятельность и описываю её при помощи
языка, то я удваиваю сознание и, следовательно, придаю ему глубину.) Однако образ
мира не всегда находится в поле непосредственного восприятия, но может выступать
в процессах памяти или воображения. Такой
образ мира всегда рефлексивен. То же относится и к глобальному образу мира, который
характеризуется степенью осмысленности
и является «почти освобожденным от чувственной ткани и от связанности с реальной
ситуацией» [там же: 271]. Такая различная
чувственная наполненность требует выделения «чувственного образа мира» и внечувственного, идеального образа мироздания.
Если чувственный образ мира является вариативным, и связывается с индивидуальноличностное его видением, опосредованным
личностно-смысловыми характеристиками,
то образ мироздания – это общие черты в
видении мира различными людьми, некое
идеальное образование, единое для той или
иной общности. Такой инвариантный образ
мира непосредственно соотнесен со значениями. Его разновидность определяется социальной структурой общества, культурными,
языковыми, профессиональными различиями [там же: 272]. Идея профессиональных
различий инвариантного компонента образа
мира была подробно раскрыта И.Б. Ханиной
при исследовании процесса обучения профильным специальностям. Автор соотносила картину мира с системой значений, что
позволило ввести и обосновать научное понятие профессионального образа мира, формирование которого является одной из задач
обучения специальности. При этом профессиональное (научное) знание включено в
мировидение и обусловливает восприятие
предметов сквозь профессиональную призму [Ханина 1990].
Исходя из этого мы можем утверждать,
что профессиональная картина мира представлена совокупностью научных знаний,
систематизированных профессиональным
языком или, более широко, профессиональным дискурсом. Обоснуем сформулированное утверждение. Общественная профессиональная практика зафиксирована в системе
значений, отражающих объективные связи
предметов профессиональной действительности. На языковом уровне система значений представлена всей совокупностью
языковых явлений, отражающих профессиональное общение и сферу его применения, т.е. профессиональным дискурсом.
Подтверждение данного утверждения мы
находим в социолингвистических работах,
в которых профессиональный дискурс рассматривается в рамках институционального дискурса. Так, В.И. Карасик включает в
институциональный дискурс как общение
представителей той или иной социальной
группы, так и обстоятельства этого общения
[Карасик 2002]. Н.Д. Арутюнова понимает
дискурс, как текст погруженный в жизнь,
или единство языковой формы, значения и
действия [Арутюнова 1999]. Л.С. Бейлинсон
72 Вопросы психолингвистики
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определяет профессиональный дискурс как
совокупность определенных институциональных, профильных и предметных признаков, функций и норм [Бейлинсон 2009].
Как видно, авторы сходятся во мнении, выделяя за основу в профессиональном дискурсе единые для социальной группы языковые нормы, значения, признаки, действия
и т.п., что и есть общественный профессиональный опыт или профессиональная картина мира.
На языковую детерминацию профессиональной картины мира указывает Е.А.
Климов [2004]. На примере пословиц автор
демонстрирует, что их определенная сгруппированность соответствует тем или иным
профессиональным нормам, правилам, качествам. «При этом здесь так или иначе вовлекаются в информационный оборот очень
разные познавательные модальности – интероцепция («У голодной куме хлеб на уме»,
«У кого что болит, тот про то и говорит»), кинестезия и статика («Своя ноша не тянет»),
кожные (тактильные) ощущения («Обжегся
на молоке, дует на воду»), обоняние, вкус,
слух, не говоря уже о зрении («И козел себя
не хулит, даром что воняет», «На вкус и цвет
образца нет», «У всякой избушки свои поскрипушки»)». Наряду с пословицами с
амодальным содержанием, Е.А. Климов
приводит примеры модальных пословиц,
указывающих на зависимость сознания от
чувственного восприятия: «У страха глаза
велики», «Сытый голодного не разумеет»,
«У великого Павла своя правда», «У всякого плута свой расчет». Другие группы пословиц связываются с нормой и патологией,
коммуникативным и смысловым контролем
при коррекции искаженного видения мира,
познавательными и воспитательными указаниями и т.п. Наиболее интересным представляются группы пословиц, указывающие
на профессиональную относительность отражения реальности: «Рыбак рыбака видит
из далека», «Швец швеца по наперстку знает» [Климов 2004: 172-173].
Верность облигаторной связи профессионального языка и профессиональной
картины мира также подкрепляется исследованиями языковой картины мира, представленных в работах Ю.Д. Апресяна [2006],
А. Вежбицкой [2001], З.Д. Поповой и И.А.
Стернина [2010] и др. Так, по мнению Ю.Д.
Апресяна, «каждый естественный язык отражает определенный способ восприятия и
организации (концептуализации) мира, что
и обусловливает возникновение определенных языковых стереотипов, отражающих
языковую ментальность и отраженную в
языковой картине мира» [Апресян 2006:
398]. А. Вежбицкая считает, что «языковая
картина мира – это исторически сложившаяся в обыденном сознании данного языкового
коллектива и отраженная в языке совокупность представлений о мире, определенный
способ концептуализации действительности» [Вежбицкая 2001: 35]. Обозначенная
взаимосвязь языка и профессиональной
картины мира позволяет утверждать, что
профессиональный дискурс, включающий
профессиональные опоры, необходимые и
принимаемые на уровне всей общности и не
имеющие ярко выраженного индивидуального контекста, является языковым выражением профессиональной картины мира.
Итак, восприятие профессионального
дискурса должно рассматриваться нами как
построение в языковом сознании индивида
многомерного образа профессионального
мира, образа профессиональной реальности. Сформировать образ – значит выявить,
как индивиды создают свой образ профессионального мира, а также как он функционирует, опосредуя их профессиональную
деятельность.
Подробнее остановимся на механизмах формирования образа профессионального мира через внутрисистемные связи
объективного мира предметов. Как отмечает
А.А. Леонтьев, для объяснения этого А.Н.
Леонтьев выдвигает тезис о том, что чем
далее объективный мир от субъекта, тем более он амодален [Леонтьев 2001: 267]. Под
модальностью (амодальностью) здесь понимается обусловленность (независимость)
свойствами рецепторных органов субъек-
Вопросы психолингвистики 73
C.В. Мыскин. Профессиональное самоопределение языковой личности
та объективного мира. По мнению автора, свойства неодушевленных вещей проявляются в двух типах взаимодействий: в
объект-объектных, т.е. с другими неодушевленными вещами, и в объект-субъектных,
т.е. с чувствующими организмами, человеком. Объект-субъектное взаимодействие
осуществляется посредством рецепторных
органов сенсорных систем чувствующего
организма, которые и есть суть модальности. Именно субъективное взаимодействие
является модальным. Таким образом, под
модальностью понимается принадлежность
отражаемого раздражителя к определенной
сенсорной системе [Мещеряков, Зинченко
2004]. Вместе с тем А.Н. Леонтьев отмечает, что одно и то же свойство предмета
может вызывать у человека разные модальности. Например, при ощупывании поверхности предмета она предстает в тактильной
и зрительной модальности одновременно.
Такое расщепление свойств предмета на
сенсорные модальности позволяет охарактеризовать их со стороны не только внешнего предметного мира, но и внутреннего.
Обратный процесс, «слитие» совместных
свойств, уменьшает количество сенсорных
модальностей, что делает объективное взаимодействие амодальным [Рок, Харрис 1974:
276–279].
Применительно к языковой профессиональной личности образ профессионального мира, возникающий как система
субъект-объектных связей в процессе взаимодействия субъекта с предметным миром,
может характеризоваться как модальное
явление. Совмещение модальностей приводит к целостному отображению предметов
как совокупности объективных свойств.
Следовательно, профессиональный дискурс
включает возможные «наборы» модальностей, отражающих всю совокупность предметов определенной профессиональной реальности; данные «наборы» модальностей
обусловливают формирование образа профессионального мира, выступающего для
субъекта ориентировочной основой профессиональной деятельности в целом; выделенные субъектом «наборы» модальностей
из профессионального дискурса являются
результатом его профессионального самоопределения.
Отметим, что образ профессионального мира не сводится к сумме единичных
представлений субъекта, а выступает как
сложно организованная многомерная структура. Анализ структуры образа мира представлен работами А.А. Леонтьева [2001],
Д.А. Леонтьева [2003], Б.М. Величковского
[1987] и др. Так, А.А. Леонтьев вводит понятия и термины «инвариантный образ мира»,
который соотносится с системой значений и
описывает общее видение мира определенным сообществом, а также «вариативный
образ мира» – связываемый с личностными
смыслами индивида [Леонтьев 2001]. Д.А.
Леонтьев выделяет в образе мира пять подструктур сознания:
1) картина мира;
2) индивидуально-психологическая
реальность;
3) образ мира, окрашенный личностными смыслами;
4) внутренний мир человека – устойчивые смыслы значимых объектов и явлений,
личностные ценности;
5) рефлексия, т.е. осознание субъектом
образа мира и регуляция своей жизнедеятельности [Леонтьев 2003: 143-145].
При анализе образа мира Б.М. Величковский выделяет два способа представления знаний: семантический (системный) и
фреймовый (динамическо-ситуативный).
Пространственная организация семантической информации дает возможность демонстрировать в зависимости от ситуации
эффекты структурированности (фреймы)
и последовательности (скрипты). В связи
с этим автор вводит понятие о «квазипространственном представлении ситуаций»
[Величковский 1987]. Е.А. Климов выделяет в структуре образа мира «общезначимое»
и «индивидуально значимое», основной
функцией которых является обеспечение
совместного социального существования
людей как уникальностей. Отождествление
74
части себя с общим, единообразным, по
мнению автора, достигается при адекватной
рефлексии объективного мира, мира общих
позиций: «…каждый человек “делатель”
(профессионал) правомочен вносить свою
лепту в понимание, истолкование того, что
такое “общие интересы”» [Климов 2004:
174]. В этом случае образ мира выступает как субъективная реальность, обеспечивающая баланс, устойчивое положение
между уникальностью каждого человека и
всеобщей одинаковостью людей. При этом
устойчивость тем выше, чем более детализировано (отрефлексировано) знание об индивидуальных, групповых, типовых, общих
особенностях человека [там же].
Исходя из этого, мы можем дать следующую структурную характеристику образа
профессионального мира:
1) образ профессионального мира языковой личности имеет константную (инвариантную) и вариативную часть;
2) инвариантный образ профессионального мира языковой личности соотносится с общественно выработанной профессиональной практикой, и выражена
профессиональным языком;
3) вариативная часть образа профессионального мира языковой личности представлена личностными смыслами в профессиональной деятельности, и выражена
индивидуальной профессиональной лексикой и профессиональным жаргоном;
4) профессиональный язык является
амодальным и инвариантным;
5) структура образа профессионального мира языковой личности отражает динамику его формирования – от чувственного восприятия профессиональной картины
мира к личностному осмыслению значения
предметов общественной практики, последующему созданию устойчивой смысловой
структуры профессии и ее осознанию;
6) профессиональные знания в профессиональном дискурсе представлены системным и динамическо-ситуативным способом;
7) семантическое (системное) представление профессиональных знаний
раскрывает значение предметов профессионального мира, а фреймовое
(динамическо-ситуативное) представление
обеспечивает иерархическую упорядоченность образа профессионального мира.
Итак, в результате проведенного теоретического анализа мы можем охарактеризовать взаимосвязь профессионального самоопределения и языковой профессиональной
личности следующим образом:
Профессиональное самоопределение
языковой личности осуществляется в процессе формирования образа профессионального мира посредством выстраивания двух
типов взаимосвязи субъекта со средой:
- ориентация на знаковые единицы
профессионального общения: грамматические, фонетические, стилистические, а
также паралингвистические особенности
языкового выражения профессиональной
сферы деятельности;
- ориентация на систему профессиональных понятий, отражающую особенности мировоззрения носителей данного профессионального языка.
2. Профессиональное самоопределение языковой личности есть поиск и нахождение личностного смысла, с одной
стороны, в процессе восприятия профессионального общения, в котором выражаются
поведенческие и языковые нормы, применяемые в ситуациях профессионального
взаимодействия в соответствии с позицией,
занимаемой в системе профессиональных
отношений, и, с другой стороны, в формировании языкового профессионального интеллекта как способности индивида создавать
коммуникативно-деятельностные функциональные связи с соответствующей профессиональной средой.
3. Восприятие профессионального дискурса является одним из способов
построения в языковом сознании индивида
многомерного образа профессионального мира. Профессиональный дискурс есть
совокупность оречевленных профессиональных знаний, необходимых профессиональной группе и принимаемых ею как не
Вопросы психолингвистики 75
C.В. Мыскин. Профессиональное самоопределение языковой личности
имеющих ярко выраженного индивидуального контекста.
4. Образ профессионального мира языковой личности включает модальные языковые паттерны, отражающие профессиональные знания о предметах труда и способах
обращения с ними, а также нормах поведения в ситуациях профессионального взаимодействия.
5. Образ профессионального мира является ориентировочной основой профессиональной деятельности и результатом профессионального самоопределения языковой
личности.
6. В структуре образа профессионального мира выделяется инвариантная и вариативную части. Инвариантная составляющая
соотносится с общественно выработанной
профессиональной практикой, представлена
профессиональной (научной) терминологией. Вариативная часть образа профессионального мира представлена личностными
смыслами субъекта в профессиональной деятельности, на языковом уровне выражена
индивидуальной профессиональной лексикой и профессиональным жаргоном. Динамика формирования образа профессионального мира проходит следующие этапы: от
чувственного восприятия профессиональной картины мира к личностному осмыслению значения предметов общественной
практики, последующему созданию устойчивой смысловой структуры профессии и ее
осознанию.
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=19049156"><b>ПСИХИЧЕСКАЯ
САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ С УЧЁТОМ
ИНДИВИДУАЛЬНО-ТИПОЛОГИЧЕСКИХ СВОЙСТВ ЛИЧНОСТИ СТУДЕНТА</b></a><br/>
<font color="#00008f"><i>Зобков
А.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33829683">Экономика
образования</a>. 2012. <a href="https://www.elibrary.ru/contents.asp?id=33829683&selid=19049156">№ 1</a>.
С. 152a-156. </font>
</p>
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Актуальность данного исследования связана с тем, что проблема , связанная с раскрытием закономерностей психической регуляции человеком своей активности, занимает одно из центральных мест в общем контексте изучения психики человека.Цель исследования: выявить участие индивидуально-типологических свойств студенческой молодёжи в процессе психической саморегуляции студентами поведения и учебно-профессиональной деятельности на этапах обучения в вузе.
Для реализации цели исследования была применена методика по выявлению формально-динамических свойств индивидуальности В.М. Русалова [4], направленная на изучение особенностей темпера-мента испытуемого. Исследуемыми проявлениями индивидуально-типологических свойств личности выступали «эргичность», «пластичность», «скорость», «эмоциональность». Эти свойства – результат обобщения врожденных биологических про-грамм, которые, включаясь в самые разнообразные виды деятельности, общения, постепенно начинают трансформироваться, перестраиваться, реорганизовываться, образуя, независимо от содержания самой деятельности, обобщенную, качественно новую, индивидуально-устойчивую систему инвариантных свойств, но уже не биологических, а полисистемных, психобиологических или формальных (несодержательных) свойств индивидуального поведения. Анализируемые свойства темперамента про-являются в моторной, интеллектуальной и коммуникативной сферах деятельности.Объект исследования: саморегуляция поведения и учебной деятельности студенческой молодежи. Предмет исследования: индивидуально-типологические свойства студенческой молодёжи, участвующие в процессе саморегуляции студентами поведения и деятельности на этапах обучения в вузе. В исследовании приняли участие студенты Владимирского государственного университета и студенты Владимирского государственного гуманитарного университета (n = 1041 чел.)На основании теоретического анализа литературы по саморегуляции деятельности, саморегуляци и поведения и деятельности студента, а также эмпирических исследований, связанных с изучением саморегуляционных характеристик студентов наобъективно-психологическом уровне анализа [1],была составлена модель саморегуляции поведения
и деятельности студента, осуществляемая на субъективно-психологическом уровне, включающая ниже-следующие структурные компоненты:1) содержательно-мотивацонный компонент (мотивационные проявления, параметры самоактуализации личности, ценностные ориентации, творческая активность);2) содержательно-самооценочный компонент(особенности самооценки, рефлексивность);3) компонент качеств личности, характеризующий её с интеллектуальной, эмоциональной, волевой, коммуникативной сторон;4)индивидуально-типологический компонент(эргичность, пластичность, скорость, эмоциональность). Общая структура механизма психической саморегуляции студентами поведения и деятельности представлена следующим образом (см. рис.1):1) содержательно-мотивационный компонент(СМК);2) компонент личностных качеств (КЛК);3) содержательно-самооценочный компонент(ССК);4) индивидуально-типологический компонент(ИТК).Индивидуально-типологический компонент по своему содержанию не входит в структуру механизма саморегуляции студентами поведения и деятельности. Отметим, что этот компонент является структурным образованием интегральной индивидуальности (по В. С. Мерлину). Однако можно не только предполагать, но с определённой долей уверенности говорить о том, что саморегуляционный компонент человека формируется с опорой на ИТК и, вероятно, на его основе и ИТК оказывает определённое влияние на процесс саморегуляции, особенно в ситуациях, характеризующихся стрессогенностью, экстремальностью.Мы предположили, что по количеству и силе корреляционных связей показателей ИТК как между собой, так и с показателями других компонентов механизма саморегуляции студентами поведения и деятельности в процессе обучения в вузе, можно будет судить о включении свойств ИТК в процесс саморегуляции студентами поведения и деятельности, о взаимосвязи ИТК с другими компонентами механизма саморегуляции, о сформированности индивидуального стиля деятельности (ИСД), в котором в целостном виде представлен механизм само-регуляции поведения и деятельности.Исследование показало, что пики количества и силы взаимосвязей показателей диагностируемых свойств темперамента приходятся на второй и четвертый курсы обучения (см. рис. 2), причем на 4-м
курсе обучения количество корреляционных связей возрастает до его максимума (n = 113).На основании этих данных, вероятно, следует говорить о том, что четвертый курс обучения в вузе является сензитивным периодом по формированию индивидуального стиля деятельности (ИСД) студентов, в котором базовые позиции занимают прижизненно сформированные показатели и компоненты эффективной саморегуляции студентами поведения и деятельности. Наблюдение за поведением и деятельностью студентов четвертого курса, экспертные оценки свидетельствуют о том, что студенты обучаются,опираясь на сформированные собственные индивидуально-специфические стратегии: обобщение, рефлексия, планирование, прогнозирование(А. В. Карпов), что, по мнению А. В. Карпова, составляет второй обобщенный уровень психических процессов [2].Наличие корреляционных связей показателей ИТК с показателями компонентов механизма саморегуляции студентами поведения и деятельности, выявленные на других курсах обучения студентов, указывает на то, что ИСД в процессе обучения студентов в вузе видоизменяется. Можно предположить, что на видоизменение ИСД существенное влияние оказывают показатели и компоненты механизма саморегуляции студентами поведения и деятельности. В данном случае ИСД представляет собой устойчивую систему на определённый промежуток времени (один год обучения в вузе) и зависит от формирующихся и из-меняющихся в процессе обучения в вузе качеств и особенностей личности, а также от свойств темперамента, определяющих во многом приёмы,способы, наиболее типичные для конкретного человека в моторной, интеллектуальной и коммуникативной сферах деятельности. Подводя итоги данного исследования, вероятно, можно говорить о том, что механизм саморегуляции студентами учебно-профессиональной деятельности является личностным образованием,оказывающим существенное влияние на проявление индивидуально-типологических свойств личности студента, динамично изменяющийся на каждом этапе вузовского обучения. Процесс профессионального становления будущего специалиста будет эффективным, если обучение студента в вузе будет строиться с учётом ведущих компонентов саморегуляции, обеспечивающих им эффективность деятельности, а также с учётом индивидуально-типологических свойств личности каждого конкретного студента.Ниже будут рассмотрены результаты исследований, связанные с изучением участия формально-динамических свойств индивидуальности, участвующих в процессах саморегуляции учащейся молодёжью поведения и учебной деятельности. Для реализации этой цели исследования мы обратимся к анализу средних арифметических значений изучаемых свойств темперамента по В. М. Русалову [4]. На основании полученных данных в соответствии с конструктом методики были вычислены индексы формально-динамическихсвойств темперамента (ИПА, ИИА, ИКА, ИОА,ИОЭ, ИОАД). Полученные результаты позволили судить о степени интеграции формально-динамических свойств индивидуальности студентов первых-пятых курсов. Динамика данных показателей представлена ниже в таблице (см. табл. 1).Изучение особенностей индивидуально-типологических свойств студентов гуманитарной направленности показало, что наибольшая степень психомоторной (двигательной) активности учащихся приходится на второй курс обучения в высшей школе (ИПА=100,2). Это свидетельствует о том, что в саморегуляции жизнедеятельности студентов-второкурсников, по всей вероятности, до-минирует потребность в двигательной активности, стремление к разнообразным способам физической деятельности. Это в полной мере отражается на проявлениях в психомоторной сфере студентов – быстроте, силе, интенсивности внешнейподвижности, мышечных движениях и речи, окрашивающих их жизнедеятельность специфическими индивидуально-типологическими проявлениями. Вероятнее всего именно в этот период студенческой жизни эффективность учебно-профессиональной деятельности оценивается учащимися по степени соответствия затраченных ими энергетических сил и объективно полученному результату деятельности.Интеллектуальная активность студенческой молодёжи на учебных занятиях является важным показателем их включённости в учебный процесс. показателем, участвующим в саморегуляции учебной деятельности. Пик интеллектуальной активности приходится также на второй курс обучения студентов в вузе (ИИА = 93,8) (см. табл. 1), о чём свидетельствуют высокие показатели эргичности (постоянное стремление к деятельности, связан-ной с умственным напряжением, легкость умственного возбуждения), пластичности (гибкость мышления, легкость перехода с одних форм мышления на другие, постоянное стремление к разнообразию форм интеллектуальной деятельности) и скорости умственных процессов при выполнении интеллектуально-творческих заданий.Изменения показателя общей активности в жизни студенческой молодёжи достигают свое-го максимума на втором году обучения в вузе (ИОА = 290,6) (см. табл. 1). В саморегуляции поведения и деятельности учащихся отмечается стремление к инициативности и самостоятельности,проявлению себя в различных видах учебно-профессиональной деятельности. Они являются активными участниками семинарских и практических занятий, при подготовке к которым стараются выйти за границы заданного преподавателем материала. В итоге значительно изменяется содержание их обучения, преобразуемое студентамив пространство личностно-профессиональной самоактуализации. Динамические показатели «общая эмоциональность», проявляемые в психомоторной, интеллектуальной и коммуникативной сферах, указывают на приоритет второго курса в развитии данного параметра (ИОЭ = 90,2). Это характеризует студента-второкурсника как высокочувствительного субъекта к ситуации рассогласования между ожидаемым и итоговым результатом выполняемой учебно-профессиональной деятельности, что является важным показателем саморегуляции учебно-профессиональной деятельности студента.В целом, индекс общей адаптивности, являющейся интегративным показателем методики В. М. Русалова, в максимальной степени выраженв группе студентов-четверокурсников (ИОАД = 205,1).Это, на наш взгляд, свидетельствует о том, что фор-мально-динамические особенности учащихсяк этому периоду составляют основув структур-ной организации личности учащихся, над которойв соответствии со специфическими особенностя-ми студентов различных курсов надстраиваютсятакие составляющие как личностные качества,особенности мотивации и самооценки, ценностные ориентации, принимающие активное участиев саморегуляции поведения и деятельности уча-щейся молодёжи. Эти данные ещё раз подтверж-дают тот факт, что в период обучения студентовна четвёртом курсе у них складывается индивидуальный стиль саморегуляции поведения и деятельности, основные особенности которого следовало бы сохранить на последующих этапах их жизнедеятельности. Степень достоверности различий среди показателей, полученных с помощью опросника формально-динамических свойств личности на выборке студенческой молодёжи первых-пятых курсов, была оценена с помощьюt-критерия Стьюдента. По результатам проведённого исследования можно говорить о том, что на значимом уровне выявлены различия в динамике развития основных сфер личности учащихся первого и второго курса, а именно, интеллектуальной («скорость интеллектуальная» (t = –2.3; p < 0.05), коммуникативной («эргичность коммуникативная» (t = –2.5,p < 0.05), «скорость коммуникативная» (t = –3.0;p < 0,01), психомоторной («эргичность моторная»(t = –2.5; p < 0.05), «пластичность психомоторная»(t = –5.4; p < 0.01), «скорость психомоторная»(t = –5.9; p < 0,01) и эмоциональной («эмоциональность интеллектуальная» (t = –4.1; p < 0,01)в сторону увеличения средних значений по каждому из перечисленных параметров. Вероятно,это связано с тем, что хорошо отработанные в период школьного обучения стратегии поведения и деятельности, используемые в учебно-профессиональной деятельности студентами-первокурсниками, явно не соответствуют тем требованиям,которые предъявляются к выполнению учебных задач в вузе. Как следствие, возникает необходимость перестройки базовых личностных характеристик, определяющих наиболее адекватные по-ставленным условиям способы реализации действий. Необходимо отметить, что описанные выше закономерности согласуются с проведенными ранее исследованиями по изучению профессионального становления студентов [3], свидетельствующие о смене к периоду второго курса школьной идентичности на учебно-академическую.С учетом результатов применения t-критерия Стьюдента можно говорить о том, что на третьем курсеу студентов снижаются значения по показателю «эргичность интеллектуальная» (2 курс ЭИ = 32.8;3 курс ЭИ = 29.1; t = 3.0; p < 0.01). Этот факт указывает, по-видимому, на полную адаптацию студен-тов-третьекурсников к учебному процессу в вузе,что приводит к снижению их вовлеченности в учебно-познавательный процесс, к снижению умственного напряжения, сужению круга интеллектуальных интересов, познавательных потребностей. В тот же момент, это, вероятно свидетельствует о деформации механизма саморегуляции учебно-профессиональной деятельности,указывает на некоторый кризис в самодвижении,в саморазвитии личности, на кризисный период обучения.У студентов-четверокурсников по сравнению с учащимися третьего курса превалируют показатели по параметрам коммуникативной сферы («эргичность коммуникативная» (t = –2.4; p < 0.05), «эмо-циональность коммуникативная» (t = 2.1; p < 0.05),что отражает значимость формирования и разви-тия на этом этапе профессионализации коммуни-кативных умений и навыков, составляющих основупрофессионально важных качеств студентов гума-нитарно-педагогического профиля.Анализируя результаты сравнения средних зна-чений по t-критерию Стьюдента студентов четвер-того и пятого курсов, можно отметить, с одной сто-роны, снижение показателей по параметрам «эр-гичность коммуникативная» (4 курс ЭК = 37.8; 5 курсЭК = 31.3; t = 5.2, p < 0.01) и «скорость психомотор-ная» (4 курс СМ = 33.6; 5 курс СМ = 29.1; t = 3.8,p < 0.01), а, с другой стороны, рост средних значе-ний по параметру «эмоциональность психомотор-ная» (4 курс ЭМ = 25.5; 5 курс ЭМ = 28.3; t = –2.9,p < 0.01). Эти данные свидетельствуют, вероятно.о следующих тенденция в развитии личности сту-дентов. Снижаются коммуникативные потребно-сти обучаемых, что наблюдается в демонстриру-емой ими стратегии ухода от участия в различно-го рода учебных и общественных мероприятияхкурса, факультета и вуза в целом. Отмечается дви-гательная пассивность, сопровождающаяся инер-тностью двигательных операций при выполненииреализуемой деятельности. В результате увеличи-вается степень эмоционального напряжения поповоду расхождения между ожидаемым и реаль-ным результатом учебно-профессиональной де-ятельности, возникает ощущение неполноценно-сти продуктов учебной работы. Данные фактытакже свидетельствуют о деформационных про-цессах в механизме саморегуляции студентами-пятикурсниками учебно-профессиональной дея-тельности.В заключении отметим, что использование по-лученных данных в организации обучения студен-ческой молодёжи, позволит оптимизировать учеб-но-воспитательный процесс с точки зрения учетаформально-динамических особенностей личностиобучаемых, принимающих участие в саморегуля-ции учебно-профессиональной деятельности сту-дентов и определяющих поведенческие особеннос-ти и уровень достижений студентов в учебно-про-фессиональной деятельности.Библиографический список1.Зобков А. В. Саморегуляция учебной деятельностистудента: экстрасубъектный аспект // Вестник универ-ситета ГУУ. – Социология и управление персоналом. –2009. – No 34. – С. 63–66.2.Карпов А. В. Психология групповых решений. –М.: ИП РАН, 2000. – 532 с.3.Поварёнков Ю. П. Системогенетическая концеп-ция профессионального становления // Психологическиеосновы профессиональной деятельности: Хрестоматия /сост. В. А. Бодров. – М.: ПЕРСЭ, 2007. – С. 543–552.4.Русалов В. М. Теоретические проблемы построе-ния специальной теории индивидуальности человека //Психологический журнал. – 1986. – Т. 6. – No 4. –С. 23–35
ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА
ИСАЕВ Е.А.Написать письмо автору1
1 ФГБОУ ВПО «Елецкий государственный университет им. И.А. Бунина»
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (32) Год: 2015 Страницы: 24-28
ЖУРНАЛ:
ПСИХОЛОГИЯ ОБРАЗОВАНИЯ В ПОЛИКУЛЬТУРНОМ ПРОСТРАНСТВЕ
Издательство: Елецкий государственный университет им. И.А. Бунина (Елец)
ISSN: 2073-8439
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, ПОЛИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ, MULTICULTURAL SELF-ORGANIZATION, АКТИВНОСТЬ, ACTIVITY, ПСИХОТЕРАПЕВТИЧЕСКИЕ СПОСОБЫ, THERAPEUTIC METHODS, ЦЕЛЕВАЯ УСТАНОВКА, TARGET PURPOSE, МОТИВАЦИЯ, MOTIVATION, ОТНОШЕНИЕ, ATTITUDE
АННОТАЦИЯ:
В статье с процессуальной и результативной точек зрения рассматриваются психологические особенности развития поликультурной самоорганизации языковой личности студента, представляющей собой становление, упорядочение и активизацию качеств, необходимых для оптимальной реакции языковой личности на вызовы внешнего поликультурного мира. Автор приходит к выводу, что для развития поликультурной самоорганизации языковой личности студента в образовательной среде важны: реализация принципа активности, проявлением которого является активная жизненная позиция; использование психотерапевтических средств, предполагающих создание условий, максимально приближенных к обыденной жизненной ситуации будущего специалиста (методы причинной и целевой самоорганизации); создание целевой установки, являющейся аттрактором для внутренних процессов самоорганизации. Отдельным аспектом развития поликультурной самоорганизации языковой личности студента в процессе учебной деятельности рассматривается повышение познавательной мотивации. В качестве одного из психологических механизмов ее повышения называется учебная самоорганизация студентов, контекст которой обусловлен так или иначе культурой. Также очевидна взаимосвязь развития поликультурной самоорганизации и выработки отношения языковой личности к окружающему миру, культуре в целом, выступающей содержанием поликультурной самоорганизации и наполняющей когнитивный потенциал деятельности студентов. То есть личность в процессе своей самоорганизации вырабатывает свое собственное видение, оценочное суждение о культуре. Данное качество выполняет системообразующую роль в структуре сознания и самосознания и возникает в результате постижения сущностных основ культурного контекста современного мира.
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С психологической точки зрения поликультурную самоорганизацию следует рассматривать в двух аспектах: процессуальном и результативном. В процессуальном аспекте это
становление, упорядочение и активизация качеств, необходимых для оптимальной реакции
языковой личности на вызовы внешнего поликультурного мира. В результативном аспекте
поликультурная самоорганизация языковой личности отражает личностное качество, ориентированное на гуманизацию национально-языковых отношений, где языковая личность, будучи активной структурой, способной направлять свои силы не только на внешнюю среду, но
и на себя и содержащей потенциал саморазвития, выступает субъектом образовательной деятельности.
Новым ориентиром развития человека становится активная жизненная позиция. В
этой связи субъектные способности приобретают особый смысл и решающее значение в
формировании исторически нового социума. Как отмечают психологи, субъекту как самоорганизующейся системе присуща внутренняя активность, что раскрывается в качествах лич-
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ностной устойчивости относительно внешних воздействий, самообновляемости, возможности к самоусложнению, согласованности всех составных частей (К.А. Абульханова-Славская,
А.В. Брушлинский, В.Н. Дружинин, А.К. Осницкий, В.А. Петровский и др.). Е.А. Уваров говорит, что «именно за счет возрастания роли внутреннего посыла и увеличения на этой основе числа и качества связей между компонентами системы возникает один из основных принципов организации, который заключен в системных свойствах целого. При этом внешняя и
внутренняя организация активности субъекта, в основе которых лежит феномен самопротиворечивости, образуют гибкую динамическую систему со своей логикой взаимопереходов и
взаимовлияний, что, в конечном итоге, и ведет к самоорганизации субъекта» [4, c.8]. Поэтому
способ поликультурной самоорганизации проявляется в формировании субъекта как сложной, открытой, динамичной системы в соответствии не только с внешним, средовым воздействием, но и со своими собственными параметрами, со своей внутренней природой и логикой
развития. В связи с этим в психологии развивается идея, согласно которой двигательная активность вызывает изменения во внутреннем мире личности, находя определенный отклик в
человеке как целостности, что влечет за собой переход в более устойчивое личностное состояние. Все это приводит к качественно новому состоянию субъекта, способствуя тем самым
его поликультурной самоорганизации.
Помимо принципа активности для развития поликультурной самоорганизации языковой личности в образовательной среде, на наш взгляд, эффективными могут быть также
средства, в основе которых лежат сущностные характеристики психотерапевтических способов самоорганизации личности. В психотерапии выделяют причинные способы самоорганизации – путем создания условий, в которых напряжение неразрешенной ситуации или внутреннего конфликта разрешается путем самотрансценденции; при этом происходит восстановление согласованности внутренних психических процессов и преодоление негативных
установок, в том числе переживания ущерба, неудовлетворенности и т.д. Фактически именно
таким образом и происходит спонтанный процесс внутреннего развития в обыденной человеческой жизни [3].
Большинство методов психологической помощи – рациональная психотерапия,
гештальт-психология, психоанализ, психодрама, методы, использующие биообратную связь,
нейролингвистичекое программирование, холотропное дыхание в трансперсональной психологии и др. – выполняют задачу создания условий для причинной самоорганизации. К методам целевой самоорганизации психологи относят методы психологической помощи, которые
способствуют реализации мотивации достижения. Независимо от области применения: профессиональный психотренинг, психотерапия, помощь в личностном развитии – основным в
этом подходе является наличие осознаваемой цели, которая направляет весь процесс самоорганизации внутренней психической среды. То есть можно констатировать, что жизненные ситуации дают материал, требующий процесс согласования с предыдущим жизненным опытом,
что ведет к самоорганизации внутренней психической среды. Это означает, что в образовательном процессе для формирования поликультурной самоорганизации языковой личности
студента нужно создавать условия, которые были бы максимально приближены к обыденной
жизненной ситуации будущего специалиста.
Анализируя достижения психологии, можно прийти также к выводу, что при развитии
поликультурной самоорганизации языковой личности студента важна и целевая установка,
поскольку последняя является аттрактором для внутренних процессов самоорганизации. Целевая установка может быть осознаваемой и неосознаваемой. Но и в том, и в другом случае
реальный процесс самоорганизации, восстанавливающий целостность внутренней среды,
происходит при проявлении в поле сознания ее части, вызывающей внутренний конфликт.
Это относится также и к структурированию внешних взаимодействий при реализации конкретных устремлений индивида. До тех пор, пока личностью не осознаны внутренние противоречия при попытке реализации каких-то своих планов, результат не может быть удовлетворительным. И наоборот, четкое осознание своей истинной потребности приводит к быстрой и
эффективной реализации желаемого [3].
Как известно, современное образование предполагает подготовку конкурентоспособного специалиста, обладающего умением профессионально и личностно развиваться в процессе
обучения через всю жизнь. Как показывает практика и исследования современных психологов,
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развитие такого специалиста осложняется недостаточным уровнем сформированности познавательной мотивации студентов в процессе учебной деятельности. Необходимы эффективные
способы, приемы. В качестве одного из психологических механизмов ее развития называется
учебная самоорганизация студентов, которая, по мысли многих психологов-педагогов, способствует изменению внутренних мотивов и установок на обучение (А.Ф. Журавский,
Б.А. Келлер, И.В. Ребельский и др.). При этом окружение, контекст деятельности обусловлены так или иначе культурой. Таким образом, проблема мотивации и эволюция самоорганизации личности взаимообусловлены и являются индикаторами эффективной динамики поликультурной самоорганизации языковой личности студента.
Основываясь на этих данных, исследователи создают программы поэтапного развития
познавательной мотивации студентов. К примеру, А.В. Смирновым создана программа с учетом наличия трех структурных компонентов личности и особенностей познавательной мотивации: когнитивного компонента, включающего ценностно-мотивационное содержание, т.е.
овладение опытом и знаниями, способствующими эффективному выполнению самостоятельной работы; деятельностного компонента, или умения оперировать полученными навыками;
эмоционально-волевого компонента, который характеризуется закреплением позитивных мотивов в психолого-педагогическом процессе [2, с.13].
Познавательная мотивация – это такой тип мотивации, главными мотивами которой являются познавательные мотивы, то есть ориентация учащегося на овладение новыми знаниями, закономерностями, ориентация на усвоение способов добывания знаний (интерес к приемам самостоятельного приобретения знаний, к методам научного познания, к способам саморегуляции учебной работы, рациональной организации своего труда), и мотивы самообразования, состоящие в направленности учащихся на самостоятельное совершенствование способов добывания знаний (интересы к приемам самостоятельного приобретения знаний, к методам научного познания, к способам саморегуляции учебной работы, рациональной организации своего труда) [2, с.18]. В случае с развитием поликультурной самоорганизации языковой личности содержанием и целью выступает культура, наполняющая когнитивный потенциал деятельности студентов. А мотив самообразования – это некий способ действий в условиях развития современного образования, условие самоорганизации личности, обеспечивающее проявление у студентов таких качеств, как настойчивость и самостоятельность, а также
умений выполнять различные виды самостоятельной работы, учитывать личное мнение, вырабатывать свою позицию.
Поликультурная самоорганизация дает языковой личности форму, структурирует,
обеспечивает взаимосвязь и взаимодействие всех душевных сил. При этом языковая личность – категория нравственная, с ценностными ориентациями, ей присуще свое отношение –
субъективная сторона отражения действительности, результат взаимодействия человека со
средой. Как отмечает Ю.В. Александрова, личностное отношение – это качество, появляющееся при взаимодействии «потребности в общении и совместной деятельности, интересе к
личности, к знаниям и пр., эмоционально-оценочной сфере» [1, с. 9]. Добиваться достижения
позитивного отношения к глобальному миру, к себе, к культуре в целом может только тот человек, который постоянно и терпеливо к этому стремится, направляя и мобилизуя все свои
внутренние и внешние силы. Таким образом, очевидна и взаимосвязь развития поликультурной самоорганизации через выработку отношения языковой личности к окружающему миру,
культуре в целом. То есть личность, самоорганизуясь, вырабатывает свое собственное видение, оценочное суждение о культуре. Данное качество выполняет системообразующую роль в
структуре сознания и самосознания и возникает в результате постижения сущностных основ
культурного контекста современного мира.
Итак, повышение динамики поликультурной самоорганизации языковой личности
студента в условиях образовательной среды зависит от многих факторов. К наиболее существенным относятся такие, как реализация принципа активности, использование психотерапевтических способов, определение целевой установки, развитие познавательной мотивации
у личности и выработка оценочных свойств.
28
----
Литература:
1. Александрова, Ю.В. Динамика самоотношения и отношения к Другому у взрослого человека (25 - 35 лет) [Текст]: дис. ... канд. псих. наук / Ю.В. Александрова. – М., 1999. – 196 c.
Alexandrov, Y. (1999), The dynamics of self-attitude and attitude to another adult (25-35 years old)
[Dinamika samootnosheniya i otnosheniya k Drugomu u vzroslogo cheloveka (25-35 let)], Moscow, 196 p.
2. Смирнов, А.В. Учебная самоорганизация как фактор развития познавательной мотивации
студентов технического вуза [Текст]: дис. … канд. псих. наук / А.В. Смирнов. – Самара, 2011. – 23 с.
Smirnov, A.V. (2011), Learning self-organization as a factor of the development of cognitive motivation of students of a technical college [Uchebnaya samoorganizatsiya kak faktor razvitiya poznavatel'noy
motivatsii studentov tekhnicheskogo vuza], Samara, 23 p.
3. Татырь, Е.Т. Синергетический подход в психологической практике: целевая самоорганизация психики [Электронный ресурс] / Е.Т. Татырь. – Режим доступа: URL:
http://www.synergia.ru/content/view/37/44/ (дата обращения: 7.07.2013).
Tatyr', E.T. Synergetic approach in psychological practice: target self-organization of the psychic
[Sinergeticheskiy podkhod v psikhologicheskoy praktike: tselevaya samoorganizatsiya psikhiki]. URL:
http://www.synergia.ru/content/view/37/44/ (Accessed: 07.07.2013).
4. Уваров, Е.А. Психология самоорганизации личности как субъекта двигательной деятельности [Текст]: дис. ... д-ра псих. наук / Е.А. Уваров. – СПб., 2007. – 362 с.
Uvarov, E.A. (2007), The psychology of personality’s self-organization as a subject of motor activity
[Psikhologiya samoorganizatsii lichnosti kak sub"ekta dvigatel'noy deyatel'nosti], St. Petersburg, 2007,
362 p.
ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ ЛИНГВИСТОВ
НЕЧАЕВ Н.Н.Написать письмо автору1
1 МГЛУ
Тип: статья в журнале - научная статья Язык: русский
Номер: 14 (725) Год: 2015 Страницы: 9-27
УДК: 159.953.5
ЖУРНАЛ:
ВЕСТНИК МОСКОВСКОГО ГОСУДАРСТВЕННОГО ЛИНГВИСТИЧЕСКОГО УНИВЕРСИТЕТА
Издательство: Московский государственный лингвистический университет (Москва)
ISSN: 1993-4750
КЛЮЧЕВЫЕ СЛОВА:
ПСИХОЛОГИЧЕСКИЙ ПОДХОД, PSYCHOLOGICAL APPROACH, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE IDENTITY, ЯЗЫКОВОЕ СОЗНАНИЕ, LANGUAGE CONSCIOUSNESS, МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, INTERCULTURAL COMMUNICATION, ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА ЛИНГВИСТОВ, PROFESSIONAL LINGUISTIC TRAINING
АННОТАЦИЯ:
Статья посвящена одной из важнейших проблем педагогической психологии - профессиональной подготовке специалистов по межкультурной коммуникации. Предлагаемый подход позволяет выявить значимость понятия «языковое сознание» и способы его применения в процессе становления вторичной языковой личности, выступающей в качестве медиатора в межкультурном диалоге. Феномен языковой личности рассматривается в статье с психологической точки зрения. В этой связи автор предлагает системное рассмотрение процесса межкультурной коммуникации, основанное на предварительном раскрытии регулирующей роли языкового сознания в коммуникативной деятельности.
---
В современном глобализированном мире важнейшую роль играют процессы межкультурной коммуникации, эффективность которой
зависит от тех, кто ее осуществляет. В первую очередь это относится
к переводчикам и другим специалистам, профессионально решающим задачи медиации в ситуациях межкультурного диалога. Основополагающую роль в реализации этого процесса и в развитии психологических возможностей человека осуществлять его, на наш взгляд,
играет психология. Своеобразным подтверждением этого мнения
служат слова Ф. де Соссюра, отражающие вывод, к которому пришел
этот выдающийся лингвист более ста лет назад: «…Можно представить себе науку, изучающую жизнь знаков в рамках жизни общества;
такая наука явилась бы частью социальной психологии, а, следовательно, и общей психологии; мы назвали бы ее семиологией (от греч.
semeion «знак»)»^^1^^
[9; 23].
Из сказанного понятно, что Ф. де Соссюр рассматривал психологию как базовую науку для изучения языковой коммуникации – важнейшего для человеческого социума вида деятельности, непосредственно связанного со всеми другими видами деятельности.
Методологическое обоснование определяющей роли деятельности можно найти в известных «Тезисах о Фейербахе» К. Маркса^^2^^
,
где категория деятельности обретает фундаментальное значение. Все
в человеке определяется средствами, содержанием и результатами
деятельности. Она всегда коллективна, она всегда орудийна и предметна, так как именно в деятельности человек осуществляет преобразование объекта в предмет. Но точно таким же образом происходит
```
1
Здесь и далее выделено нами. – Н. Н.
```
```
2 «Главный недостаток всего предшествующего материализма – включая
и фейербаховский – заключается в том, что предмет, действительность, чувственность берется только в форме объекта, или в форме созерцания, а не
как человеческая чувственная деятельность, практика, не субъективно. …
Фейербах хочет иметь дело с чувственными объектами, действительно отличными от мысленных объектов, но самое человеческую деятельность он берет
не как предметную деятельность» (Маркс К., Энгельс Ф. Соч. т. 3, с. 2).
```
10
и «опредмечивание» того объекта, который в результате деятельности
становится знаком – специфическим предметом, выполняющим роль
средства коммуникации. Знаки не даны изначально, знак появляется,
рождается и создается человеком для человека. Знак – это любой объект, «опредмеченный» значением, как и любой другой такой же объект, попавший в орбиту человеческой деятельности.
Переводческая деятельность характерна тем, что она внешне, казалось бы, не связана с содержанием той или иной предметной деятельности, вследствие чего в ситуациях, требующих определенных
предметных представлений, переводчик попадает впросак: возникают
коммуникативные сбои. С другой стороны, людям, «погруженным»
в предметную деятельность в условиях межкультурной коммуникации, подчас не нужен переводчик. Им настолько ясен сам предмет
коммуникации, что они с помощью нескольких невербальных знаков
могут разъяснить то, что имеют в виду. Так, в давнем отечественном
фильме о войне «Нормандия-Неман» французские и советские летчики, не владеющие, соответственно, русским и французским языками,
получая полетные задания, тем не менее очень хорошо понимали друг
друга, потому что неплохо знали свой предмет.
Итак, предметная деятельность – это основа понимания в ходе
коммуникации и основа самой коммуникации. Все зависит от того,
что стоит за деятельностью: слово или дело или слово–дело, или
дело–слово. Это не просто игра словами, здесь большая психологическая проблема, которую порой не замечают, ведь языковая коммуникация – это всегда социальный процесс, как и любая другая деятельность человека, которая по определению всегда социальна, орудийно
опосредствована и знаково опосредована.
Если речь идет об освоении этой деятельности, то на каждом витке спирали своего развития мы вновь и вновь проходим тот же самый путь, который прошли в начале своего становления в качестве
человека. Как показывает методологический анализ, само развитие
надо рассматривать как постоянный и объективный процесс, происходящий с человеком постоянно, независимо от того, что он в данный
момент думает или делает. Но в зависимости от того, что он думает
и делает, ход этого объективного процесса будет иным.
При этом на каждом уровне или этапе развития деятельности происходит закономерное «снятие» достижений и провалов предыдущего
11
этапа. Наши слова аккумулируют всю нашу жизнь. Как сказал когдато Гегель: «Слова звучат одинаково и в устах юноши, и в устах зрелого мужа, но у последнего за ними – целая жизнь».
К сожалению, многие лингвисты не знакомы с работами классика
отечественной психологии Л. С. Выготского, посвященными роли знака в деятельности человека. Приведем наиболее полную формулировку закона, известного в отечественной психологии как закон Выготского: «Каждая высшая психическая функция появляется в процессе
развития поведения дважды – сначала как функция коллективного поведения, как форма сотрудничества или взаимодействия, как средство
социального приспособления, т. е. как категория интерпсихологическая, а затем вторично как способ индивидуального поведения ребенка, как средство личного приспособления, как внутренний процесс
поведения, т. е. как категория интрапсихологическая» [2, с. 197].
Суть этого закона в том, что все психологические возможности,
приобретаемые человеком, на самом деле есть продукт развития его
совместной деятельности с другими людьми: сначала это взаимодействие, а затем – его собственная деятельность, в которой общение
«свертывается» в обобщение, а обобщение «развертывается» в общение. Именно в рамках этого взаимодействия, развиваются психологические возможности, обеспечивающие деятельность. Итак, первый
этап становления этих возможностей – это всегда реальный контакт
с действительностью, когда происходит ее опредмечивание, т. е. выявление субъектом значимого для него предмета деятельности, затем
выявленный предмет – уже как значение – «подхватывается» языком
как средством социального взаимодействия и развертывается в дискурс – процесс коммуникации. Очевидно, что дискурс как живая речь
человека представляет собой идеальную форму социального взаимодействия с реальностью с помощью конкретных языковых средств
этой деятельности.
На наш взгляд, этот подход задает направление для психологического раскрытия понятия «языковая личность», активно используемого в современной лингвистике, лингводидактике, и за их пределами.
По мнению Ю. Н. Караулова, языковая личность – «…совокупность
способностей и характеристик человека, обусловливающих создание
и восприятие им речевых произведений (текстов), которые различаются степенью структурно-языковой сложности, глубиной и точностью
12
отражения действительности, а также определенной целевой направленностью» [5, с. 3].
Мы полагаем, что в процессе речевой коммуникации языковая
личность выступает в качестве субъекта деятельности в широком
смысле: человек как языковая личность осуществляет коммуникацию,
особенности которой определяются языковым сознанием и через дискурс реализуются в коммуникативном поведении.
При таком понимании языковое сознание не есть нечто отдельное
от других форм и способов осознания действительности. Это сознание индивида, осуществляющего речевую коммуникацию. Оно выполняет регулирующую функцию, задавая культурно обусловленный
спектр возможностей раскрытия предметного содержания, соответствующего коммуникативной задаче, на которую индивид осознанно или неосознанно ориентируется, осуществляя речевые действия.
Сам дискурс представляет собой одновременно и процесс, и результат речевой коммуникации (коммуникативного поведения) индивида,
отражает, так сказать, исполнительную сторону его коммуникативноречевой деятельности.
С этих позиций процесс формирования «вторичной языковой личности» обозначен И. И. Халеевой как процесс становления совокупности способностей (компетенций) и личностных качеств, обеспечивающих готовность к иноязычному общению в межкультурной
сфере, что предполагает эффективное использование иностранного языка в различных сферах деятельности; само ее формирование
должно рассматриваться как саморазвитие субъекта в языковой среде,
становящейся контекстом его деятельности [10].
Расширение и углубление понимания «языковой личностью»
смысловых и прагматических черт «иноязычной» для нее личности,
овладение соответствующими средствами межкультурной коммуникации ведет к ее объективной психологической «трансформации»
и закономерному превращению во «вторичную» языковую личность.
Проблема здесь заключается в соотношении и взаимосвязи «стихийного» и «управляемого» формирования «вторичной языковой личности» в ходе образовательного процесса.
Специально подчеркну, что для психолога образование – не столько специально организуемый учебно-воспитательный процесс, сколько
мотивационно значимая и осознаваемая самим человеком деятельность,
13
направленная на решение задач «самоизменения» – учебная деятельность [11]. При этом мы определяем деятельность как учебную вовсе
не потому, что она осуществляется в учебных аудиториях, ведь, как сказал М. Твен устами своего персонажа Гека Финна: «Я никогда не позволял, чтобы мои школьные занятия мешали моему образованию».
Особенно ярко эта позиция проявляется применительно к высшему образованию. В цикле исследований, проведенных под нашим руководством, было показано, что высшее профессиональное образование – это становление специалиста, осознанно владеющего системой
способов «освоения» мира, системой, позволяющей достигать уровня
своего высшего (на сегодняшний день), но специализированного
развития его познавательных возможностей [7].
Неслучайно говорят о физической картине мира, техническом
взгляде на мир, художественном видении действительности, математическом или юридическом мышлении, социологическом воображении, и … языковом сознании, и «вторичной» языковой личности.
С этой точки зрения языковое сознание – это всегда определенная картина мира, у носителя которой во множестве случаев даже
не возникает сомнений в ее адекватности. Однако человек, который
считает, что многие видят мир так же, как видит он, ошибается. К сожалению, и «вторичная» языковая личность может стать результатом
профессиональной деформации. В этом случае всегда встает вопрос о
расширении человеком горизонтов своей деятельности, закономерно
изменяющей его сознание.
Нам не хватает комплексного, системного подхода к проблемам
межкультурной коммуникации и пониманию ее роли в становлении
«вторичной» языковой личности, что в первую очередь требует содержательного психологического раскрытия ориентировочной функции
языкового сознания в коммуникативной деятельности человека. Так,
на практике часто имеет место ситуация, когда межкультурная коммуникация реально осуществляется, но необходимого осознания используемых при этом средств и способов нет. Или напротив: человек очень
тонко осознает оттенки выражения смысла посредством языка, но не
очень умеет ими пользоваться в собственной речевой деятельности.
Объяснить эти парадоксы можно следующим образом. Значения
есть не у слов или шире – у языковых единиц, а у человека – носителя языка. Языковая форма прозрачна для тех, кто владеет стоящим
14
за ней содержанием. Когда мы слышим говорящих на понятном нам
языке, мы как бы непосредственно воспринимаем содержание сказанного, поскольку значения для нас «открыты», но если люди говорят на совершенно незнакомом языке, то для нас это лишь какой-то
набор звуков – возникает барьер понимания, за которым стоит иное
языковое сознание.
Вот почему проблемы межкультурной коммуникации и языкового
сознания во многом неразделимы, и эта взаимосвязь особенно важна
на уровне обыденного сознания.
Говоря об обыденном сознании, мы подразумеваем то, что многое
в процессе коммуникации остается неосознанным. Обыденное сознание – это взгляд человека на мир, не предполагающий осознания тех
средств и возможностей, которые обеспечивают это осознание. Можно сказать, что обыденное сознание – это бессознательное языковое
сознание, в котором и посредством которого осуществляется процесс
осознания действительности. Но так как именно человек является носителем значений, то при возникновении необходимости в осознании
предмета деятельности свою опосредующую роль играет язык: языковое сознание носителя значений помогает осуществить необходимое
осознание. Французское выражение «prise de conscience» – «добыча
сознания», «захват сознанием» означает, что осознание происходит
как только мы ставим себе задачу на осознание, возникающую лишь
тогда, когда возникает проблемная ситуация. Таким образом, уверенность в том, что мы изначально осознаем весь мир – это иллюзия, на
самом деле мы постоянно вынуждены решать задачу на осознание тех
или иных характеристик объективного мира.
С этой точки зрения языковое сознание есть форма существования обыденного сознания с соответствующей широтой охвата повседневной жизнедеятельности человека и одновременно – с отсутствием
рефлексии на то, как мы говорим и почему мы так говорим.
Другими словами, само языковое сознание как способ осознания
действительности в повседневном общении остается неосознанным.
Однако если коммуникация носит межкультурный характер, что
предполагает возникновение множества неоднозначных коммуникативных ситуаций, то подобные условия обязательно требуют постановки и решения задачи на осознание своего языкового сознания. Научной основой такого осознания являются и лингвистика,
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и лингводидактика, и психология речевой деятельности. Но при этом
мы должны понимать, что научное осознание языковой действительности и языковое осознание действительности порождают разные
«проекции» действительности.
Как в свое время отмечал выдающийся отечественный психолог
П. Я. Гальперин, учеником и последователем которого я являюсь, специфика «отображения» в языковом сознании объектов действительности по сравнению с научным «отображением» заключается в том, что
в языковом сознании одни и те же характеристики действительности
раскрываются с точки зрения задач коммуникации, отнюдь не предполагающих объективистки «точного» информирования о «знаемых» свойствах окружающего мира. Языковое сознание «отражает» внеязыковую
действительность «пристрастно», обеспечивая не столько определенное
понимание этих вещей, сколько определенное отношение к ним [3].
В этом и преимущества, и ограничения языкового сознания. Преимущество заключается в том, что, скажем, переводчику часто не важно знать, в чем состоит предметная специфика деятельности тех, кому
он помогает как медиатор, раскрывающий их отношение к действительности. Но при этом он легко может попасть впросак именно изза того, что не осознает предметной специфики той деятельности,
о которой идет речь.
В простеньком эксперименте, проводимым мною неоднократно
в студенческой аудитории, я демонстрирую телефон, и на вопрос «Что
это?» все студенты практически единогласно отвечают, что это телефон. Но ведь в действительности им показывается объект, который,
«являясь» телефоном, может быть и фотоаппаратом, и диктофоном,
и плейером и т. п., и даже измерительным инструментом, и просто
грузом, не дающим листам бумаги разлететься, и др., т. е. один и тот
же объект может являться для нас разными «предметами».
Этим экспериментом я пытаюсь укоренить представление, что всякий объект – это универсум, а вот предметы – это то, что мы сделали
и делаем с ним, «выявляя» его сущность. При этом и с методологической, и с психологической точки зрения объект не имеет свойств, так
как сам по себе он – кантовская «вещь в себе». Это мы своей деятельностью, созидая те или иные «предметы», наделяем его определенными свойствами, выступающими для нас как возможности данного
объекта служить нам в том или ином качестве. В результате нашей
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деятельности один и тот же объект, благодаря деятельности с ним,
может выступить самыми разными предметами.
Да, объективный мир существует сам по себе, независимо от нашего сознания. Но в ходе нашей деятельности, осуществляемой в этом
объективном мире, он превращается в мир «предметов» нашей деятельности, а тем самым – в мир значений, которые «подхватываются»
и «удерживаются» для нас формальными структурами языка. В этом
случае система речевых значений, представленных в языковом сознании, – это всегда средства и попытка «пробраться» к объективному
миру через мир предметов. Мир предметов, создаваемых нами, – это
наше видение мира, а языковые значения – это то, как мы осознаем
этот мир, предстающий перед нами как мир предметов, а следовательно, – и объектов. И если рядом с нами есть некто с другой системой
значений, то возникает проблема адекватности межкультурной коммуникации по поводу объективного мира, который может выступать
для носителей иного языкового сознания иными предметами деятельности, в совокупности составляющими иную картину мира.
С этой точки зрения любой «предмет» есть результат целесообразного практического действия с объектом и одновременно созданная
путем этого же практического действия с объектом и зафиксированная с помощью языка предметная абстракция от объекта деятельности, необходимая и для дальнейшего предметно-специ фицированного
действия с этим объектом, и для речевого воздействия на другого
участника совместной деятельности. Здесь можно вспомнить слова
Л. С. Выготского о роли знака: «Знак ничего не изменяет в объекте
психологической операции, он есть средство психологического воздействия на поведение – чужое или свое, средство внутренней деятельности, направленной на овладение самим человеком; знак направлен внутрь» [1, с. 90].
В процессе межкультурной коммуникации подобные «внутренние» речевые действия с объектом означают появление задачи на смену предмета деятельности; такая задача возникает, например в условиях мультилингвизма. Так, в итальянском городе Триесте, который
на протяжении последних веков входил в состав разных стран и империй, жители подчас дома говорят на одном языке, на улице – на другом, в официальном присутствии – на третьем. Это – стихийный вариант становления мультилингвизма; в определенные рамки подобная
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ситуация, как известно, введена в Швейцарии, где каждый гражданин
обязан знать четыре языка, включая и ретророманский, являющийся
родным для очень небольшой общности людей.
С этой точки зрения успешность «управляемого» формирования
вторичной языковой личности предполагает решение наиболее важных
методических задач, к которым в первую очередь относятся следующие:
– осознание объективной диалектики «объекта» и «предмета»
и процесса межкультурной коммуникации как формы совместной деятельности через развертывание системы базисных категорий и понятий;
– формирование внутренних механизмов осознания задач, условий и адекватных им средств и методов коммуникативной деятельности, погруженной в контекст той или иной «предметной» деятельности.
Выдающийся отечественный философ, лингвист, специалист
по эстетике, человек с энциклопедическими знаниями А. Ф. Лосев
считал, что лингвист-профессионал – это тот, кто все время учится.
По выражению А. Ф. Лосева, значение любого слова (фразы, текста)
есть функция, конкретные денотаты которой (в зависимости от контекста речевого общения) выступают как бесконечный ряд возможных коннотаций, понимание которых расширяет горизонты «картины» мира человека и детализирует ее содержание.
Если переводчик хочет понять, какое значение стоит за тем или
иным словом у носителей языка, он должен освоить систему предметных значений, стоящих за этим словом в различных актах коммуникации, он должен искать инвариант, представленный в языковом
сознании партнера по коммуникации.
Процесс не «стихийного», а «управляемого» формирования вторичной языковой личности есть осознанное преодоление сложившихся
установок и стереотипов, а закономерное развитие способов профессиональной деятельности есть и суть, и результат учебной деятельности будущего лингвиста в вузе, в процессе которой переводчик становится «вторичной» языковой личностью, специалистом, обладающим
профессионально осознаваемым «иноязычным сознанием».
Языковые значения как «элементы» языкового сознания выступают средствами коммуникации для раскрытия «предмета» деятельности, а вернее предметов, ибо условия коммуникации, как было
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показано выше, могут потребовать смены предмета, скажем, в контексте перехода человека к иной социальной роли. Таким образом,
предметы деятельности можно понимать очень по-разному, и умение
«маневрировать» в этом поле и есть профессионализм [7].
В силу исторических обстоятельств развития деятельности и общения предметы специфичны для каждой исторической общности.
Поэтому мы говорим о языковом сознании народа, говорящего на
данном языке. Однако с психологической точки зрения мы должны
рассматривать языковое сознание в конкретике психологического бытия конкретного человека. Конечно, начинать это рассмотрение надо
с базисных абстракций: отсюда возникает несколько уровней рассмотрения языкового сознания. Языковое сознание может быть рассмотрено, по крайней мере, на трех уровнях обобщения и конкретизации при подобном «восхождении» от абстрактного к конкретному:
национально-культурном, социокультурном, психологическом.
На национально-культурном уровне – языковое сознание выступает как «национальная» картина мира, в той или иной форме и мере
присущая носителям данного языка. На социокультурном уровне языковое сознание представлено посредством так называемых социальных языков или социальных диалектов, в том числе специализированных подъязыков различных видов профессиональной коммуникации.
Психологический уровень существования языкового сознания – конкретная речевая деятельность конкретного индивида в конкретных
ситуациях, когда говорящий владеет определенным спектром значений и может, исходя из собственных целей речевого воздействия,
использовать разноуровневые единицы языка для актуализации
структур языкового сознания слушающего. Подчеркнем: данный уровень в конкретной форме «резюмирует» и национально-культурный,
и социокультурный уровни языкового сознания, являющиеся его абстрактными характеристиками.
Конкретика деятельности здесь – важнейшее условие, но подобная конкретика означает действие «здесь и сейчас», а значит «завтра
и там» это действие может быть ошибочным, так как условия деятельности изменятся.
Проблемы межкультурной коммуникации, связанные с семантической стороной языка, наиболее явственно выступают на уровне отдельного слова. Если, например, взять слово «table» как слово англий-
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ского или французского языков, то даже школьник, вероятно, скажет,
что это слово означает «стол». Однако этим же словом носители языка обозначают и таблицу, и верхнюю плоскую грань бриллианта, и варочную панель на кухне, и деку в ряде музыкальных инструментов,
и даже скрижали, на которых выбиты 10 заповедей Моисея. Понятно ли это носителям русского языкового сознания, в котором слово
«стол» мотивировано действием «стлать», и потому никак не связано
ни с таблицами, ни с бриллиантами? Отметим, что аналогичное разнообразие денотатов в родном языке не вызывает вопросов, рядовой
носитель языка обычно не задумывается о том, что он, например,
использует слово «коса» к обозначению весьма разных вещей (девичья коса, песчаная коса, коса как сельскохозяйственный инструмент),
инвариант которых сводится к фиксации чего-то лишь по признаку
«узкое и длинное».
В одной из своих работ Л. С. Выготский цитирует рассказ человека, который, называя слова, обозначающие «нож» в разных языках,
уверен, что русское «нож» – самое точное и подходящее слово. Отношения с действительностью, зафиксированные «своим» языковым
сознанием, для обыденного сознания представляются естественными
и единственно правильными. Но подобное отношение к носителям
другого языка закономерно приведет его к коммуникативной неудаче.
В этой связи вновь необходимо подчеркнуть важность достижения
профессионализма теми специалистами, деятельность которых связана
с процессами межкультурной коммуникации. На деле это означает, что
в рамках профессиональной лингвистической подготовки в высшей
школе при формировании иноязычного языкового сознания одновременно должно происходить и осознание «своего» языкового сознания.
В соответствии с нашей концепцией [7] можно говорить о трех
основных уровнях формирования языкового сознания: предметном,
теоретическом и практическом.
Говоря о предметном уровне, необходимо учитывать, что «предметный» взгляд на содержание деятельности, по определению, всегда
односторонен. Именно поэтому необходима системная концепция межкультурной коммуникации, нацеленная на выявление предметной специфики коммуникативного акта в реальной практике межкультурного
общения. Важно понимать, что реальные акты коммуникации – это всегда предметно-специализированный учет требований системы разных
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наук, изучающих процесс коммуникации: с точки зрения и социологии,
и лингвистики, и права, и, конечно, с точки зрения психологии.
В этой связи важным для понимания сути предметного уровня
подготовки специалистов по межкультурной коммуникации представляется следующий тезис: формирование профессионального
иноязычного языкового сознания, и тем самым – «вторичной» языковой личности должно осуществляться в логике системного освоения
средств и способов межкультурной коммуникации, целостного развития профессиональной деятельности. Этот подход отличается
от традиционной практики, для которой характерно «поэлементное»
расширение набора отдельных способов деятельности, без раскрытия
их органических взаимосвязей друг с другом.
Теоретический уровень в подготовке специалиста, осознанно
владеющего системой средств и способов межкультурной коммуникации, – это раскрытие сущности тех процессов, которые осуществляются в ходе коммуникативной деятельности. Сформулируем их
в виде системы требований к организации деятельности учащихся.
Здесь прежде всего важны:
– полнота и обобщенность способов межкультурной коммуникации, которая реализуется через их сопоставление и дифференцировку
как внутри изучаемого языка, так и между явлениями родного и изучаемого иностранного языка, и ориентирована на выявление собственно
лингвистических значений, скрытых за его формальными структурами;
– само сопоставление и дифференцировка изучаемых явлений
при освоении иностранного языка предполагает «переосознание»
(т. е. осознанное усвоение того, как то же самое «предметное» содержание «осознается» носителями изучаемого языка);
– только после этого можно переходить к формальным структурам, которые используются носителями данного языка для выражения соответствующего «предметного» содержания.
При этом понятно, что в рамках целенаправленного овладения
средствами и способами межкультурной коммуникации именно организация «переосознания» является наиболее сложной задачей, поскольку значения представлены не в формальных структурах языка
и уже тем более не в их словарных дефинициях, а в деятельности
носителей языка в конкретных ситуациях реального общения. Поэтому их выявление должно стать содержанием специальных учебноисследовательских задач.
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В середине прошлого века известный американский лингвист
Н. Хомски ввел понятие глубинных и поверхностных языковых структур. Не вдаваясь в оценку его концепции, утверждавшей врожденный характер языковых структур у человека, которую мы так же, как
и многие другие исследователи, считаем неприемлемой, попробуем
опереться на принятое современной лингвистикой различение между
глубинными и поверхностными лингвистическими значениями, выражаемых формальными структурами.
Для иллюстрации вспомним известную фразу, сочиненную когдато Л. В. Щербой:
Глокая куздра штеко будланула бокра и курдячит бокрёнка.
Она представляет собой пример актуализации лингвистических
значений, характерных для русского языкового сознания. Речь идет
о значениях, актуализация которых осуществляется посредством формальных структур, в данном случае, аффиксов и окончаний слов, сигнализирующих о принадлежности этих слов к разным частям речи. При
этом, несмотря на то что сами слова созданы искусственно, лингвистические значения аффиксов легко «считываются» носителями русского
языка, причем, как показали эксперименты, даже дошкольниками.
Казалось бы, эта фраза имеет смысл только для носителя русского
языка. Однако ее можно перевести и на другие языки, если опираться
на глубинные структуры языкового сознания, характерного для носителей данного языка. Приведем несколько примеров.
Англ. A glock coozdre has steckly boodled a boker and is curding a bokеrlet.
Нем. Eine gloke Kusdra hat den Bokren steckenhaft gebudlet und kürdelt
das Bökerchen.
Фр. Une coustre glaque a stèquement boudlonné le bocre et courdoie le
bocreau.
Исп. La gloca cusdra ha budlanudo estecamente al bocre y cudrache al
bocrenito.
Итал. La cusdra gloca ha stecamente budlanato il bocro e sta curdiacciando il
bocrino.
Лат. Cusdra gloca bocrum steciter budlavit et bocrellum curdecit.
Аналогичный пример в рамках одной из задач межкультурной
коммуникации – перевода на русский язык строк Л. Кэррола из книги «Алиса в Зазеркалье», являющихся ярким примером «поэзии
22
нонсенса». Несуществующие слова осознаются, благодаря лингвистическим значениям аффиксов и окончаний.
Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
Варкалось. Хливкие шорьки
Пырялись по наве,
И хрюкотали зелюки,
Как мюмзики в мове.
Эти примеры демонстрируют роль глубинных лингвистических
значений, придающих смысл формальным языковым структурам,
равно как специфику этих значений в каждом языке, что вновь указывает на необходимость овладения пониманием того, как одно и то же
содержание сознается носителями разных языков.
Как показали наши исследования [8], этот подход позволяет говорить о возможности системного освоения лексики иностранного языка
с опорой на глубинные инварианты лексических значений, что позволяет
строить соответствующие структуры, характерные для разных языков.
В данном случае системное освоение лексики – осознание глубинных лингвистических значений, скрытых за морфологической
структурой слов, и освоение конкретных способов их употребления –
решается через овладение средствами и способами словообразования. На словообразовательном уровне скрещиваются лексическое
и грамматическое в слове, создается возможность движения от глубины к поверхности языка: от грамматических значений к лексической
семантике и прагматике коммуникации.
Таким образом, на теоретическом уровне формирования языкового сознания, обязательном для высшего профессионального образования, необходимо начинать с базовых абстракций, которые, казалось
бы, не имеют значения для конкретной прагматики межкультурной
коммуникации, но овладевая ими, человек получает возможность сориентироваться в каждой конкретной ситуации.
Для примера вновь обратимся к нашему исследованию [8], где на
материале освоения англоязычной лексики на основе словообразования, последовательно рассматривается возможный путь подобного
«переосознания».
Первый шаг – развертывание в исходную коммуникативную ситуацию того содержания, на которое указывает основа данного производного слова и которое характеризуется с помощью данного аффикса.
23
Второй шаг – моделирование этого отношения с помощью системы «глубинных» лингвистических характеристик, которыми выступают связи в системе значений словообразовательного аффикса.
Третий шаг – переход к формальным «единицам», т. е. лексемам, служащим в изучаемом языке средствами выражения этих категорий, другими словами, речь идет о выборе языковой единицы,
соответствующей речевому замыслу и конкретным обстоятельствам
сообщения.
Рассмотрим для примера группу слов русского языка с суффиксом
-изм:
механизм
организм
алкоголизм
дарвинизм
капитализм
садизм
вандализм
импрессионизм
вещизм
Во всех случаях словарь дает толкование соответствующего термина с дополнением, касающимся сферы его использования. Например: «механизм» – …, технический термин, «организм» – …,
био логический термин, и т. д. При этом де-факто игнорируется то
общее, что есть у данной группы слов, а именно: единая словообразовательная модель, в которой известный суффикс -изм, имеет глубинное лингвистическое значение – «система» (системность). Таким
образом, используя слово с суффиксом -изм, участник диалога указывает партнеру по коммуникации на систему (системность) того, что
выражено посредством основы данного слова. С точки зрения более
широкого эффекта такое обобщенное понимание дает возможность
осознать глубинные значения слов с данным аффиксом, зафиксированные в словарях, увидеть их содержательное единство.
Рассмотрим аналогичный пример из французского языка – слова
с суффиксом -ier, представленные в словаре на букву «А»:
abricotier
aconier
ailier
alandier
albergier
alevinier
alfatier
aliboufier
alisier
alizier
alleutier
allier
allumettier
altier
amandier
ambulancier
amidonnier
amodier
anacardier
anecdotier
anémier
annoncier
apostasier
apparier
arbalétrier
arbousier
arbustier
archetier
archichancelier
ardoisier
aréquier
arêtier
24
arganier
argentier
argotier
argousier
armorier
armurier
arquebusier
artificier
atelier
aubier
audiencier
aumônier
aurifier
autoroutier
avelinier
aventurier
avocassier
avocatier
azerolier
ânier
Как показал наш анализ лексического массива подобных слов,
можно предположить, что глубинное значение данного суффикса, активно используемого в живой конкретной лексике, – «носитель того,
о чем говорится в основе». При таком подходе появляется возможность «сверхгенерализации», т. е. создания слов, порой неизвестных
даже носителям языка, так как их «поверхностные» значения оказываются достаточно далекими. Так было с восприятием слова «plumier»
опытным франкоязычным переводчиком, первоначально заявившим,
что такого слова во французском языке нет. Дело в том, что данное
слово является производным от «plume», что означает «перо», а слово
«plumier», все же найденное в словаре, означает «пенал», осознаваемое как «носитель перьев», чем исторически и был пенал. Понятно,
что семантическая связь, существовавшая между исходным и производным словами, ослабла в силу изменения образа жизни людей (теперь в пеналах перья не хранят) – отсюда понятна причина недоумения опытного переводчика.
Вот почему для становления языкового сознания на теоретическом уровне важным является системное представление языковых
значений, базирующееся на выявлении тех их существенных связей,
понимание которых обеспечивает адекватное и осознанное использование тех или иных языковых средств в условиях коммуникации.
Практический уровень языкового сознания отражает реальную
практику коммуникативного взаимодействия, что предполагает владение дискурсами разных типов.
Напомним, что дискурс – это речь, выступающая как «целенаправленное, социальное действие» [6]; важным для понимания дискурса
является также то, что это не только речевое произведение (то, что
сказано), но и речевой замысел (то, что имелось в виду), следовательно, дискурс неотделим от ситуации общения и ее характеристик.
Выделение типов дискурса может происходить в соответствии
с лингвистической прагматикой, на основе соотнесения создаваемых текстов со сферами деятельности: политический дискурс,
25
юридический дикурс и др. При социолингвистическом подходе типы
дискурса выделяются в соответствии с социальной структурой общества: в этом случае институциональные типы дискурса (научный,
педагогический и др.) противопоставлены бытийному дискурсу, связанному с проявлениями «высокой» культуры (художественные произведения и др.), а также бытовому дискурсу [4].
Это означает определенную специализацию предметной деятельности специалиста по межкультурной коммуникации, что предполагает необходимость более глубокого вхождение в материал. Скажем,
судебный перевод требует точного знания различных аспектов права,
художественный перевод требует тонкого понимания стилистической
окраски текстов как материальных результатов дискурсов. И вновь
подчеркнем опасность, состоящую в том, что переводчик, специализирующийся в определенной области может настолько углубиться
в соответствующую практику, что будет не готов к межкультурной
коммуникации в каких-то более общих сферах. В этой связи хочется
напомнить один из афоризмов Ларошфуко: «Двух вещей очень трудно
избежать: тупоумия – если замкнуться в своей специальности, и неосновательности – если выйти из нее».
На практическом уровне становления языкового сознания закономерно происходит дальнейшее развитие профессионально «опредмеченной» иноязычной коммуникативной компетенции – способности
адекватно общаться в конкретных многообразных речевых ситуациях
за счет:
– дифференциации и специализации языковых средств осознания «предметного» содержания, соответствующего разным
аспектам и видам профессиональной деятельности;
– интеграции языкового сознания, обеспечивающей решение
разнообразных задач профессиональной иноязычной коммуникации.
Таким образом, чтобы стать профессионалом, студент должен
пройти весь виток «спирали» становления предметно специализированных способов иноязычной межкультурной коммуникации, формирующей его как «вторичную языковую личность», обладающую
профессиональным языковым сознанием и владеющим многообразием средств и способов возможных дискурсов.
Постоянное и осознанное изменение и дальнейшее развитие способов иноязычной межкультурной коммуникации является сущностью
26
деятельности профессионала и залогом его профессиональной мобильности, которая заключается не во «всезнайстве», а в возможности перестраивать свою деятельность, создавая условия для его профессионального развития.
---
СПИСОК ЛИТЕРАТУРЫ
1. Выготский Л. С. История развития высших психических функций //
Соч. : в 6 т. – Т. 3. – M. : Педагогика, 1983. – С. 5–328.
2. Выготский Л. С. Коллектив как фактор воспитания дефективного ребенка // Соч. : в 6 т. – M. : Педагогика, 1983. – Т. 5. – С. 196–219.
3. Гальперин П. Я. Языковое сознание и некоторые вопросы взаимоотношения языка и мышления // Вопросы философии. – 1977. – № 4. – С. 95–101.
4. Карасик В. И. Языковой круг: личность, концепты, дискурс. – М. : Гнозис, 2004. – 390 с.
5. Караулов Ю. Н. Русский язык и языковая личность. – М. : Наука, 1987. –
264 с.
6. Лингвистический энциклопедический словарь / Гл. ред. В. Н. Ярцева. –
М. : Советская энциклопедия, 1990. – 685 с.
7. Нечаев Н. Н. Профессионализм как основа профессиональной мобильности. – М. : Исследовательский центр проблем качества подготовки
специалистов, 2005. – 92 с.
8. Нечаев Н. Н., Резницкая Г. И. Формирование коммуникативной компетенции как условие становления профессионального сознания специалиста // Вестник УРАО. – 2002. – № 1. – С. 3–21.
9. Соссюр Ф. де. Курс общей лингвистики / под ред. Ш. Балли и А. Сеше ;
пер. с фр. А. Сухотина ; Де Мауро Т. Биографические и критические заметки о Ф. де Соссюре / прим., пер. с фр. С. В. Чистяковой ; под общ. ред.
М. Э. Рут. – Екатеринбург : Изд-во Урал. ун-та, 1999. – 432 с.
10. Халеева И. И. Основы теории обучения пониманию иноязычной речи. –
М. : Высшая школа, 1989. – 238 с.
11. Эльконин Д. Б. Избранные психологические труды. – М. : Педагогика,
1989. – 560 с
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<p style="line-height: 100%">
<a href="https://www.elibrary.ru/item.asp?id=21336948"><font color="#00008f"><b>ПСИХОЛОГИЧЕСКИЕ
МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ УСПЕШНОЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
ЛИЧНОСТИ</b></font></a><font color="#00008f"><br/>
</font><font color="#00008f"><i>Баркова
Ю.В., Корчагина Г.И.</i></font><font color="#00008f"><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33949862">Вестник
Вятского государственного гуманитарного университета</a>. 2013.
<a href="https://www.elibrary.ru/contents.asp?id=33949862&selid=21336948">№ 3-1</a>.
С. 159-166. </font>
</p>
---
УДК 316.625Ю.
В. Баркова, Г. И. Корчагина
ПСИХОЛОГИЧЕСКИЕ МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ УСПЕШНОЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ
В исследовании осуществлена попытка реконструкции опыта успешной профессиональной деятельности, при которой субъект выступает как самоорганизующаяся система. Определены психологические механизмы саморегуляции успешной профессиональной деятельности. Выявлено, что для реализации успешной профессиональной деятельности субъект должен обладать сформированной системой механизмов саморегуляции, уровнями которой являются: мотивационный, информационный, программный, рефлексивный с фокусом на профессиональной надежности и рефлексивный с фокусом на профессиональной самоценности. Обсуждается возможность применения полученных результатов.
An attempt of reconstruction of a successful career
experience in which the subject acts as a self-organizing
system was made in the research. Psychological
mechanisms of self-successful career were determined.
It was revealed that the implementation of a successful
career person should have a system of self-regulation
mechanisms, the levels of which are: motivational,
information, program and reflective, with a focus on
professional reliability and reflective, with a focus on
professional self-worth. The possibility of using the
results is discussed.
Ключевые слова: система успешной профессиональной деятельности, система саморегуляции деятельности, синтез систем, механизмы системы саморегуляции успешной профессиональной деятельности.
Keywords: professional success, the system of a
successful career, a system of self-regulation of the
synthesis of systems, mechanisms of self-regulation
of a successful career.
Задачей статьи является конструирование механизмов саморегуляции успешной профессиональной деятельности методом проектирования
и синтеза систем, а также реконструкции деятельности субъекта по достижению профессионального успеха.
Актуальность такого исследования обусловлена тем, что в современных условиях осуществления профессиональной деятельности, характеризующихся высоким уровнем неопределенности, опережающим развитием технологий, постоянно расширяющимися информационными потоками и коммуникативным пространством, эффективность и производительность профессионала,
являющиеся критериями оценки успешности его
профессиональной деятельности со стороны профессионального сообщества, напрямую детерминированы уровнем развития саморегуляции личности.
Понимание закономерностей осуществления
процессов саморегуляции успешными профессионалами представляет особый интерес как best
practice, как ключ к практической реализации
успешных стратегий профессиональной деятельности в условиях ограниченных ресурсов. Решение данной проблемы позволило бы вывести моделирование эффективной деятельности на новый уровень – уровень технологического знания,
что не только предоставляет широкие возможности для улучшения показателей эффективности и производительности сотрудников, но и дает
мощный инструмент для их саморазвития
Однако, несмотря на высокую актуальность и
практическую востребованность, проблема психологических механизмов саморегуляции успешной профессиональной деятельности слабо разработана в теоретическом и в прикладном аспектах. Нет эксплицированного определения успешной профессиональной деятельности, единой
точки зрения на принципы и основания для выделения механизмов психологической саморегуляции в контексте успешной профессиональной
деятельности, нет ответа на вопрос о том, как
эти механизмы соотносятся между собой.
Поэтому первым этапом исследования стал
теоретический анализ и поиск методологических
подходов к изучению предмета и объекта исследования, которыми являются психологические
механизмы саморегуляции и успешная профессиональная деятельность.
159
В результате анализа методологических подходов к предмету исследования были изучены
теории саморегуляции как родового понятия.
Изучение проблемы психологической саморегуляции ведется с 20-х гг. прошлого века. Результаты исследований отражены в трудах
Н. А. Бернштейна, П. К. Анохина, Д. А. Ошанина, Б. Ф. Ломова, Б. Г. Ананьева, Л. М. Веккер,
В. П. Зинченко, Г. М. Зараковского, А. В. Ярмоленко, В. А. Бодрова, Н. Д. Заваловой, В. А. Пономаренко, Е. Н. Суркова, В. Н. Носуленко,
О. А. Конопкина, В. И. Моросановой, К. А. Абульхановой, Е. А. Сергиенко, В. А. Петровского,
В. В. Знакова, Д. А. Леонтьева, Л. Г. Дикой,
О. А. Прохорова, В. А. Иванникова, А. С. Шарова, А. В. Карпова, В. Е. Клочко, Н. Винера, Н. Бингелоу, Дж. Миллера, Е. Галантера, К. Прибрама,
Ч. Карвера, М. Шайера, У. Пауэрса, Б. Циммермана, Ж Нюттена, Ю. Куля и многих других ученых.
Несмотря на большое количество современных теорий саморегуляции, суть данного явления понимается различными авторами сходным
образом: саморегуляция – это системно организованный процесс внутренней психической активности человека по инициации, построению,
поддержанию и управлению разными видами и
формами произвольной активности, непосредственно реализующей достижение принимаемых
личностью целей. Данное определение принадлежит О. А. Конопкину [1].
Его концептуальная модель саморегуляции
деятельности была определена в качестве методологической базы исследования по критерию
универсальности, который дает возможность ее
применения в различных научных контекстах, в
том числе в контексте успешной профессиональной деятельности.
При рассмотрении проблемы саморегуляции
в соответствии с определением О. А. Конопкина,
то есть в рамках системного подхода, базовым
понятием является понятие психологических механизмов, посредством которых осуществляется
саморегуляция.
Первые исследования психологических механизмов (на примере речи) связаны с именем
Н. И. Жинкина. Развивая идеи ученого, А. А. Леонтьев сформулировал их основные признаки: в
них отражается опосредствованный характер человеческой психики; они определяют идею психической деятельности; их модели одних и тех
же явлений могут различаться; деятельность может обеспечиваться принципиально различными
механизмами; они отражают сознательный и бессознательный выбор и имеют сложную иерархию – от элементарных до специфических.
Дальнейшие исследования психологических
механизмов в различных контекстах велись
Л. М. Аболиным, В. С. Агеевым, Л. Н. Антилоговой, А. В. Карповым, О. А. Конопкиным,
Ю. Н. Кулюткиным, О. М. Краснорядцевым,
Г. С. Никифоровым, А. С. Шаровым, М. В. Зотовым и др.
Большинством авторов психологические механизмы рассматриваются в контексте различ-
ных аспектов жизнедеятельности и определяются как постоянно действующая или ситуативно
возникающая целостная психологическая система средств, обеспечивающих выполнение тех или
иных регулятивных функций. Концептуальной
основой их систематизации является структура
регуляции [2].
В исследовании механизмов саморегуляции в
рамках концептуальной модели О. А. Конопкина
данное определение психологических механизмов
целесообразно конкретизировать в контексте
структурно-функционального подхода, который
понимает психологические механизмы как результат взаимодействия и взаимосодействия компонентов психологической системы.
Таким образом, первой теоретической предпосылкой исследования механизмов саморегуляции успешной профессиональной деятельности
стала концепция О. А. Конопкина, в которой саморегуляция представлена как целенаправленная
функциональная система.
Компонентами системы выступают: цель деятельности; субъективная модель значимых условий как источника информации, на основании которой человек осуществляет программирование в соответствии с учетом внутренних и
внешних условий активности, а также информации об их динамике; программа исполнительских действий как определение характера, последовательности, способов и других характеристик действий, направленных на достижение
цели; система субъективных критериев как конкретизация и уточнение исходной формы и содержания цели для определения информационной неопределенности и её минимизации; контроль и оценка реальных результатов относительно системы принятых субъектом критериев успеха с целью выявления степени соответствия
или рассогласования между запрограммированным ходом деятельности, её этапными и конеч-
ными результатами; решение о коррекции системы саморегулирования.
Данные компоненты отражают состав и характер регулятивных функций системы. В специфике межфункциональных связей (связей между компонентами) проявляются механизмы саморегуляции. Регуляторно-информационные процессы определяют уровни саморегуляции.
Второй предпосылкой теоретического исследования была определена системогенетическая
концепция профессиональной деятельности
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В. Д. Шадрикова. В данной концепции описана
инвариантная структура профессиональной деятельности, компонентами которой являются: цель
профессиональной деятельности, мотивы профессиональной деятельности, программа деятельности, информационная основа деятельности, принятие решения, подсистемы профессионально
важных качеств [3].
Важной характеристикой данной системы является ее интегративный потенциал, то есть возможность взаимодействовать с другими конструктами, в частности с системой саморегуляции
деятельности.
Третья предпосылка исследования проблемы –
определение профессионального успеха как состояния оптимального баланса между профессиональной самоценностью и профессиональной
надежностью, к которому стремится субъект,
выбирая целесообразные условия и пути его достижения. Данное определение сформулировано
на базе существующих имплицитных описаний
С. А. Дружилова, А. Ю. Согомонова в рамках
исследовательских работ, проведенных на кафедре практической психологии ВятГГУ в 2010–
2012 гг. под руководством Г. И. Корчагиной [4].
В контексте успешной профессиональной деятельности достижение состояния профессионального успеха является целью профессиональной деятельности, что конкретизирует содержание компонентов структуры системы профессиональной деятельности В. Д. Шадрикова, наполняя ее новым содержанием.
Для наглядности компоненты системы успешной профессиональной деятельности описаны в
таблице.
Следующий этап теоретического исследования
заключался в проектировании системы саморегуляции успешной профессиональной деятельности методом синтеза двух описанных систем.
Данный подход обусловлен предположением
о том, что в основе процесса реализации успешной профессиональной деятельности лежит взаимосодействие целенаправленной системы успешной профессиональной деятельности и целенаправленной системы саморегуляции деятельности, причем система саморегуляции является детерминирующим (управляющим) механизмом и
выполняет по отношению к системе успешной
профессиональной деятельности роль адаптивного контура, то есть является надсистемой. Решение об активации системы саморегуляции принадлежит субъекту, поэтому система является
самоорганизующейся.
Итак, генетическая концепция двух взаимосодействующих систем одна – теория функциональных систем П. К. Анохина. Отсюда следует
вывод о морфологической идентичности их структур: они изоморфны, тождественны. Их взаимодействие происходит на основе синтеза следующим образом:
1. Целевые блоки двух систем объединяются,
образуя целевой блок системы саморегуляции
успешной профессиональной деятельности.
2. Компонент «Информационная основа деятельности» системы успешной профессиональной
деятельности включает в себя функции конкретизации и уточнения исходной формы и содержания цели в соответствии со своим субъективным пониманием принятой цели, а также контроля и оценки реальных результатов в соответствии с объективными и субъективными критериями достижения цели. В универсальной системе саморегуляции аналогичные функции выполняются компонентами «Субъективная модель
значимых условий», «Система субъективных критериев достижения цели», «Контроль и оценка
реальных результатов». Таким образом, эти три
блока объединяются по их функциональному
назначению, которое тождественно блоку «Информационная основа деятельности» системы
успешной профессиональной деятельности.
3. Компонент «Программа деятельности» в
структуре системы успешной профессиоанльной
деятельности функционально тождественен блоку
«Программа исполнительских действий» системы
саморегуляции деятельности, а компонент «Принятие решений» – компоненту «Принятие решения о коррекции системы саморегулирования».
4. Блок «Мотивационная структура» входит в
новую систему в качестве самостоятельного компонента.
5. Компонент, обозначенный нами в структуре
системы успешной профессиональной деятельности как «Субъект», отражен в каждом компоненте системы саморегуляции. Например, способность
субъекта к волевому мышлению отражается в блоке принятия решения; способность к рациональному мышлению – в блоке «Программа деятельности»; компонент «Информационная основа деятельности» отражает способность субъекта к
практическому мышлению (которое объединяет в
себе рациональное и волевое мышление), а эмоции субъекта – обязательная составляющая мотивационной структуры, так как потенциал эмоций определяется структурой потребностей, которые характеризуют широту и уровень личностного развития человека, систему его основных
личностных ценностей. В свою очередь, мотивационная структура определяет цель субъекта, которая также должна быть принята эмоционально.
Связанная с принятием цели эмоционально-волевая настройка во многом определяет успешность
целенаправленной деятельности.
Субъект является стержневой основой всей
системы саморегуляции успешной профессиональной деятельности.
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Таким образом, компонентами системы саморегуляции успешной профессиональной деятельности являются: цель, мотивационная структура,
субъект, программа деятельности, принятие решений, информационная основа деятельности.
В процессе исследования было выдвинуто
предположение, что при взаимодействии данных
компонентов образуются механизмы: мотивационный, информационный, программный, рефлексивный с фокусом на профессиональной надежности и рефлексивный с фокусом на профессиональной самоценности. Данные механизмы соотносятся между собой иерархически. Для верификации теоретической модели была организована и проведена эмпирическая часть исследования.
''Методика''
Эмпирическое исследование проводилось с
февраля по май 2013 года на базе выборки
(N = 297) специалистов ряда организаций г. Кирова и Кировской области. В целевую выборку
исследования вошли успешные профессионалы
(N = 112) организаций, представляющих 5 различных направлений реализации профессиональной деятельности: маркетинг – 19 испытуемых,
экстренная помощь в чрезвычайных ситуациях –
Компоненты системы успешной профессиональной деятельности
[img[barkova1.png]]
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18 , тушение пожаров – 26, торговля – 32, предоставление сервисных услуг – 17.
В исследовании были использованы методика «Вектор» В. Г. Мельникова для определения
показателей профессиональной надежности и
профессиональной самоценности, методика
«Стиль саморегуляции» В. И. Моросановой для
выявления стилевых особенностей саморегуляции успешных профессионалов, методика «Профессиональная востребованность личности»
Е. В. Харитоновой и Б. А. Ясько, диагностирующая уровень профессиональной востребованности личности, методика «Мониторинг трудовых мотивов» Ф. Герцберга, модифицированная
и адаптированная В. Р. Келих и Ю. Л. Старен-
ченко, предназначенная для исследования индивидуальной трудовой мотивации, «Многомерный профессионально-психологический личностный тест» А. В. Сидоренкова – для описания
личностной структуры успешных профессионалов. Статистический анализ результатов эмпирического исследования проводился с помощью
H-критерия Крускала – Уоллиса, коэффициента ранговой корреляции Спирмена, факторного
анализа.
''Результаты''
На первом этапе исследования была определена целевая выборка – профессионалы с высоким уровнем и профессиональной надежности и
профессиональной самоценности. Выборка составила 112 человек.
На втором этапе было определено содержание структурных компонентов системы саморегуляции успешных профессионалов.
На третьем этапе была проведена проверка
выборки на однородность. По большинству показателей обнаружено сходство показателей.
На четвертом этапе исследования были выявлены механизмы саморегуляции успешной профессиональной деятельности и установлен характер их соотношения между собой.
''Обратимся к результатам исследований.''
На основании корреляционного анализа с
помощью подсчета связей между компонентами
было выделено пять механизмов саморегуляции
успешной профессиональной деятельности: мотивационный, информационный, программный,
рефлексивный с фокусом на профессиональной
надежности и рефлексивный с фокусом на профессиональной самоценности. Для статистического подтверждения предположения об их наличии и значимости был использован метод факторного анализа, который позволил выделить
иерархию или уровневую структуру механизмов.
Фактор 1 представлен следующими показателями: мотивация достижения (0,838), социальнопсихическая устойчивость (0,653), самоуверенность (0,629), стремление к саморазвитию (0,616),
ориентация на перспективу (0,587), общий уровень саморегуляции (–0,691), программирование
(–0,567). Ведущим показателем фактора 1 является «мотивация достижений», что обозначает
склонность к переживанию удовольствия и гордости при достижении результата. Как показал
корреляционный анализ, между мотивацией достижений и другими показателями первого фактора было выявлено наличие значительных прямых взаимосвязей. Так, мотивация достижений
связана с социально-психической устойчивостью
(r = 0,659, р # 0,01) и стремлением к саморазвитию (r = 0,505, р # 0,01). Кроме того, чем выше
мотивация достижений, тем выше стремление к
ответственности (r = 0,5, р # 0,01).
Таким образом, субъект направлен на перспективу, его мышление характеризуется стратегичностью; можно сказать, что он «переживает»
будущий успех и испытывает гордость за достигнутые в будущем результаты сейчас, в настоящем, причем чем больше он представляет будущий успех, тем выше способность к поддержанию максимальной работоспособность в различ-
ных, в том числе и напряженных, ситуациях, что
позволяет сохранять на высоком уровне направленность на постоянную работу над собой. Этому способствует и уверенность в своих силах и
способностях. Мотивация достижения настолько велика, что она выступает в роли компенсирующего фактора по отношению к общему уровню саморегуляции (–0,691). Отрицательная нагрузка по показателю программирования (–0,567)
подтверждает невостребованность рассматриваемым механизмом конкретных регулятивных
функций, описываемых частными шкалами.
Поэтому у нас были все основания, чтобы
определить механизм, описанный показателями
первого фактора, по ведущему показателю как
мотивационный.
Функциональное назначение мотивационного
механизма в системе успешной профессиональной деятельности заключается в обеспечении связи между компонентами «Субъект» и «Цель» в
процессе целеобразования посредством подготовки целенаправленности профессиональной деятельности на основе мотивационной структуры.
С помощью мотивационного механизма субъект
определяет цель, которой является достижение
баланса между профессиональной надежностью
(объективный фактор в мотивационной структуре) и профессиональной самоценностью (субъективный фактор в мотивационной структуре).
Фактор 2 включил в себя показатели: профессиональный авторитет (0,794), профессиональная
компетентность (0,757), отношение других (0,675),
самоотношение (0,671), оценка результатов профессиональной деятельности (0,649), принадлежность к профессиональному сообществу (0,630),
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переживание профессиональной востребованности (0,619).
Результаты корреляционного анализа показали наличие прямых значительных взаимосвязей
между принадлежностью к профессиональному
сообществу и оценкой результатов профессиональной деятельности (r = 0,602, р # 0,05), отношением других (r = 0,537, р # 0,05), самоотношением (r = 0,652, р # 0,05), то есть чем полнее
субъект ощущает свою принадлежность к профессиональному сообществу, тем качественнее он
может производить оценку своей профессиональной деятельности, в соответствии с которой проводится своевременная корректировка профессиональных действий для уменьшения рассогласования между текущим и целевым состоянием,
что детерминирует эффективность и успешность
профессиональной деятельности. Профессиональная идентичность становится основанием для
удовлетворенности отношением со стороны коллег и руководства, а также объективной оценкой
результатов деятельности субъекта, что, в свою
очередь, приводит к высоким показателям самоотношения.
Данные показатели можно интерпретировать
так: субъект расценивает свою систему профессиональных знаний как сформированную, он не
только располагает этой системой, но и эффективно использует ее, благодаря чему осознает
себя значимым для других членов профессиональной группы в качестве «источника информации»
в рамках выполняемой профессии. Востребованность информации, предоставляемой субъектом,
служит критерием его нужности, полезности. На
основании обратной связи субъект узнает об
идеях, ценностях, нормах профессиональной
группы, определяет степень своей включенности
в профессиональное сообщество, выделяя общие,
типичные характеристики, которые и определяют профессиональную группу как единое целое.
Эмоционально-оценочная система формирует
устойчивую степень положительности отношения
к самому себе, обеспечивая самопринятие. Высокая способность оценивать текущее состояние
деятельности по отношению к цели обеспечивает динамику информационного обмена благодаря корректировке системы критериев, в соответствии с которыми производится оценка на всех
перечисленных этапах.
Таким образом, в фокусе внимания показателей второго фактора – информационный обмен.
Поэтому механизм, соответствующий данному
фактору, определен как информационный.
В системе успешной профессиональной деятельности информационный механизм выполняет функцию контроля соответствия результатов
функционирования системы поставленной цели
на основе системы объективных и субъективных
критериев успешной профессиональной деятельности, которые входят в содержание компонента «Информационная основа деятельности» в
системе успешной профессиональной деятельности.
Фактор 3 представлен показателями: практич-
ность (0,696), гибкость (0,664), общий уровень
саморегуляции (0, 633), ответственность (0,608),
моделирование (0,611), мышление социальное
(0,6), программирование (0, 5).
Ведущие показатели фактора 3 – практичность, гибкость и общий уровень саморегуляции,
что проявляется как доминирование интереса к
практическим идеям и проблемам. Активность
вплетена в реалии жизни, деятельность подчинена обеспечению материальных потребностей и
достижению результата, причем в процессе деятельности продумываются и учитываются детали, что позволяет рационально приобретать и
использовать ресурсы. Всё вышеперечисленное в
сочетании с высокой мотивацией достижения
обеспечивает высокую пользу от профессиональной деятельности субъекта. Эффект усиливается
и благодаря развитому социальному мышлению,
направленному на регулирование межличностных
отношений в процессе осуществления профессиональной деятельности: реальность подвергается интерпретации, новая информация адаптируется к уже имеющейся. Это способствует выполнению своих обязанностей и обещаний независимо от обстоятельств. Субъект организован,
собран, дисциплинирован, точен в выполнении
работы, что служит фундаментом для высокой
эффективности при осуществлении моделирования и программирования. Он способен выделять
значимые условия достижения целей как в текущей ситуации, так и в перспективном будущем,
что, в свою очередь, проявляется в соответствии
программ деятельности, характеризующихся детальностью, развернутостью, продуманностью
способов деятельности и поведения, планам деятельности. При этом в ситуации риска наблюдается способность быстро изменить изменение
значимых условий, адекватно отреагировать и
перестроить программу действий для успешного
решения задачи, что характеризует общий уровень саморегуляции как высокий. Это подтверждается результатами корреляционного анализа,
который показал наличие прямых значительных
связей между моделированием, гибкостью
(r = 0,32, р # 0,05) и общим уровнем саморегуляции (r = 0,591, р # 0,05); между гибкостью и программированием (r = 0,573, р # 0,05). Кроме того,
сильные прямые связи существуют между гибкостью и общим уровнем саморегуляции (r = 0,756,
р # 0,01), а также между программированием и
общим уровнем саморегуляции (r = 0,801,
р # 0,01), то есть чем лучше субъект определяет
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значимые условия, чем больше его способность
к прогнозированию таких условий в перспективе, тем адекватней он может реагировать на изменения. Чем быстрее и адекватней его реакция
на изменения, тем эффективней скорректированная программа действий.
Показатели третьего фактора описывают механизм, функции которого можно обозначить как
реализацию программы деятельности по достижению цели. Исходя из показания шкал, третий
фактор определяет рассматриваемый механизм
как программный.
В системе успешной профессиональной деятельности программный механизм обеспечивает
связь между компонентами «Программа деятельности» и «Информационная основа деятельности посредством принятия решения о корректировке содержания системы критериев последнего». Таким образом, обеспечивается адаптация
всей системы к внутренним и внешним условиям
на основе учета информации, мотивов, смыслов
и целей.
Фактор 4 включил в себя показатели доверчивости (0,703), мотивации просоциального одобрения (0,651), зависимости от группы (0,461),
ориентации на формальное деловое общение
(0,442). Данный фактор является биполярным, так
как один из показателей, а именно самостоятельность, имеет отрицательную нагрузку (–0,520).
Полученные показатели говорят о готовности признавать за другими способность к эффективному вкладу в общую работу, склонности к
кооперации в противовес конкуренции; об открытости, готовности делиться информацией и принимать информацию даже без достаточно критического анализа. Субъект склонен к нормативности, лояльности к групповым стандартам, признанию и защите групповых ценностей, стремлению реализовать групповые цели. Он принимает
свою взаимозависимость от коллег; действует в
группе с учетом интересов других ее членов; предпочитает самостоятельной работе командную,
сопоставляет свои способы и результаты деятельности со способами и результатами других. Идентификация индивида с группой свидетельствует
о стремлении получить одобрение других людей,
что в целом продуктивно для реализации профессиональной деятельности. Поддержание достигнутого состояния может осуществляться в
рамках формального делового общения, когда
предпочтение отдается нормативам и официальным требованиям к общению, использованию
Уровневая структура психологических механизмов саморегуляции
успешной профессиональной деятельности
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административных методов влияния. Особенно
это касается деятельности с высоким уровнем
ответственности. При этом внешней мотивацией
формального делового общения являются стремление к достижению успеха и одобрение руководства. Направленность производимых действий
на достижение профессиональной надежности (то
есть одобрения и высокой оценки со стороны
профессиональной группы) очевидна. Достичь ее
можно благодаря постоянной оценке своих действий по отношению к действиям других членов
профессиональной группы. Поэтому на основании проведенного анализа механизм был определен как рефлексивный с фокусом на профессиональной надежности. Благодаря данному механизму повышается надежность достижения
цели системы успешной профессиональной деятельности.
Последний фактор – Фактор 5 – имеет значимые факторные нагрузки по следующим переменным: стремление к карьере (0,639), стремление к зависимости от руководства (0,543), стремление к ответственности и самостоятельности
(0,515). Это говорит о стремлении к повышению
должностного статуса и властных полномочий,
при которых предоставляется возможность не
только реализовать имеющиеся навыки и компетенции, достигнуть определенного уровня благосостояния, но и перейти на другой уровень
сложности решаемых задач. При этом субъект
осознает, что реализация его профессиональной
деятельности, сопровождающейся определенными достижениями, происходит в рамках организационной системы, функционирующей в соответствии с организационными нормами и правилами. Система в данном случае рассматривается
как инструмент, как фундамент для развития,
поэтому субъект осознанно принимает свою зависимость от взаимоотношений с руководителем
как лицом, распределяющим ресурсы, необходимые для достижения цели, и определяющим перспективы и развития. Кроме того, руководитель
выступает не только как источник объективной
оценки достижений субъекта, но и как критерий
субъективной оценки достижений. На эти оценки субъект ориентируется при самостоятельном
выборе целей и способов решения задач, с каждым разом увеличивая уровень своей личной ответственности. Благодаря постоянной рефлексии
своей самоценности субъект развивается и достигает уровня успешного профессионала. Таким
образом, показателями пятого фактора описан
механизм, который можно определить как рефлексивный с фокусом на профессиональной самоценности. В системе успешной профессиональной деятельности данный механизм, как и предыдущий, обеспечивает надежность достижения
субъектом цели.
Итак, профессиональная деятельность может
быть успешной только при достаточном уровне
развития всех механизмов саморегуляции: мотивационного, информационного, программного,
рефлексивного с фокусом на профессиональной
надежности и рефлексивного с фокусом на профессиональной самоценности.
Кроме того, необходимым условием реализации успешной профессиональной деятельности
является сформированность иерархической уровневой структуры механизмов, представленной на
рисунке.
Нужно сказать о том, что все уровни механизмов соединены восходящими и нисходящими
связями. Первый вариант конструктивно рассматривать применительно к процессу формирования,
выстраивания системы успешной профессиональной деятельности. Но если есть задача управления уже сформированной системой, то изменения должны происходить, начиная с рефлексивного уровня с фокусом на профессиональной
самоценности и рефлексивного уровня с фокусом на профессиональной надежности. Эти различия учтены при разработке рекомендаций по
практическому применению результатов исследования.
Примечания
1.Конопкин О. А. Психологические механизмырегуляции деятельности / предисл. В. И. Моросановой. Изд. 2-е, испр. и доп. М.: ЛЕНАНД, 011.
2.Крук В. М. Психологические механизмы обес-печения личностной надежности специалиста // Рос-сийский научный журнал. 2012. № 4(29). С. 178–185.
3.Шадриков В. Д. Проблема системогенеза про-фессиональной деятельности. М.: Наука, 1962.
4.Корчагина Г. И., Ральникова М. В. Стратегиидостижения состояния профессионального успеха усотрудников правоохранительных органов // Пробле-мы самоутверждения личности: материалы междунар.заоч. науч.-практ. конф. 7 июня 2011 года, г. Киров.Киров: Изд-во ВятГГУ, 2011. С. 87–93
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ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В НЕЯЗЫКОВОМ ВУЗЕ (НА МАТЕРИАЛЕ ФРАНЦУЗСКОГО ЯЗЫКА)
МАЛКОВА ЮЛИЯ ГЕННАДЬЕВНА [Написать письмо автору] 1
1 Санкт-Петербургский государственный университет сервиса и экономики
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (77) Год: 2013 Страницы: 129-132
ЖУРНАЛ:
ИЗВЕСТИЯ ВОЛГОГРАДСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА
Издательство: Федеральное государственное бюджетное образовательное учреждение высшего образования "Волгоградский государственный социально-педагогический университет" (Волгоград)
ISSN: 1815-9044
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE PERSONALITY, ПРАГМАТИЧЕСКИЙ УРОВЕНЬ РАЗВИТИЯ, PRAGMATIC LEVEL OF DEVELOPMENT, СОВМЕСТНАЯ ПРОДУКТИВНАЯ И ТВОРЧЕСКАЯ ДЕЯТЕЛЬНОСТЬ, TEAM PRODUCTIVE AND CREATIVE WORK, ПРОДУКТИВНОЕ ВЗАИМОДЕЙСТВИЕ, PRODUCTIVE COLLABORATION
АННОТАЦИЯ:
Приводится анализ эмпирических исследований развития языковой личности на прагматическом уровне, дается сравнительная характеристика качественных и количественных изменений индивидуально-психологических составляющих языковой личности студентов в рамках традиционного процесса обучения иностранному языку и в результате включения испытуемых в ситуацию театрализованной деятельности на иностранном языке как одной из форм совместного продуктивного взаимодействия.
There is regarded the analysis of empiric research of development of a language personality at the pragmatic level, given the comparative characteristics of qualitative and quantitative changes of individual and psychological components of a language personality of students in the process of traditional foreign language teaching and as a result of inclusion of students into the situation of dramatized work in a foreign language as one of the forms of team productive collaboration.
Очевидно, что человека нельзя изучить «вне языка», поскольку даже с обыденной точки зрения трудно понять, что представляет собой человек, пока мы не услышим, как и что он говорит. Однако невозможно и «язык рассматривать в отрыве от человека», т.к. без личности, говорящей на языке, он остается не более чем системой знаков [7]. Эту мысль подтверждает В. Воробьев, который считает, что о личности можно говорить только как о языковой личности, как о воплощенной в языке [2]. Понятие языковой личности и сам термин были введены в науку в 30-х гг. XX в. В.В. Виноградовым. Дефиниции языковой личности ученый не дал, и лишь в первой половине 1980-х гг. лингвистам и психологам удалось сформулировать само понятие «языковая личность». Первым определение изучаемого явления предложил советский психолог и лингвист Г.И. Богин, рассматривающий концепцию языковой личности как центральную в лингводидактике [1]. Вслед за ним Ю. Н. Караулов дает более широкое определение языковой личности, понимая под ней совокупность познавательных способностей, психологических характеристик, социальных и прагматических аспектов личности индивида, проявляющихся в разносторонней речевой деятельности (включающей восприятие и порождение текстов), отличающейся коммуникативной активностью, ценностно-культурологической направленностью и стремлением к творческому самовыражению на индивидуальнопсихологическом уровне [4, с. 3–8]. Главным в научном наследии Ю.Н. Караулова мы считаем разработку уровневой модели языковой личности. Структура языковой личности представляется ученому состоящей из трех уровней: вербально-семантического (языковые единицы и речевые образцы), когнитивного (понятия, идеи, концепты, складывающиеся в картину мира); прагматического (индивидуально-психологические характеристики личности: цели, мотивы, интересы, установки и интенциональности) [4]. Далее, говоря об изучении развития языковой личности средствами иностранного языка, мы должны ввести понятие вторичной языковой личности, являющейся результатом образования в области иностранных языков и выступающей в качестве показателя способности человека принимать полноценное участие в межкультурной коммуникации [3]. Анализом понятия «вторичная языковая личность» занимались Э. Кассирер, И.Л. Бим, И.И. Халеева, К. Хажеж, Г.И. Богин, Ю.Н. Караулов и др. Вторичная языковая личность определяется этими исследователями как совокупность способностей осуществлять иноязычную текстовую деятельность на трех уровнях: вербально-семантическом, тезаурусном и мотивационном [3]. Главным условием оптимизации развития языковой и вторичной личности в неязыковом вузе мы видим организацию процесса обучения иностранному языку как совместной продуктивной и творческой деятельности (СПД) учащихся и педагога (В.Я. Ляу
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дис и ее школа). Суть СПД заключается в капитальной переориентации смысла и порядка организации всего учебного процесса, т.е. в предоставлении ведущей роли на всех этапах учения творческим и продуктивным задачам, упреждающим решение репродуктивных задач. Важно, что в центре такого учебного процесса стоит сама развивающаяся личность учащегося (в единстве ее мотивационно-смысловой, нравственной, волевой, рефлексивной и интеллектуально-коммуникативной сфер), а не факт присвоения определенных знаний, умений и навыков [5]. В качестве формы СПД, схожей с ней по структуре, основным принципам и практическим аспектам реализации, мы выбрали театрализованную деятельность, воздействие которой на образовательный процесс исследовали многие ведущие педагоги, театральные режиссеры и психологи (Ю.П. Азаров, О.Д. Бганко, В.М. Букатов, О.С. Булатова, Ж. Ваганова, А.П. Ершова, П.М. Ершов, И.А. Зязюн, В.А. Кан-Калик и др.). Эффективность влияния театрализованной деятельности на целостное развитие языковой личности видится в тождественности ее структуры структуре психической сферы личности. Реализация воздействия осуществляется через механизм идентификации (в совокупности компонентов театрализованной деятельности: заучивание роли, постановка сверхзадачи, порождение интереса к роли, смена ролей, комплекс видов творчества, содействие педагога– «режиссера»). Результат организации учебного процесса как СПД по постановке театрализованного представления на иностранном языке предстает в раскрытии творческих способностей, развитии психологических процессов (мышление, речь, память, внимание, воображение), совершенствовании личностных качеств (в единстве коммуникативных, рефлексивных, эмоциональных, волевых характеристик). Выбор концепции СПД и театрализованной деятельности как ее формы в качестве теоретической базы исследования психологических особенностей языковой личности обусловлен тем, что ключевые положения, принципы (единства формирования знания и сознания; единства продуктивных и репродуктивных форм деятельности; единства развития взаимодействия, общения и деятельности; соразвития, коэволюции личности педагога и учащихся) [6] и этапы реализации продуктивного взаимодействия (введение в деятельность; разделение действий педагога и учащихся; имитация и поддержание действий; саморегуляция, самопобуждение и самоорганизация действий учащихся) [8] отвечают целям, задачам, гипотезе и теоретико-методологической основе исследования (деятельностный подход, развивающее обучение, личностно ориентированный подход). Исходя из данных теоретических положений, опираясь на определение и структуру языковой личности, предложенные Ю.Н. Карауловым и Г.И. Богиным, концепцию СПД В.Я. Ляудис и идеи воздействия театрального искусства на образование, мы разработали собственную (авторскую) модель развития (вторичной) языковой личности студента в неязыковом вузе. В основе модели лежит следующая гипотеза исследования: если в неязыковом вузе в процесс обучения иностранному языку включить театрализованную деятельность как яркий образец СПД, то возможно наблюдать развитие индивидуально-психологических составляющих языковой личности. Созданную в рамках данной гипотезы модель развития языковой личности представим несколькими умозаключениями. 1. Целью и планируемым результатом исследования является развитие индивидуальнопсихологических (мотивационных, интеллектуальных, эмоциональных, волевых, рефлексивных, ценностно-смысловых) характеристик языковой личности на ее прагматическом уровне. 2. Планируемый результат будет достигаться через включение в традиционный процесс обучения иностранному языку в неязыковом вузе ситуации СПД, основанной на взаимосвязи заданий репродуктивного и продуктивного характера. Вместе с тем ведущая роль отдается продуктивной (творческой) деятельности (театрализованной деятельности как одной из ее форм) в противовес приоритету репродуктивных задач, предусмотренных традиционным процессом обучения иностранному языку. 3. Репродуктивная речеязыковая деятельность языковой личности характеризует ее развитие на вербально-семантическом и когнитивном уровнях, а формирующиеся при - этом знания, умения и навыки становятся не целью, а инструментом учебной деятельности; СПД стимулирует развитие психологических
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составляющих языковой личности на прагматическом уровне. Итак, определив теоретические основы исследования, перейдем к рассмотрению экспериментально полученных данных об индивидуально-психологических особенностях развития языковой личности в неязыковом вузе. Организация экспериментального исследования в рамках констатирующего и контрольного срезов осуществлялась посредством комплекса методов исследования, включающих в себя дидактическую (моделирование коммуникативных учебных ситуаций; включенное наблюдение на занятиях по иностранному языку; качественная и количественная оценка речевых, когнитивных характеристик и рефлексивных высказываний студентов) и психологическую (тестирование когнитивных, эмоциональных, мотивационных, ценностно-смысловых, коммуникативных, вербальных характеристик студентов; количественный и качественный анализ опытно-экспериментальных материалов) диагностику. Данные методы взаимосвязаны и взаимозависимы, т.к. в языковой личности неразрывны ее познавательный и личностный компоненты. Констатирующий эксперимент проводился среди 100 студентов 1–2-х курсов гуманитарных специальностей Санкт-Петербургского государственного университета сервиса и экономики (100103.65 «Социально-культурный сервис и туризм», 100103.62 «Туризм», 080507.65 «Менеджмент организации», 050500.62 «Менеджмент», 100101.65 и 100100.62 «Сервис»). На первом этапе планировалось решить две задачи: 1) определить уровень развития всех составляющих языковой личности студента; 2) выявить и описать общие (групповые) особенности психологических характеристик языковой личности. Констатирующий срез всей выборки испытуемых показал следующие результаты, характеризующие особенности развития языковой личности в рамках традиционного процесса обучения иностранному языку в неязыковом вузе: 1) низкая языковая успеваемость (средний показатель (СП) – 3,4 из 5 максимального); 2) низкий уровень развития творческих способностей (СП – 51,9 при среднем показателе по России 67,6); 3) статичность взаимоотношений в группе, ярко выраженные индивидуализм и эгоизм в отношениях, отсутствие личностно значимой цели обучения (СП психологического микроклимата – 29,5 при максимальном пороговом значении 50); 4) эмоциональная вялость, пассивность и недисциплинированность, недобросовестное отношение к любому виду учебной деятельности (СП коммуникативно-характерологических особенностей – 4,01 при пороговом значении 4,87); 5) прагматизм системы жизненных ценностей; преобладание конкретных жизненных ценностей-целей над абстрактными, ценностей личной жизни над профессиональной самореализацией; 6) доминирование внешней мотивации (профессиональной и избегания неудач) (54,7% опрошенных) над внутренней (38,1%); отсутствие интереса к возможности познания и общения на иностранном языке, а также полное отсутствие мотивации к изучению иностранного языка у 7,2% опрошенных; 7) заниженная самооценка в 7 из 9 групп испытуемых. Основной задачей второго этапа экспериментального исследования – формирующего эксперимента – явилось практическое доказательство гипотезы нашей работы. Экспериментальная группа для формирующего исследования была выбрана на основании анализа результатов проведенного констатирующего среза, который выявил наиболее низкие показатели развития языковой личности студентов этой группы по сравнению со всей выборкой испытуемых по всем исследуемым характеристикам. Формирующий эксперимент протекал в три этапа – подготовительный (включающий, в свою очередь, три стадии: поисковую, работу над образом, написание сценария), репетиционный (представленный двумя стадиями – тренировочной и репетиционной), постановочный и рефлексивный. Конечный его продукт – спектакль – показал языковую личность каждого испытуемого актера во взаимодействии всех ее уровней – вербально-семантического (речеязыковые навыки, стирание коммуникативного барьера в общении на иностранном языке), когнитивного (осознание сущности роли и персонажа, правильно поставленный внутренний монолог), прагматического (эмоционально-психологическая готовность и правдивость изображения, отсутствие психологического барьера в общении на сцене и со зрителями,
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развитые волевые и рефлексивные характеристики). Формирующий эксперимент по включению театрализованной деятельности как формы совместного продуктивного взаимодействия в традиционный процесс обучения иностранному языку в неязыковом вузе и проведенный по его результатам контрольный срез позволили нам подтвердить выдвинутую гипотезу и доказать существенность произошедших качественных изменений исследуемых характеристик (через расчет критерия Манна-Уитни). Таким образом, языковая личность, включенная в театрализованную творческую деятельность на иностранном языке, характеризуется следующими психологическими особенностями развития: 1) достаточно высокий уровень показателей креативности: развитое воображение, ярко выраженная любознательность, уверенность в себе, смелость в выполнении рискованных и сложных заданий (СП – 61,9 при среднем показателе по России 67,6); 2) смена индивидуалистических настроений на желание и умение работать в команде, коллективе; адекватная оценка способностей и умений каждого члена коллектива; уважение и симпатия к одногруппникам (СП психологического микроклимата – 46,5 при максимальном пороговом значении 50); 3) развитие интеллектуальных характеристик (наблюдательность, практическая направленность ума), укрепление воли, настойчивость в достижении поставленной цели, эмоциональная раскрепощенность, добросовестное отношение к учебной деятельности, развитие рефлексивных характеристик, таких как самокритичность и требовательность к себе (СП коммуникативно-характерологических особенностей – 5,47 при пороговом значении 4,87); 4) доминирование конкретных ценностей целей (здоровье и счастливая семейная жизнь) наряду с явным увеличением значения образования, познания и саморазвития; выдвижение на первый план образованности, воспитанности, трудолюбия и продуктивности как основных ценностей-средств достижения жизненных целей; 5) очевидное уменьшение влияния внешней мотивации (19,8%) и усиление влияния групп внутренних мотивов (80,2%) (познавательно-образовательных, коммуникативных и идентификационных); 6) адекватный уровень самооценки.
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литература
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ПСИХОЛОГИЧЕСКИЙ АНАЛИЗ ПОНЯТИЯ "ЯЗЫКОВАЯ ЛИЧНОСТЬ" С ПОЗИЦИЙ ДЕЯТЕЛЬНОСТНОГО ПОДХОДА
РЕЗНИЦКАЯ Г.И.Написать письмо автору1
1 МГЛУ
Тип: статья в журнале - научная статья Язык: русский
Номер: 8 (719) Год: 2015 Страницы: 32-46
УДК: 159.9.072
ЖУРНАЛ:
ВЕСТНИК МОСКОВСКОГО ГОСУДАРСТВЕННОГО ЛИНГВИСТИЧЕСКОГО УНИВЕРСИТЕТА
Издательство: Московский государственный лингвистический университет (Москва)
ISSN: 1993-4750
КЛЮЧЕВЫЕ СЛОВА:
МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, INTERCULTURAL COMMUNICATION, ДЕЯТЕЛЬНОСТНЫЙ ПОДХОД, ACTIVITY APPROACH, КОММУНИКАТИВНО-РЕЧЕВАЯ ДЕЯТЕЛЬНОСТЬ, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSON, КОММУНИКАТИВНЫЕ ИНТЕНЦИИ, COMMUNICATIVE INTENTIONS, ЯЗЫКОВОЕ СОЗНАНИЕ, LANGUAGE CONSCIOUSNESS, КОММУНИКАТИВНОЕ ПОВЕДЕНИЕ, COMMUNICATIVE BEHAVIOR, VERBAL COMMUNICATIVE ACTIVITY
АННОТАЦИЯ:
В статье предпринята попытка психологической интерпретации таких понятий современной лингвистики, как языковая личность, языковое сознание, коммуникативное поведение. Показано, в частности, что с позиций деятельностного подхода языковая личность выступает как субъект коммуникативно-речевой деятельности. Последовательно рассматриваются мотивационно-смысловой, познавательно-ориентационный и поведенческий аспекты языковой личности (коммуникативные намерения, языковое сознание и коммуникативное поведение соответственно). Предлагаются пути использования данного подхода для подготовки студентов в сфере межкультурной коммуникации.
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В современном мире, невзирая на социально-политические
и экономические проблемы, практика межкультурного взаимодействия людей по-прежнему остается актуальной. Она строится на ясном понимании взаимосвязи языка и культуры: язык
рассматривается как составная часть культуры и одновременно – как уникальная знаковая система, универсальное средство
культуры, служащее для ее познания и выражения. Недаром
процесс социализации индивида неотделим от процесса его
инкультурации, в свою очередь, немыслимого вне контекста родного языка. Это положение обратимо: действительно,
и само освоение языка, родного или иностранного, невозможно
вне раскрытия особенностей стоящей за ним культуры.
Данный круг идей к настоящему времени освоен лингвистикой и близкими к ней науками, объявившими о своей
антропоцентрической направленности [5; 6]. Эти идеи также
лежат в основе современных психолого-педагогических и методических подходов к освоению студентами высшей школы
сферы межкультурной коммуникации. Однако в понимании
и применении данного подхода, на наш взгляд, существуют
определенные недостатки.
Так, в качестве исходной теоретической базы для анализа процесса межкультурной коммуникации представителями лингвистических наук рассматривается информационная
теория коммуникации. В этом случае в качестве «основной
единицы» данного процесса выделяют коммуникативную
ситуацию. В упрощенном виде модель коммуникативной ситуации включает участников этого процесса (адресата и адресанта) – представителей разных культур, содержание сообщений, которыми они обмениваются, канал передачи / приема
информации, язык коммуникации, который в рамках данного
подхода рассматривается как особый код, а также эффект коммуникативного воздействия. Со временем подобная модель
стала включать указание на социальный контекст коммуникации, что подразумевает ориентацию на систему социальных
отношений, социальные роли коммуникантов и позволяет говорить о социальном взаимодействии, которое имеет место
в любой коммуникативной ситуации. Для характеристики
участников коммуникации используются понятия «языковая
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личность», «языковое сознание», «картина мира», «речевое»
(коммуникативное) поведение» и т. п. [5; 8].
Таким образом, оказывается, что представители лингвистики и смежных с ней наук на деле вводят в свои построения
некоторые психологические характеристики, указывающие на
важные компоненты человеческой деятельности, однако эти
характеристики подчас используются бессистемно, и в большинстве случаев трактовка этих характеристик оказывается
поверхностной и произвольной.
Очевидно, было бы полезным определенное «движение
навстречу», с позиций социально-психологической и психолингвистической интерпретации данных характеристик, что,
вероятно, поможет создать более объемную картину рассматриваемых процессов речевой коммуникации, особенно, если
это касается вопросов межкультурного взаимодействия. При
этом мы исходим из того, что дело не в терминах, а в понятиях и той действительности, которая за ними стоит и которая
более или менее адекватно представлена в этих понятиях.
Прежде всего, такое моделирование, корни которого лежат
в информационной теории коммуникации, расходится с психологическим взглядом на сущность общения. В соответствии
с принятым в отечественной психологической традиции подходом (Г. М. Андреева, Л. С. Выготский, А. Н. Леонтьев, М. И. Лисина) общение прочно связано с предметной деятельностью
человека и само по себе есть особая деятельность, предметом которой является другой человек. Таким образом, основная задача общения – построение и поддержание отношений
с другими людьми. Выделяя два рода отношений: непосредственные, межличностные эмоциональные отношения, и неявно представленные, социальные по своей природе, «безличные» отношения, Г. М. Андреева подчеркивает, что в общении
происходит реализация всей системы отношений человека:
«…одновременно и как реальности общественных отношений,
и как реальности межличностных отношений. На поверхности
явлений дана форма непосредственного общения – коммуникация, но за ней стоит общение, вынуждаемое самой системой
общественных отношений» [2, c. 77].
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Это означает, что общение актуализируется как существенный и необходимый момент деятельности человека, если
стоящие перед ним задачи требуют использования именно
коммуникативных возможностей и соответствующих средств.
С этой точки зрения отличия «коммуникации» от «общения»
связаны не только с тем, что в традиционно понимаемом процессе коммуникации используется лишь одна из сторон общения – информационная. В этом случае оказалось бы, что другие его стороны: интеракционная, связанная с ролью общения
в организации совместной деятельности, а также перцептивная, реализующая задачи социального познания, – остаются
«незадействованными» [2].
Однако богатая реальная практика общения показывает,
что в коммуникативной ситуации, предполагающей совместную деятельность, безусловно, возникает необходимость
в интерактивной стороне общения, а его перцептивная сторона актуализируется на этапе предкоммуникативной ориентировки, которая так или иначе должна иметь место в ситуации
взаимодействия коммуникантов. С этой точки зрения в реальности коммуникативных процессов представлены все стороны общения, и таким образом коммуникативно-речевая деятельность, если ее рассматривать с деятельностных позиций,
может выступать в качестве синонима общения.
Деятельностная трактовка речевой коммуникации далее
предполагает введение понятия субъекта этой деятельности –
в данном отношении мы можем опереться на исследования
французского философа и лингвиста К. Ажежа, предложившего понятие «психосоциальный субъект высказывания» [1].
В модели речевой коммуникации эту роль, на наш взгляд,
выполняет понятие языковой личности. Существует целый
ряд определений языковой личности (Ю. Н. Караулов, В. А. Маслова и др.), однако наиболее удачным представляется определение, наиболее краткое по форме, но схватывающее суть данного понятия – определение человека как языковой личности
через его отношение к языку и речи [4, с. 111]. При этом авторы подчеркивают, что языковая личность проявляет себя в речевом поведении, выводя, таким образом, понятие языковой
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личности в сферу широкого социального взаимодействия. Его
содержательным расширением стало понятие «вторичной»
языковой личности (И. И. Халеева), определяемой как совокупность способностей (компетенций) и личностных качеств,
обеспечивающих готовность к иноязычному общению в межкультурной сфере [15].
Обобщая взгляды, существующие в лингвокультурологии,
в психо- и социолингвистике, можно предложить рассмотрение
языковой личности с точки зрения ее структуры. В этом случае языковая личность может быть рассмотрена, по крайней
мере, на трех уровнях обобщения: национально-культурном,
социокультурном и индивидуально-психологическом [11].
На национально-культурном уровне языковая личность
выступает в качестве носителя национального языка (или
отдельных его диалектов), осваивающего действительность
и выражающего себя в культурно-специфических формах, разделяемых всеми другими носителями данного языка и культуры. В этой связи правомерно существование такого понятия,
как, например, «русская языковая личность» [6].
На социокультурном уровне языковая личность представлена как носитель социальных и профессиональных языков
(социолектов), указывающих на принадлежность человека
к соответствующим социальным (профессиональным) общностям, на его социальный статус, выполнение им соответствующих гендерных, социальных и профессиональных ролей.
Психологический уровень существования языковой личности – конкретная речевая деятельность конкретного индивида в конкретных ситуациях, когда говорящий владеет определенным спектром значений и может, исходя из собственных
целей речевого воздействия, избирательно использовать
разноуровневые единицы языка, характерные для его индивидуального языка – идиолекта. На данном уровне в конкретной форме «резюмируются» и национально-культурный,
и социокультурный уровни языковой личности, ведь каждая
ситуация межкультурного общения предполагает одномоментную фиксацию индивидом ее особенностей применительно ко всем уровням, что проявляется в индивидуальноспецифическом дискурсе, реализующем коммуникативное
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поведение индивида. В этой связи психологически значимым
представляется понятие «речевой паспорт».
Одновременно можно выделить и содержательную структуру языковой личности, представленную ее аспектами.
В этой связи вновь обратимся к работам Ю. Н. Караулова, где выделяется несколько уровней языковой личности:
вербально-семантический уровень «предполагает для носителя нормальное владение естественным языком»; когнитивный уровень связан «с построением «картины мира», перехода
от «значения к знанию»; прагматический – ориентирован на
«цели, мотивы, интересы, установки и интенациональности»
[6, с. 5]. Сам автор считает данную модель языковедческой, не
претендующей на психологическую трактовку личности, тем
не менее, она представляет интерес для психологического,
деятельностного анализа языковой личности.
Если согласиться с В. И. Ка расиком в том, что целесообразно «перевернуть» последовательность заявленных уровней [5],
которые правильнее было бы назвать аспектами рассмотрения,
то перед нами – психологическая картина коммуникативноречевой деятельности с позиции участника коммуникации –
условной языковой личности. Действительно, человек как языковая личность осуществляет речевую коммуникацию, реализуя
определенные мотивы и цели, появляющиеся на этапе планирования и предкоммуникативной ориентировки [9], особенности
этой деятельности предполагают наличие у него определенной
картины мира, т. е. обусловлены особенностями языкового сознания [5; 13], и, наконец, он осуществляет коммуникативное
поведение, используя языковые средства в соответствии с условиями и обстоятельствами общения [7; 8].
Рассмотрим более подробно выделенные аспекты языковой личности в деятельностной парадигме.
В этом случае следует начать с мотивов и целей речевой
коммуникации, хотя, строго говоря, как замечает А. А. Леонтьев, правильнее говорить о системе речевых действий, входящих в какую-то другую деятельность, теоретическую или
практическую (предметную) [9]. Именно эта деятельность
определяет речевой замысел, в соответствии с которым
строятся соответствующие речевые действия. При этом мы
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понимаем речевой замысел коммуниканта как образующийся посредством соотнесения мотива предметной деятельности c целью речевого действия (отдельного высказывания).
Другими словами, речевой замысел представляет собой личностный смысл, выраженный средствами коммуникации.
Представляется, что исследования, посвященные анализу интенций участников коммуникации (интент-анализ) [12], помогут глубже раскрыть мотивационно-смысловой аспект языковой личности, задаваемый в деятельности. Именно речевой
замысел, интенция говорящего является основанием для выделения типа речевого действия (высказывания).
Целенаправленность коммуникации предполагает наличие коммуникативной задачи (как цели, заданной в определенных условиях), поскольку значимым является не только
речевой замысел, но и параметры соответствующей коммуникативной ситуации, в которой действует индивид. На самом деле речь может идти не об одной, а о нескольких задачах. В этом отношении интересен подход, предложенный
И. А. Стерниным, который, рассматривая эффективность коммуникативного воздействия, говорит о необходимости достижения ряда коммуникативных целей: предметной, информационной и собственно коммуникативной [14, с. 307–308].
Представляется, что с нашей позиции правильнее определить
их, скорее, как коммуникативные задачи, отражающие особенности коммуникативной ситуации в целом. Это, прежде всего,
предметная задача, связывающая коммуниканта с предметной деятельностью, породившей необходимость коммуникации, информационная задача, направленная на раскрытие
содержания сообщения, и, наконец, собственно коммуникативная задача, отвечающая за то, каким образом, с помощью
каких средств коммуникант доведет свое сообщение до другого участника ситуации.
Этот аспект языковой личности является исходным и особенно важен в ситуации межкультурного общения, ведь коммуниканты должны учитывать то, что скрыто за содержанием
и формой речевого сообщения, а именно, мотивы и цели своего партнера, определяющие речевой замысел.
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Понятие языкового сознания в отечественной психолингвистике трактуется «как совокупность образов сознания,
овнешняемых при помощи языковых средств…» [10, с. 36]. При
дальнейшем рассмотрении оказывается, что речь идет о «знаниях, входящих в эти образы» [10, с. 44], что в аспекте межкультурной коммуникации рассматривается с точки зрения
выделения общего в «базах знаний» индивидов, участвующих
в этом процессе. Подобное «разделенное знание» способствует взаимопониманию между представителями одной культуры и требует нахождения таких же общих точек соприкосновения с представителями иноязычной общности [8].
Другой аспект рассмотрения языкового сознания в теории
межкультурной коммуникации связан с понятием картины
мира. Здесь лингвокультурология и когнитивная лингвистика
используют категорию концепта и концептосферы применительно как к отдельной личности, так и к народу – носителю
языка. При этом под концептом понимается «пучок» представлений, знаний, ассоциаций, переживаний, сопровождающих
слово, концепты выступают как основные ячейки культуры
в ментальном мире человека [8, с. 106–107]. Отмечается разное членение концептуального пространства представителями разных культур, и тогда вновь речь идет о необходимости
«состыковки концептосфер»; вместе с тем концепты рассматриваются как «эластичные» и «подвижные», что, с одной
стороны, может затруднять межкультурную коммуникацию,
а с другой – при наличии необходимой активности участников
общения – облегчать этот процесс [8, с. 107].
Таким образом, перед нами почти метафорическая трактовка концептов как своеобразных единиц языкового сознании, при этом основной акцент делается на различия в концептосферах, применительно к разным лингвокультурам,
т. е. на своеобразии соответствующих картин мира. Однако
роль таким образом понимаемого языкового сознания в отображении, осознании действительности человеком остается
непроясненной. Представляется, что для решения этой задачи необходимо выявить особенности языкового сознания,
сопоставив эту форму осознания действительности с другими
формами сознания.
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Из сказанного выше следует, что концепты – это не
научные понятия, отражающие существенные характеристики окружающего мира безотносительно к конкретным условиям коммуникации, напротив, они максимально конкретизированы по отношению к задачам коммуникации по принципу
«здесь и сейчас», и в этом смысле языковое сознание противостоит научному сознанию, представляющему научную картину мира.
Как отмечал П. Я. Гальперин, специфика «отображения»
в языковом сознании объектов действительности по сравнению с научным «отображением» заключается в том, что
в языковом сознании одни и те же характеристики действительности раскрываются с точки зрения задач коммуникации,
отнюдь не предполагающих объективистски точного информирования об известных свойствах окружающего мира. По
мнению П. Я. Гальперина, языковое сознание отражает внеязыковую действительность «пристрастно», обеспечивая не
столько определенное понимание этих вещей, сколько определенное отношение к ним [3].
В этой связи представляется, что определять язык как некий код, очевидно, можно лишь в техническом аспекте его употребления, ибо в этом случае игнорируется специфика языкового отражения действительности; в целом же такая позиция
приходит в противоречие с той ролью, которую играет язык
в формировании различных форм сознания человека.
Дальнейшая психологическая разработка этих идей представлена в работе Н. Н. Нечаева [16], где показано, что языковое сознание выполняет ориентировочную функцию, задавая
культурно обусловленный спектр возможностей раскрытия
предметного содержания, соответствующего коммуникативной задаче, на которую индивид осознанно или неосознанно
ориентируется, осуществляя речевые действия. При этом, безусловно, учитываются те характеристики осознания действительности индивидом (языковой личностью), которые специфичны для национально-культурного и социокультурного
уровней ее проявления.
По мнению Н. Н. Нечаева, многое в процессе коммуникации остается неосознанным, поскольку языковое сознание
40
реализуется на уровне обыденного сознания, в рамках которого не всегда ставится задача на осознание смысла, содержания
или условий коммуникации. Вот почему у носителя языкового сознания обычно не возникает сомнений в адекватности
собственной картины мира – недаром лингвисты определяют картину мира обычного носителя языка как «наивную»
[6]. Однако при возникновении необходимости в осознании
той или иной неоднозначной жизненной ситуации свою опосредующую роль играет язык: языковое сознание человека
как носителя значений помогает осуществить необходимое
осознание. Более того, если коммуникация носит межкультурный характер, что как раз и предполагает возникновение
множества неоднозначных коммуникативных ситуаций, то подобные условия обязательно требуют постановки и решения
задачи на осознание. С этой точки зрения можно согласиться с Н. Н. Нечаевым, что языковое сознание есть форма существования обыденного сознания с соответствующей широтой
охвата повседневной жизнедеятельности человека и одновременно – с отсутствием рефлексии на то, как мы говорим,
и почему мы так говорим [16].
В этой связи представляется важным, чтобы ориентирующая функция языкового сознания раскрывалась в процессе подготовки к межкультурному общению. Так, в обучении
иностранному языку успешность данного подхода была подтверждена в целом ряде психолого-педагогических и лингводидактических исследований, выполненных на протяжении
последних десятилетий. К их числу относится и наша работа,
выполненная под руководством П. Я Гальперина и Н. Н. Нечаева, в которой показана роль «переосознания», т. е. построения
осознанного перехода к тому, как данное предметное содержание может осознаваться носителями другого языка и другой культуры, что должно предшествовать овладению формальными структурами изучаемого языка и т. п. [11].
Коммуникативное поведение, как следует из самого термина, указывает на внешние формы проявляемой в сфере
коммуникации активности языковой личности. Выше отмечалось, что в современной лингвистике коммуникативное поведение определяется через дискурс, т. е. через создаваемый /
41
воспринимаемый индивидом текст в ситуации общения, представляющий собой одновременно и процесс, и результат речевой коммуникации [5]. Очевидно, коммуникативное поведение, выступающее в форме дискурса, отражает, можно сказать,
исполнительную сторону коммуникативной деятельности
индивида, в ходе которой речевой замысел реализуется через
последовательность вербальных и невербальных актов (высказываний), суть которых – целенаправленное социальное
действие. Поскольку исполнительная часть речевого действия
говорящего опирается на ориентировку, формирующуюся на
основе его языкового сознания, то реализация коммуникативного поведения на индивидуальном (психологическом)
уровне имплицитно включает поведенческие характеристики
более высоких уровней (национально-культурного и социокультурного). Это означает, что коммуникативное поведение
языковой личности должно строиться с учетом всей полноты
характеристик ситуации межкультурного общения.
Такие характеристики должны включать представленные в поведенческих нормах традиции общения лингвокультурной общности в целом, а также традиции и нормы
соответствующей социальной (профессиональной) группы
и психологические особенности индивида – все они с учетом
ситуативных условий будут определять специфику вербального и невербального межкультурного общения, в которое
вовлечен индивид. Как отмечал А. А. Леонтьев, «в социальнопсихологическом аспекте языковая норма ничем не отличается от других видов социальных норм поведения», по его
мнению, она указывает на то, насколько «экспектации других
людей относительно особенностей речи данного человека
соответствуют его конвенциональной роли» [9, с. 458–459].
Тем самым языковые, и шире – коммуникативные нормы, выполняют функцию регуляции коммуникативного поведения
языковой личности. Для ситуаций межкультурного общения особенно значимы эксплицитно выраженные нормы.
К ним автор относит как социально-речевые образцы, так
и кодифицированные правила речевого употребления – речевой этикет, правила вежливости [9, с. 463].
42
Важным для понимания коммуникативного поведения
является также то, что в реальных условиях дискурс как речевое произведение, (то, что сказано), неотрывен от речевого замысла (то, что имелось в виду). Ранее говорилось о том,
что интенция является основой для выявления типа речевого высказывания (речевого действия). Так, среди прочих типов речевых действий в соответствии с известной теорией
речевых актов выделяется группа побудительных действий.
Она включает, в частности, директивные речевые акты, которые в свою очередь делятся на прямые и непрямые (например, просьба, приглашение, совет и др.) [5; 7]. Значимыми для
дальнейшей дифференциации являются такие параметры,
как то, в чьих интересах совершается действие, какова социальная дистанция (вертикальная и горизонтальная) между
участниками коммуникации и др. [7].
Представляется, что подобные характеристики позволяют уточнить психологическое содержание, специфическое
для разных типов речевых действий. Отметим также, что
подобные характеристики являются универсальными для
многих языков и культур, и очевидно, что опора на такие характеристики позволяет дифференцировать соответствующие значения и формы речевых актов при выборе необходимого высказывания.
Еще одна категория, характеризующая коммуникативное
поведение (дискурс) и связанная с выбором участниками коммуникации образа действия, средств и способов действия, – это
коммуникативная стратегия. В одном из специальных исследований коммуникативная стратегия, понимаемая в широком
смысле, определяется даже как тип поведения [10, с. 194].
В конкретном плане это означает цепь решений говорящего, связанных с коммуникативным выбором тех или иных
речевых действий и языковых средств, т. е. с реализацией
набора целей в структуре общения, когда говорящий соотносит свою коммуникативную цель с конкретным языковым
выражением [5; 8; 10].
Конечно, в каждом отдельном случае требуется конкрети зация, определяемая набором условий коммуникации. Разделяя бытовые и статусно-ориентированные
43
(институциональные) дискурсы, В. И. Карасик показывает,
что для первых понадобятся стратегии, предполагающие
бóльшую дистанцию, более активное использование этикетных формул и пр. [5]. Понятно, что основную роль при выборе
играет характер предметной деятельности, которую сопровождает общение. Так, в педагогическом дискурсе автор выделяет объясняющую, оценивающую, содействующую и др. стратегии, характерные для педагогической деятельности в целом.
Отмечается, что в целом коммуникативная стратегия должна
быть гибкой и динамичной, ведь в ходе общения она подвергается постоянной корректировке, поскольку непосредственно
зависит от речевых действий оппонента и от постоянно изменяющегося контекста дискурса [5, с. 256–257]. Однако в реальной ситуации межкультурного общения подобный выбор
должен происходить одномоментно. Это обусловливает сложность задачи, связанной с умением делать адекватный выбор,
соответствующий многообразию меняющихся условий в ходе
межкультурного общения.
В дипломной работе Н. Н. Измайловой1
показано, как
испытуемые – студенты психологического отделения, анализируя практические коммуникативные ситуации на английском языке, научились тонко дифференцировать типы директивных коммуникативных актов. В ходе формирующего
эксперимента они осуществляли выбор необходимых языковых средств из спектра, включающего более десяти вариантов переходных форм: от требования к просьбе. В этот
набор входили, например, такие формы, как «косвенная
просьба», «просьба-предложение» и др., свидетельствующие
о специфике форм вежливости, характерных для английской лингвокультуры. В ходе эксперимента студентов учили
осуществлять ориентировку на социально-психологические
параметры предлагаемых ситуаций как на основу для выбора необходимой коммуникативной стратегии и конкретных
1
Измайлова Н. Н. Психологические аспекты освоения лингвокультурных различий студентами языкового вуза (на материале
коммуникативных стратегий вежливости): Дипломная работа. – М. :
МГЛУ, 2010, – 68 с.
44
языковых средств. Исследовательская работа в этом направлении в настоящее время продолжена.
Представляется, что психологический анализ языковой личности с позиций деятельностного подхода должен
способствовать не только более углубленному пониманию
закономерностей процесса речевой коммуникации, в особенности в межкультурной сфере, но и проведению практических
психолого-педагогических исследований, направленных на
совершенствование подготовки студентов в области межкультурной коммуникации.
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СПИСОК ЛИТЕРАТУРЫ
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384 с.
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– № 4. – С. 95–101.
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5. Карасик В. И. Языковой круг: личность, концепты, дискурс. – М. :
Гнозис, 2004. – 390 с.
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1987. – 264 с.
7. Ларина Т. В. Категория вежливости и стиль коммуникации: сопоставление английской и русской лингвокультурных традиций. –
М. : Рукописные памятники Древней Руси, 2009. – 512 с.
8. Леонтович О. А. Введение в межкультурную коммуникацию: учеб.
пособие. – М. : Гнозис, 2007. – 368 с.
9. Леонтьев А. А. Язык, речь, речевая деятельность. – М. : Просвещение, 1969. – 214 с.
10. Макаров М. Л. Основы теории дискурса. – М. : Гнозис, 2003. –
280 с.
11. Нечаев Н. Н., Резницкая Г. И. Формирование коммуникативной
компетенции как условие становления профессионального сознания специалиста // Вестник УРАО. – 2002. – № 1. – С. 3–21.
Вестник МГЛУ. Выпуск 8 (719) / 2015
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12. Общение и познание / под ред. В. В. Барабанщикова и Е. С. Самойленко. – М. : Изд-во «Институт психологии РАН», 2007. – 495 с.
13. Тарасов Е. Ф. Межкультурное общение – новая онтология анализа языкового сознания // Этнокультурная специфика языкового
сознания: сб. статей. – М. : Ин-т языкозн. РАН, 1996. – С. 7–22.
14. Психолингвистика: учебник для вузов / под ред. Т. Н. Ушаковой. –
М. : ПЕР СЭ, 2006. – 416 с.
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<p style="line-height: 100%">
<a href="https://www.elibrary.ru/item.asp?id=25372957"><b>ПСИХОЛОГИЧЕСКОЕ
ВРЕМЯ И САМОРЕГУЛЯЦИЯ ПОВЕДЕНИЯ ЛИЧНОСТИ В РАЗНЫЕ ПЕРИОДЫ
ВЗРОСЛОСТИ</b></a><br/>
<font color="#00008f"><i>Лебедева А.А.,
Василенко В.Е.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34214548">Научные
исследования выпускников факультета психологии СПбГУ</a>. 2015. Т. 3.
С. 91-96. </font>
</p>
---
А. А. ЛЕБЕДЕВА, В. Е. ВАСИЛЕНКО
e-mail: anka_leb@mail.ru
Бакалавриат
ПСИХОЛОГИЧЕСКОЕ ВРЕМЯ И САМОРЕГУЛЯЦИЯ
ПОВЕДЕНИЯ ЛИЧНОСТИ В РАЗНЫЕ ПЕРИОДЫ ВЗРОСЛОСТИ
Исследование было направлено на выявление взаимосвязей между характеристиками психологического времени
и саморегуляции поведения личности в разные периоды взрослости.
Для этого были использованы следующие методики: опросник временной перспективы Зимбардо и опросник
временной перспективы трансцендентного будущего; методика самооценки реализованности психологического
времени личности через оценивание пятилетних интервалов Е. И. Головахи и А. А. Кроника; методика «Семантический
дифференциал времени» Л. И. Вассермана и др.; опросник ССП-М В. И. Моросановой; методика «УСК» Е. Ф. Бажина,
Е. А. Голынкиной и А. М. Эткинда.
В исследовании приняли участие 122 человека в возрасте от 18 до 55 лет: из них 47 мужчин и 75 женщин.
Математическая обработка проводилась с помощью: описательной статистики; множественного дисперсионного
анализа по факторам «пол» и «наличие работы»; метода множественных сравнений с поправкой Шеффе для показателей
по трем возрастным группам и корреляционного анализа по Пирсону в трех возрастных группах.
Основная гипотеза подтвердилась: характеристики психологического времени личности взаимосвязаны
с особенностями саморегуляции поведения и локусом контроля личности. Структура этих взаимосвязей имеет специфику
в разные периоды взрослости: она наиболее интегрирована в период ранней взрослости (системообразующими являются
перспективы настоящего и будущего); в средней взрослости преобладают взаимосвязи саморегуляции с перспективой
будущего; а в поздней — на первый план выходят взаимосвязи саморегуляции с ориентацией на настоящее.
Ключевые слова: психологическое время, временная перспектива, психологический возраст, субъективное восприятие времени, саморегуляция поведения, уровень субъективного контроля, взрослость.
PSYCHOLOGICAL TIME AND BEHAVIOR SELF-REGULATION
AT DIFFERENT STAGES OF ADULTHOOD
Th e purpose of our research was to identify the correlations between the features of psychological time and behavioral selfregulation of personality in diff erent periods of adulthood.
We used such psychological inventories as: 1) Th e Zimbardo Time Perspective Inventory (ZTPI) and Th e Transcendentalfuture Time Perspective Inventory; 2) Th e method of determination of psychological age by evaluating the richness of life in different 5-ye ar timeslots of E. Golovakha and A. Kronik; 3) «Th e Semantic diff erential of time» of L. Vasserman et al.; 4) «Th e style
of behavior self-regulation» of V. Morosanova; 5) Th e questionnaire «Th e level of subjective control» of E. Bazhin, E. Golynkina,
A. Etkind.
Th ere were 122 adult people (18–55 years old) participated in our research: 47 men and 75 women.
We used such mathematical methods as: 1) Descriptive Statistics; 2) MANOVA on such factors as «gender» and «employment or unemployment»; 3) Post-Hoc Multiple Comparisons with assumption of equal variances by Scheff e for 3 age groups;
4) Bivariate Correlations of Pearson in 3 age groups.
We confi rmed our main hypothesis: the features of psychological time are correlating with behavior self-regulation of personality. And the structure of these correlations is diff erent at 3 stages of adulthood. We also identifi ed time perspectives, features
of subjective perception of time and their correlations with behavior self-regulation and internality of personality prevailing in
diff erent periods of adulthood. Th e most integrated structure is in the early adulthood (the characteristics of present and future
are central); in the middle adulthood there are a lot of correlations with future time features; in the late adulthood present is in
the center as before.
Keywords: psychological time, time perspective, psychological age, subjective perception of time, behavior self-regulation,
level of subjective control, adulthood.
СОВРЕМЕННОЕ СОСТОЯНИЕ ПРОБЛЕМЫ
Изучение психологического времени и саморегуляции поведения личности актуально для современного
общества, так как многие люди хотят научиться как можно более эффективно использовать собственное
время и развить навыки саморегуляции.
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Изучением темы времени занимались еще В. Вундт, У. Джеймс, К. Левин, и количество ее исследователей
постоянно растет. Современные исследования на эту тему в зарубежной психологии связаны прежде всего
с именем Ф. Зимбардо, в отечественной — с именами Е. И. Головахи, А. А. Кроника, Л. И. Вассермана. В нашем
исследовании мы будем употреблять термин «психологическое время личности» в качестве обобщающего
конструкта для понятий «временная перспектива личности», «психологический возраст» и «субъективное
восприятие времени».
Ф. Зимбардо и Дж. Бойд определяют временную перспективу личности как «зачастую неосознанное
отношение личности ко времени, и это процесс, при помощи которого длительный поток существования
объединяется во временные категории, что помогает упорядочить нашу жизнь, структурировать ее и придать
ей смысл» (Зимбардо, Бойд, 2010, с. 57). На данном этапе авторы выделили шесть наиболее распространенных
для западных людей временных перспектив: негативное прошлое, позитивное прошлое, фаталистическое
настоящее, гедонистическое настоящее, будущее и трансцендентное будущее.
Е. И. Головаха и А. А. Кроник рассматривают психологический возраст как «меру психологического
прошлого личности, подобно тому, как хронологический возраст — мера ее хронологического прошлого»
(Головаха, Кроник, 2008, с. 172). Также они уточняют, что психологический возраст индивидуален, обратим
и многомерен, т. е. может отличаться в разных жизненных сферах.
Для определения понятия «субъективное восприятие времени» мы предлагаем рассмотреть такие
термины, как «субъективный» и «восприятие времени жизни». О первом из них Л. В. Куликов пишет, что
оно «имеет значение зависимости от индивида, субъекта, значение обусловленности природой некоторого
носителя активного начала» (Куликов, 2013, с. 87). Второе из них Е. Е. Сапогова и М. В. Дмитриева определяют
как «образно-когнитивное отражение таких характеристик существования человека, как его длительность,
содержательная и качественная наполненность, скорость протекания, последовательность составляющих
жизнь происшествий, случаев, событий» (Сапогова, Дмитриева, 2012, с. 277).
Что касается саморегуляции поведения, то можно отметить, что в России этой темой глубоко занимается
В. И. Моросанова, определяя ее как «целесообразную активность по организации и управлению поведением,
деятельностью, психическими состояниями и процессами» (Моросанова, 2010, с. 12). В нашей работе мы
сочетаем этот подход с концепцией локуса контроля Дж. Роттера. Сам автор определял это понятие как
«субъективное отношение к влиянию собственной деятельности на последующие события» (Смирнова, 1990,
с. 141), а также выделял внутренний (интернальный) и внешний (экстернальный) локусы контроля. Ряд
отечественных авторов (Е. Ф. Бажин, Е. А. Голынкина, А. М. Эткинд) ввели понятие уровня субъективного контроля, которое в дальнейшем использовали и в качестве обозначения собственного метода для измерения
интернальности — экстернальности (Бажин, Голынкина, Эткинд, 1993).
Обзор современных исследований показал, что взаимосвязи временных перспектив и саморегуляции
поведения личности уже изучались В. И. Моросановой и А. В. Ваниным (2010), но это исследование
проводилось на старшеклассниках, находящихся в ситуации выбора профессии. Новизна нашего
исследования заключается в комплексном подходе к изучению психологического времени и в выявлении его
взаимосвязей с саморегуляцией поведения личности, включая уровень субъективного контроля, на разных этапах взрослости.
Цель исследования: выявить взаимосвязи между характеристиками психологического времени
личности и особенностями саморегуляции поведения в разные периоды взрослости.
Задачи исследования:
1) изучить характеристики психологического времени личности у взрослых людей;
2) оценить сформированость разных аспектов саморегуляции поведения и уровень субъективного
контроля у респондентов;
3) выявить различия в характеристиках психологического времени и саморегуляции поведения личности
у людей в разные периоды взрослости и в связи с факторами пола и наличия или отсутствия работы;
4) проанализировать сходства и различия в структуре взаимосвязей показателей психологического
времени и саморегуляции поведения личности в трех периодах взрослости.
Основная гипотеза исследования: характеристики психологического времени (временная перспектива,
психологический возраст и субъективное восприятие времени) взаимосвязаны с саморегуляцией поведения
личности. При этом структура этих взаимосвязей имеет свою специфику в разные периоды взрослости.
Предмет исследования: различия в особенностях психологического времени и саморегуляции
поведения личности в связи с периодом взрослости, полом, наличием или отсутствием работы; взаимосвязи
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между характеристиками психологического времени и саморегуляции поведения личности (с учетом периода
взрослости).
Объект исследования: психологическое время личности (временная перспектива личности,
психологический возраст, субъективное восприятие времени) и саморегуляция поведения личности
(регуляторные процессы, личностно-регуляторные свойства и уровень субъективного контроля).
ВЫБОРКА УЧАСТНИКОВ ИССЛЕДОВАНИЯ
В исследовании приняли участие 122 человека: 47 мужчин и 75 женщин в возрасте от 18 лет до 55 лет.
Возрастную группу «ранняя взрослость» (от 18 до 24 лет) составили 63 человека: 21 мужчина и 42 женщины;
возрастную группу «средняя взрослость» (от 25 до 39 лет) — 31 человек: 17 мужчин и 14 женщин; а возрастную
группу «поздняя взрослость» (от 40 до 55 лет) — 28 участников: 9 мужчин и 19 женщин.
Следует отметить, что 88 испытуемых работают (40 мужчин и 48 женщин), а 34 — нет (7 мужчин
и 27 женщин).
МЕТОДЫ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ
В качестве методов исследования были выбраны следующие:
1) анкета для выявления социально-демографических характеристик выборки;
2) опросник временной перспективы Зимбардо и опросник временной перспективы трансцендентного
будущего;
3) методика самооценки реализованности психологического времени личности через оценивание
пятилетних интервалов Е. И. Головахи и А. А. Кроника;
4) методика «Семантический дифференциал времени» (СДВ) Л. И. Вассермана, Е. А. Трифоновой
и К. Р. Червинской;
5) опросник «Стиль саморегуляции поведения» (ССП-М) В. И. Моросановой;
6) методика «Уровень субъективного контроля» (УСК) Е. Ф. Бажина, Е. А. Голынкиной и А. М. Эткинда.
Математическая обработка данных осуществлялась с помощью программы IBM SPSS Statistics 20.
Использовались: описательная статистика, множественный дисперсионный анализ по факторам пола
и наличия или отсутствия работы, метод множественных сравнений с поправкой Шеффе для показателей
трех возрастных групп и корреляционный анализ по Пирсону в трех возрастных группах (Наследов, 2007).
РЕЗУЛЬТАТЫ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ
Изучение психологического времени личности выявило, что в период ранней взрослости наиболее
выражены ориентации на позитивное прошлое (M = 3,52), будущее (M = 3,49) и гедонистическое настоящее
(M = 3,47). В период средней взрослости также более представлены ориентации на позитивное прошлое
(M = 3,78) и будущее (M = 3,68), но на третье место выходит ориентация на трансцендентное будущее (M = 3,52).
В период поздней взрослости наиболее выражена ориентация на будущее (M = 3,59), затем на трансцендентное
будущее (M = 3,53) и на позитивное прошлое (M = 3,52).
Средняя общая ожидаемая продолжительность жизни респондентов — около 80 лет; средняя
реализованность психологического времени приблизительно равна 39%; психологический возраст наших респондентов — около 29 лет. Во все периоды взрослости для респондентов характерны значительная смысловая
наполненность будущего времени, его оптимистичное видение, ощущение смысловой наполненности
и удовлетворенность настоящим. В то же время участники исследования не характеризуются четкими
представлениями о событиях прошлого.
Выявлены следующие различия психологического времени личности в разные периоды взрослости:
1) временные перспективы «негативное прошлое» и «гедонистическое настоящее» более характерны для
представителей ранней взрослости (от 18 до 24 лет), чем для респондентов в возрасте поздней взрослости
(p < 0,01), а последняя из них менее выражена также у представителей средней взрослости (p < 0,05);
2) психологический возраст у большинства испытуемых совпадает с хронологическим, в связи с этим
у более молодых респондентов он ниже, чем у старших (p < 0,01); 3) показатели субъективного восприятия
настоящего времени в целом (p < 0,05) и таких его аспектов, как эмоциональная окраска (p < 0,01), структура
(p < 0,001) и ощущаемость (p < 0,1), выше у более взрослых участников исследования.
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Что касается различий показателей психологического времени личности по полу, можно отметить
следующее: 1) на уровне статистической тенденции (p < 0,1) у женщин чаще выражены такие временные
перспективы, как «фаталистическое настоящее» и «трансцендентное будущее»; 2) субъективное восприятие
прошедшего времени в целом (p < 0,05) такие его аспекты, как ощущаемость (p < 0,05) и структура (p < 0,1),
более выражены у мужчин.
Исследование регуляторных процессов, личностно-регуляторных свойств (М = 30,13) и уровня
субъективного контроля (M = 5,50) выявило средний уровень их сформированности на общей выборке за
исключением интернальности в сфере межличностных отношений (M = 6,39).
Представители ранней взрослости по сравнению с представителями средней взрослости демонстрируют
более высокие баллы по шкале гибкости поведения (p < 0,05). Аналогичная тенденция наблюдается по
показателям интернальности в сфере межличностных отношений (p < 0,1).
Можно отметить следующие различия в связи с полом: у мужчин выше показатели гибкости
и интернальности в сфере семейных отношений (p < 0,05).
Дисперсионный анализ не выявил значимых различий в связи с наличием или отсутствием работы
у респондентов.
Обобщая данные, полученные с помощью корреляционного анализа, можно отметить следующие
тенденции.
1. Наблюдается 25 взаимосвязей между временными перспективами и показателями саморегуляции
поведения личности. Можно отметить положительные корреляции временной перспективы «будущее»,
а также отрицательные взаимосвязи временных перспектив «негативное прошлое», «фаталистическое
настоящее» и «гедонистическое настоящее» со всеми показателями саморегуляции поведения личности, кроме шкалы «самостоятельность».
2. Было выявлено 32 корреляции временных перспектив с показателями интернальности. Направленности на будущее и на позитивное прошлое коррелируют с ней положительно, а направленности на настоящее
и на негативное прошлое время — отрицательно.
3. Ожидаемая общая продолжительность жизни и разность хронологического и психологического
возрастов положительно взаимосвязаны с показателями саморегуляции поведения и интернальности
личности, а показатель реализованности психологического времени и психологический возраст коррелируют
с ними отрицательно (за исключением показателя «самостоятельность»).
4. Показатели субъективного восприятия времени в целом положительно коррелируют с показателями
саморегуляции поведения и интернальностью личности.
5. Наиболее тесно показатели временных перспектив и саморегуляции взаимосвязаны в период ранней
взрослости: системообразующими компонентами являются ориентации на фаталистическое настоящее
и на будущее. В средней взрослости системообразующей остается лишь временная перспектива будущего.
В поздней взрослости появляются взаимосвязи саморегуляции и гедонистического настоящего.
6. Показатели временных перспектив и интернальности личности наиболее тесно взаимосвязаны
в период ранней взрослости: системообразующими компонентами являются ориентации на негативное
прошлое, на фаталистическое настоящее и на будущее. В средней взрослости системообразующей остается
лишь временная перспектива фаталистического настоящего. В поздней взрослости системообразующими
вновь становятся направленности на негативное прошлое и фаталистическое настоящее.
7. В период ранней взрослости наблюдается очень мало корреляций между показателями
психологического возраста и саморегуляции поведения личности. Наиболее тесно они взаимосвязаны
в период средней взрослости, в этот период системообразующими компонентами являются общая ожидаемая
продолжительность жизни и показатель реализованности психологического времени. В поздней взрослости
таких корреляций выявлено не было.
8. Наиболее тесно показатели психологического возраста и интернальности личности взаимосвязаны
в периоды ранней и средней взрослости: системообразующими компонентами являются общая ожидаемая
продолжительность жизни и показатель реализованности психологического времени.
9. Наибольшее количество взаимосвязей между показателями субъективного восприятия времени
и саморегуляции поведения личности наблюдается в период средней взрослости.
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Психологическое время и саморегуляция поведения личности в разные периоды взрослости
ОБСУЖДЕНИЕ РЕЗУЛЬТАТОВ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ
Полученные нами результаты говорят о том, что в период ранней взрослости молодые люди больше
нацелены на получение сиюминутного удовольствия и выгод, и для них более характерна пессимистическая
оценка своего прошлого. Также молодые люди чаще задумываются о своих планах на будущее и меньше
обращают внимания на окружающие их актуальные события.
В период средней взрослости у респондентов наиболее выражены ориентации на позитивное прошлое,
на будущее и на трансцендентное будущее. Можно предположить, что это связано с протеканием в данном
возрасте так называемого кризиса «середины жизни».
В период поздней взрослости наиболее выражены временные ориентации на будущее, на трансцендентное
будущее и на позитивное прошлое, а также характеристики субъективного восприятия будущего времени.
Вероятно, это связано с тем, что в указанном возрасте люди переживают возрастной кризис, связанный
с осознанием приближения конца жизни.
Женщины больше мужчин уделяют внимание таким вопросам, как судьба и жизнь после смерти,
в связи с чем у них чаще выражены такие временные перспективы, как «фаталистическое настоящее»
и «трансцендентное будущее».
Представители периода ранней взрослости обладают большей гибкостью, чем респонденты других
возрастных групп: они способны приспособиться к изменяющимся условиям и скорректировать свои
цели и планы. Эти данные согласуются с результатами исследований А. И. Канатова (2011). Самые высокие
показатели интернальности в этот период наблюдаются в сфере межличностных отношений, т. е. молодые
люди склонны брать на себя ответственность за происходящие с ними события, связанные с общением
с окружающими. Самые низкие показатели интернальности — в сфере производственных отношений.
Возможно, это связано с тем, что основная профессиональная деятельность в данном возрасте — учеба или
низкие должности, и молодые люди не ощущают свою способность повлиять на происходящее.
У представителей средней взрослости гибкость выражена значительно ниже, чем у более молодых
респондентов. Наиболее проявляется в указанный период интернальность в сфере семейных отношений:
вероятно, это связано с тем, что именно в этом возрасте люди заводят семью, получают стабильную работу.
В период поздней взрослости из всех показателей саморегуляции поведения наименее выраженным
является «самостоятельность». Самый высокий средний показатель в данный период мы видим по шкале
«оценка результатов». Показатели интернальности выше всего в сфере семейных отношений, а ниже всего —
в сфере производственных отношений. Мы объясняем это тем, что в указанном возрасте люди меньше
уделяют внимания профессиональной деятельности вплоть до ее прекращения, переключаются на семью,
а также подводят итоги своей жизни.
У мужчин наиболее выражена гибкость, а у женщин — показатель оценки результатов. У всех наименее
выражен показатель «самостоятельность». Вероятно, взрослые люди стараются прислушиваться к мнению
и советам окружающих.
Мы полагаем, что различия в корреляционных структурах в трех возрастных группах связаны с разницей
восприятия прошлого, настоящего и будущего времени в разных возрастах: например, у людей в возрасте
от 18 до 24 лет прошлое не так велико в связи с тем, что большая его часть прошла в так называемом
несознательном возрасте, а ожидаемое будущее намного более длительное; в то же время у людей в возрасте
от 40 до 55 лет очень много воспоминаний и значительно меньше планов на будущее.
Отметим, что наши результаты по взаимосвязям временных перспектив личности и саморегуляции
поведения в определенной степени согласуются с данными В. И. Моросановой и А. В. Ванина (2010).
ВЫВОДЫ
1. В период ранней взрослости по сравнению с другими группами выше ориентация на гедонистическое
настоящее и по сравнению с поздней взрослостью — на негативное прошлое, а также отсутствует выраженная
ориентация на трансцендентное будущее.
2. Временные перспективы «фаталистическое настоящее» и «трансцендентное будущее» более
характерны для женщин, а субъективное восприятие прошедшего времени в целом и такие его аспекты, как
ощущаемость и структура, более выражены у мужчин.
4. Дисперсионный анализ не выявил значимых различий в характеристиках психологического времени
личности и саморегуляции поведения в связи с наличием или отсутствием работы у респондентов.
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5. Люди с высокими показателями субъективного восприятия времени в основном демонстрируют
высокие баллы по шкалам саморегуляции поведения и интернальности личности (кроме показателя
«самостоятельность»). Однако стоит отметить, что люди, вовлеченные в события настоящего, скорее не
способны ставить перед собой адекватные цели, а у тех, кто позитивно оценивает свое прошлое, не выражена
интернальность в сфере производственных отношений.
6. Структура взаимосвязей характеристик психологического времени и саморегуляции поведения
личности имеет свою специфику в разные периоды взрослости: в основном наибольшее количество
корреляций наблюдается в период ранней взрослости, особенно это касается взаимосвязей характеристик
будущего. В остальные периоды взрослости преобладают связи характеристик прошлого и настоящего
времени.
ЗАКЛЮЧЕНИЕ
Подводя итоги, можно сказать, что проведенное исследование подтвердило нашу основную гипотезу:
характеристики психологического времени взаимосвязаны с саморегуляцией поведения личности
и структура этих взаимосвязей имеет свою специфику в разные периоды взрослости. Так, она наиболее
интегрирована в период ранней взрослости, где системообразующими являются временные перспективы
фаталистического настоящего и будущего. При этом более высокой саморегуляции соответствуют менее
выраженная ориентация на настоящее и более выраженная — на будущее. В средней взрослости преобладают
положительные взаимосвязи саморегуляции с ориентацией на будущее, а в поздней на первый план выходят
отрицательные взаимосвязи саморегуляции с гедонистическим настоящим. Мы полагаем, что полученные
результаты можно будет применять в психологическом консультировании с целью оптимизации временного
ресурса личности, развития регуляторных процессов и личностно-регуляторных свойств.
ЛИТЕРАТУРА
1. Бажин Е. Ф., Голынкина Е. А., Эткинд А. М. Опросник уровня субъективного контроля (УСК). М., 1993.
2. Головаха Е. И., Кроник А. А. Психологический возраст личности // Психология зрелости. Хрестоматия: учеб.
пособие по возрастной психологии. Для факультетов: психологии, педагогики и социальной работы. М., 2003. С. 119–
144.
3. Головаха Е. И., Кроник А. А. Психологическое время личности. М., 2008.
4. Зимбардо Ф., Бойд Дж. Парадокс времени. Новая психология времени, которая улучшит вашу жизнь. СПб., 2010.
5. Канатов А. И. Обучаемость взрослых в различные периоды зрелости // Психология развития: хрестоматия. СПб.,
2011.
6. Куликов Л. В. Общенаучные категории в отечественной психологии. СПб., 2013.
7. Моросанова В. И. Саморегуляция и индивидуальность человека. М., 2010.
8. Моросанова В. И., Ванин А. В. Роль индивидуальных особенностей временной перспективы и осознанной
саморегуляции при выборе профессии старшеклассниками // Психологические исследования. 2010. № 5(13). URL:
http://psystudy.ru/index.php/num/2010n5-13/384-morosanova-vanin13.html (дата обращения: 13.06.2014].
9. Наследов А. Д. Математические методы психологического исследования. Анализ и интерпретация данных. СПб.,
2007.
10. Сапогова Е. Е., Дмитриева М. В. Особенности восприятия времени жизни в разных возрастах // Психология
жизненного пути личности: методологические, теоретические, методические и прикладные проблемы. Гродно, 2012.
С. 274–300.
11. Смирнова М. М. Психологическая характеристика выраженности экстернальности-интернальности в тексте
// Вопросы психологии. 1990. № 1. С. 140–147.
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ КОНЦЕПТУАЛЬНЫЕ ОСНОВЫ ФОРМИРОВАНИЯ "ЯЗЫКОВОЙ ЛИЧНОСТИ" СТУДЕНТОВ ВУЗА
ОВСЯННИКОВА О.А. [Написать письмо автору] 1
1 МГГЭИ
Тип: статья в журнале - научная статья Язык: русский
Номер: 11 Год: 2013 Страницы: 69-83
ЖУРНАЛ:
ПРАВО И ОБРАЗОВАНИЕ
Издательство: Частное учреждение "Издательство АЭО" (Москва)
ISSN: 1563-020X
КЛЮЧЕВЫЕ СЛОВА:
"ЯЗЫКОВАЯ ЛИЧНОСТЬ", ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ, ПСИХОЛИНГВИСТИКА, КОГНИТИВНАЯ ЛИНГВИСТИКА, РИТОРИКА, НЕОРИТОРИКА, СЕМИОТИКА, ТЕОРИЯ ДИСКУРСА, СОЦИОЛИНГВИСТИКА, ГЕНЕРАТИВНАЯ ЛИНГВИСТИКА, ЛИНГВОКУЛЬТУРОЛОГИЯ
АННОТАЦИЯ:
В статье рассматриваются психолого-педагогические основы формирования «языковой личности» студентов в вузе. Автор акцентирует внимание на изучении личности говорящего индивида в русле таких языковедческих дисциплин, как: психолингвистика, когнитивная лингвистика, риторика, неориторика, семиотика, теория дискурса, социолингвистика, генеративная лингвистика, лингвокультурология. Автору представляется вероятным, что в контексте образовательного процесса профильного вуза, ориентированного на конкретную профессиональную деятельность, имеющего жесткий временной лимит на освоение дисциплин общегуманитарного цикла, наиболее адекватен именно компетентностный подход к решению задачи формирования «языковой личности» специалиста.
В отечественной педагогике профессионального образования проблема непрерывного развития личности разрабатывается в социальном, экономическом, организационном и педагогическом планах. В последнее время интерес к проблеме «языковой личности» еще более возрос в связи с активизацией исследований, посвященных изучению личности говорящего индивида в русле таких языковедческих дисциплин, как традиционная лингвистика, лингвопрагматика, лингводидактика, психолингвистика, социолингвистика и исследования художественного творчества, лингвокультурология, риторика, неориторика, теория дискурса. Осмысление «человека говорящего» (В. фон Гумбольдт) предпринималось не одним поколением исследователей и было многомерным и разноаспектным: «от романтически возвышенных эссе и философских рассуждений о языковом выражении «духа народа» и «инстинкта разума» (В. фон Гумбольдт), этнопсихологии народа (В. Вундт), о «языковых представлениях», «чутье языка» народом (И.А. Бодуэн де Куртенэ), до логически связанных построений в стремлении проникнуть в глубины «лингвистического инстинкта» (Л.В. Щерба), «языковой компетентности» (Э.М. Эленбек), «языковой способности» (А.М. Шахнарович) и, наконец, «языковой личности» (Г.И. Богин, Ю.Н. Караулов). К языковой личности как объекту изучения русистика шла разными путями: лингвидидактическим (самым древним) – от закономерностей на
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учения языку – работы Ф.И. Буслаева, А.М. Пешковского, К.Д. Ушинского, В.А. Сухомлинского и др.; литературоведческим – от изучения особенностей языка художественной литературы («образ автора», «лицо автора») – исследования В.В. Виноградова, Ю.Н. Тынянова, М.М. Бахтина, Г.А. Гуковского, Б.М. Эйхенбаума, В.Б. Шкловского, Д.С. Лихачева, Г.О. Винокура, Ю.М. Лотмана, В.П. Григорьева и большое количество других работ, в которых осуществляется попытка «проникнуть в творческую лабораторию писателя»; психолингвистическим – от психологии языка и речи – работы Б. де Куртенэ, АА. Потебни, Л.С. Выготского, Н.И. Жинкина, А.Н. Леонтьева, А.А. Леонтьева, А.Р. Лурии, С.Д. Кацнельсона и других исследователей, в которых затрагиваются вопросы устройства внутренней речи, взаимоотношения языка и мышления, особенности восприятия, понимания и воздействия речи. В нашем исследовании мы берем за основу положение, раскрытое в трудах Л.С. Выготского [2], А.Н. Леонтьева [9], С.Л. Рубинштейна [10] и других, о том, что лучше всего усваиваются те предметы и явления, на которые направлена деятельность человека. Это утверждение легло в основу разработанной П.Я. Гальпериным [3] теории о поэтапном формировании умственных действий, центральная идея которой – усвоение знаний происходит только в результате выполнения учащимся определенной системы умственных действий (операций). П.Я. Гальперин [3] и его коллеги исходили из того, что общим механизмом приобретения знаний и умений является образование условных связей. Основа действия – совокупность обстоятельств, на которые ориентируется ребенок при его выполнении. Тип организации и поэтапное формирование предметных действий образуют стержневой процесс усвоения новых знаний, умений и навыков. Процесс усвоения знаний, согласно положениям П.Я. Гальперина [3], Н.Ф. Талызиной [11], осуществляется в пять этапов: 1) Мотивация и уяснение схемы ориентировочной основы действия; 2) Выполнение действия в материализованной (материальной) форме; 3) Выполнение действия в громкой речи (внешнее речевое действие); 4) Выполнение действия «про себя» (внешнее речевое действие «про себя»); 5) Выполнение действия в умственной форме. Исследователи указывали на то, что любое человеческое действие имеет четыре первичных свойства, четыре параметра, это: 1) уровень, на котором оно выполняется; 2) мера его обобщения; 3) полнота фактически выполняемых операций; 4) мера его усвоения. П.Я. Гальперин [3] отмечал, что психологическая деятельность есть результат перенесения внешних материализованных действий в план отражения, в план восприятия, представлений и понятий. Процесс такого переноса совершается через ряд этапов, на каждом из которых происходит новое отражение и воспроизведение действия, его систематические преобразования.
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Такие ученые, как В.В. Давыдов [4, с. 3–13], Г.П. Щедровицкий [13], вышли на необходимость выяснить общие формы и понятия, при помощи которых можно на уроках вырабатывать логические и формальные способы познавательной учебной деятельности. Теоретик развивающего обучения В.В. Давыдов [4] в своих работах проанализировал структуру деятельности человека, в которую входят такие составляющие, как потребности, мотивы, цели, задачи, действия и операции, находящиеся в постоянных взаимосвязях. Разрабатывая принципы и методы развивающего обучения, В.В. Давыдов [4], Г.П. Щедровицкий [13] считали важнейшим механизмом учебной деятельности – целеполагание, т. е. умение определить содержание очередной учебной задачи. По их мнению, познание происходит в процессе решения учебно-теоретических задач, связанных с анализом не одного конкретного понятия, а системы понятий. Это делается самим обучающимся с помощью рефлексии, т. е. обращения обучающегося к тем мыслительным операциям, при помощи которых он нашел решение задачи. Рефлексия становится важнейшей характеристикой мышления, а также остальных познавательных процессов (восприятия, памяти, воображения). Как полагали ученые, оценка собственных действий обучающимся становится не эмоциональной, а прогностической. Общий способ действия, опирающийся на понятие, включается в новые способы действия в качестве их операций, что является важнейшим условием автоматизации действия, т. е. превращения его в навык. Таким образом, рефлексия в сфере учебной деятельности переходит в свойства и качества индивида, которая характеризует его как субъекта этой деятельности и в конечном итоге как личность. Рефлексия, способствующая формированию теоретического типа мышления, становится основой личностной самооценки, придающей учебной деятельности смысл самоизменения. Создание условий, обеспечивающих самоопределение каждого ученика как субъекта учебной деятельности и превращения ее в одну из сфер реализации личности, требует замены принципов дидактики новыми установками. Последователь взглядов теоретиков развивающего обучения В.В. Давыдова [4], Г.П. Щедровицкого [13] Е.С. Антонова [1] говорит о необходимости преобразования обучения путем интеграции содержания таких дисциплин, как «русский язык» и «литература», что способствует выработке коммуникативной компетенции и формированию «языковой личности». Работа с текстами на занятии дает возможность методически адекватно развивать речь и мышление студентов, и что особенно важно – при изучении частей речи и для успешного их усвоения. При изучении морфологических тем становится очевидным обращение к синтаксису как разделу языка не только с точки зрения лингвистики, но и с точки зрения психолого-педагогических требований к обучению русскому языку. Мотивация изучать родной язык возникает, как доказали названные авторы (В.В. Давыдов [4], Г.П. Щедровицкий [13], Е.С. Антонова [1]), только при специально организованном чтении
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художественной и научно-популярной литературы. Таким образом, формирование «языковой личности» опирается на психолингвистические основания обучения русскому языку. В последнее время большинство исследователей обратились к функциональному изучению «языковой личности», а также к языку как «инструменту социального взаимодействия». Главной целью языка является – общение между людьми. Это общение происходит в различных ситуациях, которые зависят от физических, социально-культурных и языковых факторов. Прагматика понимается в широком смысле как система правил общения, в том числе языковое общение. В прагматики есть множество направлений: конверсационное (речеактовое), функциональное (риторикостилистическое) и психолингвистическое (порождение и восприятие речи). В изучении «языковой личности» в последнее время преобладает коммуникативно-деятельностный подход. Исследование коммуникативной личности опирается на весомую лингвистическую традицию. Существует множество наук, связанных с изучением понятия «языковой личности». Эти науки находятся на стыке психологии, социологии, культурологи, педагогики. Рассмотрим такую науку, как психолингвистика. Психолингвистика – это наука о закономерностях порождения и восприятия речевых высказываний. Психолингвистика – раздел психологии и языкознания, изучающий взаимоотношения языка, мышления и сознания – речевого поведения. Ее самостоятельный предмет был сформулирован в 1950-х годах. Теория языковых значений, связь языка и мышления являются важнейшим аспектом лингвистических знаний. В рамках психологии мышление как высшая форма психической деятельности изучается на протяжении многих веков. При этом всякий раз, когда говорят о природе языка, обязательно рассматривают сферу рассуждений и феномен языка. Поэтому в языкознании проблема соотношения языка и мышления является наряду с происхождением языка главной проблемой. У психолингвистики три основных теоретических источника. Первым источником является психологическое направление в языкознании. Языковеды прошлых веков писали о том, что язык — это деятельность духа и отражает культуру народа. При этом они отмечали, что язык содержит в себе не только физический, но и психический компонент и тем самым принадлежит индивидууму. Язык, являясь средством общения и регулируя деятельность человека, ограничивает познание мира и не дает полного понимания другого человека. Вторым источником психолингвистики являются работы американских дескриптивистов, которые полагали, что владение языком основано на способности производить правильные предложения. Третьим источником психолингвистики являются работы психологов, изучавших вопросы языка и речи. В работах Л.С. Выготского [2] организация процесса производства речи трактуется как последовательность фаз деятельности (мотивация – мысль – внутреннее слово – реализация). В концепции
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Л.В. Щербы главной мыслью выступает наличие языкового материала (текстов), языковой системы (словарей и грамматики) и языковой деятельности (как говорения и понимания речи). Отечественная психолингвистика сформировалась, прежде всего, как теория речевой деятельности. Психолингвистика занимается описанием речевых сообщений на основе изучения механизмов порождения и восприятия речи, изучением функций речевой деятельности в обществе, исследованием связи между речевыми сообщениями и свойствами участников коммуникации (превращение намерений говорящего в сообщения, интерпретация их слушающим), анализом языкового развития в связи с развитием личности. Наряду с психолингвистикой, существует когнитивная лингвистика. Когнитивная лингвистика – направление в языкознании, сложившееся в 70-х годах ХХ века и ставшее широко популярным в США и в Европе. Когнитивная лингвистика состоит в объяснении языковых явлений с помощью моделирования ментальных структур и процессов, недоступных непосредственному наблюдению. Наибольшее значение уделяется описанию способов представления и переработки знаний, которые рассматриваются в когнитивной лингвистике как объективно существующая ментальная реальность, не зависящая от языка, а, напротив, детерминирующая процессы порождения и восприятия языковых выражений. Основные принципы исследования, которые легли в основу когнитивной лингвистики, являются развитием идей Н. Хомского [12] и связанной с его именем генеративной лингвистики. Однако если Н. Хомский и его последователи рассматривают структуры сознания лишь постольку, поскольку они являются механизмами порождения языковых явлений, то для когнитивной лингвистики язык выступает средством выражения когнитивных процедур и систем представления знания, которые могут моделироваться сами по себе. Поскольку в центре внимания оказываются не языковая (как у Н. Хомского), а когнитивная деятельность, когнитивную лингвистику можно квалифицировать не только как направление в языкознании, но и как раздел так называемой «когнитологии» (cognitive science), предметом которой является структура и функционирование знания. Поэтому когнитивная лингвистика рассматривается как альтернатива генеративной лингвистике. Рассматривая язык, когнитивная лингвистика исходит из доминирующего положения языковой семантики. Этим она отличается от генеративной лингвистики, которая обращает внимание, прежде всего, на синтаксис. Языковые выражения значимы именно в силу того, что выражают некоторую внеязыковую реальность, а именно знание. При этом языковая семантика, в контексте когнитивной лингвистики, ограничивается областью смыслов. Глобализация мировых культурных процессов, массовые миграции и расширение зон взаимопроникновения разных языков и культур (мультикультурализм), появление мировых компьютерных сетей – все эти факторы способствовали все большему изуче-
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нию процессов и механизмов овладения чужим языком. Помимо перечисленных выше направлений в изучении механизмов порождения речи, существует такое направление, как коммуникативистика, в котором речь является одним из базовых объектов исследования, где дефиниция речи сводится к вербальной коммуникации. Общеизвестно, что коммуникация у человека происходит, в основном, по двум основным каналам: вербальному и визуальному, так как «именно в этой области чувств у человека оказались более совершенные порождающие и анализирующие аппараты». Другие объекты коммуникативистики – это неязыковые средства, сопровождающие речевое общение (фонационные, кинетические, графические), изучает паралингвистика. Она возникла на рубеже лингвистики, психологии, этнографии, медицины и культурной антропологии. Предмет паралингвистики в настоящее время только формулируется. В исследованиях ученых предмет паралингвистики трактуется по-разному: в узком смысле он включает звуковые явления, сопровождающие звуковое высказывание; в более широком – всякие (необязательно звуковые) сопровождения устного человеческого общения; в широком смысле (когда язык не связывается с определенной субстанцией) паралингвистика охватывает вообще всякие явления, сопровождающие языковую деятельность – звуковую, графическую, кинетическую и т. д. Обратимся к теории дискурса (франц. – речь как акт, действие, событие), которая занимается изучением проблем, связанных со сверхфразовыми единствами, сложными синтаксическими целыми. Одной из важных проблем остается соотношение текста и дискурса. Некоторые исследователи разграничивают эти два понятия, оппозиционируя письменный текст, устный дискурс. Такое различие весьма характерно для ряда формальных подходов к исследованию языка и речи. На основании этого некоторые исследователи разграничивают дискурс-анализ (объектом которого, по их мнению, должна быть лишь устная речь) и лингвистику (письменного) текста. Различие между текстом и дискурсом также проводится с помощью включения в данную пару категории «ситуация», где дискурс понимается в контексте ситуативности, а текст – вне такой ситуации. Это понятие разрабатывается такими дисциплинами, как лингвистика (также самостоятельными лингвистическими областями, как прагма-, психо-, социо-, лингвокультурология), социология, антропология, философия, теория коммуникации, социальная психология и искусственный интеллект. Без сомнения, пристальное внимание смежных, но разных наук, повлияло на понимание того, что такое дискурс. Как отмечает В.И. Карасик: «само понятие «дискурс» стало шире понятия «язык»» [6, с. 23]. Семиотика (от греч. ???????? – знак) – наука о знаках, рассматривающая разного рода явления природы и человеческой культуры как взаимодействия, опосредованные знаками; исследует структуру и функционирование знаковых систем. В связи с тем, что семиотика опирается на смежные науки, прежде всего на логику и лингвисти
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ку, она частично заимствует из других областей знания концептуальный
аппарат и методы, а также затрагивает философские проблемы знака. Предыстория семиотики как научной дисциплины включает в себя идеи многих
мыслителей – от стоиков до Ч. Дарвина
и З. Фрейда.
Социолингвистика связана с социальными функциями языка и наиболее
близка к теории коммуникации. Социолингвистика – видно, что она возникла
на стыке двух других наук – социологии
и лингвистики. Междисциплинарный
характер социолингвистики признается многими учеными. Современная социолингвистика – это отрасль языкознания. К концу ХХ века, когда в социолингвистике не только определились
объект, цели и задачи исследований, но
и получены весомые результаты, стала
видна «языковедческая» природа этой
науки. Иное дело, что социолингвисты
заимствовали многие методы у социологов, например, методы массовых
обследований, анкетирования, устных
опросов и интервью. Заимствуя у социологов эти методы, социолингвисты
используют их применительно к задачам изучения языка, а кроме того, на их
основе вырабатываются собственные
методические приемы работы с языковыми фактами и с носителями языка.
Один из основоположников современной социолингвистики американский исследователь Уильям Лабов определяет социолингвистику как науку,
которая изучает «язык в его социальном контексте». Внимание социолингвистов обращено не на собственно
язык, не на его внутреннее устройство,
а на то, как пользуются языком люди,
составляющие то или иное общество.
При этом учитываются все факторы,
которые влияют на использование
языка, – от различных характеристик
самих говорящих (их возраста, пола,
уровня образования и культуры, вида
профессии и т. п.) до особенностей
конкретного речевого акта.
В отличие генеративной лингвистики, представленной, например, в работах Н. Хомского, социолингвистика
имеет дело не с идеальным носителем
языка, порождающим только правильные высказывания на данном языке, а
с реальными людьми, которые в своей
речи могут нарушать нормы, ошибаться, смешивать разные языковые стили
и т. п. Важно понять, чем объясняются
все подобные особенности реального
использования языка.
Тем самым при социолингвистическом подходе к языку объектом изучения является функционирование языка. В обществах, где функционируют
большое количество языков, социолингвист должен исследовать механизмы
функционирования нескольких языков
в их взаимодействии.
Социолингвистика оперирует специфическими для нее понятиями: языковое сообщество, языковая ситуация,
социально-коммуникативная система,
языковая социализация, коммуникативная компетенция, языковой код,
переключение кодов, билингвизм (двуязычие), диглоссия, языковая политика
и др. Кроме того, некоторые понятия
заимствованы из других отраслей языкознания: языковая норма, речевое общение, речевое поведение, речевой акт,
языковой контакт, смешение языков,
язык-посредник и другие, а также из
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социологии, социальной психологии:
социальная структура общества, социальный статус, социальная роль, социальный фактор и некоторые другие.
Изучением этнических особенностей речи, влияния культуры, национальной ментальности на язык и речь,
сущности языковой личности занимается этнолингвистика (от греч. éthnos –
народ, племя). Значимым для этнолингвистики является принцип лингвистической относительности, согласно которому так называемая «картина мира»
говорящего (то, как говорящий воспринимает окружающий мир) зависит
не столько от наблюдаемой реальности, сколько от той классификационной
сетки, которую конкретный язык с его
грамматикой и лексикой навязывает
говорящему (Б. Уорф). Первоначально
этнолингвисика стремилась получить
данные из истории общественных отношений первобытных народов путем исследования соответствующих явлений
языка. Одним из объектов этнолингвистики была терминология родства, на
которой испытывались новые методы
лингвистического анализа (например,
компонентный). В середине ХХ в. начали исследоваться другие сферы лексики
и уровни языка. Был установлен факт
тесной взаимосвязи явлений языка (например, способов структурирования
языкового значения) с нелингвистическими явлениями культуры – гипотеза
Э. Сепира и Б. Уорфа о языковой относительности. На почве этнолингвистики в разное время возникали реакционные теории расистского толка, не получившие распространения в науке.
Лингвокультурология, возникшая
на стыке лингвистики и культурологи,
изучает воплощенную в живой национальный язык и проявляющуюся в
языковых процессах материальную и
духовную культуру (В.А. Маслова), национальные формы бытия общества,
воспроизводимые в системе языковой
коммуникации и основанные на его
культурных ценностях (В.В. Воробьев),
проявление, отражение и фиксацию
культуры в языке и дискурсе, непосредственно связанную с изучением национальной картины мира, языкового
сознания, особенностей ментальнолингвального комплекса (В.В. Красных). Основным объектом лингвокультурологии является «взаимосвязь
и взаимодействие культуры и языка
в процессе его функционирования и
изучение интерпретации этого взаимодействия в единой системной целостности», а предметом данной дисциплины являются «национальные формы
бытия общества, воспроизводимые в
системе языковой коммуникации и основанные на его культурных ценностях», – все, что составляет «языковую
картину мира».
Эффективное ведение вербальной
коммуникации (речевого общения) является основным предметом риторики
и культуры речи. Риторика, традиционно понимаемая как мастерство публичной речи, искусство речи и теория этого искусства, в современной трактовке
включена в общую систему наук о коммуникации: освещает аспекты эффективности речевого воздействия, поиска
аргументации, психологии аудитории,
«помех», препятствующих воздействию
на аудиторию, продуктивности речи,
вызывающей изменения в поведении
аудитории. Термины «риторика» (греч.
76
retorike), «ораторское искусство» (лат.
orator < orare – «говорить»), «витийство» (устар., старославянск.), «красноречие» (русск.) синонимичны.
На многовековом историческом пути
разработки риторики прослеживаются
два подхода к ее определению: согласно
первому – это наука о теоретических законах, мастерстве красноречия; согласно
второму – это искусство речи.
Становление риторики как науки
произошло в Древней Греции в V в. до
н.э. и было связано с потребностями демократического общества высочайшей
культуры.
В настоящее время термин «риторика» употребляется в узком и широком смыслах. Риторика (в узком смысле) – это обозначение филологической
дисциплины, изучающей теорию красноречия, способы построения выразительной речи во всех областях речевой
деятельности (прежде всего, в разных
устных и письменных жанрах). Риторику (в широком смысле) называют
неориторикой (термин введен профессором Брюссельского университета Х.
Перельманом в 1958 году) или общей
риторикой. Ее быстрое развитие вызвано появлением новых языковедческих
наук – лингвистики текста, семиотики,
герменевтики, теории речевой деятельности, психолингвистики. Риторика
рассматривает, как осуществлять общение, логично и выразительно излагать и развивать мысли, употреблять
слова, как пользоваться речевой активностью в личной жизни и общественной деятельности, как выступать перед
аудиторией. Первостепенное внимание
теория красноречия всегда уделяла устному, «живому» контакту.
Традиционно риторику считали также искусством, сравнивали с поэзией,
актерской игрой на основе важности
творчества, импровизации в речи, эстетического наслаждения, которое доставляет публичное «размышление вслух».
Таким образом, сфера современной
риторики охватывает все виды словесности: фольклор, молву, устный семейный, деловой, медицинский, юридический военный диалог, частную и деловую
переписку, документные системы, научную, художественную и журнальную
литературу, массовую информацию,
рекламу, систему информатики.
Неориторика исследует философские, культурологические, этические
аспекты (С.С. Аверинцев, В.Ф. Асмус,
Л.М. Баткин, М.М. Бахтин, B.C. Библер,
М.С. Каган, А.Ф. Лосева, Ю.М. Лотман).
В педагогической науке были разработаны многие психолого-педагогические концепции, помогающие раскрывать
природу «языковой личности», а именно: теория деятельностного подхода
(Л.С. Выготский, А.Н. Леонтьев, С.Л. Рубинштейн, О.В. Данилевич), личностный подход в образовании (А.В. Петровский, Л.И. Божович, А.Г. Асмолов), учет
возрастных особенностей в процессе
обучения воспитания (А.С. Белкин,
Д.Б. Эльконин, Н.Д. Левитов, А.В. Мудрик), положение о гуманизации образования (Ш.А. Амонашвили, А.А. Бодалев,
Е. В. Бондаревская).
В психолингвистической литературе «языковая личность» трактуется как
«целостный феномен» (Ю.Н. Караулов),
как «многослойный и многокомпонентный набор языковых способностей,
умений, готовностей к осуществлению
речевых поступков разной степени
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сложности» (Г.И. Богин), «как совокупность способностей человека» (Н.Е. Богуславская).
Количество критериев, благодаря
которым могут быть выделены разные
типы «языковых личностей», разные.
Это уровневые и отраслевые критерии.
Выделяются также аспектуальные
критерии, а именно: временные, локальные, профессиональные, гендерные, а
также такие явления, как «историческая
языковая личность» – личность определенной исторической эпохи, «инженерная языковая личность», «женская языковая личность».
Есть также функционально-речевые
критерии выделения «языковой личности», проявляющиеся в различных
функциональных стилях, по поведению
человека в конфликтных ситуациях.
«Языковая личность» участвует
во всех типах коммуникации, поэтому при ее описании необходимо учитывать не только индивидуальные
характеристики, но и нормы речевой
деятельности той или иной социальной группы. В связи с этим возникло
противопоставление таких понятий,
как «индивидуальная языковая личность» (основана на индивидуальных
характеристиках), и «коллективная
языковая личность» (основана на
характеристике индивида как члена
коллектива, малой группы). Второе
понятие может быть принято лишь
условно, так как сущность «языковой
личности» в основе своей остается
постоянной по главным параметрам,
хотя индивидуальные характеристики
совершенствуются в процессе социализации индивидуума и изменяются
в соответствии с коммуникативной
сферой, социальной ситуацией и типом коммуникации.
По мнению В.И. Карасика [6, с. 2],
««языковая личность» – это закрепленный преимущественно в лексической
системе базовый национально-культурный прототип носителя определенного языка, своего рода «семантический
фоторобот», составляемый на основе
мировоззренческих установок, ценностных приоритетов и поведенческих
реакций, отраженных в словаре, – личность словарная, этносемантическая».
Поэтому в содержание «языковой
личности» включаются следующие
компоненты:
1) ценностный, где язык образует
языковой образ мира и иерархию духовных представлений, которые лежат
в основе формирования национального характера и реализуются в процессе
языкового диалогового общения;
2) культурологический компонент
представлен фактами культуры изучаемого языка, связанных с правилами речевого и неречевого поведения, знание
которых способствует формированию
навыков адекватного употребления и
эффективного воздействия на партнера
по коммуникации;
3) личностный компонент, т. е. то
индивидуальное, глубинное, что есть в
каждом человеке [6, с. 11].
Так, В.В. Красных выделяет в «языковой личности» следующие компоненты:
а) человек говорящий – личность, одним
из видов деятельности которой является речевая деятельность; б) собственно
«языковая личность» – личность, проявляющая себя в речевой деятельности,
обладающая совокупностью знаний и
представлений; в) речевая личность – это
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личность, реализующая себя в коммуникации, выбирающая и осуществляющая
ту или иную стратегию и тактику общения, репертуар средств; г) коммуникативная личность – конкретный участник конкретного коммуникативного
акта, реально действующий в реальной
коммуникации [8, c. 44].
В обучении студентов таким дисциплинам, как «Русский язык и культура речи», «Риторика», «Деловая коммуникация» и формировании «языковой
личности» нужно опираться на подходы к анализу личности.
В психологии существует несколько
подходов к анализу личности:
1) конституциональный подход.
Психологические особенности человека связаны с типом его конституции
(строением тела, темпераментом), т. е. с
врожденными генетически обусловленными параметрами;
2) факторный подход основан на
изучении и анализе личности с использованием методов математической статистики (факторного анализа);
3) блочный подход предполагает
выделение отдельных блоков личности.
• первый блок связан с генетически
заданными показателями нервно-психических процессов (интенсивностью, скоростью, ритмом, выносливостью). Эти
показатели могут быть использованы
для характеристики языковой личности
(скорость чтения, письма, говорения);
• второй блок включает высшие
психические функции – сложные системные психические процессы, сформированные в процессе социализации. В него входят память, внимание,
восприятие личности. Применительно
к «языковой личности» – это способность обрабатывать тексты (свертывание, пересказ, интерпретация).
4) интуитивный подход. Применительно к «языковой личности» можно
говорить о стилистических характеристиках речи, об интонационном рисунке;
5) мотивационно-динамический
подход. Любое проявление личности
может рассматриваться с учетом иерархической организации уровней потребностей (мотивов) личности;
6) типология Юнга. Им выделены
экстравертированный и интовертированный типы личности. Различают
четыре функциональных типа: мыслительный, эмоциональный, сенсорный,
интуитивный.
Речь экстраверта отличается спонтанностью, высокой скоростью выражения,
переходом от одной обсуждаемой темы к
другой. Поступки интроверта обусловлены его субъективным взглядом;
7) подход, основанный на изучении способностей личности. Предусмотрены различные виды работы для
формирования «языковой личности».
Для экстравертов-студентов предполагается работа в рамках устных
текстов: моделирование выступлений
различной стилистической окраски,
дискуссионные формы работы по заданной теме. Для интровертированных студентов предполагается работа
с письменными текстами: тестовые
задания, аннотирование и реферирование, создание текстов по образцу,
создание текстов официально-делового и научного стилей.
Критериями речевого развития специалиста можно считать:
1) владение активным словарным запасом языка различных сфер общения;
79
2) владение изобразительно-выразительными средствами языка;
3) понимание особенностей жанра
и вида высказывания в соответствии с
целями и с ситуацией;
4) содержательность речи;
5) четкость, логичность композиции высказывания;
6) общение со слушателями в процессе монологического выступления;
7) умение вести диалог на заданную
тему;
8) самостоятельность в подготовке
высказывания;
9) оптимальное сочетание материалов, взятых из источника со своими
материалами;
10) индивидуальный характер речи.
Лингвистическая, языковая, коммуникативная компетентность являются
ключевыми. Новые аспекты содержания, форм и обучения русскому языку
в вузе на современном этапе связаны
с одной из перспективных тенденций
нашего времени – включением текста
в учебный процесс, его анализом и его
порождением.
Возникновение понятия сверхтекста – это перспективный способ обеспечить лингвокультурологическую
компетенцию обучающихся. Согласно
этому подходу, все обучение строится
с учетом опыта обучающихся, знания
аргументированны и взаимосвязаны.
Главное – осознание учащимися языковой системы как культурно национального феномена. Нужно обеспечить ряд
моментов в образовании: понимание
специалистом необходимости совершенствования в родном языке, учет
социокультурных и антропологических
оснований в профессиональном обучении, синтез русского языка и других
дисциплин, повышении исследовательской активности.
По мнению В.А. Козырева, В.Д. Черняка [7], нужно учитывать пять аспектов речевой организации человека:
1) языковая способность как органическая возможность научиться вести
речевое общение;
2) коммуникативная потребность,
т. е. адресованность, направленная на
коммуникативные условия, на участников общения, языковой коллектив,
носителей культуры;
3) коммуникативная компетенция
как выработанное умение осуществлять общение;
4) языковое сознание как активное
вербальное отражение «во внутреннем
мире внешнего мира»;
5) речевое поведение как осознанная и неосознанная система поступков,
раскрывающая характер и образ жизни
человека.
В «языковой личности» можно выделить следующие аспекты: ценностный, познавательный и поведенческий. Коммуникативная личность – при
таком рассмотрении – выступает как
«обобщенный образ носителя культурно-языковых и коммуникативнодеятельностных ценностей, знаний,
установок и поведенческих реакций», а
организация языковой личности включает весь спектр лингвистических и
экстралингвистических факторов, отражающих картину мира [6].
В последние годы в отечественной
педагогической науке стали интенсивно
разрабатываться проблемы компетентностного образования. В разработку
понятийного аппарата компетентност-
80
ного подхода в профессиональном образовании большой вклад внесли исследования В.И. Байденко, Э.Ф. Зеера,
И.А. Зимней, Ю.Г. Татура, А.В. Хуторского и др. Достаточно полное определение профессиональной компетентности дают Л.Н. Захарова, В.В. Соколова,
В.М. Соколов.
Как показывает обзор специальной
литературы, исследования ведутся в
различных направлениях: формирование компетентности будущего педагога
(В.Н. Введенский), изучение содержания профессионально-педагогической
деятельности преподавателя в России
(Л.М. Абдулина, Э.Ш. Абдюшев, В.А. Антипова, Е.В. Бережнова, З.Ф. Есарева,
Н.В. Кузьмина, Ю.К. Янковский) и за
рубежом (Е.Д. Вознесенская, Б.Л. Вульфсон, Н.И. Костина, Л.В. Кузнецова,
М.С. Сунцова, Ю.Е. Штейнсапир).
Однако многие положения компетентностного образования еще не
стали предметом практической педагогики, основой российского высшего
профессионального образования. По
мнению отечественных исследователей, компетентность можно определить как стремление и готовность
применять знания, умения и личные
качества для успешной деятельности в
определенной области.
В настоящее время во всех высших
учебных заведениях введены дисциплины «Русский язык и культура речи»,
«Культура речи», «Деловые коммуникации», которые являются ведущими дисциплинами, формирующими «языковую личность» и «речевую личность».
В результате изучения данных дисциплин студент должен:
знать:
• особенности языка и речи, виды
речевой деятельности, невербальной
коммуникации;
• нормы и правила письменного общения;
• правила русского речевого этикета
и невербальной коммуникации (мимика, жесты, дистанция общения);
• правила построения и языкового оформления научного текста;
уметь:
• различать стили речи и использовать их в практике общения;
• пользоваться нормативными словарями и справочниками русского языка;
• составлять конспект, реферат, аннотацию, тезисы;
• составлять деловые бумаги – заявление, доверенность, расписку, объяснительную записку, автобиографию;
владеть:
• нормами современного русского
языка;
• общенаучной и общетехнической
лексикой.
Процесс изучения дисциплин направлен на формирование следующих
компетенций:
• владение культурой мышления,
способность к обобщению, анализу,
восприятию информации, постановке
цели и выбору путей ее достижения;
• способность логически верно, аргументированно и ясно строить устную
и письменную речь;
• способность использовать навыки
публичной речи, ведения дискуссии и
полемики;
• владение основами речевой профессиональной культуры;
• владение основами речи, знать ее
виды, правила речевого этикета и веде-
81
ния диалога, законы композиции и стиля, приемы убеждения;
• обладание базовыми навыками создания текстов и документов, используемых в сфере связей с общественностью
и рекламы, владение навыками литературного редактирования, копирайтинга;
• способность к подготовке и редактированию текстов профессионального
и социально значимого содержания.
Представляется вероятным, что в
контексте образовательного процесса
профильного вуза, ориентированного
на конкретную профессиональную деятельность, имеющего жесткий временной лимит на освоение дисциплин общегуманитарного цикла, наиболее адекватен именно компетентностный подход
к решению поставленной задачи.
Таким образом, проблема формирования «языковой личности» неразрывно связана с овладением студентами
базовыми компетенциями по тем или
иным дисциплинам, в том числе, связанными с изучением русского языка и
культуры речи.
Литература
1. Антонова Е.С. Тайна текста.
Методические рекомендации к Рабочей
тетради по развитию речи и мышления школьников 9 класса М., 2002.
2. Выготский Л.С. Мышление и речь.
История развития высших психических функций // Собр. соч.: В 6 т. Т.2. М.,
1982; Т. 3. М., 1983.
3. Гальперин П.Я. Формирование знаний и умений на основе теории поэтапного усвоения действий. М., 1968.
4. Давыдов В.В. Учебная деятельность: состояние и проблемы исследования // Вопросы психологии. 1991. № 6.
5. Дейкина А.Д. Формирование языковой личности с ценностным взглядом
на русский язык: методологические проблемы преподавания русского языка. М.,
2009.
6. Карасик В.И. Речевое поведение и
типы языковых личностей // Массовая
культура на рубеже ХХ–XXI веков: Человек и дискурс. М., 2003.
7. Козырев В.А., Черняк В.Д.. Образовательная среда. Языковая ситуация.
Речевая культура: Монография. СПб.,
2007.
8. Красных В.В. Коммуникативный
акт и его структура // Функциональные исследования: Сб. статей по лингвистике. Вып. 4. 1997.
9. Леонтьев А.Н. Понятие отражения и его значение для психологии: 18-й
Международный психологический конгресс 4–11 августа 1966 г. М., 1966.
10. Рубинштейн С.Л. Основы общей
психологии: В 2 т. Т.1. М., 1989.
11. Талызина Н.Ф. Методика составления обучающих программ. М.,
1980.
12. Хомский Н. Аспекты теории
синтаксиса. М., 1972.
13. Щедровицкий Г.П. Проблемы методологии системных исследований.
М., 1964.
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Т.Т. Черкашина, соискатель РУДН, г. Москва, E-mail: ttch2004@yandex.ru
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
ДИАЛОГИЧЕСКОГО ТИПА
В статье анализируются психолого-педагогические условия формирования языковой личности диалогического типа, рассматриваются условия формирования диалогического мировосприятия, диалогического отношения личности к внешним воздействиям, охарактеризована
203
потребность языковой личности быть субъектом деятельности, описана осознанная мотивация к преодолению интеллектуального «голода»
за счет диалогического взаимодействия с текстом культуры.
Ключевые слова: становящаяся личность, диалогическое сознание, субъектная модель познания, личностные новообразования.
Каждая эпоха создавала свое представление о культурновоспитательном идеале. На протяжении длительного времени таким идеалом был «человек знающий», или «человек образованный», который рассматривался как некий рациональный стандарт, прагматическое мерило культуры. Начинающийся «бунт против диктата рационального» [1, c. 398] означает поиск объяснений иррационального, неосознанного поведения человека, что означает необходимость принимать во внимание законы и закономерности развития целостной психики человека» [2, с. 18]. Согласно сложившимся в возрастной психологии представлениям, общение имеет решающее значение для формирования личности. Студенческий возраст характеризуется такими психическими новообразованиями, как целенаправленность, инициативность, активность, решительность, мотивированность, рефлексия как внутренний план действий и др. Расширение субъектного опыта при этом рассматривается как «процесс актуализации, реорганизации и наращивания индивидуального ментального опыта» [3, с. 151-163]. Коммуникативный процесс изучается не в отвлеченных понятиях, а в значимых для обучаемых образах и моделях. Таким образом строится «субъектная модель познания»: воспринимая предложенную преподавателем информацию, в которой проблема рассматривается разнопланово, студент получает возможность иметь свою точку зрения, которая вместе с тем не претендует на истину, но и не теряет права быть истиной. Только в этом случае возможно «встраивание» позиции каждого студента в ситуацию совместного поиска, что и позволяет развивать диалогические отношения, формируя диалогическую культуру взаимодействия. При этом развитие особенностей психики студенческой молодежи идет в неразрывной связи с овладением ими разными видами познавательной деятельности. Анализируя речевое взаимодействие, стоит подчеркнуть, что именно речь становится инструментом их познавательной деятельности студентов. Все ее виды участвуют в получении знаний, формировании профессиональных умений, усиливая сознательно-волевой фактор в речи. Таким образом, психические новообразования и особенности речи студенчества способствуют успешному овладению базовыми умениями конструктивного речевого взаимодействия – умением действовать в режиме диалога: умением говорить и умением слушать и слышать собеседника. Строение диалога определяется не столько правилами языкового поведения людей, сколько канонами человеческого общения и индивидуальными особенностями мировосприятия говорящих, поэтому диалог изучается не только лингвистическими дисциплинами, но и другими науками. Особенно ценны для культуры речи открытия в философии, культурологии, психологии, нейропсихологии. Известно высказывание Э. Бенвениста о том, что человек был создан дважды: один раз без языка, другой раз — с языком. «Знаки языка способны качественно менять структуру душевной жизни человека и его психические функции (восприятие, память, внимание, мышление)» [4, с. 152]. Последнее для нас особенно важно, так как вносит в построение учебного процесса элементы когнитивизма, опирающегося на фундаментальные работы Л.С.Выготского, Ж. Пиаже, А.Р. Лурия. Сознание диалогично и вместе с тем целостно. В.Вундт, например, рассматривает сознание не как суммативную, а как «организованную» систему, причем, средством ее организации выступает апперцепция [5, с. 349]. Причем, большинство сознательных процессов активны лишь кратковременно. В «поле» сознания Э.Фрейд наряду с «полем внимания» выделяет «периферию сознания». Природная избирательность сознания связана с актуализацией индивидуальной установки личности, определяемой какой-нибудь потребностью человека. Базовая психофизиологическая потенция личности определяет ее «потребностный» мир и уровни развития индивидуальности. Согласно теории потребностей А. Маслоу, у человека помимо базовых потребностей существуют мета-потребности: потребность в личностном самосовершенствовании, духовнонравственном росте, которые выше базовых. Сознательно или бессознательно личность стремится в первую очередь удовлетворить именно базовую психофизиологическую потенцию, проявляющую себя в потребности в безопасности, сопричастности и любви. Под уровнями развития потенциала субъектности мы понимаем процесс приобретения личностью опыта самосознания как основы диалогического отношения к миру и себе. Условием формирования диалогического мировосприятия, диалогического отношения личности к внешним воздействиям можно считать интерес к себе как становящейся личности, понимание логики своего развития, потребность быть субъектом деятельности, осознанная мотивация к преодолению интеллектуального «голода» за счет диалогического взаимодействия с глобальным текстом культуры. Личностные характеристики одаренность, интеллект и т. п. достаточно подвижны, ибо человеческий интеллект находится в постоянном развитии и изменении на протяжении всей жизни человека. Говоря о способах реализации интеллектуального голода, Гарднер вводит понятие «множественность интеллекта», имея в виду разнообразие методов, с помощью которых человек воспринимает, обрабатывает информацию, познает мир, и обосновывает по крайней мере семь интеллектов: вербальнолингвистический, связанный со словом и языком (письменным и разговорным); логико-математический, имеющий дело с дедуктивным мышлением, числами, абстрактными символами; внутриличностный, включающий в себя саморефлексию, метапознание, осознание духовной реальности, внутреннего состояния «я»; межличностный, оперирующий главным образом посредством общения, связи между людьми; визуальнопространственный, позволяющий увидеть объект и создать его внутренний умственный образ (картинку); телеснокинестетический, имеющий дело с физическим движением и познанием тела, включая механизм мозга, контролирующего движения тела; музыкально-ритмический, включающий в себя понимание мелодических образцов и чувство ритма [6, с. 45]. При этом сам человек не мыслится как пассивное существо. Он выступает как созидатель, «делатель» себя самого. Представителю человеческого рода недостаточно появиться на свет как биологическому существу, ему предстоит доказать свое право стать человеком. Принято считать, что индивидом рождаются, личностью становятся, а индивидуальность отстаивают. Личность диалогического типа проявляется в определенных личностных новообразованиях, таких, как: трансцендентность, т.е необходимость собственного нравственного, эстетического, этического, духовного обогащения не только для себя, но и для других; эмпатийность или способность сопереживать, сочувствовать, понимать «язык» партнера по общению, умение видеть проблему глазами другого человека и умение принять и оправдать его позицию; толерантность как терпимость к инакомыслию, «вживание» в чужую культуру; конгруэнтность или опыт самопознания, понимание собственных психических процессов. В переводе с английского – «встретиться и прийти к соглашению» с самим собой, действовать открыто, естественно, свободно, не боясь собственных ошибок, не прятаться под удобной маской; конструктивность, неконфликтность, способность и стремление проникать в суть вещей, умение направлять разрушительную энергию в созидательную; совместность или восприятие себя частью социума, коллектива на основе общих ценностей и смыслов, внутренняя предрасположенность друг к другу;
204 рефлексивность, т.е. опыт самоанализа, самооценки, самоконтроля, умение трезво и взвешенно воспринимать ситуацию, четко анализировать информацию, предвидеть результат своих действий, принимать и стремиться исправлять ошибки. «Отстаивание индивидуальности» (А.Г. Асмолов), которая находится среди первоочередных дел современной методики обучения речеведческим дисциплинам, реализуется прежде всего в создании условий для обучения учебному предмету, в центре внимания которого находится речемыслительная деятельность, направленная на развитие личности, которая в общем-то и должна задавать тон в отборе принципов и целей обучения. В противном случае, «отбыв» срок на студенческой скамье в качестве объекта учебного процесса, соглашаясь с ролью ведомого в ситуации инертного перемещения с курса на курс вне соотнесенности с собственной индивидуальностью, получив диплом о высшем образовании, молодой специалист вынужден будет «перенастраивать» себя, пересматривая и обновляя личностно значимые ценности, идеалы, установки, поведенческий репертуар, ибо речевая подготовка включает в себя не только сугубо лингвистические знания. Многогранная проблема становления личности диалогического типа в значительной мере представлена проблемой «Я-Другой» (имеется в виду либо конкретный другой, либо обобщенный, «голос» которого можно «услышать», например, в социокультурном контексте, вплоть до СМИ). Причем, следует учитывать, что конструктивная функция Другого в развитии Я-концепции предстает как процесс некоего психологического «вбирания» Другого. Иная возможная функция Другого деструктивная. Именно психологические составляющие процесса обучения не всегда приветствовались и учитывались в традиционной системе обучения русскому языку и культуре речи. На наш взгляд, существует прямая зависимость между процессом развития Я-концепции и приобретением, приращением знаний. Знание, построенное на отражении извне, нельзя считать собственным, только выстроенная самой личностью индивидуальная конструкция, образ знания, которым человек придает собственный смысл, присваивая его через опыт, соотнося с полученной информацией, и есть знание, приобретенное личностью в процессе диалога с текстом учебника, с лекцией преподавателя и с любым другим текстом культуры. Поэтому знание всегда личностно, а значит уникально: один и тот же факт вызывает разные ассоциативные и логические ряды в сознании индивида в зависимости от психических различий, интеллектуального и культурного уровня развития, мотивации, целей, личностных установок и проч. Приобщая учащегося к лингвистическим знаниям в рамках дисциплины «Русский язык и культура речи», знакомя студентов с базовыми языковыми понятиями в области фонетики, лексики, морфологии, грамматики – преподаватель не может обойти вниманием теорию коммуникации, риторику, деловое общение, межкультурную коммуникацию, лингвокультурологию, которые расширяют социокультурную и коммуникативную компетенцию будущего менеджера и входят в качестве составной части в общую профессиональную подготовку студентов-экономистов. Текстуально-диалогический принцип работы с информацией – один из базовых психологопедагогических принципов развития коммуникативных навыков студентов на занятиях по русскому языку и культуре речи. Причем, специфика учебного материала текста определяет выбор психических структур, на которых формируются знания и мировоззренческие установки личности. Учебный материал подается не только через призму общественноисторического знания, он отражает субъектный опыт преподавателя как источника информации. Включение речевой деятельности студента в структуру коммуникативной деятельности по созданию, трансформации, интерпретации «чужого» текста, постановка учащегося в предлагаемые обстоятельства и создание мотива речи за счет возбуждения эмоциональной сферы личности, пробуждение интереса к предмету речи и адресату, опосредованному участнику виртуального или реального диалога, при правильной организации поиска совместной истины, когда рождаются личностные смыслы, дающие простор для развития креативного мышления, а также обучение логике рассуждения, приветствие пробуждения воображения и ассоциативных рядов формирует у студентов целевую психологическую установку на сотрудничество, на сознательное усовершенствование собственной речи путем редактирования текста. В синтезе существующих точек зрения диалог, без сомнения, представляет собой одно из фундаментальных феноменов социальной жизни вообще и наиболее продуктивную форму педагогического взаимодействия в частности. Действительно, диалог включает в себя и кооперацию (соединение усилий), и корпорацию (взаимная ответственность), и коллективизм (сопричастность), и коммуникацию (соединение, стягивание), что в совокупности помогает реализовать вечное и вполне объяснимое стремление человека как субъекта собственной деятельности усилить свой интеллектуальный потенциал, создавая на основе перечисленных свойств эффект дополнительного расширения возможностей, или синергии. Действительно, студент усваивает, вернее "присваивает" знания по уникальному в смысле возможностей интеллектуального, духовного, нравственного развития предмету, каким является русский язык и культура речи, в многообразии оттенков и аспектов представления фактического и фактологического материала, «присвоившего» себе накопленные обществом этические, риторические, философские, психологопедагогические, лингвистические и т.д. мировоззренческие и научные концепции, без обращения к которым не обходится ни одно занятие по русскому языку и культуре речи. Трудно отрицать понимание того, что знания становятся актуальными для человека, т.е. приобретают для него субъективный, личностный смысл только в том случае, когда понятия, идеи, нормы становятся ему внутренне близкими, а главное, когда они «отфильтрованы» не только его сознанием, но и когда они «пропущены» через его душу, когда они затронули эмоциональную сферу личности. Только в этом случае можно говорить о действенности знаний: человек не системный блок персонального компьютера, он должен «откликнуться» на услышанное, в противном случае знание остается только словесным знанием, «отправленным» человеком в долгосрочную память с пометкой «до востребования». Знания, приобретенные личностью в процессе активного сотворчества субъектов образования в ходе диалога мнений, идей, научных и мировоззренческих точек зрения,— это не нечто "знаемое" и "понимаемое", это знания, перешедшие во внутреннюю позицию личности. Посредством содержания дисциплины «Русский язык и культура речи» можно организовать речевую деятельность студентов таким образом, чтобы она была не только связана со всеми сторонами человеческого сознания, но и включала моторные двигательные компоненты умственной деятельности, а именно: перцептивную, которая необходимым способом может сформировать целостный образ того или иного предмета изучения; мнемическую, активизирующую процесс припоминания, запоминания нужного лингвокультурологического и иного материала; мыслительную, при помощи которой происходит решение мыслительных задач; имажитивную, включающую образное эмоциональное, творческое начало умственной деятельности индивида. Процесс экстеоризации, преобразования внутренней речемыслительной деятельности личности, направленный вовне на активное изменение внешнего мира, признак становления диалогического сознания. Причем, сознание, на каком бы уровне оно ни находилось, всегда имеет своим результатом определенную оценку, некое знание о способах действия в той или иной ситуации общения. Оно, это знание, может функционировать лишь в понятиях, суждениях, умозаключениях, гипотезах, теориях, отражающих наиболее существенные, закономерные связи и отношения управленческого поля, в рамках которого предстоит действовать будущему менеджеру.
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3. Cognitive Training: Current Status and Prospects, Ed. T. Galkina, E. Loarera . - M.: Institute of Psychology RAS, 1997.
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Article Submitted 19.12.10
ПУТИ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА
СЕЛЕДКИНА Е.В.Написать письмо автору11 Череповецкий государственный университет
Тип: статья в журнале - научная статья Язык: русский
Том: 6Номер: 1 Год: 2015 Страницы: 323-327
ЖУРНАЛ:
ГЕРЦЕНОВСКИЕ ЧТЕНИЯ. НАЧАЛЬНОЕ ОБРАЗОВАНИЕ
Издательство: ООО "ВВМ" (Санкт-Петербург)
ISSN: 2078-0192eISSN: 2310-3183
КЛЮЧЕВЫЕ СЛОВА:
ЛИНГВИСТИЧЕСКАЯ КОМПЕТЕНЦИЯ, ЯЗЫКОВАЯ ЛИЧНОСТЬ, РЕЧЕВАЯ ДЕЯТЕЛЬНОСТЬ, АКТУАЛЬНЫЕ СТРАТЕГИИ ЛИНГВИСТИЧЕСКОЙ ПОДГОТОВКИ
АННОТАЦИЯ:
В статье рассматривается вопрос о необходимости развития языковой личности студентов - будущих учителей начальных классов, содержание понятия «языковая личность»; предлагаются формы работы по развитию языковой личности студентов и обосновывается выбор определенных форм работы.
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ны актуальные стратегии лингвистической подготовки будущего
учителя начальных классов [1-3].
Ведущей, как нам представляется, является установка на развитие языковой личности студента. Как мы уже отмечали [4], это
должно быть приоритетным направлением в процессе изучения
курса «русский язык», так как конечной целью обучения русскому
языку в начальной школе становится формирование у учащихся
умения пользоваться средствами языка для выражения своих мыслей и чувств. Это означает, что зоной и ближайшего, и дальнейшего
речевого развития учащихся является становление языковой личности в процессе речевой деятельности.
Но личность может сформировать только другая личность,
прежде всего, учитель. Следовательно, сегодня как никогда важна
работа в этом направлении. Но разрыв между содержанием и методикой преподавания курса «Русский язык» в вузе и направленностью обучения русскому языку в начальной школе достаточно велик. Чтобы устранить это противоречие, необходимо перестраивать
систему преподавания русского языка в вузе, делать целью овладение не только определенной суммой знаний, но и коммуникативными умениями, разными видами речевой деятельности, способами
обращения со значениями, их применения, поиска, отбора.
Намечая пути реализации стратегии по развитию языковой
личности (ЯЛ) студентов – будущих учителей начальных классов,
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необходимо вновь обратиться к понятию «языковая личность». Оно
наиболее детально и полно рассмотрено и определено Ю.Н. Карауловым: «Языковая личность – это совокупность способностей и характеристик человека, обусловливающих создание и воспроизведение им речевых произведений» [5, с.3]. Исходя из этого определения, можно сказать, что ЯЛ реализует себя, прежде всего, в текстовой деятельности. По мысли Ю.Н. Караулова, «за каждым текстом
стоит личность», значит, за каждой личностью – текст.
Соответственно, работа по развитию ЯЛ студента должна представлять собой развитие умений адекватного восприятия «чужих»
текстов и продуцирования собственных текстов различной степени
сложности. Поставив перед собой задачу развития ЯЛ студентов,
мы задались вопросом: «Как понимают сами студенты этот термин?» С этой целью было опрошено 65 человек – студентов 1-3
курсов профиля подготовки «Начальное образование». Не смогли
объяснить, отказались от ответа 16 человек, т.е. 24,6%. Еще 7 человек соотнесли понятие ЯЛ с речью человека; языком, на котором
говорит личность; носителем любого языка. Следовательно, получается, что около 42% студентов, призванных формировать в будущем языковую личность младших школьников, не знают, не понимают этот термин. В представленных толкованиях понятие о ЯЛ
дано весьма упрощенно, сведено в целом к правильности (грамотности) речи носителя языка: ЯЛ соблюдает нормы культуры речи;
имеет грамотную и правильную речь; хорошо и красиво говорит. В
отдельных толкованиях говорится о ЯЛ как о человеке, который
обладает образцовой, идеальной, яркой речью, но объяснить, что
вкладывают они в эти определения, студенты не смогли. Следовательно, в рамках таких курсов, как «Русский язык и культура речи»,
«Русский язык», необходимо вводить понятие ЯЛ в профессиональный речевой обиход, начиная с первых занятий на I курсе. Студенты должны усвоить, что, по меткому замечанию Г.И. Богина, «человек обладает родовой способностью быть языковой личностью, но
каждый индивид еще должен стать ею» [6, c.3]. Становление ЯЛ –
это процесс, который имеет начало, но не имеет конца, завершения.
В качестве критерия развитости ЯЛ выступает степень развития у
личности дискурсивного мышления. Так, Г.И. Богин выделил 5
уровней: 1-3 – соответствуют возрасту от 1 до 16 лет; дальнейшее
развитие ЯЛ не зависит от возраста, а связано с формированием
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культуры общения. Для нас представляет интерес четвертый уровень – уровень адекватного выбора. Личность становится «хозяином средств выражения», она способна увидеть и оценить «достижения и недостатки в производстве или синтетическом восприятии
целого текста со всем сложнейшим комплексом как присущих ему
средств коммуникации предметного содержания, так и присущих
ему средств выражения духовного содержания личности самого
коммуниканта» [6, c.7]. В практическом плане выявлению уровня
развития ЯЛ помогают 4 блока основных умений владения языком,
сформулированные Ю.Д. Апресяном [7, c.7]:
1 – строить на языке текст, выражающий нужное значение, а
также извлекать из воспринимаемого текста его значение;
2 – идиоматически грамотно строить словосочетания, предложения, т.е. соединять в них слова соответственно сложившимся в
языке синтаксическим, лексическим, семантическим нормам;
3 – устанавливать семантические отношения между высказываниями, что включает в себя умение выражать одно и то же содержание разными языковыми структурами, а при восприятии речи обнаруживать полное или частичное тождество отдельных высказываний и связных текстов, по-разному оформленных в языковом отношении;
4 – различать семантически правильные и неправильные предложения, семантически связные и несвязные тексты.
Эти умения были сформулированы Ю.Д. Апресяном до введения в научный обиход понятия ЯЛ, но мы видим, они успешно отражают ее особенности. Таким образом, исходя из определения понятия ЯЛ и уровней ее развития, можно наметить пути и способы
развития ЯЛ студентов на занятиях по русскому языку. Умение
строить и воспринимать текст невозможно развивать без опоры на
слово. Л. Любимов, говоря о проблемах современной школы, отмечает, что «словарный запас первоклассника сегодня приблизительно
3 тысячи слов, в то время как 25 лет назад – 5-6 тысяч слов» [8].
Поэтому большое значение придаем работе по обогащению
словарного запаса студентов, поскольку оказалось: многие слова из
Толкового словаря, помещенного в учебнике М.А. Каленчук и др.
«Русский язык 4 кл. Ч 2», студенты не смогли объяснить, например,
«клирос, буланый», или дали толкования на уровне толкований слов
детьми дошкольного возраста: «поземка» – что-то под землей, что-
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то внизу; «околесица» – площадь около леса; «батист» – ученый;
«благоухание» – восхищение; «ария» – множество кого-либо;
«гуськом» – наклонившись, незаметно, на корточках, почти ползком; «вакантный» – бесплатный, выгодный, дополнительный. Работа над значением слова с привлечением толковых словарей может
носить исследовательский характер, например, темой домашней
работы было сравнение слова в языке и в речи. Очень важна работа,
связанная с умением осуществлять выбор слова. Речь многих студентов заштампована: «поэты, писатели выражают идеи в своих произведениях ярко, отчетливо» и т.п. В творческих работах проявляется
«погоня» за красивостью, неправильно употребленное слово создает
комический эффект, например: «много о богатстве и необходимости
языка говорили известные виртуозы пера»; «доброта, забота и ласка заложены в родном языке». При работе над словом первоочередное
внимание уделяем текстам из учебников по русскому языку для начальной школы, стараясь охватить все учебные комплексы. Мы уже
отмечали, что со многими заданиями студенты 1-3 курсов справиться не могут, например, по толкованию назвать слово. Подобные задания стали включать в материалы к практическим занятиям. Работая с любым ярусом языка, обращаем внимание на выразительные
средства языка: фонетические, морфемные, лексические и т.д.
Пришлось пересмотреть практическую составляющую при изучении темы «Лексика», большее количество часов отвести на рассмотрение тех вопросов, которые представлены в программах по
русскому языку для начальной школы, особо обращая внимание на
образные средства языка. Материалом для занятий служат упражнения из учебников. Языковая личность должна уметь выразить
«себя» и свое отношение к миру в устной и письменной форме, поэтому студенты вслед за школьниками рассуждают о Лермонтове, о
людях, которых называют «тонкими натурами», пытаются ответить
на вопрос «Почему я – это я»?
Подводим итоги работы над развитием ЯЛ студента при обращении к теме «текст». Систематический и системный анализ текста
– мощный стимул речевого и личностного развития студентов. Логика работы над темой «текст» вытекает из его основных характеристик: связность, цельность. Одной из основных трудностей является понимание текста, поэтому периодически предлагаются задания на выявление ключевых слов, на поиск названия текста, на оп-
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ределение основной мысли текста. К концу обучения у студента
должно быть собрание собственных письменных текстов.
Надо отметить, что в последнее десятилетие идет поиск путей
формирования ЯЛ студентов [9,10]. Основной предполагаемый путь
– работа с текстом-образцом, на основании которого можно организовать дискуссионную беседу, спор.
Все перечисленные выше приемы развития языковой личности
студента будут успешными, если будет внутренняя потребность саморазвития, совершенствования своих речевых навыков.
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9. Жеглова, О.А. Формирование языковой личности студента вуза
в условиях гуманизации высшего образования // Молодой ученый. –
2011. – №6. – Т.2. – С. 148-150.
10. Тенчурина, Л.З. Коммуникативно-речевые компетенции будущих специалистов и методика их формирования на занятиях по
русскому языку и культуре речи // Вестник МГАУ. – 2009. – №5.
– С. 15-18
327
ПУТИ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕЯЗЫКОВОГО ПРОФИЛЯ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОМУ ЯЗЫКУ НАПРАВЛЕНИЕ "ЭКОЛОГИЯ И ПРИРОДОПОЛЬЗОВАНИЕ"
НИКИЩЕНКО ГАЛИНА НИКОЛАЕВНАНаписать письмо автору1
1 Воронежский государственный педагогический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 5 (13) Год: 2016 Страницы: 110-115
УДК: 372.88
ЖУРНАЛ:
СОВРЕМЕННЫЕ ПРОБЛЕМЫ ГУМАНИТАРНЫХ И ОБЩЕСТВЕННЫХ НАУК
Издательство: Воронежский государственный университет инженерных технологий (Воронеж)
ISSN: 2687-1289
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, НЕЯЗЫКОВОЙ ПРОФИЛЬ, НАУЧНЫЙ ТЕКСТ, SCIENTIFIC TEXT, ЭКОЛОГИЯ, ECOLOGY, ВЕРБАЛЬНО-СЕМАНТИЧЕСКИЙ УРОВЕНЬ, VERBAL-SEMANTIC LEVEL, NONLINGUISTIC STUDY
АННОТАЦИЯ:
Статья имеет дело с проблемой формирования вторичной языковой личности студентов неязыкового профиля «Экология и природопользование». Рассматривается формирование лексико-семантического уровня, представленного общенаучной и специальной терминологической лексикой в экологических текстах.
---
В современной системе образования очень важным
является вопрос о приобщении человека к мировой культуре, о
приближении его образовательного уровня к европейскому
стандарту, что неизбежно приводит к необходимости владения
иностранным языком. При обучении языку формируется языковая
личность, а при обучении иностранному языку происходит
формирование вторичной языковой личности, что подразумевает
профессиональную компетенцию человека, способного
«принимать полноценное участие в межкультурной
коммуникации и будущей профессиональной деятельности» [2,
с.65]. «При обучении студентов иностранному языку
преподаватель должен стремиться не просто дать сумму знаний, а
сформировать вторичную языковую личность» [1, с.36]. Таким
образом, цель иноязычной подготовки в неязыковых высших
учебных заведениях заключается в том, чтобы сформировать
вторичную языковую профессиональную личность, то есть
будущего специалиста, который владел бы профессией и
иностранным языком и мог общаться в межкультурном
пространстве.
У студентов неязыкового профиля постоянно возникает
необходимость ознакомиться с новейшими достижениями в
области изучаемой специальности по зарубежным источникам
информации, когда приходится иметь дело с поиском,
преобразованием и использованием профессионально значимой
информации. Кроме того, одним из основных требований,
которые предъявляются студенту по окончании неязыкового вуза,
является умение самостоятельно читать и понимать литературу на
иностранном языке по избранной специальности. Это означает,
что студенты должны владеть специальной лексикой и знать
грамматический строй иностранного языка. Чтению специальной
и научно-популярной литературы уделяется большое внимание на
занятиях по иностранному языку. Профессионально
ориентированный языковой материал по направлению «Экология
и природопользование» даёт возможность студентам овладеть
сложными грамматическими структурами языка, освоить
профессиональную лексику. Кроме того, формирование
экологического мышления у студентов в процессе чтения
оригинальных научных текстов способствует поддержанию
интереса к своей будущей специальности, так как вопросы
экологической безопасности представляют не только научную, но
и общественную значимость.
Вербально-семантический уровень в экологических текстах
представлен общенаучной и специальной терминологической
лексикой. Термины относятся к профессиональному языку, имеют
специальное значение, которое выражает и формирует
профессиональное понятие. В специальной литературе термины
играют очень важную роль, так как они несут основную
семантическую нагрузку. В настоящее время всё большее число
терминов проникает в общеупотребительный язык, оказывая
влияние на лексическую систему языка, поэтому возникает
необходимость в изучении специальной лексики. В связи с
ростом научно-технических знаний, свыше 90 процентов новых
слов, появляющихся в современных языках, составляет
специальная лексика. В экологических текстах она занимает
значительный объём. В них употребляются простые термины и
многокомпонентные терминологические словосочетания,
например: environment – окружающая среда, pollution –
загрязнение, depletion – истощение, опустошение; contamination –
загрязнение, заражение; damage – вред, ущерб; ecosystem -
экосистема, biosphere - биосфера, wastewater -сточные воды,
wildlife - дикая природа, rainforests – тропические леса, acid rain –
кислотный дождь, environmental pollution – загрязнение
окружающей среды, global warming – глобальное потепление,
greenhouse effect – парниковый эффект, endangered species –
исчезающие виды, natural pollution – естественное загрязнение,
contaminated land – загрязнённая (заражённая) территория. Также
распространены смешанные словосочетания: depletion of the
ozone layer – истощение озонового слоя, ecological well-being of
water body — экологическое благополучие водного объекта.
Экология связана с природопользованием и охраной окружающей
среды, поэтому в ней появились такие термины как:
environmentalist – тот, кто борется с загрязнением окружающей
среды; protection of nature – защита природы; people-made
pollution - загрязнение, произведённое человеком и его
деятельностью; efficient use of natural resources - рациональное
использование природных ресурсов.
В экологии употребляются термины, содержащие в себе
греко- латинские приставки и суффиксы, такие как re-, de-, dis-,
ment, -ing, -ity, -er/ -or, а также один суффикс романского
происхождения -tion. Наиболее продуктивным способом
образования производных терминов является суффиксальный
способ: deforestation – вырубка леса; fertilizer – удобрение.
Так как экология является междисциплинарной наукой, в
неё входят термины из других областей наук: географии : area –
участок, район, область; land - земля, суша, почва; химии:- acid –
кислота, ozone – озон, carbon dioxide - двуокись углерода,
углекислый газ; биологии: microorganisms – микроорганизмы и
др. Также в экологических текстах употребляются межотраслевые
термины (chemicals – химикаты, energy – энергия, balance –
баланс) и общенаучные термины (temperature – температура,
control - контроль, system - система analysis - анализ).
Экологическая лексика непрерывно пополняется большим
количеством аббревиатур и акронимов: UV-B – ultraviolet radiation
- ультрафиолетовое излучение, CFCs – chlorofluorocarbons -
(хлорфторуглерод) газ-пропеллент для аэрозольной упаковки,
UNO – United Nations Organization –Организация объединённых
наций (ООН), а также заимствований и неологизмов.
Современное развитие науки и техники, негативные изменения в
окружающей среде привели к появлению в английской
экологической терминологии таких неологизмов как: nuclear
winter — ядерная зима, sound pollution — шумовое загрязнение,
zone of environmental disaster — зона экологического бедствии,
national calamity — стихийное бедствие. Благодаря новым
направлениям в науке появились неологизмы, выражающие
понятия недавно возникших наук: applied ecology — прикладная
экология, urban ecology — городская экология (экология живых
организмов в условиях города), environmental geography –
экологическая география.
Вербально-семантический уровень представлен также
синтаксическими и морфологическими средствами
грамматического уровня языка: в текстах экологической
направленности широко распространены пассивные, безличные и
неопределенно–личные конструкции, ing – формы, причастные,
инфинитивные и герундиальные обороты, модальные
конструкции, отступления от твердого порядка слов (инверсия),
конструктивно сложные предложения.
Ozone is being destroyed by the release of gases. Sea water is
a solution of various substances, the most abundant of them being
calcium. The first life or the first living system is presumed to have
formed in the sea. Acid rain is believed to reduce crop yields. These
changes can be beneficial, harmful, or of little or no consequence to
the environment. Special attention should be paid... It is the
atmosphere that dominates all forms of life on earth. Saving our
environment means thinking of our future generations.
Таким образом, чтение профессионально ориентированных
и научных текстов способствует формированию вербальносемантического уровня, помогая студентам пополнить запас
специальной профессиональной лексики, усвоить
грамматические структуры, а также овладеть фонетикой,
научиться адекватному переводу. Всё это способствует
повышению интереса к выбранной специальности и к изучению
иностранного языка. Можно сказать, что всесторонняя
интерпретация научного иноязычного текста активизирует все
три уровня (по Ю.Н.Караулову) языковой личности будущего
специалиста, способствует формированию многих компетенций
и, следовательно, формированию вторичной языковой личности
---
Список литературы
1. Борисова И.В. Особенности формирования вторичной
языковой личности студентов неязыковых профилей / И.В.
Борисова. – Вестник МГОУ. Серия: Педагогика. – 2015 / №1. – с.
30-36.
2. Гальскова Н.Д. Теория обучения иностранным языкам:
лингводидактика и методика. / Н.Д. Гальскова, Н.И. Гез // Учеб.
пособие для студ. лингв. ун-тов и фак. ин.яз. высш. пед. учеб.
заведений. – М.: Издательский центр «Академия», 2004. – 336с.
3. Латышевская Е.А. Становление и развитие терминов
системы экология в английском языке // автореферат диссертации.
– Омск, 2012. http://cheloveknauka.com/stanovlenie-i-razvitieterminov-sistemy-ekologiya-v-angliyskom-yazyke#ixzz3rDJwHWel
DEVELOPMENT OF SECOND LANGUAGE PERSONALITY OF UNIVERSITY STUDENTS AND FORMATION OF COMPETENCE IN FOREIGN LANGUAGE LEARNING STRATEGIES
OVCHINNIKOVA TAMARA EVGEN'EVNA1
1 Orenburg State Pedagogical University
Тип: статья в журнале - научная статья Язык: английский
Номер: 1 Год: 2016 Страницы: 51-61
УДК: 378
ЖУРНАЛ:
ПЕДАГОГИЧЕСКИЙ ЖУРНАЛ
Издательство: Аналитика Родис (Москва)
ISSN: 2223-5434
КЛЮЧЕВЫЕ СЛОВА:
КОМПЕТЕНЦИЯ, COMPETENCE, ИЗУЧЕНИЕ ИНОСТРАННОГО ЯЗЫКА, FOREIGN LANGUAGE LEARNING, САМОСТОЯТЕЛЬНОЕ ОБУЧЕНИЕ, AUTONOMOUS LEARNING, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECOND LANGUAGE PERSONALITY, СТРАТЕГИЯ, STRATEGY
АННОТАЦИЯ:
The article provides an overview of forming competence in personal foreign language learning strategies as a process which evaluates development of the second language personality in autonomous foreign language learning. The author considers providing proof for formation of language learning strategies' competence to be a factor of a successful development of Russian university students' second language personality as an objective of the research. The author formulated the following goals to gain the purpose: 1) analyzing studies on language learning strategies, defining principal trends of foreign language learning strategies' formation; 2) developing a design of forming students' competence, and a plan of its implementation under the conditions of university; 3) drawing a conclusion about the results of the research. Methodology of anthropological and personality approaches is used in the research. Qualitative analytical, projective generalized, interpretative research techniques including monitoring, observation, questionnaire designs, testing, conversations, training, mathematical statistics techniques are used for problem solving. The author presents research focusing on students' foreign language learning strategies used in different language contexts. Having analyzed the latest research developments and empirical results of the study the author comes to the conclusion that in order to gain the competence students should (1) be well informed about functioning of the second language personality and foreign language learning strategies; (2) take part in strategic training including teachers' consulting and the complex of tasks on the language learning strategies formation according to students' preferences; (3) have experience of strategies' choice and reflect on their speech strategies; (4) forecast their second language personality development defining prospects of using strategies on their own.
---
Introduction
Foreign language learning strategies became an object for study in the theory of foreign language teaching in the sixties of the last century. At the same time scientists' interest grew to such personal factors as cognitive style, social, gender identity, motivation.
These concepts entered modern discourse of the theory of foreign language teaching.
Learning strategies are rated among general vital strategies of a present-day person at the beginning of the 21st century. The presence of strategies as methods of
personal realization in different spheres of the humans is an integral characteristic of
self-determination of a personality, ability to plan out the future [Ivanchenko, 2005].
The sources of this knowledge can be found in the theory of radical constructivism,
cognitive psychology, synergetics, and other scientific theories of the 20th century.
The beginning of forming foreign language learning strategies falls on the school
years; the development of the second language personality proceeds a whole life
General pedagogics, history of pedagogics and education 53
Development of second language personality of university students…
long, while the process of language learning lasts. Without conscious use of foreign
language learning strategies, it is difficult to achieve academic mobility as possibility to form a personal educational trajectory and educational style independently.
The theory of development of personal strategies can be viewed as components of
the theory of autonomous foreign language learning.
The research objective presents a substantiation of the so called strategic competence
which is interpreted as a factor of development of students' secondary language personality through forming foreign language learning strategies to facilitate learning efficiency.
To achieve the aim, the following tasks were accomplished: 1) to conduct the
analysis of studies concerning personal foreign language learning strategies, to define
tendencies of forming strategies as a process with the second language personality in
the spotlight as the one with its speech peculiarities, individual language experience,
motives; 2) to work out a project of forming students' competence and a plan of its
realization by means of university students' participation in the strategic training,
use of the author's instruction manuals, executable codes for language disciplines at
university, elements of e-learning; 3) to process the obtained data, draw conclusion
on the research results. The data of the study will be valuable in the process of university education and autonomous foreign language learning.
In the middle of the last century the problem of mastering strategies as an important aspect of forming skills for autonomous learning came into notice of foreign and
domestic researchers such as: A.U. Chamot, L.Dickinson, H.Holec, J.M. O'Malley,
R.L. Oxford, K.Percy, U.Rampillon, A.A. Leontyev, E.I. Passov, G.V. Rogova,
V.V. Safonova, S.G. Ter-Minasova. Scientists were engaged in research of students'
strategies to define how some of them can achieve success in varying degree while
autonomous foreign language learning [Griffiths, 2008; O'Malley et al., 1985]. Different interpretations of the concept of "foreign language learning strategy" appeared
at that period of time.
Principal trends of foreign language learning strategies' formation
In terms of the study the following interpretation should be recognized as an
acceptable one: a foreign language learning strategy is based on the prediction plan
54
Tamara E. Оvchinnikova
Pedagogical Journal. 1`2016
of activities, defining the near-term outlook of development of students' secondary
language personality.
Personal strategies are considered to be ways, methods or technologies chosen
by students according to peculiarities of their secondary language personality and
language experience to progress in mastering a foreign language.
The definition of the competence in personal foreign language learning strategies as "development linguistic and sociolinguistic competence in a person's own
self" is closely related to the content of the research [Соhen, 2002, www; Faerch,
Kasper, 2000, www; Wenden, Rubin, 1987]. The meaning of the adjective "personal" in research is correlated with the meaning of the noun "personality" in the
word-combination "the secondary language personality".
"The algorithm of foreign language learning activities, which has been set with
the textbook or by the teacher, limits mastering foreign languages, but the procedural
aspect of students' individual work remains unconscious at that" [Ovchinnikova,
2006, 103].
Forming secondary language personality as a factor of foreign language training
is considered to have been in Russian discourse for more than 20 years. The concept
"language personality", introduced into scientific practice by V.V. Vinogradov, was
developed in works by Yu.N. Karaulov. The latter distinguishes three levels in a
structural model of the language personality: a verbal-semantic level, which unites
separate words; a linguistic-cognitive level which unites notions or concepts developing in a worldview; a motivational level whose components are proved themselves through communicative and activity needs of the personality [Karaulov, 2011,
www].
According to I.I. Khaleeva, the description of the model of the secondary language personality is carried out taking into account processes which happen while
mastering foreign languages [Khaleeva, 2001, 8]. Understanding a foreign-language
text means correlating it with their own knowledge and finding its place corresponding to its contents in a worldview, i. e. developing abilities to distinguish motives of
a person belonging to foreign community.
Originalities of secondary language personality are reflected in students' personal strategies of foreign language learning which correspond to three levels of the
General pedagogics, history of pedagogics and education 55
Development of second language personality of university students…
model of the language personality [Соhen, 2002, www]. Limits of personal strategies are mobile; correction in the course of learning is possible.
The set of factors, e. g., "a level of development of linguistic abilities, verbal activity, and psycho-typological characteristics of the person", influences on formation
of language learning strategies' competence [Kabardov, Artsishevskaya, 1996, 39].
But the main circumstance, in our opinion, is students' awareness of their speech
abilities and opportunities of their secondary language personality, willingness to
use language learning strategies, cultivated independently by means of choice, borrowing or speech and cognitive experience. This difficult process of rational exploitation of language learning aptitudes is just students' conscious generating language
learning strategies' competence.
Developing a design of forming competence in students' strategies
Groups of strategies are united in a table and are made according to levels of language proficiency, parts of speech activities in the research [Ovchinnikova, Uchimsya rabotat'…, 2013, 10; Ovchinnikova, We study English, 2013, 96]. The stage of
comprehension of the concept "personal strategy of learning of foreign language"
provides students' acquisition of knowledge about strategies explicitly presented to
them by means of teachers' training, the author's instruction manuals, e-learning.
The next stage of the formation of strategy is a stage of students' research and
experimental work within, so to say, their secondary language personality. The stage
supposes students' awareness of their psychological features, level of language proficiency, opportunities to autonomous foreign language learning. Students master
methods of observation, questionnaire designs, training, experiments, statistics techniques and reflect the results in their portfolio.
A strategy of studying a language is some sequence of skills for achievement of
the purpose of studying a language. Independent strategies' formation assumes the
ability to make a plan of action in the speech situation, to select necessary skills, to
build their sequence and to modify the plan if it is required [Oxford, 1999, www].
The purpose of this stage consists in training students to form their language
learning trajectory which they can build choosing strategies from the table, analyz-
56
Tamara E. Оvchinnikova
Pedagogical Journal. 1`2016
ing and correcting them with check experiments. Then students can choose technologies or techniques in accordance with their secondary language personality.
For the sake of formation of future bachelors' foreign language learning strategies strategic training was put into practice through undergraduate course while
studies in the lecture-room. Instructors advised a wide use of strategies, and tasks
providing students' freedom of choice of strategies according to their preferences
and experience exchange among students as well.
The training was methodically provided with the author's instruction manuals
"We study English" and "Learning English in a team", executable codes for foreign
language disciplines at university, and elements of e-learning.
Students filled in the table of strategies once a semester. Take, for example, the
group "Strategies of listening and understanding foreign language speech":
– I use the strategy of search for familiar words, structures while listening. I
"slip" through unknown words, avoid fixing on outside actions, noise;
– I isolate facts, I define logic of events, temporary relations, cause-effect relations (e. g., in dates, names, toponyms); I try to guess meaning of difficult structures;
I keep in mind details of conversation while listening;
– I show speech activity (asking again, specification), I signal about my understanding/misunderstanding with mime and gestures; I take information from intonation, pauses, logical stress [Ovchinnikova, We study English, 2013, 100].
The purpose of strategic training is mastering tools for diagnostics, experimenting, transferring "successful" strategies to new learning contents. The task of the
teacher was to inform students about the most effective strategies. The teacher used
heuristic methods, problem situations while training. Students acted as teachers in
micro-groups, analyzing the classmates' use of strategies.
The students kept the diary (portfolio) for monitoring and reflection, fixing progress in development of language strategies for a certain period, introduced amendments in their trajectory of studies. There was also a section called "Failures" in the
portfolio, including students' own reflection and the plan of mastering this or that
strategy.
One of the extenders of the range of strategies meeting students' expectation
is organization of the process on the basis of the free software e-learning platform
General pedagogics, history of pedagogics and education 57
Development of second language personality of university students…
Moodle (Modular Object-Oriented Dynamic Learning Environment). The purpose
of the system is forming friendly electronic environment of training enabling students' autonomous work, and the organization of interaction among students and
teachers [Mikhailova, 2011, 52].
Moodle was used as a stimulating factor for comprehension and development
of personal foreign language learning strategies. The table of strategies and questions for discussion were placed in sections of the course. The students' possibilities
for consultation and discussion extended in Course Elements: LAMS, Wiki, forum,
chat, feedback, and questionnaire.
The author studied also strategies of students of different gender types or gender
determined strategies, i. e. caused by a gender factor. The gender factor was shown
in preferences to certain types of speech activities, reflected in quantitative and qualitative characteristics of strategies [Griffiths, 2008]. The results have demonstrated
that gender features of students of the masculine type are shown in the strategies directed to autonomy in foreign language learning, in preferences for e-learning (78%)
[Ovchinnikova, 2006, 123].
Conclusion
Formation of the strategical competence finds expression in qualitative and
quantitative strategical development, reflecting changes in characteristics of students' secondary language personality. Students' qualitative strategical analysis was
being carried out. New results were received. The so-called "beginners" among firstyear students (the basic level of mastering a foreign language) used more strategies
connected with translating (8.5% vs. 6%), more strategies concerning imagination
(10.4% vs. 7.4%), but fewer strategies concerning language guesswork or compensatory strategies than students of the average level of mastering a foreign language
(2% vs. 4.5%).
The beginners were ahead of the figures of strategies used by the advanced students, i. e. the quantitative aspect of beginners' strategies prevails over the qualitative aspect of their strategies by their number. Thus beginners used more laborconsuming strategies, avoiding more difficult but effective ones.
58
Tamara E. Оvchinnikova
Pedagogical Journal. 1`2016
The results of the research received on the basis of the final tests' data (2012–
2013), questionnaire design, students' observation have showed that there is reason
to believe that the formed competence in students' personal foreign language learning
strategies facilitated their learning efficiency, promoting a successful development
of Russian university students' second language personality. 75% of the students obtained the strategical competence sufficiently so that it can be recognized as a factor
of a successful development of their second language personality. So the tasks of the
study were accomplished, the objective of the research was gained.
---
References
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3. Griffiths C. (2008) Strategies and good language learners. In: Lessons from good
language learners. Cambridge: Cambridge University Press, pp. 83-98.
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NPE_2010/Philologia/62891.doc.htm [Accessed 01/11/2011].
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8. Mikhailova N.V. (2011) K voprosu ob interaktivnosti asinkhronnogo vzaimodeistviya sub"ekta uchebnoi deyatel'nosti v elektronnoi obuchayushchei srede (na
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10. Ovchinnikova T.E. (2006) Gendernyi podkhod v sovremennom obrazovatel'nom
protsesse universiteta [A gender approach in the modern educational process at
university]. Orenburg: Orenburg State University.
11. Ovchinnikova T.E. (2013) Uchimsya rabotat' v komande na angliiskom [Learning English in a team]. Orenburg: Orenburg State University.
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13. Oxford R. (1999) Language learning styles and strategies: an overview. Available at: http://hyxy.nankai.edu.cn/jingpinke/buchongyuedu/learning%20strategies%20by%20Oxford.pdf [Accessed 15/10/12].
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Jersey: Prentice Hall.
Развитие вторичной языковой личности студентов
университета и формирование компетенции в области
стратегий изучения иностранного языка
РАЗВИТИЕ ИНОЯЗЫЧНОЙ ГРАММАТИЧЕСКОЙ КОМПЕТЕНЦИИ ПЕРЕВОДЧИКА КАК ХАРАКТЕРИСТИКИ ЯЗЫКОВОЙ ЛИЧНОСТИ
ИГНАТКОВА (ШВЕЦОВА) СВЕТЛАНА ВЛАДИМИРОВНАНаписать письмо автору1
1 Уральский федеральный университет имени первого Президента России Б. Н. Ельцина
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 Год: 2014 Страницы: 34-38
УДК: 81’25:376.147
ЖУРНАЛ:
ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ В РОССИИ
Издательство: Уральский государственный педагогический университет (Екатеринбург)
ISSN: 2079-8717
КЛЮЧЕВЫЕ СЛОВА:
ИНОЯЗЫЧНАЯ ГРАММАТИЧЕСКАЯ КОМПЕТЕНЦИЯ, FOREIGN-LANGUAGE GRAMMATICAL COMPETENCE, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, КОГНИТИВНАЯ ТРАНСЛЯТОЛОГИЯ, COGNITIVE TRANSLATOLOGY, КОММУНИКАТИВНО-ФУНКЦИОНАЛЬНЫЙ ПОДХОД, COMMUNICATIVE-FUNCTIONAL APPROACH
АННОТАЦИЯ:
Обосновывается необходимость адаптации процесса обучения студентов-лингвистов к особенностям будущей профессии, подчеркивается необходимость формирования особого типа переводческого мышления, рассматривается влияние сформированности иноязычной грамматической компетенции будущих переводчиков на качество выполняемых переводов.
---
Укоряющиеся темпы жизни, усиление международных контактов,
более тесное общение с представителями
других культур, увеличение объема информационных потоков, повсеместное распространение Интернета, необходимость осваивать новые сферы деятельности и области знаний (зачастую в сотрудничестве с носителями других языков) обуславливают
повышение спроса на квалифицированных
устных и письменных переводчиков, владеющих иностранным языком на профессиональном уровне.
Для качественного осуществления
профессиональной деятельности переводчику, помимо удовлетворения прочих требований, необходимо знать все языковые
аспекты, включая грамматический, и постоянно совершенствоваться в профессиональном плане, чтобы быть способным
обеспечить полное понимание содержания
исходного текста на всех уровнях и адекватно передавать его получателям перевода.
Высокий уровень владения иноязычной
грамматической компетенцией, под которой мы понимаем совокупность необходимых знаний и умений выявлять все смыслы,
заложенные в грамматической конструкции, а также способность порождать грамотные, соответствующие языковым и речевым нормам высказывания, естественно
звучащие в конкретной коммуникативной
ситуации, подразумевает не только знание
грамматических конструкций и способов их
употребления, но и умение выбрать наиболее подходящий вариант для передачи инвариантного смысла оригинального сообщения с учетом коммуникативной ситуации
и условий коммуникации.
Многие методисты и переводоведы
(В. Н. Комиссаров, Л. В. Ремезова, Н. Д. Гальскова, Н. И. Гез, Г. И. Богин, Ю. Н. Караулов
и др.) опираются в своих работах на понятие
языковой личности, а в контексте профессионального обучения иностранным языкам – вторичной языковой личности
(И. И. Халеева, Н. Д. Гальскова, Н. И. Гез),
которая должна сформироваться в результате образовательного процесса и характеризуется определенной совокупностью сформированных и развитых компетенций. Понятие
вторичной языковой личности позволяет
выделить закономерности овладения иностранным языком, которые определяются на
междисциплинарном, лингводидактическом
уровне. Формирование вторичной языковой
личности напрямую связано с формированием вторичного языкового сознания (под
которым понимается вербально-семантический языковой уровень) и вторичного
когнитивного сознания (когнитивный, тезаурусный уровень) (3, с. 21). В процессе
формирования вторичной языковой личности обучающиеся приобщаются к иному спо-
собу восприятия действительности, усваивают знания о культуре и мировосприятии носителей изучаемого языка в «форме образов
сознания», которые Е. Ф. Тарасов определяет
как «совокупность перцептивных и концептуальных знаний личности об объекте реального мира для своего ментального существования» (цит. по 3, с. 23).
Образы сознания народа отражены в
языке, в частности, в его лексической и
грамматической подсистемах. Переводчик,
выступая в роли межъязыкового и межкультурного посредника, должен обладать
всей совокупностью сформированных и
развитых профессиональных и иных компетенций для качественного и успешного
осуществления своей профессиональной
деятельности. В сознании профессионального переводчика как языковой личности
должны быть прочно закреплены знания о
языке, культуре и мировосприятии носителей тех языков, с которыми переводчик работает, образы сознания другого народа,
умения и навыки адекватно передавать
смыслы, заложенные в исходном сообщении, на язык перевода с учетом переводческой ситуации, канала передачи информации и других аспектов с целью добиться
коммуникативного эффекта, аналогичного
исходному. Профессиональный переводчик
не просто переключается с исходного языка
на язык перевода, а постоянно работает со
смыслами, переключаясь с одного типа
мышления на другой, трансформируя одни
образы сознания в другие в зависимости от
коммуникативной ситуации, которая активирует определенные ассоциативные механизмы. Это сложный ассоциативно-когнитивный процесс. Ментальные операции, которые профессиональный переводчик осуществляет как будто автоматически в процессе профессиональной деятельности, требуют тщательного и кропотливого анализа
и проработки в процессе профессиональной
подготовки. Безусловно, степень успешности конкретного переводчика в том или
ином виде перевода определяется, помимо
всего прочего, и психическими качествами
личности, которые необходимо учитывать и
в процессе подготовки профессиональных
устных и письменных переводчиков.
В последние годы в отечественном переводоведении активно развивается антропоцентрический подход к пониманию переводческой деятельности. Переход от ориентации на языковую систему к ориентации на
речемыслительные процессы обусловлен активным развитием когнитологии – науки,
занимающейся исследованием процессов и
механизмов накопления и использования
человеком знаний. В когнитивной транслятологии проводятся исследования в сфере
разработки когнитивной модели перевода, а
также выделения когнитивных элементов
переводческого процесса (9, с. 95). В рамках
данного направления выдвигается положение о переводе концептов, а не вербальных
форм (1, с. 244). Переводческая деятельность, рассматриваемая в рамках когнитивного подхода (Т. А. ванн Дейк, В. Кинч,
У. Эко, А. Г. Минченков, Л. М. Алексеева,
Т. А. Фесенко и др.), – это сложный интеллектуальный процесс, представляющий восприятие информации, поступающей от отправителя сообщения, ее переработку с опорой на накопленные внутренние (лингвистические и экстралингвистические) знания
(11, с. 278); это «разновидность когнитивной
деятельности человека, предполагающей
взаимодействие когнитивных и языковых
структур индивида (переводчика) в самом
широком контексте его психосемиотической
характерологии» (10, с. 66). В основе переводческого процесса – понимание исходного
текста, способность «видеть за словами
мысль», соотносить концепты (т. е. обобщенные содержания понятий) со значениями языковых единиц, наличествующих в переводящем языке (7, с. 139-140).
Как отмечает Н. Н. Болдырев, система
грамматической категоризации особенностей когнитивной деятельности субъекта
формируется в процессе развития той или
иной лингвокультурной общности и характеризуется стабильностью, абстрактностью
и универсальностью. Выбор концептуальных признаков, заданных грамматической
системой, «продиктован необходимостью
выделения наиболее важных характеристик
реальной действительности» (2, с. 10). «В
предложении-высказывании базовыми являются выбранная из всего набора возможных в языке синтаксическая конструкция и
категориальная заданность синтаксических
функций ее элементов, которая предполагает фиксированность грамматически передаваемого каждым из элементов смысла.
Субъективность возникает в результате заполнения элементов синтаксической конструкции конкретными лексическими единицами и их интеграцией в рамках целостного
контекста» (2, с. 14-15).
Положения, обозначенные выше, не
противоречат принципам коммуникативнофункционального подхода к переводу, в
рамках которого переводческая деятельность рассматривается с несколько иного
угла зрения. В рамках коммуникативнофункционального подхода любой перевод
рассматривается в контексте коммуникативной ситуации, включающей автора оригинального текста (или отправителя), получателей оригинального текста, переводчика
и получателей текста перевода (13, с. 1445).
36 ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ
Перевод рассматривается как практическое
средство удовлетворения специфических
потребностей участников коммуникации
(13, с. 1450). При этом, как отмечает
О. В. Петрова, специфика перевода, помимо
всего прочего, обусловлена несовпадением
структур языков оригинала и перевода и
несовпадением «языковых картин мира у
носителей ИЯ и ПЯ» (8, с. 111). Это приводит к тому, что в переводе крайне сложно,
если вообще возможно, создать текст, обеспечивающий полное равенство возможностей интерпретаций и извлечения информации. При переводе необходимо учитывать типологические характеристики обоих
языков, поскольку одна и та же идея на одном языке может быть выражена лексически, а на другом грамматически.
Таким образом, переводческий процесс
предполагает наличие у переводчика способности понимания, интерпретации, проникновения в смысл исходного сообщения.
Необходимыми условиями данного процесса являются знания об участниках переводческого процесса, экстралингвистические
знания, а исходным основанием, первичной
базой, на которой основывается и с которой
начинается процесс понимания, являются
культурные и лингвистические знания, в
частности, грамматическая система языка,
представляющая интерес для настоящего
исследования.
В одной из наших работ мы подробно
рассмотрели иноязычную грамматическую
компетенцию в структуре профессиональной
компетентности переводчика и пришли к выводу, что «иноязычная грамматическая компетенция как часть самостоятельно выделяемой языковой компетенции и как составной
элемент коммуникативной компетенции является обязательным и неотъемлемым компонентом компетентностной модели профессионального переводчика» (11, с. 462).
Э. Ф. Зеер отмечает, что бòльшую часть
компетенций необходимо формировать не в
рамках отдельных учебных дисциплин, а
«при изучении комплекса дисциплин, а
также в процессе практической и самостоятельной работы обучающегося» (4, с. 10).
Формирование и развитие профессиональных компетенций, в том числе иноязычной
грамматической компетенции, должно осуществляться с ориентацией на специфику
той сферы деятельности, в которой выпускники будут реализовывать себя как «языковые личности» и как высококвалифицированные специалисты. Исходя из вышеизложенного, мы предлагаем организовать
процесс формирования и развития искомой
компетенции в рамках двух дисциплин:
практического курса первого иностранного
языка и практического курса письменного
перевода (с иностранного языка на родной).
Учебно-методический комплекс, разработанный нами с опорой на основные принципы коммуникативно-когнитивного и
коммуникативно-функционального подходов, состоит из рабочих тетрадей по практической грамматике и учебного пособия по
практике перевода («Practical Course of
Translation from English into Russian:
Sociopolitical Translation»).
Первая часть выше упомянутого учебного пособия по практике перевода (Part 1.
Warm-up Section) состоит из «разминок» и
содержит ряд заданий на отработку грамматических умений в области фразеологии
и расширение словарного запаса студентов.
Во второй части учебного пособия
(Part 2. Translation Section) содержатся
ссылки на электронные версии статей британских периодических изданий. В рамках
самостоятельной домашней работы студентам предлагается ознакомиться с текстом
статьи на официальном сайте, осуществить
предпереводческий анализ текста, опираясь
на ряд вопросов из раздела «Pre-translation
analysis», а затем самостоятельно выполнить письменный перевод части статьи
(объемом около 2300 знаков) на русский
язык. В данном разделе учебного пособия
содержатся наводящие вопросы и комментарии к каждому абзацу переводимой статьи. Их цель – помочь студентам преодолеть трудности при переводе, закрепить и
отработать различные виды переводческих
техник, научить студентов работать с различными источниками информации, компенсировать разницу в фоновых знаниях и
сформировать у обучающихся переводческое мышление. Кроме этого, в ряде случаев
указываются ссылки на учебники по грамматике английского языка, использовавшиеся в рамках практического курса первого иностранного языка, для разъяснения и
повторения встречающихся в аутентичных
текстах сложных грамматических явлений,
изученных ранее в рамках практического
курса грамматики.
В третьей части пособия (Part 3. Texts
for On-the-Spot Translation) содержатся интернет-ссылки на тексты статей англоязычных периодических изданий (The Daily
Telegraph, The Guardian, The London Weekly, BBC News Magazine, The Independent),
предназначенные для перевода «с листа» во
время занятия в аудитории.
Таким образом, в рамках практического
курса перевода, помимо прочих профессиональных переводческих компетенций, формируется способность студентов подобрать
максимальное число вариантов перевода для
передачи инвариантного смысла и выбрать
из них наиболее приемлемый с учетом спе-
ПЕДАГОГИЧЕСКОЕ ОБРАЗОВАНИЕ В РОССИИ. 2014. № 3 37
цифики оригинала, ситуации общения, коммуникативной интенции и цели переводческой деятельности. Кроме этого, на занятиях
по практическому курсу перевода у студентов формируется и развивается умение анализировать различные варианты перевода с
точки зрения их малейших семантических и
функциональных отличий. При этом проводимый анализ не ограничивается поиском
грамматических и синтаксических структур,
общих для данной пары языков, а включает
работу по подбору конструкций, естественно
звучащих и часто употребляемых на языке
перевода.
Недостаточная сформированность иноязычной грамматической компетенции часто приводит к ошибкам в переводе, связанным с непониманием исходного сообщения.
Приведем пример. Для письменного
перевода студентам был предложен текст
«The U-bend of Life. Why, beyond middle age,
people get happier as they get older» из журнала «The Economist». В статье рассмотрена
возможность измерения уровня жизни населения страны не экономическими показателями, а психическими, а также проанализированы факторы, влияющие на психическое благосостояние людей. Процитируем
предложение, при переводе которого у студентов возникли трудности в связи с непониманием смысла, передаваемого грамматической структурой:
For instance, she says, “young people will
go to cocktail parties because they might meet
somebody who will be useful to them in the future, even though nobody I know actually
likes going to cocktail parties.”
Приведем несколько вариантов перевода этого предложения, предложенных
студентами:
(1) К примеру, по ее словам, «молодые
люди будут ходить на коктейльные вечеринки, потому что велика вероятность
того, что они встретят кого-то, кто
может быть им полезен в будущем, несмотря на то, что никто из моих знакомых, в действительности не любит туда
ходить».
(2) К примеру, как она утверждает,
«молодежь будет ходить на коктейльные
вечеринки, потому что там можно
встретить людей, к которым впоследствии можно будет обратиться за помощью, несмотря на то, что никто из тех,
кого я знаю, в действительности не любит ходить на такие вечеринки».
(3) Например, по ее словам, «молодые
люди по-прежнему будут ходить на вечеринки, потому что существует вероятность встретить кого-то, кто может
оказаться им полезен в будущем, несмотря на то, что никто из моих знакомых на
самом деле не любит на них ходить».
(4) По ее словам, например, «молодые
люди постоянно ходят на коктейльные
вечеринки в надежде встретить кого-то,
кто может оказаться полезным им в будущем, хотя в действительности никто
из моих знакомых не любит ходить на такие мероприятия».
(5) Например, она утверждает, что
«молодежь все время ходит на вечеринки,
потому что там можно завести знакомства, которые могут пригодиться в будущем, хотя на самом деле никто из тех,
кого я знаю, не любит ходить на такие
мероприятия».
В данных переводах множество недостатков, однако в нашем случае обратим
внимание на перевод английских модальных глаголов will и might. Модальность выражает отношение говорящего к содержанию высказывания или отношение содержания высказывания к действительности.
Модальные глаголы в английском языке
многозначны, и только расширенный контекст позволяет однозначно истолковать
тот или иной модальный глагол в конкретном примере его употребления. Из широкого контекста становится ясно, что в первом
случае (‘young people will go to cocktail parties’) will употребляется не для обозначения
будущего времени, а с целью передачи модального значения предсказуемости и ожидаемости (автор не удивлен: так было, есть
и будет). В вариантах (1) и (2) переводчик
этого смысла не увидел и, соответственно,
не передал при переводе. Модальный глагол might (‘because they might meet somebody’) используется в данном случае для
передачи возможности совершения действия с очень малой степенью уверенности,
поэтому совершенно неприемлем вариант
перевода (1). Во втором случае глагол will
(‘who will be useful to them in the future’) не
просто указывает на будущее время, а
привносит в предложение дополнительную
модальность – выражает предположение с
большой степенью уверенности. Как справедливо отмечает А. Г. Минченков, особенностью модальных глаголов является то,
что они «эксплицируют» одно из своих значений «лишь в составе высказывания или
даже шире – текста. Контекст, как правило,
играет существенную роль в уточнении или
даже нередко модификации значения модального глагола» (6, с. 175).
Антиципация переводческих проблем
со стороны преподавателя (в том числе и на
уровне грамматики исходного текста) позволяет избежать ряда ошибок, связанных с
пониманием исходного сообщения, что в
38 ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ
свою очередь сказывается на качестве выполняемых студентами переводов.
Таким образом, переводчик как межъязыковой и межкультурный посредник
должен обладать особым типом мышления,
характерным для языковой личности, в которой сочетаются творческое начало, позволяющее, «отвлекаясь от языковой материи подлинника», находить нестандартные
переводческие решения, и автоматическое
начало, под которым понимается знание и
способность применять готовые переводческие соответствия (5, с. 153). Профессионализм является результатом кропотливого
труда, длительного обучения и самообучения, формирования и развития комплекса
общекультурных и профессиональных компетенций, одной из которых является иноязычная грамматическая компетенция.
Развитие данной компетенции будущих переводчиков как неотъемлемого компонента
профессиональной переводческой компетентности целесообразно, на наш взгляд,
осуществлять с позиций междисциплинарного подхода, интегрируя основные положения коммуникативно-функционального
и когнитивного подходов. Профессионально ориентированное обучение позволяет
развить у студентов психологические качества личности, необходимые для эффективного выполнения профессиональной переводческой деятельности.
---
Л И Т Е Р А Т У Р А
1. Алексеева Л. М., Шутёмова Н. В. Когнитивное «пробуждение» переводоведения // Вестник Пермского университета. Российская и зарубежная филология. 2012. № 1.
2. Болдырев Н. Н., Магировская О. В. Языковая репрезентация основных уровней познания // Вопросы когнитивной лингвистики. 2009. № 2.
3. Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам. Лингводидактика и методика :
учебное пособие. М. : Академия, 2006.
4. Зеер Э. Ф., Сыманюк Э. Э. Компетентностный подход как фактор реализации инновационного образования // Образование и наука. 2011. № 8.
5. Латышев Л. К., Семенов А. Л. Перевод: теория, практика и методика преподавания : учеб. пособие
для студ. перевод. фак. вузов. М. : Академия, 2003.
6. Минченков А. Г. Когнитивно-эвристический подход к переводу английских модальных глаголов и
выражений // Вестник Санкт-петерб. ун-та. Серия 9. Филология. Востоковедение. Журналистика. 2010. № 3.
7. Минченков А. Г. Когниция и эвристика в процессе переводческой деятельности. СПб. : Антология,
2007.
8. Петрова О. В. Переводческие стратегии в свете коммуникативно-функционального подхода к переводу // Вестник НГЛУ. Проблемы перевода и переводоведения. 2011. № 14.
9. Ремхе И. Н. Статус модели в лингвистических науках и ее реализация в когнитивном моделировании языка // Вестник Челябинского государственного университета. 2007. №8.
10. Фесенко Т. А. Перевод в зеркале когнитивной науки // С любовью к языку: сб. науч. трудов, посвящ. Е. С. Кубряковой. 2002.
11. Швецова С. В. Грамматическая компетенция в структуре компетентностной модели переводчика
// Инновационный потенциал, состояние и тенденции развития в экономике, проектном менеджменте,
образовании, политологии, юриспруденции, психологии, экологии, медицине, филологии, философии,
социологии, технике, физике, математике : сб. науч. ст. по итогам Междунар. заочн. науч.-практ. конф.,
30-31 октября 2013 г. СПб., 2013.
12. Швецова Ю. О. Когнитивный подход как теоретическая основа методики формирования переводческой эрудиции // Известия российского государственного педагогического университета им.
А. И. Герцена. 2012.
13. Sdobnikov V. V. Translation Strategy Revised: the Communicative-Functional Approach // Journal of
Siberian Federal University. Humanities & Sciences 10. 2011. № 4.
Статью рекомендует д-р пед. наук, проф. К. М. Левитан
РАЗВИТИЕ КУЛЬТУРНО-ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ТЕХНИЧЕСКИХ ВУЗОВ В УСЛОВИЯХ ИНОЯЗЫЧНОЙ СРЕДЫ ХУДОЖЕСТВЕННЫХ ТЕКСТОВ
ПРОХОРЕЦ ЕЛЕНА КОНСТАНТИНОВНА1
1 Национальный исследовательский Томский политехнический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 (19) Год: 2014 Страницы: 60-64
УДК: 811'42: 378.662
ЖУРНАЛ:
ГУМАНИТАРНЫЕ НАУКИ И ОБРАЗОВАНИЕ
Издательство: Мордовский государственный педагогический институт имени М.Е. Евсевьева (Саранск)
ISSN: 2079-3499
КЛЮЧЕВЫЕ СЛОВА:
ИНОЯЗЫЧНЫЙ ХУДОЖЕСТВЕННЫЙ ТЕКСТ, MODERN FOREIGN FICTION, КУЛЬТУРНО-ЯЗЫКОВАЯ ЛИЧНОСТЬ, CULTURAL AND LINGUISTIC PERSONALITY, АДАПТАЦИЯ, ADAPTATION, ТЕЗАУРУС, THESAURUS, ФРЕЙМ, FRAME, ТОЛЕРАНТНОСТЬ, TOLERANCE, ЭМПАТИЯ, EMPATHY
АННОТАЦИЯ:
В статье определяются уровни культурно-языковой личности на основе художественного текста современной зарубежной литературы с учетом актуальной научной дискуссии.
---
<a href="https://www.elibrary.ru/item.asp?id=12930661"><b><span style="line-height:1.0;">СТРАТЕГИИ РАЗВИТИЯ ЛИЧНОСТИ СЕЛЬСКОГО ТРУЖЕНИКА В КОНТЕКСТЕ РЕАЛИЗАЦИИ ПРИОРИТЕТНЫХ НАЦИОНАЛЬНЫХ ПРОЕКТОВ И ПРОГРАММ РАЗВИТИЯ СЕЛА</span></b></a><br><font color=#00008f><i>Духина Т.Н.</i></font><br>
<font color=#00008f>
<a href="https://www.elibrary.ru/contents.asp?id=33382908">Научные проблемы гуманитарных исследований</a>.
2009.
<a href="https://www.elibrary.ru/contents.asp?id=33382908&selid=12930661">№ 11</a>. С. 85-90.<br>
<br>
<br>
<a href="https://www.elibrary.ru/item.asp?id=26022866"><b><span style="line-height:1.0;">ПРОБЛЕМАТИКА ФОРМИРОВАНИЯ И РАЗВИТИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ В КОНТЕКСТЕ ИННОВАЦИЙ В ОБРАЗОВАНИИ</span></b></a><br><font color=#00008f><i>Редин Л.В.</i></font><br>
<font color=#00008f>
<a href="https://www.elibrary.ru/contents.asp?id=34238098">Инженерное образование</a>.
2009.
<a href="https://www.elibrary.ru/contents.asp?id=34238098&selid=26022866">№ 5</a>. С. 35-43.
<br>
<br>
<a href="https://www.elibrary.ru/item.asp?id=26028294"><b><span style="line-height:1.0;">ИНТЕГРАЦИЯ ВОСПИТАТЕЛЬНОГО ПОТЕНЦИАЛА СЕМЬИ И ШКОЛЫ В ПРОЦЕССЕ РАЗВИТИЯ ЛИЧНОСТИ УЧАЩЕГОСЯ</span></b></a><br><font color=#00008f><i>Иманбекова Б.И.</i></font><br>
<font color=#00008f>
<a href="https://www.elibrary.ru/contents.asp?id=34238351">Наука и новые технологии</a>.
2009.
<a href="https://www.elibrary.ru/contents.asp?id=34238351&selid=26028294">№ 3</a>. С. 127-131.
54
№ 6(2011)
УДК 371 (07)
С.Д. ПИВКИН
Нижнекамский химико-технологический институт (филиал)
ФГБОУ ВПО «Казанский национальный исследовательский технологический университет»,
г. Нижнекамск
РАЗВИТИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
В УЧЕБНО-ВОСПИТАТЕЛЬНОМ ПРОЦЕССЕ
Ключевые слова и фразы: духовность;
межкультурная коммуникация; поликультурная
языковая личность; самоопределение.
Аннотация: Рассматривается становление
языковой личности в условиях межкультурной
коммуникации. Исследуются возможности об-
разования для развития поликультурной языко-
вой личности. Особое внимание уделяется пе-
дагогическому воздействию на личность в про-
цессе овладения иноязычной речевой деятель-
ностью и воспитания духовности посредством
живого слова.
Становление поликультурной языковой
личности происходит не сразу, а в результате
личностного развития в процессе овладения
индивидом языком в условиях межкультурной
коммуникации. О становлении личности можно
говорить с определенного возрастного периода,
который приходится на годы ученичества. От-
сюда следует, что наиболее интенсивно лич-
ность развивается в школьные и студенческие
годы, в так называемый сензитивный период,
когда индивид внутренне переживает бурный
рост и усиленно постигает законы, нормы бы-
тия и жизнедеятельности человека. Этот про-
цесс неизбежно связан с потребностью челове-
ка как можно больше узнать не только о внеш-
нем мире, окружающих его людях, но и о себе
самом. Знания об окружающем мире, людях, о
себе индивид черпает как из реальной жизни,
так и в семье, а также с помощью специальных
общественных институтов, призванных гото-
вить молодое поколение к взрослой жизни, т.е.
с помощью образования. «Важнейшая функция
и одновременно ценность образования состоят
в том, что оно должно открывать своим питом-
цам новые миры, помогать ориентироваться в
них, открывать мир знания и мир незнания, по-
могать делать первые шаги в эти миры.
Не менее важная задача образования – помо-
гать открывать очи, направленные внутрь, т.е.
помогать открывать себя, содействовать духов-
ному и личностному росту» [4, с. 357–358].
Если раньше образование руководствовалось
во многом прагматическими и часто меняющи-
мися установками, зависящими от потребно-
стей общества и не всегда связанными с лично-
стным ростом обучающихся, то в последние
годы парадигма педагогической науки все в
большей степени переориентируется на опре-
деление роли образования в судьбе человека, в
этом состоит его несомненная непреходящая
ценность и возрастающая роль в глобальном
мире наступившего тысячелетия.
Чем же может помочь педагогика в роли
воспитателя душ и носителя идей саморазви-
тия? Обратимся к практической стороне вопро-
са. Поскольку наш исследовательский интерес
направлен на изучение становления и развития
языковой личности в учебной деятельности, т.е.
при овладении иностранными языками, нам
также интересно проследить, каковы возмож-
ности воздействия реальной педагогики на этот
процесс в этом узком поле педагогического
влияния. Поскольку мы связываем процесс ста-
новления языковой личности с ее общекуль-
турным развитием и говорим о поликультурной
языковой личности, то, возможно, это поле и не
такое узкое, каким оно представляется на пер-
вый взгляд. Каким бы ни было представление о
возможностях языкового образования, педаго-
гическое воздействие носит универсальный ха-
рактер и осуществляется посредством слова.
Волшебная магия слова волнует не только ли-
тераторов, поэтов и любителей словесности, но
и представителей самого широкого академи-
ческого мира. Педагогика в этом смысле не ис-
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ключение. Мы привыкли к тому, что изучая
языки, мы знакомимся с новыми языковыми
кодами и совсем забываем о том, что при этом
поднимаем огромные пласты культуры, разви-
вающей человека как личность. Понятие «лич-
ность» волнует педагогику давно, хотя слож-
ные взаимоотношения с ним в прошлом, как и
сложный характер минувших эпох, сделали эти
взаимоотношения предметом серьезного дис-
курса. Не случайно общество забило тревогу и
стало серьезно предупреждать о возможности
антропологической катастрофы при недооценке
роли личности в культурно-историческом раз-
витии человечества как рода. Время требует
быстрых, разумных и адекватных решений, в
том числе и от педагогики как выразителе ин-
тересов образовательного сообщества, далее
медлить в этом вопросе невозможно.
Так ли уж ситуация безнадежна? Хоть и не
в полной мере, современная парадигма образо-
вания стремится соответствовать вызовам вре-
мени в той части, где она нацелена на развитие
личности как саморазвивающейся и творчески
активной в реализации своих возможностей, в
этом проявляется ее человечность. Предостав-
ление максимальной свободы в реализации
учащимися своих способностей и внутреннего
потенциала – вот желаемая модель политики в
области образования и одновременно трудно-
осуществимая. Декларирование целей образо-
вания, правда, не всегда совпадает с реальной
действительностью. Образовательная практика
все еще далека от заветных целей воспитания
развитой и самодостаточной личности, чей
культурный и академический потенциал в
большей или меньшей мере реализуется в уч-
реждениях образования. Одна из труднейших
задач в этом направлении – создание условий
для свободного выбора учащимися траектории
своего развития и саморазвития, наиболее от-
вечающей их наклонностям и желаниям.
Отвлечемся на некоторое время от изложе-
ния важности выбора пути в жизни на одном из
труднейших этапов жизнедеятельности челове-
ка – академическом этапе. Обратимся к рас-
смотрению практического аспекта данной про-
блемы. Мы привыкли к тому, что обсуждению
жизненно значимых проблем не находится ни
времени, ни соответствующей дисциплины в
академических программах, в рамках которой
это обсуждение может состояться. Так ли это
на самом деле? Практический курс иностранно-
го языка, казалось бы, никак не располагает к
такому обсуждению. Многочисленные учебные
пособия по иностранным языкам невысокого
качества исполнения пестрят набившими оско-
мину темами о роли образования, стране изу-
чаемого языка и пр. И никому не приходит в
голову, что эти темы не обладают значитель-
ным обучающим потенциалом и фактически
выливаются в пустую «говорильню» на заяв-
ленную тему. Между тем умелая организация
учебного процесса в содержательном плане
может дать учащемуся гораздо больше, чем
простое «натаскивание» по практическому язы-
ку. Не надо бояться сложной и неадаптирован-
ной лексики, которая может потребоваться для
обсуждения трудных тем. Правда, для того,
чтобы беседа, обсуждение или написание эссе
вылились во что-то серьезное, необходима
тщательная подготовительная работа и высокий
профессионализм преподавателя. К счастью,
отечественная методическая наука накопила
большой опыт в организации подобных этапов
в работе. Обсуждение вопросов тематического
характера – часть рутинной работы по овладе-
нию навыками использования неродного языка,
оно не является всеподавляющим и отвлекаю-
щим от основной цели. Темы для изучения рав-
номерно и разумно распределяются по семест-
рам и блокам дисциплины. Иными словами,
дискуссии в группе не должны носить характер
насаждения или принуждения, но должны при-
учать учащихся к работе с языковым материа-
лом серьезного содержания, затрагивающим
саму суть реальных взаимоотношений между
людьми в обществе, семье и повседневной
деятельности.
К примеру, если вернуться к проблеме ста-
новления личности и выбора жизненного пути,
то для обсуждения этих вопросов можно вос-
пользоваться широким набором тем, как-то:
«Личность – это не призвание, это состояние
души» («What Might I Have to Aspire to so as To
become a Personality»), «Мой трудный выбор
жизненного пути» («My Preferences In Lifestyle
Is a Difficult Subject»), «Будущее – это трудная
работа» («The Future is not a Gift – it is an
achievement»), «Как важно для настоящего спе-
циалиста не замыкаться в своей области»
(«The Specialist is a man who fears the other sub-
jects»:) и т.д. Представленный перечень даже в
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малой степени не отражает всей палитры обсу-
ждаемых проблем, а лишь иллюстрирует воз-
можный подход к учебной работе. Разумеется,
каждая тематика нуждается в тщательной про-
работке, согласовании общих позиций и разно-
гласий, а также в изучении лексики и сопутст-
вующих лингвистических трудностей и т.п.
Как уже отмечалось, важнейшей в указан-
ном ряду является задача самоопределения и
принятия своевременного решения по выбору
тех видов деятельности, которые способны в
наибольшей степени удовлетворить познава-
тельные интересы личности, развивать ее твор-
чески. Обучить учащихся правильно оценить
свой потенциал, имеющиеся силы и в соответ-
ствии с этим самоорганизоваться в учебном
процессе для достижения поставленных целей
образования всегда бывает нелегко, порой тре-
бует нестандартных подходов.
Самоопределение предполагает некий вы-
бор из возможного реестра, и сразу возникает
сомнение – только ли дело в выборе? В конце
концов, выбор можно повторить, если он ока-
зался неудачным. Система образования никак
не отрицает свободного и добровольного выбо-
ра, иногда возникают организационные про-
блемы, но они вполне решаемы. А что, если
выбор на всю жизнь? Какова цена ошибки? Бо-
лее внимательное рассмотрение вопроса убеж-
дает нас в том, что проблема глубже и сложнее,
чем это представляется на первый взгляд. Ранее
мы говорили о том, что самоопределение свя-
зано с пониманием сути себя и своей самости.
Не будем вдаваться в изложение экзистенци-
ального характера важности выбора жизненно-
го пути человеком, как об этом думают и пи-
шут философы и психологи. Скажем только,
что самоопределение – это внутренний про-
цесс, связанный со способностью индивида
опереться на себя. Что это значит для учащего-
ся? Достаточно ли у него сил и внутреннего
ресурса для того, чтобы выбор сделать само-
стоятельно? Возможно ли эти силы выявить на
самом раннем этапе обучения? На каком?
Это слишком трудная задача для воспитателя,
учителя и наставника. Можно ли этому нау-
читься? Думается, возможно, но для этого не-
обходимо понимание проблемы, время и глав-
ное – нужно научить учащегося увидеть в себе
личность, способную сказать свое слово в этом
мире. Личность несет в себе признаки древнего
представления о герое, которому подвластно
многое и многое дано. Конечно, это понятие
исторически претерпело существенное измене-
ние в сознании людей, теперь никому в голову
не придет ассоциировать личность с древним
героем. Тем не менее, личность до сих пор при-
влекает внимание своей цельной натурой,
внутренней силой и убежденностью. Уверен-
ность в себе появляется в ней, когда у человека
сформировался внутренний стержень, основа.
Речь идет о внутренней устойчивости и равно-
весии, в этом же ряду и отсутствие сдержи-
вающего страха, тревожности и напряжения.
Создать такую основу внутри себя – вопрос не
одного дня и даже не одного года, это результат
воздействия многих факторов, среди которых
можно упомянуть умение доверять себе, его
вполне по силам воспитать в учащемся с по-
мощью педагогов, родителей и наставников.
Здесь главное не ограничиться банальными
нравоучениями, а вести подопечных по жизни
так, чтобы это доверие созревало в недрах не-
окрепших душ. Достаточно сказать, что раз-
мышления-эссе на тему «Что мне мешает чув-
ствовать себя уверенным в этой жизни?»
(«What Might I Have to Do to feel Confident?»), а
также дискурс на эту же тему побуждают уча-
щихся к тому, чтобы задуматься над проблемой
всерьез. Парадоксально, что с одной стороны, в
программе учебных заведений нет такого
предмета, в рамках которого можно было бы
свободно обмениваться мнениями по данному
вопросу. С другой стороны, выход может пока-
заться там, где его совсем не ищешь. Умение и
желание обсуждать такие проблемы вполне
уместно на занятиях языковых дисциплин, на-
пример, дисциплины иностранного языка. Пре-
красная речевая практика повышает интерес к
предмету и способствует развитию полезных
качеств у учащихся, как-то: аналитического и
критического мышления, открытости, внутрен-
ней собранности, уверенности. Подчас сложно-
сти молодого поколения возникают из-за того,
что оно не обучено обсуждать свои проблемы и
находить решения самостоятельно. Критики
такого подхода могут возразить, что это пустая
трата времени, поскольку он не дает ответов на
многие вопросы. Конечно, решение жизненных
проблем далеко не самое простое дело, но в
некоторых случаях достаточно проблему заост-
рить, затем начинается трудный процесс ее ре-
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шения. Самое сложное – научить человека уви-
деть себя в перспективе возможного развития
как профессионального работника и личности.
Это способствует внутреннему раскрепощению
и обретению внутренней свободы, что может
принести замечательные плоды в будущем. За-
дача чрезвычайно сложная, но благодарная.
Увидеть мир во всем многообразии и опре-
делить свое место в нем дается нелегко. Оттого
так много несовпадений и разочарований. Опыт
жизни суров, но не фатален. Свобода выбора
тем и удивительна, что не закрывает не только
пути к осмыслению пережитого прошлого, но
и, что более важно – пути к возможному и же-
лаемому будущему.
Здесь важно сказать, что педагогике много
полезного может дать новый взгляд на возмож-
ное направление ее дальнейшего развития, а
именно культурно-исторический экскурс в
прошлое, который наметился в психологи-
ческой науке в последние десятилетия. Пере-
осмыслить прошлое после многих десятилетий
тоталитарного мышления в России и вернуться
на естественно-исторический путь развития
означает восстановление нормального челове-
ческого сознания, возрождение роли личности,
способной самостоятельно думать и свободно
развиваться, не стесненной никакими догмами
и ограничениями в своих взглядах на историю
и культуру своего народа. «Личность» для
представителей этого направления является
ключевым понятием, но личность, раскрепо-
щенная и свободная в своих проявлениях и
устремлениях, становление и развитие которой
определяется многими факторами: самосозна-
нием, мотивами, эмоциями, творчеством и т.п.,
которые необходимо учитывать в практической
деятельности.
Не менее важными для построения моде-
лей саморазвития личности в педагогике явля-
ется признание культурно-исторической пси-
хологии свободы, самоценности человеческой
личности, что предполагает отстаивание само-
бытности и неповторимости личности. В педа-
гогике еще не получила широкого практическо-
го распространения концепция суверенности
личности учащегося, поскольку построить
учебный процесс вокруг этой идеи – чрезвы-
чайно трудное и затратное дело, но оно стоит
того. В этом видится перспектива поступатель-
ного развития педагогической мысли в пред-
стоящем столетии.
Из идей, выдвигаемых приверженцами
культурно-исторической психологии, для нас
существенным представляется стремление че-
ловека к духовному развитию, конструирова-
ние своего собственного «Я», которые уклады-
ваются в рамках более привычных «саморазви-
тия», «самостроительства», «самосозданья» [3].
Все они исходят из необходимости заглянуть в
самого себя, которая представляется главным
условием саморазвития. Здесь таится неисчер-
паемый резерв, которым важно правильно вос-
пользоваться прежде всего себе во благо. От-
сюда одной из труднейших задач педагогики
можно рассматривать ее способность выявить
этот потенциал для того, чтобы личность могла
успешно реализоваться в той деятельности, ко-
торую она для себя выбрала в качестве главной.
Может показаться полезным обсуждение тем:
«Каков мой реальный потенциал?» («What are
My Assets?», «На что я способен в реальной
жизни?» («What are My Actual Capabilities?»),
«Каких высот я могу достичь в своей жизни?»
(«What Endeavors Can I Aspire to?»). Выявить
свои резервы – задача не из легких, но еще бо-
лее трудным оказывается эти резервы вопло-
тить в жизнь.
Итак, каковы же возможности педагоги-
ческой науки в реализации личности в практи-
ческой деятельности, к которой она готовит
подрастающее поколение, организуя образова-
тельный процесс? Прежде чем ответить на этот
вопрос, следует задать его тем, кого вы обучае-
те. «Что для меня значит самореализоваться в
жизни?» («What is Self Fulfillment for Me?»).
Полагаем, что ответ может быть небесполез-
ным для практикующего педагога. Очевидно,
что речь идет о саморазвитии личности в про-
цессе усвоения фундаментальных знаний,
практических навыков и умений. Вместе с тем
не стоит преувеличивать роль профессиональ-
ного становления личности, овладевающей на-
бором необходимых для успешной деятельно-
сти компетенций, хотя они, несомненно, обла-
дают признанной обществом ценностью. В на-
ше тревожное и противоречивое время особен-
но остро понимаешь, что одним профессиона-
лизмом не решить многих проблем, стоящих
перед обществом на переломе его историческо-
го развития. Приходит понимание того, что ис-
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тинные ценности заключаются в способности
членов этого общества соответствовать духу
времени и поддержать в нем созидательное на-
чало, которое может дать толчок дальнейшему
его развитию. Расхожая фраза о том, что про-
фессионалов достаточно, а настоящие личности
встречаются редко, находит материальное во-
площение в действительности. Здесь на по-
мощь приходит культура с ее мощнейшим ре-
сурсом и воспитательным воздействием. Куль-
тура, искусство возвышают человеческую лич-
ность, развивают такие ценные качества, как
способность чувствовать прекрасное, видеть
форму, стремление к совершенству и гармонии.
«Красота спасет мир» – эта фраза уже не вызы-
вает удивления и даже в какой-то мере стано-
вится банальностью в силу частой и неумест-
ной ее цитируемости. И все-таки в ней скрыт
глубокий смысл, силу которого нам еще только
предстоит открыть. Если перевести проблему в
практическую плоскость образовательного
процесса, то несомненным становится все
большее усиление гуманитарной направлен-
ности подготовки специалиста, в которой ви-
дится перспектива будущего образования.
Опять же, дайте возможность поразмышлять на
эту тему учащимся. Думается, что студенту
есть, что сказать по этому поводу. В последнее
время все больше проявляется тенденция ото-
движения гуманитарных наук на периферию
образовательного процесса. Оправдана ли такая
тенденция? Вряд ли. Это делается, скорее все-
го, в силу необходимости уплотнения учебной
нагрузки за счет общеобразовательных предме-
тов, к которым часто относят изучение языков.
Несомненно, такой подход к образованию
«обедняет» его, страдает от этого и личность,
которую мы стараемся взрастить.
Поскольку для нас личность означает воз-
можность самореализоваться в качестве тако-
вой, то естественно возникает вопрос: что есть
личность и как ее воспитать, если она не рож-
дается сама по себе в результате естественного
саморазвития? «Могу я считать себя
личностью?» («May I Hope to Consider myself
a Personality?»)? «Личность – это миф?»
(«Personality is It a Myth?») – не могут раскрыть
сути проблемы, но они заостряют ее, и с этого
можно начать обсуждение темы.
Как утверждал А.А. Ухтомский: «Природа
наша делаема» [3, с. 218]. Следовательно, лич-
ность достраивается в течение всего жизненно-
го цикла человека. Саморазвитие предполагает
внутреннюю самоорганизацию, упорядочение
внутренних ресурсов для осуществления каких-
либо целей. Следует ли этому обучать и каковы
тонкие методы педагогического воздействия?
«Как важно построить свое будущее самому»
(What is a Self Made Man for Me?’), «Как орга-
низовать свои внутренние ресурсы, чтобы быть
успешным в жизни» («What is Required to
Succeed in Life?») – вопросы, волнующие не
только педагогов, родителей, но и самих уча-
щихся в первую очередь.
Личность – не готовое образование, она
создается человеческим усилием. Многие мыс-
лители даже говорят о втором истинном рож-
дении человека. Здесь у педагогики большой
простор для приложения своих наработок в ре-
альную практику, хотя, нужно признать, что
возможности ее не безграничны. В.П. Зинченко
приводит любопытное признание Г.В.Ф. Гегеля
в «Философии права», где он апеллирует к пе-
дагогике, которая «рассматривает человека как
природное существо и указывает путь, следуя
которому он может вновь родиться, превратить
свою первую природу во вторую, духовную,
таким образом, что это духовное станет для
него привычкой» [2, с. 205–206]. Вместе с тем,
тот же автор словами М.К. Мамардашвили ре-
зонно возражает против упрощенного понима-
ния гегелевского пафоса в отношении возмож-
ностей педагогики изменить природу человека.
«М.К. Мамардашвили говорил, что природа не
делает людей. Они делают себя сами. Каждый
рожденный матерью человек должен родиться
во второй раз. Он сам себе в ответе за свое вто-
рое рождение и поэтому в ответе за себя.
Г.В.Ф. Гегель, хотя и писал о втором, духовном
рождении, но слишком уповал на педагоги-
ческое искусство» [3, с. 225]. Как бы там ни
было, но педагогика стремится не остаться в
стороне от магистрального направления и вне-
сти свою лепту в решение этой архиважной для
человека задачи – рождения личности в прак-
тической деятельности, в общении с другими
людьми, т.е. способной самореализоваться в
качестве таковой в контексте развития и само-
развития.
Решение этой труднейшей задачи во мно-
гом лежит в гуманитарной сфере. Возвращаясь
к опыту осмысления вопроса культурно-
ННААУУККАА ИИ ББИИЗЗННЕЕСС:: ППУУТТИИ РРААЗЗВВИИТТИИЯЯ
Раздел: Педагогика и психология
59
№ 6(2011)
исторической психологией, обратимся к симво-
лу, знаку, слову и попытаемся разобраться,
какова их роль в рождении личности, т.к. сама
она, по утверждению П.А. Флоренского,
является символом, притом незавершенным.
Если мы говорим о втором рождении человека,
то имеем в виду: «Второе рождение происходит
тогда, когда потенциальный человек соединя-
ется с другим человеком, если хотите – с Абсо-
лютом, с Богом, сочетается с медиатором, воз-
можно, уподобляется ему. Энергия такого со-
четания со знаком, словом, символом, мифом,
т.е. усилие над самим собой, порождает в чело-
веке Человека» [3, с. 218].
Язык, как и слово, характеризует истинную
природу человеческого существа, их взаимоот-
ношения так же естественны, как и необходи-
мы. В силу естественного присутствия в нашей
жизни роль языка неоспорима и значительна.
Как можно определиться в своем пристрастии к
языку, если он входит в вашу жизнь как воздух,
который заполняет ваши легкие? И все-таки
язык способен к некой самостоятельной роли в
плане профессионального становления челове-
ка и становления его как личности. Язык от-
крывает возможность по-новому увидеть мир
через искусство, литературное творчество и
особенно поэзию, поскольку, как считает
М.К. Мамардашвили, поэзия позволяет порож-
дать мир чувств и мыслей. Этот мир обладает
своей собственной самостоятельностью, т.к.
вносит в наше представление об окружающем
мире новые чувства, переживания и воображе-
ния [5]. Происходит соединение с горизонтом
нечто большого, что не всегда доступно нам
обычным взором. Увидеть мир глазами поэзии
А.С. Пушкина, В. Шекспира, И. Гете означает
открыть для себя новые возможности взаимо-
действия с миром. «Что значат в моей жизни
великие писатели?» («What are Great Writers for
Me?») – давно забытая тема не перестает вол-
новать умы людей, сколь бы технократическим
не казался наступивший век.
Великие мыслители прошлого приучили
нас бережно относиться к культурному достоя-
нию человеческой цивилизации, к достижениям
своего отечества. Родная культура означает не
только осознание себя членом рода, нации, но и
членом человеческого племени. Прежде всего,
конечно, членом своей общности, нации, стра-
ны. Этот невиданный культурный слой витает в
воздухе, который нас окружает, но не подавля-
ет, а возвышает нас, пропитывает наше созна-
ние духом времени, в котором мы живем, дает
нам возможность ощутить себя частью боль-
шой культурной цивилизации. «Культура – ду-
ша народа» («Culture is What We are as a Na-
tion»). Выбор своего места, когда бы он не со-
стоялся, всегда значительное событие для лич-
ности, но этот выбор не может быть автомати-
ческим, это работа души и сердца, чему все-
мерно способствуют литература, искусство и в
целом культура. Служить этому великому
предназначению призвано слово, возможности
которого поистине безграничны.
Список литературы
1. Буякас, Т.М. Проблема и психотехника самоопределения личности / Т.М. Буякас // Вопро-
сы психологии / Т.М. Буякас. – 2002. – № 2. – С. 30.
2. Гегель, Г.В.Ф. Философия права / Г.В.Ф. Гегель. – М. : Мысль, 1990.
3. Зинченко, В.П. Посох Мандельштама и трубка Мамардашвили. К началам органической
психологии / В.П. Зинченко. – М. : Новая школа, 1997.
4. Зинченко, В.П. Психологические основы педагогики (психолого-педагогические основы
построения системы развивающего обучения Д.Б. Эльконина-В.В. Давыдова) : учеб. пособие /
В.П. Зинченко. – М. : Гардарики, 2002.
5. Мамардашвили, М.К. Эстетика мышления / М.К. Мамардашвили. – М. : Моск. школа по-
лит. исслед., 2002.
References
1. Bujakas, T.M. Problema i psihotehnika samoopredelenija lichnosti / T.M. Bujakas // Voprosy
psihologii / T.M. Bujakas. – 2002. – № 2. – S. 30.
SSCCIIEENNCCEE AANNDD BBUUSSIINNEESSSS:: DDEEVVEELLOOPPMMEENNTT WWAAYYSS
Section: Pedagogics and Psychology
60
№ 6(2011)
2. Gegel', G.V.F. Filosofija prava / G.V.F. Gegel'. – M. : Mysl', 1990.
3. Zinchenko, V.P. Posoh Mandel'shtama i trubka Mamardashvili. K nachalam organicheskoj
psihologii / V.P. Zinchenko. – M. : Novaja shkola, 1997.
4. Zinchenko, V.P. Psihologicheskie osnovy pedagogiki (psihologo-pedagogicheskie osnovy
postroenija sistemy razvivajuwego obuchenija D.B. Jel'konina-V.V. Davydova) : ucheb. posobie /
V.P. Zinchenko. – M. : Gardariki, 2002.
5. Mamardashvili, M.K. Jestetika myshlenija / M.K. Mamardashvili. – M. : Mosk. shkola polit.
issled., 2002.
S.D. Pivkin
Nizhnekamsk Institute of Chemical Engineering Affiliate), Kazan National Research University,
Nizhnekamsk
Developing Multicultural Linguistic Personality through Education
Key words and phrases: multiple culture linguistic personality; multicultural environment;
spirituality; self-fulfillment.
Abstract: The paper studies the process of creating linguistic personality in the multicultural
environment. It also studies the opportunities provided by education to develop multicultural linguistic
personality. Particular attention is paid to the pedagogical impact on the individual in the process of
mastering a foreign language and spiritual development through “the living word”.
© С.Д. Пивкин, 2011
РАЗВИТИЕ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ ИНОСТРАННОГО ЯЗЫКА ПОСРЕДСТВОМ ФОРМИРОВАНИЯ СУБЪЕКТНОГО МЕТОДИЧЕСКОГО ОПЫТА
МАЛЁВ А.В.Написать письмо автору1
1 ФГБОУ ВПО «Московский педагогический государственный университет» Министерства образования и науки РФ
Тип: статья в журнале - научная статья Язык: русский
Номер: 12-12 Год: 2014 Страницы: 2634-2638
УДК: 378:372.881.1
ЖУРНАЛ:
ФУНДАМЕНТАЛЬНЫЕ ИССЛЕДОВАНИЯ
Издательство: Издательский Дом "Академия Естествознания" (Пенза)
ISSN: 1812-7339
КЛЮЧЕВЫЕ СЛОВА:
КОМПЕТЕНТНОСТНЫЙ ПОДХОД, COMPETENCE-BASED APPROACH, ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, PROFESSIONAL TEACHER'S IDENTITY, ПРЕПОДАВАНИЕ ИНОСТРАННЫХ ЯЗЫКОВ, FOREIGN LANGUAGE TEACHING, НЕПРЕРЫВНАЯ МЕТОДИЧЕСКАЯ ПОДГОТОВКА, CONTINUOUS METHODOLOGICAL TRAINING, РАЗВИВАЮЩАЯ СТРАТЕГИЯ, DEVELOPMENTAL STRATEGY
АННОТАЦИЯ:
В статье рассмотрена категория субъектного методического опыта как основа профессиональной языковой личности преподавателя иностранного языка. Исследуются трактования понятия «опыт» в философии, психологии и педагогике. Социализация, как процесс усвоения индивидом определенной системы знаний, норм, ценностей, переносится на приобретение опыта профессиональной деятельности, или профессиональную инкультурацию, будущего преподавателя иностранного языка. Статья адресует к задаче методической подготовки по обеспечению перехода студента от стадии усвоения готовых норм методической науки на стадию комбинирования знаний, навыков и умений в процессе самостоятельного построения методической подготовки с включением научно-исследовательской и аналитической деятельности. Такой переход констатирует профессиональное становление преподавателя, которое выражается в переходе от формирования профессионально-методической иноязычной коммуникативной компетенции, осваиваемой в организованном образовательном процессе вуза как предмета изучения к формированию ключевой, профессионально-методической компетентности как достояния профессиональной личности преподавателя, интегративного результата образования, регулятива профессионального сознания, мышления и деятельности.
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Система непрерывной методической
подготовки преподавателя представляет
собой целостную совокупность компонентов, формирующихся и функционирующих
в образовательном пространстве вуза, с целью достижения профессионально-социально-культурно значимых целей образования личности будущего преподавателя.
По своей сути это социокультурная, открытая, развивающаяся педагогическая система, взаимосвязанные компоненты которой
(ФГОС ВПО, образовательные и учебные
программы, организационные механизмы)
обеспечивают ее функционирование и развитие как институционального фактора развития профессиональной языковой личности преподавателя.
Данная система реализуется с помощью
особой деятельности – социально-культурно-образовательной, так как для вуза система непрерывной методической подготовки
имеет значение как носитель социальных
и культурных ценностей (иноязычной культуры), как базовая система, их поддерживающая и образующая, обеспечивающая
взаимосвязь вуза с пространством иноязычного образования страны и мира, продуцирующая профессиональный человеческий
ресурс (преподавателей иностранного языка) для системы обучения иностранным
языкам на разных образовательных уровнях, в разных формах. Как существенный
элемент в эту систему включен субъект образования – обучающийся.
Таким образом, в русле данного понимания системы непрерывной методической
подготовки традиционное представление
об обучении студентов иностранному язы-
2634
ку и методике его преподавания теряет
узкодидактический смысл в пользу более
широкого – социального и культурного
смысла. Это, на наш взгляд, позволяет использовать образовательные ресурсы вуза
более продуктивно и отвечает социальнои культурно развивающей сущности ино- язычного образования и методики обучения
иностранному языку.
В современной компетентностной на- правленности высшего образования нашли
отражение смыслы культурологического
подхода, так как содержание компетенций
представляет собой обобщенную, лаконич- ную форму выражения ценного социальнокультурного опыта, присваивая который,
студент приобретает возможность квалифи- цированно действовать в соответствующей
профессиональной сфере.
В компетентностном подходе знания
и умения рассматриваются как показатели,
характеризующие опыт личности. Об этом
свидетельствует тот факт, что в концепциях
М.Н. Скаткина, И.Я. Лернера, В.В. Краев- ского, Г.П. Щедровицкого, В.В. Давыдова
и их последователей нашла отражение идея
опыта как самостоятельного образова- тельного результата, наравне со знания- ми и умениями. Актуализация категории
«опыт» связана со следующими обстоятель- ствами, вытекающими из представления
о развитии культурного опыта общества
и личности [6]:
– с утверждением новых целевых уста- новок современного образования, направ- ленных на преодоление отчужденности его
содержания и процесса от целей, потреб- ностей, жизненного и профессионального
опыта личности;
– с переосмыслением роли и места личностного опыта в структуре социального
опыта конкретного общества и содержании
образовательного процесса.
Формирование компетенций базируется на опыте, возникающем в деятельности
обучающегося. Эту точку зрения, основанную на достижениях теории обучения
(Ж. Пиаже, Л.С. Выготский, Д. Бруннер
и др.) разделяют европейские эксперты [3].
Иными словами, если целью обучения
будущего преподавателя в вузе является
приобретение студентами профессионально-методической компетентности, недостаточно предложить для них учебные
программы и применить ту или иную методику обучения иностранному языку в вузе.
Успешное формирование соответствующей
компетентности зависит от активности самих обучаемых. В связи с этим представление о формальной учебной программе противостоит в исследовании представлению
о реальной образовательной программе как
наборе языковых, речевых, методических
знаний, умений и навыков, являющихся со- держанием опыта, приобретаемого учащи- мися в процессе образования, в иноязыч- ном профессионально ориентированном
общении, в результате приобретения зна- ний и умений в области иноязычной мето- дической деятельности [2].
В особой значимости категории опы- та для изучения проблемы непрерывной
методической подготовки преподавателя
иностранного языка убеждают трактовки
данного понятия как социокультурного яв- ления, изложенные в научной литературе.
Рассмотрение его культурной и социаль- ной сущности представляется логичным,
так как профессионально ориентированное
лингвистическое образование строится на
основе потребностей и закономерностей
социально-культурной жизни общества.
Основываясь на анализе и обобщении
философских публикаций, О.В. Суббо- тина [4] выделяет две ведушие позиции
в определении опыта:
1) опыт как философская категория,
фиксирующая целостность и универсаль- ность человеческой деятельности, как един- ство знания, навыка, чувства, воли, которая
характеризует механизм социального, исто- рического, культурного наследия;
2) опыт как гносеологическая кате- гория, которая фиксирует единство чув- ственно-эмпирической деятельности;
знание, которое дано сознанию субъекта
непосредственно, в прямом контакте с познаваемой реальностью или в виде образов памяти (то есть это может быть реаль- ность внешних по отношению к субъекту
предметов и ситуаций – восприятие, или
реальность состояний самого сознания – представления, воспоминания, переживания и т.д.).
Следовательно, в спектр любого опыта
личности включены как практические действия, с помощью которых осуществляется
та или иная деятельность, так и чувства,
переживания, отношения субъекта.
Мы солидарны с выводом О.В. Субботиной о том, что опыт – это, прежде всего,
освоенная индивидом информация, и как
следствие – готовность к действиям в конкретной ситуации. Причем это не только
общее количество накопленных знаний,
приемов действия, но и существующий
жизненный опыт. От наличия совокупного
опыта, основанного на хорошей теории, зависит самореализация личности, постановка целей и адекватная оценка собственной
деятельности, и в конечном итоге – отношение к миру, обществу. Деятельность лично-
2635
сти направляется результатами осмысления
собственного опыта.
В психологии категория «опыт» изучается как качество личности, «достояние индивидуальной психики» [5]. Личностные
смыслы, мышление, вся психическая жизнь
человека возникает как следствие культур- ной деятельности, взаимодействия людей
друг с другом, всего, что происходит с че- ловеком во внешнем и внутреннем мире.
Совокупность всех переживаний складыва- ется в личный опыт.
Между содержанием сознания человека,
его внутренней картиной мира и деятель- ностью есть определенная связь. Эта связь
нашла отражение в положениях Л.С. Вы- готского и др. о генезисе высших психиче- ских функций как интериоризации внешних
воздействий. Поскольку содержанием со- знания человека являются значения (специфически культурное средство соединения
человека с окружающим миром или субъ- екта с объектом через посредство знаков),
то, следовательно, все богатство сознания
определяется той степенью активности,
которой характеризуется взаимодействие
человека с миром. Чувственные образы, ко- торые представлены в восприятии, ощуще- нии, представлении, воображении не могут
быть построены без привлечения прошлого
опыта. Результат восприятия зависит от си- стемы знаний/значений, которыми распола- гает субъект. Воспринять и понять можно
только то и в такой степени, что и в какой
степени соответствует имеющимся знаниям
и опыту субъекта.
В педагогической науке под опытом по- нимается совокупность знаний, умений,
навыков и приемов действий, полученных
человеком в ходе практики (А.Н. Леонтьев),
а также духовное наследие человечества,
которое создано в процессе его исторического развития (знания, умения, способы
мышления, правовые и нравственные нормы и проч.) и воплощено в совокупности
критериев, норм, эталонов, ценностных
ориентаций общества. В социальной педагогике определилось понятие социального
опыта, который зафиксирован в знаниях,
принципах, нормах поведения, в традициях
и обычаях. Он приобретается человеком на
протяжении всей жизни стихийно или организованно (А.В. Мудрик). Подчеркивается значимость активности самого человека
в процессе освоения им социального опыта
и культуры.
Междисциплинарный анализ литературы свидетельствует, что социальный опыт
рассматривается в тесной связи с проблемами социализации и обретением обществом
и человеком культурно-исторического наследия. Социальный опыт накапливается
в процессе совместной жизнедеятельности
людей и включает в себя набор ценностных
ориентаций человеческого сообщества. Согласно позиции А.Я. Флиера [6], всякая цен- ность с точки зрения ее социокультурных
функций – это прежде всего то, что обе- спечивает поддержание социальной кон- солидированности людей, снятие, пониже- ние или недопущение социально опасных
напряжений, противоречий, конфликтов,
агрессивных, эгоистических и иных соци- ально безответственных проявлений чело- века. С этой точки зрения культура – это
действительно совокупность позитивных,
социально консолидирующих интенций че- ловеческого существования.
Процесс усвоения индивидом опреде- ленной системы знаний, норм, ценностей,
навыков, позволяющих ему функциониро- вать в качестве полноправного члена обще- ства, адекватно действовать в окружающей
среде понимается как социализация. В бо- лее строгом смысле слова социализация – это процесс усвоения актуализированной
части культурного наследия, приобщение
человека к жизни общества. В этом клю- че профессиональная социализация буду- щего преподавателя иностранного языка
происходит в процессе усвоения иноязыч- ной культуры и культуры преподавания/
обучения языку. Это явление правомерно
охарактеризовать как «профессиональную
инкультурацию» будущего преподавателя
иностранного языка.
По определению А.Я. Флиера, инкуль- турация – это процесс придания личности
общей культурной компетентности по отношению к установлениям того общества,
в котором она живет. В этом процессе выделяется две основные стадии – первичная
(детская, когда усваиваются жизненно необходимые элементы культуры) и вторичная
(взрослая, когда индивид вправе делать самостоятельный выбор в пределах, установленных в данном обществе). Закономерно,
что на первой стадии ведущая роль принадлежит взрослому в отношениях, связанных
с трансляцией культурного опыта, вплоть
до принуждения «ребенка» к постоянному
выполнению определенных стереотипных
форм поведения; на второй стадии человек
комбинирует полученные знания и навыки,
может активно пользоваться опытом других людей, в результате чего могут возникать культурные изменения в его личности
и в культурной среде. Таким образом, в процессе инкультурации происходит передача
и усвоение социального культурного опыта,
взаиморазвитие и функционирование личности и культурной среды.
2636
В русле данных положений в процессе непрерывной методической подготовки будущего преподавателя иностранного
языка в вузе имеет место принципиально
важная задача в области профессиональ- ной инкультурации – перевести студента
с «детской» стадии (усвоение готовых норм
методической науки в процессе обучения)
на «взрослую» (комбинировать знания, на- выки и умения в области методической под- готовки, самостоятельно строить процесс
её изучения с профессионально-образова- тельными целями на уровне бакалавриата
и совершенствовать этот процесс на основе
глубокого понимания предмета и собствен- ного исследования этого процесса на уров- не магистратуры).
Эти важные тезисы приводят к ос- мыслению взаимосвязи опыта субъекта
культурной деятельности на этапе его ста- новления и социальной культуры в кате- гориях «натуральное – идеальное», кото- рое раскрыто в трудах Л.С. Выготского.
В данном случае мы используем понятие
становление», следуя Э.Ф. Зееру, который
предлагает понимать становление как про- цесс прогрессивного изменения личности
под влиянием социальных воздействий,
профессиональной деятельности (в на- шем случае приоритетной является ме- тодическая деятельность) и собственной
активности, направленной на самосовер- шенствование и самоосуществление [1].
Становление обязательно предполагает
потребность в развитии и саморазвитии,
возможность и реальность её удовлетво- рения, что позволяет обосновать профес- сионально-развивающую стратегию как
ведущую стратегию непрерывной методической подготовки преподавателя иностранного языка.
Рассуждая в логике культуросообразности образования вообще и методической
подготовки преподавателя иностранного
языка, в частности, отметим, что переход
«культура – культурный опыт личности»
(то есть переход внешнего содержания во
внутреннее) определяется как эволюционный. Усвоение культуры выстраивается
как последовательный и постепенный переход от реального действия в образовательном процессе с «предметным миром,
его свойствами, отношениями и связями»
к значению, в котором эти связи, свойства и отношения «обобщенно отражены»
[7, с. 24]. Относительно системы непрерывной методической подготовки преподавателя иностранного языка – это
переход от формирования профессионально-методической иноязычной коммуникативной компетенции, осваиваемой в организованном образовательном процессе
вуза как предмет изучения (от формирования составляющих ее нормативных
компетенций), к становлению профессиональной языковой личности преподавате- ля иностранного языка (к формированию
ключевой, профессионально-методиче- ской компетентности как достояния про- фессиональной личности преподавателя, интегративного результата образования,
регулятива его профессионального созна- ния, мышления и деятельности).
В этом смысле возникает необходи- мость найти «точку» их сопряжения. Такой
«точкой» мы считаем субъекта освоения
культурного опыта в разнообразной куль- турной деятельности, что соответствует по- зиции Б.Д. Эльконина: «… можно сказать,
что «точка встречи» идеальной и реальной
форм специфична и знаменательна тем,
что в ней возникает субъект поведения.
Кроме того, указание на субъекта и субъ- ектность предполагает конструирование
(теоретическое и экспериментальное)
взаимоперехода реальной и идеальной
форм» [7, с. 9].
То есть в процессе освоения культуры
внешняя, объективно существующая ре- альность переходит в идеальную форму
и приобретает базовое значение в куль- турной личности и ее деятельности в виде
установок, убеждений, ориентаций, по- требностей, понятий, концептов и т.д.
Высокий уровень обобщения, восхож- дение к ключевым культурным характери- стикам, свидетельством которого являет- ся овладение ключевыми компетенциями,
объективирует внутренний сдвиг и, как
следствие, внутреннее развитие относительно устойчивой культуры личности
в той или иной области, в нашем случае
это приобретение ключевой компетенции
в области преподавания иностранного
языка – профессионально-методической
иноязычной коммуникативной компетенции. Порождающий собственную культуру человек овладевает ею и становится ее
субъектом. Таким образом, именно субъект переводит культуру в опыт и уже сам
является носителем культуры и ее творцом. То есть культура, переходя в опыт,
сохраняет себя как таковую и, более того,
совершенствует субъекта, который ее продуцирует.
Понимание механизмов формирования
культурного опыта личности связано с осмыслением этого процесса как постепенного и последовательного перехода от реального действия с «предметным миром»
к значению, в котором эти связи, свойства
и отношения обобщенно отражены – рас-
2637
предмечивания, освоения и присвоения,
интериоризации продуктов и результатов
предыдущей активности. Деятельность
и деятельностная способность человека при этом естественно оказывается тем
«ядром» опыта, в котором «накапливает- ся» все культурно-ценное и исторически
значимое для людей.
---
Список литературы
1. Зеер Э.Ф. Психология личностно ориентированного
профессионального образования / Э.Ф. Зеер. – Екатеринбург: Деловая книга, 2000. – 225 с.
2. Малёв А.В. Профессионально-личностное развитие
будущего преподавателя иностранного языка в условиях непрерывной методической подготовки в вузе / А.В. Малёв //
Вестник Тамбовского университета. Сер. Гуманитарные науки. – 2013. – № 2. – С. 123–129.
3. Образование: сокрытое сокровище // Основные положения Доклада Международной комиссии по образованию для XXI века / МОО ВПП ЮНЕСКО «Информация для
всех» – М., 2007.
4. Субботина О.В. Состояние проблемы формирования культурного опыта человека в гуманитарной науке / О.В. Субботина. – URL: http://www.superinf.ru/view_
helpstud.php?id=2884 (дата обращения 20.01.2015).
5. Сэпир Э. Избранные труды по языкознанию и культурологи: Пер. с англ. / Э. Сэпир / Общ. ред. и вступ. ст.
А.Е. Кибрика. – 2-е изд., М.: Изд. группа «Прогресс»,
2001. – 656 с.
6. Флиер А. Культурология 2011: Авт. сб. эссе и статей /
А.Я. Флиер. – М.: Согласие, 2011. – 560 с.
7. Эльконин Б.Д. Психология развития / Б.Д. Эльконин. – М.: Изд. центр «Академия», 2001. – 156 с.
References
1. Zeer E.F. Psikhologiya lichnostno orientirovannogo
professional’nogo obrazovaniya / E.F. Zeer. Ekaterinburg:
Delovaya kniga, 2000. 225 p.
2. Malev A.V. Professional’no-lichnostnoe razvitie budushchego
prepodavatelya inostrannogo yazyka v usloviyakh nepreryvnoy metodicheskoy podgotovki v vuze / A.V. Malev // Vestnik Tambovskogo
universiteta. Ser. Gumanitarnye nauki. 2013. no. 2. pp. 123–129.
3. Obrazovanie: sokrytoe sokrovishche // Osnovnye polozheniya Doklada Mezhdunarodnoy komissii po obrazovaniyu dlya XXI
veka / MOO VPP YuNESKO «Informatsiya dlya vsekh» M., 2007.
4. Subbotina O.V. Sostoyanie problemy formirovaniya kul’turnogo opyta cheloveka v gumanitarnoy nauke /
O.V. Subbotina. URL: http://www.superinf.ru/view_helpstud.
php?id=2884 (data obrashcheniya 20.01.2015).
5. Sepir E. Izbrannye trudy po yazykoznaniyu i kul’turologi:
Per. s angl. / E. Sepir / Obshch. red. i vstup. st. A.E. Kibrika. 2-e
izd., M.: Izd. gruppa «Progress», 2001. 656 p.
6. Flier A. Kul’turologiya 2011: Avt. sb. esse i statey /
A.Ya. Flier. M.: Soglasie, 2011. 560 p.
7. El’konin B.D. Psikhologiya razvitiya / B.D. El’konin.
M.: Izd. tsentr «Akademiya», 2001. 156 p.
Рецензенты:
Сысоев П.В., д.п.н., профессор, заведующий кафедрой лингвистики и лингводидактики Тамбовского государственного
университета им. Г.Р. Державина, г. Тамбов;
Ковалевская Е.В., д.п.н., профессор,
генеральный директор учебно-педагогического комплекса «Лингво-психологический
колледж «Лингвастарт», г. Москва.
Работа поступила в редакцию 31.12.2014.
2638
УДК 37.018.46
Пецух Ольга Петровна
Преподаватель кафедры коррекционной педагогики и специальной психологии, Государственного
автономного образовательного учреждения дополнительного профессионального образования Ново-
сибирской области «Новосибирский институт повышения квалификации и переподготовки работни-
ков образования», olga.pecuh@mail.ru, Новосибирск
РАЗВИТИЕ яЗЫКОВОЙ ЛИЧНОСТИ УЧИТЕЛя-ЛОГОПЕДА КАК
УСЛОВИЕ ОПТИМИЗАЦИИ ЛОГОПЕДИЧЕСКОГО ВОЗДЕЙСТВИя
Аннотация. В статье обсуждаются условия перехода системы обучения и воспитания детей
с нарушениями речи на новую результативно-целевую основу, подчеркивается значимость про-
блемы готовности к работе в новой образовательной ситуации учителя-логопеда как языковой
личности и субъекта логопедического воздействия. Приводятся результаты анализа специфики
и динамики развития субъектно-деятельностных качеств языковой личности учителя-логопеда,
сделаны выводы о влиянии этих качеств на характер и результат логопедического воздействия.
Ключевые слова: субъекты логопедического воздействия, компетентность как результат об-
разования, языковая личность, дискурс, концепты, ценности, интенциональность, стратегии и
тактики речевого поведения.
Petsukh Olga Petrovna
Instructor of the department of correction pedagogy and special psychology, state autonomous educational
establishment of the additional vocational education of Novosibirskaya Oblast «Novosibirsk college for
advanced training and retraining of the workers of formation», olga.pecuh@mail.ru, Novosibirsk
THE DEVELOPMENT OF THE LINGUAL PERSONALITY
OF TEACHER- LOGOPEDICIAN AS THE CONDITION FOR
THE OPTIMIzATION OF LOGOPEDICHESKOGO ACTION
Abstract. In the article are discussed the conditions of passing the system of instruction and
training of children with the disturbances of speech to the new successful-purposeful basis, is
emphasized the significance of the problem of readiness for the work in the new educational situation
of teacher-logopedician as lingual personality and subject of logopedicheskogo action. The results of
the analysis of specific character and dynamics of the development of the subject- activity qualities of
the lingual personality of teacher- logopedician are given, are made conclusions about the influence
of these qualities on nature and result of logopedicheskogo action.
Keywords: the subjects of logopedicheskogo action, competence as the result of formation
Нормальное функционирование любой си-
стемы требует постоянного приведения её в
оптимальное состояние, то есть наилучшее,
наиболее соответствующее определенным ус-
ловиям и задачам. Отечественная система об-
разования на современном этапе ее развития
находится в стадии перехода к новой резуль-
тативно-целевой (компетентностной) моде-
ли, что обусловлено изменением социально-
экономических, политических, культурных
условий. В текстах ФГОС нового поколения
и ФГТ к образовательным программам ДОУ
прослеживается направленность современ-
ного образовательного процесса на форми-
рование таких субъектно-деятельностных
качеств личности обучающихся (воспитан-
ников), которые позволили бы им успешно
развиваться, жить и действовать в постоянно
меняющемся социуме, на формирование их
социальной компетенции/компетентности.
Особенно актуален принцип компетентност-
ного подхода в обучении и воспитании детей
с ограниченными возможностями здоровья,
что подчеркивается в основных положениях
Единой концепции специального федераль-
ного государственного стандарта [8].
Сущностной характеристикой системы
обучения и воспитания детей с нарушени-
ями речи является логопедическое воздей-
ствие – многоаспектный коррекционный
процесс, направленный одновременно
• на нарушение речи,
• на нарушенную речевую деятельность,
• на субъекта речевой деятельности, ре-
бенка, имеющего нарушение речи.
Современная образовательная модель
предполагает определенную меру субъект-
ности позиции ребенка, что обусловливает
не только учет этого фактора при коррекции
нарушения речи, но и необходимость воспи-
тательной направленности логопедического
воздействия, обеспечивающей формиро-
вание этой субъектной позиции ребенка в
процессе «присвоения» им такого уникаль-
ного социально-культурного феномена как
язык. В связи с этим возрастает значимость
последнего из выделенных аспектов, в рам-
ках которого логопедическое воздействие
направлено на ребенка как на языковую
личность с целью ее становления и форми-
рования социальной компетентности – ново-
образования этой развивающейся языковой
личности.
Ю. Н. Карауловым языковая личность
описана в рамках трехуровневой модели [6].
Вербально-семантический уровень, отража-
ющий степень владения обыденным языком,
выделен в данной модели не только как «ба-
зовый», составляющий необходимую пред-
посылку для становления и функционирова-
ния языковой личности, но и как «нулевой»,
так как сама «языковая личность начинает-
ся по ту сторону обыденного языка, когда
в игру вступают интеллектуальные силы»
[там же, с. 36].
Становление языковой личности ребенка
во многом зависит от типа речевой культуры
людей, окружающих его в детстве, професси-
ональных особенностей их речи, преобладаю-
щих стратегий фатического общения, системы
статусно-ролевых взаимодействий [10].
В связи с этим актуальной становится за-
дача изучения и развития профессиональ-
ной языковой личности учителя-логопеда,
которая решается в ряду других, направлен-
ных на повышение уровня профессиональ-
ной компетентности этих специалистов, в
ходе курсов повышения квалификации и
профессиональной переподготовки на базе
ГАОУ ДПО НСО «Новосибирский институт
повышения квалификации и переподготовки
работников образования».
В частности, была изучена динамика ста-
новления профессиональной языковой лич-
ности с привлечением следующих групп ре-
спондентов:
• студентов выпускного курса, обучаю-
щихся по специальности Логопедия в фили-
але ГОУ ВПО МПГУ в г. Новосибирске,
• учителей-логопедов со стажем работы в
должности от 1 года до 5 лет,
• учителей-логопедов со стажем работы в
должности 6-10 лет,
• учителей-логопедов со стажем работы
в должности более 10 лет.
С учетом среднего значения стажа работы
в двух последних группах была сформиро-
вана «сравнительная» группа, объединив-
шая педагогов других специальностей с тем
же стажем работы и уровнем образования
(высшим профессиональным). Участие в
исследовании респондентов этой группы
было связано с решением задачи выявления
специфических особенностей коллективной
профессиональной языковой личности, об-
условленных влиянием типичного образа
профессиональной деятельности. Учет ме-
ханизма «обратной зависимости», то есть
зависимости характера деятельности от ка-
честв личности «деятеля», позволил сделать
выводы о характере логопедического воз-
действия и наметить пути его оптимизации
при развитии тех субъектно-деятельностных
качеств профессиональной языковой лично-
сти учителя-логопеда, которые востребова-
ны современной ситуацией модернизации
системы образования.
Для изучения лингво-когнитивного и мо-
тивационно-прагматического уровней про-
фессиональной языковой личности всем ре-
спондентам предлагалось заполнить бланки
методики «Конструктивность мотивации»
О.П. Елисеева [4], теста вербальной креа-
тивности (RAT) С. Медника (адаптация А.
Н. Воронина, взрослый вариант) [3].
Обработка полученных данных осущест-
влялась с помощью методов математиче-
ской статистики: дисперсионного анализа
(F-критерий Фишера), t-критерия Стьюдента
для несвязанных выборок, критерия согласия
Пирсона (χ 2) c установлением уровня значи-
мости различий по изучаемым показателям.
Одним из центральных интегральных
компонентов структуры языковой личности
КОРРЕКЦИОННАЯ ПЕДАГОГИКА, СПЕЦИАЛьНАЯ ПСИхОЛОГИЯ
276 Сибирский педагогический журнал ♦ № 3 / 2012
является вербальная креативность. Иссле-
дование показало, что индексы всех пока-
зателей креативности вербальных действий
учителей-логопедов имеют более низкое зна-
чение, чем в сравнительной группе: вербаль-
ная продуктивность – 21,23/27,82 (t = -2,63,
p = 0,010), оригинальность – 11,42/16,37
(t = -2,13, p = 0,036), уникальность – 6,31/9,38
(t = -1,75, p не значим).
То, что низкая вербальная креативность
языковой личности учителей-логопедов
является специфической типологической
особенностью, обусловленной влиянием
профессиональной деятельности, подтверж-
дается данными исследования динамики
развития их профессиональной языковой
личности (см. табл.).
Статистически значимые различия были
выявлены при сопоставлении индексов
продуктивности вербальных действий,
определяемых как среднегрупповое число
вербальных реакций на предложенные сти-
мулы – тройки слов из разных семантиче-
ских областей (F = 2,72, p = 0,049).
Исследование показало также, что вер-
бальные действия учителей-логопедов
статистически значимо отличаются от ана-
логичных действий педагогов других спе-
циальностей более низким уровнем ори-
гинальности, которая имеет тенденцию к
снижению по мере роста стажа работы по
специальности.
Слова с «нулевым» индексом оригиналь-
ности имеют прямую ассоциативную связь с
каждым словом из предлагаемой тройки, и,
как правило, актуализируются в первую оче-
редь. Именно эти слова учителя-логопеды и
давали в качестве вербальных реакций. То,
что педагоги других специальностей гораздо
реже давали ответы, совпадающие со слова-
ми с «нулевой» оригинальностью, объясня-
ется следованием инструкции, согласно ко-
торой респонденты должны постараться дать
ответы «как можно оригинальнее и ярче»,
«преодолеть стереотипы и придумать нечто
новое». Большинство учителей-логопедов,
несмотря на это положение инструкции,
все-таки давало неоригинальные ответы,
что, на наш взгляд, лишь отчасти объясняет-
ся их низкой способностью «придумать не-
что новое». Словосочетания, образованные
из слов-стимулов и слов с высоким индек-
сом оригинальности, являясь нормативны-
ми для разговорной русской речи, часто вы-
ходят за жесткие рамки «книжного стиля».
Е. А. Земская писала о существовании фе-
номена «невладения разговорной речью»,
который может быть обусловлен длительной
профессиональной привычкой пользоваться
только кодифицированным языком [5, с. 21].
Вероятно, проявление именно этого феноме-
на обусловило более низкую по сравнению с
другими педагогами продуктивность и ори-
гинальность вербальных действий у учите-
лей-логопедов.
Как отмечает Л. М. Митина, при овладе-
нии человеком профессией неизбежно про-
исходит изменение структуры его личности,
которое проявляется в интенсивном разви-
тии качеств, способствующих успешности
в деятельности, и изменении, подавлении
качеств, не востребованных в данной дея-
тельности [9, с. 185]. Постепенное сниже-
ние числового показателя индексов продук-
тивности, оригинальности и уникальности
вербальных действий учителей-логопедов
говорит о том, что вербальная креативность
не является востребованной в традиционной
профессиональной деятельности учителей-
логопедов. Использование многочисленных
клишированных речевых единиц, типичных
для логопедического дискурса, обеспечива-
ет быстроту и точность восприятия содер-
жания директив логопеда и способствует
четкости их выполнения [1, с. 123–126]. Та-
кой дискурс, строящийся в жестких рамках
статусно-ролевых стереотипов и не пред-
полагающий вербальной креативности,
Таблица
Данные исследования вербальной креативности учителей-логопедов с разным стажем работы
Диагностируемые показате-
ли вербальной креативности
Средние значения индексов в группах респондентов
без опыта работы
по специальности
стаж работы от
1 года до 5 лет
стаж работы
от 6 до 10 лет
стаж работы
более 10 лет
продуктивность 30,12 29,66 21,27 21,20
оригинальность 18,58 18,86 12,06 10,93
уникальность 10,12 8,22 6,40 6,25
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2102 / 3 № ♦ ланруж йиксечигогадеп йиксрибиС277
обеспечивает успешность коррекции нару-
шений речи, но субъект-объектная модель
логопедического воздействия при этом зача-
стую распространяется как на речевое нару-
шение, так и на ребенка – «носителя» этого
нарушения.
Интенциональность языковой личности в
коммуникативно-деятельной сфере во мно-
гом определяется системой ценностей. Как
отмечает С. Л. Бейлинсон, ценности дис-
курса логопеда в концентрированном виде
выражены в основных концептах как меди-
цинского, так и педагогического дискурса
[1, с. 149].
Изучение ценностно-установочных кри-
териев, которые лежат в основе професси-
онального дискурса учителей-логопедов,
проводилось на основе анализа данных о
личностной значимости для респондентов
смыслов прецедентных текстов – афориз-
мов, пословиц, цитат, ставших крылатыми
выражениями. В концепции Ю. Н. Карауло-
ва именно в прецедентных текстах находят
свое выражение как единицы тезаурусного
уровня (концепты, идеи), так и стереотипы
мотивационно-прагматического уровня язы-
ковой личности [6, с. 54].
Первая группа личностно значимых для
всех респондентов пословиц отражает от-
дельные смыслы общей оппозиции «ин-
дивид – группа людей», дает возможность
представить систему оценочных характери-
стик этих смыслов, сложившуюся в этниче-
ском языковом сознании.
Одной из паремий, составляющих «ци-
татный фонд» педагогического языкового
сознания, явилась пословица «Ум хорошо,
а два лучше». Ее смысл как абсолютно со-
впадающий/ несовпадающий с собственным
мнением оценило более 76% респондентов
в каждой группе. При этом выявлено, что
учителя-логопеды в меньшей степени, чем
педагоги других специальностей, склонны
к положительной оценке данного сужде-
ния, что подтверждается значимыми разли-
чиями в распределении оценок (χ 2 = 3,72,
p = 0,053). О меньшей ценностной значи-
мости для учителей-логопедов концептов
«взаимодействия» и «взаимоотношения»
говорят и оценки ими прецедентного текста
«На свете нет ничего, что заслуживало бы
спора». Если педагоги других специально-
стей более чем в 80% случаев оценили это
суждение как неудовлетворяющее их лично,
то в группе учителей-логопедов отрицатель-
ные и положительные оценки распределя-
лись в соотношении 50 на 50 (χ 2 = 12,42,
p = 0,006). Большее количество учителей-ло-
гопедов, воспринявших смысл этого текста
как совпадающий с личным мнением, сви-
детельствует о том, что спор, в ходе кото-
рого субъекты высказывают разные мнения
и отстаивают свою точку зрения, не входит
в число ценностных доминант их профес-
сионального языкового сознания. Они, ско-
рее, склонны ориентироваться в общении
и деятельности на «бесспорные» истины.
Профессиональная деятельность, в которой
специалист выступает как носитель нормы
(языковой и речевой), вероятно, обусловли-
вает формирование установки типа «я знаю
нормы и правила, имею собственное мне-
ние, и не о чем спорить». Это проявляется
и в специфике логопедического дискурса,
агенты которого «имеют право открыто и
директивно выражать эти ценности, а клиен-
ты обязаны принимать их в качестве аксиом
поведения» [1, с. 149].
Значимость «нормы», отраженная в про-
фессиональном языковом сознании учите-
лей-логопедов, проявляется и в специфике
оценки этими специалистами прецедентных
текстов, являющихся языковым выражением
смысловой области «этические нормы, регу-
лирующие деятельность».
Различия в распределении оценок и в
средних значениях оценок ряда паремий,
сосредотачивающих внимание на том, что
нацеленность на результат может переве-
шивать сомнительные средства, которые
используются для достижения цели, так-
же оказались статистически значимыми:
«Не подмажешь – не поедешь» (χ 2 = 9,97,
p = 0,019; t =2,53, p = 0,007), «И мутную
воду пьют в невзгоду» (χ 2 = 8,45, p = 0,038;
t =3,12, p = 0,009) «Ласковое телятко двух
маток сосет, а упрямое – ни одной» (t =3,38,
p = 0,016). Учителя-логопеды значительно
чаще, чем педагоги других специальностей,
выражали резко негативное отношение к
смыслам данных текстов, и степень выра-
женности такого отношения имела зависи-
мость от стажа работы по специальности
(χ 2 = 8,79, p = 0,032). С одной стороны, это
свидетельствует о том, что этическая сторо-
на профессиональных действий и поведения
КОРРЕКЦИОННАЯ ПЕДАГОГИКА, СПЕЦИАЛьНАЯ ПСИхОЛОГИЯ
278 Сибирский педагогический журнал ♦ № 3 / 2012
становится все более важной составляющей
ценностной сферы языкового сознания этих
специалистов. С другой стороны, это может
быть показателем более низкой мотивации
достижения, более низкой готовности к из-
менению отношений и действий, когда этого
требуют субъективные обстоятельства.
Если развитие профессиональной языко-
вой личности педагогов других специаль-
ностей обусловлено наличием накаплива-
ющегося опыта сложных и многообразных
субъект-субъектных взаимодействий, пред-
полагающих общение и разрешение кон-
фликтов в этом общении, то языковая лич-
ность учителя-логопеда, воздействующего
на нарушение речи (объект), развивается в
типовых профессиональных ситуациях, свя-
занных с четко определенной типологией
нарушений речи. Успешность общепедаго-
гической деятельности во многом опреде-
ляется способностью педагога учитывать
специфику языковой личности каждого об-
учающегося (воспитанника), готовностью
находить «общий язык». Успешность тради-
ционной деятельности учителя-логопеда за-
висит от его способности преобразовывать
предмет воздействия, приводить его в соот-
ветствие с языковыми нормами, носителем
которых является он сам как субъект воз-
действия.
Оптимизация логопедического воздей-
ствия, строящегося в субъект-субъектной
системе отношений учителя-логопеда и ре-
бенка, требует от учителя-логопеда готов-
ности уходить от вербальных стереотипов,
варьировать стратегии и тактики речевого
поведения применительно к разным об-
стоятельствам общения и деятельности,
способности гибко переходить от институ-
ционального к межличностному дискурсу.
В современных условиях, когда педагоги-
ческая деятельность осуществляется в ди-
намичных, неоднозначных, полифункцио-
нальных и, часто, проблемных ситуациях,
необходимым качеством языковой личности
учителя-логопеда становится лингвокреа-
тивность, которая описывается исследовате-
лями как интегральная характеристика раз-
витой языковой личности [2, 6, 10].
Переход к системе специального образо-
вания нового типа предполагает подготовку
кадров специалистов нового поколения и из-
менение профессионального сознания «де-
фектологов, выученных работать в старой
системе специального образования» [7, с. 9].
На наш взгляд, одним из условий, обеспечи-
вающих оптимизацию логопедического воз-
действия, является формирование не только
психолого-педагогической готовности учи-
теля-логопеда осуществлять это воздействие
в русле востребованных временем идей и
подходов, но и тех субъектно-деятельност-
ных качеств его языковой личности, которые
обеспечат возможность достижения новых
образовательных целей и задач.
Библиографический список
1. Бейлинсон Л. С. Профессиональная речь
логопеда: учебно-методическое пособие. – М.:
ТЦ Сфера, 2005. – 160 с.
2. Винокур Т. Г. Говорящий и слушающий. Ва-
рианты речевого поведения. – М.: Наука, 1993. –
172 с.
3. Дружинин В. Н. Психология общих способ-
ностей. – СПб.: Питер, 2002. – 368 с.
4. Елисеев О. П. Конструктивная типология
и психодиагностика личности. – Псков: Изд-во
Псковского областного института усовершен-
ствования учителей, 1994. – 280 с.
5. Земская Е. А. Русская разговорная речь:
лингвистический анализ и проблемы обучения. –
М.: Русский язык, 1979. – 240 с.
6. Караулов Ю. Н. Русский язык и языковая
личность. – М.: Едиториал УРСС, 2003. – 263 с.
7. Малофеев Н. Н. Система специального об-
разования на этапе модернизации // Дефектоло-
гия. – 2011. – №2. – С. 3–17.
8. Малофеев Н. Н., Никольская О. С., Кукуш-
кина О. И., Гончарова Е. Л. Единая концепция
специального федерального государственного
стандарта для детей с ограниченными возможно-
стями здоровья: основные положения // Дефекто-
логия, №1, 2010. – С. 5–19.
9. Митина Л. М. Психология труда и профес-
сионального развития учителя: учеб. пособие для
студ. высш. пед. учеб. заведений. – М.: Издатель-
ский центр «Академия», 2004. – 320 с.
10. Седов К. Ф. Типология и портретирование
наших современников // Лингвоперсонология:
типы языковых личностей и личностно-ориен-
тированное обучение / под ред. Н. Д. Голева,
Н. В. Сайковой, Э. П. хомич. – Барнаул; Кемеро-
во: БГПУ, 2006. – С. 149–204.
Кувшинова Наталия Николаевна
Иркутский государственный лингвистический университет
kuvshinovann@yandex.ru
РЕГУЛЯЦИЯ ИНДИВИДУАЛЬНОГО СТИЛЯ ИНОЯЗЫЧНОГО ОБЩЕНИЯ
КАК СОСТАВЛЯЮЩАЯ ДЕЯТЕЛЬНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
Статья посвящена проблеме регуляции индивидуального стиля иноязычного общения. Рассматриваются осо-
бенности регуляции как психической деятельности личности, раскрывается суть понятий регуляция общения, ре-
гуляция иноязычного общения. Обосновывается идея развития вторичной языковой личности посредством регуля-
ции её индивидуального стиля иноязычного общения.
Ключевые слова: регуляция, иноязычное общение, индивидуальный стиль иноязычного общения, вторичная язы-
ковая личность
Антропоцентрическая парадигма научного знания привлекает се большее внимание ученых различных областей научного -знания. Их исследования чрезвычайно мно-
гообразны. Одним из векторов исследовательской
активности является рассмотрение стиля деятель-
ности человека, под которым принято понимать
обусловленную типологическими особенностями
устойчивую индивидуально-своеобразную систему
способов, которая складывается у личности, стре-
мящейся к наилучшему осуществлению определен-
ной деятельности [7, с. 74].
Данная трактовка может быть распространена
на все виды деятельности человека, в том числе
применительно к стилю общения. Индивидуальный
стиль общения представляет собой индивидуаль-
ную психофизиологическую целостную и относи-
тельно стабильную речеповеденческую организа-
цию личности, сформированную в результате пе-
реработки речевого опыта, характеризующуюся
уникальностью речевых действий, способностью
к саморегуляции и (в случае напряжения) компен-
сации при взаимодействии с окружающей средой
и обеспечивающую наибольшую эффективность
и продуктивность общения [9, с. 55]. Соответствен-
но сказанному можно выявить основное содержа-
ние индивидуального стиля иноязычного общения.
Это индивидуальная психофизиологическая цело-
стная и относительно стабильная речеповеденчес-
кая организация вторичной языковой личности,
сформированная в результате переработки иноя-
зычного и инокультурного опыта и его соотнесе-
ния с опытом в родном языке и родной культуре.
Эта организация характеризуется уникальностью
иноязычных речевых действий, способности к са-
морегуляции и (в случае напряжения) компенсации
и обеспечивает наибольшую эффективность и про-
дуктивность межкультурного общения [8].
Цель данной публикации – вскрыть сущность
регуляции индивидуального стиля иноязычного
общения (ИСИО) как составляющей деятельности
вторичной языковой личности.
Сегодня исследователи системы высшего обра-
зования указывают на стремительное развитие сис-
темы индивидуализации (В.И. Писаренко 2006).
Человек склонен воспринимать (понимать, объяс-
нять) окружающую среду в рамках того стиля дея-
тельности, который у него осознанно или неосознан-
но сложился к данному моменту. По мнению ряда
учёных, в этом кроются не только положительные
моменты, но и некоторая опасность. Человек, ис-
пользующий тот или иной стиль деятельности, в том
числе общения, может не представлять себе, что
имеется другой стиль, возможно, более для него адек-
ватный (Э.Ш. Басырова, В.И. Писаренко, Е.Г. Та-
рева, М.А. Холодная). Кроме того, человек осознанно
или неосознанно может стремиться копировать не-
свойственный ему стиль общения, что не может не
сказаться отрицательно на его коммуникативной
способности, нивелировать естественные черты его
индивидуальной речевой деятельности.
В ситуации межкультурного общения проблема
стилевого проявления индивидуальности еще бо-
лее усложняется. Осваивая иной код вербального
и невербального общения, человек может стремить-
ся копировать тот стиль, который вольно или неволь-
но навязывается ему его партнером по общению,
представителем иного лингвосоциума. Это может
привести к неконструктивности речевого поведения,
к его низкой продуктивности. В стихийных (неуп-
равляемых, без помощи извне) поисках собствен-
ного стиля он может «примерять» стили, используе-
мые партнёрами по общению (русскоязычными или
иностранцами), проходя, таким образом, долгий
и утомительный путь проб и ошибок.
Проблема регуляции психической деятельнос-
ти человека является одной из фундаментальных
проблем психологии, она берет начало ещё в нача-
ле ХХ века. Исследования в этой области весьма
разнообразны. Сначала регуляция изучалась как
самостоятельный психический процесс (В.М. Бех-
терев, И.М. Сеченов, Ч. Шеррингтон); затем как
отечественные, так и зарубежные ученые заинте-
ресовались вопросом регуляции поведения
(П.К. Анохин, Н.А. Бернштейн, Е.И. Бойко,
В.А. Иванников, В.К. Калин, К.Н. Корнилов,
А.Р. Лурия, В.С. Мерлин, В.Д. Небылицын, Г.С. Ни-
кифоров, И.П. Павлов, Н.М. Пейсахов, Т.И. Шуль-
га, Е.А. Locke, G.H. Latham). Сегодня актуальны-
ми в психологии являются изучение регуляции
в рамках исследования личностных и социально-
психологических аспектов деятельности человека,
а также проблема саморегуляции (Л.И. Божович,
Л.С. Выготский, Э.А. Голубева, И.А. Зимняя,
О.А. Конопкин, Б.Ф. Ломов, В.И. Моросанова,
С.Л. Рубинштейн, В.М. Русалов, А.А. Смирнов,
В.Д. Шадриков, A. Bandura, R.F. Baumeister &
K.D. Vohs, A. Fogel, R. Foucher & L. Morin,
B.J. King & S. Shanker, N. Nader-Grosbois,
B.D. Perry, R. Wood и др.).
Исследователи затрагивают многие аспекты
регуляции, и экстраполируют их на исследуемые
ими области науки и практики. В научных источ-
никах регуляция рассматривается в двух планах:
– как внутренний процесс – речь идет об инт-
рапсихической деятельности индивида;
– как внешний процесс – речь идет об интер-
психической деятельности личности.
В психологии регуляция традиционно рассмат-
ривается как интрапсихическая активность инди-
вида, а именно как «специфическая группа функ-
ций психики и головного мозга, направленная на
обеспечение нормального функционирования орга-
низма в изменяющейся среде, скорейшая его адап-
тация к новым условиям деятельности» [13, с. 127].
В этом случае регуляция выполняет специфичес-
кую функцию интегральной индивидуальности: она
поддерживает оптимальное динамическое равно-
весие между разными иерархическими уровня-
ми [12, с. 89]. В таком ракурсе рассмотрения тер-
мин «регуляция» в психологических работах сопро-
вождается определениями «непосредственная, ге-
нетически обусловленная» (И.А. Зимняя), «непро-
извольная» (С.Л. Рубинштейн), включающая доп-
сихические непроизвольные реакции.
При такой интерпретации регуляция стиля ино-
язычного общения может быть вписана в контекст
интрапсихической активности человека в силу пси-
хофизиологической природы ИСИО, особо выража-
ющейся в целостной и относительно стабильной ре-
чеповеденческой организации вторичной языковой
личности, характеризующей ее как автономную, уни-
кальную и неповторимую биосоциальную систему1.
Как отмечает И.А. Зимняя, в личностном, как
и в интеллектуальном, плане развитие человека
идет от непроизвольности, импульсивности, ситу-
Регуляция индивидуального стиля иноязычного общения...
63 Вестник КГУ им. Н.А. Некрасова 2012, Том 18
ПЕДАГОГИКА
ативности поведенческих реакций и поведения
в целом к его произвольности, регулируемости [3,
с. 44]. Это означает, что интрапсихической актив-
ности индивида, проявляемой в виде непроизволь-
ной регуляции, сопутствует личностная регуляция
(по К.А. Абульхановой-Славской), представляющая
собой социально-психологическую категорию.
«Способность организации собственной активно-
сти – её мобилизации, направления, согласованно-
сти с объективными требованиями и активностью
других людей – важнейшая характеристика лично-
сти как субъекта деятельности и одновременно лич-
ностного уровня регуляции» [1, с. 161]. Имеется
в виду группа интерпсихических функций, обеспе-
чивающих взаимодействие субъектов, которое
реализуется посредством коммуникативных про-
цессов (А.В. Брушлинский, 2000). Иначе говоря,
подразумевается произвольная регуляция, затраги-
вающая речемыслительный уровень регулирования
(С.Л. Рубинштейн). Этот уровень регуляции про-
являет себя в умении управлять своим поведени-
ем, сознательно ставить цели, преднамеренно ис-
кать и находить средства их достижения, преодо-
левая трудности и препятствия [4, с. 111].
В случае произвольной регуляции субъекты,
участвующие во взаимодействии, могут намерен-
но изменить (регулировать) его протекание. Напри-
мер, качества личности (активность, ответствен-
ность, рефлексивность, пристрастность) влияют на
ход и результаты взаимодействия. Вступая в кон-
такт с другими людьми, личность способна регу-
лировать собственные процессы, состояния, пси-
хические реакции, а также психические реакции
других участников общения.
В педагогической психологии принято считать,
что регуляция поведения является одним из пока-
зателей проявления индивидуальных особенностей
обучающихся. Позитивный тип последних при этом
связан с такими проявлениями регуляции, как са-
мостоятельность, автономность, планомерность,
целенаправленность, настойчивость, постоянство
осуществляемых действий, а негативный – с неса-
мостоятельностью, подражанием, бесцельностью,
бессистемностью, неустойчивостью учебной дея-
тельности [6, с. 189].
Интересно отметить, что в ходе регуляции как
интерпсихического процесса в сознании личности
происходит противодействие регулирующих сто-
рон. С одной стороны, личность следует своим соб-
ственным путем, активизируясь согласно своим
собственным внутренним особенностям, с другой,
социально-психологические факторы подчиняют и
частично нивелируют индивидуальные (индивид-
ные и личностные) особенности субъектов взаимо-
действия. Гармоничное развитие личности в таком
случае проявляет себя в достаточно прочном устой-
чивом регулировании поведенческой организации
личности, т.е. в регуляции её индивидуального сти-
ля. Таким образом, личность усваивает выработан-
ные обществом нормы и правила, затем формиру-
ет индивидуально-специфические формы и спосо-
бы взаимодействия с социумом, что, в свою оче-
редь, позволяет прогнозировать характер регуля-
торной активности, промежуточную и конечную
эффективность социального взаимодействия.
В связи со сказанным небезынтересно остано-
виться на взаимосвязи понятия «(само)регуляция»
и «компетенция / компентентность». В этом случае
регуляция рассматривается как результат разви-
тия, становления личности.
При этом ракурсе рассмотрения важно привес-
ти точку зрения И.А. Зимней, которая в группу клю-
чевых компетенций, относящихся «к самому чело-
веку как личности, субъекту деятельности, обще-
ния» включает «компетенции самосовершенство-
вания, саморегулирования, саморазвития, личной
и предметной рефлексии» (здесь и ниже выделено
автором) [2, с. 23]. Является крайне значимым то,
что в эту же группу ученый включает «профессио-
нальное развитие; языковое и речевое развитие;
овладение культурой родного языка, владение ино-
странным языком» [там же].
В связи с представлением данной позиции важ-
но заметить взаимную зависимость регуляции
и стиля деятельности. Как пишет И.А. Зимняя,
«стиль деятельности связан со стилем саморегуля-
ции. Оба рассматриваются как две взаимосвязан-
ные стороны целостного индивидуального стиля ак-
тивности, деятельности человека (В.И. Моросано-
ва, Г.А. Берулава)» [5, с. 252].
Еще одним важным фактом является утверж-
дение И.А. Зимней об «эмоционально-волевой ре-
гуляции процесса и результата проявления компе-
тентности» как характеристике самой компетент-
ности [5, с. 25–26]. При этом данная характерис-
тика позволяет регулировать проявления компе-
тентности адекватно ситуациям социального
и профессионального взаимодействия [5, с. 30].
Из сказанного становится очевидным, что рас-
смотрение (само) регуляции как результата разви-
тия, становления личности означает вплетение её
(регуляции) в компетентностный формат описания
последней. Это означает, что (само) регуляция:
а) является неотъемлемой частью компетенции, от-
носящейся к человеку как личности, а значит её (лич-
ности) индивидуального стиля деятельности; б) не-
разрывно связана с профессиональным развитием
человека; в) на эмоционально-волевом уровне по-
зволяет регулировать проявления компетентности
в разнообразных ситуациях социального и профес-
сионального взаимодействия личности; г) состоит
в непосредственной связи с владением (на высоком
уровне) родным и иностранным языками.
В связи с последним из перечисленных выво-
дов необходимо особенно отметить важность са-
морегуляции, рассматриваемой в лингвопсихоло-
Педагогика. Психология. Социальная работа. Ювенология. Социокинетика № 31 3 7
гическом аспекте. Так, И.А. Зимняя включает са-
морегуляцию в состав «личностных» характерис-
тик языка (наряду с осознанием человеком соб-
ственного «Я» и рефлексией) [3, с. 28].
Все эти заключения позволяют сделать вывод
о том, что (само)регуляция (в аспекте её исследо-
вания как результата) может и должна рассматри-
ваться как компонент профессиональной компетен-
тности выпускника языкового вуза, как свойство
вторичной языковой личности, обладающей инди-
видуальным стилем иноязычного общения.
Сказанное органично вплетается в сферу изу-
чения коммуникативных процессов, способности
личности к общению – коммуникативной компе-
тентности. В большинстве работ, посвященных
проблемам регуляции, указывается на необходи-
мость её соотнесения с речью: регуляция форми-
руется в общении личности с другими людьми [10].
Неслучайно Б.Ф. Ломов в функции (стороны) об-
щения включил регуляционно-коммуникативную,
подчеркивая значимость собственно коммуникатив-
ного компонента для регуляции поведения [11].
Применительно к рассмотрению вторичной язы-
ковой личности, её свойств и качеств (одним из
которых является ИСИО) регуляция многократно
усложняется: с одной стороны, осуществляется ба-
ланс между интрапсихической и интерпсихической
её функциями. С другой стороны, в систему взаи-
модействия аспектов регуляции общения включа-
ется совокупность норм, правил речевого поведе-
ния, свойственного представителям иного лингво-
социума. Простая бифункциональность регуляции
заменяется сложной полифункциональностью.
Учитывая специфику индивидуального стиля
деятельности, общения и особенности и типы ре-
гуляции как результата регуляция индивидуально-
го стиля иноязычного общения должна быть оп-
ределена как совокупность интрапсихической
и бифункциональной интерпсихической активно-
сти личности, направленной одновременно на про-
явление уникальности речевых действий и на по-
иск оптимальных средств выражения, способству-
ющих продуктивности общения и скорейшей адап-
тации к иноязычной коммуникативной среде.
Таким образом, регуляция ИСИО способствует
созданию условий для гностических (познаватель-
ных) и интеллектуальных процессов вторичной
языковой личности, связанных с овладением язы-
ком и культурой и (более широко) с проявлением
(регуляцией) тех видов компетенций, которыми
должны обладать выпускники языкового вуза.
Примечание
1 О сущности индивидуального стиля иноязыч-
ного общения как свойства вторичной языковой
личности см. подробно в [8].
Библиографический список
1. Абульханова-Славская К.А. Стратегия жиз-
ни. – М.: Мысль, 1991. – С. 150–167.
2. Зимняя И.А. Ключевые компетентности как
результативно-целевая основа компетентностного
подхода в образовании: Авторская версия // Труды
методологического семинара «Россия в Болонском
процессе: проблемы, задачи, перспективы». – М.:
Исследовательский центр проблем качества подго-
товки специалистов, 2004.
3. Зимняя И.А. Лингвопсихология речевой дея-
тельности. – М.: Моск. психолого-социальный ин-т;
Воронеж: НПО «МОДЭК», 2001. – 432 с.
4. Зимняя И.А. Педагогическая психология:
Учебник для вузов. – М.: Логос, 2000. – 183 с.
5. Зимняя И.А. Педагогическая психология. –
Ростов-на-Дону: Феникс, 1997. – 480 с.
6. Клаус Г. Введение в дифференциальную пси-
хологию учения. – М.: Педагогика, 1987. – 143 с.
7. Климов Е.А. Индивидуальный стиль деятель-
ности в зависимости от типологических свойств
нервной системы. – Казань: Изд-во Казанского ун-
та, 1969. – 278 с.
8. Кувшинова Н.Н. Индивидуальный стиль ино-
язычного общения как свойство вторичной языко-
вой личности // Теория и практика общественного
развития [Электронный ресурс]. – Режим доступа:
http://teoria-practica.ru/-1-2012/pedagogics/
kuvshinova.pdf
9. Кувшинова Н.Н. Формирование индивидуаль-
ного стиля иноязычного общения как стратегичес-
кая цель образовательных стандартов нового поко-
ления // Актуальные вопросы современной науки:
Материалы XII Междунар. науч.-практ. конф.
(30 июля 2011 г.) / под науч. ред. Г.Ф. Гребенщико-
ва. – М.: Изд-во «Спутник+», 2011. – С. 52–63.
10. Ломов Б.Ф. Методологические и теорети-
ческие проблемы психологии. – М.: Наука, 1999. –
350 с.
11. Лурия А.Р. Основы нейропсихологии. – М.:
Медицина, 1975. – 300 с.
12. Мерлин В.С. Системный подход к онтогене-
зу интегральной индивидуальности. – М.: Наука,
1981. – 218 с.
13. Рубинштейн Л.С. Основы общей психоло-
гии. Т. 1. – М.: Педагогика, 1989. – 488 с.
https://www.elibrary.ru/item.asp?id=42202429
РЕЧЕВАЯ КОМПЕТЕНТНОСТЬ КАК ОСНОВА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
В современной образовательной парадигме большое внимание уделяется формированию речевой компетентности. Такой интерес к анализируемой проблеме обусловлен тем, что стремительное развитие гуманитарного знания, его антропоцентризм актуализировали значение языка и речи в профессиональном и личностном становлении выпускника вуза.
Сегодня ни у кого не вызывает сомнения тот факт, что без приобщения к речевой культуре общества невозможно формирование и развитие образованной личности, компетентного специалиста, поэтому основной задачей всех, кто принимает участие в организации гуманитарной образовательной среды вуза, является формирование такого образовательного пространства, которое максимально способствовало оптимизации процесса формирования речевой компетентности. Актуализированный в современной образовательной парадигме компетентностный подход направлен на подготовку такого специалиста, который способен успешно реализовать сформированные необходимые для соответствующего направления подготовки компетенции, накопленный в высшей школе социальный опыт в конкретной профессиональной ситуации.
Понятие языковая личность является многоуровневым: включает и лингвистический, и социально-психологический, и дидактический аспекты.
Автором понятия языковая личность является В В. Виноградов, хотя в широкий научный обиход понятие ввел Ю.Н. Караулов. В энциклопедии «Русский язык» он дает два значения этого понятия: языковая личность в первом значении определена как «наименование комплексного способа описания языковой способности индивида, соединяющего системное представление языка с функциональным анализом текстов», во втором - как «любой носитель того или иного языка, охарактеризованный на основе анализа произведенных им текстов с точки зрения использования в этих тестах системных средств данного языка для отражения видения им окружающей действительности (картины мира) и для достижения определенных целей в этом мире» [6, с. 671]
Уникальность языковой личности обусловливается неповторимым языковым портретом, стилем речевого поведения: определенным уровнем культуры речи, культуры мышления, эмоциональной культуры, социальной культуры.
Формирование и развитие всех вышеуказанных культур связано с речевой компетентное/ыо.
В специальных лингвистических исследованиях речевая компетентность трактуется чаще всего как. уровень владения основными умениями и навыками всех видов речевой деятельности в жизненно важных для данного возраста сферах и жанрах общения [5, с. 46]. В работах лингвистов можно найти разные трактовки речевой компетентности. Представители традиционной лингвистики рассматривают речевую компетентность узко: как сумма реализованных в речевой, деятельности знаний и умений в сфере ортологии, стилистики, риторики и прагматики. В силу того, что речь репрезентируется как в устной, так и в письменной формах, а письменная речь предполагает еще и процесс кодирования устной речи с помощью графических знаков (то есть процесс вторичного кодирования), очевидно, что уровень речевой компетентности, выражающийся в письменных текстах, определяется орфографическими и пунктуационными умениями и навыками. Следует отметить, что орфография и пунктуация является знаковым оформлением речи, поэтому относится больше к сфере языковой компетентности, предполагающей изучение языка как структурированной системы [2, с. 56].
В структуре речевой компетентности некоторые исследователи выделяют содержательный аспект. Л.И. Кирилина, например, под речевой компетентностью понимает комплекс знаний, умений, навыков, необходимых для порождения собственного, индивидуального речевого поведения, соответствующих «елям, сферам, ситуациям общения. Она выделяет следующие составляющие комплекса: ♦ знание основных понятий лингвистики речи - стили, типы речи, строение описания, рассуждения, повествования, способы связи слов и предложений в тексте; * умения и навыки анализа текста; ♦ коммуникативные умения - умения и навыки речевого общения применительно к различным сферам и ситуациям общения с учетом адресата и стиля [7, с. 220]. Очевидно, что речевая компетентность является основой речи как системной деятельности субъекта, процесса и его качественного результата (текста), готовности к использованию «крылатых слов» [I, с. 41].
Анализ специальных исследований по проблеме речевой компетентности позволяет сделать вывод о том, что исследуемое нами понятие наполнено различным содержанием. Зачастую речевая компетентность характеризуется признаками, некоторые из которых более соответствуют языковой компетентности, либо коммуникативной компетентности. Речевая же компетентность имеет свою специфику, обусловленную как структурными характеристиками, так и функциональными [4, с. 38].
Мы разделяем определение речевой компетентности, данное Н И. Романовой и А.В. Филипповой, как «свободное практическое владение речью на данном языке, умение говорить правильно, бегло и динамично как в диалоге, так и в виде монолога, хорошо понимать слышимую и читаемую речь, включая умение производить и понимать речь в любом функциональном стиле». Речевая компетентность обусловливается языковой компетентностью, широкой речевой практикой общения, большим объемом чтения литературы разных жанров и обусловливает коммуникативную компетентность [5, с. 69].
Речевая компетентность является основой и средством становления человека личностью, освоения личностью речевой деятельности. Речевая компетентность и проявляется в речевой деятельности как основе человеческой деятельности. В речевой деятельности человек проявляет себя как личность. Не случайно когда-то Сократ произнес: «Заговори, чтоб я тебя увидел». Речевая компетентность является важной составляющей языковой личности, формирование которой осуществляется в процессе языкового образования. Языковое образование в любом вузе должно включать формирование у обучающихся грех компетентностей: языковой или лингвистической, речевой и коммуникативной.
Язык является структурообразующим компонентом образования, так как именно знание языка позволяет полнопенно осваивать учебные дисциплины, формировать компетенции, предусмотренные федеральными государственными образовательными стандартами. Для становления новой концепции языкового образования чрезвычайно значимыми оказываются антропоцентрические ориентации современной лингвистической науки, актуальное в современной лингвистике понятие языковой личности. Понятие языковая личность является актуальным в аспекте доминирующего в современной образовательной парадигме компетентностного подхода, поскольку предполагает способность эффективно выстраивать коммуникацию, умение успешно социализироваться в сложных условиях жизни и деятельности современного общества, поэтому необходимо создавать благоприятные условий для успешного формирования речевой компетентности обучающихся как базовой составляющей языковой личности. Образовательное пространство в высшей школе должно быть организовано таким образом, чтобы максимально способствовать успешному формированию речевой компетентности у обучающихся и, как следствие, формированию и развитию языковой личности.
РОДНОЙ ЯЗЫК КАК ОСНОВА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ПЕРЕВОДЧИКА
ЛИТВИНОВА Г.М.1
1 МГУ имени М.В. Ломоносова
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2014 Страницы: 70-80
ЖУРНАЛ:
РУССКИЙ ЯЗЫК И КУЛЬТУРА В ЗЕРКАЛЕ ПЕРЕВОДА
Издательство: Высшая школа перевода (факультет) Московский государственный университет им. М.В. Ломоносова (Москва)
КЛЮЧЕВЫЕ СЛОВА:
ЭЛИТАРНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, ELITE LANGUAGE PERSONALITY, ЛИНГВИСТИЧЕСКАЯ КУЛЬТУРА, LANGUAGE CULTURE, КОДИФИЦИРОВАННЫЙ ЛИТЕРАТУРНЫЙ ЯЗЫК, СПОСОБНОСТЬ К ПЕРЕКЛЮЧЕНИЮ С ОДНОЙ СТИЛИСТИЧЕСКОЙ ИДИОМЫ НА ДРУГУЮ, SWITCHING FROM ONE STYLISTIC IDIOM TO ANOTHER, НАВЫКИ АКТИВНОЙ САМОСТОЯТЕЛЬНОЙ РАБОТЫ, ACTIVE INDEPENDENT WORK SKILLS, STANDARDIZED LANGUAGE
АННОТАЦИЯ:
В статье говорится о необходимости создания нового, комплексного подхода к изучению родного (русского) языка в системе подготовки специалистов в области межкультурной коммуникации, который будет отличаться от подходов, применяемых в процессе подготовки лингвистов, журналистов, преподавателей и т.п. Будущий переводчик должен не только хорошо разбираться в особенностях современного стиля изложения предложенного ему материала, но и уметь быстро переключаться с одного стилистического регистра на другой, при этом контролируя свою речь как на русском, так и на иностранном языке. Принимая во внимание тот факт, что в современном обществе, к сожалению, господствующим типом речевой культуры стал среднелитературный или даже фамильярно-разговорный тип, а также учитывая не всегда достаточно высокий уровень лингвистической и общей культуры пришедших получить специальность переводчика, преподаватели должны пересмотреть методы работы, обратившись к интегративным системам обучения, подразумевающим индивидуализированный подход к каждому учащемуся и базирующимся на последних достижениях в лингводидактике. В процессе подготовки будущих переводчиков необходимо развивать в обучаемых стремление к формированию в себе основных черт элитарной языковой личности, а также навыки самостоятельной работы.
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В современном мире растет востребованность в высококвалифицированных
переводчиках-профессионалах, обеспечивающих разностороннюю информационную
деятельность общества. В связи с этим повышаются и требования к качеству их
подготовки, так как «уровень компетентности будущего специалиста зависит от
заложенной языковой и культурологической базы» [Есакова М.Н., Литвинова Г.М.; 2011,
70
с.279]. В парадигме современного образования остро стоят вопросы оптимизации
обучения русскому языку в процессе подготовки специалистов в области межкультурной
коммуникации, решение которых требует создание новых, интегративных систем
обучения, базирующихся на последних достижениях в лингводидактике и дидактики
перевода. Опираясь на собственный преподавательский опыт, подкрепленный мнением
наших коллег - специалистов в области обучения переводу, подчеркнем, что методика
преподавания родного языка (в данном случае русского) будущим переводчикам
несколько отлична от методики преподавания языка будущим филологам, лингвистам,
преподавателям. Основной задачей дидактики перевода является формирование
«личности переводчика, обладающего соответствующими компетенциями и наделённого
определённой социальной ролью», поэтому «дидактика перевода лишь частично
затрагивает область лингводидактики. Можно сказать, что дидактика перевода начинается
там, где заканчивается лингводидактика» [Гарбовский Н.К., 2012, с. 42].
Переводчику необходимо не просто хорошо знать систему языка, но и уметь
осуществлять «трансляцию, «перекодирование» одной системы в другую в процессе
текстовой деятельности» [Зимняя И. А.; 1981, с.20], уметь порождать тексты различных
жанров устной и письменной речи, контролировать свою речь в любой ситуации и т.д.
«Перевод – дискурсивная деятельность, результатом которой является целостный текст, и
поиск адекватных стратегий перевода требует наличия у переводчика дискурсивной,
социокультурной компетенции, связанной «с умением создавать тексты различного типа в
соответствии с коммуникативной задачей и ситуацией общения» [Серебрякова С.В.,
Серебряков А.А.; 2012]. В связи с этим на данный момент назрела серьезная
необходимость создания программы «Русский язык для переводчика», удовлетворяющей
всем требованиям подготовки квалифицированного специалиста в этой области.
В последнее время в центре внимания многих исследователей оказывается
проблема формирования языковой личности переводчика. Неоднократно говорилось о
том, что специалист по переводу должен выступать как элитарная языковая личность или
личность, стремящаяся к элитарному типу речевой культуры. Понятие элитарной речевой
культуры было введено в работах О.Б. Сиротининой, в которых автор выстраивает
иерархию типов речевой культуры [Сиротинина О.Б.; 2001]. Для этого типа языковой
личности характерно «владение нормами литературного языка, владение этическими и
коммуникативными нормами, незатрудненное использование соответствующих ситуации
и целям общения функционального стиля и жанра речи, богатство активного и пассивного
словарного запаса, отсутствие самоуверенности в своих знаниях и др. Очевидно, что
элитарный тип речевой культуры есть воплощение общей культуры: знание достижений
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мировой и национальной культуры, способность логично излагать свои мысли, умение
ориентироваться в речи на прецедентные феномены общекультурного значения,
стремление творчески воспринимать язык» [Кушнина Л. В., М. С. Силантьева М.С.; 2011].
И в процессе подготовки будущих специалистов в области перевода преподаватели
русского языка должны стремиться заложить основы для формирования подобного типа
речевой культуры, дать интеллектуальный инструмент, который учащимся поможет в
дальнейшем качественно осуществлять профессиональную деятельность. «Дело
переводчика - разобраться в том, что представляет собой современная культура родного
языка, что признано литературной нормой, какие возможны отклонения, какие
существуют жанры письменной и устной речи - и работать над их активным овладением
[Алексеева И. С.; 2001, с.12].
Однако в реальности мы встречаем огромное количество объективных трудностей,
к числу которых относится, например, невысокий уровень лингвистической культуры
пришедших обучаться переводу. Лингвистическую культуру того или иного человека, как
известно, формируют речевое поведение и лингвистическая компетенция.
«Лингвистическая компетенция – знание словарного состава языка, включающего
лексические и грамматические элементы, способность их использования в речи»
[Берсиров Б. М.; 2010]. Уровень сформированности данной компетенции у обучающихся
языку (родному или иностранному), а также переводу, как правило, оценивают по степени
развития лексического и грамматического навыков, нередко совершенно упуская из виду
такие важные аспекты, как семантический, орфографический, пунктуационный и
орфоэпический. На практике преподаватели русского языка сталкиваются с проблемой
слабой подготовки выпускников средних школ. Это обусловлено многими факторами:
падением уровня преподавания русского языка в школе, нехваткой профессиональных
кадров, заинтересованных не только в успешной сдаче ЕГЭ учащимися, но и в том, чтобы
развить в школьниках настоящий, живой интерес к словесности, общим падением уровня
культуры речи в современном обществе и т.д.
Известного ученого Ландау однажды спросили: «Какой предмет для
вступительных экзаменов, по-вашему, самый важный?» - «Русский язык, - ответил
академик, - физике мы научим»6
. Продолжая мысль великого ученого, мы можем сказать,
что обучить профессии переводчика можно, если есть база общей и языковой культуры.
Парадокс современного образования заключается в том, что выпускники российских школ
должны сдавать Единый государственный экзамен по русскому языку, кроме того, при
поступлении практически на все гуманитарные факультеты учитываются результаты
```
6 Цит. по Б.Д. Гаймакова «Учебный процесс - ближе к телевизионной практике» // http://www.tvmuseum.ru
```
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именно этого экзамена, но при этом, несмотря на достаточно высокие статистические
показатели результатов ЕГЭ по русскому языку, на практике учащиеся плохо владеют
родным языком, не умеют использовать его лексическое и стилистическое богатство,
порождать тексты различной тематики. Кроме того, в последнее время наблюдается общее
падение орфографической и пунктуационной грамотности, одной из причин которого
нередко становится традиция Интернет- и sms-общения, не требующего вдумчивого и
внимательного отношения к написанному (неправильное написание слов (по принципу:
«лишь бы было понятно»), использование слов из «языка падонкоф», отсутствие знаков
препинания, особое место занимает употребление сленговых междометий, выражающих
согласие/несогласие, целую гамму эмоций (ога, ахахаха, хддд, ржунемогу и т.д.)). Все это
усложняет задачу преподавателя вуза, который, с одной стороны, должен восполнить
пробелы школьного образования, с другой – подготовить квалифицированных
лингвистов, филологов, переводчиков и т.д.
В основе второй составляющей лингвистической культуры человека - «речевого
поведения» - лежит его речевая и коммуникативно-практическая деятельность. Общение
молодежи в свободное время, качество информации и предпочитаемые источники ее
получения – все это уходит из-под контроля преподавателя.
То, что молодежь не читает или зачастую читает литературу, которая не
способствует культурному обогащению, стало уже общим местом. Основную
информацию о мире, культуре, политике и пр. учащиеся получают в основном из
Интернет- или теле-источников и гораздо реже из книжных ресурсов. Безусловно, умелое
использование компьютерных и сетевых ресурсов имеет свои неоспоримые преимущества
в рамках образовательного процесса: быстрый доступ к необходимой информации,
сокращение времени на ее поиск, возможность подбора материалов и их анализа без
лишних энергетических и временных затрат, развитие мыслительных процессов и т.д.
Однако слабо развитый навык чтения в целом приводит к падению лингвистической и
культурологической грамотности учащегося и как следствие становится одной из причин
снижения качества общей культуры студента.
При создании собственных текстов учащиеся испытывают многочисленные
трудности, не умея выразить мысли. Нарушения в логическом построении текста,
незнание семантики слов, неуместное использование слов другого стиля речи, ошибки в
управлении, орфографические и пунктуационные ошибки – вот далеко не полный
перечень того, с чем приходится сталкиваться преподавателю. Так, на одном из занятий по
русскому языку и культуре речи студентам 1 курса было предложено написать небольшое
сочинение на тему «Перевод: ремесло или творчество?» Вот выдержки из некоторых работ
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(мы сохранили авторскую орфографию и пунктуацию):
1. «На мой взгляд перевод различных документаций или проектов должен
исключать любые порывы к творчеству, он должен быть выполнен сухо, четко, без какихлибо личных дополнений переводчика» (отсутствие запятой после вводного
словосочетания, употребление слова «документация» во множественном числе,
неуместное использование в данном контексте словосочетания «порывы к творчеству»,
избыточное употребление прилагательного «личные» в словосочетании «дополнения
переводчика»).
2. «Если рассматривать перевод как ремесло, переводчик обязан
придерживаться строгих правил, а так же обладать определенными качествами, такими
как аккуратность, ответственность и самое главное хорошо разбираться в том о чем идет
речь в его трудах» (раздельное написание союза «также», отсутствие тире перед
сказуемым, выраженным инфинитивом, отсутствие запятых в сложном предложении,
неуместное использование в данном контексте слова «труды»).
3. «Переводчик переводит, согласно тексту, который ему дан, и не может
вставлять свои мысли и идеи» (переводчик переводит не «согласно тексту», а сам текст,
вернее, транслирует смыслы, которыми обмениваются адресант и адресат, неуместное
использование слова «вставлять» по отношению к абстрактным существительным
«мысли» и «идеи»).
4. «Главная мысль данного определения то, что перевод – это именно
интерпретация» (неверное синтаксическое оформление фразы).
5. «Второй аргумент, который можно привести в доказание…» (употребление
несуществующего в языке слова).
6. «А подытожить свою позицию я бы хотел метафорой…» (глагол
«подытожить» нельзя употреблять с существительными «позиция» и «метафора»).
7. «Язык не повернется назвать подобные вещи [басни Крылова] «ремеслом»
(неуместное употребление разговорного фразеологизма «язык не поворачивается», кроме
того, этот фразеологизм звучит в неудачном контексте – по отношению к басням Крылова,
что создает комический эффект).
Большинство этих ошибок в речи учащихся в процессе обучения удается устранить
благодаря изучению современных норм литературного языка и законов их эффективного
использования, установлению пределов возможного и недопустимого в устной и
письменной формах речи. Одна из трудностей выполнения поставленной перед
преподавателем задачи заключается в том, что, выходя из аудитории, учащиеся переходят
на другой – «сленговый» - язык, таким образом нередко снижая результат, достигнутый на
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занятии.
Интересно в этой связи проанализировать общение учащихся на различных
Интернет-форумах, на которых студенты, не скованные никакими правилами, выражают
свои мысли свободно, не опасаясь контроля. В качестве примера хотелось бы привести
несколько выдержек из Интернет-общения студентов, обучающихся по специальности
«Перевод и переводоведение», в социальной сети «Вконтакте»:
1. Надпись под фотографией «90% учеников не вспомнят как по-английски
будет "овца", но вот слово "мычать, блеять" они после этой картинки точно не забудут
=)))))))))))))))))! (отсутствие запятой в сложноподчиненном предложении, незнание реалий
или невнимательное отношение к смыслу своего высказывания: овцы «не мычат»).
2. «Культовый фотограф Джозеф Сабо стал культовым благодаря тому, что всю
свою сознательную жизнь снимал американских подростков, с средины 1960-х до конца
1980-х» (неуместное использование книжного слова «средина»).
3. «Ахаххаха похоже, что оно ровно так и делается! хДД» (здесь уместнее было
бы использовать частицу «именно»).
4. «Позволю себе влезть в разговор, с вашего позволения» (тавтология:
«позволю» - «с вашего позволения», книжное слово «позволю» и разговорное «влезть»).
5. «Мы поглазели))» (вместо «посмотрели»).
6. «У меняяяя?! да щас нет! у меня есть… БАБУШКА!!! это круче хДДДД»
(неверное написание слова «сейчас», использование «хдддд» (как буквенная замена
смайлика, изображающего гомерический смех) вместо описания выражения эмоций).
7. «Угу, я это хорошо вижу после бутылки абсента хором....))))))))))))»
(«хором» вместо «в компании»).
8. «Поскольку ты ЯВСТВЕННО НАСТАИВАЛА (несмотря на моё
сопротивление) на чём-нибудь весёленьком, а новое видео эстонов через youtube мне
скидывать лень» (смешение паронимов («явственно» вместо «явно»), незнание или
намеренное искажение названия народности («эстонов» вместо «эстонцев»)) и т.д.
Все приведенные высказывания, несмотря на то что они представлены в
письменной форме, относятся к сфере разговорного дискурса, у которого свои законы
развития. Отсутствие интонационных, темповых, тембровых, мимических и т.п. средств
передачи тональности, присущих устному разговорному дискурсу, налагает на пишущего
свои обязательства: эмоции передаются при помощи условных обозначений, реакция на
сказанное выражается в виде легко усваиваемых коротких комментариев, «домашних»
намеков и т.д. Анализ подобных сетевых диалогов помогает в создании коллективного
речевого портрета современного студента. Безусловно, необходимо учитывать тот факт,
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что общение в различных сетях подчиняется своим правилам и условностям, о чем
неоднократно писали исследователи. Так, М. Кронгауз в книге «Русский язык на грани
нервного срыва», в частности, отмечает, что использование «языка падонкоф» на
страницах Интернет-форумов нередко становится знаком «своего», «избранного»,
«причастного». В сфере неформального личностного общения, в непринужденной,
неофициальной ситуации, в которой иногда отрицаются действующие в обществе нормы,
особенно в условиях высокой степени знакомства, одинаковых социальных отношений,
носитель элитарной речевой культуры также не всегда следует правилам и предписаниям,
поэтому в его речи наблюдаются многочисленные отхождения от кодифицированного
литературного языка. «Отечественные исследователи (Т.Г. Винокур, Е.А. Земская, В.Д.
Девкин, Л.A. Капанадзе, В.В. Химик и др.) неоднократно отмечали, что интеллигентный
носитель языка может употреблять сниженные средства в обиходно-деловых и обиходнопрофессиональных ситуациях, демонстрируя «функционально-регистровое речевое
поведение» [Картер Е.В.; 2007, с. 4]. Во многих случаях использование сниженных единиц
языка, особого синтаксиса становится формой самовыражения говорящего,
включающегося в языковую игру, или же особым тактическим приемом – «языковой
маской».
Не следует забывать, что культура речевого общения предполагает не только
правильное, но и уместное (оптимальное) использование языковых средств в
определенной речевой ситуации. Носитель элитарной культуры должен владеть как
низшей, так и «высшей ступенью освоения литературного языка (ему подчинены
правильность и культура речи в собственном смысле), он имеет большую и
разнообразную практику речевого общения, в том числе обязательно публичного, любой
коммуникативный акт осуществляется им с учетом стилистического соответствия и
коммуникативной целесообразности» [Кочеткова Т.В.; 2011]. Это помогает говорящему
или пишущему в достижении поставленных коммуникативных задач. Необходимо
отметить, что носитель элитарной речевой культуры характеризуется свободным
переключением с одного стиля на другой в зависимости от ситуации и цели
высказывания. Речь образованного человека XXI века, несомненно, не должна быть
искусственно сконструированной, «чистенькой». Специалисты-переводчики
неоднократно выражали обеспокоенность тем, что в русском переводном дискурсе
десятилетиями формировался «дистиллированный», в каком-то смысле искусственный
язык, в котором все стремится к норме. Такой язык создавал впечатление «бледного
однообразия переводных текстов», поскольку «полное устранение интерференции и
стремление никоим образом не отклониться от нормы, могут привести к некой
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«дистилляции» создаваемых в процессе перевода речевых произведений» [Гарбовский
Н.К., 2012, с.133].
В этой связи вспоминаются метафоры «прозрачности» и «зеркальности» перевода.
«Прозрачность» перевода предполагает соответствие традициям и нормам,
существующим в принимающем языке и культуре. «Зеркальность» позволяет сравнить
оригинал и перевод по степени их близости. Современные исследователи теории и
критики перевода считают, что «для переводческой критики понятие «зеркальности» не
менее значимо при описании перевода, нежели понятие «прозрачности» [Костикова О.И.,
2010, с. 48]. Ведь зеркало открывает для глаза человека гораздо больше возможностей,
чем прозрачность стекла: «Зеркало же, позволяющее видеть одновременно и сам
оригинальный объект, и его отражение, позволяет сравнивать их, устанавливать степень
сходства и различия, степень эквивалентности и при необходимости оценить эстетические
свойства одного относительно другого» [Костикова О.И., 2010, с. 48]. Таким образом, в
процессе перевода, следуя логике переводимого текста, переводчику случается отходить
от правил и норм переводящего языка.
Однако вышесказанное не исключает необходимости внимательного отношения к
системе родного языка. Человек, который не владеет в совершенстве правилами и
нормами оформления речи, не знаком с законами речевого мастерства, зачастую
оказывается под мощным воздействием субкультуры Интернета, натиска телевизионных
программ, где не всегда можно услышать грамотную речь, господства
среднелитературного, фамильярно-разговорного или просторечного типа речевой
культуры, и ему сложнее развить в себе навыки речевой деятельности, предполагающие
умение создавать тексты различных жанров и свободное, автоматическое, без усилий,
переключение с одного стилистического регистра на другой.
Говоря о необходимости формирования у учащихся языкового вкуса, развития
языкового чутья, нельзя не упомянуть о том, что студенты порой воспринимают
кодифицированный литературный язык как искусственный. Часто на занятиях можно
услышать сетования на то, что «в реальной жизни так не говорят». Действительно,
понятие образцовой речи в последнее время оказалось слишком размытым, что
значительно усложняет задачу преподавателей. Многие исследователи неоднократно
писали о том, элитарную речевую культуру «можно считать «почти не сохранившейся»,
но, к счастью, все же «редко встречаемой» в естественных ситуациях общения. Именно
она, еще «имея возможность возродиться», продолжает оставаться «образцом истинно
русской речевой культуры» [Кочеткова Т.В.; 2011].
77
Отсутствие навыка работы в парадигме кодифицированного литературного языка
приводит к тому, что при создании собственных текстов различных жанров или при
переводе студенты демонстрируют косноязычие, неумение правильно строить фразы,
следуя законам синтаксиса русского языка, незнание семантики слов, недостаточное
владение грамматическими правилами. Учащиеся попадают под влияние грамматики
иностранного языка, поскольку его систему и стилистические особенности они изучали
тщательнее. «Лингвистическая интерференция вызвана тем, что одна языковая система
доминирует в языковом сознании билингва над другой. Поэтому при использовании
подчиненной языковой системы в его речи наблюдаются некоторые искажения,
привнесенные из доминирующей языковой системы» [Гарбовский Н.К.; 2012, с.134]. В
качестве аргументов приведем несколько примеров из переводов студентовстаршекурсников:
«Мы собираем эту ассамблею в то время, когда мы становимся свидетелями очень
тревожного феномена: бессмысленное насилие, которое распространяется по всему
региону как результат бездумного оскорбления религиозных чувств».
«С тех пор насилие переросло в Гражданскую войну, которая постыдна для
Организации Объединенных Наций».
«Это кризис, который имеет длительный эффект, воздействует негативно на три
основы ООН: мир и безопасность, развитие и права человека».
«И ООН настолько эффективно, насколько и позволяет ее политические органы».
«Это кризис человеческой безопасности и угроза международному миру и
безопасности».
«Мы столкнулись с невозможностью осуществить и выполнить нашу
ответственность для защиты граждан».
«Однако мы не должны возлагать каких-то надежд, что это принесет к
справедливости и все виновные будут осуждены».
«Мы заглядываем в историю и видим, что она очень успешная».
«В заключение хотелось бы сказать несколько слов, которые особенно важны для
меня».
Ошибки такого рода, к сожалению, частотны как в устных, так и письменных
переводах, что еще раз подчеркивает необходимость развивать у студентов стремление к
формированию высокой степени речевой культуры, которая станет основой для
дальнейшей успешной работы в профессиональной сфере. Приближаясь к речевому
эталону, языковая личность овладевает умением в любой коммуникативной ситуации
78
демонстрировать искусство использования всего богатства возможностей языка, не
выходя за рамки строгой уместности этого пользования.
Хотелось бы отметить, что в задачи данной статьи не входит сопоставление
ошибок в устном и письменном переводе. Это может стать отдельным и, на наш взгляд,
очень интересным исследованием. Письменный перевод предоставляет учащемуся прежде
всего время, которое помогает скорректировать текст, обойти опасные места при помощи
уместных лингвостилистических средств, обратиться к помощи мастеров перевода. В
условиях устного перевода, когда время предельно сжато, психические и физические силы
на пределе, количество «ляпов», безусловно, увеличивается, что обусловлено и теми
факторами, о которых мы говорили выше: стихия фамильярно-разговорного типа речевой
культуры ворвалась в речь основной массы говорящих на русском языке.
Таким образом, уже на начальном этапе обучения будущих специалистов в области
перевода важно не только развивать профессиональные знания, навыки и умения у
учащихся, но и способствовать формированию элитарной языковой личности, которой
свойственны «высокая свобода в текстопорождении любой тематической и жанровостилистической оформленности; высокая продуктивность переработки всех услышанных
и прочитанных текстов; большой объем активного словаря; владение всеми
функционально-стилевыми разновидностями литературного языка; сочетание
разностилевых элементов речи, адекватное целям и задачам общения; свободное владение
как устной, так и письменной формой речи и безошибочный выбор формы речи в
зависимости от коммуникативных целей; соблюдение существующих этических норм,
всемерное уважение к адресату» [Кочеткова Т.В.; 2011]. Решение этих задач предполагает
индивидуализированный подход к каждому учащемуся. Однако в условиях работы в
группе, а также дефицита учебного времени, отведенного программой на аудиторные
занятия, сложно рассчитывать на высокие результаты при отсутствии активной
самостоятельной работы учащихся. Исследователи неоднократно отмечали, что по
завершении обучения выпускники вузов испытывали серьезные трудности в
профессиональном общении вследствие неустойчивой мотивации к познавательной
деятельности, несформированности навыка самостоятельной, творческой работы, что
отрицательно сказывается на результатах работы. Поэтому нужно с первых дней учебы
прививать студентам навыки самообразования, чувство ответственности за эффективность
своего образования, поощрять стремление к самосовершенствованию, поддерживать
мотивацию к поиску оптимальных решений того или иного вопроса.
79
---
Список литературы
Алексеева И. С. Профессиональный тренинг переводчика // Учебное пособие по устному и
письменному переводу для переводчиков и преподавателей, «Союз», С-Пб, 2001, 287 с.
Берсиров Б.М. Формирование лингвистической культуры у студентов в процессе обучения
языку // Вестник Адыгейского государственного университета. Серия 3: педагогика и
психология. 2010. №2.
Гарбовский Н.К. Русский переводной дискурс: миф или реальность // «Русский язык и
культура в зеркале перевода», М., 2012.
Гарбовский Н.К. Семь вопросов дидактики перевода или scopos-дидактика переводческой
деятельности // Вестник Московского университета. Серия 22. Теория перевода. №4, 2012.
Есакова М.Н., Литвинова Г.М. Особенности преподавания русского языка в
русскоязычной аудитории (к проблеме подготовки переводчиков) // «Русский язык в
современном мире: традиции и инновации в преподавании русского языка и в переводе»,
М., изд-во МГУ, 2011.
Зимняя И. А. Психология перевода: учеб. Пособие // И.А. Зимняя, В.И. Ермолович.
ПГПИИЯ им. М. Тореза, М., 1981, 52 с.
Картер Е.В. Социальная стратификация языка в речевой репрезентации элитарной
языковой личности: на материале современной русской прозы. Автореф. дис. канд. фил.
наук / Картер Е.В., Череповец, 2007, 22 с.
Костикова О.И. Переводческая критика: «прозрачность» vs «зеркальность» // Вестник
Московского университета. Серия 22. Теория перевода, № 3, 2010, с.44 – 55.
Кочеткова Т.В.проблема изучения языковой личности носителя элитарной речевой
культуры (обзор) // http://portal.tpu.ru/SHARED/e/ELENNOV/four/Tab2/KochetkovaTV.pdf.
Кушнина Л.В. Языковая личность переводчика в свете концепции переводческого
пространства / Л. В. Кушнина, М. С. Силантьева // Вестн. Перм. ун-та. 2010. Вып. 6 (12).
С. 71–75.
Серебрякова С.В., Серебряков А.А. К проблеме формирования языковой личности
лингвиста-переводчика // Вестник Адыгейского государственного университета. Серия 3:
педагогика и психология, № 3 (103) / 2012.
Сиротинина О.Б. Основные критерии хорошей речи // Хорошая речь. Саратов, 2001. С. 16
80
РОЛЬ И ЗНАЧЕНИЕ ЭТНОКУЛЬТУРНОГО КОМПОНЕНТА В ФОРМИРОВАНИИ И РАЗВИТИИ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННЫХ СТУДЕНТОВ В ПРЕДВУЗОВСКОЙ ПОДГОТОВКЕ
ТИМОФЕЕВА Н.А.Написать письмо автору1, ХАБАРОВА К.В.Написать письмо автору1
1 Белгородский государственный институт искусств и культуры
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (6) Год: 2015 Страницы: 186-192
УДК: 378
ЖУРНАЛ:
НАУКА ИСКУССТВО КУЛЬТУРА
Издательство: Белгородский государственный институт искусств и культуры (Белгород)
ISSN: 2305-5499
КЛЮЧЕВЫЕ СЛОВА:
ЭТНОКУЛЬТУРА, КУЛЬТУРА РУССКОГО НАРОДА, СОИЗУЧЕНИЕ ЯЗЫКА И КУЛЬТУРЫ, МЕЖКУЛЬТУРНОЕ ОБЩЕНИЕ, МЕНТАЛЬНЫЙ СМЫСЛ
АННОТАЦИЯ:
В данной статье авторы рассматривают этнокультурный компонент в процессе обучения иностранных учащихся русскому языку как один из основных в системе подготовки высококвалифицированных специалистов, усвоивших инокультурные ценностные ориентиры и готовых к полноценному коммуникативному взаимодействию не только в профессиональной деятельности, но и в социокультурной среде.
---
Современная методика и практика преподавания иностранныхязыков
ориентирована на формирование у учащихся реальной коммуникативной
компетенции, которая способна обеспечить адекватное общение и взаимопонимание в
современном обществе. Изучениеиностранного языка – это не только знакомство с
его лексической и грамматической системами, но и с другим культурным миром, с
иным восприятием действительности, с особым семантическим наполнением.
«Изучить чужой язык не значит привесить новые ярлычки к знакомым объектам.
Овладеть языком - значит научиться по-иному анализировать то, что составляет
предмет языковой коммуникации»
1
. Особая роль иностранного языка в комплексном
процессе приобщения студента к неродной культуре определяется тесной
генетической связью языка народа с его культурой, менталитетом. «Каждый урок
иностранного языка - это перекресток культур, это практика межкультурной
коммуникации, потому что каждое иностранное слово отражает иностранный мир и
иностранную культуру»
2
.
В период Реформации в преподавании живых языков начинает складываться
интерес к соответствующим культурам. Постижение культуры, обслуживаемой
иностранным языком, рассматривалось как возможное и желательное следствие,
результат изучения языка, к которому нужно стремиться. Это требование
выдвигалось в работах таких методистов и языковедов, как Ф. Аронштейн, Е. Отто, Э.
Симоно, К. Флегстад, Ш.Швейцер.
Великий немецкий ученый Вильгельм фон Гумбольт неоднократно
подчеркивал, что язык выражает и формирует специфику нации, народа, отображает
1 Мартине А. Основы общей лингвистики // Новое в зарубежной лингвистике. Вып. 3. М., 1963.
С.381-386.
2 См.: Тер-Минасова С.Г. Язык и межкультурная коммуникация. М., 2000.
УДК 378
РОЛЬ И ЗНАЧЕНИЕ ЭТНОКУЛЬТУРНОГО КОМПОНЕНТА В
ФОРМИРОВАНИИ И РАЗВИТИИ ЯЗЫКОВОЙ ЛИЧНОСТИ
ИНОСТРАННЫХ СТУДЕНТОВ В ПРЕДВУЗОВСКОЙ
ПОДГОТОВКЕ
Н.А. Тимофеева1)
, К.В. Хабарова2)
Белгородский государственный институт искусств и культуры
1)e-mail: nad.timofee2011@yandex.ru
2)e-mail: habarova-kristina@yandex.ru
В данной статье авторы рассматривают этнокультурный компонент в процессе обучения
иностранных учащихся русскому языку как один из основных в системе подготовки
высококвалифицированных специалистов, усвоивших инокультурные ценностные ориентиры и
готовых к полноценному коммуникативному взаимодействию не только в профессиональной
деятельности, но и в социокультурной среде.
Ключевые слова: этнокультура, культура русского народа, соизучение языка и культуры,
межкультурное общение, ментальный смысл.
НАУКА. ИСКУССТВО. КУЛЬТУРА Выпуск 2(6) 2015
______________________________________________________________
187
характерное национальное видение мира. Ученый считал, что основы мышления
разных народов нужно искать в их языках. Разные языки по своей сути, по своему
влиянию на процесс познания в действительности являются разным видением мира.
Гумбольт утверждал, что язык помогает человеку познать мир, но сам процесс этого
познания во многом зависит от языка. Язык исполняет роль проводника между
человеком и окружающей реальностью3
.
Развитие идей культуроведчески-ориентированного обучения иностранному
языку в Европейских странах привело к появлению такого важнейшего
общеевропейского политического и педагогическоготермина, как
«interculturaldialogue» (межкультурный диалог), который занял приоритетное
положение в современной образовательной политике.
Следует напомнить, что европейское межкультурное образование длительное
время выступало прежде всего как одно изсредств гармонизации отношений между
различными представителямикультурно-языковых сообществ и социальных
субкультур в контекстеобеспечения гуманитарных прав человека и борьбы с разными
типамидискриминации в обществе, а также как средство формирования целогоряда
представлений, например о «европейской идентичности», «европейском
гражданстве» и «европейском культурномнаследии». В общеевропейское
пространство термин «межкультурныйдиалог» как политическийприоритет
официально вошел в 2008 г. Соответственно, целый ряд европейских стран стал
искать педагогические решения подготовки их граждан в школе и вузе к
межкультурному диалогу в Европе и за ее пределами4
.
В отечественном образовании большое внимание проблемам соизученияязыка
и культуры уделялось в связи с решением вопросов преподавания русского языка как
иностранного. Разработкой такого подхода, названного страноведческим, или точнее
лингвострановедческим, в 70-х годах XX века начали заниматься Е.М.Верещагин и
В.Г.Костомаров. Они утверждали, что страноведение - культурастраны изучаемого
языка, ставшая предметом соизучения при овладении этим языком; рассмотрели ряд
проблем культуры, тесно связанных с обслуживающим ее языком; показали роль
невербальных языков в акте общения; проанализировали внеязыковые знания, на
которые опираются участники акта общения; предложили некоторые пути
включения этнокультурного компонента в практику преподавания языка.
В современной лингвистике, для которой характерен углубленный интерес к
вопросам соотношения языка и сознания, образа мышления народа, подтверждаются
положения о специфике национальных концептосфер, о значимости изучения
языковой картины мира для понимания специфики национальной концептосферы, о
необходимости изучения языка с ориентацией на приобретение
лингвокультурологической информации.
Таким образом, изучение русского языка как иностранного является
эффективным только в том случае, если проводится параллельно с познанием
культуры русского народа, т.е. этнокультуры. Под этнокультурой мы понимаем
«совокупность традиционных ценностей, отношений и поведенческих особенностей,
воплощенных в материальной, духовной, социальной жизнедеятельности этноса (в
нашем случае русского народа), сложившихся впрошлом, развивающихся в
3
Гумбольт В.О. О сравнительном изучении языков применительно к различным эпохам их
развития // Звегинцев В.А. История языкознания ХIX – XX веков в почерках и извлечениях. Ч.1. М.,
1964. С. 80 - 88.
4 Воробьева Г.В. Русский язык в иноязычной аудитории: особенности работы с различными
национальными контингентами // Изд. Волгоградского гос. техн. ун-та. Т. 8, № 7. 2010. С. 56-58.
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исторической социодинамике и постояннообогащающих этнической спецификой
культуру в различных формах самореализации людей»
5
. Включая этнокультурный
компонент в процесс обучения иностранных студентов русскому языку, необходимо
учитывать, что его содержание должно иметь педагогическую ценность,
способствовать общению на иностранном (русском) языке, приобщать к культуре
страны изучаемого языка.
Тер-Минасова С.Г. делит несущие национально-специфическую окраску
компоненты культуры, с которыми стоит знакомить изучающих иностранный язык,
на 4 группы:
- устойчивые элементы культуры (традиции, обряды, обычаи носителя
изучаемого языка);
- бытовая культура и повседневное поведение (привычки представителей
определенной культуры, принятые в определенном социуме нормы коммуникации, а
также связанные с ними особенности невербального общения, используемые
носителями определенной лингвокультурной общности);
- национальная картина мира, отражающая специфику восприятия
окружающей среды представителями той или иной культуры, национальные
особенности их мышления;
- художественная культура, включающая культурные традиции определенного
этноса6
.
Большинство лингвистов сходятся во мнении, что ментальный смысл
репрезентируется в языке готовыми лексемами и фразеосочетаниями из состава
лексико-фразеологической системы русского языка, свободными словосочетаниями,
синтаксическими конструкциями, текстами и совокупностями текстов.
Анализируя смысловое наполнение лексических единиц, как утверждает А.П.
Бабушкин, «мы получаем доступ к сфере идеального в языке и выявляем,
объективируем концепты» - единицы ментального смысла7
. Именно поэтому важным
этапом в процессе изучения русского языка как иностранного становится осмысление
семантики слова и установление этнокультурного компонента в его структуре, чему
способствует использование приемов лексико-семантического и этимологического
анализа рассматриваемых единиц. Особого внимания в данном случае заслуживают
безэквивалентные слова, обозначающие уникальные реалии изучаемой культуры,
например: матрешка, самовар, шапка-ушанка и др.
Ментальность проявляется во всех формах и категориях языка, на всех
лингвистических уровнях. Обучая русскому языку студентов-иностранцев,
преподавателю следует обращать их внимание на особенности языковой системы,
отражающие специфику национального характера. Например, необходимо
подчеркнуть наличие в русском языке большого количества суффиксов, обладающих
экспрессивно-эмоциональным значением.
На начальном этапе обучения иностранных студентов русскому языку
сведения о стране, о носителях изучаемого языка рекомендуется сообщать в связи с
изучаемой темой в виде текстов для чтения и аудирования, в ситуативных диалогах.
Такая работа должна иметь системный характер для создания объективного образа
русского человека, для понимания его отношения к миру, системы ценностных
ориентаций, стереотипов поведения в различных жизненных ситуациях, принятых в
5 Словарь иностранных слов. СПб.: Изд. Полиграфуслуги, 2005.
6 Тер-Минасова С.Г. Язык и межкультурная коммуникация. М., 2000.
7
Бабушкин А.П. Концепты разных типов в лексике и фразеологии и методика их выявления //
Методологические проблемы когнитивной лингвистики. - Воронеж: ВорГУ, 2001. С. 52–57.
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русской культуре традиций, национальных праздников, русской кухни, быта,
обрядов, религиозных взглядов носителей языка и т.д.
Чтобы процесс включения этнокультурного компонента в обучение
иностранных учащихся русскому языку был более эффективным, преподавателю РКИ
рекомендуется использовать следующие методы по развитию коммуникативных
умений, навыков говорения и восприятия речи на слух:
1. Сравнительный метод. Он подразумевает беседу преподавателя со
студентами об элементах русской культуры (традициях, обычаях, обрядах и т.д.),
которые значительно отличаются от их социокультурной модели.
2. Метод анализа ошибок.Учащиеся описывают реальную попытку
общения, неудачно закончившуюся из-за непонимания ситуации одним из участников
общения. Преподаватель выявляет допущенные ошибки, анализирует их вместе со
студентами, которые предлагают свои варианты возможного развития событий.
3. Метод ролевых игр.
4. Метод «критической ситуации». Учащийся вступает в коммуникацию
с представителем русской культуры, роль которого играет преподаватель. В процессе
общения последний намеренно использует большое количество лингвистических и
экстралингвистических средств социокультурного характера. Задача иностранца
понять их и адекватно отреагировать.
Благодаря описанным методам, иностранные студенты научатся оперировать
определенными языковыми единицами в ситуации реальной коммуникации, смогут
учитывать ситуативные правила использования этих единиц, экстралингвистические
факторы и типы языкового поведения, что позволит им самостоятельно
функционировать в иностранной (русской) культурной среде.
Следующий этап знакомства иностранных студентов с этнокультурой русского
народа - это занятия по страноведению, которые начинаются уже в первом семестре
на подготовительных отделения вузов нашей страны. На уроках страноведения
учащиеся получают новые и пополняют полученные ими ранее на уроках русского
языка как иностранного знания о России.
Страноведческие и лингвострановедческие материалы, представленные в
современных учебниках, конечно, содержат информацию о стране изучаемого языка,
что дает возможность проводить на их основе различные виды работ, но они не
всегда позволяют в достаточной степени обеспечить образовательные потребности
студентов-иностранцев. Большинство учебников и учебных пособий по
страноведению содержат в основном тексты географического характера, а это, на наш
взгляд, неверно. «Страноведение – смежная для методики обучения иностранным
языкам наука, изучающая общие закономерности развития страны или крупных
регионов, дающая представление о социально-экономическом положении
народа, язык которого изучается, о его истории, географии, этнографии и духовном
богатстве, о нравах, обычаях, традициях, присущих данному народу и связанных с
ними особенностях языка»
8
. Следовательно, предметом страноведения как учебной
дисциплины является определенным образом отобранная и организованная
совокупность экономических, социально-политических, исторических,
географических и других знаний, связанных с содержанием и формой речевого
общения носителей данного языка, включаемая в учебный процесс с целью
обеспечения образовательных и воспитательных целей обучения. Такие знания и
сформированные на их основе навыки и умения призваны
8Сапожникова Е.Н. Страноведение: Теория и методика туристского изучения стран. М., 2004.
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обеспечивать коммуникативные потребностииностранных учащихся, реализуемые
на изучаемом языке (в нашем случае русском).
Также в процессе включения этнокультурного компонента в обучение
иностранных студентов русскому языку на этапе довузовской подготовки
представляется особенно важным обращение к чувственно-эмоциональной сфере
жизни человека. Выход в культурное пространство изучаемого языка невозможен без
обращения к душе, характеру носителей языка, где чувства и эмоции занимают
главенствующее место.
В связи с этим в последние десятилетия признается особая роль обучения
русской литературе в системе преподавания РКИ, т.к. художественная литература –
это словесный вид искусства, который отражает материальную и духовную жизнь
народа, его культуру в устных (фольклор) и письменных произведениях, хранит и
передает из поколения в поколение нравственные ценности и идеалы. Любое из
классических творений русской литературы обладает, разумеется, своим
содержанием и своим воспитательным потенциалом. Художественные произведения
обращены к разным сторонам души читателя и способствуют полноте и целостности
развития языковой личности иностранных студентов.
Курс русской литературы, преподаваемый на этапе предвузовскойподготовки
иностранных учащихся, должен быть предназначен для студентов, владеющих
русским языком на элементарном уровне и собирающихся в дальнейшем продолжить
свое обучение гуманитарным специальностям (филология, журналистика, дизайн,
режиссура, актерское искусство, вокал, хореография и т.д.). Данный курс не может
претендовать на глубину исследования. Это только введение в русскую литературу9
.
Задача преподавателя русской литературы на подготовительном отделении -
ознакомить иностранных учащихся с наиболее важными понятиями
литературоведения, литературными направлениями, жизнью и творчеством самых
ярких представителей русской литературы, русским фольклором (пословицами,
поговорками, загадками, сказками, легендами, русскими народными песнями и т.д.).
Изучение фольклорных текстов, первоисточников художественной поэзии и прозы
имеет огромное значение. Эти тексты выполняют двойную нагрузку – представляют
грамматический материал и приобщают к ценным источникам познания
этнокультуры народа изучаемого языка.
Важное значение для изучения иностранного языка имеют художественные
оригинальные тексты. Чтение и анализ авторских текстов, которые сами по себе
составляют культурное наследие народа, способствует развитию творческих
способностей учащихся и позволяет рассмотреть специфику национальных концептов
через призму индивидуального сознания автора, выступающего в качестве носителя
этнического сознания10
. На занятиях по литературе необходимо рассмотреть наиболее
значимые для русской культуры художественные образы, раскрывающие различные
грани русского национального характера (Обломов, Герасим, Татьяна Ларина,
Онегин, Наташа Ростова и др.).
Полученные на уроках русского языка как иностранного, страноведения,
русской литературы знания о России и ее культуре требуют закрепления, расширения
и активного использования их в различных сферах общения, поэтому наряду с
9Хабарова К.В. Обучение русской литературе в системе преподавания РКИ на этапе
довузовской подготовки // Язык и межкультурная коммуникация: современные образовательные
тенденции XXI века. Белгород, 2014. С. 148-152.
10Капитонова Т.И., Московкин Л.В. Методика обучения русскому языку как иностранному на
этапе предвузовской подготовки. СПб., 2006.
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аудиторной работой неоценимое значение приобретают внеаудиторные формы
работы:
- проведение учебныхэкскурсий общего и специализированного направления;
- посещение концертов народной и современной музыки, театров, кинотеатров;
- участие в культурных языковых тематических мероприятиях(в викторинах и
олимпиадах по русскому языку, в вечерах-встречах с интересными людьми, в
песенных и поэтических конкурсах);
- создание стенгазет, выставок и т.д.
Сочетание аудиторной и внеаудиторной работы в условиях языковой среды дает
возможность не только умножить этнокультурные знания иностранных студентов
уже на начальном этапе овладения языком, но расширить границы восприятия
необходимого языкового материала.
Таким образом, обучение русскому языку иностранных студентов на этапе
довузовской подготовки невозможно без включения в учебный процесс
этнокультурного компонента, несущего национально-культурные особенности
социального и речевого поведения носителей языка, включающего обычаи, этикет,
социальные стереотипы, историю и литературу, и без выработки умения пользоваться
полученными знаниями в процессе коммуникации. Занятияпо русскому языку,
имеющие специфическую этнокультурную направленность и проходящие в контексте
диалога культур,занятия по страноведению и русской литературе, а также правильно
организованная внеаудиторная работа способствуют достижению межкультурного
понимания между людьми и формированию бикультурной личности, обладающей
достаточным количеством коммуникативных навыков и знаний культурологического
характера о стране изучаемого языка.
---
Список литературы
1. Мартине А. Основы общей лингвистики// Новое в зарубежной лингвистике. Вып. 3. - М., 1963.
- С. 381 – 386.
2. Тер-Минасова С.Г. Язык и межкультурная коммуникация. - М., 2000. - 624 с.
3. Гумбольт В.О. О сравнительном изучении языков применительно к различным эпохам их
развития // Звегинцев В.А. История языкознания ХIX – XX веков в почерках и извлечениях. Ч.1. - М.,
1964. - С. 80 - 88.
4. Воробьева Г.В. Русский язык в иноязычной аудитории: особенности работы с различными
национальными контингентами // Изд. Волгоградского гос. техн. ун-та. Т. 8, № 7. - 2010. - С. 56-58.
5. Словарь иностранных слов. – СПб.: Изд. Полиграфуслуги, 2005. - 816 с.
6. Тер-Минасова С.Г. Язык и межкультурная коммуникация. - М., 2000. - 624 с.
7. Бабушкин А.П. Концепты разных типов в лексике и фразеологии и методика их выявления //
Методологические проблемы когнитивной лингвистики. - Воронеж: ВорГУ, 2001. - С. 52–57.
8. Сапожникова Е.Н. Страноведение: Теория и методика туристского изучения стран. - М.: Изд.
Академия, 2004. - 240 с.
9. Хабарова К.В. Обучение русской литературе в системе преподавания РКИ на этапе
довузовской подготовки // Язык и межкультурная коммуникация: современные образовательные
тенденции XXI века. – Белгород: БГИИК, 2014. – С. 148 – 152.
10. Капитонова Т.И., Московкин Л.В. Методика обучения русскому языку как иностранному на
этапе предвузовской подготовки. – СПб.: Изд. Златоуст, 2006. - 132 с.
191
ПРАКТИКЕ РЕЧИ «ПРОГУЛКИ ПО МОСКВЕ:
МОСКОВСКИЕ БУЛЬВАРЫ» И НАТУРНОГО УРОКА ПО НЕМУ
В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
СТУДЕНТА-ИНОСТРАНЦА
Л.Н. Шабалина
Кафедра обучения русскому языку как иностранному студентов
и специалистов нефилологического профиля
Государственный институт русского языка им. А.С. Пушкина
ул. Академика Волгина, 6, Москва, Россия, 117485
В связи с необходимостью формирования вторичной языковой личности, которая при овладении новым языком приобретает и вторую культуру, в статье предлагается новая авторская методика.
Она ориентирована на работу с авторским интерактивным пособием по практике речи с последующим проведением натурных уроков по Москве. Такая методика способствует углубленному погружению в русскую культуру и усилению мотивации обучаемых.
Ключевые слова: вторичная языковая личность, интерактивное пособие по практике речи,
система натурных уроков, картина мира.
В современной лингводидактике в качестве центральной категории, как известно, выдвигается формирование вторичной языковой личности. Современные
методисты справедливо рассматривают формирование вторичной языковой личности как одну из главных целей обучения иностранному языку (в нашем случае
РКИ), в результате овладения которым языковая личность приобретает черты
вторичной языковой личности, способной проникнуть в «дух» изучаемого ею языка, в «плоть» культуры народа, с которым предстоит осуществлять межкультурную коммуникацию. В итоге реализуется концепция многокультурности, когда
изучающий иностранный язык приобретает не только сам язык, но и новую культуру — культуру страны изучаемого языка.
Такой подход, в котором определяющей в международной лингводидактике
признана концепция многоязычия и многокультурности, как нельзя лучше соответствует запросам современной языковой личности студента-иностранца, поскольку сочетает в себе все три ее уровня (по Ю. Караулову): вербально-семантический, тезаурусный и мотивационный. Это в полной мере соответствует также
запросам и ожиданиям студентов, обучающихся в ГИРЯП на кафедре обучения
студентов и специалистов нефилологического профиля — будущих экономистов, политологов, серьезно мотивированных в профессиональной деятельности
на сотрудничество с Россией, на систематическое общение с русскими.
Возможность изучения русского языка в России, в русской языковой среде —
это мощная мотивация не только для изучения самого языка, но и углубленного
знакомства с уникальной культурой страны.
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В современной лингвокультурологии по степени (глубине) проникновения
коммуникантов в контактирующие культуры выделяются три уровня:
I уровень — культурное взаимоприятие — можно представить через утверждение: «Я предполагаю, знаю и учитываю, что другой думает и действует подругому»;
II уровень — культурное взаимопонимание — воспринимается через утверждение: «Я знаю и понимаю, почему другой — другой, и я готов согласиться с объяснением его инакости и принять ее»;
III высший уровень — культурное взаимоединение — можно сформулировать примерно так: «Я понимаю и принимаю концептуальные ценности другого
и готов разделить их».
И если целью первого уровня будет гарантирование взаимной культурной толерантности, а второго — обеспечение взаимной культурной адаптации, то целью
третьего уровня является достижение взаимного культурного ассоциирования
(единения).
С.К. Милославская убедительно обосновала, что высшего уровня можно достичь только при условии выхода, во-первых, за пределы культурного быта в сферу
культурного события и, во-вторых, за пределы знания факта культуры как такового
в область личной интерпретации этого факта как культурного события [1].
При этом под культурными событиями С.К. Милославская предлагает понимать, во-первых, вечные ценности духовной культуры народа, от «Слова о полку
Игореве» и рублевской «Троицы» до слова Пушкина, Чехова, Бунина. Во-вторых,
культурными событиями она называет принципиально новые для каждой данной
эпохи имена и тексты культуры, такие как «Житие протопопа Аввакума» или искусство русского авангарда. В-третьих, культурными событиями могут быть и исторические события, сыгравшие судьбоносную роль в русской культуре, и вовсе
не обязательно такие глобальные, как Крещение Руси и Отечественная война
1812 года [1].
Русская языковая среда в процессе формирования вторичной языковой
личности предоставляет нам, преподавателям языка и методистам, возможности
уникальные, заставляет искать новые методики, соответствующие духу времени, интересам и потребностям наших слушателей.
Система натурных уроков по Москве, как свидетельствует многолетняя практика автора, и является тем существенным элементом нового типа методической
организации обучения, который способствует углубленному знакомству с культурой не только Москвы, но и России, формирует устойчивый интерес к нашей
стране, ее культуре и русскому народу. Такой методический подход способствует более глубокому и личностному пониманию картины мира русских, переходя от уровня культурного взаимоприятия к уровню взаимопонимания.
Именно система натурных уроков, проводимых после работы с текстами
пособия, позволяет создать сильное эмоциональное восприятие не только информации о Москве и ее культурных памятниках, но прежде всего уникальных художественных текстов Золотого и Серебряного века в русской литературе, принадлежащих перу А.С. Пушкина, Л.Н. Толстого, М.А. Булгакова, И. Бунина, М. Цве-
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таевой, С. Есенина и др., текстов, каждый из которых сам по себе уже и есть
культурное событие.
Однако система натурных уроков по различным московским маршрутам для
успешной реализации должна быть обеспечена современными, информационно
насыщенными, хорошо иллюстрированными пособиями по практике речи, которых катастрофически не хватает. В результате разработка и написание таких пособий целиком и полностью ложится на плечи самого преподавателя. В течение
последних лет автором написаны такие интерактивные пособия, как «Жили в Москве былой. Беседы о булгаковской Москве» (по роману М.А. Булгакова «Мастер
и Маргарита) [3] и «Русские меценаты, предприниматели и благотворители» [4].
В ноябре в издательстве «Флинта» выходит еще одно пособие этой «московской серии» (на сей раз в соавторстве) «Прогулки по Москве: московские бульвары». Оно представляет собой тексты экскурсий по четырем московским бульварам. Однако его отличие состоит в том, что в этих текстах московские бульвары
представлены как совершенно феноменальное культурное пространство, содержащее широкий пласт русской культуры на протяжении нескольких веков и включает не только архитектуру и легенды бульвара, но и «бульвар литературный»,
«бульвар театральный», «бульвар в живописи». Таким образом, и эта книга продолжает разработку автором методики «стереоскопической картинки» по созданию такого пособия по обучению РКИ, которое органично сочетало бы обучение
языку на материале русской культуры с использованием одновременно возможностей русской прозы, поэзии, музыки, живописи, театра, кинематографа, а также
уникальную возможность обучать иностранцев языку в Москве, ставшей символом русской и православной культуры.
Данное пособие адресовано широкому кругу читателей: как иностранцам,
изучающим русский язык и русскую культуру (уровень Б-1 и Б-2), так и русским
студентам-гуманитариям, старшеклассникам, а также тем, кто заинтересован в более глубоком знании русской культуры и кто просто любит свой город и хочет
больше знать о нем, о его истории, культуре, традициях.
Можно сказать, что это путеводитель по четырем московским бульварам
(Тверскому, Никитскому, Сретенскому и Рождественскому), но не совсем обычный. Помимо привычной экскурсии по их историко-архитектурным памятникам,
сами бульвары представлены как совершенно феноменальное культурное пространство, наполненное прозой и поэзией, театром, живописью, где встретились
Золотой и Серебряный век русской культуры, то пространство, которое позволяет
погрузиться в исконно русские традиции и русскую историю. Можно сказать, что
это своеобразный путеводитель в русскую культуру, в ее уникальную атмосферу.
Иными словами, авторы постарались представить широкий пласт русской культуры, связанный с московскими бульварами, в диахронном аспекте: не просто
информационно насыщенные тексты экскурсий по самим бульварам и их архитектурным памятникам, но и такие составляющие, как «бульвар в литературе»,
«театральный бульвар», «бульвар в живописи».
Особенностью пособия является и то, что тексты подготовлены разными
авторами, а это позволяет читателю познакомиться с различными типами тек-
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стов, различной авторской манерой подачи материала, что способствует скорейшей адаптации в иной культурной и языковой среде.
Поскольку данное пособие предполагает вывести обучаемых иностранцев
на уровень обсуждения поставленных проблем, после каждого текста об архитектурных памятниках бульваров в рубрике «Давайте обсудим!» приводятся вопросы,
которые помогут разобраться в обсуждаемой теме, выводят в реальное общение
по ней. Также они помогут преподавателю проверить адекватность понимания
текста обучаемыми, активизировать усвоение материала. Предполагается, что эти
вопросы помогут обучаемым подготовиться к итоговой дискуссии, вопросы для
которой приведены в конце книги.
Материал пособия позволяет каждому преподавателю в зависимости от временных возможностей, от уровня владения языком и интересов обучаемых выбрать подходящие тексты для экскурсии по любому бульвару или бульварам,
поскольку тексты могут быть использованы автономно.
Содержание пособия обязательно должно быть понятным и понятым. Именно
потому каждый текст предваряется лексической работой, направленной на снятие
трудностей при чтении весьма насыщенных информацией текстов. Толкование
лексики при этом представляется предпочтительным, поскольку тексты достаточно
сложны, объемны, и такой подход значительно экономит время.
Особый интерес для читателей представляют собой историко-культурные
комментарии, которые вносят существенный вклад в формирование культуроведческой компетенции обучаемых.
Пособие содержит много фрагментов из художественных произведений известных русских писателей. Разумеется, эти тексты тематически тесно связаны
с описываемым бульваром и его историей. Кроме того, в книге много стихов
замечательных русских и советских поэтов, связанных с московскими бульварами.
Информацию об этих писателях и поэтах читатели найдут в комментариях к текстам, а более глубокому пониманию художественных и поэтических текстов помогут приведенные после них вопросы и задания.
В пособии использован актуальный — интерактивный — подход, который
предполагает субъект-субъектную ориентацию в процессе педагогического общения «преподаватель — учащийся». Это отражено в системе заданий, представляющих интерес для обучаемых и ориентированных на диалогическое общение,
поиск необходимой информации в Интернете, на групповые формы работы. Кроме
того, именно в доверительном тоне и стиле пособия, построенного на «Мы-концепции» общения, как предполагают авторы, и есть залог интереса к нему образованных взрослых людей.
Пособие выполнено в современной методической парадигме, которая ориентирует на гуманизацию обучения РКИ: приобщает обучаемых к общечеловеческим ценностям, в значительной степени расширяет их знания в области русской
культуры, способствует формированию устойчивого интереса и уважения как
к ней, так и к ее носителям; оно способствует формированию вторичной языковой
личности студента-иностранца и помогает ему достигнуть уровня взаимопонимания русской культуры.
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ЛИТЕРАТУРА
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[1] Милославская С.К. Межкультурная коммуникация в сфере задач межкультурной коммуникации // Мир русского слова. — 2001. — № 4. [Miloslavskaya S.K. Mejkulturnaya kommunikatsiya v sfere zadach mejkulturnoy kommunikatsii // Mir russkogo slova. — 2001. — № 4.]
[2] Шабалина Л.Н. О культурологическом подходе и принципах создания пособия по практике речи (для нефилологического профиля обучения РКИ) // Научно-методический семинар по обучению РКИ. — Будапешт: РКЦ, 2008. [Shabalina L.N. O keulturologicheskom
podhode i prisipah sozdaniya posobiya po practice rechi (dlya nefilologicheskogo profilya obucheniya RKI) // Nauchno-metodicheskii seminar po obucheniyu RKI. — Budapesht: RKC,
2008.]
[3] Шабалина Л.Н. Жили в Москве былой (по роману М.А. Булгакова «Мастер и Маргарита»): Пособие по практике речи для нефилологов. — М.: Икар, 2007. [Shabalina L.N. Jili
v Moskve biloy (po romanu M.A. Bulgakova «Master i Margarita»): Posobie po praktike rechi
dlya nefilologov. — M.: Ikar, 2007.]
[4] Шабалина Л.Н. Русские меценаты, предприниматели и благотворители: Пособие по практике речи для нефилологов. — М.: Флинта, 2009. [Shabalina L.N. Russkie metsenati, predprinimateli i blagotvoriteli: Posobie po praktike rechi dlya nefilologov. —M.: Flinta, 2009.]
[5] Шабалина Л.Н., Смирнова М.Н., Казанская О.Н., Караджев Б.И. Прогулки по Москве:
московские бульвары. — М.: Флинта, 2013. [Shablina L.N., Smirnova M.N., Kazanskaya O.N.,
Karadjev B.I. Progulki po Moskve: moskovskie bulvari. — M.: Flinta, 2013.]
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РОЛЬ ПРЕЦЕДЕНТНЫХ ФЕНОМЕНОВ В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ГОРОВАЯ ИРИНА ГЕННАДЬЕВНА Написать письмо автору1, ГОРОВАЯ НАТАЛЬЯ НИКОЛАЕВНАНаписать письмо автору2
1 Оренбургский государственный университет
2 Оренбургский государственный медицинский университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 11 (186) Год: 2015 Страницы: 65-70 Поступила в редакцию: 12.10.2015
УДК: 81'243
ЖУРНАЛ:
ВЕСТНИК ОРЕНБУРГСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА
Издательство: Оренбургский государственный университет (Оренбург)
ISSN: 1814-6457eISSN: 1814-6465
КЛЮЧЕВЫЕ СЛОВА:
МЕТОДИКА ПРЕПОДАВАНИЯ РУССКОГО КАК ИНОСТРАННОГО, METHODS OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE, РКИ, RCTS, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE PERSONALITY, ПРЕЦЕДЕНТНЫЙ ФЕНОМЕН, PRECEDENT PHENOMENON
АННОТАЦИЯ:
Целью изучения иностранного языка является овладение вербально-семантическим кодом данного языка и формирование вторичной языковой личности. В этой связи все больше внимания уделяется прецедентным феноменам. Однако наличие спорных вопросов в теории прецедентности (отсутствие терминологического единства, четкого представления об объеме, источниках и классификации прецедентных единиц) и методике преподавания (отсутствие системы их введения в процесс преподавания русского языка как иностранного) осложняет изучение прецедентных феноменов представителями иной культуры, для которых доступ к смыслу этих высказываний затруднен. Роль прецедентных феноменов в процессе формирования вторичной языковой личности обусловлена, прежде всего тем, что они отражают ментальные представления русского народа, воплощенные вербально и концептуально. Без понимания смысла прецедентных феноменов невозможно добиться адекватного понимания и интерпретации учащимися художественных и публицистических текстов на русском языке, кино- и мультипликационных фильмов, русской разговорной речи. Умению понимать прецедентные феномены и использовать их в речи следует обучать системно. Иными словами, формирование вторичной языковой личности требует разработки системы введения в обиход иностранных учащихся прецедентных феноменов. Формирование вторичной языковой личности должно осуществляться комплексно: идентификация (узнавание) и запоминание прецедентных феноменов, выявление их структуры, смысла, особенностей функционирования в диагностирующем контексте, в дискурсе, в речи, лингвокультурологический комментарий. Для понимания прецедентных феноменов со скрытым значением необходима активизация в сознании говорящего различных когнитивных и языковых структур, которые базируются на фоновых знаниях. Способность правильно декодировать прецедентные феномены, умения включать их в дискурс, подчинять их своим коммуникативным потребностям и соотносить с потребностями и замыслом говорящего свидетельствуют о сформированности вторичной языковой личности.
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Современная лингводидактика рассматривает языковую личность как одно из важнейших понятий в теории обучения. Под
языковой личностью, в структуре которой выделяются вербально-семантический, логикокогнитивный уровень и уровень деятельностнокоммуникативных потребностей [12, С. 3],
понимается человек с совокупностью всех присущих ему языковых способностей (создание
речевых произведений, текстов, их восприятие и понимание). Целью изучения иностранного языка является овладение вербальносемантическим кодом изучаемого языка
(языковой и концептуальной картиной мира)
[4, С. 46], формирование вторичной языковой
личности в результате перевода второго языка
в статус «нечужого» [27, С. 277–278]. Вторичная языковая личность – это «коммуникативноактивный субъект, способный в той или иной
мере познавать, описывать, оценивать, преобразовывать окружающую действительность и принимать участие в общении с другими людьми
средствами иностранного языка в иноязычноречевой деятельности» [22, С. 3].
В методике преподавания РКИ принято считать, что эффективность и продуктивность общения зависит от уровня сформированности лингвокультурологической компетенции, включающей:
1) усвоение определенного объема сведений о русской культуре (социокультурные концепты), науке, искусстве, истории, религии;
2) овладение речевыми тактиками или
культурно-обусловленными сценариями поведения, особенностями коммуникации в устной
и письменной форме;
3) овладение языковыми единицами, которые входят в лингвокультурологическое поле
русского языка: концепты, прецедентные феномены, фразеологизированные сочетания и выражения (идиомы), этнокультурно маркированные
факты словообразования и грамматики, относящиеся к русской языковой картине мира;
4) понимание и адекватная интерпретация
русского художественного текста как образ
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ца русской словесно-художественной культуры, русского мировидения и миропонимания
[19, с. 14-15].
Также все больше внимания уделяется единицам, которые знакомы многим носителям
русского языка, обладают достаточной устойчивостью и воспроизводимостью состава и отражают историко-литературную и культурную
память сообщества. Как отмечают Н.Д. Бурвикова и В.Г. Костомаров, историко-литературная,
культурная память оказывает большое влияние
на активность использования в русском тексте
прецедентных феноменов, отражающих эту
память [1]. Подобные отсылки характерны не
только для публицистических и художественных
текстов, но и для речевого общения. В работах
разных авторов (Н.Д. Бурвикова, Ю.Н.Караулов,
В.Г. Костомаров, И.М.Михалева, Ю.Е. Прохоров,
Ю.А. Сорокин, А.Е. Супрун и др.) их определяют как «логоэпистема», «текстовая реминисценция», «прецедентная текстовая реминисценция»,
«прецедентное высказывание», «прецедентный
текст», «прецедентный феномен». Эти единицы
являются содержательной основой, влияют на
смысл высказываний, однако доступ к этой информации, выраженной имплицитно, часто остается закрытым. Это приводит к непониманию
представителями иноязычной культуры смысла
высказывания. Системное, целенаправленное
изучение прецедентных феноменов позволит
иноязычным учащимся овладеть общим знанием, необходимым для эффективного общения на
русском языке.
В связи с этим необходимо уточнить некоторые положения теории прецедентности с
целью включения прецедентных феноменов в
речь иноязычных учащихся.
Цель нашего исследования – определение
роли прецедентных феноменов в процессе формирования вторичной языковой личности и разработка системы их введения в процесс преподавания русского языка как иностранного.
Проблема прецедентности занимает важное место в лингвистических исследованиях
(Д.В. Багаева, С.В. Банникова, О.С. Боярских,
Н.Д. Бурвикова, Н.П. Вольская, О.А. Ворожцова, Н.А. Голубева, Л.И. Гришаева, Д.Б. Гудков,
М.Б. Дюжева, И.В. Захаренко, Е.А. Земская,
М.Ю.Илюшкина, В.В. Красных, В.Г. Костомаров,
Н.А. Кузьмина, С.Л. Кушнерук, И.М. Михалева,
Е.А. Нахимова, Н.В. Немирова, Н.М. Орлова,
Ю.Б. Пикулева, Г.Г. Слышкин, Н.В. Смыкунова,
Ю. А. Сорокин, Н.А. Фатеева и др.).
Вслед за Д.Б. Гудковым [5], Ю.Н. Карауловым [11], В.В. Красных [14] и Е.А. Нахимовой [20], под прецедентным феноменом
нами понимается единица дискурса, регулярно
возобновляемая в речи, известная всем представителям национально-лингвокультурного
сообщества, имеющая общий, коннотативный
инвариант восприятия, понятный без дополнительных объяснений и расшифровок.
В некоторых исследованиях разграничиваются вербальные [15] и невербальные прецедентные феномены (музыкальные прецедентные знаки [9], узнаваемые голоса, музыкальные цитаты,
культурно значимые предметы вещного мира,
жесты, формулы поведения, ритуалы [21]).
Д.Б. Гудков понимает под прецедентом
«образцовые факты, служащие моделью для
воспроизводства сходных фактов, представленные в речи определенными вербальными
сигналами, актуализирующими стандартное
содержание, которое не создается заново, но
воспроизводится» [6]. Однако прецедентные
феномены помимо эталонности и императивности имеют и другие специфические когнитивные признаки, позволяющие выделять их в
особую группу прецедентов (эмоциональность,
познавательность).
Понятие «прецедентный феномен» объединяет прецедентный текст, прецедентное
высказывание, прецедентную ситуацию, прецедентное имя и имеет следующие признаки:
известность всем представителям национальнолингвокультурного сообщества; актуальность в
когнитивном плане; воспроизводимость в речи
представителей того или иного национальнокультурного сообщества; не обязательность
словесного выражения.
Источниками прецедентных феноменов
могут служить произведения художественной
литературы и мифологии, тексты СМИ, фольклор, художественные и мультипликационные
фильмы, произведения искусства и культуры,
исторические события и др. Чаще всего в основе
классификации прецедентных феноменов лежат понятийные сферы-источники в основных
своих значениях (наука, литература, кино, театр, музыка, политика, спорт, субкультура) [3],
66
[7], [16], [24], [26]. В качестве сфер-источников
могут выступать классическая культура и субкультуры [8], авторские тексты и фольклор [10]
и др. Прецедентными феноменами признаются
цитаты из художественных и публицистических
текстов (например: А ларчик просто открывался! Кто виноват?), а также пословицы [14].
Дискуссионным остается вопрос о принадлежности к прецедентным феноменам фразеологизмов. Так, В.В. Красных не включает фразеологизмы в число прецедентных феноменов
на том основании, что их источник невозможно
определить [15]. Однако известно, что представления, отраженные в пословицах, также имеют
прототипический характер, но более древний по
сравнению с крылатыми выражениями. Кроме
того, многие цитаты приобретают со временем
пословичный характер. Как отмечает А.Е. Супрун, «есть достаточно оснований думать, что
некоторые пословицы и поговорки возникли
тоже из текстовых реминисценций, но затем
предшествующие тексты были забыты» [26].
Все это позволяет некоторым исследователям
[2], [15], [17], [18], [22] относить пословицы,
поговорки и фразеологизмы к прецедентным
феноменам. Поскольку фразеологизмы, как и
другие прецедентные единицы, являются воспроизводимыми, имеющими явный или «стертый» источник, они могут быть отнесены к прецедентным феноменам.
Каждый участник коммуникации, являясь
языковой личностью, может выступать как индивидуум (носитель индивидуальных признаков, знаний, представлений), член социальной
группы (семейной, профессиональной, конфессиональной, политической), представитель того
или иного национально-культурного сообщества, представитель человечества [5]. Исходя
из этого, прецедентные феномены можно разделить на следующие группы:
– автопрецедентные (феномены окружающего мира);
– социумно-прецедентные (феномены, известные всем представителям социума);
– национально-прецедентные (феномены,
известные всем представителям национальнолингвокультурного сообщества);
– универсально-прецедентные (феномены,
входящие в «универсальное» когнитивное пространство [13, С. 63].
В методике преподавания русского языка
как иностранного чаще всего имеет место обращение к национально-прецедентным феноменам. При этом предъявлять иностранным
учащимся нужно наиболее употребительные
единицы с последующим лингвокультурологическим и лингвострановедческим комментарием, с объяснением их значения, эмоциональной
окраски, характерной ситуацией употребления,
т. е. необходимо дать полный объем фоновых
знаний, которыми владеют носители русского
языка.
Лингвокультурологический и лингвострановедческий комментарий должен проводиться
с учетом познавательных потребностей учащихся (когнитивный аспект) и с учетом необходимости устранения смысловых барьеров,
обусловленных непониманием содержания высказывания (коммуникативный аспект).
Количество единиц, предъявляемых на
занятии, зависит от уровня владения русским
языком, уровня культуры, возраста, тематики
урока и цели преподавателя.
Работа над художественным или публицистическим текстом, включающим прецедентный феномен, предполагает выполнение предтекстовых, притекстовых и послетекстовых
заданий.
Предтекстовая работа может включать информацию об авторе, о его творчестве, работу
с названием текста.
Притекстовую работу следует начинать с
чтения фрагментов текста и выделения ключевых элементов. Затем необходимо выявить
прецедентную единицу, определить ее значение, описать ситуацию-источник, особенности
употребления прецедентного феномена в типовой ситуации, дать лингвокультурологический
комментарий. При этом необходимо учитывать
наличие уровней значения (поверхностного или
глубинного уровня) прецедентных феноменов.
Послетекстовая работа содержит задания
обобщающего характера, направленные на
расширение культурного фона, на введение
прецедентного феномена в речь иностранного
учащегося.
Таким образом, цель работы над текстом –
запоминание, узнавание, понимание смысла
прецедентных феноменов, свободное владение ими.
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Узнавание, идентификация прецедентного
высказывания, функционирующего в стихотворном тексте, осуществляется в процессе выполнения следующего притекстового задания.
Составьте фразу из следующих слов:
возрасты / Любви / покорны / все.
женщину / Чем меньше /мы /легче/ тем /
нравимся /любим, /мы ей.
Выполнение этого задания должно сопровождаться комментарием, содержащим информацию об авторе и источнике прецедентной
единицы.
Работая над прецедентными феноменами,
в основе которых лежит пословица, название
картины известного художника, песни, художественного произведения, можно предложить
учащемуся закончить фразу, например:
Не родись красивой, а родись… – умной /
счастливой / богатой.
Человек в …шкафу / шкатулке / футляре.
Если б знали вы, как мне дороги … севастопольские рассветы, подмосковные вечера,
петербургские белые ночи.
Подобные задания могут быть включены в
притекстовую или послетекстовую работу, направленную на развитие рецептивных видов
речевой деятельности (чтения и аудирования).
Фразеологизм как прецедентный феномен
осмысливается, запоминается учащимся и воспроизводится им в готовом виде. Для проверки
степени усвоения фразеологизмов можно предложить учащемуся найти эквивалент в родном
языке, а затем выполнить следующие задания.
Вставьте вместо точек имена существительные (названия животных):
как с … вода
упрямый как …
голодный как ….
слышно как … пролетит
… всегда грязи найдет
вертеться как … в колесе
Можно, используя картинки с изображением животных, предложить соотнести слова
с картинкой, например: трудится как … (муравей), порхает как … (бабочка), ползет как …
(черепаха).
Выполнение подобных заданий способствует не только обогащению речи учащегося
устойчивыми оборотами русского языка, но и
позволяет ассоциировать с лексической единицей фоновую информацию, что в целом позволяет добиваться полноценной коммуникации.
Отрабатывать системные связи лексических единиц русского языка можно также на
материале, содержащем фразеологизмы. Например:
1 Подберите к фразам синонимы:
золотые руки; смотреть сквозь пальцы;
капля в море; один в поле не воин.
2 Подберите к фразам антонимы:
брать себя в руки; засучив рукава.
3 Замените прецедентные феномены близкими по смыслу словами:
бить тревогу; дрожать как осиновый лист;
очки втирать; как пить дать
Слова для справок: беспокоиться; бояться;
обманывать; точно, несомненно.
Подобные упражнения помогут не только
расширить словарный запас учащегося за счет
синонимических и антонимических рядов фразеологизмов, но и создать условия для их последующего лингвокультурологического комментария и свободного употребления в речи.
Сформированность навыков владения русским языком, усвоение учащимся прецедентных
феноменов и безошибочное использование их в
речи проверяется в процессе выполнения следующего упражнения:
Прочитайте предложения. Найдите и исправьте ошибки в употреблении фразеологизмов.
Василий остановился, до глубины души
восхищенный чудесной музыкой.
Ваня красиво, как курица лапой, написал
слово.
Щенок был очень некрасивым, глаз не оторвать.
Дети дружно работали в саду, сложа руки.
В подобных заданиях проверяется не
только знание норм литературного языка, но и
умение отбирать необходимые для построения
высказывания элементы, соответствующие ситуации и контексту, т. е. речевому узусу.
Опираясь на систему дифференциальных
признаков (ядро структуры) и атрибутов (периферия) прецедентных феноменов, выделенных
авторами лингвокультурологического словаря
«Русское культурное пространство» [23, С. 117],
можно предложить учащимся выполнить задания, содержащие диагностирующий контекст,
68
достаточный для определения прецедентного
имени.
1 Назовите имя сказочного персонажа по
следующим признакам:
– человек-сирота или позабытый своими
родителями;
– забота о домашнем хозяйстве, непосильная работа, статус прислуги;
– бедность внешнего вида;
– нехватка времени, спешка,
– бой часов в полночь;
– потерянная туфелька.
Назовите имя сказочного персонажа по следующим признакам:
– круглый, с румяной корочкой;
– ушел от бабушки, от дедушки;
– обед хитрой лисы.
Определите название сказки по следующим
признакам:
– дед и баба;
– курочка с яркой окраской;
– золотое яичко, простое яичко;
– мышка с длинным хвостиком.
4 Назовите признаки, по которым можно
было бы узнать следующие персонажи детских сказок: Снегурочка, Буратино, Снежная
королева.
При необходимости следует давать энциклопедическую информацию-справку об источнике прецедентного имени. Это позволит
расширить фоновые знания и проверить сформированность лингвострановедческой компетенции.
В качестве одного из вариантов послетекстовой работы может быть предложено закончить фразу:
Его называли Пушкиным современности,
потому что...
Данное упражнение направлено на выведение прецедентного феномена непосредственно
в речь.
Как основу для итогового контроля степени
усвоения прецедентных феноменов иностранными учащимися можно взять анкетирование,
предложенное в диссертационном исследовании Н.В. Смыкуновой «Прецедентные феномены в речевом общении русской языковой
личности и процессе обучения русскому языку
как иностранному» [25]. Задания должны быть
ориентированы на проверку умения идентифицировать прецедентные феномены из группы
других единиц языка, определить их компонентный состав, значение, охарактеризовать
ситуацию, в которой может быть употреблено
прецедентное имя, прецедентное высказывание,
фразеологизм, выявить все возможные связи с
этим феноменом.
1 Закончите предложение:
У природы нет …
Красиво жить …
Тише едешь …
2 Где Вы встречали раньше следующие
имена и фамилии? Что можете сказать о человеке (персонаже), имеющем это имя? Укажите
источник (название книги, кинофильма, мультфильма), в котором упоминается этот человек
(персонаж).
Арина Родионовна
Снегурочка
Шаляпин
Чебурашка
3 Назовите признак человека, про которого
можно сказать, что он «дядя Степа»:
толстый, лысый, высокий, добрый.
Охарактеризуйте человека, которого в России называют «зайцем».
В какой песне Вам встречалось выражение
«оренбургский пуховый платок»?
Правильное выполнение этих заданий даст
представление об информационном запасе учащегося, о сумме знаний, позволяющих адекватно понимать прецедентные феномены, употреблять их в любой коммуникативной ситуации,
а также позволит судить о сформированности
вторичной языковой личности.
Таким образом, прецедентные феномены
играют важную роль в формировании вторичной языковой личности. Введение их в речь
иноязычного учащегося должно осуществляться комплексно: идентификация (узнавание) и запоминание прецедентных феноменов,
выявление их структуры, смысла, особенностей функционирования в диагностирующем
контексте, в дискурсе, в речи, лингвокультурологический комментарий. Для понимания
прецедентных феноменов со скрытым значением необходима активизация в сознании говорящего различных когнитивных и языковых
структур, которые базируются на фоновых
знаниях.
69
Способность правильно декодировать прецедентные феномены, умения включать их в
дискурс, подчинять их своим коммуникативным
Список литературы:
1. Бурвикова, Н. Д. Как тексты становятся прецедентными / Н. Д. Бурвикова, В. Г. Костомаров // Русский язык за рубежом. –
1994. – №1. – С. 73-76.
2. Ворожцова, О. А. Прецедентное высказывание как тип прецедентных феноменов / О. А. Ворожцова // Актуальные проблемы
лингвистики: Уральские лингвистические чтения-2006: материалы ежегодной научной конференции, Екатеринбург, 1-2
февраля 2006 г. / Урал. гос. пед. ун-т. – Екатеринбург, 2006. – С. 38-39.
3. Ворожцова, О. А.. Лингвистическое исследование прецедентных феноменов в дискурсе российских и американских федеральных выборов (2003-2004 гг.): автореф. дис. … канд. филол. наук / О. А. Ворожцова. – Екатеринбург, 2007. – 22 с.
4. Гальскова, Н. Д. Современная методика обучения иностранным языкам / Н. Д. Гальскова. – М.: АРКТИ-ГЛОССА, 2000. –
192 с.
5. Гудков, Д. Б. Прецедентное имя в когнитивной базе современного русского языка / Д. Б. Гудков // Язык, сознание, коммуникация. – М.: МАКС Пресс, 1998. – Вып.4: Филология. – С. 82-92.
6. Гудков, Д. Б. Теория и практика межкультурной коммуникации / Д. Б. Гудков. – М.: ИТДГК «Гнозис», 2003. – 288 с.
7. Гунько, Ю. А. Особенности функционирования прецедентных высказываний в разговорной речи носителей русского языка:
автореф. дис. … канд. филол. наук / Ю. А. Гунько. – СПб., 2002. – 20 с.
8. Долевец, С. Н. Об иерархии прецедентных феноменов в сознании языковой личности / с. Н. Долевец // Известия УрГПУ.
Лингвистика. – Екатеринбург, 2005. – №16. – С. 145-149.
9. Евтюгина, А. А. Прецедентные тексты в поэзии В. Высоцкого (к проблеме идиостиля): автореф. дис. … канд. филол. наук /
А. А. Евтюгина. –Екатеринбург, 1995. – 20 с.
10. Земская, Е. А. Цитация и способы ее трансформации в заголовках современных газет / Е. А. Земская // Поэтика. Стилистика.
Язык и культура. Памяти Т. Г. Винокур. – М.: Наука, 1996. – С. 157-168.
11. Караулов, Ю. Н. Роль прецедентных текстов в структуре и функционировании языковой личности / Ю. Н. Караулов // Научные традиции и новые направления в преподавании русского языка и литературы. – М.: Наука, 1986. – С. 105-125.
12. Караулов, Ю. Н. Русская языковая личность и задачи ее изучения / Ю.Н. Караулов // Язык и личность. – М.: Наука, 1989. –
С. 3-11.
13. Красных, В. В. Когнитивная база и прецедентные феномены в системе других единиц и коммуникации / В. В. Красных,
Д. Б. Гудков, И. В. Захаренко, Д. В. Багаева // Вестник МГУ. – 1997. – №3. – С. 62-75.
14. Красных, В. В. Этнолингвистика и лингвокультурология / В. В. Красных. – М.: ИТДК «Гнозис», 2002. – 284 с.
15. Красных, В. В. «Свой» среди «чужих»: миф или реальность? / В. В. Красных. – М.: ИТДК «Гнозис», 2003. – 375 с.
16. Кушнерук, С. Л. Сопоставительное исследование прецедентных имен в российской и американской рекламе: автореф. дис. …
канд. филол. наук / с. Л. Кушнерук. – Челябинск, 2006. – 22 с.
17. Лаенко, Л. В. Пословица есть прецедентное высказывание? / Л. В. Лаенко // Феномен прецедентности и преемственность
культур / под общ. ред.: Л. И. Гришаевой, М. К Поповой, В. Т. Титова. – Воронеж: Воронежский государственный университет, 2004. – С. 127-134.
18. Милосердова, Е. В. Языковая личность в свете прецедентных высказываний / Е. В. Милосердова // Феномен прецедентности и преемственность культур / под общ. ред.: Л. И. Гришаевой, М. К Поповой, В. Т. Титова. – Воронеж: Воронежский
государственный университет, 2004. – С. 140-148.
19. Минакова, Н. А. Формирование языковой личности иностранного специалиста-гуманитария в современных условиях:
учебное пособие / Н. А. Минакова. – М.: РУДН, 2008. – 131 с.
20. Нахимова, Е. А. Прецедентные имена в массовой коммуникации / Е. А. Нахимова: монография. – Екатеринбург: УрГПУ,
2007. – 207 с.
21. Пикулева, Ю. Б. Прецедентный культурный знак в современной телевизионной рекламе: лингвокультурологический анализ:
автореф. дис. … канд. филол. наук / Ю. Б. Пикулева. – Екатеринбург, 2003. – 20 с.
22. Плехов, А. Н. Психологические условия развития вторичной языковой личности преподавателя-лингвиста: дисс. канд. психол.
наук / А. Н. Плехов. – Нижний Новгород, 2007. – 210 с.
23. Русское культурное пространство. Лингвокультурологический словарь: вып. 1 / Брилева И. С. и др. – М.: ИТДК «Гнозис»,
2004. – 315 с.
24. Слышкин, Г. Г. Лингвокультурные концепты и метаконцепты: автореф. дис. … д-ра филол. наук / Г. Г. Слышкин. – Волгоград, 2004. – 40 с.
25. Смыкунова, Н. В. Прецедентные феномены в речевом общении русской языковой личности и процессе обучения русскому
языку как иностранному: дис.... канд. пед. наук / Н. В. Смыкунова. – М., 2003. – 228 c.
26. Супрун, А. Е. Текстовые реминисценции как языковое явление / А. Е. Супрун // Вопросы языкознания. – 1995. – №6. – С. 17-29.
27. Халеева, И. И. Вторичная языковая личность как реципиент инофонного текста / И. И. Халеева // Язык – система. Язык –
текст. Язык – способность. – М.: РАН ИРЯ, 1995. – С. 7-286.
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РОЛЬ ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЙ СРЕДЫ В ФОРМИРОВАНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ В ВУЗЕ
ИВАНОВА ЮЛИЯ НИКОЛАЕВНА1
1 Государственный университет морского и речного флота
Тип: статья в журнале - научная статья Язык: русский
Номер: 4-5 Год: 2015 Страницы: 51-68
УДК: 378
ЖУРНАЛ:
ПЕДАГОГИЧЕСКИЙ ЖУРНАЛ
Издательство: Аналитика Родис (Москва)
ISSN: 2223-5434
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННАЯ ОБУЧАЮЩАЯ СРЕДА, PROFESSIONALLY-ORIENTED LEARNING ENVIRONMENT, ПРОФЕССИОНАЛЬНЫЙ ДИСКУРС, PROFESSIONAL DISCOURSE
АННОТАЦИЯ:
В статье рассматривается понятие профессиональной языковой личности, ее структура, а также роль, которую играет в ее формировании профессионально-ориентированная образовательная языковая среда. Особое внимание уделяется использованию профессионально-ориентированного подхода к формированию языковой личности в вузе, поскольку общая профессионализация языковой личности начинается с приобщения студентов к профессиональному дискурсу. Профессионально-ориентированная образовательная среда рассматривается как основной фактор формирования профессиональной языковой личности студентов в вузе, который способствует развитию у студентов специальных речевых навыков, а также специфического профессионального мышления.
---
Введение
В современных реалиях готовность к адекватному общению с коллегами и
партнерами по трудовой деятельности является важнейшим критерием оценки
профессионализма специалиста в любой сфере, поскольку от этой готовности
напрямую зависит успешность деловых контактов.
Поэтому сегодня формирование языковой личности студентов посредством
создания профессиональной обучающей среды в вузе приобретает особую
значимость и является неотъемлемым компонентом профессиональной подготовки специалиста. Благодаря такой подготовке у студентов должны формироваться следующие навыки:
1) умение говорить на одном языке с профессионалами в своей сфере и
работать с литературой по специальности;
2) владение основами делового общения и соблюдение этики делового общения;
3) способность к критическому осмыслению полученной из текста информации;
4) использование приемов обобщения, анализа и оценки достоверности
информации при работе с текстами.
Все вышеперечисленное представляет собой языковую профессиональную
компетентность личности и обеспечивает готовность выпускника университета реально использовать полученные знания в условиях профессиональной
среды.
Поскольку целью системы вузовского образования является формирование компетентного в определенной сфере деятельности специалиста, профессионально квалифицированного, способного к организации различных видов
трудовой деятельности, особенно актуальным становится профессионально-
52
ориентированный подход к обучению. Данный подход наилучшим образом
способствует формированию у обучающихся способностей к коммуникации
в реальных профессиональных, деловых, научных сферах и конкретных ситуациях. Кроме того, он предполагает формирование и развитие у студентов навыков и умений работы с устными и письменными текстами, извлечение полезной информации из литературы соответствующего профиля. Суть
профессионально-ориентированного обучения заключается в том, что языковые дисциплины интегрируются со специальными дисциплинами с целью получения студентами специфических знаний из сферы их будущей профессии
и формирования профессионально значимых качеств личности, в том числе
и профессионального языка специалиста. Высокий уровень сформированности языковой личности в этом случае выступает критерием повышения
профессиональной компетентности и личностного развития студентов и является необходимым условием успешной профессиональной деятельности
специалиста.
Понятие профессиональной языковой личности
Несмотря на то, что понятие «языковая личность» появилось в науке сравнительно недавно, интерес к данной теме среди исследователей не иссякает.
Особенно важное значение приобретают работы на данную тему на фоне заметного снижения общего уровня речевой и коммуникативной культуры, ярко
обнаружившегося в России на рубеже ХХ и ХХI вв. В данной работе под языковой личностью вслед за Ю.Н. Карауловым мы понимаем «совокупность способностей и характеристик человека, обусловливающих создание и восприятие им речевых произведений (текстов), которые могут различаться степенью
структурно-языковой сложности, глубиной и точностью отражения действительности, определенной целевой направленностью» [Караулов, 1989, 5].
В условиях профессиональной коммуникации формируется особый тип
языковой личности – профессиональная языковая личность, то есть языковая
личность, которая «раскрывается в особенностях производимых ею языковых
единиц и целостных текстов, в своеобразии принадлежащего личности про-
54
Yuliya N. Ivanova
Pedagogical Journal. 4-5`2015
фессионального дискурса, подчиненного целям и задачам профессиональной
деятельности» [Голованова, 2009, 16]. Такая формулировка позволяет говорить
о том, что в изучении языковой профессиональной личности можно выделить
четыре аспекта: психологический, лингвистический, социальный и деятельностный.
Психологический аспект определяется процессом восприятия и продуцирования человеком профессиональных текстов (письменных и устных), представляет его как субъекта профессиональной коммуникации, обладающего уникальными характеристиками личности. Лингвистический аспект проявляется
в системно-структурной организации профессиональных текстов. Профессиональные тексты закрепляют на языковом уровне профессиональную картину
мира как результат отражения субъектом объективной действительности, что
обуславливает психологический взгляд на языковую профессиональную личность [Голованова, 2009, 17]. Социальный аспект позволяет рассматривать носителя языковой профессиональной личности как субъекта социальной профессиональной коммуникации. И, наконец, выделение цели в текстах дает
возможность охарактеризовать языковую профессиональную личность с позиции речевой деятельности.
Поскольку профессиональная языковая личность формируется и развивается в речевой деятельности, для более пристального изучения данного феномена необходимо рассмотреть понятие профессионального дискурса. Если
определить дискурс как процесс языковой деятельности в совокупности с экстралингвистическими (психологическими, социокультурными, прагматическими и др.) факторами, то профессиональный дискурс соответственно понимается как процесс речевой деятельности, обусловленный профессиональной
деятельностью говорящего – совокупностью устных и письменных текстов,
порождаемых языковой личностью специалиста в профессиональной коммуникации.
Участвуя в профессиональном дискурсе, языковая личность, с одной стороны, отражает в нем свои индивидуальные особенности. С другой стороны,
сфера профессиональной деятельности – действия в конкретной коммуникативной ситуации, организация и условия общения – требует от языковой лич-
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ности выбора коммуникативных стратегий и строго определенных языковых
средств, которые в данной области выступают в качестве условий успешной
коммуникации, в то время как индивидуальность языковой личности «уступает место профессиональной необходимости» [Мыскин, 2013, 153].
Структура профессиональной языковой личности
Характеризуя структуру языковой личности, Ю.Н. Караулов выделяет в
ней три уровня:
1) вербально-семантический (структурно–языковой) уровень отражает
степень владения носителем естественным обыденным языком;
2) лингво-когнитивный уровень состоит из понятий, идей, концептов, образующих уникальную для каждого «картину мира», которая отражает иерархию ценностей;
3) прагматический (мотивационный) уровень – это цели, мотивы, интересы,
установки и интенциональности языковой личности, которые «обеспечивают
закономерный и обусловленный переход от оценок ее речевой деятельности к
осмыслению реальной деятельности в мире» [Караулов, 1989, 6].
В структуре языковой профессиональной личности можно выделить следующие уровни: коммуникативно-компетентностный, лингво-когнитивный и
мотивационный. В основе изменения структуры языковой личности, применительно к профессиональной деятельности, лежат следующие факторы:
1. Словарная и грамматическая основа профессионального языка не отличается от общенационального языка, что не позволяет отнести профессиональный язык к целостной системе коммуникации [Кубиц, 2005, 17].
2. Опору для усвоения специальной терминологии представляет уже сформированный уровень владения национальным языком.
3. В профессиональном взаимодействии субъекты общаются, исходя из
требований профессиональной роли, что не предполагает использование обыденного языка.
В связи с этим нет необходимости в отдельном выделении вербальносемантического уровня при характеристике языковой профессиональной лич-
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ности. Здесь мы можем сослаться на слова самого Ю.Н. Караулова, который
говорил, что корни языковой личности лежат в тезаурусе.
Кроме того, необходимо отметить, что профессионализацию человека обеспечивает овладение специальными языком и речью как основными регуляторами профессиональной деятельности. Еще Л.С. Выготский отмечал, что,
лишь будучи усвоенным, язык становится частью личности и может проявить
свою сущность как часть деятельности [Выготский, 1996, 33]. Если профессию охарактеризовать как вид деятельности, являющийся источником существования и требующий наличия определенных знаний, умений и навыков, то
можно сказать, что в профессиональной деятельности речь идет не о лексиконе, а только о тезаурусе языковой личности, характеризующем человека как
профессионала со стороны языка. Причем здесь рассматривается не столько
степень владения языковыми знаниями и умениями, а, скорее, основанная на
приобретенных профессиональных знаниях, интеллектуальном опыте, ценностях и наклонностях способность оречевлять и самостоятельно реализовывать
профессиональную деятельность [Мыскин, 2013, 153]. Такая характеристика
отражает языковую профессиональную компетентность субъекта, его речевой
портрет, который является важнейшей характеристикой профессиональных качеств личности.
Говоря о языковой профессиональной личности, необходимо охарактеризовать и формирование языковой (коммуникативной) компетентности, которая
рассматривается как категория, принадлежащая сфере отношений между знанием и практической деятельностью человека. Р. Кэмпбелл и Р. Уэлс дают определение языковой способности (компетенции) как «… способности понимать и
порождать высказывания не столько грамматически правильные, сколько соответствующие контексту, в котором они проявляются» (цит. по: [Там же, 155]).
Такое определение позволяет понимать в данной работе профессиональную
коммуникативную компетентность как совокупность способностей успешно
осуществлять профессиональное общение в соответствии с целями и задачами
профессиональной деятельности на основе приобретенных специальных знаний, умений и навыков. Таким образом, в структуру языковой профессиональной личности вводится коммуникативно-компетентностный уровень.
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Другой уровень – лингво-когнитивный – отражается в профессиональной
картине мира, которая в свою очередь выражена тезаурусом, а также образом
профессионального мира субъекта.
Следующий уровень языковой профессиональной личности – мотивационный – представлен системой побудительных факторов, обуславливающих
пристрастность языкового профессионального сознания субъекта как преломленного отражения объективной действительности [Там же].
Итак, структура языковой профессиональной личности представлена тремя уровнями, каждый из которых необходимо развивать в процессе обучения в
вузе с целью формирования профессионально-компетентного специалиста.
Профессионально-ориентированный подход
к формированию языковой личности студента
Как уже отмечалось, одна из центральных задач профессионального образования – сформировать в каждом студенте уникальную языковую личность,
творческую, свободно владеющую правильной и чистой, содержательной и логичной, богатой и выразительной речью. Именно такая личность востребована
в современном обществе, в первую очередь – в профессиональной сфере.
Увеличение источников и средств информации, разнообразие их интерпретаций, в том числе в зависимости от ментальных, этнонациональных картин
мира, «размывают» пространство целей и жизненных ориентиров субъектов
коммуникации. Следовательно, в образовательном дискурсе необходимо создание инновационной методологии защиты личности от вредных коммуникативных воздействий, нужна концептуализация базовых подходов, обеспечивающих дифференциацию информации, усвоение только необходимой ее части,
коррелирующей с нравственно-ценностными, духовными установками личности. [Горских, Покровская, 2014, 62]
Специфика профессионально-ориентированного подхода заключается в
том, что развитие языковой личности студента происходит в первую очередь
через погружение в сферу профессиональных знаний, через специфику его
будущей профессии. Происходит формирование профессиональной языковой
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личности, основными компонентами которой являются: освоение профессионального тезауруса, понимание и принятие профессионального образа жизни,
усвоение стиля профессионального общения и формирование собственного
речевого стиля.
Формирование профессионального тезауруса – задача непростая, так как в
данном случае подразумевается развитие умений распознавать мотивы и установки личности, принадлежащей профессиональной общности. Освоить определенный массив знаний о профессиональной картине мира – значит выйти
на лингво-когнитивный (тезаурусный) уровень профессиональной языковой
личности. Основная задача при подготовке активного участника профессиональной коммуникации, умеющего пользоваться профессиональным языком
как средством профессионального общения, – научить его правильно понимать носителя профессионального языкового образа мира.
Использование понятия профессиональной языковой картины мира и профессионального тезауруса личности как способа организации профессиональных знаний позволяет утверждать, что понять какую-нибудь фразу или текст
можно лишь после того, как она пропущена через профессиональный тезаурус,
соотнесена с профессиональными знаниями и найдено соответствующее ее содержанию место в профессиональной картине мира. При этом процесс обучения профессиональному языку предполагает прохождение через все уровни
структуры языковой профессиональной личности, меняются его качественные
характеристики, на каждом уровне они наполняются собственным содержанием и развиваются в соответствии с целями обучения.
Взаимосвязанное коммуникативное, социокультурное профессиональное
и когнитивное развитие студентов, являясь средством и результатом формирования профессиональной языковой личности, призвано помочь им:
1) понять и усвоить профессиональный образ жизни;
2) употреблять язык во всех его проявлениях в аутентичных ситуациях профессионального общения (процессы формирования навыков и умений);
3) расширить «индивидуальную картину мира» за счет приобщения к
«профессиональной языковой картине мира» носителей изучаемого профессионального языка;
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4) сформировать свой собственный речевой стиль поведения, который будет демонстрировать уникальность языковой личности и позволит занять достойное место среди профессионалов в определенной области.
Познание, навыки и умения, развитие и самосовершенствование есть звенья одной цепи, связанные с формированием личности как субъекта общества.
Вместе с тем когнитивные аспекты функционирования личности и интеллект
человека проявляются прежде всего в языке. По мнению А.А.Леонтьева, языковая личность складывается из способности человека осуществлять различные
виды речемыслительной деятельности и использовать разного рода коммуникативные роли в условиях социального взаимодействия людей друг с другом и
окружающим их миром [Леонтьев, 1997, 287].
Следовательно, профессиональная языковая личность – это категория,
имеющая выход на такие качества личности индивидуума, как творчество, самостоятельность, способность строить взаимодействие и взаимопонимание с
партнерами по профессиональному общению (профессиональное взаимодействие).
Профессиональная языковая личность есть идеальный конструкт, достижение которого в условиях вуза вряд ли возможно в полном объеме, равно как
невозможно и достижение «полного владения» языком, в том числе родным.
В связи с последним А.А. Леонтьев писал: «Уровню владения родным языком
нет верхней границы; вернее, эта граница лежит за пределами наших педагогических возможностей, где-то в области индивидуальной стилистики художественной или ораторской речи» [Леонтьев, 1997, 287]. Однако, несмотря
на это, принятие профессиональной языковой личности в качестве исходного
концепта и ее структурная организация позволяют ставить вопрос об уровнях
владения профессиональным языком, достигаемых человеком в тех или иных
условиях социального контекста жизнедеятельности.
Модель профессиональной языковой личности позволяет раскрыть условия реализации личностно развивающих возможностей процесса обучения
профессиональному языку и, следовательно, получить полную картину относительно механизмов овладения студентами профессиональным языком в
учебных условиях. Известно, что личность при всех имеющихся в науке раз-
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личиях в ее определении представляет собой устойчивую систему социально
значимых черт, характеризующих индивида как члена определенного общества. Следовательно, если речь идет о личностно развивающих возможностях
процесса обучения профессиональному языку, то имеется в виду развитие
личности в целом, как ее некогнитивных аспектов (эмоциональных характеристик, воли и т.д.), так и интеллектуальных (когнитивных), которые прежде
всего проявляются в языке и исследуются через язык.
Чем больше совпадают образы профессионального сознания двух и более
носителей профессионального языка, тем более полным будет их взаимопонимание в условиях профессиональной коммуникации. Поэтому очень важно
сформировать у студентов готовность к глубокому осмыслению того профессионального языка, который они изучают. При этом следует иметь в виду все
осуществляемые студентами в устной и письменной форме виды преобразований (лексические, семантические, грамматические, когнитивные и интенциональные), относящиеся соответственно к разным уровням организации профессиональной языковой личности.
Реализация указанной выше задачи возможна при условии создания в вузе
профессионально-ориентированной обучающей среды для формирования профессиональной языковой личности.
Профессионально-ориентированная обучающая среда как
основа формирования профессиональной языковой личности
Проблема создания обучающей среды в вузе не является новой в российской педагогике. В разное время решению этой проблемы свои труды посвящали В.В. Гусев, М.В. Кларин, С. Чванова, Н.Ф. Маслова и другие ученые. В
рамках профессионально-ориентированного подхода к обучению В.В. Гусев и
Н.Ф. Маслова рассматривают возможность создания в вузе образовательной
среды, основанной на интеграции социально-развивающих и профессиональноориентированных технологий обучения, обеспечивающих реализацию студентами и слушателями своей познавательной активности в различных видах
учебной деятельности [Мыскин, 2013, 152]. М.С. Чванова предлагает иной
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подход к формированию обучающей среды в вузе, который основывается на
понятии «профессионально-ориентированная информационно-учебная среда». Профессионально-ориентированная языковая среда – это совокупность,
во-первых, средств и технологий сбора, накопления, передачи, обработки и
распределения учебной и профессионально-ориентированной информации,
во-вторых, условий, способствующих возникновению и развитию информационного взаимодействия между преподавателем, обучающимися и средствами
информационно-коммуникационных технологий [Юрьев и др., 2008, 153].
В.А. Доманский предлагает рассматривать образовательную среду как систему взаимосвязанных уровней:
1) глобальный уровень (общемировые тенденции развития культуры, экономики, политики, образования, глобально-информационные сети);
2) национальный уровень (образовательная политика, культура, система
национального образования в отдельной стране);
3) региональный уровень (образовательная политика региона, стратегии,
инновации, традиции и т.д.);
4) локальная среда (образовательное учреждение, микрокультура, микроклимат, ближайшее окружение, семья). Именно локальная образовательная
среда оказывает наиболее сильное влияние на становление и развитие человека [Доманский, 2012, 14].
Для успешного формирования профессиональной языковой личности
в вузе необходимо стремиться к созданию специальной профессиональноориентированной обучающей среды. Говоря о специальной среде, нужно иметь
в виду важность наполнения ее специальным предметным профессиональноориентированным содержанием, отвечающим требованиям подготовки конкретных специалистов.
Принципы создания профессионально-ориентированной среды в вузе:
1) обучающийся определяется как активный субъект познания;
2) ориентация студентов на самообразование и саморазвитие;
3) учет индивидуальных психологических и психофизиологических особенностей студентов, а также их коммуникативных особенностей, опора на их
субъективный опыт;
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4) обучение происходит в контексте будущей профессиональной деятельности обучающихся.
Для создания специальной профессионально-ориентированной обучающей
среды в вузе целесообразно использовать метод педагогического моделирования, при помощи которого можно рассмотреть каждую из ее составляющих в
их единстве и взаимодействии.
Хотя модели, используемые в процессе обучения, не в полной мере отражают содержание реальной действительности, все же они представляют собой образы изучаемых объектов и явлений с наиболее важными их чертами
и характеристиками. Таким образом, модель можно определить как идеальный объект или аналог реально существующих феноменов. Модель фиксирует
лишь основу изучаемых явлений или процессов при отсутствии лишней детализации, непредсказуемых случайностей и второстепенных моментов, что
позволяет сделать даже самый сложный объект доступным для изучения.
Специальная профессионально-ориентированная обучающая среда вуза
включает в себя пять самостоятельных и в то же время взаимосвязанных и
взаимозависимых моделей:
1) модель специалиста, которая отражает требования к фундаментальной,
теоретической, специальной и прикладной подготовке, значимым профессиональным качествам выпускника вуза;
2) модель учебной дисциплины, которая включает учебные цели, особенности профессионально-ориентированной системы знаний, навыков и умений,
степень и глубину изучения предметной области, информационную емкость и
дидактические требования: научность содержания, систематичность, последовательность обучения, наглядность и т.д.;
3) модель управления процессом обучения, которая учитывает особенности
реализации преподавателями разработанной технологии обучения (особенности метода обучения и педагогической теории, на которой этот метод базируется; соответствие способа подачи учебного материала требуемому дискретному
уровню обучения; набор стратегических возможностей технологии обучения:
изменение темпа изучения и сложности предлагаемого учебного материала,
учет индивидуальных характеристик студента);
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The role of professionally-oriented environment…
4) модель обучающегося, которая представляет собой определенный анализ
личности студента, что позволяет преподавателю анализировать и учитывать
в своей педагогической деятельности психофизиологические и социальнопсихологические качества обучающегося, предысторию обучения, уровень
базовых и текущих знаний, навыков и умений, характеризующих его учебнопознавательную деятельность, динамику формирования значимых профессиональных качеств;
5) модель обучающего, которая учитывает личностные особенности самого преподавателя: профессиональные педагогические качества, глубину знания предметной области преподаваемой дисциплины, владение современными
методами и технологиями обучения, информационную культуру и др.
Особого внимания в составе интегральной модели заслуживает модель
специалиста, которая выполняет роль связующего элемента, объединяющего
вокруг себя все остальные ее компоненты. В данном случае речь идет о модели деятельности будущего специалиста – выпускника вуза. Для того чтобы
в процессе его иметь возможность наиболее полно учитывать особенности и
специфику будущей профессиональной деятельности, целесообразно разработать такую модель.
Модель деятельности в педагогике понимается как системное описание
субъекта деятельности и связанных с ним объектов и сред, в которых она
осуществляется. Важно отметить, что модель деятельности, являясь своего
рода эталоном формирования значимых профессиональных качеств специалиста, позволяет декомпозировать общие цели и содержание образования в
дидактические цели и содержание, реализуемые в учебных программах соответствующих высших учебных заведений. В этом случае, исходя из требований системно-деятельностного подхода, обучение по любой дисциплине, преподаваемой в вузе, должно осуществляться в строгом соответствии
с конечными целями подготовки специалиста конкретного профиля. Следовательно, модель специалиста выступает своеобразной основой для проектирования и конструирования соответствующей технологии обучения, а
значит, и информационно-технологического обеспечения учебного процесса
в целом.
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Pedagogical Journal. 4-5`2015
Информационный поиск в научно-педагогических источниках показал, что
при разработке модели деятельности специалиста, как правило, большинство
исследователей применяют такие методы, как анализ реальной практики использования специалистов конкретного профиля, анализ данных прогноза о
развитии той сферы деятельности, для которой готовят специалиста, экспертный опрос, метод построения модели специалиста «в обратном направлении»
и др. В основе большинства из используемых методик лежит экстраполяция
деятельности наиболее квалифицированных кадров, работающих в той профессиональной сфере, в которой предстоит действовать выпускникам вуза.
Следовательно, при создании в вузе специальной профессиональноориентированной обучающей среды для изучения конкретной учебной дисциплины преподавателю необходимо в соответствии с требованиями нормативнофункциональной модели специалиста, подготовка которого ведется в данном вузе,
последовательно разработать все названные модели. Их оптимизация в рамках
интегральной модели будет способствовать более полному выполнению требований социального заказа при подготовке профессионалов с достаточно прочным
базовым массивом специальных знаний и практических умений по всем направлениям их будущей деятельности. Это способствует переносу акцента с умения
почти дословно воспроизводить учебную информацию на понимание ключевых
фактов, понятий, законов теорий науки, умение самостоятельно добывать и применять полученные знания, логически мыслить, доказывать, решать новые нестандартные задачи в любых условиях складывающейся обстановки.
Заключение
Итак, в данной статье мы рассмотрели понятие профессиональной языковой личности и роль, которую играет в ее формировании профессиональноориентированная образовательная языковая среда. Исходя из вышеизложенного, можно сделать следующие выводы:
1. Профессионально-ориентированная образовательная среда является
важным фактором, влияющим на формирование профессиональной языковой
личности в вузе.
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The role of professionally-oriented environment…
2. Общая профессионализация языковой личности начинается со знакомства со специальностью в вузе посредством приобщения студентов к профессиональному дискурсу и продолжается в течение последующей трудовой деятельности.
3. Уровень сформированности профессионального языкового сознания
специалиста отражает его коммуникативную компетентность. Приобщение
студентов к профессиональной картине мира через процесс коммуникации со
специалистами-практиками и преподавателями-профессионалами является
этапом становления языкового сознания. На этом этапе происходит формирование и усвоение профессионального тезауруса.
4. Профессионально-ориентированная образовательная среда способствует развитию у студентов специальных речевых навыков языковой личности, а
также специфического профессионального мышления. Кроме того, закладываются основы коммуникативной компетентности. Все это является надежной базой для достижения профессиональных целей, а также способствует развитию
профессиональных навыков и умений, воспитанию профессионально важных
качеств личности и совершенствованию коммуникативных способностей.
Изучение феномена профессиональной языковой личности, ее атрибутивных
признаков, поиски путей ее формирования путем создания профессиональноориентированной языковой среды в вузе являются важнейшими задачами современного профессионального образования.
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Библиография
1. Выготский Л.С. Педагогическая психология. М.: Педагогика-Пресс, 1996.
536 с.
2. Голованова Е.И. Профессиональная языковая личность: принципы и параметры лингвистического описания // Языки профессиональной коммуникации: сб. статей. Челябинск: Энциклопедия, 2009. Т. 1. С. 14-17.
3. Горских О.В., Покровская Е.М. Культурно-образовательная среда университета и ее функции как ресурс эффективного межкультурного взаимодействия // Педагогический журнал. 2014. № 5. С. 60-72.
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4. ДоманскийВ.А. Современная школа– локальная культурно-образовательная
среда самореализации развивающейся личности // Образование: ресурсы
развития. Вестник ЛОИРО. 2012. № 1. С. 13-19.
5. Караулов Ю.Н. Русская языковая личность и задачи ее изучения // Язык и
личность. М.: Наука, 1989. С. 3-8.
6. Кубиц Г.В. Профессионализация языковой личности (на примере юридического дискурса): автореф. … канд. филол. наук. Челябинск, 2005. 21 с.
7. Леонтьев А.А. Основы психолингвистики. М.: Смысл, 1997. 287 с.
8. Мыскин С.В. Языковая профессиональная личность // Филологические науки. Вопросы теории и практики. 2013. № 12 (30): в 2-х ч. Ч. I. C. 150-157.
9. Юрьев В.М и др. Кластерная модель инновационного развития университета: коллективная монография. Тамбов: Издательский дом ТГУ им. Г.Р. Державина, 2008. 792 с.
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РОЛЬ СОВРЕМЕННОГО ДВУЯЗЫЧНОГО УЧЕБНИКА В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ КЫРГЫЗСКОГО ЯЗЫКА)
ХУЛХАЧИЕВА Ж.Написать письмо автору1
1 Кыргызский национальный университет им. Ж. Баласагына
Тип: статья в журнале - научная статья Язык: русский
Номер: 25 (736) Год: 2015 Страницы: 171-178
УДК: 372.881.1
ЖУРНАЛ:
ВЕСТНИК МОСКОВСКОГО ГОСУДАРСТВЕННОГО ЛИНГВИСТИЧЕСКОГО УНИВЕРСИТЕТА
Издательство: Московский государственный лингвистический университет (Москва)
ISSN: 1993-4750
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, КОНЦЕПЦИЯ УЧЕБНИКА, МЕЖКУЛЬТУРНАЯ КОММУНИКАТИВНАЯ КОМПЕТЕНЦИЯ, МЕЖКУЛЬТУРНОЕ ВЗАИМОДЕЙСТВИЕ, КУЛЬТУРНЫЙ КОНЦЕПТ, SECONDARY LANGUAGE IDENTITY, CONCEPTION OF A TEXTBOOK, INTERCULTURAL COMMUNICATIVE COMPETENCE, INTERCULTURAL INTERACTION, CULTURAL CONCEPT
АННОТАЦИЯ:
Формирование вторичной языковой личности является конечным результатом обучения иностранному языку. Успешная реализация этой задачи требует создания учебников нового поколения, отражающих сегодняшние реалии действительности с учетом диалога культур и понимания культуры как всечеловеческого достояния. В статье рассматривается современная концепция двуязычного учебника «Кыргызский язык для стран СНГ», изданного при поддержке Межгосударственного фонда гуманитарного сотрудничества государств - участников СНГ.
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Формирование вторичной языковой личности, являющееся конечным результатом обучения иностранному языку, вызвал к жизни
171
качественно новый подход в методике обучения ему, к целям обучения,
его содержательному наполнению. Акцент переместился на активное соизучение языка и культуры, на решение проблем межкультурной коммуникации и реализацию основной стратегической цели. Всё
это, несомненно, требовало создания учебников нового поколения
«коммуникативно-индивидуализированного типа, в которых технология обучения коммуникативной компетенции должна быть подчинена индивидуальным особенностям овладения иностранным языком
обучающихся, их коммуникативным потребностям» [2, с. 137], а также
отражающих сегодняшние реалии действительности с учетом диалога
культур и понимания культуры как всечеловеческого достояния.
Как писал Э. Сепир, «язык не существует вне культуры, т. е. внесоциально унаследованной совокупности практических навыков
и идей, характеризующих наш образ жизни» [5, с. 185]. Иными словами, изучение иностранного языка не может ограничиваться его знаковой системой в силу того, что он несет в себе информацию о культуре,
истории, реалиях и традициях страны изучаемого языка. Для этого
необходим личностно-ориентированный подход к обучающемуся, так
как он является «активным получателем и потребителем информации,
самостоятельным субъектом, решающим в процессе обучения ряд последовательно поступающих проблемных задач, познавая и осмысляя
новую для себя действительность» [3, с. 151]. Таким образом, в основу
концепции учебников и учебных пособий нового поколения ставится
целесообразность и необходимость создания условий для реализации
активной роли изучающего иностранные языки.
Согласно И. И. Халеевой, формирование вторичной языковой
личности предполагает способность человека к иноязычному общению на межкультурном уровне и адекватное взаимодействие с представителями других культур. Обучение иностранному языку в свете
этой теории представляется как процесс формирования в сознании
обучающегося языковой и когнитивной картин мира, аналогичных
картинам мира носителей изучаемого языка.
При составлении учебников и учебных пособий авторам необходимо учитывать актуальность социокультурных и межкультурных знаний, способствующих формированию вторичной языковой иноязычной картины мира. Важно сопоставление языковых картин родного
и изучаемого языка, так как это наиболее ярко выявляет своеобразие
мира, отраженного в изучаемом (в нашем случае кыргызском) языке.
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Авторам следует учесть, что при подготовке учебников необходима
«диагностика когнитивных особенностей в естественных условиях
учебного процесса; определение взаимосвязей когнитивных факторов
с эмоциональными, мотивационными, со провождающими учебный
процесс; дифференциация обучения в зависимости от когнитивных
особенностей обучаемых; выбор методов обучения в зависимости от
когнитивных особенностей обучающего и стиля обучаемого; выявление эффективных стратегий деятельности» [1, с. 75] и др.
Учебник иностранного языка, «являясь средством интеграции в
иную социальную и культурную среду, служит сценарием вторичной
инокультурной социализации обучающихся» [4, с. 9], под которой мы
понимаем изучение и распознавание ценностей, норм и социальных
установок, образцов поведения, а также приобретение знаний о культуре страны изучаемого языка в процессе обучения иностранному языку.
Таким образом, по нашему мнению, все вышеназванные задачи
были учтены в двуязычном учебнике «Кыргызский язык для стран
СНГ», 2012, который был издан в Московском государственном лингвистическом университете при поддержке Межгосударственного
фонда гуманитарного сотрудничества государств – участников СНГ;
его основные методические принципы: 1) учет родного языка и опора
на родную лингвокультуру и 2) межкультурное взаимодействие.
Учебник предназначен для лиц, продолжающих изучение кыргызского языка на базе сформированных элементарных навыков общения
на кыргызском языке на территории СНГ, таким образом он может
послужить своего рода мостом между странами, входящими в состав
Содружества, развивая и укрепляя при этом их научное, культурное
и социальное сотрудничество.
Цель издания – сформировать у обучающихся межкультурную коммуникативную компетенцию, которая позволит им успешно общаться
с носителями изучаемого языка, понимать и принимать культурноспецифические формы поведения представителей другой культуры для
достижения взаимопонимания в процессе межкультурного диалога.
Концепция учебника разработана специалистами МГЛУ и является
инновационной: исходит из новейших теоретических положений межкультурной коммуникации, лингвистики, лингводидактики; включает
билингвальный компонент; учитывает современное состояние языка;
опирается на действующие европейские образовательные стандарты
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обучения; ориентирована на мотивированную самостоятельную и автономную работу обучающегося. Содержание учебника направлено
на формирование основных черт вербально-семантического и лингвокогнитивного уровней вторичной языковой личности.
Через все виды речевой деятельности, представленные в разных
форматах учебного материала (аудирование, чтение, говорение, письмо), проходит лингвокультурологическая составляющая (страноведческая информация, этикетно-узуальные формы речи, национально-культурные константы и их соположение для двух языков и культур,
культурные концепты и ценностные ориентиры, знание которых предполагает прагматически адекватное межкультурное общение и т. п.).
Учебник ориентирован на то, чтобы у обучающихся последовательно формировалось представление о кыргызской языковой «картине
мира». При этом используются как исторические и литературные
источники, так и современный дискурс – интервью, письма и т. п.,
наличие которых в достаточной мере отображает богатство, красоту
и возможности кыргызского языка.
Учебник имеет четкую структуру, разделен на пять модулей, каждый из которых представлен двумя уроками, имеются также дополнительные тексты и глоссарий. В издание включены следующие речевые
темы: «Кыргызский язык – отражение истории и культуры народа»;
«Эпос “Манас” – памятник культуры народа, вершина духовности»;
«Традиции, обычаи и менталитет кыргызского народа»; «Многонациональный Кыргызстан. Кыргызская диаспора в зарубежных странах»;
«Современный Кыргызстан. Города. Университеты». Такой выбор речевых тем позволяет выделить этнокультурную особенность кыргызского народа и показать современное состояние развития этноса через
такие стороны его жизни, как урбанизация и система высшего образования в республике. Дополнительные тексты достаточно содержательны в культурологическом плане, а глоссарий отражает важные
этнокультурологические и лингвистические понятия.
К учебнику прилагается аудиокурс на CD-диске с текстами разных
коммуникативно-жанровых типов, предназначенных для восприятия
на слух с целью формирования умений аудирования и совершенствования произношения на кыргызском языке. В результате ознакомления с подлинными образцами звучащей речи учащиеся получают сведения относительно особенностей коммуникации в данном социуме.
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Как отмечалось выше, модуль как относительно самостоятельная,
тематически сформированная часть учебника включает два урока.
Уроки построены по единой схеме. Каждый урок содержит определенные разделы: тексты для аудирования и чтения, послетекстовые
задания, задания на формирование лексической компетенции, грамматический комментарий и задания на формирование грамматической
компетенции, коммуникативные задания. После двух уроков следуют
задания для самостоятельной работы ко всему модулю.
В связи с тем что учебник является двуязычным (используются
русский и кыргызский языки), вся информация, требующая разъяснения, представлена на русском языке. Модуль начинается полуаутентичным текстом на кыргызском языке, которому предпослано введение на русском языке, аннотирующее содержание текста, создающее
мотивацию и подготавливающее обучающихся к прослушиванию.
Далее следуют задания, которые развивают умения различных видов
чтения, а именно – ознакомительного, изучающего, просмотрового
и поискового.
В разделе «Задания к тексту» представлены упражнения на развитие умений чтения, которые не только проверяют понимание содержания текста, но и направляют внимание обучающегося на информационную структуру текста (например, задания типа «Найдите
в тексте фрагменты, содержащие информацию о…»; «Найдите в тексте фрагменты, подтверждающие, что…». Задания, направленные
на нахождение в тексте подтверждения истинности или ложности
предложенного тезиса, требуют сформированности умений и ознакомительного, и изучающего, и просмотрового, и поискового чтения.
При этом вопросы требуют не просто нахождения фактографического
подтверждения – в своей совокупности они формируют умение логически выстраивать информацию в целостную культурологическую
концепцию.
Затем следуют задания, развивающие умения письма: «Выпишите
ключевые предложения, отражающие основное содержание текста»;
«Разделите текст на смысловые части»; «Составьте план текста».
Представлены также и задания, которые направлены на развитие
умений говорения: «Прокомментируйте изложенные ниже афоризмы
о языке и его роли в жизни человека и общества в целом. Используйте
информацию текста».
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Таким образом, система послетекстовых заданий в учебнике отвечает основным принципам обучения различным видам речевой деятельности. Так, в заданиях по развитию умений чтения реализуются
следующие принципы: обучение чтению осуществляется как обучение
речевой деятельности, обучение чтению строится как познавательный процесс, обучение чтению, наряду с рецептивной деятельностью,
включает в себя и (ре)продуктивную деятельность, обучение пониманию прочитанного опирается на знание структуры языка и т. д.
Задания на формирование лексической компетенции, данные
в учебнике, нацелены на изучение необходимых на настоящем этапе
элементов кыргызского словообразования, словосложения, лексикограмматической семантики и сочетаемости. Кроме того, сравниваются способы выражения одной и той же мысли в кыргызском и русском
языках, что поможет обучающимся в дальнейшем выполнять задания,
включающие элементы переводческой деятельности.
Выполнение лексико-грамматических упражнений предполагает
опору на глоссарий (приводится в конце учебника), который содержит словарные единицы, в совокупности составляющие лексический
минимум для работы с основными и дополнительными текстами.
В разделе «Формирование грамматической компетенции» предлагаются грамматические пояснения, комментарий, представленные
по функциональному принципу, т. е. взят материал, обслуживающий
определенную речевую тему – материал, по своему содержанию необходимый и достаточный. В некоторых случаях, помимо объяснения,
обучающимся предлагается обобщенная модель образования грамматической формы: при сложности кыргызской морфологии, в частности глагольной системы, такой способ презентации материала представляется целесообразным.
Упражнения на формирование грамматической компетенции
ориен тированы как на сопоставление контекстов употребления грамматических форм в кыргызском языке (для выяснения их сходства
и различий), так и на способы передачи грамматических значений
средствами русского языка.
Раздел «Коммуникативные задания» включает дополнительные
тексты, развивающие основную тему модуля, и упражнения на устную и письменную продукцию (говорение), которые позволяют «вывести в речь» приобретенные лексические и грамматические навыки.
Итогом работы с этим разделом должно быть умение обучающихся
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сформировать развернутое речевое произведение, связный текст небольшого формата, а также умение адекватно реагировать на реплики
коммуникантов при построении диалогического дискурса.
Особый раздел модуля «Задания для самостоятельной работы»
предполагает автономную (или полуавтономную) деятельность обучающихся по поиску и обработке дополнительной информации по основной теме модуля, углублению и расширению знаний, выполнению
творческой проектной или индивидуальной работы. Для этого в конце
учебника предлагаются дополнительные тексты и адреса интернетсайтов. Кроме того, значительная часть заданий раздела посвящена
формированию умений письма как вида речевой деятельности (частично к этому подготавливают письменные задания других разделов,
в частности указания на предпочтительность употребления тех или
иных языковых явлений в кыргызской устной или письменной речи).
В разделе «Дополнительные тексты» предлагаются как материалы для дополнительного (ознакомительного) чтения, так и тексты
на кыргызском и русском языках, которые могут быть использованы
для заданий повышенной трудности: двусторонний перевод, устное
и письменное реферирование на кыргызском языке, написание эссе
по проблематике текста и другие.
Каждый раздел учебника предполагает контроль знаний и умений
(как устный, так и письменный) со стороны преподавателя. В то же
время учебный процесс строится как совместная деятельность, сотрудничество, равноправное взаимодействие всех участников учебной деятельности, осознанное управление обучающимся процессом
индивидуального освоения иностранного языка.
Представленные в учебнике разнообразные коммуникативные задания, задания для самостоятельной работы (устные и письменные), дополнительные текстовые и справочные материалы в комплексе с основным содержанием модулей являются методической основой, на которой
строится обучение диалогу кыргызского и русского языков и культур.
Подводя итог, отметим, что учебник нового типа для приобре тения
умений профессиональной МКК, будучи моделью системы обучения,
должен отражать именно современный уровень развития лингвистики
и лингводидактики с их когнитивно-дискурсивными и меж культурнокоммуникативными устремлениями и в должной мере обобщать практику, опыт языковой подготовки преподавателей иностранных языков.
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СПИСОК ЛИТЕРАТУРЫ
. Волкова Л. Б. Межкультурная интерференция в процессе изучения иностранного языка. Коммуникативный и когнитивный аспекты // Мир русского слова. – № 2. – 2006. – С. 74–77.
2. Вятютнев М. Н. Теория учебника русского языка как иностранного (Методические основы). – М. : Русский язык, 1984. – 143.
3. Любимова Н. В. Когнитивно-дискурсивная парадигма и ее лингводидактическая реализация // Германистика: состояние и перспективы развития : материалы Международной конф. – М. : МГЛУ, 2005. – С. 151–155.
4. Орбодоева Л. М. Теоретические основы структуры и содержания учебника по практике межкультурного общения : автореф. дис. … канд. пед.
наук. – М., 2003. – 19 с.
5. Сепир Э. Язык. Введение в изучение речи. – М. : Прогресс, Универс,
1993. – 656 с.
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РУСОФОНЫ БЛИЖНЕГО ЗАРУБЕЖЬЯ: ДИАГНОСТИКА ПЕРЕМЕН В ЛЕКСИКОНЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
МЛЕЧКО ТАТЬЯНА ПЕТРОВНАНаписать письмо автору1
1 Славянский университет в Республике Молдова
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 Год: 2014 Страницы: 10-15
ЖУРНАЛ:
ВЕСТНИК РОССИЙСКОГО УНИВЕРСИТЕТА ДРУЖБЫ НАРОДОВ. СЕРИЯ: РУССКИЙ И ИНОСТРАННЫЕ ЯЗЫКИ И МЕТОДИКА ИХ ПРЕПОДАВАНИЯ
Издательство: Российский университет дружбы народов (РУДН) (Москва)
ISSN: 2313-2264eISSN: 2408-8889
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, БЛИЖНЕЕ ЗАРУБЕЖЬЕ, NEAR ABROAD, АГНОНИМЫ, AGNONYMS, ЛАКУНЫ, GAPS, МАРГИНАЛЬНОСТЬ, MARGINALITY, XENONYMS
АННОТАЦИЯ:
Статья посвящена проблеме бытования русского языка в зарубежном постсоветском пространстве как родного языка русофонов-билингвов и полилингвов, в частности рассмотрению характеристик их языковой личности в плане диагностики сохранения доминанты ее исконных идентификационных характеристик в условиях лингвокультурного влияния инонациональной среды и истончения ее русской составляющей. Симптомами маргинализации русской языковой личности (РЯЛ) являются такие лингвистические показатели, как увеличение количества агнонимов и национально-культурных лакун, которые следует рассматривать как сигнал к выработке соответствующих лингводидактических решений применительно к этапу формирования РЯЛ в ближнем зарубежье.
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За последние четверть века языковая ситуация на постсоветском пространстве
и русский язык в ней заметно изменились. В ближнем зарубежье сформировалось
новое поколение носителей русского языка и приобрело новые характеристики поколение, получившее образование и социальный статус в советский период. Эти
перемены предопределены целым рядом экстралингвистических факторов, которые привели к появлению так называемых других русских, к становлению новой
типологической разновидности русской языковой личности (РЯЛ) с соответствующим комплексом лингвоментальных признаков.
Основной тенденцией языковой политики и практики стран ближнего зарубежья является продвижение и закрепление доминирующего статуса и положения
государственных языков, что приводит к заметным количественным и качественным потерям в том, что касается национально-русского билингвизма, с одной стороны, и способствует становлению прежде мало распространенного русско-национального билингвизма — с другой. Для интегрирующихся в новый контекст русофонов стало насущной необходимостью знание языка страны проживания. Акцентирование этой задачи и заблуждение относительно того, что «русский мы
и так будем знать», проявилось в усиленной заботе о формировании вторичной
языковой личности и снижении внимания к исконной языковой личности носителей русского языка.
Отслеживая на протяжении многих лет общий характер языковых процессов
в ближнем зарубежье и изучая синхронно их динамику и результаты на примере
Республики Молдова, мы можем обоснованно утверждать, что языковую личность
преображает в равной степени не только влияние доминирующего лингвокультурного контекста, но и истончение связей самого разного плана с реальной Россией
и русским миром как духовной субстанцией.
10
В центре внимания специалистов, как правило, оказываются факты заимствования и интерференции. Цель настоящей статьи — рассмотреть и вторую сторону
проблемы, продемонстрировав те явления, которые свидетельствуют об ослаблении русской составляющей в наборе характеристик РЯЛ ближнего зарубежья или
могут привести к вымыванию ее русскости. Основанием для привлечения внимания к данной проблеме и материалом для анализа и выводов стали примеры из речевой практики и экспериментальная работа с респондентами нового поколения
русскоязычных жителей Республики Молдова, формирование которых в качестве
ЯЛ представляет собой процесс в активной фазе, имеющий свою специфику.
Такой ракурс исследований актуален для языкознания в целом и его антропоцентрического направления, в центре которого ЯЛ, а также для расширения арсенала прикладных методов выявления и описания ее характеристик. Помимо этого
важен лингводидактический аспект. Стремление к овладению несколькими языками или насущная необходимость использовать два или несколько языков в деловом и повседневном общении актуализировали не только поиск эффективных методических решений их преподавания (изучения), но и не менее сложную задачу
формирования поликультурной ЯЛ носителя двух и более языков. Так, по отношению непосредственно к РЯЛ ближнего зарубежья важно научное обоснование
лингводидактических стратегий, соответствующих вызовам сегодняшнего дня.
Вызов состоит в том, чтобы те русофоны, которые де-факто с развалом Союза
остались за ближними рубежами России и привержены своей русской языковой
идентичности, полноценно сохраняли бы аутентичный облик РЯЛ и в новых поколениях.
По отношению в том числе и к ним актуальна проблема маргинальности,
которая неизбежно возникает в связи с пребыванием личности в инокультурном
окружении, а также при характеристике носителей двух или нескольких языков,
поэтому она заслуживает внимания и применительно к исследуемой нами ЯЛ в
полиэтничных государствах ближнего зарубежья.
Маргинальность в самом общем понимании этого слова обозначает состояние
пограничности/периферийности по отношению к некоему инварианту с полноценным набором тех или иных качеств или признаков. Периферийное по отношению
к России как центру русского мира положение ареала ближнего зарубежья, встроенного к тому же в инонациональный лингвокультурнный контекст, порождает закономерный вопрос и опасения относительно маргинализации РЯЛ. Можно ли говорить о типичной РЯЛ ближнего зарубежья как о маргинальной РЯЛ?
Согласно определению понятия маргинальности, социологического по своему
происхождению, которое предлагает Большой толковый словарь по культурологии, маргинальность — это «качественное состояние человека или группы людей,
оказавшихся в силу определенных обстоятельств (миграция, межэтнические браки
и др.) на грани двух культур; они участвуют во взаимодействии этих культур,
но полностью не примыкают ни к одной из них, в результате чего формируется
двойственное самосознание, возникает психическое напряжение и т.д.» [1].
Языковые параметры такой «межкультурной/мультикультурной личности»,
ее маргинализация, на наш взгляд, не абсолютное следствие множественной само-
11
идентификации. Заметим, что термин «маргинальная языковая личность» пока
не имеет общепринятого научного определения. Констатация маргинальности ЯЛ
требует специальной диагностики. Например, М.Е. Трубчанинова исследует феномен маргинальности ЯЛ по отношению «к инофонам, частично утратившим стереотипы родного языка и не приобретшим в полной мере эффективных новых
стереотипов (стереотипов иностранного языка)». Изучая именно эту категорию билингвов, исследователь делает вывод о том, что «дискурсивность ЯЛ в инокультурной языковой среде носит выраженный амбивалентный характер... Компенсаторный механизм маргиналии воплощается на всех уровнях ЯЛ при коммуникативной подстройке под адресата (своеобразном коммуникативном тюнинге)» [6].
По определению В.И. Карасика, к маргинальным языковым личностям «относятся те, кто не владеет языковым минимумом, необходимым для того, чтобы
считаться своим в данной культуре в целом (это, в основном, представители других культур), те, кто страдает отклонениями от общепринятого поведения (патологические случаи), а также те, кто намеренно нарушает этические нормы поведения, в том числе и речевого» [2]. Для нас актуальным является уточняющее примечание в скобках — «это, в основном, представители других культур», из чего
следует, что таковыми могут быть и носители своей культуры.
Таким образом, мы обоснованно придаем значение данной проблеме. Из двух
аспектов языковой маргинальности нас интересует не маргинальность ЯЛ как носителя нового языка, а возможность таковой по отношению к родному языку носителя. Отдавая проблему маргинальности по максимуму на откуп психологам, социологам и культурным антропологам, мы все же считаем задачей лингвистики ответить на вопрос о том, в каких речевых характеристиках проявляется маргинальность РЯЛ.
Для выяснения этого вопроса в ходе решения задачи по реконструкции РЯЛ
ближнего зарубежья как новой типологической разновидности мы пришли к выводу о необходимости учитывать не только то, что наличествует в речи носителей
языка, но и то, что в ней системно явно отсутствует. Для этого в течение ряда
лет проводились экспериментальные замеры с целью выявить зоны лакунизации,
т.е. так называемые зоны возможных коммуникативных неудач. Результаты, полученные относительно лакун в ассоциативно-вербальных связях и в поле прецедентных феноменов РЯЛ ближнего зарубежья, нами уже введены в научный оборот [3; 4]. Однако для полноты картины и объективности общих выводов необходимо, на наш взгляд, иметь представление и о зонах агнонимической активности.
По определению В.В. Морковкина, «агноним — это лексическая или фразеологическая единица языка, которая неизвестна, непонятна или малопонятна одному или многим его носителям» [5]. Наличие агнонимов характерно для лексикона
любой ЯЛ, а их характеристика позволяет составить представление о специфике
и коммуникативной компетенции индивида или языкового сообщества. Согласимся с мнением В.Д. Черняк о том, что понятие/термин «агноним» «удачно передает,
с одной стороны, индивидуально-личностный характер незаполненных ячеек в лексиконе носителя языка, а с другой — позволяет выявить типичные для современ-
Млечко Т.П. Русофоны ближнего зарубежья: диагностика перемен в лексиконе языковой личности
12
ной языковой личности зоны агнонимической активности... то есть определить зоны „коммуникативного риска“, связанные с возможным непониманием коммуникантов» [7].
Поскольку в практике выявления агнонимов есть единая логика тестирования,
но нет универсального материала и подхода к обобщению результатов, мы исходили в своих решениях из общих целей нашего исследования, направленного
на выявление специфических черт РЯЛ ближнего зарубежья. В этом плане для нас
представлял интерес материал, связанный, во-первых, с российскими реалиями
(в том числе культурно-историческими), во-вторых, максимально отражающий
язык современной коммуникации в России. Для этого мы использовали специально отобранные тексты из популярных в России печатных СМИ, язык которых,
в отличие от устного вещания в эфирах радио и телевидения, в большей степени
выверен в плане соответствия нормам литературного языка. Вместе с тем, в отличие от художественной и научной литературы, он ориентирован на среднего читателя, нацелен на привлечение его внимания, на диалог с ним в стилистике сегодняшнего дня. Пример такого текста — колонка в «Российской газете» (№ 268
от 28.11.2013) к 175-летию со дня рождения скульптора А. Опекушина «Академик
из крепостных». Это сегодняшний сюжет об отсутствии памятника скульптору
с информацией о нем. Агнонимами в этом тексте оказались: династия, цесаревич,
станковая живопись, венценосный (венценосный тезка), вольная, манифест
(об отмене крепостного права — без пояснения в тексте), чин, нарком, монархист,
ваятель.
За период в несколько лет (2008—2013 гг.) нами был накоплен достаточный
банк данных для того, чтобы сделать выводы о типичных случаях и характеристиках агнонимии у русскоязычных респондентов постсоветского поколения в отдельно взятой Республике Молдова. Однако для того, чтобы определить специфику агнонимов у РЯЛ ближнего зарубежья, их необходимо было сопоставить
с российскими показателями. В качестве таковых мы использовали результаты
аналогичного изыскания, проведенного исследователем из Петербурга В.Д. Черняк
в российской молодой, как и в нашем случае, студенческой аудитории. Правда,
участникам этого лонгитюдного эксперимента по выявлению агнонимов предлагался материал словарей, а не авторских текстов (1).
Вопреки нашим прогнозам сопоставление показало схожие по типу результаты. В том, что касается понимания молдавскими респондентами единиц, относящихся в большей мере к пассивному словарю (историзмов, архаизмов, диалектизмов, этнизмов), мы предвидели наличие значительного числа агнонимов. В образовательных программах учебных заведений с русским языком преподавания в РМ
предусмотрен интегрированный курс русского языка и литературы, а преподавание истории России вообще отсутствует. Отчасти проблему решает постепенно
внедряемый курс «История, культура и традиции русского народа». Оказалось,
что у молодых россиян проблем с толкованием лексических единиц, относящихся
к вышеупомянутым категориям, не меньше. В этой связи можно говорить не только об отсутствии существенных различий между молодыми носителями русского
Вестник РУДН, серия Русский и иностранные языки и методика их преподавания, 2014, № 2
13
языка в России и ближнем зарубежье, но и о том, что лексикон ЯЛ этого поколения
в целом характеризуется, как констатирует В.Д. Черняк, «заметным оскудением
словарного запаса, связанным, прежде всего, с количественным сокращением и качественным изменением круга чтения, с экспансией экранной культуры» [7].
На втором месте по количеству агнонимов оказались лексические единицы
с абстрактным значением, за ними — заимствования преимущественно последнего
поколения, далее — часто употребляемые «новомодные» лексические единицы.
Примеры: толерантность, менталитет, бренд, кулуары, электорат, кворум,
элитное образование, респектабельный, амбициозный, тенденции и т.д. Об отсутствии языковой догадки и соответствующей эрудиции свидетельствуют агнонимы
из числа тех, о значении которых можно догадаться по типичной словообразовательной модели: гоголиана — ср.: лениниана, пушкиниана.
К зонам так называемой естественной агнонимичности для зарубежных русских можно отнести окказионализмы «на злобу дня», коннотативно окрашенные,
появившиеся в российской действительности как реакция на резонансные факты
и события. Их представляется оправданным назвать лакунами, так как речь идет
не столько о значении языковой единицы как таковой, сколько о ее социокультурном содержании, о фоновых знаниях, например: депардировать, диссергейт, прикремленные, святобесие, антисиротский закон, узники Болотной и т.п.
В эпоху мобильности и интенсивных языковых контактов, предполагающих
владение не одним языком, вопрос о маргинальности языковой личности закономерен и актуален, в том числе применительно не только к вторичной и множественной, но и к исконной языковой личности. В этом контексте нами специально
рассмотрены вопросы о наличии симптомов маргинализации при изучении характеристик типичной РЯЛ ближнего зарубежья, сформировавшейся за последние
четверть века. Один из них — зоны агнонимической активности и социокультурной лакунарности. Результаты, полученные путем анализа и сравнения материала,
накопленного нами в Молдове, с данными исследований российской аудитории
позволяют на этом хронологическом срезе констатировать сохраняющееся в главных чертах «портретное» сходство геополитически разделенных РЯЛ нового поколения. Таким образом, наш ответ на вопрос о маргинальности РЯЛ ближнего
зарубежья в настоящее время отрицательный, но есть немало фактов, которые позволяют говорить о тенденциях к маргинализации. При этом важно заметить, что
РЯЛ изменилась в большей мере не по причине оторванности от России, а из-за
резкого снижения общей и культурной грамотности человека говорящего по причине обеднения его словарного запаса в эпоху цифровых технологий.
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ПРИМЕЧАНИЕ
(1) Лонгитюдный эксперимент, предусматривавший обследование словарного запаса студентов-филологов 1 курса Российского государственного педагогического университета
им. А.И. Герцена, проводился на протяжении 1994—1998 гг. Студентам предлагалось
проанализировать по две страницы «Толкового словаря русского языка» С.И. Ожегова
и Н.Ю. Шведовой [7].
Млечко Т.П. Русофоны ближнего зарубежья: диагностика перемен в лексиконе языковой личности
14
ЛИТЕРАТУРА
[1] Большой толковый словарь по культурологи / Под ред. Б.И. Кононенко. — М., 2003.
[Bolshoj tolkovyj slovar po kulturologi / Pod red. B.I. Kononenko. — M., 2003.]
[2] Карасик В.И. Языковой круг: личность, концепт, дискурс. — Волгоград, 2002. [Karasik V.I.
Yazykovoj krug: lichnost, koncept, diskurs. — Volgograd, 2002.]
[3] Млечко Т.П. Русская языковая личность в ближнем зарубежье: cпецифика лингвокультурного тезауруса // Международный аспирантский вестник. — 2013. — № 1. — С. 23—28.
[Mlechko T.P. Russkaya yazykovaya lichnost v blizhnem zarubezhe: cpecifika lingvokulturnogo
tezaurusa // Mezhdunarodnyj aspirantskij vestnik. — 2013. — № 1. — S. 23—28.]
[4] Млечко Т.П. Русская языковая личность ближнего зарубежья: Монография. — Кишинев,
2013. [Mlechko T.P. Russkaya yazykovaya lichnost blizhnego zarubezhya: Monografiya. —
Kishinev, 2013.]
[5] Морковкин В.В., Морковкина А.В. Русские агнонимы (слова, которые мы не знаем). —
М.: Астра семь, 1997. [Morkovkin V.V., Morkovkina A.V. Russkie agnonimy (slova, kotorye my ne znaem). — M.: Astra sem, 1997.]
[6] Трубчанинова М.Е. Языковая личность в инокультурной среде: по данным русскоязычной
технически опосредованной коммуникации носителей китайского языка: Дисс. ... канд.
филол. наук. — Воронеж, 2008. [Trubchaninova M.E. Yazykovaya lichnost v inokulturnoj
srede: po dannym russkoyazychnoj texnicheski oposredovannoj kommunikacii nositelej
kitajskogo yazyka: Diss. ... kand. filol. nauk. — Voronezh, 2008.]
[7] Черняк В.Д. Агнонимы в лексиконе языковой личности как источник коммуникативных
неудач // Русский язык сегодня. Вып. 2. Сб. статей / РАН. — М.: Азбуковник, 2003. —
С. 295—304. [Chernyak V.D. Agnonimy v leksikone yazykovoj lichnosti kak istochnik
kommunikativnyx neudach // Russkij yazyk segodnya. Vyp. 2. Sb. statej / RAN. — M.: Azbukovnik, 2003. — S. 295—304.]
RUSSOPHONES OF THE NEAR ABRO
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РУССКИЙ ЯЗЫК КАК СРЕДСТВО ФОРМИРОВАНИЯ ПАТРИОТИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
СЕРГЕЕВА ВАЛЕРИЯ ВИКТОРОВНА1
1 Инновационный евразийский университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 9 (11) Год: 2015 Страницы: 604-606
ЖУРНАЛ:
НАУЧНЫЙ АЛЬМАНАХ
Издательство: ООО "Консалтинговая компания Юком" (Тамбов)
eISSN: 2411-7609
КЛЮЧЕВЫЕ СЛОВА:
КОМПЕТЕНЦИИ, ПАТРИОТИЧНОСТЬ ЛИЧНОСТИ, РУССКИЙ ЯЗЫК
АННОТАЦИЯ:
В статье представлены компетенции, сформированность которых даст возможность эффективно формировать патриотичную личность студента в процессе изучения русского языка.
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В соответствии с требованиями ГОСО Республики Казахстан учебный
процесс высшего профессионального образования и педагогического в частности должен быть подчинен компетентностному подходу, который предполагает овладение системой знаний, умений, навыков и личностных качеств, которые позволят будущему педагогу совершать различные действия, в том числе
и речевые. В соответствии с этим подходом у студентов развиваются и совершенствуются коммуникативная, лингвистическая (языковедческая), языковая
и культуроведческая компетенции, которые на наш взгляд является стержнем
формирования языковой личности, что представляет основу для формирования ее патриотической культуры.
Совершенствование обучения русскому языку состоит в целостном, поэтапном формировании патриотичной личности, способной средствами изучаемого языка овладевать концептосферами разных культур. При этом, базовым
является компетентностный подход, поскольку он ориентирован на особое целеполагание в обучении и на формирование практико-ориентированных компетенций.
Тем не менее, педагог должен постоянно уделять внимание формированию всех компетенций и стремиться к тому, чтобы содержание дисциплины
«русский язык» представляло собой целостность, системность процесса усвоения знаний основ лингвистической науки, теории речевого общения и дея-
Научный альманах · 2015 · N 9(11) | Педагогические науки 605
· http://ucom.ru/na · ISSN 2411-7609 · тельности, процесса формирования умений нормативного, целесообразного
использования языковых средств в различных ситуациях общения [1, с. 23].
В этой статье мы обратимся к особенностям формирования коммуникативной компетенций на занятиях по русскому языку как элементу формирования патриотичной языковой личности. В этом ракурсе коммуникативная компетенция означает овладение всеми видами речевой деятельности и основами
культуры устной и письменной речи, умениями и навыками использования
языка в различных сферах и ситуациях общения [2, с. 245].
Коммуникативная компетенция вырабатывается у студентов только в
том случае, если они постоянно работают с текстом, создают тексты в процессе
написания сочинений, публично обсуждают те или иные заинтересовавшие их
вопросы, излагают свою точку зрения, если это надо – доказывают ее правильность. Кроме того, у студентов необходимо воспитывать умение слушать своих
оппонентов, уважать их мнение, обучать их навыкам диспута и полемики.
Утвердившийся в методике русского языка коммуникативный подход к
работе по развитию речи предполагает введение студента в речевую ситуацию
и умение в ней ориентироваться, т.е. ясно представлять себе собеседника,
условия речи и задачи общения. Поэтому при развитии связной речи внимание
уделяется как созданию условий для получения студентами текстовых знаний,
так и овладению коммуникативно-речевыми умениями с целью общения.
Важная составляющая коммуникативной компетенции – формирование и
развитие навыков речевого общения на двух уровнях:
− на репродуктивном (адекватно понимать информацию устного и письменного сообщения, воспроизводить текст с заданной степенью свернутости,
владеть разными видами чтения и т.д.);
− на продуктивном (создавать тексты различных стилей и жанров, владеть различными видами монолога, диалога и т.д.).
Коммуникативная компетенция реализуется в процессе осуществления
следующих направлений:
− овладение функциональной грамотностью (способность учащегося
свободно использовать навыки чтения и письма для целей получения информации из текста);
− овладение навыками и умениями понимания и анализа текстов разных
видов;
− овладение продуктивными навыками и умениями различных видов
устной и письменной речи;
− овладение орфографией и пунктуацией.
Представим этапы формирования коммуникативной компетенции.
Первым этапом является готовность к проявлению компетенции, которая представлена изучением теоретического материала через призму практического применения. Второй этап представлен владением знаний содержания
компетенции, что включает в себя: наблюдение над языковым материалом,
эвристическую беседу, моделирование опорной схемы.
Стоит остановиться и раскрыть модель опорной схемы. Она включает в
себя: схему описательного текста (Общий взгляд на объект → Главная деталь
Научный альманах · 2015 · N 9(11) | Педагогические науки 606
· http://ucom.ru/na · ISSN 2411-7609 · или предмет описываемого объекта → Остальные детали в соотношении с
главной и друг с другом → Впечатление, производимое объектом) и схему текста-рассуждения (Тезис → Доказательства (+иллюстрации) → Вывод).
Третий этап − это опыт проявления компетенции посредством словарной
работы, работа с текстом, учебного диалога.
Четвертый этап представлен отношением к содержанию компетенции и
объекту ее приложения и включает рефлексию по поводу созданного текста и
коррекцию своего речевого поведения.
Цель обучения коммуникативной компетенции более многогранна. Она
направлена не только на передачу информации, но и, прежде всего, на выражение чувств, мыслей, воли, желаний человека, она требует выбора не только
иных языковых единиц (в отличие от монолога), но и экстралингвистических
условий, при которых состоится общение.
Педагогическое и психологическое содержание диалогической речи
направлено как на развитие навыков общения в различных ситуациях, так и
самой патриотичной личности.
Таким образом, занятия по русскому языку в ракурсе формирования патриотичной языковой личности представляют собой непрерывный процесс работы с текстом на каждом занятии, что усиливает практическую направленность материала, активизирует использование полученных знаний, ускоряет
формирование соответствующих умений и навыков. В течение всего последующего времени эти понятия конкретизируются, представление о них обогащается новыми знаниями.
Работа над формированием патриотизма проводится на каждом занятии,
однако ее объем различен в зависимости от темы занятия, целей и задач.
Итак, важнейшей составляющей патриотического воспитания является
приобщение студента к родному слову, формированию у него чувства языка.
Если мы хотим готовить культурных, образованных, умеющих высказывать
свои мысли педагогов, то на протяжении всего вузовского обучения должны их
купать в красивой, грамотной, богатой, сочной речи; грамотно отбирать материал, способный вызвать у студентов интерес, живой эмоциональный отклик и
положительное отношение к действительности.
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Список используемых источников:
1. Нарымбетова Ж.С. Формирование лингвокультурологической компетенции будущего учителя
иностранных языков в контексте его подготовки к межкультурной коммуникации. Алматы:
Казахский университет международных отношений и мировых языков. 2009. С. 23.
2. Виноградов В.И. О языках художественной литературы. М. 1959. С. 245.
САМОВОСПИТАНИЕ КАК ФАКТОР РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ПЕДАГОГА В ПОЛИКУЛЬТУРНОЙ ОБЩЕОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
ТРУНЦЕВА Т.Н.
1 ГБОУ ВО МО «Академия социального управления»
Тип: статья в журнале - материалы конференции Язык: русский
Номер: 2 Год: 2016 Страницы: 404-411
УДК: 372.8
ЖУРНАЛ:
КОНФЕРЕНЦИУМ АСОУ: СБОРНИК НАУЧНЫХ ТРУДОВ И МАТЕРИАЛОВ НАУЧНО-ПРАКТИЧЕСКИХ КОНФЕРЕНЦИЙ
Издательство: Академия социального управления (Москва)
КЛЮЧЕВЫЕ СЛОВА:
САМОВОСПИТАНИЕ, SELF-EDUCATION, ПОЛИКУЛЬТУРНАЯ СРЕДА, MULTICULTURAL MILIEU, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, СОЦИАЛЬНЫЙ ТИП, SOCIAL TYPE, МЕЖЭТНИЧЕСКОЕ ОБЩЕНИЕ, INTERETHNIC COMMUNICATION
АННОТАЦИЯ:
В статье рассматриваются ценностно-смысловые характеристики модели социального типа языковой личности педагога, выявляется роль самовоспитания в развитии социального типа языковой личности в поликультурном общеобразовательном пространстве.
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Государственная программа Российской Федерации «Развитие образования на 2013–
2020 годы» декларирует необходимость новых подходов к решению проблем, связанных с
совершенствованием профессиональной деятельности педагогов, которые должны
обеспечить условия успешной социализации и эффективной самореализации личности
школьника, развитие ее потенциала в интересах России. В программе подчеркнута
важнейшая социальная функция образования – быть транслятором не только национальной,
этнической культуры, но и средством приобщения подрастающих поколений к
общечеловеческим ценностям, к мировому культурному процессу [5, С.32–33]. Образование
выбрало вектором своего развития процесс педагогически организованной социализации
личности посредством формирования культуры межэтнической коммуникации, в том числе в
рамках общеобразовательного пространства [11, С. 18–21].
Значительный вклад в изучение вопроса формирования культуры межэтнического
общения в общеобразовательной среде внесли такие исследователи, как И.А. Арабов, Ю.С.
Кимов, Б.Г. Жогин, Т.Ф. Маслова, В.К. Шаповалов, И.А. Шоров. В своих исследованиях
ученые пришли к общему выводу о том, что реализация демократической и гуманистической
стратегии жизни у любого этноса, региона, государства невозможна без формирования
опыта, т.е. культуры межэтнического общения, которая, в свою очередь, приводит к
организации новой поликультурной общеобразовательной среды. Поликультурная среда
представляет собой многонациональную среду обитания человека, совокупность людей и
отношений, в которые вступает человек, общаясь в поликультурном обществе на любом
другом языке [8, C.15].
На современном этапе социального развития как никогда ранее стало важным
понимание того, что в разнообразии культурных, исторических, философских и религиозных
взглядов, представлений и верований необходимо учиться находить единство и гармонию,
без которых все это богатство не только не имеет смысла, но и небезопасно для человека и
его будущего. В связи с этим в современной многонациональной школе образование должно
представлять собой совокупность условий для приобретения знаний, умений и навыков,
достаточных для успешной социализации всех субъектов образования на основе
общезначимых нравственных и культурных ориентиров.
Главной целью поликультурного образования должно стать формирование человека
культуры, способного к эффективной языковой коммуникации. И педагоги, и ученики
должны приобрести навыки успешного языкового и речевого взаимодействия и участвовать
в нем как личности, обладающие человеческим достоинством, способные к автономной и
коллективной деятельности в условиях культурной интеграции [10].
Отметим, что возрастающая роль культуры изучения языка проявляется в том, что
знание и умение пользоваться языком как средством поликультурного взаимодействия имеет
в образовании характера и ментальности, в развитии человека как языковой личности
непреходящее значение. Вряд ли кто-нибудь из грамотных людей подвергнет сомнению
аксиому В.Г. Белинского: «Русский язык чрезвычайно богат, гибок и живописен для
выражения простых естественных понятий».
Однако развитие лингводидактики в сторону ее сближения с лингвоперсонологией
привело к тому, что при обучении языку начали приниматься в расчет не только общие
закономерности овладения языковой системой, но и национально-культурную специфику
родного и (или) иностранного языка и цели обучения языку как неродному. Участниками
образовательного процесса в пространстве «Школа» являются не абстрактные субъекты и
объекты обучения, а вполне конкретные языковые личности – носители языка: ученики, для
которых русский язык является родным, ученики-билингвы и педагоги, обучающие и тех и
других на русском языке как государственном.
Сегодня в пространстве школы взаимодействуют две практики языковой
коммуникации: сформированный традиционно-национальный опыт (присущий
образовательному учреждению как части общей национальной языковой культуры) и
формирующийся опыт межэтнической коммуникации (культура включения в языковую
коммуникацию). В связи этим возникает необходимость в установлении таких условий, при
которых педагог мог бы решить задачу установления эффективной коммуникации
обучающихся – носителей русского языка и тех, для кого русский язык не является родным.
Для этого педагогу необходимо внести качественные изменения в арсенал своих
профессиональных компетенций, которые должны быть связаны не только с оказанием
помощи ученикам-билингвам в изучении русского языка, но и с реализацией в
общеобразовательной среде эффективного опыта межэтнической коммуникации.
Одним из факторов успешного профессионального саморазвития педагога как
социального типа языковой личности в поликультурной образовательной среде может стать
его самовоспитание. Анализ проведенных нами наблюдений позволяет отметить, что
профессиональная деятельность педагога, включенного в поликультурную образовательную
среду, основывается на комплексном и вариативном использовании всей совокупности
теоретических знаний о родном языке, интеграции языков. Но, к сожалению, современный
российский педагог не имеет достаточного опыта в решении задач формирования и развития
коммуникативных компетенций обучающихся, включенных в новую (поликультурную)
общеобразовательную среду межэтнического общения. Хотя он, безусловно, связывает свою
деятельность с выбором эффективных видов деятельности при обучении школьников, для
которых русский язык не является родным, проявляет способность к рефлексии,
практической самооценке, готовность к совершенствованию и самовоспитанию себя как
языковой личности.
Цель нашей статьи – обозначить элементы модели социального типа языковой
личности педагога в поликультурной общеобразовательной среде, а также выявить роль
самовоспитания в формировании условий для саморазвития социального типа этой языковой
личности.
Исходя из опыта исследования в отечественной науке языковой личности, предложим
определение социального типа языковой личности педагога в поликультурной
общеобразовательной среде. Это личность, обладающая высокой языковой национальноязыковой культурой, не ограничивающаяся рамками одной языковой системы, толерантно
восприимчивая к иноязычной традиции.
Опираясь на определение «языковая личность», данное Г.И. Богиным, («языковая
личность характеризуется не столько тем, что она знает о языке, сколько тем, что она может
с языком делать» [3, с. 45]), мы можем установить, что данная категория вполне соотносится
с дефиницией «педагог», так как педагог сообщает знания и способствует развитию
языковых, лингвистических и коммуникативных компетенций учащихся посредством языка.
Основываясь на определении языковой личности, данном С.Ю. Годуновой, мы можем
выявить сущностные характеристики социального типа языковой личности педагога в
поликультурной общеобразовательной среде, к которым относятся: «совокупность
социально-психологических и культурологических свойств человека, определяющих ее
способность к творческой текстовой деятельности и отображению специфической
национально-языковой картины мира, конструктивное взаимодействие с окружающей
средой, открытость для восприятия и адаптации в иной ментально-языковой среде с целью
приобщения к иноязычной культуре и определения своего места в спектре различных
культур» [4, С.11].
Исследование, проведенное В.И. Карасиком, определяющим языковую личность как
обобщенный образ носителя культурно-языковых и коммуникативно-деятельностных
ценностей, знаний, установок и поведенческих реакций» [6, С. 98–101], позволяет сделать
следующее заключение: модель социального типа языковой личности педагога должна иметь
ценностно-смысловые характеристики.
Подтверждением этого положения являются определения языковой личности, данные
И.Э. Клюкановым и Е.В. Барсуковой. Так, И.Э. Клюканов считает, что «языковой личностью
считается субъект, способный осуществлять речевую деятельность, оперируя смысловыми
образованиями» [7, С. 73]. А в исследовании Е.В. Барсуковой отмечается, что «языковая
личность – это многомерная, многоуровневая функциональная система, дающая
представление о степени владения языком и речью индивидом на уровне активного и
творческого осмысления действительности» [1, С. 5].
Безусловно, собирательный характер модели социального типа языковой личности
педагога в поликультурной общеобразовательной среде не исключает права личности
каждого педагога на свою избирательность, индивидуальность. Мы согласны с
утверждением О.Н. Шевченко о том, индивидуальная языковая личность совпадает с
типовой в базовых характеристиках, но в то же время имеет свои особенности [12, С. 7].
Исходя из положений коммуникативной лингвистики, мы можем констатировать, что
модель социального типа языковой личности педагога в поликультурной
общеобразовательной среде должна включать «совокупность отличительных качеств
личности, обнаруживающихся в ее коммуникативном поведении и обеспечивающих
личности коммуникативную индивидуальность» [2, С. 10].
При этом одной из главных характеристик языковой личности педагога,
реализующейся в поликультурной образовательной среде, является ее стремление
поддерживать государственный язык как одну из главных ценностей, «как естественный
источник нашей богатой культуры, в которой мы все выросли и истоками которого мы
питаемся всю свою жизнь».
Акцентируем внимание: социальный тип языковой личности педагога в
поликультурной общеобразовательной среде связан с саморазвитием личности в широком
понимании этого феномена, исследованием которого в вое время занимались Ж.-Ж. Руссо, К.
А. Гельвеций, П.П. Блонский, П.Ф. Каптерев, Д.Б. Богоявленская, П.Я. Гальперин, В.В.
Давыдов, Т.И. Ильина, Е.Н. Кабанова-Меллер, З.И. Калмыкова, Н.А. Менчинская, А.В.
Петровский, С.Л. Рубинштейн, Д.Б. Эльконин и др. Саморазвитие предусматривает
большую свободу для проявления потенциала личности, ее самосовершенствования и
самореализации, в том числе в решении задач языковой межэтнической коммуникации.
Ценностно-смысловая модель развития языковой личности педагога в
поликультурной общеобразовательной среде учитывает ценностно-смысловые ориентации
личности педагога, механизмы ее саморазвития, связывает их с достижениями в
современном образовании и интегрирует самовоспитание и профессиональное
самообразование как различные направления работы над собой (В.И. Селиванов, Т.И.
Агафонов, И.А. Деревцов и др.).
В рамках этой статьи мы акцентируем внимание на самовоспитании как одном из
факторов успешного саморазвития личности, в нашем случае – социального типа языковой
личности педагога в условиях поликультурного общеобразовательного пространства.
Самовоспитание в системе развития языковой личности педагога в поликультурной
общеобразовательной среде понимается нами как целостный, разворачивающийся во
времени многокомпонентный личностно и профессионально значимый процесс
целенаправленной деятельности, обеспечивающий языковой личности педагога непрерывное
саморазвитие.
Действительно, для успешного решения сложной профессиональной задачи
установления межэтнической языковой коммуникации в общеобразовательном учреждении
педагог как социальный тип языковой личности должен обладать морально-волевой
активностью. Именно она обеспечит его гражданское (личностное), а также
профессиональное (психолого-педагогическое) развитие. Поэтому в контексте исследуемой
нами проблемы самовоспитание соотносится с сознательным управлением педагогом своим
личностно-профессиональным развитием на основе морально-волевых качеств. Благодаря
таким характеристикам самовоспитание обеспечивает выбор педагогом целей, путей и
средств самосовершенствования для решения профессиональных задач.
В этой связи самовоспитание приобретает форму доминантной комплексной задачи
развития языковой личности педагога и ученика в поликультурной общеобразовательной
среде. Ее решение поможет педагогу выявить сопутствующие проблемы «консервации»
развития всех участников межэтнического языкового общения в пространстве
общеобразовательного учреждения. В то же время самовоспитание как развитие личностных
качеств, необходимых при интеграции в иную культуру посредством языка, навыков
толерантной коммуникации в поликультурном среде, навыков культуры межэтнического
общения, становится инструментом решения как доминантной, так и сопутствующих
проблем межэтнической языковой коммуникации.
Сущностные характеристики самовоспитания педагога как социального типа
языковой личности состоят в том, что в процессе поликультурной коммуникации педагог
может помочь самому себе осознавать происходящие в психике процессы, чтобы осознанно
управлять ими, вызывать их мотивацию, ставить цели самосовершенствования в аспекте
решения профессиональных задач, способствовать выбору таких организационнопедагогических форм, а также видов образовательной, учебной деятельности, которые
являются адекватными задачам развития общеобразовательного пространства культуры
межэтнического общения.
Другими словами, самовоспитание как инструмент саморазвития языковой личности
педагога может обеспечить решение профессиональных задач воспитания и образования:
формировать систему ценностей, связанных с реальностью модели мира; представление о
них самих, смысле существования, важнейших жизненных проблемах человека и
человечества; овладевать способами и навыками последовательной мыслительной
деятельности в интеркультурной коммуникации. Взаимопонимание всех участников
поликультурной общеобразовательной среды достигается не только благодаря знаниям,
представлениям об окружающем мире, сообщенным педагогом как языковой личностью и
«присвоенным» обучающимся при помощи языка, но и через чувства, умение видеть в
каждом человеке носителя общечеловеческих ценностей: добра, любви к ближнему, высокой
духовности и морали.
В этой связи самовоспитанию языковой личности педагога в поликультурной
общеобразовательной среде должно отводиться особое место, потому что благодаря данному
процессу образуется интегративный результат нравственного поведения личности, в котором
стремление к результативной межэтнической коммуникации приобретает высокую
нравственность, а нравственность, в свою очередь, становится более действенной, т.е.
становится одним из принципов формирования и реализации общеобразовательного
пространства [9, С. 34].
В заключение делаем следующий вывод: концептуальной основой модели
социального типа поликультурной языковой личности педагога в поликультурной
общеобразовательной среде, в общегуманитарном ее понимании, являются: 1) ценностносмысловые установки; 2) конструктивное взаимодействие всех участников образовательного
процесса в условиях поликультурного общеобразовательного пространства; 3) открытость
для восприятия иноязычной культуры, создания условий для адаптации обучающихся в иной
ментально-языковой среде; 4) способность языковой личности к саморазвитию; 5)
понимание и использование языковой личностью самовоспитания как инструмента
профессионального саморазвития.
---
Список использованных источников
1. Барсукова, Е.В. Языковая личность как категория исторической культурологии (на
материале «Архива князя Воронцова»): автореф. дис. … канд. культурологии / Барсукова
Е.В. – М., 2007. – 22 с.
2. Беспамятнова, Г.Н. Языковая личность телевизионного ведущего: автореф. дис. …
канд. филол. наук / Беспамятнова Г.Н. – Воронеж, 1994. – 19 с.
3. Богин, Г.И. Концепция языковой личности: автореф. дис. … д-ра фиолол. наук /
Богин Г.И. – Л., 1982.
4. Годунова, С.Ю. Педагогические условия развития языковой личности студента
технического вуза: автореф. дис. … канд. пед. наук / Годунова С.Ю. – М., 2008. – 24 с.
5. Гурин, В.Е. Дискуссионные формы воспитания в школе и вузе / В.Е. Гурин //
Актуальные проблемы школьной и вузовской педагогики. – М.; Краснодар, 2000. – С. 18–21.
6. Карасик, В.И. Модельная личность как лингвокультурный концепт / В.И. Карасик //
Филология и культура: материалы 3-й Междунар. науч. конф. – Тамбов, 2001. – Ч. 2.
7. Клюканов, И.Э. Языковая личность и интегральные смысловые образования / И.Э.
Клюканов // Язык, дискурс и личность. – Тверь, 1990.
8. Лингвоперсонология и личностно-ориентированное обучение языку: учеб. пособие
/ под ред. Н.В. Мельник. – Кемерово, 2009.
9. Пивкин, С.Д. Самореализация языковой личности переводчика в системе
дополнительного профессионального образования: дис. … д-ра пед. наук / C.Д. Пивкин. –
Ульяновск, 2012. – 495 с.
10. Профессиональный стандарт «Педагог (педагогическая деятельность в сфере
дошкольного, начального общего, основного общего, среднего общего образования)
(воспитатель, учитель)». – URL:
http://infourok.ru/konkurs?dwldurl=http%3A%2F%2Fppt4web.ru%2Fuploads%2Fppt%2F13%2F4
d998c19ab325a477751fd577b7ebf47.ppt
11. Психология личностного и профессионального развития-самовоспитания и
самообразования. – URL: http://cyberleninka.ru/article/n/psihologiya-lichnostnogo-iprofessionalnogo-razvitiya-samovospitaniya-i-samoobrazovaniya
12. Шевченко, О.Н. Языковая личность переводчика (на материале дискурса Б.В.
Заходера): автореф. дис. … канд. филол. наук / Шевченко О.Н. – Волгоград, 2005. – 22 с.
УДК 372.881.1
И. А. Бобыкина
САМООБРАЗОВАТЕЛЬНАЯ ДЕЯТЕЛЬНОСТЬ
КАК ОСНОВА РАЗВИТИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
Рассматриваются вопросы развития языковой личности в процессе обучения иностранному языку на осно-
ве самообразовательной деятельности учащихся. Выделены основные формы, уровни, виды самообразова-
тельной деятельности и личностно ориентированные технологии, ведущие к ее активизации при изучении
иностранного языка. Анализируются особенности педагогического управления и основные направления раз-
вития готовности изучающих иностранный язык к систематической самообразовательной деятельности.
Ключевые слова: самообразовательная деятельность, уровни, формы, языковая личность, личностно
ориентированные технологии, готовность, управление.
Вестник ТГПУ (TSPU Bulletin). 2011. 10 (112)
— 72 —
Происходящие изменения характера современ-
ного образования ориентируют на свободное раз-
витие личности, раскрытие ее индивидуальности,
творческой инициативы, самостоятельности. Сре-
ди первостепенных задач модернизации содержа-
ния образования важное место занимает развитие
у подрастающего поколения уже в стенах учебного
заведения самообразовательной компетентности,
основанной на усвоении способов приобретения
знаний из различных источников информации. По-
скольку иностранный язык является одной из учеб-
ных дисциплин, то развитие самообразовательной
компетентности необходимо также осуществлять с
помощью иностранного языка.
С позиции иноязычного образования самообра-
зовательная компетентность студента, изучающего
иностранный язык, рассматривается как интег-
ральная характеристика личности, отражающая ее
готовность и способность поддерживать и повы-
шать уровень владения иностранным языком в
процессе самообразовательной деятельности. Раз-
витие самообразовательной компетентности может
происходить только непосредственно в самообра-
зовательной деятельности, представляющей собой
процесс индивидуальной познавательной деятель-
ности, нацеленной на совершенствование умений
иноязычного общения. Таким образом, стратегиче-
ской целью самообразовательной деятельности
студентов, изучающих иностранный язык, высту-
пают достижение соответствующего уровня иноя-
зычной коммуникативной компетенции в период
обучения, а также подготовка к продуктивной са-
мообразовательной деятельности после окончания
высшей школы. В связи с этим самообразователь-
ная деятельность становится важнейшим компо-
нентом учебного процесса, направленным на раз-
витие необходимых качеств языковой личности и
обеспечение продуктивного характера процесса
овладения иностранным языком [1].
Как известно, «язык – это структура, являющая-
ся принадлежностью всего общества, которую
речь использует в индивидуальных и интерсубъек-
тивных целях, придавая ей… новый и сугубо ин-
дивидуальный облик» [2]. Следовательно, свойст-
ва личности обусловливают свойства языковой
личности, интерпретируемой исследователями как
«совокупность способностей и характеристик че-
ловека, обусловливающих создание и восприятие
им речевых произведений (текстов), которые раз-
личаются:
А) степенью структурно-языковой сложности,
Б) глубиной и точностью отражения действи-
тельности,
В) определенной целевой направленностью»
[3].
Уровень развития языковой личности, овладе-
ние пониманием на родном языке детерминирует
готовность формирования вторичной языковой
личности на иностранном языке как совокупности
способностей человека к иноязычному общению
на межкультурном уровне и адекватному взаимо-
действию с представителями других культур.
Считается, что вторичная языковая личность
формируется на основе овладения вербально-се-
мантическим кодом изучаемого языка, т. е. «языко-
вой картиной мира» носителей этого языка, их ов-
ладения «глобальной» (концептуальной) картиной
мира, которая позволяет человеку понять новую
для него социальную действительность. Принятие
вторичной языковой личности в качестве конечно-
го результата иноязычного образования и показате-
ля успешности овладения иностранным языком
отражается на практике обучения иностранному
языку. В современном процессе обучения акцент
ставится не столько на овладении языковыми
аспектами иноязычной речевой деятельности,
сколько на изменении паттернов поведения и даже
определенном изменении системы ценностей сту-
дента, изучающего иностранный язык. По мнению
ученых-методистов (И. И. Халеева, И. Л. Бим,
Н. Д. Гальскова, Н. Ф. Коряковцева и др.), само-
образовательная деятельность позволяет не только
эффективно овладевать изучаемым языком как
средством общения на межкультурном уровне, но
— 73 —
и формировать способности к продуктивному са-
моразвитию.
Вместе с тем анализ образовательной практики
показывает, что в процессе обучения иностранно-
му языку реализуются далеко не все возможности
самообразовательной деятельности, хотя именно в
процессе этой деятельности происходит накопле-
ние индивидуального опыта освоения и использо-
вания иностранного языка, формируется и разви-
вается самообразовательная компетентность.
Чтобы сформировать способность компетентно
и самостоятельно пользоваться изучаемым языком
в различных ситуациях, необходимо создание со-
ответствующих условий образовательной среды.
Ориентация на самообразовательную деятельность
студентов как неотъемлемую часть процесса об-
учения иностранному языку предполагает приме-
нение в образовательном процессе новых техноло-
гий, методов и средств обучения. Увеличение объе-
ма самообразовательной деятельности студентов
требует овладение ими как общими способами по-
знавательной деятельности, так и конкретными
умениями управления всеми элементами само-
образовательной деятельности, включая определе-
ние ее целей, планирование, осуществление и реф-
лексивный анализ ее результатов.
В зависимости от степени проявления внешнего
управления выделяют следующие виды самообра-
зовательной деятельности:
1) регламентируемую,
2) ориентируемую,
3) собственно самостоятельную,
4) творческую.
Обучение иностранному языку на основе самоо-
бразовательной деятельности происходит на основе
синтеза управления с обучающей стороны и самоу-
правления студента. При этом развитие организаци-
онно-управленческих свойств личности осуществ-
ляется путем постепенного сокращения опор и ре-
дукции внешнего управления. Иными словами, са-
мообразовательная деятельность по овладению ино-
странным языком организуется и реализуется на на-
чальном этапе под руководством педагога; на более
высоком качественном уровне – в управляющем вза-
имодействии; затем в условиях равноправного
управления и только после этого – в режиме самоу-
правления. Рациональное распределение функций
педагогического управления и самоуправления есть
условие успешного перехода от низкого (регламен-
тируемого) уровня на высокий (творческий) уро-
вень. Регламентируемая самообразовательная дея-
тельность осуществляется преимущественно по
образцу при непосредственном регулировании и
контроле со стороны педагога. В качестве примера
можно привести самостоятельное домашнее чтение
текстов на иностранном языке. Ориентируемая са-
мообразовательная деятельность характеризуется
самостоятельностью в выборе ориентиров, соответ-
ствующих в наибольшей степени заданным услови-
ям самообразовательной деятельности по иностран-
ному языку. Театральная постановка прочитанного
произведения, обсуждение фильма на основе опор
(содержательно-смысловой план, функционально-
смысловые таблицы) и другие аналогичные задания
позволяют студентам расширить опыт иноязычного
общения и перейти на более высокую ступень само-
образовательной деятельности. На уровне собствен-
но самостоятельной деятельности осуществляется
поиск решений более сложных коммуникативных
задач как в устной речи, так и в других видах рече-
вой деятельности (подготовка информационной пре-
зентации на иностранном языке по заданной темати-
ке, разработка туристического маршрута с использо-
ванием изученного материала и т. п.). По мере осво-
бождения студента от непосредственного управле-
ния со стороны педагога увеличивается степень его
самостоятельности. За счет развития аутодидактиче-
ского самоуправления самообразовательной дея-
тельностью студент достигает высшего уровня ее
развития, имеющего исследовательский характер. В
этом случае студент полностью принимает на себя
ответственность за все этапы самообразовательной
деятельности. В данном контексте представляется
важным подчеркнуть, что творческая самообразова-
тельная деятельность не может возникнуть в сфор-
мированном виде, необходима целенаправленная си-
стематическая работа по формированию и развитию
вторичной языковой личности, способной к творче-
ской самообразовательной деятельности.
Говоря об организационных формах, отметим,
что самообразовательная деятельность в области
иностранного языка может осуществляться инди-
видуально, в парах, микрогруппах и группах. Ор-
ганическое сочетание коллективных и индивиду-
альных форм работы обеспечивает полномерную
реализацию самообразовательной деятельности
студентов [4]. Выбор организационной формы
определяется характером материала, видом разви-
ваемой речевой деятельности на иностранном язы-
ке, психологическими особенностями обучающих-
ся, а также условиями ее проведения.
В качестве основных характеристик учебных
ситуаций, с помощью которых обеспечивается раз-
витие вторичной языковой личности на основе са-
мообразовательной деятельности студентов, мож-
но выделить:
1. Активизацию самостоятельной учебной дея-
тельности студентов по овладению изучаемым
языком.
2. Обеспечение аутентичности образовательно-
го контекста и направленности на личный образо-
вательный продукт.
И. А. Бобыкина. Самообразовательная деятельность как основа развития вторичной языковой...
Вестник ТГПУ (TSPU Bulletin). 2011. 10 (112)
— 74 —
3. Использование проблемных, поисковых задач
с целью «открытия для себя языка и культуры».
4. Актуализацию взаимосвязанных личностных
позиций студента как субъекта учебной деятель-
ности [5].
Реализация в образовательной практике выше-
названных положений наиболее оптимальна в усло-
виях комплексного использования возможностей
личностно ориентированных технологий, которые
обеспечивают создание условий полноценного про-
явления и развития личностных качеств студента и
основаны на такой организации взаимодействия
между субъектами учебного процесса, при которой
соз даются оптималь ные ус ловия для раз вития спо-
собности студентов к самоуправлению учебной де-
ятельностью по овладению изучаемым языком. К
технологиям, активизирующим самообразователь-
ную деятельность студентов, можно отнести диало-
говые, игровые, проектные и информационно-ком-
муникационные технологии, основывающиеся на
принципе совместной деятельности, приближаю-
щие учебную деятельность к реальной действи-
тельности и обеспечивающие студентам реальную
возможность проявления инициативы и автономно-
сти в образовательном процессе.
Вышеназванные технологии создают условия
для положительного эмоционального настроя на из-
учение иностранного языка в контексте самообразо-
вательной деятельности, активизируют творческую
активность студентов, стимулируют студентов к
свободному выбору и принятию решения, к самоор-
ганизации и самоуправлению собственной деятель-
ностью, развивая при этом рефлексию и самооцен-
ку. Следовательно, применение в учебном процессе
данных личностно ориентированных технологий
способствует более осмысленному, действенному и
прочному освоению иностранного языка.
Как отмечается в исследованиях в области пси-
хологической теории учебной деятельности
(И. А. Зимняя, И. А. Рапопорт, Н. Ф. Талызина и
др.), самообучение как одна из составляющих про-
цесса самообразования имеет место в том случае,
если человек способен к самостоятельному управ-
лению собственной деятельностью и рефлексии
себя как субъекта своих действий, своего познания,
своих эмоций (Ю. Н. Кулюткин, Г. И. Сухобская).
По мнению методистов, решающая роль при
этом принадлежит рефлексивной самооценке сту-
дента как базового механизма осознания им реаль-
ного уровня владения иностранным языком. При
обучении иностранному языку актуализация реф-
лексивной самооценки студента возможна, во-пер-
вых, на основе авторефлексии, сопровождаемой
индивидуальным размышлением, во-вторых, в
процессе взаимообучения субъектов учебной дея-
тельности по овладению иностранным языком.
Анализ учебно-методической литературы по
иностранным языкам показывает, что основы са-
мообразовательной деятельности закладываются
уже на начальном этапе обучения в вузе. Так, в се-
рии учебников по иностранным языкам предлага-
ются советы, памятки, помогающие студенту само-
стоятельно совершенствовать владение изучаемым
языком, дидактические опоры, тесты для самокон-
троля. На фоне развития новых коммуникацион-
ных технологий средствами организации самоо-
бразовательной деятельности студентов могут слу-
жить как печатные источники информации на ино-
странном языке, так и различные компьютерные
программы. В качестве инновационного средства
обучения, в частности развития рефлексивной са-
мооценки студентов своих достижений в овладе-
нии иностранными языками, используется языко-
вой портфель, который получает все большее рас-
пространение в системе языкового образования
как в общеобразовательной школе, так и в высших
учебных заведениях. Электронный портфель пред-
ставляет собой электронную версию пакета рабо-
чих материалов (портфолио) студента, содержаще-
го творческие работы, результаты тестирования, а
также аудио- и видеоматериалы, позволяющие
проследить динамику уровня овладения изучае-
мым языком, а также проанализировать и оценить
опыт самообразовательной деятельности студента
по овладению иностранным языком.
Использование в учебном процессе языкового
портфеля как средства рефлексивного овладения
иностранным языком позволяет создать взаимоот-
ношения партнерского сотрудничества и тем са-
мым – условия для становления студента субъек-
том учебной деятельности, что положительно ска-
зывается на развитии самообразовательной компе-
тентности.
Понимание субъекта в современных науках о
человеке означает, что человек находится на выс-
шем уровне активности, целостности, автономно-
сти и т. д. [6]. С точки зрения психологии характер-
ные черты субъекта проявляются во внутренней
свободе личности; интересе к учению; умении
объяснить свои действия, критически оценивать
их; способности создавать новые способы дейст-
вия; умении рефлектировать свои действия, вно-
сить коррективы; способности самостоятельно ре-
шать учебные задачи; способности делать лич-
ностную самооценку [7].
В результате систематического поэтапного за-
полнения языкового портфеля, т. е. реализации це-
ленаправленной рефлексивной самооценки своего
речевого и учебного опыта в области изучения
иностранного языка у студентов возникает потреб-
ность и формируется внутренняя мотивация к са-
мостоятельному совершенствованию изучаемого
— 75 —
языка. Согласно психологическим исследованиям,
именно внутренняя мотивация (познавательный
интерес, потребность в познании, осознание лич-
ной значимости самосовершенствования, чувство
ответственности и т. п.) является одной из основ-
ных движущих сил процесса познания. Формиро-
вание мотивационной готовности студентов к са-
мообразовательной деятельности выступает одним
из важнейших аспектов проблемы подготовки к
непрерывному самостоятельному языковому обра-
зованию.
Структура готовности к самообразовательной
деятельности, как целостный интегративный кон-
структ, включает в себя три взаимосвязанных и
взаимозависимых компонента: мотивационный,
эмоционально-волевой и содержательно-операцио-
нальный.
Как упоминалось выше, мотивационный компо-
нент обусловлен потребностями языковой лично-
сти и содержит совокупность устойчивых мотивов,
а также связанное с ними ценностное отношение к
самообразовательной деятельности по овладению
иностранным языком, что способствует системати-
ческому и целенаправленному самосовершенство-
ванию в области изучаемого языка.
Эмоционально-волевой компонент предполага-
ет положительное эмоциональное отношение к са-
мообразовательной деятельности, способность к
волевому напряжению для преодоления трудно-
стей и противоречий, самоубеждение, веру в соб-
ственные способности.
В качестве одной из важных характеристик го-
товности к самообразовательной деятельности яв-
ляется владение обобщенными способами деятель-
ности, организационно-управленческими умения-
ми, составляющими содержательно-операциональ-
ный компонент готовности.
К организационно-управленческим умениям
относятся умения:
– ставить задачи и намечать основные пути их
решения;
– рационально планировать самообразователь-
ную деятельность;
– самостоятельно выбирать формы и способы
обучения;
– распределять усилия и время для выполнения
самообразовательной деятельности;
– самостоятельно контролировать, анализиро-
вать и оценивать результаты самообразовательной
деятельности.
В русле сказанного интерес представляют дан-
ные анкетирования студентов относительно по-
требностей в самообразовательной деятельности
при изучении иностранного языка. По мнению
87 % респондентов, самообразовательная деятель-
ность при изучении иностранного языка является
реальной необходимостью в силу различных при-
чин («для лучшего владения иностранным язы-
ком», «чтобы ликвидировать академические задол-
женности, возникшие по уважительной причине»,
«чтобы лучше усвоить изучаемый материал на за-
нятии» и т. д.). Можно предположить, что именно
у этих студентов реальные результаты овладения
иностранным языком не совпадают с желаемыми.
Отметим, что всего лишь 27 % студентов занима-
ются самообразованием в познавательных целях
(«для общения с носителями иностранного языка»,
«для чтения иностранной литературы», «для пони-
мания информации на иностранном языке в Интер-
нете»). Данные анкетирования показали, что 76 %
студентов занимаются самообразованием нерегу-
лярно. В большинстве случаев это объясняется
большими затратами времени и отсутствием при-
вычки, что свидетельствует о недостаточном раз-
витии всех компонентов готовности к самообразо-
вательной деятельности.
Подводя итог вышесказанному, отметим следу-
ющее:
1. Самообразовательная деятельность студентов
по овладению иностранным языком составляет
основу образовательного процесса и обеспечивает
накопление опыта изучения иностранного языка,
создает условия для развития студента как вторич-
ной языковой личности.
2. Для эффективной организации обучения ино-
странному языку на основе самообразовательной
деятельности первостепенное значение приобрета-
ет проблема внедрения технологий, методов и
средств обучения иностранному языку, обеспечи-
вающих целенаправленное продуктивное развитие
вторичной языковой личности и ее готовности к
непрерывной самообразовательной деятельности
за счет формирования самообразовательной компе-
тентности.
И. А. Бобыкина. Самообразовательная деятельность как основа развития вторичной языковой...
Список литературы
1. Коряковцева Н. Ф. Современная методика организации самостоятельной работы для изучающих иностранный язык. М.: АРКТИ, 2002.
176 с.
2. Бенвенист Э. Общая лингвистика. М.: Прогресс, 1974. 448 с.
3. Караулов Ю. Н. Русский язык и языковая личность. М.: URSS, 2007. 264 с.
4. Кашникова Е. Ю. Условия организации речевой самообразовательной деятельности студентов // Вестн. Томского гос. пед. ун-та (Tomsk
State Pedagogical University Bulletin). 2011. Вып. 4. С. 35–39.
Вестник ТГПУ (TSPU Bulletin). 2011. 10 (112)
— 76 —
5. Коряковцева Н. Ф. Автономия учащихся в учебной деятельности по овладению иностранным языком как образовательная цель //
Иностр. яз. в школе. 2001. № 1. С. 9–14.
6. Брушлинский А. В. Субъект: мышление, учение, воображение. М.: Ин-т практической психологии; Воронеж: НПО «Модэк», 1996. 392 с.
7. Конаржевский Ю. А. Анализ урока. М.: Центр «Педагогический поиск», 2000. 336 с.
Бобыкина И. А., кандидат педагогических наук, доцент, доцент кафедры.
Челябинский государственный университет.
Ул. Братьев Кашириных, 129, Челябинск, Россия, 454001.
E-mail: bia974@mail.ru
Материал поступил в редакцию 18.02.2009.
I. A. Bobykina
SELF-EDUCATIONAL ACTIVITY AS A BASIS OF DEVELOPMENT OF THE LANGUAGE PERSON OF THE STUDENT
In the article questions of the development of the language person while teaching the foreign language are
analyzed on the basis of self-educational activity of pupils. The basic forms, levels, kinds of self-educational activity
and the self-oriented technologies leading to its activization while studying the foreign language are indicated. The
features of pedagogical management and the basic directions of the development of readiness for regular self-
educational activity are analyzed.
Key words: self-educational activity, levels, forms, the language person, self-oriented technologies, the readiness,
management.
Chelyabinsk State University.
Ul. Bratiev Kashirinykh, 129, Chelyabinsk, Russia, 454001.
УДК 371 (07)
С. Д. Пивкин, Н. Ш. Валеева, Р. Х. Шакуров
САМОРАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ МНОГОЯЗЫЧИЯ
Ключевые слова: самореализация, языковая личность, языковая реальность, многоязычная среда.
Рассматривается развитие языковой личности в условиях многоязычия. Самореализация языковой личности
описывается как постижение смысла бытия и своего существования, выраженного в слове и текстах.
Подчеркивается важность творческого отношения к языку как к хранителю смысловой сферы человека.
Key words: self fulfillment, linguistic personality, linguistic reality, multilingual environment.
Developing linguistic personality in the multilingual environment is described in this paper. Under study is also self
fulfillment of linguistic personality as a process of learning the sense of objective reality and existence through a word
and texts. A focus is on creative dealing with the language as a storage of semantic sphere of the man.
Становление языковой личности имеет
поступательный вектор развития и обращено к
будущему, она (языковая личность) стремится
реализовать себя в речевой деятельности и
выбирает для этого оптимальные пути, начиная со
школьной скамьи и кончая сознательной
деятельностью в качестве состоявшейся зрелой
личности. Подобно движению к вершине пирамиды,
индивид как homo loquens всю свою сознательную
жизнь поднимается по ее ступеням вверх к
постижению смысла бытия и своего существования,
выраженного в текстах. «Мир и человек
представляют собой политексты» - утверждает В.П.
Зинченко [2, с. 298] и не без основания. Человек не
рождается с готовым знанием языка, постижение
его тайн только предстоит ему. С помощью языка
он описывает «мир и себя в нем или мир в себе» [2,
с. 298], в этом проявляется его глобальная духовная
потребность. Взрослый человек живет в словесно
означенном мире, и было бы наивно принуждать его
вернуться к иному состоянию. Образование,
которое он получает, в какой-то мере удовлетворяет
эту потребность, но как определить в какой
степени? Как справедливо замечает А.А. Леонтьев,
не существует верхней границы овладения языком,
во всяком случае, если учитывать имеющиеся
педагогические возможности [4]. Казалось бы, этот
очевидный неутешительный вердикт ставит крест
на дальнейших попытках совершенствовать систему
обучения в плане достижения предельных
результатов в овладении языком. Тем не менее, не
следует спешить с окончательными выводами. В
системе языкового образования закладываются
основы работы с языком, которые в будущем могут
привести к значительным результатам как в
художественном творчестве, так и в ораторской
речи и не только в этих сугубо гуманитарных
областях. Очевидно, ответ на поставленный вопрос
лежит в плоскости взаимоотношений конкретного
индивида и языка как хранителя смысловой сферы
человека. В учебном заведении индивид постигает
те глубинные основы языковых знаний, без которых
дальнейшее движение вперед как духовной
развитой личности трудно себе представить, если
вообще возможно. Человек научается постигать
тайны, заложенные в языке и тексте, и через них
глубже понимать себя и мир вокруг. «Анализ
соотношения языков описания мира и человека
свидетельствует не столько об их сосуществовании
и переводимости (хотя бы частичной), сколько об
их взаимной дополнительности при чтении «мира-
текста» и «человека-текста». Анализ показывает
также, что многообразие языков связано не столько
с полнотой прочтения этих текстов, сколько с
поиском языка, адекватного стоящей перед ним
задачи» [2, с. 306]. «Мир-текст» и «человек текст»
описываются на разных языках, и в этом описании
наблюдается тождество, поскольку люди без труда
узнают описываемые объекты. Установление
тождества требует определенных усилий и навыков,
обучить которым призвано образование. Научить
этому бывает нелегко, но совершенно необходимо.
И учиться, прежде всего, следует родному языку
основательно и глубоко и одновременно осваивать
другие языки, без которых инструментарий
познания окружающего мира все-таки оказывается
ограниченным и недостаточным. В этой связи
представляется очень печальной тенденция
«отодвигать» лингвистическое образование и
языковые дисциплины на периферию интересов
академической науки в современных школах и
вузах. Все-таки все начинается с родного языка, он
сопровождает человека всю его жизнь, как «родовое
клеймо», и в этом его сила и непреходящая
ценность, от него идут пути к проникновению в
иные сферы деятельности. Грамотность и точность
в «чувствовании» и использовании языка, которая
прививается в школе и вузе, несомненно, открывает
путь к тому, чтобы постигать другие
многочисленные неродные, в том числе и
формальные языки (языки движений, искусства,
логики и т.п.), не связанные напрямую со словом,
но крайне необходимые для познания современного
мира.
Если предметом деятельности личности
является язык и связанные с ним явления, то вполне
естественным для нее становится творческое
отношение к языку. Творчество как желаемое и
присущее только человеку состояние венчает труды
человеческого гения. Если личность развивается, то
она не может не испытать, правда, в разной степени
воздействия творческих сил и творческого начала.
475
Знаково-символьная деятельность есть непременное
условие человеческого развития, при которой
внутреннее вырывается наружу и проявляется в
порождении новых форм, в частности в языке.
Творчество в языке – это отдельная тема
исследования, широко дискутируемая, но еще
недостаточно раскрытая. Ее можно понимать
двояко: как языкотворчество и как творчество с
использованием возможностей языка.
Языкотворчество предполагает творческое
отношение к языку, экспериментирование с языком,
нетрадиционное использование его выразительных
средств за счет выдумки, комбинирования и
преобразования известных элементов и структур
языка. Вершиной языкотворчества может считаться
литературное творчество, а также перевод как
искусство возможного в языке и особенно
поэтическое творчество. Однако не каждому дано
проявить себя в языке в такой же степени
насыщенности, как это удается сделать
представителям творческих профессий. Вместе с
тем есть место для проявления творчества и в
обыденной человеческой речи, которая
характеризуется своеобразной выдумкой и
настроением. Она не может быть всегда ровной по
эмоциональному воздействию, и это достигается за
счет непривычного по своему строению подбора
слов и другими средствами. Способность человека
отходить от стандартов и стереотипии в речи и
порождать оригинальные высказывания, таким
образом, свойственна и обычному человеку. На
обыденном уровне вполне возможно сделать речь
яркой и непохожей на бытующие образцы, так
сказать, выйти за пределы привычных рамок
речевых моделей. Это в основном касается
ораторского искусства и деятельности
преподавателя, но не только их. И все-таки в
большей степени в этом отношении приходится
говорить о речевой деятельности преподавателя,
напрямую воздействующего посредством слова на
сердца и души подрастающего поколения. Речь
страстная и неординарная увлекает учащихся,
заражает своей энергией и дает ростки тех плодов,
которые человек пожинает, сидя за школьной
скамьей, или намного позднее, когда он становится
зрелой и самостоятельной личностью. Разумеется,
такая речь по возможности должна быть свободной
от речевых штампов и клише, иначе
воздействующий эффект от нее будет
незначительным. Это касается не только
исключительно филолога, лингвиста или
преподавателя литературы. Всякий учитель
стремится пользоваться словом изобретательно и
умело для того, чтобы донести смысл своего
высказывания до своих учеников и вызвать интерес
к обсуждаемой теме или предмету. Искусство
возможного в словесном творчестве на занятии
достигается нелегко, но оно необходимо, ибо оно
развивает личность, открывает перед ней широкие
горизонты восхождения к вершинам творческой
свободы в любом деле, которым человек занят. В
связи с этим невозможно не коснуться и второй
стороны взаимоотношений между языком и
творчеством: использования языка как важнейшего
инструмента созидания и творческого
преобразования мира. Возможности языка в
означивании и описании мира поистине
безграничны. Более того для того чтобы знание
было полным, одного языка явно недостаточно. Их
количество должно быть несоизмеримо большим,
чем число известных нам языков: «Человечеству,
видимо, очень далеко до создания единого
универсального языка, с помощью которого можно
было бы прочесть мир-текст. Слишком он сложен.
И сам человек не проще. Тем более что он сам – не
только текст, находящийся в контексте мира и
социума, но и носитель и создатель языков для его
прочтения. И если уж он может путать мир-текст и
язык, то еще больше вероятность того, что он
смешивает «себя-текст» с языком, созданным им же
для прочтения себя. Человек не только читает
тексты, но и порождает новые с помощью все того
же языка» [2, с. 295]. Отсюда становится понятным
расхожее представление о том, что язык как
инструмент обладает неисчерпаемыми
возможностями не только для постижения и
творческого преображения мира, но и для познания
и изменения самого человека как частицы этого
мира. Человек также сложен, как и мир, который
его окружает, этим он интересен и окружающему
его миру, и, прежде всего, самому себе. «Ситуация
многократно усложняется, когда в качестве
исследуемой реальности выступает сам человек.
Дело в том, что у этой реальности есть еще язык в
самом широком смысле этого слова, и она никоим
образом не дана познанию вне его. Эту реальность
нельзя в чистом виде наблюдать отдельно от ее же
языка…» [2, с. 294].
Язык находится в постоянном развитии, он,
по образному выражению В.П. Зинченко,
порождает себя. Человек также меняется вместе с
языком, последний слишком глубоко пустил корни
в него, и от этого никуда не уйти. Если на этом пути
совместного существования есть конечная цель, то в
чем же она состоит? Правда, при этом можно
допустить, что язык живет своей собственной
жизнью, отделенной от «мира-текста», что может
означать: не только человек влияет на язык, но и
язык меняет человека. Следовательно, человек
может вполне реально стать орудием языка. Если
так, то во что такое преображение может вылиться?
Является ли оно благом для человека или таит в
себе некую опасность? Не состоит ли одной из
задач образования обучить человека правильному
отношению к языку, культуре владения им и
гармоничному использованию себе во благо? Что
касается опасности, то ее не стоит преувеличивать.
Относительно самостоятельное существование
языка дает нам ощущение свободы пользования им
как безусловной реальностью и соответственно
позволяет занять активную позицию по отношению
к нему.
Можно без преувеличения сказать, что
самореализация языковой личности как бы
476
подводит черту под взаимоотношением между
личностью и языком и представляет собой сложный
и не одномоментный процесс. С одной стороны,
человек привязан к родному языку неразрывными
узами и всю свою жизнь питается его
живительными соками. С другой – потребность
проникнуть в его глубь возникает или, правильнее
сказать, ощущается тогда, когда он стоит перед
необходимостью освоить новыми языковые
системы, поскольку, как было подмечено ранее, ему
всегда не хватает средств для выражения своей
мысли. Человек, владеющий несколькими
вербальными языками, понимает, что одна и та же
мысль может быть раскрыта в различной степени
детализации и полноты в разных языковых
системах. Каждый язык может быть красноречив
или косноязычен - утверждает В.П. Зинченко.
Языки не только знакомы человеку, но между ними
устанавливается связь. Они могут быть близкими и
отстоять друг от друга далеко. Языки могут тесно
сотрудничать между собой и устанавливать
привилегированные отношения. Они учат и
дополняют друг друга. Между языками также
происходит соперничество и особая форма
взаимодействия в описании модели мира, его
объектов и явлений. Если обратиться к тому, что в
этом смысле может дать образование, то, очевидно,
курс следует держать на усвоение совокупности
языков и не обязательно только вербальных.
«Пространство языков необходимо не только из-за
сложности, многокрасочности мира, но и потому,
что, как указывалось выше, той или иной язык
больше пригоден для решения одних задач и
меньше или вовсе не пригоден для решения других.
Разнообразие языков, создаваемых для описания
мира или проблемных ситуаций, соответствует
разнообразию задач, возникающих перед
человеком» [2, с. 310].
Поиски одного единственного языка не
имеют перспективы, скорее выход видится в
усвоении и овладении большим набором
вербальных и невербальных языков для того, чтобы
получить в руки универсальный инструментарий
познания объективного мира и себя в нем. Это
процесс не имеет конца и вместе с тем не нуждается
в искусственном ускорении. Стремление во что бы
то ни стало овладеть множественными языковыми
системами также контрпродуктивно, если за этим не
стоит серьезная цель. Все упирается в конечном
итоге, насколько ваши знания языка способны
описать смысловую сферу индивида и позволяют
выразить себя через смысл своего бытия. Как это не
печально осознавать, усилия, которые человек
тратит для того, чтобы усвоить различные языковые
системы, также неодинаковы у разных людей. Если
к этому прибавить, что родной язык в этом смысле
вне конкуренции, то картина становится менее
радостной, но небезнадежной.
Поскольку пафос данной работы состоит в
понимании возможности человека овладеть
неродными для него языками, то хотелось бы
отметить, что и глубина такого овладения
неодинакова. Иной раз приходится наблюдать
случаи, когда человек говорит только на родном
языке, а понять его чрезвычайно затруднительно.
Что это неспособность, или неразвитость языкового
мышления, или человек говорит на своем каком-то
особом языке, или ищет возможности высказаться
иначе, используя для этого приемлемые ему
способы? Можно, безусловно, согласиться с тем,
что пространство языков избыточно и
одновременно недостаточно [2]. Каждый человек
стремится заявить о себе, используя для этого тот
образный язык, который в наибольшей степени
соответствует его натуре. Поэтому мы имеем
возможность общаться на языке живописи,
искусства, науки и проч. В связи с этим встает
проблема перехода от одного языка на другой,
которая до конца непонятна и еще только ждет
своего решения. Несмотря на трудности перевода,
он возможен в принципе, если не заострять
внимания на качественной стороне дела. Другое
дело, как это перевод осуществляется, каков его
механизм? Ученые давно бьются над этой
проблемой. Наиболее приемлемой объяснительной
гипотезой такого преобразования служит
предположение о существовании языка глубинных
семантических структур. Насколько эта гипотеза
верна, покажет время и дальнейшие исследования в
этой области. Однако эта проблема выходит за
пределы вербального языка и не может быть
рассмотрена в рамках данной работы.
Как известно, большинство языков,
которыми человек осознанно или неосознанно
пользуется, выполняет ряд широко описываемых
функций, они (языки) могут быть средством
общения, познания и действия. Познание мира – это
одновременно и действие, направленное на его
преображение и себя в нем. Действие может быть
адаптивным или продуктивным, и то и другое
невозможно без порождения картины мира и/или
собственного образа, которое предстает в виде
«мира-текста» или «себя-мира». Читая мир-текст с
помощью языка, мы можем освободиться от
рабской зависимости от мира, считает
В.П. Зинченко, поскольку прочтение все
возрастающего количества страниц расширяет наше
представление о нем. И уже не «текст читает нас», а
мы читаем его. «Благодаря языку мы расширяем
число степеней свободы для своего познания и
действия, освобождаемся (хотя бы относительно)
от таких суровых определений человеческого
бытия, как пространство, время и даже социум.
Сам язык это не знание (хотя его тоже нужно
знать, может быть, даже не столько знать, сколько
владеть им), а инструмент общения, усвоения,
мышления, порождения нового знания, его
сохранения, развития и трансляции, в том числе и
самому себе, Трансляция самому себе – это
перевод значения на язык смысла. Такой перевод
представляет собой исходный, базисный уровень
понимания и даже нормального образования»
[2, с. 318].
477
Если говорить об общении посредством
слова, то вербальные языки остаются наиболее
универсальным е(сли этот термин вообще
применим в данном случае) способом выражения
смысла для человека. При этом важно напомнить,
что языки функционируют не изолированно друг
от друга, между ними постоянно существует
взаимодействие и родной язык в этом процессе
занимает особое место. Когда мы рассматриваем
человека вместе с языком, то родной язык в силу
естественных обстоятельств оказывается
доминантным в развитии личности, во всяком
случае, до тех пор, пока на его место не приходит
другой язык, преобладающий над остальными в
межнациональном общении. Зачастую родному
языку на каком-то важном этапе отводится роль
локомотива в поступательном движении вперед.
Однако как мы убедились, ограничиваться
рамками родного языка весьма сомнительное
занятие для развивающейся личности. Отстаивать
приоритет только одного языка значит культурно
обеднять себя и заведомо ставить себя в неравное
положение в восприятии многоцветной картины
мира. Формирование поликультурного и
полимодального образа мира происходит только в
условиях многоязычия. Многоязычие предполагает
равные возможности для всех языков, малых и
больших, на огромном пространстве «глотосферы»,
где они встречаются, узнают друг друга,
взаимодействуют и дополняют один другой. Между
ними происходит диалог и обмен, который идет на
пользу не только языкам, но и в значительно мере
субъектам межкультурного общения. Взаимное
обогащение языков позволяет наиболее полно и
глубоко прочесть «мир-текст», а также саму
личность, вплетенную в картину этого мира.
В условиях реального многоязычия
языковая личность получает уникальные
возможности по достраиванию своего облика как
способной пользоваться языками осмысленно,
глубоко и глобально в межкультурной
коммуникации. Способность общения на
межкультурном уровне добавляет к этому облику
новое измерение, которое проявилось в виде
понятия «поликультурной (вторичной) языковой
личности». Поликультурная языковая личность, по
сути, есть признание важной роли бесконечно
разнообразной и полифонической мировой
культуры во взаимодействии с вербальными и
невербальными средствами коммуникации, которые
раньше рассматривались как «внелингвистические
факторы» в языке. Роль внелингвистических
факторов всегда ощущалась в языке, но в
последнее время в связи с формированием
мультилингвальных социумов эта проблема
выходит на новый уровень, без осознания
которой современная наука теряет почву под
ногами в объяснении разнообразного влияния
многоязычной среды на формирование языковой
личности. Выход один: для осмысленного диалога
на неродном языке необходимо учесть весь
арсенал этно-региональных особенностей и реалий,
стоящий за каждым словом в национальном языке.
Межкультурная коммуникация глубоко
затрагивает все уровни организации языковой
личности. На вербально-семантическом
существенному воздействию этнокультурного
фактора подвергается вербальная сеть, возникают
неожиданные ассоциативные связи, входят в оборот
новые модели словосочетаний, которые нарушают
сложившуюся строгую традицию в языке. На
когнитивном уровне появляются свежие идеи и
концепты, дополняющие картину мира
национальным колоритом этнической общности и
региона. На прагматическом уровне определенной
реконструкции подвергается коммуникативная
сеть, появляются новые символы прецедентных
тестов культуры.
Уровень самореализации языковой
личности также не остается незатронутым мощным
воздействием явлений культуры, окрашенной
национальной спецификой. Найти свое место в
воплощении национальной идеи, декларируемой
молодыми демократиями, да и не только ими,
становится знаком бурного столетия, которое мы с
интересом наблюдаем. Так, например, в
постсоветской Молдавии самую высокую
должность в стране – президента - занимал
лингвист по образованию, который пришел к власти
на волне возрождения родного языка. Очевидно, не
последнее место в этой идее отводится
национальному языку, объединяющему вокруг себя
многие слои населения и выдающиеся личности.
Целые группы государств, как, скажем,
Европейское сообщество формулирует свою особую
позицию в отношении языковой стратегии на
континенте, отличающуюся прагматичностью и
поразительной терпимостью. В самом деле, можно с
определенной осторожностью говорить о
формировании некого облика европейца, носящего
в себе черты космополита, проявляющего
терпимость к представителям даже небольших
этнических групп и одновременно стремящегося к
подлинному многоязычию. В Российской
Федерации проблема многоязычия также не лишена
остроты, она проявляется в росте национального
сознания больших и малых народов, в стремлении
восстановить интерес к духовным традициям
различных народов, населяющих ее территорию.
Преобладание русского языка в межнациональном
общении никак не мешает возродить традицию
подлинного многоязычия и многоукладности
жизни в общественном сознании, что только
обогащает культуру народа, делает ее уникальной и
неповторимой в стремительно меняющемся
современном мире.
Литература
1. Гальскова, Н.Д. Теория обучения иностранным
языкам / Н.Д. Гальскова, Н.И. Гез Лингводидактика и
методика. – М.: Издательский центр «Академия», 2007.
2. Зинченко, В.П. Психологические основы педагогики
(Психолого-педагогические основы построения
478
системы развивающего обучения Д.Б. Эльконина – В.В.
Давыдова): Учеб. Пособие / В.П. Зинченко. – М. :
Гардарики, 2002.
3. Караулов, Ю.Н. Русский язык и языковая личность /
Ю.Н. Караулов. – М.: “Наука”, 1987.
4. Леонтьев,А.А. Основы психолингвистики: Учеб. для
студентов, обучающихся по специальности
«Психология» / А.А. Леонтьев. – М.: Смысл, 2003.
5. Пивкин, С.Д. Психолого-педагогические аспекты
развития языкового сознания при овладении
иностранными языками / С.Д. Пивкин // Вестник Казан.
технол. ун-та. 2011. Т. 14, № 3.
_____________________________________________________
© С. Д. Пивкин – канд. пед. наук, доц. каф. иностранных языков НХТИ КНИТУ, serpiv2010@yandex.ru; Н. Ш. Валеева – д-р
пед. наук, проф., зав. каф. социальной работы, педагогики и психологии КНИТУ, vnaila53@mail.ru; Р.Х. Шакуров - д-р пед.
УДК 371 (07)
Н. Ш. Валеева, С. Д. Пивкин, А. И. Мингалеева
САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В ИНОЯЗЫЧНОЙ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ
Ключевые слова: самореализация, творческое саморазвитие, межкультурная коммуникация, поликультурная языковая
личность коммуникации.
Обсуждаются вопросы личностно-ориентированной ценности языкового образования. В центре внимания
разработка концепта поликультурной языковой личности в лингвистической подготовке в вузе.
Key words: self fulfillment, creative self development, intercultural communication, multicultural linguistic personality.
The paper studies self fulfillment of a personality in the intercultural communication. It also discusses the value of
personality oriented linguistic education. An emphasis is placed on working out a concept of multicultural linguistic
personality in the language learning.
Деятельность человека как социального
существа немыслима без общения, потребность в
общении возникает в процессе совместной
деятельности, которая выступает как специфическая
организация активности взаимодействующих
субъектов. Общение человека происходит на разных
уровнях в зависимости от вовлеченных в него
сторон: на межличностном, межгрупповом и
внутриличностном. Связи между людьми в общении
устанавливаются в форме межличностных
взаимодействий и взаимоотношений и привлекают
наибольший интерес психологов, которые
рассматривают первые как объективную сторону
общения, в то время как вторые составляют
субъективную сторону, проявляемую во
взаимодействиях. На межгрупповом уровне
устанавливаются общественные связи, которых
также не могут оставаться вне сферы влияния
индивида.
Формирование человека как личности
происходит в процессе социализации, т.е. усвоения
общественного опыта и общественных отношений,
через общение с себе подобными. Социальные связи
устанавливаются как между отдельными людьми,
так и объединениями людей, т.е. сообществами. В
результате в зависимости от характера связи
формируется микро- и макросреды. Хотя сфера
интересов психологии преимущественно ограничена
изучением межличностных отношений,
складывающихся в микросреде, тем не менее, их
связь с общественными отношениями неразрывна.
Развитие отношений между странами и народами
представляется важным фактором в развитии
контактов и взаимодействия между ними и
отдельными людьми. Через общение людей и
этносов друг с другом происходит проникновение в
сознание индивида элементов культуры иного
лингвосициума. В то же время индивидуальные
контакты оказывают влияние на развитие связей
между различными сообществами через
непосредственное общение.
Преобразование общения в
индивидуальный мир личности невозможно
проследить, не обращаясь к проблемам языка как
средству общения, мышления и выражения.
Разнообразное наследие культурно-исторической
эволюции человечества заложено в языке того или
иного народа, в его особенностях общения. Через
язык осуществляется преемственность различных
поколений и культурно-исторических эпох. Язык
позволяет человеку овладевать огромным духовным
наследием, накопленным человечеством и
отдельными народами, а также познавать мир в его
многообразных связях и отношениях. В языке
объективируется самосознание личности, с
помощью языка человек осознает свою значимость
как уникальной личности. Язык является
специфическим средством хранения и передачи
информации, а также средством управления
поведением человека. Язык является важнейшим
инструментом созидания и творческого
преобразования мира.
Межкультурное и межъязыковое
пространства на наших глазах сливаются в единую
среду обитания современного человека, где границы
трудно различимы и одновременно проницаемы.
Языковые контакты становятся неотъемлемой
частью жизни современного человека и
предполагают более активное, чем прежде
проникновение в языковую среду других народов.
Особенное значение в этом смысле приобретают
языки, являющиеся средствами международного
общения, такие как английский, немецкий,
французский, русский, позволяющие не только
узнавать о жизни отдельных этносов, но и
приобщаться к ценностям общечеловеческой
культуры. Языки межнационального общения с этой
точки зрения представляют собой несомненную
ценность для саморазвивающейся личности,
стремящейся раздвинуть горизонты познания и
наиболее полно реализовать себя в социальном и
общекультурном плане. Бурно развивающиеся
общественные, культурные, экономические и
прочие связи между различными народами,
стирание границ между государствами в условиях
глобализации нередко ставит перед человеком
321
задачу овладеть хотя бы одним иностранным
языком для того, чтобы упрочить свое положение на
рынке труда в условиях жесткой конкуренции и
создать дополнительные преимущества при найме
на престижную и высокооплачиваемую работу.
Однако не только условия труда и
профессиональной деятельности обуславливают
стремление индивида к овладению языками,
развитая личность все в большей степени
испытывает потребность к изучению иностранных
языков для удовлетворения духовных, эстетических
и культурных потребностей. Информационные
технологии диктуют необходимость приобщения к
высоким формам искусства и научной мысли через
международные каналы передачи информации, в
частности через Интернет и глобальные сети связи.
Овладеть современной базой данных без знания
иностранных языков чрезвычайно затруднительно,
не испытывая при этом ущербность своего
языкового образования. Неслучайно многие
известные деятели культуры, не владеющие ни
одним иностранным языком, признаются в
существенном недостатке своего образования. С
другой стороны, представители некоторых
творческих профессий не могли бы состояться, если
бы не владели иностранными языками, например,
оперные певцы и часто выступающие на разных
сценических площадках мира музыканты, актеры
театра и кино. Профессиональные, научные,
личностные контакты и контакты в области
культуры выводят эту проблему на новый
качественно более высокий уровень.
Важной ступенью приобщения личности к
духовному потенциалу народа является языковое
образование, которое наряду с общественной и
профессиональной значимостью обладает
несомненной личной ценностью для индивида.
Помимо того, что язык является действенным
инструментом решения профессиональных и
социально значимых задач, он остается
необходимым средством жизнедеятельности и
общения людей в поликультурном пространстве.
Само существование человека в многоязычном
сообществе людей невозможно или, по меньшей
мере, в значительной степени затруднено без
личностно осознанного и мотивированного
отношения к овладению языком межнационального
общения или неродным языком регионального
значения.
Личностно-ориентированная ценность
языкового образования обусловлена:
а) степенью осознания учащимися важности
любого неродного языка как средства общения в
современном поликультурном мире;
б) пониманием требований, которые
предъявляются к уровню его языковой подготовки
на каждом образовательном этапе, и технологиях,
позволяющих определить этот уровень;
в) личностной потребностью в изучении
современных неродных языков в их практическом
применении [1].
Последнее замечание может быть
дополнено пониманием места и роли неродного
языка в когнитивных целях развития индивида как
личности, осознанно ставящей перед собой задачи
самосовершенствования и творческого
саморазвития. В самом деле, для некоторых
индивидов потребность выразить себя в искусстве,
литературе и других творческих видах деятельности
посредством языковых форм и средств становится
жизненно важной необходимостью, а иногда и
смыслом жизни. Вместе с тем следует признать, что
в своей основной массе люди стремятся изучать
иностранные языки для практического применения
в реальной межкультурной коммуникации.
Реальная действительность проживания в
многонациональном государстве и необходимость
интеграции в мировое пространство диктуют
необходимость реализации многоязычия в
образовательной практике Российской Федерации.
Обсуждение этой проблемы выходит на уровень
общегосударственной стратегии в виду важности
этой проблемы для полиэтнического образования,
каким является РФ, а также в свете широко
декларируемой Европейской хартии о региональных
языках и языках меньшинств (1994). Обратимся к
личностным аспектам рассмотрения данной
тематики. Очевидно, имеет смысл говорить не
только о необходимости овладения, по меньшей
мере, одним языком международного общения, но и
реально встает вопрос об изучении языка
преобладающей этнической группы в конкретном
регионе. Владение двумя неродными языками
становится очевидной реальностью сегодняшнего
дня, которое не только не препятствует общению
между собой представителей разных этнических
сообществ и групп, но и способствует культурному
многообразию мира и отдельных его частей. При
этом важно отметить также, что как родной, так и
неродные языки могут выступать в качестве
предмета обучения и инструмента овладения
другими знаниями и компетенциями,
необходимыми в сложном современном мире. Вне
зависимости от того, какова роль конкретного языка
в межнациональном общении, возможность
обучаться на родном языке представляет собой
достижение нашего общества и является достоянием
личности как уникальной индивидуальности.
Именно в этом проявляется ценность
мультилингвального образования для конкретной
личности, стремящейся выразить и реализовать себя
лингвокультурными средствами. Подобная
возможность не только устраняет барьеры
взаимопонимания между этносами и
представителями различных культур, но, напротив,
обогащает инструментарий для самовыражения
этнической общности, группы и отдельной
личности, что, несомненно, является завоеванием
свободного демократического общества.
В современной образовательной практике
обучения иностранным языкам прочно утвердился
принцип индивидуализации и дифференциации
языкового образования, согласно которому
322
учащийся является субъектом учебной деятельности
и субъектом межкультурной коммуникации, т.е.
становится центральным элементом языкового
образования. Подобный подход может означать, что
учащийся как автономная и самодостаточная
единица образовательного процесса призван
проявлять активность и языковыми средствами
решать коммуникативно-познавательные задачи,
носящие творческий и проблемно-поисковый
характер. Вместе с тем как субъект межкультурной
коммуникации учащийся оказывается в зоне
воздействия различных культур, за которыми стоят
неоднородные лингвосоциумы со своей
спецификой, традициями и условиями развития
социо-культурных общностей [1].
Из этого следует, что, во-первых, что
акцент переносится с преподавательской
деятельности на деятельность учащегося,
усиливается индивидуализация языкового
образования. Учащийся получает реальные
возможности реализовать свою траекторию в
языковой подготовке, получить необходимую
помощь в осуществлении своей стратегии по
овладению неродным языком в рамках
существующих программных установок и при
соответствии Государственному образовательному
стандарту Российской Федерации. Во-вторых, в
процессе овладения учащимся неродным языком
создаются необходимые условия для использования
им реально накопленного опыта в межкультурных
контактах, который важно сохранить и
преумножить для поддержания интереса к изучению
языка на протяжении всей его жизни.
Не вызывает сомнения тот факт, что
процесс овладения неродным языком индивидом
фактически продолжается на протяжении всей его
жизни. Как уже отмечалось, важнейшим его этапом
является языковая подготовка в образовательных
учреждениях, начиная со школьной скамьи, а,
возможно, и раньше и кончая вузом. Цели, которые
ставит перед собой индивид по овладению
основными видами речевой иноязычной
деятельности, могут существенно отличаться.
Однако всякий изучающий иностранный язык
человек неизменно стремится к тому, чтобы
свободно участвовать в коммуникации со своим
партнером на изучаемом языке, используя для этого
весь имеющийся у него арсенал языковых средств и
речевой опыт. Уровень владения неродным языком
имеет только тот смысл, что обеспечивает индивиду
возможность осуществлять практическое общение
без помощи извне. Вместе с тем владение
иностранным языком подразумевает различную
степень приобщения индивида к культурным
ценностям и богатствам иностранного языка,
которые определяют способность его носителей
использовать естественный язык как универсальное
средство общения в этнокультурной среде.
В этой связи весьма спорным
представляется тезис о том, что владение
иностранным языком сводится только к общей и
коммуникативной компетенции. Само понятие
«общая компетенция» применительно к данной
области есть следствие недостаточного внимания (в
силу различных причин) к проблеме обучения
иностранным языкам в образовательных
учреждениях и представляет собой способ
законсервировать проблему в том состоянии, в
котором она находится теперь. Очевидно, требуется
другой взгляд, соответствующий реальным
потребностям набирающего силу лингвосоциума,
ставящего более прагматические задачи, нежели
простое владение приемами работы со словарем и
справочной литературой, как это иногда
декларируется в некоторой учебно-методической и
лингводидактической литературе.
В последнее время пришло осознание того
факта, что традиционное овладение
лингвистическими знаниями, навыками и умениями
недостаточно для понимания роли естественного
языка в осуществлении коммуникативной
компетенции. Недооценивать языковые знания в
этом процессе, разумеется, тоже нельзя, и это
очевидно. Язык обладает духовной властью над
человеком, он, как сосуд, вбирает в себя духовный
опыт целого народа, сосуд, который, если и
проливается через край или медленно набирается,
но никогда не бывает пустым. Содержимое этого
сосуда доступно всякому, но не всякий умеет им
пользоваться надлежащим образом. Неутоленная
жажда толкает человека испить то, что хранится в
нем, но не каждому дано понять истинный вкус
напитка. Нет сомнения в том, что духовная жизнь
человека немыслима без языка. Вопрос заключается
в другом: каким образом человек использует
языковые знания для своего духовного роста. Как
определить это состояние и возможно ли вообще
что-либо определить при таком понимании
проблемы?
Ответом на поставленный вопрос может в
какой-то мере служить концепции языковой
личности, предложенные Ю.Н. Карауловым и
применительно к овладению неродными языками
вторичной (поликультурной) языковой личности
И.И. Халеевой. Нам представляется более
правомерным использование понятия
«поликультурной языковой личности», поскольку
термин в«торичная языковая личность» не
охватывает всей палитры рассматриваемого
явления. Из этого следует, что если языковую
личность принято понимать как личность,
выраженную в текстах и через язык и
реконструированную в своих основных чертах на
базе языковых средств (Ю.Н. Караулов), то
поликультурную языковую личность следует
рассматривать под тем же углом, но как
развивающуюся в мультилингвальной и
поликультурной среде. Языковая личность – вот та
сквозная идея, которая пронизывает и все аспекты
изучения языка и одновременно разрушает границы
между дисциплинами, изучающими человека,
поскольку нельзя изучать человека вне его языка,
как и язык немыслим без его носителя. Концепт
языковой личности помогает углубить и расширить
323
наше представление о личности и связать ее
мироощущение с национальным характером,
преломляющимся через языковые формы
восприятия действительности.
«Полное описание языковой личности в
целях ее анализа или синтеза предполагает: а)
характеристику семантико-строевого уровня ее
организации…; б) реконструкцию языковой модели
мира, или тезауруса данной личности (на основе
произведенных ею текстов или на основе
специального тестирования); в) выявление ее
жизненных или ситуативных доминант, установок,
мотивов, находящих отражение в процессах
порождения текстов и их содержания, а также в
особенностях восприятия чужих текстов» [2, с. 43].
Стремление личности выразить себя через
язык, через порождаемые ею тексты как нельзя
больше связывается с самореализацией в речевой
деятельности, которая носит естественный характер
в отношениях с родным языком и комплиментарный
характер в желании ею (личностью) раздвинуть
границы национального сознания через освоение
новых форм самовыражения в иной языковой среде.
Поликультурная языковая личность, таким образом,
обладает большим размахом видения «цветной»
картины мира, какой она представляется ему за счет
принятия новых форм и средств самовыражения в
мультилингвальной среде. Полифония восприятия
мира как такового обогащает и развивает личность,
делает гибким ее сознание реальных красок и
оттенков мира, а также помогает ориентироваться в
сложных лабиринтах неодинакового восприятия
действительности.
труктуру языковой личности можно
рассматривать – в лингводидактических и
психолингвистических целях – как
складывающуюся из нижеследующих уровней:
- вербально-семантический, или лексикон
личности; лексикон, понимаемый в широком
смысле, включает и фонд грамматических знаний
личности;
- лингво-когнитивный, представленный
тезаурусом личности, в котором запечатлен «образ
мира», или система знаний о мире;
- мотивационный, или уровень
деятельностно-коммуникативных потребностей,
отражающий прагматикон личности, т.е. систему ее
целей, мотивов, установок и интенциональностей
[2];
- эмоционально-волевой уровень, дающий
возможность личности дополнить «образ мира»
модальностью ее персонифицированного
восприятия;
- креативно-продуктивный или творческий
уровень развития личности, стремящейся
раздвинуть границы мира выразительными
средствами своего сознания, своей уникальной
«самости».
Языковая личность сохраняет некое
стабильное ядро, позволяющее ей психологически
самоидентифицироваться во внутреннем
мироощущении в пределах хронотопа, и
одновременно подвержена изменчивости во
времени, поскольку испытывает на себе
бесконечное множество воздействий из постоянно
меняющегося окружающего мира.
Языковая личность обладает способностью
«достраиваться», достигать своих высот в развитии,
ибо семантический уровень организации языковой
личности предполагает все более полное знание о
языке и его структуре; когнитивный уровень
нацеливает на установлении все более
усложняющейся иерархии смыслов и ценностей в
понимании «образа мира»; на мотивационном
уровне личность связывается с более зрелым
психологическим осознанием своей самости, своих
коммуникативных потребностей и сложных
образцов поведения, которые приобретают особую
окраску в эмоционально детерминированной
обстановке конкретного момента бытия; творческий
уровень требует от личности высочайшего
интеллектуального напряжения для ее
самовыражения при самобытном видении
воображаемого мира. Все перечисленные уровни
составляют онтологические ступени в
самореализации языковой личности в иноязычной
речевой деятельности.
Самореализация личности в иноязычной
речевой деятельности происходит на реальном
индивидуальном опыте, но не может не затронуть
различных аспектов языкового образования, ибо на
этом этапе закладываются когнитивные основы
лингвистической подготовки, а также формируется
ценностная ориентация языковой личности и
усваиваются базовые умения и навыки
межкультурной коммуникации. В ходе этот
процесса намечается индивидуальная траектория
овладения неродным языком, предполагающая
соответствующую интеллектуальную,
речемыслительную и творческую активность
поликультурной языковой личности на протяжении
всего жизненного цикла. Концепция
поликультурной языковой личности тем и
продуктивна, что она связывает в некое
онтологическое единство все грани языковой
личности, включая ее аутентичность в овладении
родным языком и черты, приобретенные в процессе
усвоения неродного (неродных) языка. Картина
становится завершенной, если ее дополнить важным
замечанием о том, что в образовательном процессе
консолидируется некий сплав «образов сознания»,
который складывается в результате взаимодействия
различных представлений о сущем мире, бытующих
в различных лингвосоциумах. На этапе обучения
неродному языку происходит обогащение сознания
учащегося за счет усвоения, сопоставления и
речемыслительного оперирования образами иной
лингвокультурной реальности. Общение в
межкультурной среде приводит к формированию в
сознании личности новообразований на основе
принятия новых паттернов из иной
лингвокультурной традиции, которые становятся
частью более широкого и глубокого сознания
реального мира.
324
Самореализация в иноязычной речевой
деятельности представляет более широкое понятие
и предполагает не только достижение высот в
овладении неродным языком, но и реализацию
личностного потенциала индивида я(зыковой
личности), выражение его уникальной самости
средствами неродного языка (в текстах), а также его
самосовершенствование в гармонии с
поликультурной средой.
Самореализация в иноязычной речевой
деятельности в отличие от простого овладения этой
деятельностью предполагает учет эмоционально-
волевых качеств и побуждений личности, а также
анализ мотивационных установок личности на
достижение высоких результатов деятельности.
Наряду с этим самореализация в
исследуемой нами области тесно связана с
проблематикой творчества и творческого развития и
саморазвития языковой личности посредством
использования лингвокультурных средств
выражения самости в художественных видах
деятельности или в тех видах деятельности, которые
связаны с художественным видением мира.
Наконец, в связи с рассмотрением
самореализации в иноязычной речевой деятельности
невозможно не поднять в исследовательских
интересах такой обширный пласт как общие
интеллектуальные способности, которые,
безусловно, влияют на возможности проявления
человеческого потенциала в видах деятельности,
связанных с речевым общением.
Литература
1. Гальскова, Н.Д. Теория обучения иностранным
языкам. Лингводидактика и методика / Н.Д. Гальскова,
Н.И. Гез. – М.: Издательский центр «Академия», 2007. –
336 с.
2. Караулов Ю.Н. Русский язык и языковая личность /
Ю.Н. Караулов. –М.: “Наука”, 1987.
– 263 с.
3. Пивкин С.Д. Концепция самореализации языковой
личности в рамках модели смылообразования / С.Д.
Пивкин // Вестник Казан. технол ун-та. – 2011. – Т. 14.
№ 1. – С. 293-299.
________________________________________________________________
© Н. Ш. Валеева - д-р пед. наук, проф., зав. каф. социальной работы, педагогики и психологии КНИТУ, vnaila53@mail.ru;
* [[2009|SRL2009]]
* [[2010|SRL2010]]
* [[2011|SRL2011]]
* [[2012|SRL2012]]
* [[2013|SRL2013]]
* [[2014|SRL2014]]
* [[2015|SRL2015]]
* [[2016|SRL2016]]
* [[2017|SRL2017]]
* [[2018|SRL2018]]
* [[2019|SRL2019]]
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25448213"><b>САМОРЕГУЛЯЦИЯ
ЛИЧНОСТИ УЧАЩИХСЯ В ПЕРИОД ПОЛУЧЕНИЯ СРЕДНЕСПЕЦИАЛЬНОГО
ОБРАЗОВАНИЯ</b></a><br/>
<font color="#00008f"><i>Кухтова Н.В.,
Рябцева Ю.Ю.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34216683">Право.
Экономика. Психология</a>. 2015. <a href="https://www.elibrary.ru/contents.asp?id=34216683&selid=25448213">№ 1 (1)</a>.
С. 68-73. </font>
</p>
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УДК 159.923.2Саморегуляция личности учащихся в период получения среднеспециального образованияН.В. Кухтова*, Ю.Ю. Рябцева** *Учреждение образования «Витебский государственный университет имени П.М. Машерова»**Учреждение образования «Витебский государственный индустриально-строительный колледж»Важнымизадачамиобразования на современном этапе являются повышение эффективности учебной деятельности учащихся, формирование их активности и самостоятельности. Психологическую основу самостоятельности составляет сформированная система саморегуляции.В статье отражен теоретический анализ понятия «саморегуляция» и особенности ее проявления в процессе учебной деятельности.Цельнаучной работы–изучить особенности саморегуляции личности учащихся в учебной деятельности.Материал и методы.Исследование проводилось на базе учреждения образования «Витебский государственный индустриально-строительный колледж». Выборку составили 70 учащихся второго, третьего и четвертого курсов архитектурно-педагогического отделенияв возрасте 18–21 года. В исследовании использовались следующие методики:«Стиль саморегуляции поведения–98», «Выявление стилей саморегуляции деятельности», «Методика диагностики уровня субъективного контроля», «Методика определения волевой организации личности», методика «Самооценка психических состояний». Статистическая обработка данных осуществлялась с использованием прикладной программы SPSS 10:описательная статистика, корреляционный анализ, сравнительный анализ по критерию Красскала-Уоллиса, Т-тест.Результаты и их обсуждение.В экспериментальном исследовании показано, что саморегуляцияличности учащихся в период получения среднеспециального образования взаимосвязана с такими параметрами, как планирование, моделирование, программирование, оценивание результатови гибкость, а также с волевой организацией личности и ее факторами: ценностно-смысловой ориентацией, организацией деятельности, решительностью и настойчивостью. Влияние на саморегуляцию личности и деятельности оказывает уровень субъективного контроля –способность интерпретировать собственное поведение и деятельность в различных ситуациях как результат своей собственной деятельности или внешних обстоятельств. Проявление у учащихся такого психического состояния, как фрустрация, не способствует эффективной саморегуляции личности и деятельности.Заключение.Знание индивидуальных особенностей саморегуляции и стилей саморегуляции учебной деятельности будет способствовать созданию условий для более полного и гармоничного развития личностии, главным образом, выявлению возможных путей устранения негативных последствий воздействия стрессогенных ситуаций на жизнедеятельность человека, его психическое и физическое здоровье.Ключевые слова: саморегуляция, стиль саморегуляции учебной деятельности, учащийся, волевая организация личности, локус контроля, тревожность, фрустрация, агрессивность, ригидность.Selfregulation of students’ personality while receiving secondary special education РепозиторийВГУ
N.V. Kukhtova*, J.Y. Riabtseva** *Educational establishment “Vitebsk State P.M. Masherov University”**Educational establishment “Vitebsk State Industrial College of Civil Engineering”One of the important objectives of education at present is to improve students' studying activity, the formation of their activity and independence. The Psychological basis of independence is an established system of selfregulation. Material and techniques.This research was conducted inthe educational establishment “Vitebsk state industrial and construction college”. 70 students of the second, third and fourth courses of architectural and pedagogical office, at the age of 18–21 have taken part in this research. The following techniques were used: “The style of self-regulation behavior–98”, “The Identificationselfactivity styles”, “Methods of diagnosing of subjective control level”, “Method for determiningstrong-willed personality organization”, the technique of “Self mental states”. The statistical dataanalysis was performed with the help of SPSS 10 software application: descriptive statistics, correlation analysis, comparative analysis on Krasskala-Wallis’s criterion, t -test. Findings and their discussion. In experimental researches it has been shown that self-regulation of students’ personality while receiving secondary special education is correlated with such parameters as planning, modeling, programming, evaluation results and flexibility, as well as a strong-willed personality organization and its factors: value-semantic orientation, activity organization, determination and perseverance. The level of subjective control renders the influence on personality self-control and activity. This is an ability to interpret your own behavior and activity in various situations as the result of your own activity or external circumstances. Such mental state as the frustration doesn't promote effective self-control of the students' personality and their activity Conclusion. The кnowledge of individual characteristics of self-regulation and self-regulation styles of training activities will help to create the conditions for harmonious development of personality, and contribute to identify possible ways to eliminate the negative effects of stressful situations on man life, his mental and physical health. Key words: self-regulation, self-regulation style of studying activities, student, strong-willed personality organization, control focus, anxiety, frustration, aggression, stiffness. На современном этапе развития общества наблюдается рост нервной напряженности в учебной деятельности, что сопровождается повышенными требованиями к психической устойчивости и саморегуляции личности учащихся в период получения среднеспециального образования. Целью современного среднеспециального образования является не только передача учащимся определенных знаний, но и обучение их способам повышения успешности своей учебной деятельности благодаряиспользованиюскрытых резервов психики. В этой связи весьма актуальной представляется проблема совершенствования учебной деятельности учащихся в период получения среднеспециального образования средствами саморегуляции личности. Современному обществу необходимы специалисты, способные к самообразованию и самосовершенствованию в профессиональной деятельности, адаптивные к постоянно меняющемуся миру. Сформированная система саморегуляции позволяет учащимся не только осознавать свое поведение и выполняемые учебные действия, но и управлять ими с целью повышения эффективности учебной, а в дальнейшем и профессиональнойдеятельности. В советской психологии (П.Я. Гальперин, В.В. Давыдов, А.Н. Леонтьев, Н.Ф. Талызина, С.Л. Рубинштейн, Д.Б. Эльконин и др.) учебная деятельность рассматривается как определяющее условие психического развития. В настоящее время проблема саморегуляции личности в учебной деятельности изучается на психофизиологическом, индивидуально-психологическом и педагогическом уровнях. «Подход к исследованию саморегуляции человека с позиций структурно-функционального анализа, –отмечает В.И. Моросанова, –дает перспективные возможности выхода в практику образования. От того, как развивается и формируется система саморегуляции, зависит ее личностное становление, успешностьучебной деятельности и профессиональное самоопрелеление» [1, с.304]. Результаты исследований в данном направлении показывают: для тогочтобы деятельность учащихся была эффективной, уровень сформированности системы их саморегуляции должен быть достаточно высок (В.В. Антонов, РепозиторийВГУ
Г.Ю. Вавер [2], С.И. Архангельский [3], Б.А. Бенедиктов, С.Б.Бенедиктова [4] и др.). Овладение учащимися оптимальным стилем саморегуляции может определить дальнейшие перспективы их профессионального роста и личностного развития.У учащихся, поступающих в колледж, снижена регуляция собственной учебной деятельности. Это приводит к возникновению трудностей в процессе обучения, которыерассматриваютв своих исследованиях А.Д. Алферов [5], Ю.А. Бабанский [6], А.А. Бодалев [7],А.М. Колесова [8], О.А. Конопкин [9], Н.Ф. Круглова [10], Ю.А. Миславский [11], свидетельствующиео том, что сложившаяся практика организации учебной деятельности в школе и колледже недооценивает связи стиля саморегуляции с эффективностью учебной деятельности. Учащиеся нередко бывают «зависимы» от преподавателей в постановке учебных целей, выборе средств их достижения, способах оценки результатов учебной деятельности. Они нуждаются в постоянной помощи и контроле со стороны преподавателей. При взаимодействии с окружающим миром человек непрерывно сталкивается с ситуацией выбора различных способов реализации своей активности в зависимости от поставленной цели, своих индивидуальных особенностей, условий действительности, а также особенностей взаимодействующих сним людей. В подобной ситуации выбора снятие возникшей неопределенности возможно лишь при помощи саморегуляции, когда человек самостоятельно исследует ситуацию, программирует свою активность, контролирует ход протекающей деятельности и исправляет в случаенеобходимости полученные результаты.Важная роль саморегуляции в жизни человека достаточно очевидна, так как вся жизнь есть бесконечное множество форм деятельности, поступков, актов общения и других видов целенаправленной активности. От уровня сформированности саморегуляции зависят успешность, надежность, конечный исход любого акта произвольной активности. О.А. Конопкин отмечает: «Саморегуляция целенаправленной активности выступает как наиболее общая и существенная функция целостной психики человека, в процессах саморегуляции реализуется единство психики человека во всем его многообразии условно выделяемых ее отдельных уровней, сторон, возможностей, функций, процессов, способностей и т.д.» [9, с. 14]. В целом понятие «саморегуляция» носит междисциплинарный характер. В справочной психологической литературе под термином «саморегуляция» (от лат. regulare–приводить в порядок, налаживать) понимается:1)целесообразное функционирование живых систем разных уровней организации и сложности [12, с. 584]; 2)поддержание устойчивости психики как целостной системы по отношению к деструктивным внешним воздействиям, а также подчинение содержания и структуры деятельности принятым личностью целям [13, с. 116];3)процесс управления собственным психологическим и физиологическим состоянием, а также поступками [14, с. 37];4)воздействие на систему, осуществляемое с целью выдерживания требуемых показателей ее работы, но реализуемое посредством внутренних изменений, порождаемых самой системой в соответствии с законами ее организации [15, с. 358].Существуют различные определения процесса саморегуляции. Некоторые исследователи отождествляют понятие «саморегуляция» с другими терминами: «саморегуляция = рефлекторная деятельность» (П.В.Симонов [16]), «саморегуляция = адаптация» (А.А. Ершов [17]), «саморегуляция = самоуправление» (Е.Г.Ксенофонтова [18]). Отдельные исследователи под саморегуляцией понимают:1)механизм обеспечения постоянства благоприятных для функционирования организма, системы, характеристик (П.К.Анохин [19, с. 310]); 2)процесс поддержания в человеке такой продуктивной активности, которая требует от него определенной работы над собой, а тем самым в высших своих проявлениях захватывает момент развития его как личности (Ю.А.Миславский [11, с. 26]); 3)направленная на развитие целостности субъектная активность, осуществляемая посредством системы выборов (А.С.Шаров [20, с. 67]);4)способность к организации собственной активности,ее мобилизации, регулированию, согласованиюс объективными требованиями и активностью других людей (К.А.Абульханова-Славская [21, с. 156]);РепозиторийВГУ
5)механизм обеспечения выполнения поставленной цели (А.К.Осницкий [22, с. 92]);6)высший уровень регуляции поведенческой активности биологических систем, отражающих качественную специфику реализующих ее психических средств отражения и моделирования действительности и самого себя, своей активности и деятельности, поступков, их оснований (О.А.Конопкин [23, с. 43]).Исследование проблемы саморегуляции открывает большие возможности для раскрытия общих закономерностей построения и реализации человеком своей произвольной активности в деятельности, поведении, общении, а также для понимания феномена общего уровня субъективного развития человека, изучения индивидуально-типологических особенностей деятельности и поведения, продуктивного участия в решении широкого спектра разнообразных практических задач.Цель исследования –изучить особенности саморегуляции личности учащихся в учебной деятельности.Материал и методы.Базой исследования являлось учреждение образования «Витебский государственный индустриально-строительный колледж». Выборку составили 70 учащихся второго, третьего и четвертого курсов архитектурно-педагогического отделенияспециальности «Промышленное и гражданского строительство (производственно-педагогическая деятельность)»в возрасте 18–21 года.В исследовании использовались следующие методики: «Стиль саморегуляции поведения–98 В.И. Моросановой», «Выявление стилей саморегуляциидеятельности Г.С. Прыгина», «Методика диагностики уровня субъективного контроля Дж. Роттера», «Методика определения волевой организации личности» (А.А. Хохлова), методика «Самооценка психических состояний» (Г.Ю. Айзенк). Статистическая обработка данных осуществлялась с использованием прикладной программы SPSS 10: описательная статистика, корреляционный анализ, сравнительный анализ по критерию Красскала-Уоллиса, Т-тест.Результаты и их обсуждение. Корреляционный анализ полученных данных позволил установить взаимосвязь между уровнем саморегуляции и показателями саморегуляции личности, уровнем сформированности факторов волевой организации личности (ВОЛ), локусом контроля, психическими состояниями личности учащихся, а также со стилем саморегуляции учебной деятельности (рисунок 1). Интернальностьв ПООценка результатовОбщий уровень ВОЛРешительностьНастойчивостьПрограммированиеОцениваниерезультатовГибкостьЦенностно-смысловаяориентацияОбщий уровень саморегуляцииМоделированиеПланированиеСтиль саморегуляции деятельностиРепозиторийВГУ
Рисунок 1 –Взаимосвязь общего уровня саморегуляции с изучаемыми показателямиТак, показатели общего уровня саморегуляцииучащихся имеют положительную корреляционную связь с параметрами саморегуляции: планированием (rs=0,591; p≤0,01), моделированием (rs=0,688; p≤0,01), программированием (rs=0,625; p≤0,01), оцениванием результатов (rs=0,636; p≤0,01), гибкостью (rs=0,521; p≤0,01); с волевой организацией личности (rs=0,561; p≤0,01),с факторами ВОЛ: ценностно-смысловой ориентацией (rs=0,553;p≤0,01), организацией деятельности (rs=0,373;p≤0,01), решительностью (rs=0,452;p≤0,01) и настойчивостью (rs=0,589;p≤0,01). Также показатели общего уровня саморегуляции значимо коррелируют с интернальностью в производственных отношениях (rs=0,259;p≤0,05), а также показатели уровня саморегуляциинаходятся в значимой отрицательной зависимости с таким психическим состоянием, как фрустрация (rs= –0,363;p≤0,01). Кроме того,показатели уровня саморегуляции имеют положительную корреляционную связь со стилем саморегуляции учебной деятельности (rs=0,589; p≤0,01).Проведенный корреляционный анализ по Спирмену также позволил выявить взаимосвязь стиля саморегуляции учебной деятельности и других изучаемых показателей (рисунок 2). Рисунок 2 –Взаимосвязь стиля саморегуляции учебной деятельности с изучаемыми показателямиСтиль саморегуляции деятельностиОценка результатовОбщий уровень ВОЛРешительностьНастойчивостьПрограммированиеГибкостьЦенностно-смысловаяориентацияОцениваниерезультатовМоделированиеПланированиеОбщий уровень саморегуляцииРепозиторийВГУ
Так, показатели стиля саморегуляции учебной деятельности имеют положительную корреляционную связь с общим уровнем саморегуляции личности (rs=0,589; p≤0,01), с параметрами саморегуляции: планированием (rs=0,313; p≤0,01), моделированием (rs=0,551; p≤0,01), программированием (rs=0,413; p≤0,01), оцениванием результатов (rs=0,370; p≤0,01), гибкостью (rs=0,428; p≤0,01),сволевой организацией личности (rs=0,531; p≤0,01), с факторами ВОЛ: ценностно-смысловой ориентацией (rs=0,405;p≤0,01), организацией деятельности (rs=0,315;p≤0,01), решительностью (rs=0,587;p≤0,01) и настойчивостью (rs=0,477;p≤0,01). Также показатели стиля саморегуляции учебной деятельности находятся в значимой отрицательной зависимости с такими психическими состояниями, как тревожность (rs=0,331;p≤0,01) и фрустрация (rs= –0,489;p≤0,01). На основании результатов, полученных в ходе исследования, можно сделать вывод, что саморегуляция личности взаимосвязана с ее параметрами (планированием, моделированием, программированием, оцениванием результатов и гибкостью), а также с волевой организацией личности и ее факторами: ценностно-смысловой ориентацией, организацией деятельности, решительностью и настойчивостью. Влияние на саморегуляцию личности и деятельности оказывает уровень субъективного контроля –способность интерпретировать собственное поведение и деятельность в различных ситуациях как результат своей собственной деятельности или внешних обстоятельств. Интернальность в производственных отношениях также связана с показателями саморегуляции. Проявление у учащихся такого психического состояния, как фрустрация, не способствует эффективной саморегуляции личности и деятельности. Кроме того, саморегуляцияличности взаимосвязана со стилем саморегуляции учебной деятельности.Стиль саморегуляции учебной деятельности коррелируетс саморегуляцией личности и ее параметрами (планированием, моделированием, программированием, оцениванием результатов, гибкостью), а также с волевой организацией личности и ее факторами: ценностно-смысловой ориентацией, организацией деятельности, решительностью и настойчивостью. Интернальность вобласти межличностных отношений –склонность считать свои межличностные отношениярезультатом активности партнеров–в большей степени выражена у учащихся 2 и 3 курсов. Склонность обвинять себя в разнообразных неприятностях и страданиях, а не окружающих людей (интернальностьв области неудач), а также склонность адекватно оценивать себя и результаты своей деятельности и поведения (оценка результатов) наиболее развита у учащихся 4 курса, по сравнению с учащимися 3 курса.Способность самому ставить цели и их достигать (самостоятельность) в большей степени развита у учащихся 4 курса, а в меньшей –у учащихся 2 курса. Такие психические состояния, как фрустрация и ригидность, в большей степени выражены у учащихся 2 курса, а в меньшей –у учащихся 4 курса.Более детальный сравнительный анализ на основе Т-теста показал, что учащиеся 2 курса более самостоятельные в регуляции своей активности, они склонны считать свои межличностные отношения результатом активности партнеров, они менее самостоятельны в постановке целей и чаще проявляют вучебной деятельности фрустрацию, агрессивность и ригидность по сравнению с учащимися 3 курса.Учащиеся 2 курса по отношению к учащимся 4 курса менее самостоятельны в постановке целей и чаще проявляют фрустрацию и ригидность в учебной деятельности. В свою очередь учащиеся 3 курса склонны обвинять в разнообразных неприятностях и страданиях не себя, а окружающих людей, способны владеть собой, выдержаны и менее агрессивны по сравнению с учащимися 4 курса. Таким образом, исследованиевзаимосвязей саморегуляцииличности с другими изучаемыми показателямипозволяет сделать вывод о том, что общий уровень саморегуляции связан с необходимостью учащимися планировать свою деятельность, оценивать ее результат, проявлять настойчивость и решительность в зависимости от стиля саморегуляции, имея при этом низкий уровень фрустрации.Заключение.Практическая значимость исследования заключается в получении экспериментального материала по изучению регуляторных возможностей и способностей человека, требующих высокого уровня саморегуляции, для достижения эффективности в учебной и профессиональной деятельности. Полученные результаты могут быть использованы педагогами и педагогами-психологами среднеспециальных учебных заведений для выявления РепозиторийВГУ
стиля саморегуляции учащихся в целях повышения эффективности их учебной деятельности, а также при решении научно-практических и психолого-педагогических задач, направленных на повышение осознанной саморегуляции. Знание индивидуальных особенностей саморегуляции и стилей саморегуляции учебной деятельности будет способствовать созданию условий для более полного игармоничного развития личностии, главным образом, выявлению возможных путей устранения негативных последствий воздействия стрессогенных ситуаций на жизнедеятельность человека, его психическоеи физическое здоровье.ЛИТЕРАТУРА1.Моросанова, В.И. Индивидуальный стиль саморегуляции: феномен, структура и функции в произвольной активности человека / В.И. Моросанова // Ежегодник Российского психологического общества. –М.: Эслан, 2004. –400 с.2.Антонов, В.В. Комплексная система психической саморегуляции /В.В. Антонов, Г.Ю. Вавер. –Л.: Методический центр по психической саморегуляции, 1988. –64 с.3.Архангельский, С.И. Учебный процесс в высшей школе, его закономерные основы и методы:учеб.-метод. пособие / С.И. Архангельский. –М.: Высш. шк., 1980. –368 с. 4.Бенедиктов, Б.А. Психология обучения и воспитания в высшей школе / Б.А. Бенедиктов, С.Б. Бенедиктова. –Минск, 1983. –224 с.5.Алферов, А.Д. Формирование ответственного отношения к учению:учеб. пособие к спецкурсу / А.Д. Алферов. –Ростов н/Д: РГПИ, 2009. –297 с.6.Бабанский, Ю.К. Интенсификацияпроцесса обучения / Ю.К. Бабанский. –М.: Знание, 1987. –78 с. 7.Бодалев, А.А. Личностьи общение / А.А. Бодалев. –М.: Педагогика, 1993. –272 с.8.Колесова, A.M. О факторах, влияющих на учебную успешность студентов младших курсов / А.М. Колесова // Формирование основ профессионального мастерства в высшей школе. –Л.: ЛГУ, 1973. –186 с.9.Конопкин, О.А. Психологические механизмы регуляции деятельности / О.А.Конопкин. –М.: Наука, 1980. –255 с.10.Круглова, Н.Ф. Психологические особенности саморегуляции подростка в учебной деятельности / Н.Ф. Круглова // Психологический журнал. – 1994. –Т. 15,No 2. –С. 66–74.11.Миславский,Ю.А.Саморегуляцияиактивностьличностивюношескомвозрасте / Ю.А. Миславский. –М.: Педагогика, 1991. –152 с.12.Словарь практического психолога/ С.Ю. Головин. –Минск: Харвест, 1997. –800 с.13.Акмеологический словарь / А.А. Деркач. –М.: РАГС, 2005. –161 с.14.Словарь по конфликтологии /С.Б. Давлетчина. –Улан-Удэ: ВСГТУ, 2005. –100 с. 15.Энциклопедический словарь: Психология труда, управления, инженерная психология и эргономика / Б.А. Душков, А.В. Королев, Б.А. Смирнов. –М.: Деловая книга, 2000. –462 с.16.Симонов, П.В. Информационная теория эмоций / П.В.Симонов // Психология эмоций: тексты /под ред. В.К. Вилюнаса, Б.Ю. Гиппенрейтер. –М., 1984. –С. 178–185. 17.Ершов, А.А. Взгляд психолога на активность человека / А.А. Ершов. –М.: Луч, 1991. –159 с. 18.Ксенофонтова, Е.Г. Уровни развития саморегуляции личности: критерии их определения: дис. ... канд. психол. наук/ Е.Г. Ксенофонтова. –М.: Институт психологии РАН, 1988. –182 с.19.Анохин, П.К. Психическая форма отражения действительности / П.К. Анохин // Избранные труды: Кибернетика функциональных систем. –М.: Медицина, 1998. –С. 310–351.20.Шаров, А.С. Психология образования и развития человека / А.С. Шаров. –Омск: ОмГПУ, 1996. –150 с.21.Абульханова-Славская, К.А. О субъекте психической деятельности / К.А. Абульханова-Славская. –М.: Наука, 1973. –288 с.22.Осницкий, А.К. Умения саморегуляции в профессиональном самоопределении учащихся / А.К. Осницкий // Вопросы психологии. – 1992. –No 1, 2. 23.Конопкин, О.А. Связь учебной успеваемости студентов с индивидуально-типологическими особенностями их саморегуляции / О.А. Конопкин, Г.С. Прыгин // Вопросы психологии.– 1984. –No 3. –С. 42–52.
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=17839269"><b>САМОРЕГУЛЯЦИЯ
УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ В ПЕРИОД РАННЕЙ
ВЗРОСЛОСТИ</b></a><br/>
<font color="#00008f"><i>Отт Т.О.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33743192">Сборники
конференций НИЦ Социосфера</a>. 2012. <a href="https://www.elibrary.ru/contents.asp?id=33743192&selid=17839269">№ 6</a>.
С. 33-36. </font>
</p>
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САМОРЕГУЛЯЦИЯ
УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
ЛИЧНОСТИ В ПЕРИОД РАННЕЙ ВЗРОСЛОСТИ
Т. О. Отт
Кемеровский государственный университет,
г. Кемерово, Россия
Summary. The given work is devoted studying of features of self-control in
the conditions of teaching & professional activities. Features of self-control in the
conditions of training in high school are considered.
Key words: self-control; subject of teaching & professional activities.
33
В связи с увеличением роли психологического фактора в современном производстве всё более повышаются требования к психологическим особенностям взрослого человека. В условиях непрерывного
образования, которое осуществляется не только в школьный период,
но и на протяжении всей дальнейшей жизни человека, контингент
взрослых людей также является включённым в процесс обучения [5].
Потребность современного, динамически развивающегося общества в специалистах, готовых к профессиональному саморазвитию,
требует создания гибких, адаптивных систем образования, предусматривающих возможность достаточно быстрой профессиональной
переориентации, повышения квалификации на любом отрезке жизненного пути человека. В процессе вузовского обучения важно не
только сформировать у будущих специалистов систему необходимых
знаний, умений, профессионально важных качеств, но и развить способность выстраивать индивидуальную стратегию образования с учётом личностных особенностей и мотивационно-ценностной сферы,
рефлексивно оценивать свои профессиональные достижения.
Профессиональное обучение в вузе – это большая сложная система, выражаемая бесконечным разнообразием состояний, отношений, связей составляющих её компонентов. Период студенчества
обозначается ключевым в процессе развития личности в целом и
профессионализации в частности. Она начинается с самоопределения и заканчивается прояснением специфики профессии, становлением образа Я профессионала. Однако учебно-профессиональная
деятельность студентов направлена не на достижение предметного
результата, а на внутреннее преобразование субъекта учения, структуризацию его психической деятельности, «программирующую» будущие предметные достижения. Обучение представляет собой регулирование познавательной и преобразующей деятельности субъекта. Личность студента развивается при наличии ведущей учебно-профессиональной деятельности.
Если учебная деятельность студентов профессиональной школы необходима для формирования общего развития и обеспечения
качественной профессиональной подготовки, то профессиональная
деятельность предназначена для формирования и развития профессиональных способностей, индивидуально-психологических качеств,
присущих специалисту-профессионалу социально-интегративного
типа. Эти две деятельности учащихся слиты воедино, взаимозависимы и взаимообусловлены, организационно обеспечиваются учебновоспитательным процессом образовательного учреждения.
Учебно-профессиональная деятельность ориентирована на получение конкретной профессии, способствует трансформации знаний, умений, навыков в ценности и ориентировки в них [6]. Эта деятельность создаёт адекватные условия для психического, личностного, социального развития молодых людей. Знания должны при-
34
обрести личностный смысл для учащихся, внутренне мотивировать
их поведение и деятельность.
Для реализации программы учебно-профессиональной деятельности студентам необходимо иметь высокий уровень сформированности саморегуляции. Её назначение состоит в том, чтобы привести в соответствие возможности студентов с требованиями учебной деятельности таким образом, чтобы студент осознал свои задачи в качестве субъекта учебной деятельности.
Саморегуляция относится к числу универсальных, имеющих
место на всех уровнях организации учебно-профессиональной деятельности студентов, процессов. Под саморегуляцией человека
O. A. Конопкин, понимает «системно организованный психический
процесс по инициации, построению, поддержанию и управлению
всеми видами и формами внешней и внутренней активности, которые направлены на достижение принимаемых субъектом целей» [3,
с. 100].
В период ранней взрослости личности, в условиях профессионального обучения, необходимо научиться способам интенсивного
повышения успешности своей учебной деятельности на основе
включения скрытых резервов психики. В этой связи весьма актуальной представляется проблема совершенствования учебнопрофессиональной деятельности студентов высшей школы средствами оптимизации саморегуляции [4].
Осуществление оценки учебно-профессиональной деятельности возможно на основе представлений о саморегуляции как универсальном механизме организации деятельности студентов. В качестве системы показателей, характеризующих продуктивность
учебной деятельности студентов, можно выделить её результативные и процессуальные стороны в виде следующих параметров продуктивности: степень достижения учебной цели, выраженная в академической успеваемости; прочность усвоения, рассматриваемая
как сохранение усвоенного материала для последующего применения в учении и профессиональной деятельности; умение учиться
(трудность-лёгкость учения); эмоциональные процессы, характеризующие учение и проявляющиеся в удовлетворённости учебной деятельностью и отношении к учению.
О. А. Конопкин рассматривает высоту организации живого с позиции целостности системы саморегуляции. По его мнению, о целостности системы саморегуляции свидетельствует сформированность, т.
е. функциональная развитость всех её основных компонентов: отсутствие любого звена функциональной структуры нарушает целостность, замкнутость информационного контура регуляции, т. е. «принцип кольца» в построении процесса. При этом все структурные компоненты, системно взаимодействующие в целостных регуляторных
процессах, должны иметь высокий уровень сформированности [2].
35
Отсюда показателем саморегуляции учебно-профессиональной
деятельности студентов могут выступать целостность и взаимосвязь
структурных компонентов саморегуляции. Уровень сформированности саморегуляции учебно-профессиональной деятельности студентов – это количественно-качественная характеристика степени её
развития.
Постоянно приводя свои возможности в соответствие требованиям педагогов, студент независимо от себя формирует свою систему
саморегуляции. Ранее используемые средства анализа условий дополняются новыми, вырабатываются более тонкие критерии и способы
оценки получаемых результатов, оттачиваются навыки своевременной коррекции. Вместе с накоплением теоретического опыта расширяется и опыт практический, опыт автоматической регуляции внутренних состояний, обеспечивающий требуемую работоспособность.
Растёт до осознаваемых моментов участия в процессе саморегуляции
своей деятельности. Студент может обнаружить столь частые несовпадения и несоответствия между необходимыми управляющими воздействиями и результатами отдельных этапов деятельности.
На основе сформированной саморегуляции учебнопрофессиональной деятельности впоследствии может развиваться
продуктивная саморегуляция и в других видах деятельности. Саморегуляция учебно-профессиональной деятельности становится основой для развития всех видов активности студента [1].
Таким образом, продуктивность обучения определяется успешностью интериоризации регулятивных схем, «присвоением» их субъектами учения. Феноменология саморегуляции представлена в учебной деятельности двояким образом: в инструментальной основе учения «умении учиться» и в обобщённой модели содержания обучения.
36
<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=17086295"><b>САМОРЕГУЛЯЦИЯ
УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ НА РАЗЛИЧНЫХ ЭТАПАХ
ОБУЧЕНИЯ В ВУЗЕ</b></a><br/>
<font color="#00008f"><i>Отт Т.О.,
Морозова И.С.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33699969">Вектор
науки Тольяттинского государственного университета. Серия:
Педагогика, психология</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33699969&selid=17086295">№ 4 (7)</a>.
С. 216-219. </font>
</p>
---
УДК 159.923
САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ
НА РАЗЛИЧНЫХ ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ
Т.О. Отт, ассистент кафедры общей психологии и психологии развития
И.С. Морозова, доктор психологических наук, профессор, заведующий кафедрой общей психологии и психологии развития
Кемеровский государственный университет, Кемерово (Россия)
Ключевые слова: саморегуляция, субъект учебно-профессиональной деятельности, динамика саморегуляции, интегральный показатель.
Аннотация: Данная работа посвящена изучению особенностей саморегуляции личности в условиях учебно-профессиональной деятельности. Исследуется динамика интегрального показателя саморегуляции учебно-профессиональной
деятельности. Проанализированы особенности саморегуляции студентов на различных этапах обучения в вузе.
В современных психолого-педагогических исследованиях отмечается, что успешность учебно-профессиональной деятельности студентов во многом определяется
уровнем развития осознанной саморегуляции, т.е. такими
умениями, которые помогают им организовывать процесс
выполнения деятельности и управлять. Именно система
саморегуляции осуществляет интегрирующую функцию
по отношению к действиям человека, его психическим
процессам, состояниям, которые включаются в процесс
реализации деятельности.
Уровень сформированности системы саморегуляции
учебно- профессиональной деятельности - динамичное
образование, зависимое от опыта включения в учебную
деятельность, от этапа обучения.
В ходе обучения функции студента как субъекта постепенно уточняются, совершенствуются. Если отдельные
звенья саморегуляции оказываются недостаточно сформированными, целостная система регуляции учебной деятельности будет нарушена, а эффективность действий –
снижена.
С современных позиций эффективность учебно-профессиональной деятельности студентов оценивается не
только по их академической успеваемости, но и по достигнутым показателям профессионально-личностной зрелости студентов как субъектов жизнедеятельности [1]. Таким
образом, в ходе учебно-профессиональной деятельности
студента вуза происходит не только его общее личностное
развитие и становление субъектности, но и профессиональное, связанное с профессионализацией и профессиональным становлением.
Когда мы говорим о студенте как субъекте учебной деятельности и о системе осознанной саморегуляции его деятельности, мы имеем в виду, что, с одной стороны, у него
должна быть система отчетливых представлений о своих
возможностях при решении разного рода задач саморегуляции, а с другой – сформированная система умений и
навыков, связанных с этими представлениями. Только
тогда студент сможет сам ставить цели, приводить их в соответствие с требованиями обстоятельств и удерживать в
поле своего сознания в сфере саморегуляции до момента
их достижения. Приобрести эти навыки и умения студент
может не путем мысленного постижения, не путем проговаривания их в ходе деятельности, а только в реальном
процессе ее осуществления [2].
Э. Ф. Зеер выделяет три основных этапа профессионального обучения и воспитания: адаптации, интенсификации и идентификации.
На этапе адаптации бывшие школьники (первокурсники) приспосабливаются к условиям и содержанию
профессионально-образовательного процесса, осваивают
новую социальную роль, налаживают взаимоотношения
друг с другом и с педагогами. Ведущая деятельность —
учебно-познавательная — существенно отличается от
прежней. В ее рамках складываются познавательные и
профессиональные интересы, формируются жизненные
планы, ориентация на получение конкретной профессии.
Профессиональная активность личности направлена на
поиск своего места в мире профессий и отчетливо проявляется в решении вопроса о выборе профессии [3].
Затем следует формирование профессиональных намерений, которое завершается осознанным, желанным, а
иногда и вынужденным выбором профессии. Происходит
переоценка учебной деятельности: в зависимости от профессиональных намерений изменяется и мотивация. Учеба уже в старших классах приобретает профессионально
ориентированный характер, а в профессиональных учебных заведениях она имеет отчетливо выраженную учебнопрофессиональную направленность. Особенность социальной ситуации развития заключается в том, что юноши и
девушки находятся на завершающем этапе детства — перед
началом самостоятельной жизни. Появляется новая социальная роль личности (студент), новые взаимоотношения
в коллективе, большая социальной независимостью, политическое и гражданское совершеннолетие.
Поступающие в вуз первое время испытывают большие затруднения, связанные с изменением устоявшихся
стереотипов деятельности. Студентам трудно бывает заставить себя работать ежедневно с книгой, тем более что у
них отсутствуют умение внимательно слушать лекции по
6-8 часов и самоконтроль. У некоторых студентов это вызывает большое эмоциональное напряжение и беспокойство, появляется боязнь не пропустить что-либо, стремление зафиксировать речь преподавателей дословно. Это
характерно и для «сильных» студентов, и для мало уверенных в себе [4].
Необходимо учитывать не только готовность к учебнопознавательной деятельности, мотивы учения, ценностные ориентации, социально-психологических установки,
но и сформированность системы саморегуляции учебнопрофессиональной деятельности, по средствам которой
первокурсники преодолевают трудности самостоятельной
жизни и установлении комфортных взаимоотношений с
однокурсниками и педагогами [3].
На стадии адаптации многие студенты переживают
разочарование в получаемой профессии. Возникает недовольство отдельными учебными предметами, появляются сомнения в правильности профессионального выбора,
падает интерес к учебе. Как правило, он отчетливо проявляется в первый и последний годы профессионального
обучения. Увеличивающаяся год от года профессиональная направленность учебных дисциплин снижает неудовлетворенность.
Психологическими критериями успешного прохождения этого этапа являются: адаптация к учебно-познавательной среде, личностное самоопределение и выработка
нового стиля жизнедеятельности – собственной системы
саморегуляции учебно-профессиональной деятельности.
На этапе интенсификации происходит развитие общих
и специальных способностей обучаемых, ответственности
за свое становление, самостоятельности. Дисциплины становятся все более специализированными. Это влечет за собой смену ведущей деятельности с учебно-познавательной
на научно-познавательную. Определение характеристик
системы саморегуляции детерминирует психологический
потенциал личности студента [3].
У студентов на стадии интенсификации продолжается
216
анализ и процесс принятия профессии. Начиная от соблюдения установленных правил, студенты в процессе обучения переходят к осознанию своей профессиональной
деятельности, вырабатывают собственную осознанную
саморегуляцию учебно-профессиональной деятельности и
профессиональную позицию. Тенденция к нормативности
сменяется высоким уровнем профессиональной направленности и осознанности учащимися своей деятельности
[5].
Раскрываются те возможности профессии, которые
удовлетворяют потребности учащихся в конкретных формах. Например, познавательные потребности могут быть
удовлетворены в различных формах рационализаторской
и изобретательской деятельности. Такие психогенные по- требности, как потребность в престиже, признании, обще- нии и т. д. опосредуются уровнем профессиональной эру- дированности и компетентности студентов [6].
Человек, выбирая профессию, как бы «проецирует»
свою мотивационную структуру на структуру факторов,
связанных с профессиональной деятельностью, через ко- торые возможно удовлетворение потребностей. Чем бога- че потребности человека, тем более высокие требования
он предъявляет к деятельности, но одновременно он мо- жет получить и большее удовлетворение от труда. Только
студенты с широкими жизненными интересами, с «боль- шими потребностями», со сформированной системой
саморегуляции учебно-профессиональной деятельности
способны на вдохновенный и творческий труд и высокую
общественную активность [5].
В результате этого процесса устанавливается личност- ный смысл деятельности (по А. Н. Леонтьеву) и отдель- ных ее аспектов. Контур саморегулирования деятельности
усложняется, помимо параметров саморегулирования,
задаваемых социальными нормативами, появляются вну- тренние, субъективно значимые критерии успешности
и нормативности деятельности, порождаемые ценност- но-смысловой сферой личности. Подобно тому, как «ин- дивидуальность снимает характер», личностные смыслы
учебной деятельности начинают функционально домини- ровать над типологическими характеристиками в систе- ме индивидуальной регуляции. Регулятивные процессы
все более опосредуются ценностно-смысловой сферой.
Полная сформированность субъектной позиции в учении
определяется развитием ее трех составляющих: когнитив- ной, регуляторной и личностно-смысловой [7].
Анализируя такие формы поведения человека, при
которых в качестве побудителя выступают принятые решения, JI. И. Божович приходит к выводу, что намерения
всегда возникают на базе потребности, которая не может быть удовлетворена прямо и «требует выполнения
промежуточных звеньев, не имеющих своей собственной
побудительной силы» [8]. По выражению JI. И. Божович,
намерения питаются за счет побудительной силы потребностей, их вызвавших. Намерения являются результатом
опосредования этих потребностей сознанием. Таким образом, потребности начинают действовать через сознательно поставленные цели, принятые решения и намерения [6].
Таким образом, с одной стороны, совершенно справедливо, что в ряде случаев побуждения долженствования всегда выполняются ради какой-то потребности, но,
как уже отмечалось ранее, эти потребности в ряде случаев
превращаются в личностно-значимые и начинают сами
выступать в роли потребностей личности. В первом случае побуждения долженствования выступают как стимулы, во втором — как мотивы.
Индивидуальная система саморегуляции опосредует
влияние сложившихся личностных структур. И более того,
в процессе достижения новых для субъекта целей может
происходить формирование таких особенностей саморегуляции, которые могут способствовать, быть выражением
развития новообразований – личностных свойств. Это от- носится, в частности, к таким «послекогнитивным» формам преобразующей активности как творчество.
Осознание личностного смысла деятельности обучающихся находит отражение в характере наполнения отдельных звеньев системы саморегуляции и уровнем сформированности саморегуляции в целом [6].
Оценивая связанные с профессиональной деятельностью факторы, способные удовлетворить потребности, с
учетом своих способностей, а также условий деятельности человек приходит к решению — принять или не принять профессию и если принять, то в какой поре и в каком
аспекте. Принятие профессии порождает желание выполнить ее определенным образом, порождает определенную
детерминирующую тенденцию и служит исходным моментом формирования саморегуляции учебно-профессио- нальной деятельности.
Таким образом, если принятие деятельности порож дает стремление выполнить ее определенным образом,
то установление личностного смысла ведет к дальней шему ее преобразованию. Это проявляется в установках
на продуктивность обучения, в частности в академической
успеваемости, в специфике выполнения деятельности, в ее
динамике, напряженности, что, в конечном счете, проявля- ется в формировании определенной системы саморегуля- ции учебно-профессиональной деятельности [6].
Психологическими критериями продуктивности это- го этапа становления обучаемого являются: интенсивное
личностное и интеллектуальное развитие, социальная
идентичность, самообразование, обретение личностно- го смысла приобретаемой профессии, оптимистическая
социальная позиция и развитая система саморегуляции
учебно-профессиональной деятельности.
На завершающем этапе профессионального об разования — этапе идентификации — важное значение
приобретает формирование профессиональной идентич- ности, готовности к будущей практической деятельности
по получаемой специальности. Появляются новые, стано- вящиеся все более актуальными ценности, связанные с ма- териальным и семейным положением, трудоустройством.
В связи с образованием семейных пар, намечающимися
перспективами будущей жизни уменьшается число меж- личностных контактов. Происходит постепенная дезинте- грация студенческих коллективов [3].
Психологические критерии успешного прохождения
этого этапа являются: отождествление себя с будущей про фессией, формирование готовности к ней, умение рацио- нально организовать свою деятельность по средствам уже
сложившейся системы саморегуляции, а так же развитая
способность к профессиональной самопрезентации.
Развитие системы саморегуляции учебно-профессиональной деятельности на этапе профессиональной подготовки происходит от учебно-познавательной к учебно-профессиональной и от нее — к реальной профессиональной
деятельности. Переход от одной стадии становления к
другой инициируется изменениями социальной ситуации,
сменой и перестройкой ведущей деятельности, что приводит к профессиональному развитию личности, развитию
системы саморегуляции, затем к кризису ее психологической организации, формированию новой целостности,
сменяющейся дезорганизацией и последующим установлением качественно нового уровня функционирования
саморегуляции, центром которого становятся профессионально и личностно обусловленные психологические новообразования в системе саморегуляции учебно-профессиональной деятельности [3].
На сегодняшний день не существует методики, которая
бы позволяла всесторонне, полно и достоверно оценивать
уровень саморегуляции студентов. Само понятие «саморегуляция», как было отмечено ранее, представляет собой сложное явление, состоящее из ряда компонент. Для
того чтобы всесторонне оценить уровень саморегуляции
студента, необходимо представить этот показатель в виде
интегрального показателя. Для получения его интегральной оценки, мы предлагаем использовать следующую ме
217
тодику [9].
На первом этапе исследования целесообразно провести
декомпозицию понятия на составляющие. На основании
этой декомпозиции можно построить иерархическую мно- гоуровневую модель, фокусом иерархии которой является
само оцениваемое явление. При создании интегрального
показателя, необходимо учитывать тот факт, что степень
влияния различных компонент на фокус иерархии может
быть различной. Для определения весовых коэффициент
компонент, учитывающих степень их влияния на фокус
иерархии, применяется метод анализа иерархий (МАИ).
Второй аспект, который необходимо учесть при измерении
составляющих саморегуляции, заключается в том, что все
составляющие оцениваются с помощью различных мето- дик и могут иметь различный диапазон изменения своих
значений. В этом случае непосредственное суммирование
результатов измерений для получения интегральной оцен- ки недопустимо. Поэтому, при измерении значений со- ставляющих иерархии целесообразно провести процедуру
шкалирования переменных, позволяющую перейти к без- размерной числовой шкале для обеспечения сравнимости
признаков различной физической природы.
На первом этапе исследования, для изучения инте- грального показателя саморегуляции учебно-професси- ональной деятельности на стадии адаптации нами, был
проведен констатирующий эксперимент. В нем приняли
участие 326 студентов 1 курса различных факультетов
Кемеровского государственного университета. В таблице
1 представлено разбиение значений интегрального по- казателя саморегуляции на уровни. Так как уровень ин- тегрального показателя саморегуляции учебно-профес- сиональной деятельности измерялся в диапазоне от 0 до
1, то низкому уровню соответствует диапазон от 0 до 0,3,
среднему уровню соответствует диапазон показателя от
0,3 до 0,7 и высокому уровню интегрального показателя
саморегуляции учебно-профессиональной деятельности
соответствует диапазон от 0,8 до 1,0 (табл. 1).
Таким образом, анализируя полученные результаты,
мы можем констатировать, что 42,8 % опрошенных имеют средний показатель сформированности саморегуляции
учебно-профессиональной деятельности и 44 % имеют
показатель выше среднего, что свидетельствует о преобладающем большинстве студентов со сформированной саморегуляцией собственной активности.
Для реализации задач нашего исследования и изуче- ния динамики системы саморегуляции учебно-професси- ональной деятельности студентов на различных этапах
обучения в вузе нами был проведен второй этап исследования – формирующий эксперимент. Обработка результатов осуществлялась посредством применения программы
«STATISTIKA» – 6.0. использовались процедуры подсчета
первых статистик, среднего статистического отклонения.
C помощью критерия t-критерий Стьюдента для зависимых выборок проводился анализ динамики, произошед- шей в компонентах саморегуляции и в самом показателе
саморегуляция. Результаты применения критерия Стью- дента представлены в таблице 2.
Таблица 2
Динамика интегрального показателя саморегуляции
учебно-профессиональной деятельности
Таким образом, анализ полученных данных позволяет
утверждать, что интегральный показатель учебно-профес- сиональной деятельности имеет динамический характер.
На стадии адаптации (1 курс) уровень сформированности
саморегуляции учебно-профессиональной деятельности
ниже по сравнению с показателями стадии интенсифика- ции (3 курс).
Естественно, что по мере перехода с курса на курс ин- дивидуальный опыт студентов становится богаче. Они в
большей мере учитывают прошлые достижения, приобре- тают больший арсенал внутренних эталонов, внутренних
средств для сопоставления своих возможностей и достига- емых результатов. В условиях вузовского обучения студен- ты постепенно открывают для себя новые возможности
быть субъектом деятельности. По мере роста осознанно- сти деятельности и осознанного анализа моментов управ- ления ею, сочетающегося с постоянным практическим ис- пытанием своих возможностей в учебной работе, студент
старается сделать свое участие в регуляции деятельности
более эффективным [2].
Таким образом, резюмируя вышесказанное, следует
отметить, что саморегуляция учебно-профессиональной
деятельности студентов вуза различается на различных
этапах профессионального образования и связана со спецификой личностного развития и системогенеза профессионального становления, а так же с особенностями обучения
в вузе. Для повышения эффективности учебно-профессиональной деятельности студентов, конкурентоспособности будущих специалистов на рынке труда, необходимо
учитывать особенности саморегуляции учебно-профессиональной деятельности на различных этапах обучения в
Таблица 1
Частотный анализ уровней интегрального показателя саморегуляции
| Уровень | Интервал разбиения | Число испытуемых | % |
|Низкий | [0-0,2) | 0 | 0 |
|Ниже среднего | [0,2-0,4) | 7 | 2,2 |
|Средний | [0,4-0,6) | 138 | 42,8 |
|Выше среднего | [0,6-0,8) | 174 | 44 |
|Высокий | [0,8-1] | 3 | 0,6 |
Таблица 2
Динамика интегрального показателя саморегуляции учебно-профессиональной деятельности
| |>|Средние значения в группе| t |Уровень значимости|
|~| 1 курс | 3 курс |~| различий (р) |
|Интегральный показатель саморегуляции| 0,571 | 0,617 |-0,245 | 0,036 |
Таким образом, анализируя полученные результаты,
мы можем констатировать, что 42,8 % опрошенных имеют средний показатель сформированности саморегуляции
учебно-профессиональной деятельности и 44 % имеют
показатель выше среднего, что свидетельствует о преобладающем большинстве студентов со сформированной саморегуляцией собственной активности.
Для реализации задач нашего исследования и изуче- ния динамики системы саморегуляции учебно-професси- ональной деятельности студентов на различных этапах
обучения в вузе нами был проведен второй этап исследования – формирующий эксперимент. Обработка результатов осуществлялась посредством применения программы
«STATISTIKA» – 6.0. использовались процедуры подсчета
первых статистик, среднего статистического отклонения.
C помощью критерия t-критерий Стьюдента для зависимых выборок проводился анализ динамики, произошед- шей в компонентах саморегуляции и в самом показателе
саморегуляция. Результаты применения критерия Стью- дента представлены в таблице 2.
Таблица 2
Динамика интегрального показателя саморегуляции
учебно-профессиональной деятельности
Таким образом, анализ полученных данных позволяет
утверждать, что интегральный показатель учебно-профес- сиональной деятельности имеет динамический характер.
На стадии адаптации (1 курс) уровень сформированности
саморегуляции учебно-профессиональной деятельности
ниже по сравнению с показателями стадии интенсифика- ции (3 курс).
Естественно, что по мере перехода с курса на курс ин- дивидуальный опыт студентов становится богаче. Они в
большей мере учитывают прошлые достижения, приобре- тают больший арсенал внутренних эталонов, внутренних
средств для сопоставления своих возможностей и достига- емых результатов. В условиях вузовского обучения студен- ты постепенно открывают для себя новые возможности
быть субъектом деятельности. По мере роста осознанно- сти деятельности и осознанного анализа моментов управ- ления ею, сочетающегося с постоянным практическим ис- пытанием своих возможностей в учебной работе, студент
старается сделать свое участие в регуляции деятельности
более эффективным [2].
Таким образом, резюмируя вышесказанное, следует
отметить, что саморегуляция учебно-профессиональной
деятельности студентов вуза различается на различных
этапах профессионального образования и связана со спец- ификой личностного развития и системогенеза профессио- нального становления, а так же с особенностями обучения
в вузе. Для повышения эффективности учебно-профес- сиональной деятельности студентов, конкурентоспособ- ности будущих специалистов на рынке труда, необходимо
учитывать особенности саморегуляции учебно-професси- ональной деятельности на различных этапах обучения в
вузе [4].
СПИСОК ЛИТЕРАТУРЫ
1.Миславский, Ю.А. Саморегуляция и активность личности в юношеском возрасте [Текст] / Ю.А. Миславский.
– М.: Педагогика, 1991.
2.Левшин, С.В Студент как субъект осознанной само- регуляции учебной деятельности [Текст] / С.В. Левшин //
Вестник Ставропольского государственного университета.
- 2008. - №54. С. 25-30.
3.Зеер, Э.Ф. Психология профессий [Текст]: Учебное
пособие для студентов вузов/ Э.Ф. Зеер.— 3-е изд., перераб., доп.— М.: Академический Проект; Фонд «Мир»,
2005. — 336 с.— («Gaudeamus»). ISBN 5-8291 -0469-5
4.Киселевская, Н.А Стили саморегуляции учебной деятельности и их формирование у студентов вуза [Текст]:
автореферат канд. дис. психологических наук: 19.00.07 /
Н.А. Киселевская / Иркут. гос. пед. ун-т. – Иркутск, 2005.
218
5.Демидова, И.Ф. Жизненный мир как основа профессионального становления студентов [Текст] / И.Ф. Демидова // Российский психологический журнал, 2008, том 5
№2, С. 47-58.
6.Шадриков, В. Д. Проблемы системогенеза профессиональной деятельности [Текст] / В.Д. Шадриков. – М.:
Наука, 1982.- 177 с.
7.Гасанова Р.Р. Саморегуляция студентов ВУЗа. //
Журнал научно-педагогической информации. 2010. № 9.
[Электронный ресурс - http://www.paedagogia.ru/2010/46-
09/119-gasanova].
8.Божович, Л. И. Изучение мотивации поведения детей
и подростков [Текст] / Л.И. Божович. — М.: Педагогика,
1972. - 351 с.
9.Отт, Т.О. Оценка уровня саморегуляции как способа
достижения самореализации студенческой молодежи с помощью метода анализа иерархий [Текст] / Т.О. Отт, Е.С.
Каган // Психологические факторы самореализации личности в различных сферах жизнедеятельности: коллективная монография под ред. И. С. Морозовой. – Омск: СТИВЭС, 2011. – 358 с.
219
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=38498434"><b>СВЯЗЬ
САМОРЕГУЛЯЦИИ С ЖИЗНЕННЫМИ ЦЕННОСТЯМИ ЛИЧНОСТИ У КУРСАНТОВ ВОЕННЫХ
ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ ВНГ РФ</b></a><br/>
<font color="#00008f"><i>Большунова
Н.Я., Федоришин М.И., Андронов А.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=38498409">Вестник
Ярославского государственного университета им. П. Г. Демидова. Серия:
Гуманитарные науки</a>. 2019. <a href="https://www.elibrary.ru/contents.asp?id=38498409&selid=38498434">№ 2 (48)</a>.
С. 93-95. </font>
</p>
---
Связь саморегуляции с жизненными ценностями личности
у курсантов военных образовательных организаций ВНГ РФ
Постановка проблемы исследования Военная профессия существенно отличается от прочих основных профессий высоким уровнем риска,
необходимостью сочетать соблюдение строгих
дисциплинарных требований с самостоятельностью и ответственностью в служебно-боевой деятельности, требовательностью к себе, отсутствием,
как говорил известный генерал, военный теоретик
и педагог XIX века М. И. Драгомиров, «нравственной дряблости». Это обусловливает и соответствующие ожидания общества к личности офицера и необходимость особых подходов и методов
к обучению курсантов, связанных с развитием
саморегуляции и системы значимых ценностей.
Особенности обучения в военном вузе отличаются
не только методами и содержанием образования, но
и тем, что курсант является, согласно Уставу, военнослужащим. На этапе обучения он выполняет ряд
обязанностей, связанных со служебной деятельностью. Во время обучения курсанты находятся
в относительной изоляции от близких, в исключительно мужском коллективе и достаточно жесткой
нормативной регуляции жизнедеятельности [1].
Таким образом, курсант при обучении в ВООВО
сталкивается с рядом психологических трудностей. Для достижения поставленной цели – стать
офицером войск национальной гвардии Российской Федерации – он вынужден проявить максимальную конформность, отказаться от проявления
своей уникальной индивидуальности и сформировать очень жесткий личностно-социальный контроль своего поведения. Такие ограничения могут
сказаться в дальнейшем на переживании социальной значимости военнослужащего, на качестве
93
выполнения задач в служебно-боевой деятельности
[2]. Все это позволяет говорить об актуальности
изучения условий и факторов социализации личности офицеров.
Одним из этих факторов является саморегуляция личности, которая определяется как процесс управления человеком собственными психологическими и физиологическими состояниями
и поступками [3]. Другим весьма значимым фактором становления личности курсанта является
формирование устойчивой системы жизненных
ценностей. Согласно нашим предыдущим исследованиям [4], профессионально значимой ценностью
офицера является «служение», однако ее связи
с параметрами саморегуляции, так же как и с саморегуляцией других ценностей (семья, творчество,
отдых, карьера, власть), противоречивы и неоднозначно проявляют себя в группах курсантов с высоким, низким и средним уровнями развития саморегуляции.
Возникает необходимость в исследовании взаимосвязи саморегуляции личности и жизненных
ценностей курсантов. Целью настоящего исследования является выявление характера взаимосвязи
компонентов саморегуляции и жизненных ценностей личности. В исследовании принимали участие 100 респондентов: курсанты 3 курса обучения
Новосибирского военного института имени генерала армии И. К. Яковлева войск национальной
гвардии Российской Федерации в возрасте от 18
до 21 года. Использовались методики «Иерархия
жизненных ценностей» и опросник «Стиль саморегуляции поведения».
Результаты и их обсуждение
Для исследования структуры взаимосвязи ценностей и параметров саморегуляции использовался
метод корреляционного анализа (критерий ранговой корреляции rs
-Спирмена), который позволил
обнаружить значимые связи в области карьеры,
честолюбия и креативности.
Зафиксировано три прямо пропорциональных
значимых взаимосвязи. Обнаружены следующие
положительные взаимосвязи между показателями:
«Самостоятельность» – «Творчество» (r=0,243
при р=0,015), «Карьера» (0,291 при р=0,004),
«Слава» (r=0,295 при р=0,003). Схематически эти
взаимосвязи представлены на рисунке.
На основании этих данных мы делаем заключение, что чем более курсанты самостоятельны, (способны ставить перед собой задачи, планировать
и организовывать работу по достижению цели,
контролировать ход ее выполнения, анализировать
и оценивать как промежуточные, так и конечные
результаты деятельности), тем более значимыми
для них являются ценности карьеры, славы, творчества. И наоборот.
Рис. Корреляционная плеяда взаимосвязей
показателей ценности и самостоятельности
(показатель саморегуляции):
* связь значима при р ? 0,05;
** связь значима при р ? 0,01
Отметим то, что среди всех показателей саморегуляции только «самостоятельность» обнаружила
взаимосвязь со структурой ценностей. Кроме того,
в корреляционной плеяде отсутствует такая значимая для военной профессии ценность, как служение,
и в то же время значимые связи имеются с такими
важными, но «внешними» для содержания военной
деятельности ценностями, как «карьера» и «слава».
Конечно, «плох тот солдат, который не мечтает
стать генералом». М. И. Драгомиров писал: «Наше
дело все построено на самоотвержении и самоотречении; кто этого не понимает, кто не может поступиться своею личностью во имя дела, тот никогда
не будет порядочным военным» [5].
Иначе говоря, описанный фрагмент исследования свидетельствует о том, что в данной выборке
респондентов не представлены подлинные смыслы
профессии. Саморегуляция («самостоятельность»)
не взаимосвязана с внутренними, смыслообразующими ценностями военно-профессиональной
деятельности («служение»). Именно «служение»
выступает ценностным «ядром» профессионального поведения офицера. Следовательно, на этапе
обучения происходит некоторая деформация в формировании структуры мотивирующих личностных
ценностей у курсантов. Определяющими становятся ценности «внешнего» плана, что затрудняет
формирование личностного отношения к будущей
профессии. Вместе с тем очень интересным является факт значимой связи показателя «самостоятельности» и «творчества». Жесткая регламентированность обучения и жизни курсантов ограничивает
94
их креативность, не способствует развитию творчества. Но саморегуляция тем не менее имеет тесную
связь с этим свойством через показатель самостоятельности. Это позволяет предположить наличие
внутриличностной тенденции реализовать свою
личность через скрытую форму индивидуализации.
В этом случае «творчество» становится базовой
регулятивной ценностью.
Полученные нами результаты определяют
практико-ориентированные задачи исследования,
направленные на разработку программ развития
у курсантов саморегуляции в контексте мотивов
и ценностей военной деятельности. Полученные
нами данные подтверждают актуальность проблемы и позволяют планировать дальнейшее исследование с целью выявления взаимосвязи саморегуляции, ценностей с другими индивидуальными
особенностями личности и разработки адекватных
способов развития уровня саморегуляции курсантов в период обучения в ВООВО [6].
Ссылки
1. Субботина Л. Ю., Пучка И. В. Проблема выявления профессионально-важных качеств у военнослужащих по контракту в современных условиях
// ЧФ: Социальный психолог. 2016. № 4. С. 80–83
2. Большунова Н. Я., Оспенников С. В. Значение ценностно-смысловой сферы личности в актуализации личностного роста офицера внутренних
войск МВД России // Сибирский педагогический
журнал. 2015. № 4. С. 136–142.
3. Моросанова В. И. Саморегуляция и индивидуальность человека: монография. М.: Наука,
2010. 519 с.
4. Большунова Н. Я., Федоришин М. И. Развитие способности к саморегуляции курсантов
ВООВО как важнейшего качества будущего
офицера // Направления и перспективы развития образования в военных институтах войск
национальной гвардии Российской Федерации:
X Межвузовская научно-практическая конференции с международным участием (Новосибирск,
27 декабря 2018 г.). Новосибирск: Издательство
НВИ имени генерала армии И. К. Яковлева ВНГ
РФ, 2019. С. 48–52.
5. Драгомиров М. И. Избранные труды. Вопросы
воспитания и обучения войск. М.: Воениздат, 1956.
686 с.
6. Карпов А. В., Курочкина С. В. Оценка индивидуально-психологических особенностей личности студентов – участников инновационной
деятельности // ЧФ: Социальный психолог. 2018.
№ 1 (35). С. 150–160.
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<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=18071067"><b>СИТУАЦИОННЫЙ
ЦЕНТР КАК СРЕДСТВО САМОРЕГУЛЯЦИИ ЛИЧНОСТИ: КРОССКУЛЬТУРНЫЙ
ПОДХОД</b></a><br/>
<font color="#00008f"><i>Батоцыренов В.Б.,
Эрдынеева К.Г.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33759717">Территория
новых возможностей. Вестник Владивостокского государственного
университета экономики и сервиса</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33759717&selid=18071067">№ 3 (12)</a>.
С. 134-140. </font>
</p>
---
УДК 159.99
В. Б. Батоцыренов1
, К. Г. Эрдынеева2
СИТУАЦИОННЫЙ ЦЕНТР КАК СРЕДСТВО САМОРЕГУЛЯЦИИ ЛИЧНОСТИ: КРОССКУЛЬТУРНЫЙ ПОДХОД
Статья посвящена исследованию специфики саморегуляции личности
российских и китайских студентов как кросскультурной проблемы средствами технологий ситуационного центра. Авторами представлены
проявления саморегуляции личности российских и китайских студентов
первого курса. Показана роль ситуационного центра в становлении саморегуляции личности.
Ключевые слова: волевая регуляция, саморегуляция, адаптация, регуляторные качества личности, ситуационный центр.
Работа выполнена в рамках проекта №14.740.11.0994 от 06.05.2011 г.
Федеральной целевой программы «Научные и научно-педагогические кадры
инновационной России» на 2009-2013 годы (мероприятие 1.4 – III очередь).
В условиях глобализации этнокультурный мир, стремясь сохранить
свою уникальность, постепенно становится взаимозависимым. Успешная
межкультурная коммуникация предполагает готовность к пониманию
специфики иной культуры, особенностей самопознания, эмоциональноценностного отношения к себе и другим, саморегулирования поведения.
Расширение и углубление международных контактов в различных сферах
экономической, общественно-политической, социальной и культурной
жизни неизбежно приводят к обострению кросскультурных проблем. В
связи с чем особую значимость и актуальность приобретают механизмы и
условия решения кросскультурных проблем, к которым относятся феномены саморегуляции.
Поскольку кросскультурные проблемы порождаются на пересечении
различных культур и традиций, то их решение предполагает межкультурный диалог как механизм интеграции и взаимодействия культур. В настоящее время кросскультурность осмысливается как взаимопроникнове-
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ние языковых миров и культур, совмещение общего и различного, универсального и уникального.
Согласно П. Рикеру, кросскультурные тенденции отнюдь не означают абсолютизации какой-либо определенной культуры или системы понятий, в связи с чем особый интерес представляют технологии ситуационного центра, предполагающие новый способ диалога культур, религий
и идеологий.
Семантический анализ термина «саморегуляция» позволяет выделить
в нем две части: «само» и «регуляция». Слово «само» указывает на то, что
источник регуляции находится в самой системе и означает направленность на самого себя, совершение чего-либо без посторонней помощи.
«Регуляция» (от латинского regulare ? приводить в порядок, налаживать
или от латинского regularis ? имеющий силу правила; изменяемость; восстанавливаемость, приведение в норму) осмысливается как упорядочение,
нормализация.
Термин «саморегуляция» относится к числу метапонятий и используется в различных научных дисциплинах для описания живых и неживых
систем, основанных на принципе обратной связи и имеющих свойство
видоизменять, восстанавливать свою структуру, функции в соответствии
с требованиями ситуаций.
В отечественной психологии феномен саморегуляции представлен в
рамках системного подхода, культурно-исторической теории
Л.С. Выготского, структурно-функциональной модели А.О. Прохорова,
концепции системно-функциональной организации черт личности
А.И. Крупнова, субъектно-деятельностного подхода (К.А. АбульхановаСлавская, П.К. Анохин, Н.А. Бернштейн, О.А. Конопкин, Д.А. Ошанин),
акмеологического подхода (А.А. Деркач), концепции поведения
Е.А. Сергиенко, концепции функциональных состояний (Л.Г. Дикая).
Под психической саморегуляцией понимается целенаправленное изменение как отдельных психофизиологических функций, так и в целом
нервно-психического состояния, достигаемое путем специально организованной психической активности (O.A. Конопкин, В.И. Моросанова,
Л.Г. Дикая, Т.А. Немчин, В.И. Степанский).
Психическая саморегуляция рассматривается как «психическое самовоздействие для целенаправленной регуляции всесторонней деятельности
организма, его процессов, реакций и состояний», как внутренняя регуляция поведенческой активности человека (И.И. Чеснокова, Л.П. Гримак,
А.Н. Арлычев, Б.В. Зейгарник). Саморегуляция понимается как результат
активности субъекта на основе целостной системы процессов осознанного управления достижением целей (В.И. Моросанова). В качестве средств
система саморегуляции мобилизует различные ресурсы индивидуальности. Следует отметить, что в контексте иерархического подхода саморегуляция рассматривается как психофизиологический компонент воли. Если понятие воли ассоциируется с осознанным выбором и порождением
действий, их реализацией, с детерминацией поведения, преодолением
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препятствий, то саморегуляция определяется как стратегия снятия неопределенности (А. Либин).
Проблема психической саморегуляции произвольной активности является одной из наиболее значимых, поскольку выявление различий в
структурах психологических черт и саморегуляции российских и китайских студентов позволит уточнить роль психологических факторов в становлении их как субъектов учебной деятельности и обеспечить психологическую помощь и поддержку в адаптации к новым условиям. Китайские студенты в процессе инкультурации ощущают чуждость нормативов
нового социума в отношении к собственному поведению, к саморегуляции и образу Я.
Эффективность обучения детерминирована не только психофизиологическими характеристиками, конкретными знаниями и умениями, но и
сформированной системой саморегуляции деятельности и субъектным
отношением к своим действиям и поступкам. Субъектное отношение определяется ценностно-смысловыми установками, направленностью, активностью, осознанностью.
Цель исследования состоит в оценке состояния саморегуляции китайских и российских студентов первого курса, успешности процесса их
адаптации в рамках ситуационного центра.
В диагностический блок оценки саморегуляции студентов вошли методики: «Формализованная модификация методики самооценки (СО)
Дембо-Рубинштейн» В.А. Иванникова, Е.В. Эйдмана, тест «Самооценка
силы воли» Н.Н. Обозова, «Шкала контроля за действием» Ю. Куля
(НАКЕМР-90) в адаптации С.А. Шапкина, «Вопросник для выявления
выраженности самоконтроля в эмоциональной сфере, деятельности и поведении» Г.С. Никифорова, В.К. Васильева и С.В. Фирсова, метод экспертной оценки уровня выраженности волевых качеств. В качестве экспертов в нашем исследовании выступали: кураторы групп; заведующие
кафедрой психологии, регионоведения, иностранных языков; деканы.
Результаты исследования свидетельствуют о наличии значимых корреляций между российскими и китайскими студентами по ряду показателей состояния волевой регуляции.
Шкала контроля над действием Ю. Куля предназначена для исследования различных форм контроля: над планированием действия; над реализацией действия; над неуспехом действия. Высокие показатели субшкал
опросника свидетельствуют об «ориентации на действие», низкие означают «ориентацию на состояние». Cнижение непроизвольного контроля над
неуспехом действия (р < 0.03) свидетельствует об ориентации на состояние
в ситуации неуспеха. Ю. Куль считает, что при дефиците непроизвольного
контроля происходит чрезмерная фиксация на актуальном моменте. Люди,
ориентированные на состояние, в большей степени, чем те, кто ориентируются на действия, фиксируются и концентрируют внимание на своем
самочувствии. У них нарушен самоконтроль: они долго думают о неудаче
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и переживают досаду, беспокойство, печаль; у них дезорганизуется поведение и мышление, снижается способность к переключению на другие дела, а также пропадает желание что-либо делать. При «ориентации на состояние» человек с трудом инициирует действие, фиксируется на мыслях о
незавершенных намерениях или переживаниях неудачи.
Саморегуляция имеет место при «ориентации на действие»: контроль
над планированием, реализацией действия и ситуацией неуспеха осуществляется непроизвольно, автоматически. В этом случае осуществляется
самоконтроль, предполагающий волевое усилие, произвольный контроль
над планированием, реализацией действия, неуспехом.
В ходе исследования выявлены различия между сравниваемыми группами по следующим показателям: у китайских студентов преобладает саморегуляция (ориентация на действие ? далее по тексту ОД), а у российских
студентов ? самоконтроль (ориентация на состояние ? далее по тексту ОС).
Сравнение групп по показателям методики «Самооценка силы воли»
позволило обнаружить, что наибольшие средние значения показателей по
данному тесту наблюдаются у китайских студентов, а наименьшие наблюдаются у российских студентов.
Выявлены отличия между китайскими и российскими студентами в самооценке личностных качеств: решительный, волевой, целеустремлённый,
ответственный и настойчивый. Высокие оценки уровня развития таких качеств, как решительный, волевой, получены у российских студентов. Китайские студенты имеют наибольшие средние значения показателей по таким
качествам, как целеустремлённый, ответственный и настойчивый.
В структуре самооценки личностных качеств российских студентов
первые позиции занимают качества, связанные с волевым самоконтролем
собственной деятельности в соответствии с определёнными нормами поведения, как внешними, так и внутренними. Менее значимыми оказались
волевые качества, связанные с самодетерминацией, самостоятельностью
личности, независимостью от внешних трудностей и обстоятельств.
Для китайских студентов приоритетны следующие качества: настойчивость, дисциплинированность, целеустремленность, а у российских
студентов важны такие качества, как обязательность, принципиальность,
инициативность.
Интерес представляет анализ связей между показателями состояния
саморегуляции студентов и их мотивации. Анализ результатов выявил
значимые различия между группами по выраженности внутренней и
внешней положительной мотивации. Показатели внутренней и внешней
положительной мотивации китайских студентов выше, чем российских.
Уровень мотивации достижения значимо ниже у российских студентов.
Результаты корреляционного анализа показали наличие положительной связи между силой учебной мотивации и уровнем самооценки.
Склонность к самоконтролю своего поведения субъекта учения в соответствии с внешними требованиями положительно связана со значимостью
результатов его труда. Снижение силы внутренней и внешней положи-
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тельной мотивации сопровождается уменьшением потребности в волевой
регуляции деятельности и приводит к снижению уровня волевой активности обследуемых.
Факторный анализ позволил оценить зависимость саморегуляции
деятельности от волевых качеств и индивидуальных особенностей (темперамент, характер, мотивационно-смысловые установки) личности.
Факторная структура в группе китайских студентов включает в себя
10 значимых факторов, основные из них: волевые качества, эмоциональная стабильность, социальная активность, потребность в достижении.
Ведущую роль в саморегуляции деятельности играют личностные
качества (целеустремлённость, воля, настойчивость, ответственность).
Эффективность учебной деятельности обусловлена эмоциональной стабильностью и общей активностью, однако состав этих факторов меняется.
Усиление роли личностных качеств в саморегуляции студентов своего
состояния и поведения связано с положительной корреляцией между
эмоциональной стабильностью и эмоциональным самоконтролем.
Внутренние процессуально-деятельностные мотивы определяют уровень активности. В системе мотивационных факторов доминирует мотивация достижения, положительно связанная с уровнем волевой самооценки. Ведущими волевыми качествами являются ответственность, дисциплинированность, настойчивость. Фактор «Социальный самоконтроль»
включает типы волевой регуляции (ОС и ОД).
Факторная структура в группе российских студентов объединяет 10
значимых факторов: морально-волевые качества, социальная активность,
эмоциональная нестабильность, мотивационно-волевые качества, сила воли.
У российских студентов ведущую роль в саморегуляции деятельности играют морально-волевые качества (ответственность, обязательность,
дисциплинированность), менее значимы мотивационно-волевые качества
(решительность, инициативность, воля). Успешность учебнопознавательной деятельности обусловлена эмоциональной стабильностью
и общей активностью. Фактор «Сила воли» включает типы волевой регуляции (ОС и ОД).
Следует отметить, что процесс саморегуляции студентов с ориентацией на действие (ОД) проходит успешнее, чем у студентов с ориентацией на состояние (ОС). Студенты с ориентацией на действие (ОД) по сравнению со студентами с ориентацией на состояние (ОС) обладают более
высокой мотивацией достижения, характеризуются более высоким уровнем волевой активности.
Роль и соотношение личностных качеств и индивидуальных особенностей личности (темперамент, характер, мотивационно-смысловые установки) в саморегуляции деятельности зависят от этнокультурных особенностей. В группе китайских студентов доминируют мотивационноволевые качества, а в группе российских студентов на первый план выхо-
138
дят морально-волевые качества (ответственность, обязательность, дисциплинированность).
Различия между сравниваемыми группами по показателям методики
«Шкала контроля за действием», оцененные с помощью теста КрускаллаУоллиса, оказываются существенными лишь на уровне тенденции
(??(2)=4,705, р=0,1). Попарное сравнение групп с помощью теста МаннаУитни показало наличие значимого различия между китайскими и российскими студентами (U=561,500, p=0,03). Следовательно, у китайских
студентов преобладает саморегуляция (ориентация на действие ? далее
по тексту ОД), а у российских студентов ? самоконтроль (ориентация на
состояние ? далее по тексту ОС).
Поскольку ситуационные центры понимаются как «пространство,
предназначенное для динамического коллективного формирования образа
ситуации, объекта, процесса, обеспеченное ключевыми, т. е. критическими
относительно решаемой задачи, ресурсами», то интерес представляет анализ их возможностей для становления саморегуляции личности как глобальной способности глубинного преобразования внутренней картины мира субъекта посредством обогащения базовыми ресурсами мировой культуры. Ситуационный центр, предоставляя большой объём существенно
разнородной информации для понимания сложной ситуации в целом и
принятия решений с учетом прогноза последствий различных вариантов
принятых решений, обеспечивает реализацию основных компонентов модели саморегуляции: постановку цели деятельности, составление программы исполнительских действий, оценивание результатов и их коррекцию.
Решение кросскультурных проблем, в данном случае становление саморегуляции личности, предполагает использование приёмов рефлексивного
управления и анализ китайских стратагем. Технологии ситуационного центра, благодаря активизации рефлексивных компонентов, обеспечивают более точное понимание проблемы саморегуляции личности в контексте
культурной идентичности определенного человеческого сообщества.
Создание атмосферы аргументированного взаимодействия участников межкультурного диалога на основе когнитивной визуализации различных ситуаций позволяет определить отношение к механизмам саморегуляции и корректно оценить личностный потенциал.
Рефлексивный театр ситуационного центра обеспечивает параллельную
реализацию образного воплощения и рефлексивного комментирования
кросскультурных проблем саморегуляции на социальном, культурологическом, антропологическом, персонологическом, метафизическом уровнях.
Социальный уровень предусматривает анализ условий существования
и развития конкретной культуры: от ландшафта, экономических обстоятельств до политического менеджмента и права. Культурологический фактор в решении кросскультурных проблем предусматривает анализ базовых
ценностей культуры, обусловливающих культурную идентичность и мобильность, формирование и развитие конкретного типа личности и социума; субъективные аспекты культуры, включая религиозные и идеологиче-
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ские. Антропологический фактор означает анализ условий существования
человека как психсоматической целостности. Персонологический фактор
связан со смыслообразованием и охватывает условия формирования, существования и развития субъектов различных идентичностей, их самореализации и творчества. Метафизический фактор предполагает выход за пределы культурной идентичности и постижение бесконечного мира.
Взаимодействие и взаимообогащение субъектов образовательного
процесса осуществляются вследствие динамики постоянных кросскультурных связей, то есть преодоления безоговорочного приоритета собственных традиций, что проявляется на всех уровнях взаимодействия студентов.
В процессе внедрения технологий ситуационных центров наблюдается изменение направленности саморегуляции, усиливается роль индивидуальных особенностей личности в саморегуляции деятельности.
В условиях взаимопроникновения культур народов, населяющих нашу
планету, возникающие проблемы не могут пониматься однозначно, поскольку значимость их осознается с учетом уникальных национальных
культур. Ситуационные центры, по определению, позволяют строить взаимодействие, руководствуясь кросскультурными плюралистическими предпосылками. Создается новый опыт мировидения, обеспечивающий бесполюсный кросскультурный полилог. Вместе с тем, технологии ситуационного центра сложны, многокомпонентны, не должны восприниматься однозначно и требуют специальной компетентности для реализации.
____________________________
Иванников В.А. Психологические механизмы волевой регуляции /
В.А. Иванников. – СПб., 2006. – 208 с.
Анисимов О. С., Берс А. А., Дубенский Ю. П. и др. Информационные
технологии и ситуационные центры / под науч. ред. В. А. Филимонова. ?
Омск: Омский государственный институт сервиса, 2010. ? 214 с.
Моросанова В.И., Аронова Е.А. Самосознание и саморегуляция поведения / В.И Моросанова, Е.А. Аронова. – М.: ИП РАН, 2007. – 213 с.
Рикер П. Время и рассказ. Конфигурация в вымышленном рассказе.
Т. 2. – М.: Эдиториал УРСС, 2000. ? 224 с.
Шульга Т.И., Быков А. Становление волевой регуляции в онтогенезе /
Т.И.Шульга, А.Быков. – М., 1999. – С.12 – 68.
Farber, L. The ways of the will. Essays toward a psychology and
psychopatology of will / L Farber. – London: Constable, 1966. – 56 р.
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=32335806"><b>СМЫСЛОВАЯ
САМОРЕГУЛЯЦИЯ В КОНТЕКСТЕ ПЕРЕЖИВАНИЯ ПЕДАГОГАМИ ПРОФЕССИОНАЛЬНОГО
КРИЗИСА ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Садовникова
Н.О., Сергеева Т.Б.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34828703">Научный
диалог</a>. 2018. <a href="https://www.elibrary.ru/contents.asp?id=34828703&selid=32335806">№ 1</a>.
С. 265-277. </font>
</p>
---
УДК 37.015.32:159.9.07
DOI: 10.24224/2227-1295-2018-1-265-277
Смысловая саморегуляция
в контексте переживания педагогами
профессионального кризиса личности1
© Садовникова Надежда Олеговна (2018), orcid.org/0000-0001-8738-3996, кандидат
психологических наук, доцент, заведующая кафедрой профессиональной педагогики
и психологии, ФГАОУ ВО «Российский государственный профессионально-педагогический университет» (Екатеринбург, Россия), nosadovnikova@gmail.com.
© Сергеева Тамара Борисовна (2018), orcid.org/0000-0003-4743-444X, кандидат психологических наук, доцент кафедры профессиональной педагогики и психологии, ФГАОУ ВО «Российский государственный профессионально-педагогический университет»
(Екатеринбург, Россия), tamara.2005@mail.ru.
Рассматривается вопрос функционирования механизмов смысловой саморегуляции в ситуации профессионального кризиса личности педагога. В ходе теоретического анализа особое внимание уделяется проблематике регуляции поведения
в кризисных ситуациях. Выполнен обзор исследований, посвященных роли ценностно-смысловых образований личности в сложных жизненных и профессиональных
ситуациях. Эмпирическое исследование подтвердило гипотезу, что в ситуации переживания профессионального кризиса личности происходит запуск механизмов смысловой саморегуляции. Показано, что компоненты регуляции переживания педагогами профессионального кризиса личности взаимосвязаны с параметрами смысловой
сферы, в частности, со смысложизненными ориентациями, образуя сложный, целостный механизм. Центральным звеном смысловой саморегуляции было определено
моделирование, тесно связанное со смысложизненными ориентациями и стабиль
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ностью самооценки педагога. Выдвинуто предположение, что моделирование является универсальным механизмом, позволяющим справляться с кризисной ситуаций
вне зависимости от особенностей профессиональной направленности педагога. Механизмы смысловой саморегуляции продемонстрировали сложный, неоднозначный
характер взаимосвязи с особенностями переживания профессионального кризиса,
что позволило предположить наличие разных типов смысловой саморегуляции и разных стратегий переживания педагогами кризиса. Это в свою очередь свидетельствует
о новизне и эвристической ценности результатов исследования. Практическая значимость результатов определяется тем, что они составляют информационную основу
для разработки индивидуализированных программ психологического сопровождения
педагогов в ситуации профессионального кризиса личности.
Ключевые слова: педагог; профессиональный кризис личности; переживание;
смысловая саморегуляция.
1. Введение
Процессы, происходящие в современном мире, приводят к трансформации существующих социальных институтов, что в свою очередь обусловливает изменения во всех сферах общественной жизни и приводит к серьезной
переоценке системы общественных отношений. Перманентная реформа
системы образования, смена образовательной парадигмы, актуализация федеральных государственных образовательных стандартов, изменение подходов к организации образовательного процесса, смена организационноправового статуса образовательной организации (со всеми последствиями)
приводят к изменениям содержательных и технологических аспектов образования. И фактором успешного преобразования современной школы и достижения ею тех задач, которые ставит перед ней государство и общество,
является свободно и активно мыслящий, прогнозирующий результаты своей
деятельности, моделирующий образовательный процесс педагог. При этом
особое значение в его деятельности и профессиональном развитии приобретает способность к постоянному самоопределению, построению себя как
профессионала, проектированию новых траекторий профессионального
развития и преодолению психологических барьеров этого процесса.
Однако, как показывает исследовательская практика, значительная
часть педагогов испытывает сложности адаптации в стремительно изменяющихся социально-экономических и профессиональных условиях.
Неготовность к переосмыслению собственной роли в современном образовательном процессе и неспособность разрешать возникающие профессиональные трудности (среди которых внешние и внутренние конфликты,
кризисные ситуации, стресс и пр.) могут стать причиной возникновения
у педагога серьезных социально-психологических проблем: от усиления
внутренней неудовлетворенности до нарастания социальной конфронтации и агрессии. Неудовлетворенность работой, внутренние конфликты,
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ощущение потери смысла труда, отсутствие профессиональной перспективы в ряде случаев становятся факторами, усиливающими барьерность
профессионального развития педагога и инициирующими переживание
педагогом профессионального кризиса личности.
Под профессиональным кризисом личности мы понимаем неравновесное состояние, некую «переходную» точку, точку бифуркации, прохождение которой предопределяет дальнейшую траекторию развития личности
в профессии и либо обеспечивает переход на следующую стадию профессионального становления, либо приводит к стагнации и профессиональной деградации [Садовникова, 2016]. Можно предполагать, что профессиональный кризис личности представляет собой ситуацию «невозможности» реализации внутреннего профессионального замысла в актуальной
ситуации профессионального развития, вследствие чего актуализируется
процесс переживания. В свою очередь под профессиональным кризисом
личности педагога понимается длительное неравновесное состояние
субъекта труда, вызванное рассогласованием ценностно-смысловой сферы личности и актуализирующее процесс переживания. В этом состоянии
происходит запуск смысловой регуляции поведения и деятельности педагога [Садовникова, 2014; Садовникова, 2016]
Регуляция поведения в кризисной ситуации определяется множеством
факторов, в числе которых преобладают личностные. К системообразующим детерминантам личностной регуляции Д. А. Леонтьев относит наличие личностных смыслов ситуации, формирование которых возможно
лишь у зрелой личности [Леонтьев, 2007].
В русле деятельностного подхода смысл выступает мощным регулятором поведения человека, его деятельности. Впервые в отечественной
психологии к изучению смысловой регуляции деятельности обратился
Л. С. Выготский, исследуя проблему соотношения аффекта и интеллекта [Выготский, 1999]. Анализируя структуру человеческой деятельности,
А. Н. Леонтьев показал, что смысл создается в результате отражения субъектом отношений, существующих между ним и тем, на что его действия
направлены как на свой непосредственный результат (цель). Именно отношение мотива к цели порождает личностный смысл, а смыслообразующая функция в этом отношении принадлежит мотиву [Леонтьев, 1981].
Исследуя закономерности смысловой регуляции в контексте решения
мыслительных задач, О. К. Тихомиров в качестве основной единицы регуляции выделяет неоднократно преобразующийся смысл конечной цели,
определяющий развитие смысла ситуации в целом [Психологические механизмы …, 1977]. А. Г. Асмолов вводит понятие смысловой установки как
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формы выражения личностного смысла в виде готовности к совершению
определенным образом направленной деятельности [Асмолов, 1990].
В работах Д. А. Леонтьева отражены самые общие положения проблемы смысла в деятельностном подходе: 1) смысл связывает субъекта с действительностью и порождается реальными отношениями; 2) источником
смыслообразования выступают потребности и мотивы; 3) смысл действенен (имеется в виду регуляция деятельности); 4) смысловые образования
появляются и существуют в системе; 5) смыслы порождаются и изменяются в деятельности, в которой реализуются реальные жизненные отношения
субъекта. По мнению Д. А. Леонтьева, личностные ценности выступают
высшим звеном в системе смысловой регуляции. Они являются стабильным источником смысло- и мотивообразования [Леонтьев, 2007].
В теории «жизненных миров» Ф. Е. Василюка делается вывод о том,
что жизненный мир личности с разным уровнем самореализации характеризуется смысловыми образованиями, обладающими качественным своеобразием и образующими иерархические уровни смысловой сферы [Василюк, 1984].
О том, что ценностно-смысловая сфера включена в процесс регуляции
поведения в ситуации кризиса, говорят данные, полученные С. С. Степановой в ходе исследования личностных факторов успешности трудоустройства
безработных. Было выявлено, что трудоустроившимся безработным важно
проследить события собственной жизни, расставить приоритеты и определить значение каждого события в жизненном пути [Степанова, 2008].
Н. М. Кадякина в своем исследовании показала, что смысловая саморегуляция обеспечивает индивидуальную активность субъекта профессиональной деятельности, направленность на установление оптимальных
отношений в профессиональной сфере, формирование состояния, способствующего профессиональной успешности. Роль смысловой регуляции
заключается в обеспечении устойчивости личности в периоды кризиса,
формирования перспективы развития личности и образа будущего, смысловой регуляции деятельности в настоящем, опосредования личностного
развития [Кадякина, 2009].
Опираясь на исследования В. И. Моросановой, в рамках которых было
установлено, что саморегуляции осуществляется как единый процесс,
обеспечивая мобилизацию и интеграцию психологических особенностей
человека для достижения целей деятельности и поведения [Моросанова,
2001], мы предполагаем, что процесс смысловой регуляции лежит в основе переживания педагогом профессионального кризиса личности. На основе смысловой регуляции развивается способность управлять собой со-
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образно реализации поставленной цели, направлять свое поведение в соответствии с требованиями ситуации профессионального развития.
Проведенное нами ранее феноменологическое исследование содержания переживания педагогами профессионального кризиса личности позволило конкретизировать содержание данного феномена. Как было установлено, основным аспектом переживания педагогами профессионального
кризиса личности становится изменение смыслового контекста работы,
что происходит за счет действия ценностно-смыслового механизма, который разворачивается в направлении трансформации системы ценностей
и трансформации смыслового поля сознания. Работа ценностно-смыслового механизма переживания профессионального кризиса личности приводит к тому, что постепенно с изменением иерархии ценностей и формированием иной смысловой реальности происходит переоценка прошлого
и настоящего и построение личностью будущего посредством проектирования новой профессиональной перспективы [Sadovnikova et al., 2016].
Можно выдвинуть г и п о т е з у, что в ситуации переживания педагогами профессионального кризиса личности происходит запуск механизма
смысловой регуляции поведения. Под механизмом смысловой регуляции
переживания профессионального кризиса личности мы будем понимать открытую, целостную и динамическую систему средств внутренней регуляции поведения в ситуации профессионального кризиса личности. Данная
система представлена особенностями 1) постановки, принятия и удержания цели по преодолению кризиса; 2) моделирования значимых условий,
обеспечивающих разрешение кризиса; 3) программирования предстоящих
действий, необходимых для достижения поставленной цели; 4) контроля
и оценки процесса преодоления профессионального кризиса и принятия
решения о необходимой коррекции преодолевающего поведения. Компоненты регуляции переживания педагогами профессионального кризиса
личности взаимосвязаны с компонентами смысловой сферы, в частности,
со смысложизненными ориентациями. Кроме того, мы предполагаем, что
смысловая регуляция встроена в контекст переживания профессионального кризиса личности. Изучение особенностей функционирования механизмов смысловой регуляции в контексте профессионального кризиса
личности педагога было определено основной ц е л ь ю поискового эмпирического исследования.
2. Организация и методики исследования
Исследование особенностей смысловой регуляции переживания профессионального кризиса личности проводилось в общеобразовательных
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организациях Свердловской области. В качестве психодиагностического
инструментария нами использовались следующие методики:
1. Тест смысложизненных ориентаций (CЖО) Д. А. Леонтьева (адаптированная версия теста «Цель в жизни» (Purpose-in-LifeTest, PIL, Дж. Крамбо и Л. Махолика). Методика позволяет выявить особенности смысложизненных ориентаций личности (цели в жизни, насыщенность жизни и удовлетворенность самореализацией), которые соотносятся соответственно
с целью (будущим), процессом (настоящим) и результатом (прошлым).
Кроме того, методика позволяет охарактеризовать локус контроля — Я,
отражающий представление человека о себе как о сильной личности, обладающей достаточной свободой выбора, и локус контроля — жизнь, отражающий веру в собственную способность осуществлять такой контроль
(образ Я), свободно принимать решения и воплощать их в жизнь.
2. Опросник «Стилевые особенности саморегуляции поведения —
ССП-98», разработанный В. И. Моросановой и Е. М. Коноз. Опросник
состоит из шести шкал, выделяемых в соответствии с основными регуляторными процессами (планирование, моделирование, программирование,
оценка результатов) и регуляторно-личностными свойствами (гибкость
и самостоятельность) [Моросанова и др., 2000].
3. Авторская феноменологическая анкета «Переживание профессионального кризиса личности», разработанная на основе феноменологической методологии. Вопросы анкеты охватывали несколько аспектов процесса переживания педагогами профессионального кризиса личности:
«общее мироощущение и переживания до момента возникновения профессионального кризиса», «переживания, сопровождающие профессиональный кризис личности», «трансформация ценностно-смысловой сферы», «преодоление профессионального кризиса» [Sadovnikova et al., 2016].
В качестве основного метода математико-статистической обработки
был определен корреляционный анализ по Спирмену.
Всего в исследовании приняли участие 125 педагогов. На основании феноменологической анкеты была сформирована выборка педагогов, переживающих профессиональный кризис личности, в которую вошли 50 человек.
3. Результаты и их обсуждение
Обратимся к анализу данных, полученных в результате корреляционного анализа параметров саморегуляции со смысложизненными ориентациями и контент-аналитическими категориями, характеризующими
процесс переживания педагогами профессионального кризиса личности
(табл. 1)
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Взаимосвязь компонентов саморегуляции поведения,
смысложизненных ориентаций и контент-аналитических категорий
переживания профессионального кризиса личности
Параметры
саморегуляции*
Параметры СЖО
и контент-анализа
ПЛ М ПР ОР Г С
Цель – 0,57*** – – 0,39** –
Процесс – 0,60*** – – 0,52*** –
Результат – 0,44** – – – –
Локус-контроля Я – 0,50*** – – – –
Локус-контроля Жизнь – – – – – –
Общий уровень осмысленности жизни
– 0,67*** – – – –
А — общее мироощущение
до профессионального кризиса личности
– – – – –0,51*** –
А1 — образ профессии – – – – –0,39** –
А2 — образ «Я» в профессии
– – – – –0,61*** –
А3 — общий эмоциональный фон
– – – – – –
Б11 — низкая социальная
значимость профессии
– – – – – –
Б21—– утрата контроля над
деятельностью, профессиональными ситуациями
– – – – –0,47*** –
Б23 — утрата профессиональной идентичности
–0,40** – – – – –
Б25 — падение самооценки – –0,42** – – – –0,38**
В13 — тоска, опустошенность
0,49*** – – – – –
Г3 — хобби, увлечения 0,56*** – – – – –
Г4 — смена места работы – – – – 0,38** –
Примечания: *ПЛ — планирование, М — моделирование, ПР —программирование,
| Параметры саморегуляции* | ПЛ | М | ПР | ОР | Г | С |
| Параметры СЖО и контент-анализа | | | | | | |
|Цель|–|0,57***|–|–|0,39**|–|
|Процесс|–|0,60***|–|–|0,52***|–|
|Результат|–|0,44**|–|–|–|–|
|Локус-контроля Я|–|0,50***|–|–|–|–|
|Локус-контроля Жизнь|–|–|–|–|–|–|
|Общий уровень осмысленности жизни|–|0,67***|–|–|–|–|
|А — общее мироощущение до профессионального кризиса личности|–|–|–|–|–0,51***|–|
|А1 — образ профессии|–|–|–|–|–0,39**|–|
|А2 — образ «Я» в профессии|–|–|–|–|–0,61***|–|
|А3 — общий эмоциональный фон|–|–|–|–|–|–|
|Б11— низкая социальная значимость профессии|–|–|–|–|–|–|
|Б21—–утрата контроля над деятельностью, профессиональными ситуациями|–|–|–|–|–0,47***|–|
|Б23 —утрата профессиональной идентичности|–0,40**|–|–|–|–|–|
|Б25— падение самооценки|–|–0,42**|–|–|–|–0,38**|
|В13— тоска, опустошенность|0,49***|–|–|–|–|–|
|Г3— хобби, увлечения|0,56***|–|–|–|–|–|
|Г4— смена места работы|–|–|–|–|0,38**|–|
Примечания: *ПЛ — планирование, М — моделирование, ПР —программирование,
ОР — оценка результатов, Г — гибкость, С — самостоятельность; ** — уровень значимости
p?0,05; *** — уровень значимости p?0,01
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Планирование (ПЛ) как элемент системы саморегуляции — это индивидуальная способность к целеполаганию и удержанию целей, уровень
развития у человека осознанного планирования деятельности. Процесс
планирования и способность к целеполаганию отрицательно взаимосвязаны с такой контент-аналитической категорией, как утрата профессиональной идентичности (rs
=-0,40 при p?0,05), и положительно — с категориями тоска, опустошенность (rs
=0,49 при p?0,01), хобби и увлечения
(rs
=0,56 при p?0,01). Педагоги с высокой способностью к целеполаганию
в кризисной ситуации сохраняют свою педагогическую направленность
и приверженность профессии, а отрицательные переживания пытаются
преодолеть во внепрофессиональной сфере, но «психологической ценой»
такого варианта оказывается чувство опустошенности, эмоциональное выгорание.
Моделирование (М) характеризует индивидуальную развитость представлений о внешних и внутренних значимых условиях, степень их осознанности, детализированности и адекватности, соответствия получаемых
результатов принятым целям. Моделирование, в отличие от планирования,
взаимосвязано с большинством компонентов смысложизненных ориентаций личности. Так, наблюдается взаимосвязь моделирования и параметров
цель (rs
=0,57 при p?0,01), процесс (rs
=0,60 при p?0,01), результат (rs
=0,44
при p?0,05), локус-контроля Я (rs
=0,50 при p?0,01). Также наблюдается
положительная корреляция с параметром общий уровень осмысленности
жизни (rs
=0,67 при p?0,01). Кроме того, мы наблюдаем отрицательную
корреляцию с такой контент-аналитической категорией переживания кризиса, как падение самооценки (rs
=-0,42 при p?0,05). Высокая плотность
корреляционных связей, содержательная близость перечисленных конструктов, логическая соотнесенность выявленных эмпирических фактов
с исходными теоретическими основаниями позволяют выдвинуть предположение, что именно моделирование является центральным звеном смысловой регуляции в ситуации профессионального кризиса личности, позволяя педагогу сохранять уверенность в себе и своих возможностях, выбирать средства достижения целей в контексте общих жизненных перспектив
и смысложизненных ориентаций. Мы также предполагаем, что это наиболее универсальный механизм смысловой регуляции, функционирующий
не только в профессиональных, но и в надпрофессиональных ситуациях,
в том числе и в ситуациях смысложизненного кризиса.
Гибкость (Г) как компонент саморегуляции характеризует способности перестраивать, вносить коррекции в систему саморегуляции при изменении внешних и внутренних условий. Корреляционный анализ показал
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положительные взаимосвязи с параметрами смысложизненных ориентаций цель (rs
=0,39 при p?0,05) и процесс (rs
=0,52 при p?0,01). Также выявлены отрицательные взаимосвязи с контент-аналитическими категориями
общее мироощущение до профессионального кризиса личности (rs
=-0,51
при p?0,01), образ профессии (rs
=-0,39 при p?0,01), образ Я в профессии
(rs
=-0,61 при p?0,01), утрата контроля над и профессиональными ситуациями (rs
=-0,47 при p?0,01) и положительная взаимосвязь с категорией
смена места работы (rs
=0,38 при p?0,05). Педагоги с высокой регуляторной гибкостью не склонны к рефлексии ситуации профессионального кризиса и обстоятельств, предшествующих ему. Они в большей степени ориентированы на главные цели в жизни и эмоциональную полноту процесса
их достижения. При необходимости они могут выйти из кризиса, сменив
место работы, а возможно, и оставив саму педагогическую деятельность.
Параметр самостоятельность (С) характеризует развитость регуляторной автономности. Была выявлена отрицательная взаимосвязь данного
параметра с такой контент-аналитической категорией, как падение самооценки (rs
=-0,38 при p?0,05). У педагогов с низкой самостоятельностью
в ситуации профессионального кризиса личности происходят регуляторные сбои, они ориентируются на одобрение и поддержку коллег, администрации и родителей обучающихся и реагируют снижением самооценки
и неуверенностью в себе, если не находят поддержки в случае неуспеха.
Параметры саморегуляции программирование (ПР) и оценка результатов (ОР) не показали взаимосвязей ни с компонентами смысложизненных ориентаций, ни с контент-аналитическими категориями, характеризующими переживание профессионального кризиса личности. Высокие показатели по шкале программирования говорят о сформировавшейся потребности продумывать способы своих действий и поведения
для достижения намеченных целей. Шкала «Оценивание результатов»
характеризует индивидуальную развитость и адекватность оценки себя
и результатов своей деятельности и поведения. Сложно предположить,
что такие значимые параметры саморегуляции не включены в регулирование процесса переживания кризиса. На последующих этапах работы
будет проверяться гипотеза о нелинейном характере связи вышеперечисленных параметров.
Выявленные взаимосвязи параметров саморегуляции, смысложизненных ориентаций и переживания профессионального кризиса личности
подтвердили заявленную гипотезу о запуске в кризисной ситуации механизмов смысловой регуляции. Кроме того, они позволяют выдвинуть
предположение о различных типах саморегуляции в зависимости от осо-
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бенностей смысложизненных и профессиональных ориентаций педагогов,
специфики переживания ситуации профессионального кризиса личности.
4. Выводы
Проведенное исследование позволило определить механизм смысловой регуляции переживания профессионального кризиса личности как
открытую, целостную и динамическую систему средств внутренней регуляции поведения, включающую в себя постановку цели по преодолению
кризиса, моделирование условий, программирование действий, контроль
и оценку результатов процесса преодоления профессионального кризиса
личности.
Эмпирическое исследование подтвердило, что компоненты регуляции
переживания педагогами профессионального кризиса личности взаимосвязаны с параметрами смысловой сферы, в частности, со смысложизненными ориентациями, образуя сложный, целостный механизм.
Механизмы смысловой саморегуляции продемонстрировали сложный,
неоднозначный характер взаимосвязи с особенностями переживания профессионального кризиса. Так, планирование как компонент саморегуляции более выражен у педагогов, пытающихся преодолеть кризис на фоне
сохранения своей профессиональной идентичности и не вполне удачных
попыток преодолеть негативные переживания во внепрофессиональной
сфере. Гибкость в ситуации профессионального кризиса личности демонстрируют педагоги, ориентированные скорее на смысложизненные, нежели на профессиональные цели, не склонные к рефлексии ситуации профессионального кризиса и готовые при необходимости отказаться от педагогической деятельности. Самостоятельность как параметр автономности
регуляторики снижена у педагогов, ориентированных в ситуации кризиса
на внешние оценки и склонных к самообвинению и снижению самооценки. Моделирование было выделено как центральное звено смысловой саморегуляции, поскольку оказалось тесно связано со смысложизненными
ориентациями и стабильностью самооценки педагога и свободно от особенностей переживания им профессионального кризиса личности. Можно
предположить, что внутренний анализ условий преодоления кризиса является универсальным механизмом, позволяющим справляться с кризисной
ситуаций вне зависимости от особенностей профессиональной направленности педагога. Программирование и оценка как компоненты саморегуляции оказались независимы от параметров переживания кризиса и смысложизненных ориентаций, что позволило предположить нелинейный характер связи этих феноменов.
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Полученные результаты расширяют и уточняют представления о механизмах смысловой саморегуляции в ситуации профессионального кризиса
личности педагога. Они позволяют выдвинуть гипотезу о наличии разных
типов смысловой саморегуляции и разных стратегий переживания педагогами кризиса. Результаты составляют информационную основу для разработки индивидуализированных программ психологического сопровождения педагогов в ситуации профессионального кризиса личности.
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Л. С. Выготский // Хрестоматия по возрастной психологии. Ч. 1 / под ред О. А. Карабановой, А. И. Подольского, Г. В. Бурменской. — Москва : МГУ, 1999. — 315 с.
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СОВРЕМЕННАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ЦЕЛЬ И РЕЗУЛЬТАТ РАЗВИТИЯ НЕПРЕРЫВНОГО ЛИНГВИСТИЧЕСКОГО ОБРАЗОВАНИЯ ВЗРОСЛЫХ
СМИРНОВ АЛЕКСЕЙ ВЛАДИМИРОВИЧНаписать письмо автору1
1 Санкт-Петербургский национальный исследовательский университет информационных технологий, механики и оптики
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 Год: 2014 Страницы: 295-299
УДК: 378
ЖУРНАЛ:
ИСТОРИЧЕСКАЯ И СОЦИАЛЬНО-ОБРАЗОВАТЕЛЬНАЯ МЫСЛЬ
Издательство: Негосударственное образовательное частное учреждение дополнительного профессионального образования "Кубанская многопрофильная академия подготовки, переподготовки, повышения квалификации специалистов" (Краснодар)
ISSN: 2075-9908eISSN: 2219-6048
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUAL IDENTITY, НЕПРЕРЫВНОЕ ЛИНГВИСТИЧЕСКОЕ ОБРАЗОВАНИЕ, CONTINUOUS LANGUAGE TRAINING, КАРТИНА МИРА, SHAPE OF THE WORLD, ЛИНГВОПЕДАГОГИЧЕСКАЯ СТРУКТУРА ЯЗЫКОВОЙ ЛИЧНОСТИ, FRAMEWORK FOR TRAINING AND UPBRINGING THE LINGUAL IDENTITY
АННОТАЦИЯ:
Рассмотрена современная языковая личность как цель и результат проектирования развития непрерывного лингвистического образования взрослых в университете. Раскрыты компоненты языковой личности, как элементы структуры языковой картины мира, как фундаментального ядра концепции развития непрерывного лингвистического образования взрослых.
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В настоящее время одной из актуальных проблем педагогики высшей школы и непрерывного образования является подготовка специалиста, способного к эффективному деловому
иноязычному общению. Подобная направленность образовательной политики российского общества определена общемировыми интеграционными процессами в науке, культуре и экономике, что требует подготовки качественно новых специалистов, способных к межкультурным контактам в социальной и профессиональной сферах. Критерием эффективности коммуникации
является не столько понимание или беглая речь, сколько продуктивность, нацеленность на
практический эффект, достижение взаимовыгодных результатов.
Эффективное деловое общение в иноязычной среде выступает важным показателем
профессиональной культуры специалиста в любой сфере трудовой деятельности. Согласно
Государственному образовательному стандарту высшего профессионального образования
России специалист в любой сфере трудовой деятельности должен уметь осуществлять иноязычное общение в устной и письменной форме, то есть обладать высоким уровнем готовности
к общению с зарубежными партнерами на иностранном языке. В связи с этим основной целью
обучения иностранным языкам будущих специалистов технического профиля и слушателей системы дополнительного профессионального образования (ДПО) становится не только набор
конкретных языковых умений и навыков, лингвистическая компетентность, но и формирование качественно новой языковой личности, которая в состоянии осуществлять прагматически
эффективное общение с представителями других культур.
Эта цель соответствует ожиданиям потребителей образовательных услуг – студентов,
выпускников вузов, обучающихся на курсах повышения квалификации и профессиональной переподготовки кадров – относительно формирования тех качеств, которые наряду с квалификационными характеристиками определят их преимущество в условиях конкурентного рынка труда, обеспечат карьерный рост и в конечном счете определят жизненный успех. В частности, это
касается умений: адаптироваться к новым информационным средствам (в том числе и на иностранных языках), использовать новые информационные технологии получения и обработки
информационных потоков на различных языках в плане определения их надежности, профессиональной значимости, новизны, коммуникативной релевантности; эффективно общаться в
иноязычном профессиональном формате, то есть владеть информационной культурой в контексте лингвистической компетентности.
Подготовка такого специалиста обусловливает необходимость поиска новых подходов,
форм, средств и способов активизации процесса формирования готовности студентов и слушателей системы ДПО неязыковых вузов к деловому иностранному общению, позволяющих сделать это общение эффективным и целенаправленным. Адекватное речевое поведение в любом
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профессиональном формате требует освоения обучающимися не только системно-языковых
знаний, но и знаний законов, обычаев, национального менталитета страны изучаемого языка,
так как несовпадение деловых культур в процессе взаимодействия может означать дисбаланс в
работе механизмов принятия решений, самоорганизации, разрешения конфликтов.
В связи с многоаспектностью задач межкультурной коммуникации глобальная цель и результат развития непрерывного лингвистического образования взрослых в университете должна заключаться в формировании современной языковой личности, в развитии всех компонентов
ее сложной структуры. Относительно лингвистического образования в области иностранных
языков современная языковая личность понимается нами как интегративная структура, отражающая интеграцию концептов, присущих родной и иноязычной концептуальной картине мира,
и их ментальную репрезентацию в речевой и коммуникативной деятельности человека как носителя языков, обогащенного представлениями о современной языковой картине мира.
Таким образом, анализируя проблему языковой личности, отраженную в лингвистических
и педагогических исследованиях, мы пришли к выводу о целесообразности разработки лингвопедагогической структуры языковой личности обучающихся, включающей иерархию взаимосвязанных видов компетентности, что соответствует задачам компетентностного подхода, отраженного в современных Госстандартах высшего профессионального образования (ФГОС ВПО)
[1]. В целях обеспечения межкультурной направленности каждый вид компетентности должен
включать мировоззренческий компонент, связанный с изучением языковой картины мира.
Поскольку межкультурная коммуникация складывается не только из эксплицитно выраженных пропозиций, но и имплицитных, содержащихся в сознании коммуникаторов, важным
становится моделирование ментальных моделей коммуникации, когнитивных пространств,
обеспечивающих возможность сравнения, анализа, нахождения тождеств и различий в коммуникативных образцах, принадлежащих разным культурам. В качестве таких моделей в нашем
исследовании выступают модели языковой картины мира, связанной с содержанием проблемы межкультурной коммуникации, с объектом дискурса.
Базовой единицей когнитивного уровня является концепт, репрезентированный в виде
образа, понятия, пропозиции, схемы или сценария. У обучающихся в их ментальной сфере уже
имеется набор концептов, соответствующих профессионально релевантным ситуациям, или
эти концепты формируются в процессе профессионального образования на неязыковых кафедрах. В любом случае, обязательным требованием является опережающее обучение специалиста на родном языке, сформированность профессионального пространства в рамках родной
культуры.
При коммуникации существенным моментом являются способы достижения наибольшего
эффекта в реализации речевой интенции коммуникаторов в условиях определенной социокультурной ситуации. Являясь частью общей картины мира, культура проявляется в коммуникации
через культурные коды, которые, переплетаясь в тексте, структурируют его как единое социокультурное и коммуникативное целое, создавая представления о языковой картине мира, получившей репрезентацию в тексте.
Обучение культурно-обусловленным сценариям, схемам и концептам, обладающим специфическими особенностями, отражающими специфику менталитета носителей изучаемого
языка, является непременным условием формирования межкультурной компетентности.
Обучая иностранному языку, необходимо обращать внимание слушателя на отличия, существующие между отечественными и иностранными реалиями, отражающиеся в языке, в его
структуре, в языковой картине мира (ЯКМ). При этом не стоит забывать о том, что не все носители английского языка обладают одинаково структурированной языковой картиной мира. Очевидно, что представители американской культуры имеют представления о мире, отличное от
соответствующих представлений британцев или австралийцев и т.п. Следовательно, формируя
у слушателя представления о ЯКМ представителей англоговорящего сообщества, им необходимо разъяснить не только разницу между ЯКМ носителей русского и английского языков, но и
культурологические особенности ЯКМ британцев, американцев, австралийцев и т.д.
Именно осознание этих различий в членении мира лежит в основе понимания культурологических особенностей представителей других языковых сообществ, а овладение присущей
им ЯКМ (или достаточным количеством ее фрагментов) позволит успешно сотрудничать и вести диалог с носителями другого языка, а значит обладателями другой языковой КМ.
Освоение обучающимися особенностей общения на иностранном языке должно включать
в качестве необходимого компонента овладение знаниями культурологического плана, поскольку непонимание культурологического своеобразия концептов собеседника, его поведенческих
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реакций может привести к коммуникативной неудаче даже при условии прекрасного знания английского языка.
Концепция развития непрерывного лингвистического образования взрослых в исследовательском университете строится нами на основе принципа фундаментализации, который ориентирован в нашем исследовании на развитие языковой личности обучающихся посредством
усвоения методологических знаний о языковой картине мира, отраженной в англоязычной
культуре и представленной в тематических, различных по содержанию учебных текстах. Тенденции становления глобальной культуры, ее новые элементы, имеющие общекультурную ценность, вносят изменения в традиционную языковую картину мира русскоязычных и англоязычных культур; их изучение в процессе непрерывного лингвистического образования взрослых
необходимо для развития современной языковой личности обучающихся. Усвоение знаний о
языковой картине мира, ее модификациях позволяет формировать лингвометодологическую
компетентность как показатель развития и компонент структуры современной языковой личности.
Таким образом, современная языковая личность как цель и результат развития непрерывного лингвистического образования взрослых в университете представляет собой иерархическую структуру, в соответствии с которой необходимо последовательно выдвигать цели и
задачи лингвистического образования на каждом этапе организации процесса обучения: лингвистическая компетентность – лингвокоммуникативная – лингвокультурологическая с межкультурной направленностью – лингвометодологическая – лингвопрофессиональная компетентность развитой языковой личности лингвиста или специалиста другого профиля.
Современную антропологическую лингвистику и педагогику интересуют социальные,
психологические, прагматические, когнитивные аспекты речевого поведения личности и ее языковой картины мира, изучение живого языка, который она использует в своей профессиональной и бытовой деятельности. В связи с этим можно говорить о глобальной языковой картине
мира, отражающей в языке систему знаний об объективной действительности, сложившуюся на
определенном этапе культурно-цивилизационного развития, и о локальных языковых картинах
мира, отраженных в тематических текстах определенного содержания, в отдельных проблемах, в отдельных произведениях, научных и художественных, определенного жанра (статья,
монография, роман, поэма, сказка и т.п.). Возможно изучение языковых картин мира, которые
складываются в конкретных языковых коллективах, научных, профессиональных, художественных, молодежных и др.
Служебное общение реализуется в многочисленных жанрах устной и письменной речи.
Письменная служебная речь существует в виде служебных документов (приказов, распоряжений, протоколов) и предполагает жесткое регламентирование в соответствии с Госстандартами,
любое отклонение от которых считается ошибкой. Устная речь на государственной службе, в
целом являясь менее регламентированной, представляет для нас интерес, поскольку в ней существует больше возможностей для проявления языковой личности говорящего.
В порождаемых языковой личностью текстах, в ее речевом поведении отражается специфика ее профессионального общения, мировоззрения, ее профессиональные установки и
цели. Анализ результатов экспериментального исследования речевого поведения чиновника,
проведенного М.Н. Пановой в ситуациях профессионального общения, выявил специфику содержания уровней структуры языковой личности современного российского государственного
служащего [2].
Вербально-грамматический уровень дает представление об использовании системных
средств языка. Устная речь государственного служащего отличается от письменной большим
разнообразием в выборе языковых средств, в зависимости от типа служебного общения, вида
коммуникативной ситуации, от ролей коммуникантов в служебной субординации, от осознания
принадлежности к профессиональному коллективу, команде и т.д.
Профессиональная речь госслужащего – это подсистема языка, включающая в себя единицы разных уровней языковой системы и функциональных разновидностей речи. В ней используются различные лексические единицы: специальная терминология – научная (политическая, экономическая, юридическая) и организационно-распорядительная, официально-деловые
клише, элементы разговорной речи, а также административно-политический жаргон. Профессиональные единицы этого жаргона (социолекта) заимствованы из разговорной речи (наработки, задумки), просторечия (заиметь, застолбить), специальных областей деятельности (подвижки, озвучить).
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Анализ лингвокогнитивного уровня в структуре языковой личности государственного
служащего свидетельствует о том, что он тоже имеет ярко выраженную тенденцию к стандартизации. В нем можно выделить тематические характеристики, например актуальные темы
служебных бесед в различных типах профессионального общения, и концептуальный план
(концепты «государство», «власть», «служба» и др.). Концепты, понятия и другие единицы,
формирующие этот уровень, возникают в процессе профессиональной деятельности чиновника, чтения научной и художественной литературы, а также под влиянием СМИ. В профессиональном тезаурусе госслужащих кристаллизуются размышления об отношении общества к государственной службе, которые сравниваются с их собственным определением своего места в
современной жизни [3].
Языковая картина мира государственного служащего – это, на наш взгляд, одна из версий
видения мира, заслуживающая внимания исследователей в силу специфики профессиональной
деятельности этой социальной страты и многолетней истории и традиций государственной
службы как социального института в России.
Языковая личность государственного служащего – это не просто личность профессионала. Для профессиональных языков, как правило, характерны коммуникативная замкнутость, адресованность посвященным. Между тем профессиональную речь госслужащих отличает общественно-коммуникативная значимость, обусловленная функциями госслужбы: это язык, на котором говорит власть.
Прагматический уровень в структуре языковой личности государственного служащего
обусловлен спецификой административного дискурса, которая состоит в его особой интенциональности, идеологической обусловленности (некоторой мифологичности), а также в иерархическом характере статусно-неравноправного служебного общения и выражается в определенном соотношении языковых и неязыковых средств. Интенциональность административного дискурса связана с функциями госслужбы, которые определяют коммуникативно-деятельностные
установки госслужащих: сообщить официальную информацию, отдать распоряжение, разъяснить официальную позицию органа власти, убедить аудиторию в эффективности деятельности
власти, отчитаться о проделанной работе, сообщить о достижениях, доказать несправедливость общественных претензий, защитить свою точку зрения, дать отпор оппоненту.
Статусно-ролевая природа служебной коммуникации выражается в выборе языковых
средств, коммуникативных регистров, речевых стратегий и тактик, а также интонационного
оформления речи, которое является важной и органичной частью объективирования прагматического уровня структуры языковой личности. Интонация играет важную роль в прагматике административного дискурса, отражая определенный стиль управления.
Языковая личность государственного служащего представляет собой продукт социальной
и профессиональной среды, формирующей ее: типа политической системы, стиля государственного управления в целом, особенностей профессиональной деятельности чиновника,
специфики, так называемой малой профессиональной группы. Кроме того, на реализацию языковой личности государственного служащего влияют разнообразные ситуативные факторы.
Следовательно, она представляет собой динамичную саморегулирующуюся систему.
Пример языковой личности госслужащего показывает особенности ее формирования в
определенной профессиональной группе, которая представляет собой особый языковой коллектив, выполняющий общие профессиональные функции. В языковых коллективах специалистов технического профиля будут другие особенности в развитии языковой личности и языковой картины мира. В учебных языковых коллективах слушателей курсов повышения квалификации и профессиональной переподготовки, включающих, как правило, специалистов различных профилей, создаются другие, педагогические условия развития языковой личности, отличные от профессиональных условий, которые существуют в профессиональных языковых коллективах. Языковая личность обучающихся формируется в образовательной среде, в учебных
ситуациях, под влиянием которых языковая личность развивается как динамичная саморегулирующаяся система, адаптированная к педагогическим условиям образовательного процесса. В
содержании образовательного процесса необходимо выделить такое фундаментальное ядро,
которое имеет общекультурное значение для любого человека и специалиста любого профиля.
Таким фундаментальным ядром в разрабатываемой концепции развития непрерывного лингвистического образования взрослых выступает языковая картина мира, в структуре которой отражаются вербально-семантический, когнитивный и мотивационно-прагматический компоненты
языковой личности.
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БИБЛИОГРАФИЧЕСКИЕ ССЫЛКИ
1. Федеральный государственный образовательный стандарт высшего профессионального образования по
направлению подготовки 035700 Лингвистика (квалификация (степень) бакалавр) // http://www.mon.gov.ru
(дата обращения 12.09.2011).
2. Панова М.Н. Языковая личность государственного служащего: опыт лингвометодического исследования /
М.Н. Панова. – М.: Изд-во РУДН, 2004. – 323 с.
3. Деркач А.А. Акмеологические основы развития профессионала. – М.: МПСИ, 2004. – 752 с.
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<p style="line-height: 100%">
<a href="https://www.elibrary.ru/item.asp?id=13008038"><b>СОВРЕМЕННЫЕ
ИССЛЕДОВАНИЯ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ ЧЕЛОВЕКА</b></a><br/>
<font color="#00008f"><i>Соловьева
Е.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33386184">Гуманизация
образования</a>. 2009. <a href="https://www.elibrary.ru/contents.asp?id=33386184&selid=13008038">№ 6</a>.
С. 97-102. </font>
</p>
---
Соловьева Е.В.
''Современные исследования проблемы саморегуляции личности человека''
Проблема личностной саморегуляции для психологической науки является относительно новой, и связана она непосредственно со становлением субъектности как особого качества формирующейся личности, поэтому этот вопрос ключевой в психологической науке, и он изучается в различных аспектах.
Общая способность к саморегуляции выделяется в качестве специального аспекта изучения в многочисленных и разносторонних исследованиях регуляторных процессов, проводимых в лаборатории психологии саморегуляции Психологического института РАО. Под руководством Конопкина О.А. осуществлено многолетнее изучение функциональной структуры процессов саморегуляции (Кондратьева И.И., Круглова Н.Ф., Миславский Ю.А., Наживин Ю.С., Сипачев Н.О., Степанский В.И. и др.), результаты которого легли в основу дальнейшего развития проблемы саморегуляции. В ряде специальных направлений рассматривается индивидуальный стиль саморегуляции (В.И. Моросанова); структура и функции регуляторного опыта (А.К. Осницкий); структура саморегуляции в учебной деятельности школьников разного возраста (Н.Ф. Круглова); саморегуляция студентов (Белоус О.В., Прыгин Г.С., Лебедчук П.В., Сагиев Р.Р.); регуляторные процессы в различных видах профессиональной, учебно-профессиональной деятельности и профориентации (Конопкин О.А., Коверга В.К., Нерсесян Л.С., Осницкий А.К. и др.) [2].
Исследования саморегуляции основывались на представлении о человеке как действительном субъекте своей произвольной активности (Конопкин О.А., Моросанова
97
В.И., Осницкий А.К.). Осознанная целенаправленная регуляция является одним из важнейших и принципиально необходимых психических механизмов реализации внутренне детерминированной активности субъекта.
Понятие «субъект» мы употребляем в его исходном, наиболее распространенном в отечественной психологии значении, акцентирующем активное, преобразующее творческое начало, реализуемое человеком в его деятельности. В категории «субъект», разработанной С.Л. Рубинштейном, его последователями К.А. Абульхановой-Славской, Л.И. Анцыферовой, А.В. Брушлинским и др., выделяются такие существенные для рассматриваемой нами проблемы качества, как самостоятельность, внутренняя детерминация, регуляция деятельности, способность быть активным творцом своей жизни [1].
По мнению Конопкина О.А., общая способность к саморегуляции проявляется, прежде всего, в успешном овладении новыми (более сложными) видами и формами деятельности, выражаясь внешне в успешном решении нестандартных задач и преодолении нетипичных ситуаций на всех ступенях овладения различными видами деятельности, в упорстве и настойчивости в достижении поставленной цели. Внутренне саморегуляция характеризуется, прежде всего, осознанностью, пониманием оснований осуществляемой деятельности в целом, ее цели, условий, способов действий, оценки результатов и др. При этом осознанно учитываются как объективные внешние условия деятельности, так и собственные субъективные возможности [2].
Осознанная саморегуляция определяется О.А. Конопкиным как системно- организованный процесс внутренней психической активности человека по инициации, поддержанию и управлению разными видами и формами произвольной активности, непосредственно реализующей достижение принимаемых человеком целей. Данное определение обозначает основные функции осознанной саморегуляции. Для анализа структуры регуляторных процессов О.А. Конопкин использует структурно- функциональный подход. При этом подходе процесс саморегуляции представлен как целостная, замкнутая (кольцевая) по структуре, информационно открытая система, реализуемая взаимодействием функциональных звеньев (блоков), основанием для выделения которых являются присущие им специфические (частные, компонентные) регуляторные функции. Системное сотрудничество функций реализует целостный процесс регуляции, обеспечивающий достижение принятой субъектом цели. Это дает возможность выделения единой для разных видов произвольной активности функциональной структуры процессов саморегуляции. Функциональная структура процессов саморегуляции включает в себя: принятую субъектом цель деятельности, субъективную модель значимых условий, программу исполнительских действий, систему субъективных критериев достижения целей (критериев успешности), контроль и оценку реальных результатов, решения о коррекции системы саморегулирования. Основным функциональным звеном в целостной структуре саморегуляции некоторые авторы (О.А. Конопкин, В.И. Моросанова) считают принятую субъектом цель деятельности.
В.И. Моросановой проблема саморегуляции определяется и рассматривается при изучении самосознания, его регуляторной роли. В.И. Моросанова и Е.А. Аронова выделяют три основные функции самосознания. Первая из них связана со способностью личности к самоидентификации, самооценке себя и своего отношения к миру. Благодаря поддержанию внутренней целостности и самотождественности, человек может быть субъектом своего поведения и отношения к окружающему миру. Вторая функция связана со способностью человека быть субъектом осознанного и направленного изменения себя.
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Она проявляется в усовершенствовании себя за счет самопознания и изменения способов собственной жизнедеятельности. Третья функция – собственно направленная регуляция своего поведения и жизнедеятельности посредством самосознания, обеспечивающего их осмысленность, - является наименее исследованной. Говоря о регуляторной функции самосознания, Моросанова В.И и Аронова Е.А. имеют в виду особый процесс по обеспечению действенности содержания самосознания, что и проявляется в связи самосознания с поведением и деятельностью человека [4].
Первые две функции самосознания были в значительной степени изучены многими авторами в эмпирическом плане. Так, механизмы поддержания внутренней целостности (реализации первой функции) были рассмотрены в исследованиях различных форм нарушений и искажений самосознания и их влияния на поведение человека (Зейгарник Б.В., Кон И.С., Фрейд А.). Б.В. Зейгарник считала смысловое связывание основным механизмом саморегуляции, который делает возможным поддержание целостности и самотождественности. Особая роль этого механизма проявляется также в преодолении критических жизненных ситуаций, когда эта функция самосознания становится наиболее важной. Другим способом сохранения целостности является адаптация к самому себе – самопринятие, самоприспособление, что способствует формированию самоуверенности личности [7].
Вторая функция – усовершенствование себя за счет самопознания и самоизменения – реализуется посредством личностной саморегуляции (Гримак Л.П., Осницкий А.К., Шульга Т.И. и др.). Здесь основной регулятивной формой самосознания выступает рефлексия, направленная на свое Я, которая служит способом изменения самоидентичности. С помощью рефлексии субъект осуществляет специальный анализ способов своей деятельности и явлений сознания, включающего в том числе и образ Я. Рефлексия возникает только в определенных ситуациях, когда субъект сталкивается с необходимостью пересмотреть принятые формы деятельности, привычные представления о мире и собственном Я, свои установки и системы ценностей. Поэтому самосознание рассматривается рядом авторов также как «пересоздание» объекта рефлексии, в том числе и самого Я.
Исследование проблемы регулирующей роли самосознания затрудняется различиями в понимании содержания саморегуляции. Зачастую об эффектах саморегуляции судят по самому факту происходящих изменений самосознания и поведения, обходя вопрос о психологических механизмах феномена саморегуляции. Не менее острым является вопрос о самом существовании специфических регуляторных процессов. Когда оно игнорируется, в качестве механизма саморегуляции рассматривается изменение координации психологических процессов и состояний, приводящее к изменению регулируемых переменных (состояния, поведения, деятельности и т.д.) [8].
На современном этапе проблема регулирующей функции самосознания в основном находится в русле исследования Я-концепции как структуры представлений человека о себе. В социально-психологическом подходе сформировалось понимание Я- концепции как совокупности установок, направленных на себя (Бернс Р., Кон И.С. и др.). Я-концепция как установочная система включает три компонента: когнитивный, эмоционально-ценностный и поведенческий. С позиций этого подхода регуляторный компонент Я-концепции является проявлением когнитивного и эмоционально- ценностного компонентов в поведении.
Таким образом, регуляторная функция самосознания выделяется многими
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исследователями: В.И. Моросановой, И.И Чесноковой, Е.А. Ароновой и др. То есть проблема саморегуляции рассматривается в рамках проблемы самосознания как его структурный компонент, обеспечивающий связь самосознания с поведением и деятельностью. Однако под ее проявлениями обычно понимают любые изменения в самосознании и поведении человека, вызванные как его собственной активностью, так и жизненными обстоятельствами, а собственно психологические механизмы регуляторного процесса, как правило, остаются за пределами внимания исследователей.
В настоящее время активно развивается субъектный подход к исследованию психики (Абульханова-Славская К.А., Брушлинский А.В., Знаков В.В., Журавлев А.Л., Конопкин О.А. и др.). В его русле регулирующая роль самосознания признается важнейшим критерием развития личности как субъекта жизнедеятельности. К.А. Абульханова-Славская пишет о том, что в Я-концепции воплощается жизненная стратегия субъекта, входящая в структуру самосознания и отвечающая смыслу жизни человека. Особое значение в становлении субъектности человека придается процессам саморегуляции. К.А. Абульханова-Славская отмечает, что субъект осуществляет самоорганизацию своих психических и личностных возможностей и способностей в процессе деятельности, и подчеркивает, что механизмом этой самоорганизации является саморегуляция [1].
Соглашаясь с точкой зрения В.И. Моросановой, мы считаем, что саморегуляция осуществляется субъектом активности на основе целостной системы процессов осознанного выдвижения целей и управления их достижением. Эта система имеет свою закономерную структуру, которая мобилизует различные ресурсы индивидуальности (в первую очередь психологические) в качестве средств ее реализации. С этих позиций исследование регулирующей роли самосознания заключается в выявлении взаимосвязей различных компонентов содержательно-смысловой сферы самосознания со структурой стилевых особенностей саморегуляции поведения и деятельности. Именно психология саморегуляции переводит исследования регулирующей роли самосознания из теоретического и методологического в конкретно-психологический план [3].
Система саморегуляции реализуется базовыми процессами: планированием целей активности субъекта, моделированием значимых условий их достижения, программированием активности и оценкой ее результатов. Существуют индивидуальные особенности в проявлениях саморегуляции, которые характеризуются тем, как человек планирует и программирует достижение цели, учитывает значимые внешние и внутренние условия, оценивает результаты и корректирует свою активность для достижения субъективно приемлемых результатов, и как эти особенности обеспечены психическими средствами их реализации [3].
С позиции концепции саморегуляции, проблема регуляторной роли самосознания является частной проблемой роли личности в регуляции поведения человека. Ранее учеными было показано, что динамические, личностно-темпераментальные диспозиции (например, экстраверсия и интроверсия) могут быть описаны специфическими профилями индивидуальных особенностей саморегуляции [6]. В то же время степень и своеобразие субъектной активности, проявляющиеся в таких субъектных (или регуляторно-личностных) качествах, как ответственность, автономность, настойчивость и др., определяют способность преодолевать субъективные и объективные трудности достижения жизненных целей. Осознание присущих человеку (в силу темперамента и характера) стилевых особенностей регуляции способствует (через регуляторный опыт) развитию самооценочного компонента самосознания, формированию новых субъектных
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и личностных качеств, саморазвитию человека (Моросанова В.И., Плахотникова И.В., Маркевич А.О.).
Личностная саморегуляция состоит в определении своего индивидуального места в культурно-исторической традиции и тех коррекциях, которые предпринимаются при определении собственных позиций (культурно-историческую традицию определяют общественно-исторический строй, национальная принадлежность (язык); религиозная принадлежность; клановая (профессиональная) принадлежность). В.П. Бояринцев определяет данный уровень саморегуляции как социально-психологический. Личностная саморегуляция проявляется в поступках и феноменологически совпадает с ними. А.К. Осницкий выводит понятие личностной саморегуляции на уровень самоактуализации.
Таким образом, механизм действия личностной саморегуляции базируется на общей структуре саморегуляции. Теоретическую базу наших взглядов определяет структурно-функциональный подход (О.А. Конопкин), а также исследования К.А. Абульхановой-Славской, В.П. Бояринского, В.И. Моросановой, О.Ю. Осадько, А.К. Осницкого, С.Л. Рубинштейна, опираясь на которые возможно представить общий взгляд на осознанную саморегуляцию. Саморегуляция поведения – это сложный, преимущественно осознаваемый процесс. Он проявляется у личности как ее способность произвольно управлять собственными действиями и поступками в соответствии с моральными нормами и принципами, принятыми в обществе. Саморегулирование поведения является важным инструментом в установлении взаимоотношений личности в процессе ее общения с окружающими.
Таким образом, рассмотрев и изучив проблему личностной саморегуляции с точки зрения различных научных школ и направлений, мы можем сделать вывод о том, что личностная саморегуляция – это, прежде всего, динамическая система взаимодействия личности и окружающего мира, функционирование которой направлено на достижение самостоятельности, инициативности и ответственности за свои поступки. Выделяется достаточно большое количество подходов к определению саморегуляции, при этом можно отметить, что в современной психологии не существует единого общего подхода к изучению феномена личностной саморегуляции.
''Литература''
1. Абульханова-Славская, К.А. Принцип субъекта в отечественной психологии [Текст]
/ К.А. Абульханова-Славская // Психология. Журнал Высшей школы экономики. –
2005. – Т. 2. – № 4. – С. 3-21.
2. Конопкин, О.А. Общая способность к саморегуляции как фактор субъектного
развития [Текст] / О.А. Конопкин // Вопросы психологии. - 2004. – № 2. – С. 128-
135.
3. Моросанова, В.И. Индивидуальная саморегуляция и характер человека [Текст] / В.И.
Моросанова // Вопросы психологии. – 2007. – № 3. – С. 59-68.
4. Моросанова, В.И., Аронова, Е.А. Саморегуляция и самосознание субъекта [Текст] /
В.И. Моросанова, Е.А. Аронова // Психологический журнал. - 2008. – Т. 29. – № 1. –
С. 14-22.
5. Осницкий, А.К. Проблемы исследования субъектной активности [Текст] / А.К.
Осницкий // Вопросы психологии. - 1996. – № 1. – С. 5-19.
6. Плахотникова, И.В., Моросанова, В.И. Развитие личностной саморегуляции.
Методическое пособие [Текст] / И.В. Плахотникова, В.И. Моросанова. – М.: Вербум-
101
М, 2004.
7. Психология самосознания. Хрестоматия [Текст]. – Самара: Бахрах-М, 2000.
8. Чеснокова, И.И. Психологическое исследование самосознания [Текст] / И.И.
Чеснокова // Вопросы психологии. - 1984. – № 5. – С.162-164.
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СОВРЕМЕННЫЕ ТЕХНОЛОГИИ ОБУЧЕНИЯ КАК СРЕДСТВО ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ВУЗА
КАЗАЕВА НАТАЛИЯ НИКОЛАЕВНА1,
КАМАЕВА ТАТЬЯНА ПАВЛОВНА1
1 Нижегородский государственный университет им. Н. И. Лобачевского Национальный исследовательский университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 6-1 (36) Год: 2014 Страницы: 71-73
УДК: 378
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC PERSONALITY, ЯЗЫКОВОЕ ВЗАИМОДЕЙСТВИЕ, LANGUAGE INTERACTION, ТЕХНОЛОГИИ ОБУЧЕНИЯ, TECHNOLOGIES OF EDUCATION, ОБУЧЕНИЕ В СОТРУДНИЧЕСТВЕ, ТЕКСТОВАЯ ДЕЯТЕЛЬНОСТЬ, МОДЕЛЬ ПОРОЖДЕНИЯ ТЕКСТА, TEXT ACTIVITY, MODEL OF TEXT GENERATION, ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННЫЕ ДИСЦИПЛИНЫ, PROFESSION-ORIENTED DISCIPLINES, EDUCATION IN COOPERATION
АННОТАЦИЯ:
В статье рассматривается процесс обучения иностранному языку в вузе в свете концепта вторичной языковой личности, анализируется потенциал современных технологий обучения и профессионально ориентированных дисциплин на иностранном языке для развития вторичной языковой личности студента.
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Очевидно, что в условиях глобализации конкурентоспособный профессионал должен владеть как минимум одним иностранным языком. Психолингвистические исследования показывают, что, поскольку человек
не существует вне языка, то овладение иностранным языком, помимо родного, способствует становлению
так называемой «вторичной языковой личности» обучаемого [7]. В связи с этим, заслуживает внимания
©
Казаева Н. Н., Камаева Т. П., 2014
71
рассмотрение процесса обучения иностранному языку в вузе в свете концепта вторичной языковой личности. Это тем более интересно, так как в лингводидактике и методике преподавания иностранного языка уже
накоплен некоторый опыт описания вторичной языковой личности [11], однако, подробного рассмотрения
всего процесса преподавания с позиции ее становления не предложено.
Цель статьи – рассмотреть современные технологии обучения, способствующие формированию вторичной языковой личности студента, а также развитию его коммуникативных умений, в частности умений формулировать собственные мысли в рамках определенных профессиональных ситуаций.
Статья содержит ряд рекомендаций по изменению организации занятий и роли преподавателя в обучении иностранному языку. Предлагается ряд профессионально ориентированных дисциплин, в которых происходит интеграция культуры страны изучаемого языка и иноязычного профессионального взаимодействия,
следствием чего является становление вторичной языковой личности.
Процесс обучения иностранному языку, как представляется, по самой своей сути направлен на становление вторичной языковой личности. Если посмотреть на процесс обучения с позиции формирования языковой личности и принять за основу концепцию ее трехуровневой модели (мотивационный, тезаурусный, вербально-семантический) [7], то оказывается, что трехуровневость процессов учебной речевой деятельности
(побуждающий, формирующий, реализующий) соответствует самому устройству языковой личности. Необходимыми условиями становления языковой личности являются общение, включающее языковое взаимодействие, и культура как неотъемлемая составляющая обучения и воспитания. Именно эти условия присущи
учебному процессу, поскольку происходит постоянное (прямое и косвенное) взаимодействие как студента и
преподавателя, так и студентов между собой, а межъязыковой и межкультурный компонент общения пронизывает весь процесс обучения иностранному языку.
Важно отметить, что основным фактором развития личности является деятельность. Иноязычное речевое
общение, как текстовая деятельность, выражает и отражает феномен культуры [3], а также способствует
формированию вторичной языковой личности обучаемого.
Текстовая деятельность направлена на обеспечение общения в разных сферах коммуникации, сообщение
информации и воздействие на адресата. Ее можно понимать как составление, порождение, истолкование текстов в устной и письменной формах, в том числе и на иностранном языке. Текст, как единица коммуникации,
считается не только продуктом коммуникативно-познавательной деятельности, но и объектом, в котором уже
заложена программа по его созданию. Традиционно работа с текстом ограничивается извлечением содержательной информации, т.е. построением логико-фактологической цепочки текста. Однако информативность
текста – это не просто содержание, а его деятельностная семантико-смысловая структура, способствующая
адекватному истолкованию коммуникативного намерения автора. Таким образом, в самом тексте помимо содержания присутствует мотив автора, цель, средства для ее достижения, включающие композицию текста и
языковые формы выражения. Именно эту авторскую программу порождения текста и должен увидеть студент, что позволит ему впоследствии использовать ее в соответствующих ситуациях общения. Помимо этого
любой текст отражает культуру носителей данного языка, так как язык навязывает человеку свою картину
мира и культуру, созданную предшествующими поколениями [2]. Отсюда следует, что иноязычные тексты,
как определенная языковая форма отражения и фиксации национальной культуры [9, c. 146-147], помогают
формировать вторичную языковую личность студента. Следовательно, на занятиях по иностранному языку
студент должен овладеть механизмом или моделью порождения текстов-высказываний.
Среди многочисленных моделей особого внимания, на наш взгляд, заслуживают модели, предложенные
А. А. Леонтьевым, Т. В. Рябовой, И. А. Зимней. Инвариантными компонентами этих моделей, в частности, являются: интенция или коммуникативное намерение автора, его мотив, связанный с определенной ситуацией
общения; замысел, ориентирование в ситуации и планирование высказывания; соответствующие отобранные
семантические, грамматические и интонационные формы выражения для реализации замысла и, наконец,
осуществление или исполнение высказывания, которое сопровождается контролем и сопоставлением с первоначальным намерением. При этом осуществляется композиционное построение высказывания, элементами которого могут быть завязка (формулирование темы-проблемы с учетом интересов участников коммуникации),
основное содержание, предполагающее пошаговую реализацию коммуникативного намерения автора, и заключение с выводами, адресованное реципиентам. При обучении иностранному языку, овладение механизмом
порождения текста происходит с позиции межкультурной коммуникации [11]. Изучение иностранного языка и
иноязычной культуры не только обогащает словарный запас студента, но и разрушает определенные стереотипы, помогает лучшему взаимопониманию, способствуя более успешному межкультурному общению.
Отметим, что при обучении иностранному языку происходит как формирование вторичной языковой
личности студента, так и общее развитие его личности, поскольку «человек – это незавершенное, становящееся, развивающееся образование» [4, с. 64]. Тем самым, развитие личности обучаемого является ключевым понятием образовательного процесса.
Существуют определенные технологии обучения, которые направлены на становление вторичной языковой личности. Опыт показывает, что их можно разделить на две группы: технологии, развивающие базовые
качества вторичной языковой личности, в частности обучение текстовой деятельности, обучение в сотрудничестве, обучение межкультурной коммуникации, и технологии, направленные на формирование собственно профессиональных качеств вторичной языковой личности − обучение на основе анализа практических
профессиональных ситуаций (Case-study), создание профессионального портфеля обучаемого, проектные
72
и Интернет технологии [6, c. 78-81]. Стоит отметить что между указанными технологиями не всегда есть
четкая градация: как первая, так и вторая группа технологий может быть ориентирована на формирование
базовых и профессиональных качеств личности, т.е. эти технологии взаимодействуют. Например, использование учебного сотрудничества (cooperative learning) является одним из средств творческого развития личности, поскольку совместная деятельность студентов, по решению поставленных преподавателем задач,
способствует, с одной стороны, развитию коммуникативных умений, творческого потенциала и лидерских
качеств, а, с другой стороны, студент приобретает определенные профессиональные компетенции. Кроме
того, умение формулировать мысли на иностранном языке в современных условиях позволяет человеку
стать полноценным участником межкультурной коммуникации.
Использование указанных технологий обучения приводит к изменению организации самого занятия по
иностранному языку, оно строится как взаимодействие на основе сотрудничества между обучаемыми. Преподаватель выступает как партнер, организатор, модератор а, в некоторых случаях, генератор проблем, вокруг которых фокусируется деятельность студентов, что, в конечном итоге, приводит к формированию основ вторичной языковой личности. Наибольшим потенциалом в этом отношении обладают профессионально ориентированные дисциплины на иностранном языке («Корпоративная социальная ответственность»,
«Сравнительное правоведение», «Международные финансовые рынки», «Туризм и гостиничное хозяйство»,
«Основы маркетинга» и др.). Обсуждение проблем на занятиях по данным дисциплинам предполагает использование основных видов иноязычной речевой деятельности, таких как аудирование, чтение, говорение,
письмо. Несомненно, что в процессе изучения данных дисциплин, студент приобретает и необходимые фоновые знания по своему профилю обучения, позволяющие ему развивать межкультурные компетенции для
успешной профессиональной деятельности.
Итак, современная концепция обучения иностранным языкам и профессионально ориентированным дисциплинам на иностранном языке на основе инновационных технологий и личностно-деятельностного подхода предполагает развитие вторичной языковой личности обучаемого, прежде всего, межкультурного компонента личности. При этом обучение через текстовую деятельность с позиции межкультурной коммуникации является актуальным, так как в результате формируется личность как субъект диалога культур.
---
Список литературы
1. Артемов В. А. Психология обучения иностранным языкам. М.: Просвещение, 1969. 279 с.
2. Верещагин Е. М., Костомаров В. Г. Язык и культура. M.: Индрик, 2005. 1308 с.
3. Дридзе Т. М. Язык и социальная психология. Изд-е 2-е, доп. М.: Высшая школа, 2009. 240 с.
4. Ермаков С. А., Ермакова Е. В. Философия бизнеса в культуре предпринимательства // Исторические, философские, политические и юридические науки, культурология и искусствоведение. Вопросы теории и практики. Тамбов:
Грамота, 2013. № 6 (32). Ч. II. С. 62-64.
5. Зимняя И. А. Психология слушания и говорения: автореф. дисс. ... д. пед. н. М., 1973.
6. Камаева Т. П., Казаева Н. Н. Формирование профессиональной компетентности будущего предпринимателя в курсе
обучения иностранному языку в вузе // Филологические науки. Вопросы теории и практики. Тамбов: Грамота, 2013.
№ 2 (20). С. 78-81.
7. Караулов Ю. Н. Русский язык и языковая личность. М., 2010. 264 с.
8. Леонтьев А. А. Теория речевой деятельности и проблемы обучения русскому языку // Русский язык за рубежом.
1967. № 2.
9. Райхштейн А. Д. Национально-культурный аспект коммуникативных единиц языка // Коммуникативные единицы
языка: тезисы докладов / Всесоюзная научная конференция. М.: Наука, 1985. 228 с.
10. Рубинштейн С. Л. Основы психологии. СПб.: Питер, 2000. 720 с.
11. Халеева И. И. Основы теории обучения пониманию иноязычной речи (подготовка переводчиков). М.: Высшая школа,
1989. 237 с.
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СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНАЯ МОБИЛЬНОСТЬ И ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ЛИНГВИСТА
ЗАЛЯЛЕТДИНОВА ИРИНА МАНСУРОВНАНаписать письмо автору1
1 Негосударственное образовательное учреждение высшего образования «Челябинский институт экономики и права им. М.В. Ладошина»
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 Год: 2015 Страницы: 128-137 Поступила в редакцию: 22.09.1915
УДК: 378.14
ЖУРНАЛ:
СОВРЕМЕННАЯ ВЫСШАЯ ШКОЛА: ИННОВАЦИОННЫЙ АСПЕКТ
Издательство: Частное образовательное учреждение высшего образования "Международный Институт Дизайна и Сервиса" (Челябинск)
ISSN: 2071-9620
КЛЮЧЕВЫЕ СЛОВА:
СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНАЯ МОБИЛЬНОСТЬ, SOCIAL AND PROFESSIONAL MOBILITY, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC PERSONALITY, КОММУНИКАТИВНЫЙ АКТ, COMMUNICATIVE ACT, МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, INTERCULTURAL COMMUNICATION, КАРТИНА МИРА, WORLD VIEW
АННОТАЦИЯ:
Актуальность изучения феномена социально-профессиональной мобильности продиктована назревшей необходимостью на социальном и экономическом уровнях в масштабе не только России, но и европейских стран. В статье уточняется объем понятия «профессиональная мобильность» в психолого-педагогической литературе. Излагается авторская позиция относительно понятия социально-профессиональной мобильности применительно к специальностям направления Лингвистика. В предложенной автором структуре социально-профессиональной мобильности лингвиста выделены следующие компоненты: когнитивный, коммуникативно-деятельностный и адаптивно-рефлексивный. Когнитивный компонент включает в себя знания о языке, коммуникативно-деятельностный - способность реализовываться в рамках диалога культур; адаптивно-рефлексивный - действия, связанные с профессиональной и личностной рефлексией и адаптацией к новым условиям труда. Рассматривается участие вторичной языковой личности лингвиста при осуществлении межкультурной коммуникации. Определяется связь между социально-профессиональной мобильностью лингвиста и вторичной языковой личностью.
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Интерес педагогической науки к
проблеме социально-профессиональной
мобильности продиктован возрастающей потребностью общества в квалифицированных кадрах, которые, помимо прочего, компетентны, способны к
эффективной работе по специальности
на уровне мировых стандартов, готовы
к постоянному профессиональному росту, территориальной, социальной и профессиональной мобильности, что подчёркивается в документах «Концепция
развития образования РФ до 2020 года»,
«Концепция долгосрочного социальноэкономического развития Российской
Федерации на период до 2020 года» и
«Федеральная целевая программа развития образования на 2016-2020 годы».
Однако проблема социально-профессиональной мобильности актуальна
не только для России. Обращаясь к зарубежному опыту, следует отметить,
что Дж. Бухан (J.Buchan), И.А. Глинос
(I.A. Glinos), М. Висмар (M.Wismar) рассматривают профессиональную мобильность как результат расширения
Европейского Союза и экономического
кризиса, разразившегося в 2008 году.
Мировые экономические изменения неизбежно оказывают влияние на профессиональные сферы, что заставляет каждого профессионала приспосабливаться
к изменяющимся условиям (адаптироваться). Авторы предлагают три сценария адаптации профессионалов [20]:
1) они стараются удержаться за рабочие
места на рынке труда, который переживает не лучшие времена;
2) покидают данный профессиональный сектор в ответ на сокращение заработной платы, карьерных перспектив, понижение статуса;
3) покидают страну по тем же причинам.
Учитывая тот факт, что профессиональная адаптация является частью профессиональной мобильности личности
[7], можно утверждать, что для удержания квалифицированного кадрового
персонала (потенциала) внутри страны
(что целесообразно экономически), необходимо развивать социально-профессиональную мобильность профессионалов,
которая позволила бы им лучше приспособиться, обеспечить себя и свою семью
и самореализоваться в меняющихся социально-экономических реалиях. Эту
задачу, по нашему мнению, призвана решать педагогика высшей школы.
Диссертационные исследования по
педагогике рассматривают следующие
виды мобильности: профессиональную
мобильность студентов (А.А. Кондрух,
В.А, Мищенко, Т.И. Мясникова, Е.Ю. Самоделкин), в том числе, профессиональную мобильность будущих специалистов
нефтегазодобывающей отрасли (Р.З. Балягова), будущего инженера (Н.С. Мерзлякова Н.С.), студентов технических специальностей (Т.А. Фугелова), педагогов
(Ю.И. Биктуганов, С.А. Морозова), воспитателей дошкольных образовательных учреждений (О.Г. Чеховских); социально-профессиональную мобильность:
будущего учителя иностранного языка
в педагогическом вузе (С.В. Палёхина),
личности курсанта вуза МВД России
(В.В. Горбачев); академическую мобильность студентов (Н.К. Дмитриева,
А.И. Мосалова, И.М. Микова, Э.Л. Емельянова); коммуникативную мобильность: будущих педагогов-психологов
(А.Н. Алгаев), студентов экономического вуза (О.В. Смирнова); научно-исследовательскую мобильность аспирантов
(М.Ю. Серга); адаптивную мобильность
подростков (Л.В. Эюбова); социальнокультурную мобильность участников
общественных организаций (С.В. Слепченкова). Таким образом, анализ данных работ показывает, что, несмотря
на большое количество исследований
по проблеме развития различных видов
мобильностей, неисследованным на данный момент остается понятие социально-профессиональной мобильности будущих лингвистов.
В целях разработки собственного
определения социально-профессиональной мобильности, остановимся на соци-
129
альной и профессиональной мобильностях в отдельности.
Социальная мобильность определяется как «изменение индивидом, группой
или классом своей социальной позиции,
занимаемой в социальной структуре» [16].
Учитывая многообразие определений
термина «профессиональная мобильность» в словарях и психолого-педагогических исследованиях, в рамках данной
работы мы остановимся лишь на некоторых из них (таблица).
Таблица. Определение термина «профессиональная мобильность»
в словарях и психолого-педагогических исследованиях
| Источник / автор | Определение термина «профессиональная мобильность» |
|Акмеологический словарь |возможность и способность успешно переключаться на другую деятельность или менять вид труда. Мобильность профессиональная предполагает владение системой обобщенных профессиональных приемов и умение эффективно их применять для выполнения каких-либо заданий в смежных отраслях производства и сравнительно легко переходить от одной деятельности к другой |
Профессиональное
образование. Словарь. Ключевые
понятия, термины,
актуальная лексика
способность и готовность рабочего быстро осваивать технические средства, технологические процессы и новые специальности или изменения в них; потребность постоянно повышать
свое образование и квалификацию
Словарь
по профориентации
и психологической
поддержке
способность и готовность личности достаточно быстро и
успешно овладевать новой техникой и технологией, приобретать недостающие знания и умения, обеспечивающие эффективность новой профориентационной деятельности
Зеер Э.Ф. профессиональная мобильность – это готовность и способность работника к смене выполняемых производственных
заданий, освоению новых специальностей или изменениям в
них, возникающим под влиянием технических и технологических преобразований
Львов Л.В. Профессионально-социальная мобильность – это готовность и
способность к смене производственных заданий, места работы, специальности и социальной роли под влиянием социально-экономических и научно-технологических факторов
Мясникова Т.И. профессиональная мобильность выпускника рассматривается
как способность быстро и качественно осваивать смежные
виды профессиональной деятельности и готовность к эффективной адаптации на современном рынке труда, обеспечивающие возможность оптимальной перестройки в новых условиях и конкурентоспособность будущего специалиста
Новолодская С.Л. Профессиональная мобильность как качественная характеристика специалиста есть способность (выраженная в умениях)
личности быстро и эффективно реагировать на изменения в
профессиональной сфере его жизнедеятельности, перестраивать (корректировать) сообразно этому свои действия
130
Источник / автор Определение термина «профессиональная мобильность»
Никитина Е.А. профессиональная мобильность – это интегративное свойство специалиста, внутренний (мотивационно-интеллектуально-волевой) компонент личности, находящийся в основании гибкой ориентации и деятельностного реагирования в
динамичных профессиональных условиях в соответствии с
компетенцией и собственной жизненной позицией, который
проявляется в профессиональной деятельности в ситуации
личностного самопроявления, в активном реагировании на
проблемную ситуацию, когда требуется принять решения по
ее изменению
Анализ определений позволяет сделать вывод, что большинство авторов
выделяет следующие характерные признаки, составляющие объем понятия
«профессиональная мобильность»: готовность и способность к смене вида деятельности, места работы, специальности (профессии), технических средств,
технологических процессов и определенный уровень профессиональной компетентности.
На основании того, что профессиональная мобильность может оказывать
влияние на социальную мобильность, и
наоборот, мы считаем возможным и необходимым объединить эти понятия в
одно – социально-профессиональную
мобильность.
Опираясь на существующие определения (социально-) профессиональной
мобильности [5; 8; 10; 11; 12 и др.], мы
подразумеваем под социально-профессиональной мобильностью готовность и
способность к смене производственных
заданий, места работы, специальности
и социальной роли под влиянием внешних факторов, что возможно лишь при
определенном уровне сформированности профессиональной компетентности.
Поскольку социально-профессиональная мобильность подразумевает высокий уровень профессиональной компетентности в выбранной сфере, то можно
утверждать, что социально-профессиональная мобильность лингвиста предполагает высокий уровень языковой компетентности.
Будучи многокомпонентным феноменом, социально-профессиональная
мобильность лингвистов, но нашему
мнению, имеет определенную структуру (рис.)
hbc
Рис. Структура социально-профессиональной мобильности лингвистов
Рассмотрим наполнение каждого
компонента социально-профессиональной мобильности лингвистов.
Когнитивный компонент включает
в себя знания о языке: способность конструировать грамматически правильные
132 Современная высшая школа: инновационный аспект. 2015. № 3 И.М. Залялетдинова
формы и синтаксические построения,
а также понимать смысловые отрезки в
речи, организованные в соответствии с
существующими нормами языка, и использовать их в том значении, в котором
они употребляются носителями языка.
Коммуникативно-деятельностный
компонент подразумевает способность
реализовывать себя в рамках диалога
культур, т.е. в условиях межкультурной
коммуникации, а также систему умений выбора адекватной лингвистической
формы и способа выражения в зависимости от условий коммуникативного акта,
умений вступать в коммуникативный
контакт с другими людьми, способность
ориентироваться в социальной ситуации
и управлять ею.
Адаптивно-рефлексивный компонент
отвечает за действия, связанные с профессиональной и личностной рефлексией и адаптацией к новым условиям труда.
Этот компонент включает в себя умение
приспосабливаться к новым условиям
труда и преодолевать их, быстро осваивать недостающие знания, критически
оценивать и осмысливать информацию,
формулировать цели и намечать пути
их достижения, стремиться к саморазвитию, «инициативности, склонности к
риску и конкурентоспособности, предприимчивости, честолюбию и решительности, тактической гибкости в достижении целей» [8, с. 56] и повышению
профессионального уровня.
Принимая во внимание тот факт, что
носителем социально-профессиональной мобильности выступает личность, то
применительно к области лингвистики
носителем социально-профессиональной
мобильности будет выступать языковая
личность, а точнее, вторичная языковая
личность. Прежде, чем рассмотреть феномен вторичной языковой личности, остановимся на понятии «языковая личность».
Несмотря на выделяемую некоторыми исследователями неудачность самого
термина [13; 18], его востребованность в
лингводидактике, лингвокультурологии,
коммуникативной лингвистике, психолингвистике, стилистике художественной речи и лингвоперсонологии свидетельствует о междисциплинарности
данного понятия. Этот факт отражается
в многоплановости интерпретации этого
термина. Так, с позиции психологии, языковая личность представляет собой «когнитивно-коммуникативный инвариант,
обобщенный образ носителя культурноязыковых и коммуникативно-деятельностных ценностей, знаний, установок и
форм поведения» [14]. С позиции лингвистики языковая личность рассматривается как «многослойный и многокомпонентный набор языковых способностей,
умений, готовностей к осуществлению
речевых поступков разной степени сложности» [6 с. 29]. Многослойность проявляется в том, что развитие языковой личности имеет уровневую организацию, и
по мере развития изучающий язык постепенно переходит от более низкого
уровня языковой личности к более высокому. Так, Ю.Н. Караулов выделяет трехуровневую модель языковой личности
[6]. Согласно этой модели, можно говорить о языковой личности разных уровней: нулевого, первого и второго.
Нулевой уровень (или вербальносемантический) представляет собой в
широком смысле лексикон личности и
включает в себя, помимо лексических,
фонетические и грамматические знания,
которые складываются в наиболее ходовые, стандартные словосочетания, простые формульные предложения и фразы.
И если на нулевом уровне личность
владеет обыденным языком, то на первом
уровне (логико-когнитивном) уже будет
отражаться «образ мира» или «система
знаний о мире». Первый уровень представлен тезаурусом личности, которая
оперирует теперь обобщенными (теоретическими или обыденно-житейскими)
понятиями, крупными концептами и идеями. От нулевого уровня первый уровень
будет отличаться тем, что слова нулевого
уровня вступают в более сложные отношения, которые образуют затем более
упорядоченную, строгую иерархическую
Трибуна молодого ученого 133Социально-профессиональная мобильность и вторичная языковая личность лингвиста
систему. Первый уровень будет представлен в форме генерализованных высказываний, дефиниций, афоризмов, крылатых
выражений, пословиц и поговорок.
На втором уровне (уровне деятельностно-коммуникативных потребностей) отражается прагматикон личности,
т.е. система целей, мотивов, установок и
интенциональностей личности.
Второй уровень включает выявление
и характеристику мотивов и целей, движущих развитием языковой личности,
ее поведением, управляющих ее текстопроизводством и, в результате, определяющих иерархию смыслов и ценностей
в ее языке модели мира. В качестве единицы второго уровня выделяются не
слова и элементы тезауруса, а коммуникативно-деятельностные потребности,
обусловленные всей парадигмой социально-деятельностного поведения личности, охватывающей также ее интенциональности, интересы, мотивы, цели
и ценности.
Мы разделяем точку зрения Ю.Н. Караулова о том, что собственно языковая
личность начинается не с нулевого уровня, а с первого, на котором оказывается возможным индивидуальный выбор,
личностное предпочтение одного понятия другому; на втором уровне понятие
«языковая личность» сливается с понятием «социальная личность» [6, с. 237].
Рассматривая отдельные аспекты языковой личности, представляющие интерес
для методической науки, ученый отмечает, что предметом интереса методиста
являются: на нулевом уровне – формирование автоматизированных навыков
использования типовых конструкций; на
первом – проблема развертывания текста
по темам и семантическим полям, а также сжатие исходного текста до «проблемы»; на втором – соответствие языковых
средств коммуникативным условиям их
использования.
Определение языковой личности с
позиции лингвистики близко к нашему
определению языковой компетентности.
Языковая компетентность – это интегральная характеристика совокупности
результатов овладения и успешного применения на практике языковых единиц
во всех видах деятельности (речь, понимание речи, чтение и письмо) в соответствии со сферами общения (в том числе,
профильно-ориентированными) и речевого опыта.
Исходя из того, что обучение по направлению Лингвистика предполагает
изучение иностранного языка, то следует остановиться на рассмотрении не
только языковой, но и вторичной языковой личности.
В теории и практике обучения языкам вторичная языковая личность представляет собой «личность, приобщенную к культуре народа, язык которого
изучается» [1, с. 45].
Более полным, по нашему мнению,
является описание модели вторичной
языковой личности И.И. Халеевой [17],
которое осуществляется с учетом тех
процессов, которые происходят в личности в ходе овладения ею иностранным
языком. Поскольку языки отличаются
друг от друга своей вербально-семантической «сетью», то вполне справедливо
автор делит именно первый уровень языковой личности на две тезаурусные сферы: тезаурус I и тезаурус II (формирование вторичного когнитивного сознания).
Тезаурус I относится к ассоциативно-вербальной сети языка и формирует
«языковую картину мира», а тезаурус II
формирует «концептуальную, или глобальную, картину мира». Оба тезауруса
взаимосвязаны, что находит отражение в
том, что тезаурус I формируется под воздействием тезауруса II, в то время, как
тезаурус II опирается на объективируемый в слове тезаурус I. Носители разных
языков будут различаться как тезаурусом
I, так и тезаурусом II. При обучении иностранным языкам необходимо, помимо
прочего, развивать умения распознавать
мотивы и установки личности, принадлежащей иной общности, где действует
иная система ценностей, норм и оценок,
т.е. формировать тезаурус II.
134 Современная высшая школа: инновационный аспект. 2015. № 3 И.М. Залялетдинова
Что касается модели вторичной
языковой личности, Н.Д. Гальскова и
Н.И. Гез считают, что она в большей степени адекватна межкультурной (интерлингвокультурной) коммуникации, т.е.
способности человека к общению на межкультурном уровне. Данная способность
складывается из овладения вербальносемантическим кодом изучаемого языка,
т.е. «языковой картиной мира» носителей
этого языка (формирование вторичного
языкового сознания) и «глобальной (концептуальной) картиной мира», позволяющей человеку понять новую для него
социальную действительность [4, с. 68].
При этом под картиной мира мы понимаем «отраженные в языковых формах
и категориях, текстах концепты, мнения,
суждения, представления народа, говорящего на данном языке, о действительности, об отношении человека к действительности» [1, с. 91-92].
Проецируя вышесказанное на вторичную языковую личность будущего лингвиста и опираясь на структуру
коммуникативного акта Р.О. Якобсона
[19], получаем, что при осуществлении
межкультурной коммуникации или выполнении роли посредника данной коммуникации лингвист, декодируя сообщение, будет пропускать его через свой
тезаурус, соотносить его со своими знаниями и представлениями о мире, т.е. соотносить со своей картиной мира.
Вследствие того, что при межкультурной коммуникации лингвист сопоставляет не только разные языковые явления, но
и разные картины мира в рамках общающихся культур, необходимо развивать
вторичную языковую личность будущих
лингвистов путем расширения индивидуальной картины мира через приобщение к языковой картине мира носителей
иностранного языка. При этом мы считаем, что вторичная языковая личность –
это не застывшее понятие, являющееся
конечной целью обучения, а динамично развивающаяся характеристика личности, изучающей иностранный язык,
в рамках обучения или самообучения.
Становление языковой личности, а в
дальнейшем и ее развитие, происходит
путем продвижения от одного уровня к
другому, более высокому.
Поскольку высокий уровень языковой
компетентности лингвиста будет обеспечивать его высокую социально-профессиональную мобильность, то можно
утверждать, что социально-профессиональная мобильность лингвиста будет
тем выше, чем более высокого уровня в
своем развитии достигла его вторичная
языковая личность.
Таким образом, обобщая вышесказанное, мы приходим к следующим выводам:
1) под социально-профессиональной мобильностью мы понимаем готовность
и способность к смене производственных заданий, места работы, специальности и социальной роли под влиянием внешних факторов, что возможно
лишь при определенном уровне сформированности профессиональной
компетентности, т.е. социально-профессиональная мобильность лингвиста предполагает высокий уровень
языковой компетентности;
2) характерными признаками, составляющими объем понятия «профессиональная мобильность» являются готовность и способность к смене вида
деятельности, места работы, специальности (профессии), технических
средств, технологических процессов,
и определенный уровень профессиональной компетентности;
3) структуре социально-профессиональной мобильности лингвиста
включает в себя когнитивный, коммуникативно-деятельностный и адаптивно-рефлексивный компоненты.
Когнитивный компонент заключается в знаниях о языке, коммуникативно-деятельностный – в способности
реализовываться в рамках диалога
культур, адаптивно-рефлексивный –
в действиях, связанных с профессиональной и личностной рефлексией и
адаптацией к новым условиям труда;
Трибуна молодого ученого 135Социально-профессиональная мобильность и вторичная языковая личность лингвиста
4) при осуществлении межкультурной
коммуникации или выполнении роли
посредника данной коммуникации
лингвист, декодируя сообщение, будет
пропускать его через свой тезаурус,
соотносить его со своими знаниями и
представлениями о мире, т.е. соотносить со своей картиной мира, что возможно только при сформировавшейся
вторичной языковой личности;
5) уровень социально-профессиональной мобильности лингвиста детерминирован уровнем развития его вторичной языковой личности.
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technomag.edu.ru/doc/42344.html.
16. Философский энциклопедический
словарь. – М.: ИНФРА-М, 2007. – 576 с.
17. Халеева И.И. Основы теории обучения пониманию иноязычной речи. –
М.: Высш. шк., 1989.
18. Чудинов В.А. Проблема языкового субъекта // [Электронный ресурс]: http://chudinov.ru/problemayazyikovogosubekta/.
19. Якобсон Р.О. Лингвистика и поэтика. //
Структурализм: «за» и «против». –
М., 1975.
20. Buchan J., Glinos I.A., Wismar M.
Introduction to health professional mobility
in a changing Europe. // Health professional
mobility in a changing Europe. New
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responses /ed. Buchan J., Glinos I.A.,
Wismar M., Bremner J. Copenhagen:
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and Policies, 2014. P. 3-16.
Поступила 22.09.15
136 Современная высшая школа: инновационный аспект. 2015. № 3 И.М. Залялетдинова
Об авторe:
Залялетдинова Ирина Мансуровна, преподаватель кафедры лингвистки и межкультурной коммуникации, Негосударственного образовательного учреждения высшего образования «Челябинский институт экономики и права им. М.В. Ладошина» (Россия, Челябинск, ул. Энергетиков, 63), zalyalet@yandex.ru
Для цитирования: Залялетдинова И.М. Социально-профессиональная мобильность и
вторичная языковая личность лингвиста // Современная высшая школа: инновационный
аспект. 2015. № 3. С. 128-137.
СОЦИАЛЬНО-ФИЛОСОФСКИЙ АНАЛИЗ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
ВАСИЛЬЕВА ТАТЬЯНА ВИКТОРОВНАНаписать письмо автору1
1 Московский государственный технологический университет «Станкин»
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 Год: 2013 Страницы: 49-59
УДК: 130.1
ЖУРНАЛ:
ВЕСТНИК ТВЕРСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ФИЛОСОФИЯ
Издательство: Тверской государственный университет (Тверь)
ISSN: 1997-9908
КЛЮЧЕВЫЕ СЛОВА:
ЛИЧНОСТЬ, PERSONALITY, ЯЗЫКОВАЯ/РЕЧЕВАЯ ЛИЧНОСТЬ, LANGUAGE/SPEECH PERSONALITY, УРОВНИ ЛИЧНОСТИ СПЕЦИАЛИСТА ИНЖЕНЕРНОГО ПРОФИЛЯ, LEVELS OF IDENTITY OF AN EXPERT IN ENGINEERING
АННОТАЦИЯ:
Раскрывается понятие «языковая личность», выясняется соотношение этого понятия с понятием «речевая личность». Язык рассматривается как система знаков, как действие говорящего, как средство общения. Выясняются особенности коммуникативного пространства. Выявляются уровни языковой личности специалиста инженерного профиля – предметно-профессиональный, прагматический и вербально-семантический. Анализируются социальные условия и факторы формирования этой личности.
Проблема формирования личности является одной из ключевых
в социальной философии, ее решение выступает в качестве методологии
исследования личности в конкретных науках – психологии, педагогики,
лингвистике и др. В данной статье предлагается рассмотрение формирования личности специалиста и анализ социального значения языковой
практики. Социально-философский подход позволяет расширить предмет исследования языковых проблем и выйти за традиционные логикогносеологические рамки.
При рассмотрении проблемы языка в философском контексте мы
опирались на работы К. Леви-Стросса, JI. Витгенштейна, Э. Сепира,
Б. Уорфа, И.П. Ильина, В.П. Руднева, Э.А. Тайсиной, С.А. Ушакина,
Р. Барта, М. Фуко, Ж. Деррида, П. Серио, У. Эко, Р. Рорти, а также на
классический труд A.A. Потебни, который занимался вопросами индивидуализированных форм языка.
ХХ век дал нам две лингвистические парадигмы, удачно дополняющие друг друга: «1) язык как система знаков, значение и функция
которых определяются их взаимозависимостью, структурой, и 2) язык
как действие говорящего, для успешного осуществления которого необходимы определенные условия. Модель “язык – сеть отношений, составляющих систему элементов” воспроизводит способ существования
единиц в сознании. Модель “язык - средство общения”, отражая его
социальную природу, ориентирована на воспроизведение способа существования языка в речи» [1, с. 272]. На основе первой модели базируется
традиция, изучающая язык как статическую систему, на базе второй исследуется прагматика, рассматривающая язык как динамическую систему. Появление прагматического подхода было бы невозможным, если
бы не развитие и достижения таких разделов языкознания, как семанти
- 49 -
ка, функциональная и формальная грамматика. Прагматика в значительной степени отвечает принципам деятельности, она изучает, как
языковая личность оперирует ресурсами языка [там же, с. 273].
И говорящий, и слушающий в процессе коммуникации опираются на логические и прагматические пресуппозиции, т. е. на те фоновые
знания, которыми они обладают. Так происходит общение на любые
темы, в том числе и на специальные. Но в этом случае коммуникативное
пространство говорящих находится в плоскости их профессиональных
интересов, где в первую очередь активизируются научнопрофессиональные фоновые знания.
В настоящее время в гуманитарных науках сложилась традиция
рассматривать «человека в общении» – в некотором культурном, ментальном, когнитивном объеме, где проходит его жизнь и деятельность.
Тем самым наука перешла от двухмерности – «человека говорящего»
или «человека слушающего» – к трёхмерности, включив в структуру
общения культурное пространство, в котором протекает коммуникация.
Поскольку понятие «пространство» принадлежит разным наукам
(философии, культурологии, когнитивистике, лингводидактике и др.), то
среди ученых еще не выработано единого однозначного представления о
том, какие составляющие организуют это понятие. Поэтому вполне логично, что в научной литературе встречаются понятия «ментальное пространство», «когнитивное пространство», «культурное пространство человека говорящего» «коммуникативное пространство» и т. п. «Осознание
многомерности любого явления, связанного с реализацией потребностей
человека в речевом общении в современном мультикультурном пространстве, приводит к стремлению осмыслить и собственно «человека
говорящего», и «человека общающегося»» [2, с. 450-451].
В научных исследованиях последних лет признана трехуровневая
структура языковой личности, предложенная Ю.Н. Карауловым1
(см. [3;
4]). В свою очередь Ю.Е. Прохоров предложил широкую трактовку понятия языковой/речевой личности; в соответствии с этой трактовкой
понятие речевой личности включается в понятие языковой личности.
«Если языковая личность – это парадигма речевых личностей, то, наоборот, речевая личность – это языковая личность в парадигме реального общения, в деятельности. В этом случае речевая личность – набор
элементов языковой личности, реализация которой связана со всеми
экстралингвистическими и лингвистическими характеристиками данной
ситуации общения: её коммуникативными целями и задачами, её темой,
1 Напомним, что Ю.Н. Караулов рассматривает языковую личность как трехуровневую, выделяя вербально-семантический, когнитивный и прагматический уровни. Каждый уровень языковой личности коррелирует с тремя типами коммуникативных потребностей (контактоустанавливающей, интерактивной и перцептивной), а
также со связанными с ними тремя сторонами процесса общения (коммуникативной,
интерактивной и перцептивной) [3; 4].
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нормой и узусом, её этнокультурными, социальными и психологическими параметрами. Знание этих параметров и принципов их реализации в конкретной ситуации общения заложено на когнитивном и прагматическом уровнях личности, а выбор конкретных из них для данного
речевого общения определяется самим содержанием общения» [2,
с. 453]. Таким образом, языковая личность поглощает речевую, поэтому
далее, говоря о языковой личности, мы подразумеваем, что речевая
личность в нее включена.
Представим основные результаты нашего исследования, которые
легли в основу модели базового портрета языковой личности инженера,
где центральным понятием выступают этапы инженерного поиска,
впервые в научной литературе описанные И.Б. Авдеевой [6].
Научную картину мира можно представить в виде некоторой
теоретической модели исследуемой реальности, поэтому в этом случае
плодотворным является понятие «когнитивного пространства», введенного В.В. Красных, которая понимает под ним определенным образом
структурированную совокупность всех знаний (включая научные) и
представлений, присущих либо одной конкретной языковой личности,
либо тому или иному социуму [7, с. 131]. Последнее исследователь называет «коллективным когнитивным пространством», в нашем случае –
это научно-профессиональный социум, где наличие когнитивных структур, представляющих собой некую форму кодирования и хранения информации [8, с. 62], обеспечивает реализацию научных профессиональных коммуникативных потребностей личности в социуме на основе общих знаний.
Заметим, что коллективное когнитивное пространство, в котором
осуществляет свою профессиональную деятельность инженер, пересекается с коллективными когнитивными пространствами, в которых протекает деятельность бизнесмена, журналиста, экономиста, бухгалтера и
т. д. Коллективное когнитивное подпространство, получаемое пересечением конечного множества вышеуказанных пространств, оказывается
динамическим, т. е. практически постоянно меняющимся во времени
объектом. Его широта зависит от круга общения, уровня проблем,
сложности решаемых задач и т. п.
Когнитивный уровень языковой личности специалиста, включающий определенную совокупность научных понятий, концептов,
идей, представлений реализуется в инженерном дискурсе, понимаемом
как сложное коммуникативное явление, которое, кроме текста, включает и несобственно языковые факторы (экстралингвистические): знание о
мире, целях, установке, адресате, необходимые для понимания и интерпретации текста [9, с. 35]. Поэтому наиболее важные, по нашему мнению, экстралингвистические характеристики когнитивного уровня языковой личности мы отнесли к предметному уровню.
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В жизни общества язык и культура, а также наука как часть культуры представляют собой неделимое целое. Язык и наука, будучи компонентами культуры, являются средством ее формирования и хранения.
По словам В.И. Вернадского, «научное знание есть единственная форма
духовной культуры, общая для всего человечества, не зависящая в своей
основе от исторического или географического места и времени. Только
наука и тесно связанная с нею техника вызывают единство культуры
для всего человечества…» [10, с. 84].
Мы рассматриваем науку как определенную человеческую деятельность, обособленную в процессе разделения труда и направленную
на получение и производство новых знаний [11, с. 4–5], а технику - как
обширную сферу технических знаний и основанных на них действий
[там же, с. 309].
К предметно-профессиональному уровню языковой личности специалиста инженерного профиля следует отнести такие экстралингвистические факторы, как виды и направления инженерной деятельности, особенности российского вузовского инженерно-технического образования,
описанные с позиции отражения в них этапов инженерного поиска.
В настоящее время понятие «картина мира» введено в антропоцентрическую лингвистику, что позволяет различать первичную и вторичную антропологизации языка, происходящие под влиянием человека. Первичная антропологизация представляет собой влияние психофизических, когнитивных, логических и других особенностей человека на
конститутивные свойства языка; вторичная – влияние на язык различных картин мира, например философской, научной, художественной и
др. Поэтому в центре нашего внимания, с одной стороны, находятся
люди, занятые в производстве научных знаний и составляющие научнопрофессиональный социум, с другой – процесс создания новых технических систем. Таким образом, наша установка является статусноориентированной.
К прагматическому уровню языковой личности специалиста инженерного профиля относятся национально-детерминированные принципы, конвенции, стратегии и правила общения, он включает цели, мотивы, интересы, оценки, проявляющиеся в дискурсе, где реализуется
любая языковая личность. Правила общения осуществляются на базе
прагматических пресуппозиций и включают национальноопределенный набор общих фоновых знаний, в том числе представлений о контексте, а также национально-детерминированные характеристики прагматического текста. Сразу отметим, что речь идет о прагматическом пространстве языка, которым называют «ту зону, где язык
фиксирует многообразные отношения говорящего к действительности,
и пользующийся языком в процессе коммуникативной деятельности а)
называет, б) указывает, в) выражает эти отношения, а адресат воспринимает и истолковывает эти смыслы» [16, с. 8].
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В рассматриваемом уровне Ю.Е. Прохоров выделяет некоторые
пространственные параметры, как-то: субъект речевых действий, прагматическое пространство, где язык фиксирует отношение говорящего к
действительности, и общий фонд знаний, «необходимых при общении
для воспроизводства и воссоздания информационного пространства текста (в его широком понимании)» [2, с. 460]. Наличие пространственных
параметров реализации в общении любой и каждой языковой личности
позволяют говорить о ее коммуникативном пространстве, под которым
Ю.Е. Прохоров понимает «совокупность сфер речевого общения, в которой определенная языковая личность может реализовать в соответствии с
принятыми в данном социуме языковыми, когнитивными и прагматическими правилами необходимые потребности своего бытия» [там же].
Выделение коммуникативного пространства является, на наш
взгляд, весьма важным параметром для формирования личности специалиста, так как на его основе создаются вузовские учебные программы по различным предметам для различных профилей обучения.
Соотношение этапов инженерного поиска и направлений инженерной деятельности, а также наблюдение за сферами общения, в которых протекает коммуникация будущего инженера в течение всего периода обучения в вузе, включая производственную и преддипломную
практики, позволяет говорить о том, что выпускник технического вуза
может выступать сразу в нескольких социально-коммуникативных ролях, например техника, механика, технолога, конструктора, системотехника, изобретателя и др. Для молодого российского специалиста общение в этом случае будет носить характер моносоциумной монокультурной коммуникации.
Анализ сфер и видов инженерной деятельности, а также опрос
преподавателей выпускающих кафедр в инженерных вузах помогли нам
выделить основные диады профессионально-делового общения. Так,
при межсоциумном монокультурном типе коммуникации для российских выпускников наиболее существенными являются следующие: инженер - заказчик, инженер - изготовитель, инженер - потребитель.
На вербально-семантическом уровне языковая личность «реализуется в языковом/речевом пространстве, под которым понимается определенным образом структурированная совокупность языковых знаний
и умений их реализации, необходимо присваиваемая личностью в процессе ее речевой деятельности в данной лингвокультурной общности»
[2, с. 455–456]. Имеется в виду владение нормами литературного языка
и научного стиля в его устной и письменной разновидностях.
Применительно к научному стилю норму следует рассматривать в
трех направлениях: 1) регламентирующе-регулирующая функция нормы
по отношению к конкретным языковым единицам и речевым фактам из
научно-профессиональной сферы общения; 2) функционально-стилевой
аспект нормы, предполагающий рассмотрение и установление известных
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регламентаций в использовании языковых единиц в рамках научного
стиля, а также принципы организации композиционно-речевой структуры соответствующих текстов/дискурсов; 3) норма как общий принцип
построения научных текстов и организации в них языкового материала.
Знание хранится в коллективной памяти научного социума в виде понятий, которые закрепляются в термине. Поэтому термин можно
считать носителем коллективной профессионально-научной памяти.
Как посредник-медиатор он становится активным участником научного
дискурса, который ведет к овладению определенной ситуацией, способствуя развитию научно-познавательной и преобразующей деятельности
человека [18, с. 17].
Считается доказанным, что новые понятия формируются средствами языка на базе уже имеющихся, а сущность специальной информации заключается в том, что один объект содержит сведения о другом
[19, с. 33]. Сообщаемая информация фиксируется языком в научном
тексте/дискурсе в формах научного познания (понятия, суждения, умозаключения, гипотезы, идеи, теории). Со временем в процессе развития
различных областей науки или техники отдельные положения и выводы
уточняются, пересматриваются или устаревают, становясь достоянием
истории науки.
В вузовском образовании научные картины мира, развиваемые
отдельными науками, представлены соответствующими учебными дисциплинами, которые в свою очередь объединяются в группы по степени
«родства» [13, с. 7]. Их связывают не только области или объекты исследования, но и понятия, одновременно принадлежащие разным наукам. В ходе исследования различные объекты, погружаясь в новые отношения, приобретают другие признаки. Так постепенно часть объектов
исследования, переходя из одной учебной дисциплины в другую, приобретает новые качества, которые, накапливаясь, видоизменяют исходные объекты, превращая их в объекты с новыми признаками или в инструменты познания других наук в зависимости от позиции исследователя и решаемой им задачи. Этот процесс приводит к изменению информационной ёмкости понятия, а следовательно, и термина, которым
оно обозначается (подробнее см. [19, с. 35-39]).
При описании различных уровней, составляющих базовый портрет
языковой личности специалиста инженерного профиля, мы исходили из
того, что любой специалист владеет определенным набором знаний, умений и навыков, необходимых ему как профессионалу, однако основополагающие знания, умения и навыки он приобретает, как правило, в период
обучения в вузе. Поэтому далее, описывая вербально-семантический уровень, мы обращаемся к вузовскому образованию и отталкиваемся от учебных планов и программ по естественно-научным, математическим и базовым инженерным дисциплинам, которые утверждены Госстандартами для
получения степени бакалавра техники и технологии.
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Последовательное движение объекта изучения от одной дисциплины к другой можно определить как движение от идеального объекта к реальному. В терминах анализируемых дисциплин это выглядит следующим
образом: движущаяся материя/материальные тела (физика) → материальная точка (теоретическая механика) → балка/ стержень (сопромат) → механизм (теория машин и механизмов) → вал, привод (инженерная графика,
детали машин, теория конструкционных материалов и др.).
Проиллюстрируем вышеизложенное примером: автомобиль в физике – это всего лишь материальное тело, которое испытывает внутренние и внешние воздействия, распределенные по нему определенным образом. Перемещение данного тела описывают при помощи уравнений
движения. Очевидно, что представленной информации недостаточно для
производства автомобиля как транспортного средства, так как ни математика, ни физика не дают инженеру никаких технических параметров, по
которым можно сконструировать автомобиль. Однако изучение математики и физики помогает будущему инженеру «установить связи между
абстрактными математическими объектами и понятиями, с одной стороны, и реальными объектами и явлениями природы – с другой» [20, с. 20].
В теоретической механике автомобиль начинает постепенно
приобретать некоторую инженерную окраску. Так, ситуация автомобиль скатывается с горы
1) в терминах физики описывается следующим образом: материальное тело перемещается по наклонной плоскости под воздействием
силы инерции;
2) в терминах теоретической механики: тело взаимодействует с
наклонной плоскостью в виде сил трения качения в передаче колеса в
зацеплении с неким покрытием;
3) в последующих дисциплинах речь идет о конкретных агрегатах, узлах и деталях, т.е. завершается процесс превращения автомобиля
из материального тела в транспортное средство, выпускаемое автомобильной промышленностью.
Колебания соотношений идеальных и реальных признаков в объектах изучения девяти базовых инженерных дисциплин и их подъязыков стали основаниями для распределения этих объектов по четырем
уровням:
I уровень: объект изучения – абстрактная модель как в математике и идеализированная модель как в физике.
Сразу поясним, что абстрактный и идеальный объекты - разные
понятия. «Идеальный объект представляет в познании реальные предметы, но не по всем, а лишь по некоторым, жестко фиксированным признакам. Идеальный объект представляет собой упрощенный и схематизированный образ реального предмета» [11, с. 43]. Например, при расчетах функционирования каких-либо технических систем инженер пренебрегает трением, температурными колебаниями, влажностью, скоро-
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стью ветра и другими параметрами. Но объект существует, он есть и
работает. Абстрактный объект – это объект, полученный в процессе абстрагирования, т. е. отвлечения от некоторых свойств предметов, позволяющего выделить другие его свойства. Это значит, что в окружающем
нас мире такого объекта не существует, он плод воображения исследователя, необходимый для проведения дальнейших теоретических изысканий. Ученый не отвлекается на излишнюю детализацию и несущественные характеристики изучаемых процессов, явлений или объектов и
может яснее увидеть и правильно наметить стратегические направления
проводимой научной работы и оценить ее перспективы.
II уровень: объект изучения, оставаясь идеализированной моделью, приобретает некоторые инженерные признаки, но идеальные признаки по-прежнему доминируют (теоретическая механика, сопротивление материалов, начертательная геометрия).
III уровень: объект изучения – инженерная конструкция, сохраняющая некоторые признаки идеализированной модели, хотя превалируют уже реальные признаки (теория механизмов и машин, теоретическая электротехника).
IV уровень: объект изучения – реальная инженерная конструкция
или ее часть (инженерная графика, теория конструкционных материалов).
Проведенное исследование позволило констатировать, что а) в
математических дисциплинах объектом изучения является абстрактная
модель; б) в естественных - идеализированная модель реального объекта, построенная на основе фундаментальных физических законов и фактических наблюдений процессов, протекающих в объекте, и их измерений; в) в «зрелых» инженерных дисциплинах – реальный технический
объект, создаваемый человеком.
Таким образом, в предлагаемой классификации крайние уровни
включают объекты, обладающие максимальными степенями идеальности
(I уровень) и реальности (IV уровень), а на срединных уровнях соответственно располагаются объекты, в которых несколько преобладают идеальные (II уровень) или реальные (III уровень) объекты исследования.
Лингвостилевой, содержательный и статистический анализ большого корпуса текстов учебников по 9 названным дисциплинам позволили
сделать вывод, что языковые реализации для описания различных объектов выбираются автором-специалистом в зависимости: 1) от идеальности
или реальности описываемого объекта и/или ситуации; 2) от степени участия/влияния человека на описываемую ситуацию; 3) от вероятности,
возможности, необходимости и других условий протекания процесса.
Обладая различными степенями идеальности/ реальности, объекты разных наук требуют разных синтаксических структур для своего
описания. Поэтому развитие у студентов технических вузов умений и
навыков владения синтаксисом научной речи необходимо сделать адекватным не только инженерным целям, поставленным в дипломных и
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диссертационных работах, но и стилевым нормам конкретных научных
подстилей. Инженерных целей обычно три: 1) создание математической
модели; 2) описание устройств и принципов работы приборов; 3) разработка технологии конструирования.
Как правило, каждая из названных целей реализуется в одной из
глав квалификационной (дипломной) работы бакалавров разных направлений.
Описание математической модели требует от будущего специалиста навыков владения нормами подъязыка математики, что выражается в определенном наборе синтаксических конструкций, характерных
только для математического подстиля [13, с. 84-98]. При описании устройств и принципов работы приборов необходимо владеть нормами естественно-научного подстиля [13, с. 98–111], а разработка технологии
конструирования требует соблюдения лингвостилевых норм научнотехнического подстиля [13, с. 111-142].
На вербально-семантическом уровне базового портрета языковой
личности выделены критерии, которые являются определяющими при
выборе языковых средств для передачи специальных смыслов в текстах
математических, общих естественных и общепрофессиональных дисциплин, изучаемых в вузах инженерного профиля. Такими критериями
можно полагать уровни идеальности/реальности объектов исследования
в разных дисциплинах. Чем выше степень идеальности объекта, тем
больше при его описании будет употреблено пассивных оборотов, двусоставных синтаксических структур с предикатами, выражающими самопроизвольное действие. Чем выше степень реальности объекта, тем
чаще авторы используют активные односоставные неопределенноличные конструкции.
Таким образом, язык выступает как связующее звено индивидуального, социального в форме профессионального и общественного
уровней человеческого бытия. Он позволяет человеку ориентироваться
в научной картине мира, формироваться как личность и находить свое
место в системе общественных отношений.
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Вестник ТвГУ. Серия "ФИЛОСОФИЯ". 2013. Выпуск 4.
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3. Караулов Ю.Н. Русский язык и языковая личность. М., 1987. 270 с.
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Вып. 3. С. 67–83.
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в рамках город. науч.-метод. семинара «Русский язык как иностранный в российских технических вузах» / под ред. Г.М. Левиной. М.: Янус-К, 2003. С. 39-48.
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испр. М.: Наука. Главная редакция физико-математической литературы, 1979. 510 с
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СОЦИОКУЛЬТУРНЫЙ АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ЛЕЙФА ИРИНА ИЛЬИНИЧНАНаписать письмо автору1, ЯЦЕВИЧ ЛЮБОВЬ ПАВЛОВНАНаписать письмо автору1
1 Амурский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (13) Год: 2013 Страницы: 330-333
УДК: 378
ЖУРНАЛ:
ВЕКТОР НАУКИ ТОЛЬЯТТИНСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ПЕДАГОГИКА, ПСИХОЛОГИЯ
Издательство: Тольяттинский государственный университет (Тольятти)
ISSN: 2221-5662
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE PERSONALITY, ЯЗЫКОВОЕ ОБРАЗОВАНИЕ, LINGUISTIC EDUCATION, МЕЖКУЛЬТУРНОЕ ОБЩЕНИЕ, CROSS-CULTURAL COMMUNICATION, СОЦИОКУЛЬТУРНАЯ КОМПЕТЕНЦИЯ, SOCIOCULTURAL COMPETENCE, ДИАЛОГ КУЛЬТУР, CROSS-CULTURAL DIALOGUE, ФOРМИРОВАНИЕ НАВЫКОВ И УМЕНИЙ, FORMATION OF LEARNING SKILLS
АННОТАЦИЯ:
Статья посвящена проблеме учета социокультурного аспекта при формировани вторичной языковой личности.
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Знание иностранного языка сегодня - это условие
успешной деятельности специалиста в самых разных
сферах производства.
Взаимопонимание народов при активно развиваю- щихся контактах на всех уровнях становится сегодня ак- туальной задачей. Практическая успешность, духовная
глубина и эмоциональная сторона общения во многом
зависят не только от уровня владения иностранным язы- ком, но и от уровня сформированности вторичной язы- ковой личности общающихся. Согласно утверждению
Н.Д. Гальсковой, результатом любого языкового образо- вания должна стать сформированная языковая личность.
А поскольку мы ведем речь об образовании в области
иностранных языков, то цель, рассматриваемая нами –
сформированная вторичная языковая личность, предполагающая способность человека принимать полноценное участие в межкультурной коммуникации [1, С. 65].
Вызывает сомнение позиция Ю.Ю. Ковалевой [4],
утверждающей, что под «языковой личностью» понимается изучающий иностранный язык, а под «вторичной
языковой личностью» – личность будущего переводчика. Именно поэтому имеет смысл внести ясность в понятие «вторичная языковая личность», которого мы, вслед
за И.И. Халеевой, придерживаемся в данной статье. Мы
понимаем вторичную (на основе освоения иностранного
языка) языковую личность как «способность человека
к общению на межкультурном уровне. Данная способность складывается из овладения вербально-семантическим кодом изучаемого языка, то есть «языковой картиной мира» носителей этого языка (формирование вторичного языкового сознания) и «глобальной (концептуальной) картиной мира» [1, С.68]. Данная точка зрения
основывается на разработанной Ю.Н. Карауловым кон- цепции языковой личности, согласно которой под язы- ковой личностью понимается «совокупность способно- стей и характеристик человека, обуславливающих соз- дание и восприятие им речевых произведений (текстов),
которые различаются степенью структурно-языковой
сложности, глубиной и точностью отражения действительности, определённой целевой направленностью» [3,
С.104].
Со вступлением России в Болонский процесс изменилась и образовательная парадигма. Такая смена была
вызвана социокультурными трансформациями и требованиями общества. В настоящее время образование построено на принципах гуманности, коммуникативности
через диалогичность, проблематичность, открытость,
творчество, личностную самоактуализацию и самодостаточность обучающихся и обучающих. Поскольку
мы ведем речь о подготовке нашего будущего – буду- щих специалистов, которым предстоит жить в откры- том обществе, чьи возможности уже сегодня довольно
широки и реальны, необходимо говорить о смещении
акцентов в теории и практике обучения вообще, и в процессе обучения и изучения ИЯ в частности. Изменения,
происходящие в обществе как результат его развития,
наметили коренной перелом во взглядах на процесс обучения и учения. Это дает нам право говорить не просто
о замене одной модели обучения на другую, а о смене
дидактической парадигмы. Речь идет об абсолютно но- вом подходе к процессу обучения ИЯ, который повлечет
изменения во всех своих звеньях: изменение роли обу- чающего и обучающегося, характера взаимоотношений
между ними, взгляда на знания, обучение, мотивацию
процесса обучения.
Для овладения способностью общения на межкуль- турном уровне недостаточно только знание истории,
географии, культуры и обычаев страны, необходимо
проникновение в эту культуру, в национальное само- сознание носителей данной культуры, понимание их
психической структуры и играет подчас определяющую
роль в характере общегуманитарных и деловых контак- тов представителей разных стран. Достоверное знание
страны, как и высокий уровень владения языком, помогает правильно понять и реализовать инфoрмацию о
стране. Успешность профессиональной деятельности,
которая невозможна без сформированности вторичной
языковой личности, также зависит от адекватного общения с иностранной средой, чему способствуют социокультурные знания. Именно поэтому социокультурному
аспекту в формировании вторичной языковой личности
специалистов различных сфер следует уделять достаточное внимание.
Все большее число методистов придерживаются в
последнее время идеи обучения, в центре которого стоит обучающийся, основанного на учете индивидуальных
потребностей, целей, ресурсов личности. Не меньшего
внимания заслуживают идеи непрерывного образования, усиления значения самостоятельности обучающихся; определения подходов обучения и учения, основанных на практических задачах, связанных с реальной
жизнью; средств обучения, в наибольшей степени сори- ентированных на нужды обучающегося. Произошедшие
изменения в социальной ситуации, естественным обра- зом предопределяющие изменения в процессе обучения,
позволяют нам определить предпосылки формирования
вторичной языковой личности будущих специалистов в
области ИЯ как:
а) заданные объективным развитием общества и
б) заданные изменениями в практике обучения ИЯ.
Намечающиеся предпосылки ставят новые цели, что
побуждает нас к обоснованию роли и места социокультурного компонента в формировании вторичной языковой личности.
Проблема интеграции компонентов культуры в обучение ИЯ стоит давно. Попытки ее разрешения предпринимались в разное время представителями различных
методических направлений за рубежом (В. Фиетор, М.
Берлиц, Ф. Гуэн, М.Т. Суит, М. Вальтер; Ш. Швейцер, Э.
Симонет, О. Есперсен, Э. Отто, Ф. Аронштейн; Р. Ладо, Ч.
Фриз; П. Губерин, П. Риван, Л. Блумфилд; Н. Ладеманн,
Г. Радемахер, Х. Геринг, Р. Пихт, Д. Бутьес, М. Зингер,
Х.Л. Ностранд, Ф. Дибайзер, Д. Бриземайстер, Х. Вебер,
Дж. Клейн, Х. Крист) и представителями лингвострановедческого подхода к обучению иностранным языкам
в нашей стране, основоположниками которого явились
Е.М. Верещагин и В.Г. Костомаров.
С начала прошлого века, вплоть до девяностых го
12
дов, предлагали включать в учебный процесс тексты из
жизни и культуры народа, считая, что каждый язык от- ражает разное мировоззрение, и у каждого наpoдa своя
система понятий (В. Фиетор, М. Берлиц, Ф. Гуэн, М.Т.
Суит, М. Вальтер). Другие (например, Ш. Швейцер и Э.
Симонет) рекомендовали использовать схему базовых
знаний: географические сведения, исторические собы- тия, знакомство с нравами и обычаями носителей изуча- емого ИЯ.
Говоря об изменении в подходе к обучению ино- странным языкам, А.А. Леонтьев считает, что в препода- вании необходимо больше ориентироваться на культуру
страны изучаемого языка, обеспечивать практический
учет культурных и вообще страноведческих особен- ностей в общении на изучаемом языке (А.А. Леонтьев,
1989).
Более широкий подход можно найти в публикаци- ях Л.Т. Денисовой, С.М. Мезенина: языку, иноязычной
речи необходимо обучать в контексте национальной и
мировой культуры (1991) [5].
Попытки интегрирования культуры в обучение ИЯ
предприняты в конце прошлого – начале нынешнего
веков В.В. Сафоновой, давшей философское обоснова- ние социокультурного подхода к обучению ИЯ, и В.П.
Фурмановой, предложившей теоретический и практиче- ский выход на обучение ИЯ в вузе. Важность обучения
межкультурной коммуникации неоднократно подчер- кивает в своих работах С.Г. Тер-Минасова; необходи- мость учета культурного разнообразия доказывает П.В.
Сысоев, обосновывая социокультурный подход в обуче- нии иностранному языку.
Таким образом, несмотря на наличие различных
подходов, тезис о неотделимости изучения ИЯ от одно- временного ознакомления обучающихся с культурой
страны изучаемого языка, ее историей и современной
жизнью является общепризнанным. Но если раньше
речь шла о сообщении студентам определенных зна- ний и формировании у них соответствующих навыков
и умений, то теперь теоретические работы и практика
свидетельствуют о том, что этого просто недостаточно.
Именно поэтому на современном этапе осознается необходимость корректировки цели обучения ИЯ, а также
всего процесса обучения, который должен быть пронизан социокультурным образованием. Социокультурный
аспект должен стать постоянной, неотъемлемой частью
процесса формирования вторичной языковой личности,
что придаст социокультурному образованию целенаправленный характер.
Если рассматривать социокультурную компетенцию
как способность осуществлять общение (как непосредственное, так и опосредованное) средствами ИЯ с ориентацией своего речевого поведения на иностранного
адресата, с учетом социокультурных особенностей страны изучаемого языка (определение О.Р. Бондаренко),
то нельзя не подчеркнуть, что все большее количество
(как зарубежных, так и отечественных) авторов делают
акцент не только и не столько на связи обучения ИЯ с
культурой народов стран изучаемого языка, сколько на
проникновении в эту культуру, на обучении интеркультурной коммуникации и интеркультурному пониманию.
И именно поэтому имеет смысл, на наш взгляд, рассмотреть, что понимается под интеркультурной коммуника- цией.
В.П. Фурманова определяет ее (у В.П. Фурмановой
межкультурная коммуникация – МКК) через категорию
общения, утверждая, что все характеристики, свойственные ему, относятся и к коммуникации. «МКК – это интеракция в определенном ситуативном контексте, в котором прослеживается валидность всех составляющих
ее конституентов... МКК является когнитивно-коммуникативной средой принципиально нового типа, которая
влияет на сложившиеся представления о познаватель- ном и коммуникативном процессах» [7, с. 93].
Идеи толерантного и межкультурного воспитания
все чаще обсуждаются в последнее время на страницах
методической литературы (Р. Пихт, Д. Бутьес, 1989; В.
Апельт, 1992; K.-Х. Дикопп, М. Френцель, 1992; В.В.
Сафонова, 1991; В.П. Фурманова, 1993; Н.Ф. Бориско,
2000; С.Г. Тер-Минасова, 2002; Е.Н. Соловова, 2004;
П.В. Сысоев, 2004; K. Puskás, 2009).
При изучении языка вне страны, говорящей на нем,
подготовка (= обучение) и применение (= говорение и
т.д.) сильно разделены и могут быть связаны лишь ис- кусственно. Ю. Вольф напоминает давно известное из- речение, имеющее непосредственное отношение к дан- ной ситуации, о том, что научиться языку можно только
прожив в стране изучаемого языка длительное время
(Ю. Вольф). Тем не менее, все большее количество пре- подавателей ИЯ стремятся различными способами и по
мере возможности при6лизить аудиторное обучение к
действительности страны изучаемого языка.
Довольно часто большинство культурных норм, цен- ностей и манер поведения, свойственных иной культуре,
кажутся нам, на первый взгляд, ничем не отличающими- ся, лишенными культурной окраски. Мы воспринимаем
их как само собой разумеющиеся, универсальные, не
принимая во внимание то, что в других культурах при- знаются иные ценности и нормы. Отсутствие необходи- мых знаний о культуре стран изучаемого языка может
привести к восприятию собственной культуры как луч- шей, единственно верной. Такое отношение обозначает- ся этнологами термином социо- или этноцентризм. Он
рассматривается как фактор, препятствующий межкуль- турному обучению. Для того чтобы научиться понимать
непонятное в иной культуре, необходимо разобраться,
каким образом формируется взгляд на нее через призму
собственной культуры, постараться изменить так назы- ваемый «угол зрения» на нее. Вот тогда станет возмож- ным понимание ранее незнакомого в чуждой культуре.
Неслучайно под диалогом культур понимается от- ношение культуры к культуре как к равноценной при
ее отличиях и интересной, нужной, желанной именно
в ее уникальности, непохожести. Такой тип отношений
и определяется как диалог культур [2, С. 213]. Он способствует развитию в обществе социокультурного понимания принадлежности к национальному и мировому
сообществу и социокультурной готовности к межнациональному общению как суверенных объектов, каждый
из которых видит в другом полноправного, уникального
и вместе с тем дополняющего его.
При обучении ИЯ, будь оно осознанное, протекающее организованно, или неосознанное, произвольное,
имеют место процессы МКК (Е. Герингхаузен, Р.К.
Сил, 1983), педагогическая основа которой стремится
к социокультурной действительности, к осуществлению всеми людьми своих возможностей, к реализации
человечности, что означает, к развитию ответственности, рациональности, нравственности и свободы. В
противовес прагматически ориентированной дидaктике,
межкультурная дидактика не сообщает конкретные
представления, а дает возможность развития понимания (K.-Х. Дикопп, М. Френцель, 1992; Х. Вебер, 1976).
«Язык можно понять только тогда, когда понимается
нечто большее, чем просто язык». Это «нечто большее»
обозначается В. Фейгсом как знание мира, фоновые
знания. Никогда нельзя выразить только словами все
то, что подразумевается. «Понимание языка возможно
лишь как взаимодействие знания языка и знания мира».
Необходимой степени понимания можно достичь лишь
в том случае, если в преподавании ИЯ имеет место постоянный учет социокультурных элементов, способствующий передаче межкультурных особенностей и являющийся частью межкультурного воспитания (Р. Пихт,
Д. Бутьес, 1989; Х. Крист, 1989; Ф. Дибайзер, 1976; Е.
Герингхаузен, 1983; Д. Бутьес, 1989; K. Puskás, 2009).
Необходимость обучения языку в соответствии со
И.И. Лейфа, Л.П. Яцевич
СОЦИОКУЛЬТУРНЫЙ АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ...
332 Вектор науки ТГУ. Серия: Педагогика, психология. 2013. № 2
страноведчески обусловленными различиями между
родным и изучаемым языками вытекает из того, что ино- странный язык рассматривается как выражение иных
отношений, способов мышления, действий и речи (Б.-
Д. Мюллер, 1994; Х. Ульманн, 1986; О.Р. Бондаренко,
1991; B.B. Caфоновa, 1991; П.В. Сысоев, 2004). Другая
культура изучается в сравнении с родной, поскольку
понимание чужой культуры осуществляется на основе
собственного миропонимания. Контакт культур пред- ставляется авторами как сравнение общественных,
культурных и языковых перспектив родной и изучаемой
культуры (М. Зингер, 1976; Дж. Клейн, 1988; Г. Нойнер,
1993; В.П. Фурманова, 1993).
Межкультурное обучение возможно, по мнению Х.
Ульмана, благодаря сообщению внеязыковых страно- ведческих знаний, т.е. знаний, не имеющих языковой
оболочки, но описываемых и сообщаемых с помощыо
языка. В то же время другие авторы (Д. Бутьес, 1989; Ф.
Дибайзер, 1976) обращают внимание на необходимость
не только передачи межкультурных знаний, но и фор- мирования соответствующих этим знаниям навыков и
умений, свойственных носителям языка. В свою очередь
Х. Нэд Сил (Х. Нэд Сил, 1976) ведет речь не только о
сообщении знаний, фoрмировании навыков и умений,
а о развитии способности проникновения в культуру
страны изучаемого языка людей с иным образом жизни,
о необходимости обучать студентов культурным взаи- мосвязям, особенно в тех случаях, если от них зависит
понимание повседневных чувств и мыслей носителей
языка [5].
Более того, ряд методистов высказывают мнение о
необходимости фoрмирования умений интеркультурной
коммуникации как первостепенной цели обучения. Речь
идет не только о развитии интереса к контакту с иной
культурой и совершенствовании коммуникативных воз- можностей, но и о расширении языкового, социального,
эмоционального и интеллектуального горизонта обуча- ющихся. По мнению автора данного документа, ознакомление учащихся с историческим окружением дpyгой
страны с целью лучшей ориентации в собственном и
чужом обществе не может ограничиваться лишь знакомством с действительными условиями другой страны, а
должно привести обучающихся к восприятию и рефлексии собственных ценностей и общественных взаимосвязей. Родная культура осваивается наиболее глубоко
благодаря соприкосновению со схожими и различающимися способами восприятия, точками зрения и обстоятельствами в чужой культуре и при взаимодействии
с ними. Преподавание ИЯ дает возможность не только
как бы со стороны посмотреть на все привычные для нас
существующие культурные особенности и взаимосвязи
и оценить их, но и «приблизиться» к иной культуре с
симпатией, терпимостью и в то же время критически.
В процессе обучения учащиеся должны научиться осуществлять взаимопонимание на ИЯ (устно и письменно)
в соответствии со своими личными потребностями и
справедливо по отношению к партнеру по коммуникации и вступать с ним в контакт [9].
В центре внимания, считает К.-Х. Дикопп, стоит
конкретное лицо, а не тип социокультурной личности.
Связанные с обучением различные ожидания одному
должны обеспечивать оптимальное участие в профес- сиональной жизни в будущем, другому – способство- вать готовности брать на себя ответственность (K.-Х.
Дикопп, М. Френцель). Этот подход, в центре внимания
которогo стоит обучающийся, используется в последнее
время все большим числом методистов. Он предполагает вовлечение обучающихся в сам педагогический процесс, более активное их участие в нем, что способствует развитию чувства самоуважения, доверия. Обучение
через взаимодействие, ставящее в центр самого обучающегося, значительно изменяет классическую модель
взаимодействия в аудитории:
- инициатива обучающего;
- реакция (ответ) обучающегося;
- оценка обучающего.
Предлагаемый авторами подход помогает создать
атмосферу, способствующую уменьшению напряжения,
дает возможность дифференциации. Обучающиеся в
большей степени ощущают и осознают возрастание сво- боды и личного участия в процессе обучения.
Социокультурный компонент, имеющий место при
формировании вторичной языковой личности будущих
специалистов в области ИЯ, отражает взаимосвязь язы- ка и культуры, включает культуру страны в широком
смысле слова как объект обучения иностранному языку.
Однако само понятие культуры неоднородно.
Несмотря на наличие различных определений понятия
культуры и разнообразных подходов к проблеме обу- чения ИЯ, практически все авторы подчеркивают идеи
о связи обучения ИЯ с культурой народов стран изуча- емого языка, с проникновением в эту культуру, счита- ют важным обучение межкультурной коммуникации и
межкультурному пониманию, что невозможно без зна- ний соответствующих культурных взаимосвязей.
Именно такой подход сможет обеспечить социокуль- турную направленность процесса обучения, что в наи- большей степени будет способствовать формированию
вторичной языковой личности будущих специалистов в
области иностранных языков, как способности человека
к общению на межкультурном уровне.
СПИСОК ЛИТЕРАТУРЫ
1. Гальскова, Н.Д. Теория обучения иностранным
языкам: Лингводидактика и методика: Учеб. пособие
для студ. лингв. ун-тов и фак. ин.яз.высш.пед.учеб.за- ведений / Н.Д. Гальскова, Н.И. Гез. - М.: Издательский
центр «Академия», 2004. – 336 с.
2. Каган, М.С. Мир общения: Проблемы межсубъект- ных отношений / М.С. Каган. - М., 1988. - 319 с.
3. Караулов, Ю.Н. Русский язык и языковая личность
/ Ю.Н. Караулов. - М.: Наука, 1987. - 261 с.
4. Ковалева, Ю.Ю. Филологические науки. Вопросы
теории и практики / Ю.Ю. Ковалева. - Тамбов: Грамота,
2010. - № 1 (5): в 2-х ч. - Ч. I. - С. 152-155.
5. Лейфа, И.И. Социокультурный аспект в формировании профессиональной компетенции будущих учителей иностранного языка: (Немецкий язык, младшие курсы): дис. … кандидата педагогических наук: 13.00.02 /
Моск. пед. гос. ун-т. – М., 1995. – 163 с.
6. Леонтьев, А.А. Общая методика обучения ИЯ.
Хрестоматия / А.А. Леонтьев. - М., 1991. - 360 с.
7. Фурманова, В.П. Межкультурная коммуникация и
лингвокультуроведение в теории и практике обучения
ИЯ / В.П. Фурманова. - Саранск, 1993. - 124 с.
8. Puskás, K. Soziokulturelle Kompetenz im
Landeskundeunterricht in DaF-Stunden. Ansätze der
Landeskunde und die Entfaltungsmöglichkeiten der soziokulturellen Kompetenz anhand zwei Lehrwerken / K.
Puskás. - VDM Verlag, 2009. - 72 S.
9. Trim, J. Gemeinsamer europäischer Referenzrahmen
für Sprachen: lernen, lehren, beurteilen / J. Trim, B. North,
D. Coste, J. Sheils // hg. v. Europarat, Übersetzung v. J.
Quetz, R. Schiess, U. Skoeries, G. Schneider (Skalen). –
Berlin: Langenscheidt, 2001. – 137 S.
СПОСОБЫ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА
КИРИЧЕНКО А.М.1
1 Ставропольский государственный педагогический институт, г. Ставрополь
Тип: статья в журнале - научная статья Язык: русский
Номер: 17 Год: 2014 Страницы: 209-212
ЖУРНАЛ:
ОБУЧЕНИЕ И ВОСПИТАНИЕ: МЕТОДИКИ И ПРАКТИКА
Издательство: Общество с ограниченной ответственностью "Центр развития научного сотрудничества" (Новосибирск)
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, БАЗОВЫЕ КОМПЕТЕНЦИИ, МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, АНТРОПОЛОГИЧЕСКИЙ ПОДХОД
АННОТАЦИЯ:
В статье рассматриваются компоненты и уровни сформированности вторичной языковой личности, представлен анализ необходимых для ее формирования компетенций.
это на стр 209 все остальное на стр 210
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Интеграционные процессы в науке и культуре направлены на создание
единого мирового образовательного пространства. Эти тенденции требуют
конкретизации требований, предъявляемых к специалистам новой информационной эры. В педагогике утвердилось понятие «профессиональная готовность специалиста», которое включает в себя, с одной стороны, психофизиологическую готовность, а с другой – научно-теоретическую и практическую составляющие его профессиональной компетенции.
В настоящее время владение, по крайней мере, одним иностранным
языком, включено в список основных требований, предъявляемых к специалистам различных уровней. Для будущего педагога как «ретранслятора
культуры», в широком понимании данного концепта, овладение иноязычной
речью имеет первостепенное значение. Конечным результатом овладения
иноязычной культурой является вторичная языковая личность. Данное понятие включает в себя совокупность способностей / готовности человека к
«производству» речевых поступков в условиях аутентичного общения с
представителями других культур [5]. Что является целью и результатом овладения иностранным языком. Выступая в качестве системообразующего
фактора процесса обучения иностранному языку, концепт вторичной языковой
личности позволяет по-новому подойти к обоснованию основных методических категорий и методологических подходов. Категория «языковая личность»
проявляется не просто в языковых способностях личности, а в способности
человека порождать и понимать речевые высказывания. Караулов Ю.Н. выделяет мотивационный, тезаурусный и вербально-семантический уровни языковой личности. Если соотнести данные уровни с объектами языка, то выделяют следующие: подтекст (II уровень), текст (I уровень) и слово (0 уровень). Автор говорит о том, что языковая личность начинается не с нулевого, а с тезаурусного (I) уровня [3]. Однако практика показывает, что тезаурусный уровень владения языком должного отражения в практике преподавания иностранного языка не нашел [4].
В русле современных тенденций обновления содержания образования
проблема формирования определенных компетенций специалистов волнует
как отечественных, так и зарубежных ученых. Совет Европы выделяет пять
базовых компетенций, необходимых специалистам.
1. Политические и социальные компетенции, включающие способность
брать на себя ответственность, участвовать в совместном принятии
решений, участвовать в развитии демократических институтов.
2. Компетенции, определяющие владение устным и письменным общением.
3. Компетенции, касающиеся жизни в поликультурном обществе,
призванные препятствовать возникновению ксенофобии и формирующие готовность к межкультурной коммуникации.
4. Компетенции, включающие в себя способности критического анализа информации, получаемой по каналам СМИ и «Интернет».
210
Современные методы и модели в преподавании иностранных языков 211
5. Компетенции, реализующие способность и желание учиться всю
жизнь, не только в профессиональном плане, но и в личной, и общественной жизни [4].
Анализ литературы показывает, что существуют различные классификации компетенций, связанных с коммуникацией. Так, авторы общеевропейского «Порогового уровня» выделяют лингвистическую, социолингвистическую, дискурсивную, стратегическую, социальную, социокультурную
компетенции (J.A. Van Ek). В программе по языковому образованию выделяются следующие компетенции: прагматическая, языковая и социолингвистическая (Common European Framework). Отечественные методисты употребляют такие термины, как лингвистическая, тематическая, социокультурная, компенсаторная, учебная, языковая, речевая компетенции (И.Л. Бим,
Н.Д. Гальскова, В.В. Сафонова).
Выпускники педагогического вуза, наряду с другими специалистами,
должны владеть стратегиями иноязычного общения на уровне, необходимом для установления межкультурной коммуникации. Верещагин Е.М., Костомаров В.Г. межкультурную коммуникацию понимают как «… адекватное
взаимопонимание двух участников коммуникативного акта» [1]. Способность человека вступать в межкультурную коммуникацию выражается в социокультурной компетенции. Н.Д. Гальскова понимает социокультурную
компетенцию как «… способность человека соотносить свою культуру с
культурой страны изучаемого языка» [2]. Это требует умения видеть различия и общность в культурах, в мировосприятии их носителей, в системах
норм, обязанностей, прав и т.д., принятых в разных социумах. Следовательно, среди задач обучения иностранным языкам можно выделить развитие
таких личностных качеств обучающихся, необходимых для успешного осуществления общения в интеркультурных коммуникативных ситуациях, как:
‒ способность видеть общность людей, принадлежащих к разным социумам, и их специфические культурные особенности;
‒ способность понимать и принимать различия и общность разных
моделей действительности, в мироощущениях, специфике поведения представителей иных культур;
‒ готовность использовать иностранный язык как средство общения
при каждой встрече с его носителями и потребность самостоятельно совершенствовать навыки и умения иноязычного общения.
Так как вторичная языковая личность начинается формироваться еще в
начальной школе (а зачастую и в дошкольном возрасте), то одной из задач
обучения иностранному языку в высшей школе является конкретизация и
систематизация знаний и стратегий поведения в условиях межкультурного
общения. Реализация данной задачи возможна лишь при реализации антропологического подхода как основополагающего в гуманистической парадигме образования. Данный подход предполагает рассмотрение личности
человека, проходящего все ступени образования, как единую постоянно
211
обновляющуюся систему интегрированных психофизиологических, духовных и ценностных компонентов.
Для реализации антропологического подхода в формировании вторичной языковой личности будущего педагога необходим пересмотр вектора
взаимодействия общеобразовательной школы и вуза. Изменения могут касаться как технологий взаимодействия, так и содержания «Языкового портфеля» будущего специалиста. Стратегии межкультурной коммуникации
отодвигают на «второй план» знания и умения иноязычного общения [6]. От
степени владения данными стратегиями зависит успешное прохождение
международных экзаменов (TOEFL, IELTS, CPE и др.), что повышает востребованность специалиста на отечественном и зарубежном рынках труда.
Анализ программ, учебных и методических пособий, используемых на
этапе обучения иностранному языку в вузе показывает, что стратегии и фоновые знания, полученные в школе по данной дисциплине, не находят дальнейшего применения и развития. Это требует разработки антропоориентированных учебно-методических комплексов «Иностранный язык» для различных специальностей, работа с которыми обеспечит уровень сформированности вторичной языковой личности студентов, необходимый для полноценной межкультурной коммуникации.
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Список литературы:
1. Верещагин Е.М., Костомаров В.Г. Язык и культура. – М., 1990.
2. Гальскова Н.Д. Современная методика обучения иностранному языку. –
М.: АРКТИ, 2000.
3. Караулов Н.Ю. Русский язык и языковая личность. – М.: Наука, 1987.
4. Московская Н.Л. Формирование профессиональной компетентности
лингвиста-преподавателя в интегрально-коммуникативном образовательном
пространстве. – Ставрополь: изд-во СГУ, 2003.
5. Халеева И.И. Основы теории обучения пониманию иноязычной речи
(подготовка переводчика). – М.: Высшая школа, 1989.
6. www.fipi.ru/total/.
212
СТАНОВЛЕНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ТЕХНИЧЕСКОГО УНИВЕРСИТЕТА: ПРОБЛЕМЫ И ПУТИ РЕШЕНИЯ
ФИРСОВА СВЕТЛАНА ПАВЛОВНА1, ЩЕГЛОВА НАТАЛИЯ НИКОЛАЕВНА1
1 Поволжский государственный технологический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 10-2 (40) Год: 2014 Страницы: 187-189
УДК: 378.02
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC PERSONALITY, ОБУЧЕНИЕ ИНОСТРАННОМУ ЯЗЫКУ В ТЕХНИЧЕСКОМ ВУЗЕ, A FOREIGN LANGUAGE TEACHING IN A TECHNICAL HIGHER EDUCATION ESTABLISHMENT, МОТИВАЦИЯ, MOTIVATION, ЯЗЫКОВАЯ КАРТИНА МИРА, LINGUISTIC WORLDVIEW, АКАДЕМИЧЕСКАЯ МОБИЛЬНОСТЬ СТУДЕНТОВ, ACADEMIC MOBILITY OF STUDENTS
АННОТАЦИЯ:
В статье затрагиваются проблемы, связанные со становлением и развитием понятия вторичной языковой личности студента технического вуза. Описываются результаты исследования мотивации студентов технических направлений подготовки к изучению иностранного языка. В качестве цели формирования вторичной языковой личности рассматривается достижение уровня иноязычной коммуникативной компетенции, необходимого для участия в программах академической мобильности.
---
Современное российское общество в последние десятилетия остро ставит вопрос о модернизации с уществующей системы высшего образования. И в первую очередь это касается изучения иностранных языков, поскольку именно владение одним или несколькими иностранными языками создает возможность
для успешной интеграции студента в мировой образовательный процесс, делает его конкурентоспособным на профессиональном рынке.
На наш взгляд, одним из ключевых понятий лингводидактики является вторичная языковая личность. Оно
является логическим продолжением понятия «языковая личность», предложенного Ю. Н. Карауловым [2].
По утверждению Н. Д. Гальсковой, концепт «вторичная языковая личность» направлен на конкретизацию целевых и содержательных аспектов языкового образования «в ―двухплановом единстве‖: первый план составляет аутентичная языковая личность; второй – вторичная (удвоенная) языковая личность, которая формируется
в образовательном процессе по неродным языкам и которая является результатом этого процесса» [1, с. 22].
Вторичная языковая личность также определяется и как «совокупность способностей человека к иноязычному общению на межкультурном уровне, под которым понимают адекватное взаимодействие с представителями других культур» [Там же, с. 46]. Для студента технического университета эталоном вторичной языковой
личности будет «коммуникативно-активный субъект, способный в той или иной мере познавать, описывать,
оценивать, преобразовывать окружающую действительность и принимать участие в общении с другими людьми средствами иностранного языка в иноязычно-речевой деятельности» [4, с. 3]. Поскольку, как принято считать, языковая личность имеет свое индивидуальное когнитивное пространство, то есть определенным образом
структурированную совокупность знаний и представлений [5, с. 39], то имеется и профессиональное когнитивное пространство. Именно оно позволяет определить как параметры вторичной языковой профессиональной
личности, так и параметры иноязычной профессиональной коммуникативной речевой деятельности [10, с. 188].
Появляется новое понятие – вторичная языковая образованность студентов технических направлений как
профессионально-значимое свойство человека, приобретаемое в процессе образования, отражающее такую
меру владения профессионально-ориентированным иностранным языком, которая обеспечивает способность
Фирсова С. П., Щеглова Н. Н., 2014
187
пользоваться им в различных аспектах профессиональной деятельности при реализации вторичных языковых
компетенций [11, с. 4]. Структурными характеристиками вторичной языковой образованности студентов являются: вторичная языковая осведомленность (лексикон, грамматикон, социокультурные сведения), вторичная языковая сознательность («картина профессионального мира», то есть система знаний о будущей профессии,
понятийная база профессии), вторичная языковая действенность студента (коммуникативно-деятельностные
потребности студентов, а именно: контактоустанавливающая, информационная и регулятивная), вторичная
языковая умелость (умение применять знание иностранного языка для реализации вторичных языковых компетенций в будущей профессиональной деятельности). В соответствии с представленными уровнями вторичной языковой образованности выделяют уровни ее структуры: вербально-семантический, тезаурусный, прагматический и продуктивный [Там же, с. 5]. Последний отличает профессиональную вторичную языковую
личность, поскольку профессиональная деятельность специалиста не ограничивается рамками учебного процесса, его цель – создание продукта профессиональной деятельности.
В самом общем смысле у вторичной языковой личности должна быть сформирована языковая картина
мира, то есть она должна понимать особенности иноязычной ментальной культуры, традиций и установлений. Но в реальности формирование личности, способной видеть мир как носители языка, использовать их
ассоциации и метафоры, – достаточно сложная задача. В обучении иностранному языку «речь должна идти
о согласовании в рамках индивидуального сознания двух смысловых контекстов – родного и иноязычного,
то есть о формировании билингвального сознания, в котором в некоторых отношениях сосуществуют две
языковые картины мира» [7, с. 198].
По мнению И. А. Сафоновой, формирование вторичной языковой личности – это «вхождение» иноязычной личности в новую целостную картину мира. «Человек, изучающий новый язык и познающий новую
культуру, существует одновременно в двух культурных пространствах и воспринимает мир одновременно
с двух точек зрения» [6, с. 146]. Интересно заметить, что в настоящее время основным принципом организации медиакомпетентности вторичной языковой личности провозглашается принцип коэволюции – соизучения иностранного языка, культуры и медиа [9, с. 156]. По мнению Е. И. Пассова, осознание себя в качестве
вторичной языковой личности предполагает, во-первых, осознание себя как языковой личности в целом,
включая вербально-семантический, лингвокогнитивный и мотивационный уровни; во-вторых, способность
пользоваться языком в текстовой деятельности – коммуникации; в-третьих, способность к саморазвитию,
к обеспечению креативной текстовой деятельности [3, с. 34]. Таким образом, развитие у студента свойств
вторичной языковой личности, которые бы позволили ему осуществлять акт межкультурной коммуникации, –
это стратегическая цель обучения иностранному языку в техническом вузе.
Представленный выше анализ литературы по обсуждаемой проблеме позволил нам определить структуру
вторичной языковой личности студента технического университета как совокупность следующих компонентов:
1) мотивационного, характеризующегося наличием внешних и внутренних мотивов к изучению иностранных языков;
2) коммуникативного, заключающегося в сформированности иноязычной коммуникативной компетенции;
3) продуктивного, представляющего собой готовность к использованию иностранных языков в ситуациях межкультурного общения.
С целью определения учебной мотивации студентов к изучению иностранного языка была использована
методика Т. Д. Дубовицкой, позволяющая определить направленность учебной мотивации (внутренняя или
внешняя) и уровень развития внутренней мотивации (низкий, средний или высокий). При этом высокие показатели по тесту свидетельствуют о высокой значимости изучения предмета для развития личности учащегося,
а низкие показатели – о том, что данный предмет не имеет отношения к развитию личности респондента.
В исследовании приняли участие 157 студентов I-II курсов в возрасте от 18 до 24 лет, из которых 62% составили девушки, 38% – юноши. Результаты исследования показали, что подавляющее большинство
респондентов имеют высокий (54%) или средний (37%) уровни внутренней мотивации к изучению иностранного языка, что свидетельствует о значимости этой дисциплины для будущих специалистов. При этом
не была выявлена зависимость результатов от гендерной принадлежности респондентов. Группу доминирующих внешних мотивов составили мотивы достижения, самодостижения, саморазвития, что указывает
на актуальность решения задач личностного роста студентов, обусловленную возрастными особенностями.
Исследование уровня сформированности иноязычной коммуникативной компетенции проводилось посредством лингводидактического тестирования с последующим анкетированием и интервьюированием относительно готовности к участию в программах академической мобильности. Необходимо подчеркнуть, что
в современном образовательном контексте толкование данной компетенции может быть расширено до понимания ее как интегрального качества личности и как цели подготовки специалистов, готовых быстро и легко
приспосабливаться к меняющимся реалиям современного мира, ориентированных на взаимодействие с представителями различных культур [12].
В результате тестирования было выявлено, что только 22% студентов имеют уровень иноязычной коммуникативной компетенции B1, B2 или C1, обеспечивающий эффективное участие в программах академической мобильности. Соответственно, большинство респондентов обладают уровнем иноязычной коммуникативной компетенции А1 или А2, недостаточным для участия в таких программах. Результаты анкетирования и интервьюирования позволили также установить, что только 52% респондентов мотивированы к различным видам академической мобильности. Этот достаточно низкий показатель подтверждает тот факт,
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что студенты не понимают всех преимуществ и выгод от участия в программах академической мобильности,
а также неумение оценить возможные результаты такого участия. Для респондентов, заинтересованных
в обучении за рубежом, наибольшую значимость представляет получение ученой степени (51%), прохождение стажировки (23%), повышение уровня коммуникативной компетенции на краткосрочных курсах (14%).
Таким образом, несмотря на достаточно высокий уровень мотивации к изучению иностранных языков,
существует ряд проблем, препятствующих, успешному становлению вторичной языковой личности студента технического вуза и эффективной академической мобильности, а именно:
1) низкий уровень иноязычной коммуникативной компетенции, значительно затрудняющий или делающий невозможным участие в программах академической мобильности;
2) недостаточный уровень мотивация к участию в различных видах академической мобильности вследствие неэффективной информированности о существующих программах;
3) отсутствие готовности к выполнению условий участия в программах академической мобильности
вследствие как незнания соответствующей информации, так и отсутствия необходимых компетенций.
Итак, особого внимания заслуживает разработка и реализация специальной программы, направленной на
формирование межкультурной компетентности субъектов международной деятельности, когда иностранный
язык становится не самоцелью, а средством академической и профессиональной деятельности, инструментом профессионального самовыражения и самосовершенствования. Такая программа могла бы включать
следующий комплекс мероприятий, реализующий условия повышения эффективности академической мобильности преподавателей и студентов технического университета:
1) обучение студентов в соответствии с их личными потребностями и требованиями рынка, для обеспечения современного общества специалистами, способными быстро и легко приспосабливаться к быстро меняющимся условиям (образовательным, культурным и профессиональным);
2) повышение мотивации преподавательского и студенческого контингента к участию в разнообразных
программах академической мобильности за счет активной поддержки руководства вуза и эффективной политики университета;
3) формирование и развитие поликультурной среды технического университета, направленной на интернационализацию высшего профессионального образования, создание новой корпоративной культуры вуза, уточнение миссии технического университета.
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Изд-е 4-е, стер. М.: Академия, 2007. 336 с.
2. Караулов Ю. Н. Русский язык и языковая личность. Изд-е 4-е, стер. М.: Едиториал УРСС, 2004. 264 с.
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М.: Изд-во РУДН, 2003. 160 с.
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Луганского национального университета им. Т. Шевченко. 2012. Вып. 1 (48). С. 141-149.
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10. Хоменко А. В. Формирование вторичной языковой личности как фактор совершенствования иноязычной подготовки в экономических вузах // Филологические науки. Вопросы теории и практики. Тамбов: Грамота, 2013. № 11 (29).
Ч. 2. С. 187-190.
11. Цытович М. В. Педагогическое содействие становлению вторичной языковой образованности студентов технических направлений университета: дисс. … к. пед. н. Челябинск, 2011. 207 c.
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Development // Journal of Siberian Federal University. Humanities & Social Sciences. 2012. Vol. 5/12. P. 1814-1822.
FORMATION OF SECONDARY LINGUISTIC PERSONALITY OF A TECHNICAL UNIVERSITY STU
189
СТАНОВЛЕНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В
ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ
ПИВКИН С.Д.
Описывается становление языковой
личности в условиях межкультурной ком-
муникации. Исследуются возможности об-
разования для развития поликультурной
языковой личности. Особое внимание уде-
ляется педагогическому воздействию на
личность в процессе овладения иноязыч-
ной речевой деятельности и воспитания
духовности посредством живого слова.
Given in this paper is creating linguistic
personality in the multicultural environment. It
also studies the opportunities provided by
education to develop multiple culture
linguistic personality. A focus is on
personality impact while mastering foreign
language activity as well as on raising
spirituality using the eternal word.
Становление поликультурной языковой личности происходит не сразу, а в результате личностного развития в процессе овладения индивидом языком в условиях межкультурной коммуникации. О становлении личности можно говорить с определенного возрастного периода, который приходится на годы ученичества. Отсюда следует, что наиболее интенсивно личность развивается в школьные и студенческие годы, в так называемый сенситивный период, когда индивид внутренне переживает бурный рост и усиленно постигает законы и нормы бытия и жизнедеятельности человека. Этот процесс неизбежно связан с потребностью человека как можно больше узнать не только о внешнем мире, окружающих его людях, но и о себе самом. Знания об окружающем мире, людях и о себе самом индивид черпает как из реальной жизни, так и в семье, а также с помощью специальных общественных институтов, призванных готовить молодое поколение к взрослой жизни, т.е. с помощью образования. «Важнейшая функция и одновременно ценность образования состоят в том, что оно должно открывать своим питомцам новые миры, помогать ориентироваться в них, в том числе открывать мир знания и мир незнания, помогать делать первые шаги в эти миры. Не менее важная задача образования помогать открывать очи, направленные внутрь, т.е. помогать открывать себя, содействовать духовному и личностному росту» [4, с. 357-358]. Если раньше образование руководствовалось во многом прагматическими и часто меняющимися установками, зависящими от потребностей общества и не всегда связанными с личностным ростом обучающихся, то в последние годы парадигма педагогической науки все в большей степени переориентируется (хочется в это верить) на определение роли образования в судьбе человека, и в этом состоит его несомненная непреходящая ценность и возрастающая роль в глобальном мире наступившего тысячелетия. Чем же может помочь педагогика в роли воспитателя душ и носителя идей саморазвития? Обратимся к практической стороне вопроса, и поскольку наш исследовательский интерес направлен на изучение становления и развития языковой личности в учебной деятельности, т.е. при овладении иностранными языками, нам также интересно проследить, каковы возможности воздействия реальной педагогики на этот процесс в этом узком поле педагогического влияния. Поскольку мы связываем процесс становления языковой личности с ее общекультурным развитием и говорим о поликультурной языковой личности, то, возможно, это поле и не такое уж узкое, каким оно представляется на первый взгляд. Каким бы ни было представление о возможностях языкового образования, педагогическое воздействие носит универсальный характер и осуществляется посредством слова. Волшебная магия слова волнует не только литераторов, поэтов и любителей словесности, но и представителей самого широкого
академического мира. Педагогика в этом смысле не исключение. Мы привыкли к тому, что изучая языки, мы знакомимся с новыми языковыми кодами и совсем забываем о том, что при этом поднимаем огромные пласты культуры, развивающей человека как личность. А личность волнует педагогику давно, хотя сложные взаимоотношения с ней в прошлом, как и сложный характер минувших эпох, сделали эти взаимоотношения предметом серьезного дискурса. Не случайно общество забило тревогу и серьезно предупреждает о возможности антропологической катастрофы при недооценке роли личности в культурно-историческом развитии человечества как рода. Время требует быстрых, разумных и адекватных решений, в том числе и от педагогики как выразителе интересов образовательного сообщества, и далее медлить в этом вопросе невозможно. Так ли уж ситуация безнадежна? Хотя и не в полной мере, современная парадигма образования стремится соответствовать вызовам времени в той части, где она нацелена на развитие личности как саморазвивающейся и творчески активной в реализации своих возможностей, и в этом проявляется ее человечность. Предоставление максимальной свободы в реализации учащимися своих способностей и внутреннего потенциала вот желаемая модель политики в области образования и одновременно трудноосуществимая. Правда, декларирование целей образования не всегда совпадает с реальной действительностью. Образовательная практика все еще далека от заветных целей воспитания развитой и самодостаточной личности, чей культурный и академический потенциал в большей или меньшей мере реализуется в ее (образования) учреждениях. Одной из труднейших задач в этом направлении является создание условий для свободного выбора учащимися траектории своего развития и саморазвития, наиболее отвечающей их наклонностям и желаниям. Отвлечемся на некоторое время от изложения важности выбора пути в жизни на одном из труднейших этапов жизнедеятельности человека – академическом. Обратимся к рассмотрению практического аспекта данной проблемы. Мы привыкли к тому, что обсуждению жизненно значимых проблем не находится ни времени, ни соответствующей дисциплины в академических программах, в рамках которой это обсуждение может состояться. Так ли это на самом деле? Практический курс иностранного языка, казалось бы, никак не располагает к такому обсуждению. Многочисленные учебные пособия по иностранным языкам, к тому же невысокого качества исполнения, пестрят набившими оскомину темами о роли образования, о стране изучаемого языка и проч. И никому не приходит в голову, что эти темы не обладают никаким обучающим потенциалом и фактически выливаются в пустую «говорильню» на заявленную тему. Между тем умелая организация учебного процесса в содержательном плане может дать учащемуся гораздо больше, чем простое «натаскивание» по практическому языку. И не надо бояться сложной и неадаптированной лексики, которая может потребоваться для обсуждения трудных тем. Правда, для того, чтобы беседа, обсуждение или написание эссе вылились во что-то серьезное, необходима тщательная подготовительная работа и высокий профессионализм преподавателя. К счастью, отечественная методическая наука накопила большой опыт в организации подобных этапов в работе. Обсуждение вопросов тематического характера есть часть рутинной работы по овладению навыками использования неродного языка, оно не является всеподавляющим и отвлекающим от основной цели. Темы для изучения равномерно и разумно распределяются по семестрам и блокам дисциплины. Иными словами, дискуссии в группе не должны носить характер насаждения или принуждения. Но в тоже время они должны приучать учащихся к работе с языковым материалом серьезного содержания, затрагивающим саму суть реальных взаимоотношений между людьми в обществе, семье и повседневной деятельности.
К примеру, если вернуться к проблеме становления личности и выбора жизненного пути, то для обсуждения этих вопросов можно воспользоваться широким набором тем, как-то: «Личность – это не призвание, это состояние души» (‘What Might I Have to Aspire to so as To become a Personality’), «Мой трудный выбор жизненного пути» (‘My Preferences In Lifestyle Is a Difficult Subject’), «Будущее – это трудная работа» (‘The Future is not a Gift – it is an achievement’: Harry Lauder)? «Как важно для настоящего специалиста не замыкаться в своей области» (‘The Specialist is a man who fears the other subjects’: Martin Y. Fisher) и т.д. Представленный перечень даже в малой степени не отражает всей палитры обсуждаемых проблем, а лишь иллюстрирует возможный подход к учебной работе. Разумеется, каждая тематика нуждается в тщательной проработке, согласовании общих позиций и разногласий, а также в изучении лексики и сопутствующих лингвистических трудностей и т.п. Как уже отмечалось, важнейшей в указанном ряду является задача самоопределения и принятия своевременного решения по выбору тех видов деятельности, которые наиболее полно удовлетворяют познавательные интересы личности, а также развивают ее творчески. Обучить учащихся правильно оценить свой потенциал и имеющиеся силы и в соответствии с ними самоорганизоваться в учебном процессе для достижения поставленных целей образования всегда бывает нелегко, порой требует нестандартных подходов. Самоопределение предполагает некий выбор из возможного реестра, И сразу возникает сомнение, только ли дело в выборе? В конце концов, выбор можно повторить, если он оказался неудачным. Система образования никак не отрицает свободного и добровольного выбора, хотя и возникают организационные проблемы, но они вполне решаемы. А что, если выбор на всю жизнь? Какова цена ошибки? Более внимательное рассмотрение вопроса убеждает нас в том, что проблема глубже и сложнее, чем это представляется на первый взгляд. Ранее мы говорили о том, что самоопределение связано с пониманием сути себя и своей самости. Не будем вдаваться в изложение экзистенциального характера важности выбора жизненного пути человеком, как об этом думают и пишут философы и психологи. Скажем только, что самоопределение – это внутренний процесс, и связан со способностью индивида опереться на себя. Что это значит для учащегося? Достаточно ли у него сил и внутреннего ресурса для того, чтобы выбор сделать самостоятельно? Возможно ли эти силы выявить на как можно раннем этапе обучения? На каком? Это слишком трудная задача для воспитателя, учителя и наставника. Можно ли этому научиться? Думается, возможно, но для этого необходимо понимание проблемы, время и главное – научить учащегося увидеть в себе личность, способную сказать свое слово в этом мире. Личность несет в себе признаки древнего представления о герое, которому подвластно многое и многое дано. Конечно, это понятие исторически претерпело существенное изменение в сознании людей, и теперь никому в голову не придет ассоциировать личность с древним героем. Тем не менее, личность до сих пор привлекает внимание своей цельной натурой, внутренней силой и убежденностью. Уверенность в себе появляется в ней, когда у человека сформировался внутренний стержень, основа. Речь идет о внутренней устойчивости и равновесии, в этом же ряду и отсутствие сдерживающего страха, тревожности и напряжения. Создать такую основу внутри себя – вопрос не одного дня и даже не одного года и есть результат воздействия многих факторов. В числе прочих можно упомянуть умение доверять себе, которое вполне по силам воспитать в учащемся с помощью педагогов, родителей и наставников. Здесь главное не ограничиться банальными нравоучениями, а вести подопечных по жизни так, чтобы это доверие созревало в недрах неокрепших душ. Достаточно сказать, что размышления, эссе на тему «Что мне мешает чувствовать себя уверенным в этой жизни?» (‘What Might I Have to Do to feel Confident?’), а также дискурс на эту же тему побуждает учащихся к тому, чтобы задуматься над
проблемой всерьез. Парадоксально, что в программе учебных заведений нет такого предмета, в рамках которого можно было бы свободно обмениваться мнениями по данному вопросу, с одной стороны. С другой стороны, выход может показаться там, где его совсем не ищешь. Умение и желание обсуждать такие проблемы вполне уместно на занятиях языковых дисциплин, например иностранного языка. Прекрасная речевая практика, к тому же на осмысленную тему повышает интерес к предмету и способствует развитию полезных качеств у учащихся, как-то: аналитического и критического мышления, открытости, внутренней собранности, уверенности. Подчас сложности молодого поколения возникают из-за того, что оно не обучено обсуждать свои проблемы и находить решения самостоятельно. Критики такого подхода могут возразить, что это пустая трата времени, поскольку он не дает ответов на многие вопросы. Конечно, решение жизненных проблем далеко не самое простое дело, но в некоторых случаях достаточно проблему заострить, и начинается трудный процесс ее решения. И самое сложное научить человека увидеть себя в перспективе возможного развития как профессионального работника и личности. Это способствует внутреннему раскрепощению и обретению внутренней свободы, что может принести замечательные плоды в будущем. Задача чрезвычайно сложная, сколь и благодарная. Увидеть мир во всем многообразии и определить свое место в нем дается нелегко. Оттого так много несовпадений и разочарований. Опыт жизни суров, но не фатален. А свобода выбора тем и удивительна, что не закрывает пути не только к осмыслению пережитого прошлого, но что более важно пути к возможному и желаемому будущему. И здесь важно сказать, что педагогике много полезного может дать новый взгляд на возможное направление ее дальнейшего развития культурно-исторический экскурс в прошлое, который наметился в психологической науке в последние десятилетия. Переосмыслить прошлое после многих десятилетий тоталитарного мышления в России и вернуться на естественно-исторический путь развития означает в то же время восстановление нормального человеческого сознания, возрождение роли личности, способной самостоятельно думать и свободно развиваться, нестесненной никакими догмами и ограничениями в своих взглядах на историю и культуру своего народа. Личность для представителей этого направления является ключевым понятием, но личность, раскрепощенная и свободная в своих проявлениях и устремлениях, становление и развитие которой определяется многими факторами: самосознанием, мотивами, эмоциями, творчеством и т.п., которые необходимо учитывать в практической деятельности. Не менее важными для построения моделей саморазвития личности в педагогике является признание культурно-исторической психологией свободы, самоценности человеческой личности, что предполагает отстаивание самобытности и неповторимости личности. В педагогике еще не получила широкого практического распространения концепция суверенности личности учащегося, поскольку построить учебный процесс вокруг этой идеи чрезвычайно трудное и затратное дело, но оно стоит того. В этом видится перспектива поступательного развития педагогической мысли в предстоящем столетии. Из идей, выдвигаемых приверженцами культурно-исторической психологии, для нас существенным представляется стремление человека к духовному развитию, конструирование свое собственного «Я», которые укладываются в рамках более привычных «саморазвития», «самостроительства», «самосозданья» [3]. Все они исходят из необходимости заглянуть в самого себя, которое представляется главным условием саморазвития. В нем таится неисчерпаемый резерв, которым важно правильно воспользоваться себе на благо, прежде всего. Отсюда одной из труднейших задач педагогики можно рассматривать ее способность выявить этот по-
тенциал для того, чтобы личность могла успешно реализоваться в той деятельности, которую она для себя выбрала в качестве главной. Опять же может показаться полезным обсуждение тем: «Каков мой реальный потенциал?» (‘What are My Assets?’ или «На что я способен в реальной жизни?)» (‘What are My Actual Capabilities?’), или «Каких высот я могу достичь в своей жизни?» (‘What endeavors Can I aspire to?’). Выявить свои резервы – задача не из легких, но еще более трудным оказывается эти резервы воплотить в жизнь. Итак, каковы же возможности педагогической науки в том, чтобы личность могла реализоваться в практической деятельности, к которой она готовит подрастающее поколение, организуя образовательный процесс? Прежде чем ответить на это вопрос, следует задать его тем, кого вы обучаете. «Что для меня значит самореализоваться в жизни?» (‘What is Self Fulfillment for Me?’) Полагаем, что ответ может быть небесполезным для практикующего педагога. Очевидно, речь идет о ее (личности) саморазвитии в процессе усвоения фундаментальных знаний, практических навыков и умений. Вместе с тем не стоит преувеличивать роли профессионального становления личности, овладевающей набором необходимых для успешной деятельности компетенций, хотя они, несомненно, обладают признанной обществом ценностью. В наше тревожное и противоречивое время особенно остро понимаешь, что одним профессионализмом не решить многих проблем, стоящих перед обществом на переломе его исторического развития. Приходит понимание того, что истинные ценности заключаются в способности членов этого общества соответствовать духу времени и поддержать в нем созидательное начало, которое может дать толчок дальнейшему его развитию. Расхожая фраза о том, что профессионалов достаточно, а настоящие личности встречаются редко, находит материальное воплощение в действительности. И здесь на помощь приходит культура с ее мощнейшим ресурсом и воспитательным воздействием. Культура, искусство возвышают человеческую личность, развивают такие ценные качества, как способность чувствовать прекрасное, видеть форму, стремление к совершенству и гармонии. «Красота спасет мир» – это фраза уже не вызывает удивление и даже в какой-то мере становится банальностью в силу частой и неуместной ее цитируемости. И все-таки в ней скрыт глубокий смысл, силу которого нам еще только предстоит открыть. Если перевести проблему в практическую плоскость образовательного процесса, то несомненным становится все большее усиление гуманитарной направленности подготовки специалиста, в которой видится перспектива будущего образования. Опять же дайте возможность поразмышлять на эту тему учащимся. Думается, что студенту есть, что сказать по этому поводу. В последнее время все больше проявляется тенденция отодвигать гуманитарные науки на периферию образовательного процесса. Оправдана ли такая тенденция? Вряд ли, скорее это делается в силу инерции уплотнить учебную нагрузку за счет общеобразовательных предметов, которым часто относят изучение языков. Несомненно, такой подход к образованию «обедняет» его, страдает от этого и личность, которую мы стараемся взрастить. Постольку поскольку для нас личность означает возможность самореализоваться в качестве таковой, то естественно возникает вопрос: что есть личность и как ее воспитать, если она не рождается сама по себе в результате естественного саморазвития? «Могу я считать себя личностью?» (‘May I Hope to Consider myself A Personality?’)? «Личность – это миф?» (‘Personality is It a Myth?’) не могут раскрыть сути проблемы, но они заостряют ее, и с этого можно начать обсуждение темы. Как утверждал А.А. Ухтомский: «Природа наша делаема» [3, с. 218]. Следовательно, личность достраивается в течение всего жизненного цикла человека. Саморазвитие предполагает внутреннюю самоорганизацию, упорядочение внутренних ресурсов для осуществления каких-либо целей. Следует ли этому обучать и каковы тонкие методы педагогического воздействия? «Как важно построить свое будущее самому» (What is a Self Made Man for Me?’), «Как ор-
ганизовать свои внутренние ресурсы, чтобы быть успешным в жизни» (‘What is Required to Succeed in Life?’) – вопросы, волнующие не только педагогов, родителей, но и самих учащихся в первую очередь. Личность не есть готовое образование, она создается человеческим усилием. Многие мыслители даже говорят о втором истинном рождении человека. И здесь у педагогики большой простор для приложения своих наработок в реальную практику, хотя и, нужно признать, возможности ее не безграничны. В.П. Зинченко приводит любопытное признание Гегеля в «Философии права», где он аппелирует к педагогике, которая «рассматривает человека как природное существо и указывает путь, следуя которому он может вновь родиться, превратить свою первую природу во вторую, духовную, таким образом, что это духовное станет для него привычкой» [2, с. 205-206]. Вместе с тем тот же автор словами М.К. Мамардашвили резонно возражает против упрощенного понимания гегелевского пафоса в отношении возможностей педагогики изменить природу человека: «М.К. Мамардашвили говорил, что природа не делает людей. Они делают себя сами. Каждый рожденный матерью человек должен родиться во второй раз. Он сам себе в ответе за свое второе рождение и поэтому в ответе за себя. Гегель, хотя и писал о втором, духовном рождении, но слишком уповал на педагогическое искусство» [3, с. 225]. Как бы там ни было, но педагогика стремится не остаться в стороне от магистрального направления и внести свою лепту в решение этой архиважной для человека задачи – рождения личности в практической деятельности и в общении с другими людьми, т.е. способной самореализоваться в качестве таковой в контексте развития и саморазвития. Решение этой труднейшей задачи во многом лежит в гуманитарной сфере. Опять же возвращаясь к опыту осмысления вопроса культурно-исторической психологией, обратимся к символу, знаку, слову и попытаемся разобраться, какова их роль в рождении личности, коль скоро сама она, по утверждению П.А. Флоренского, сама является символом, притом незавершенным. И если мы говорим о втором рождении человека, то имеем в виду: «Второе рождение происходит тогда, когда потенциальный человек соединяется с другим человеком, если хотите – с Абсолютом, с Богом, сочетается с медиатором, возможно, уподобляется ему. Энергия такого сочетания со знаком, словом, символом, мифом, т.е. усилие над самим собой, порождает в человеке Человека» [3, с. 218]. Язык, как и слово, характеризует истинную природу человеческого существа, их взаимоотношения так же естественны, как и необходимы. В силу его естественного присутствия в нашей жизни роль языка неоспорима и значительна. Как можно определиться в своем пристрастии к языку, если он входит в вашу жизнь как воздух, который заполняет ваши легкие? И все-таки язык способен к некой самостоятельной роли в плане профессионального становления человека и становления его как личности. Язык открывает возможность по-новому увидеть мир через искусство, литературное творчество и особенно поэзию, поскольку, как считает М.К. Мамардашвили, она (поэзия) позволяет порождать мир чувств и мыслей. Этот мир обладает своей собственной самостоятельностью, так как вносит в наше представление об окружающем мире новые чувства, переживания и воображения [5]. Происходит соединение с горизонтом нечто большого, что не всегда доступно нам обычным взором. Увидеть мир глазами поэзии А.С. Пушкина, В. Шекспира, И. Гете означает открыть для себя новые возможности взаимодействия с ним (миром). «Что значат в моей жизни великие писатели?» (‘What are Great Writers for Me?’) давно забытая тема не перестает волновать умы людей, сколь бы технократическим не казался наступивший век. Великие мыслители прошлого приучили нас бережно относиться к культурному достоянию человеческой цивилизации, но и к достижениям своего отечества. Родная культура означает не только осознание себя членом рода, нации, но и членом человеческого племени. Но, прежде всего, конечно, членом своей общности, нации, страны. Этот невиданный культурный слой витает в воздухе, кото-
рый нас окружает, но не подавляет, а возвышает нас, пропитывает наше сознание духом времени, в котором мы живем, и дает нам возможность ощутить себя частью большой культурной цивилизации. «Культура – душа народа» (‘Culture is What We are as a Nation’). Выбор своего места в нем, когда бы он ни состоялся, всегда значительное событие для личности, но этот выбор не может быть автоматическим, это работа души и сердца, чему всемерно способствуют литература, искусство и в целом культура. Служить этому великому предназначению призвано слово, возможности которого поистине безграничны.
Библиографический список
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2. Гегель, Г.В.Ф. Философия права / Г.В.Ф. Гегель. – М.: Мысль, 1990.
3. Зинченко В.П. Посох Мандельштама и трубка Мамардашвили. К началам органиче-
ской психологии / В.П. Зинченко. – М.: Новая школа, 1997.
4. Зинченко, В.П. Психологические основы педагогики (Психолого-педагогические осно-
вы построения системы развивающего обучения Д.Б. Эльконина – В.В. Давыдова): Учеб. По-
собие / В.П. Зинченко. – М.: Гардарики, 2002.
5. Мамардашвили М.К. Эстетика мышления / М.К. Мамардашвили. – М.: Моск. школа
полит. исслед., 2002. – 416 с.
Ключевые слова: межкультурная коммуникация, становление языковой личности, поли-
культурная языковая личность.
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=29418866"><b>СТАНОВЛЕНИЕ
САМОРЕГУЛЯЦИИ И КОГНИТИВНО-СТИЛЕВОЙ ОРГАНИЗАЦИИ ЛИЧНОСТИ В УСЛОВИЯХ
ПСИХОЛОГО-ОБРАЗОВАТЕЛЬНОГО СОПРОВОЖДЕНИЯ</b></a><br/>
<font color="#00008f"><i>Гриненко
Д.Н., Морозова И.С.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34486831">Сибирский
психологический журнал</a>. 2017. <a href="https://www.elibrary.ru/contents.asp?id=34486831&selid=29418866">№ 64</a>.
С. 149-157. </font>
</p>
---
УДК 159.9.072
DOI: 10.17223/17267080/64/10
Д.Н. Гриненко1
, И.С. Морозова2
1 Кемеровский областной колледж культуры и искусств (Кемерово, Россия) 2 Кемеровский государственный университет (Кемерово, Россия)
Становление саморегуляции и когнитивно-стилевой
организации личности в условиях
психолого-образовательного сопровождения
Рассматривается влияние комплекса факторов на развитие и интеграцию
саморегуляции, креативности и параметров когнитивно-стилевой организации
(дифференциальность – интегральность и полезависимость – поленезависимость). Проанализированы возможности и особенности психолого-образовательного сопровождения становления саморегуляции личности студента в
условиях организации среднего профессионального образования. Выявлены особенности изменений личности, зависящие от преобладания параметра когнитивно-стилевой организации.
Ключевые слова: личность; саморегуляция; параметры когнитивных стилей; креативность; студент; психолого-образовательное сопровождение.
Введение
В ситуации изменения потребностей образовательной среды и требований, предъявляемых к уровню подготовки специалиста (профессиональной и личностной готовности к трудовой деятельности), значимую
роль приобретает сопроводительная деятельность в условиях образовательной организации. Система сопроводительных действий может быть
представлена различными вариантами, один из которых – психологообразовательное сопровождение. Согласно определению О.М. Краснорядцевой, данная форма сопровождения представляет собой «создание специальных условий, при которых молодые люди обретают (или расширяют)
опыт превращения своего личностного потенциала и возможностей социальной среды в ресурсы собственного образования» [1. С. 165]. Психологообразовательное сопровождение больше, чем другие формы, позволяет
минимизировать воздействие сопровождающей стороны (педагогов и психолога) и способствует самостоятельному приобретению и преломлению
опыта обучающимися. Согласно концепции В.Е. Клочко и Э.В. Галажинского в психолого-образовательном сопровождении могут быть использованы четыре типа технологий: формирования субъекта профессиональной
Д.Н. Гриненко, И.С. Морозова
150
деятельности, управления профессиональным развитием и саморазвитием,
компетентностные технологии и общегуманистические, ориентированные
на образовательную среду в целом [2. С. 212].
Психолого-образовательное сопровождение в организациях среднего
профессионального образования имеет ряд особенностей, обусловленных
преобладанием практико-ориентированных форм обучения. Кроме того,
существенное влияние оказывает профиль подготовки: гуманитарный,
технический, творческий, медицинский и т.д. Практико-ориентированная
форма организации образовательного процесса позволяет обучающимся
осознать себя как представителя профессии, практически определить свой
уровень знаний и умений, а также возможности развития в выбранной
профессии. Студенты, сформировавшие выборку нашего исследования,
обучаются профессиям творческого (сценического) профиля.
Психолого-образовательное сопровождение позволяет работать как в
целом, так и с отдельными характеристиками личности. В данном случае мы
рассматриваем такие характеристики, как самоорганизация и когнитивностилевая организация. В отечественной литературе (О.А. Конопкин, В.И. Моросанова, А.К. Осницкий, Г.С. Прыгин и др.) под самоорганизацией понимается способность человека выдвигать цели, планировать и моделировать пути
достижения желаемого результата с учетом внешнх условий и необходимости
изменений в соответствии с ними [3. С. 37]. В зарубежной же литературе самоорганизация рассматривается как адаптивная характеристика, позволяющая
человеку определять и корректировать свое поведение в соотвествии с личными потребностями и социальными стандартами (Roy F. Baumeister, Matthew
Gailliot, C. Nathan DeWall,and Megan Oaten, P. Karoly) [4. С. 1774].
Когнитивно-стилевая организация, в свою очередь, отражает особенности оперирования информацией на уровне восприятия, переработки
и передачи данных [5. С. 38]. Данная исследовательская проблема долгое
время изучалась как в отечественной, так и в зарубежной литературе
(Г. Уиткин, Д. Гуденаф, Р. Гарднер, Дж. Каган и Д. Клейн. Р. Гарднер,
И.П. Шкуратова, Е.В. Беловол, М.А. Холодная и др.). Проведенные исследования позволяют говорить о наличии ряда полярных параметров когнитивных стилей, которые в той или иной мере преобладают у конкретного человека, определяя особенности его оперирования информацией [6. С. 81].
Материалы и методы исследования
Образовательный процесс в данном случае направлен на формирование четырех групп общих и профессиональных компетенций (в художественно-творческой, педагогической и организационно-управленческой
деятельности). Формирование данных групп компетенций осуществляется
как в рамках учебных дисциплин, так и в условиях работы творческих коллективов.
Эмпирическое исследование было проведено в два этапа, что позволило выявить динамику изменений в параметрах изучаемых характери-
Становление саморегуляции и когнитивно-стилевой организации личности
151
стик, а также взаимосвязи, отражающиеся в этих изменениях. В качестве
испытуемых в исследовании принимали участие студенты ГПОУ «Кемеровский областной колледж культуры и искусств» (n = 100). Нами рассматривались такие характеристики, как саморегуляция, креативность и
параметры когнитивных стилей (дифференциальность – интегральность,
полезависимость – поленезависимость). Обозначенные характеристики
отражают особенности восприятия и переработки информации (когнитивный стиль) и умение всесторонне организовывать свою деятельность, планировать ее и действовать в соответствии с собственными целями (саморегуляция). Эти характеристики отражают личностные особенности и готовность решать профессиональные проблемы в целом. Креативность же в
данном исследовании рассматривается как профессионально важное качество, от которого зависит самореализация студента в выбранной сфере деятельности.
Результаты исследования
Результаты, полученные в ходе эмпирического исследования, были
обработаны с помощью методов математической статистики: t-критерия
Стьюдента для зависимых выборок, многофакторного дисперсионного и
множественного регрессионного анализов. Можно сказать, что произошли
изменения в показателях компонентов креативности и саморегуляции. Они
направлены как в сторону снижения, так и в сторону увеличения (таблица).
Изменения в средних значениях компонентов креативности и саморегуляции
Показатель Средние
(первый замер)
Средние
(второй замер) р
Творческое мышление 71,36 65,91 0,04
Воображение 48,64 63,64 0,000011
Эмоциональность
(эмпатия) 75,00 80,91 0,015
Гибкость 7,09 7,72 0,01
Произошедшие изменения могут быть обусловлены наличием двух
групп факторов – условий образовательной среды и воздействия в рамках
программы психолого-образовательного сопровождения. Под условиями
образовательной среды мы подразумеваем особенности организации учебного процесса (наличие семестрового задания, сроки его выполнения, содержание и ведение учебных дисциплин и пр.) и внеучебной деятельности
(помощь выпускному курсу в подготовке номеров, участие в творческих
коллективах) [7. С. 74]. Программа психолого-образовательного сопровождения, в свою очередь, включает элементы психологического просвещения, ряд упражнений и техник на тренировку отдельных свойств, а также личностное консультирование.
151
На наш взгляд, снижение показателей творческого мышления может
быть обусловлено возросшей учебной нагрузкой и сокращением временного ресурса, выделяемого для выполнения семестрового задания. В использованной нами диагностической методике творческое мышление во многом определяется степенью осознанности данного процесса, на что сопроводительная деятельность ориентирована в меньшей степени.
Произошло увеличение показателей по таким компонентам креативности, как воображение и эмоциональность. Одним из основных показателей воображения является степень детализации нового образа. В данном
случае упомянутые выше условия образовательной деятельности привели
к обратному эффекту, так как необходимо было создать новый (требующий минимум замечаний / поправок) продукт за короткое время. В рамках
организованного психолого-образовательного сопровождения было использовано несколько техник, способствующих развитию детализации
продуцируемого образа.
Рост показателей уровня эмоциональности (эмпатии) может быть
обусловлен включением в сопроводительную деятельность большого количества информации личностно значимого характера и ориентацией на
выявление эмоциональных компонентов в ней. Увеличение показателей по
данному компоненту связанно с возросшей потребностью испытуемых
работать группой и, соответственно, более внимательно относиться к эмоциональному состоянию окружающих.
Такой компонент саморегуляции, как гибкость, подразумевает способность испытуемых изменять не только поведение и способы организации деятельности, но и корректировать свою точку зрения при появлении
новой информации. В психолого-образовательном сопровождении нами
использовался ряд техник, предполагающих анализ проблемных ситуаций,
в которых нет единственно верного решения. Кроме того, решение может
измениться после внесения новой информации. На наш взгляд, именно это
способствовало развитию гибкости [8. С. 5].
Статистически значимые изменения по остальным компонентам
креативности и саморегуляции отсутствуют. Можно предположить, что по
показателям креативности это обусловлено субъективно низкой ролью
данных компонентов в деятельности испытуемых на период психологообразовательного сопровождения. Так, любознательность, интуиция, чувство юмора и творческое отношение к профессии играют важную роль в
креативности в целом, но не оказывают существенного влияния на результат деятельности при подготовке к экзаменационному показу. Показатели
оригинальности находятся в рамках средних значений. Таким образом,
испытуемые способны продуцировать оригинальные идеи, но повышение
их качества и количества на данном этапе не воспринимается как необходимое.
Анализ результатов, полученных при обработке данных с помощью
многофакторного дисперсионного анализа, показал наличие взаимосвязи
между интенсивностью изменений по некоторым компонентам креативно-
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153
сти и саморегуляции и параметрами когнитивно-стилевой организации:
творческое мышление, эмоциональность, любознательность, воображение,
гибкость.
У испытуемых с преобладающими параметрами поленезависимости
и дифференциальности произошли изменения в показателях гибкости поведения и деятельности (измерения производим с помощью опросника саморегуляции Моросановой). У испытуемых с интегральностью и полезависимостью изменения в данном показателе саморегуляции незначительные (рис. 1).
Рис. 1. Изменения в показателях компонентов креативности и саморегуляции
во взаимосвязи с параметрами поленезависимости и дифференциальности
Снижение показателей творческого мышления также взаимосвязано
с параметрами когнитивных стилей. Наиболее интенсивное снижение
наблюдается у испытуемых с преобладающим параметром «дифференциальность». Мы предполагаем, что в условиях недостатка временного ресурса и необходимости подготовить материал в достаточно короткий срок
испытуемые с данным параметром когнитивного стиля не имеют возможности в полной мере проанализировать имеющуюся информацию. Таким
образом, они концентрируют свое внимание лишь на некоторых аспектах,
что и отражается на снижении показателей творческого мышления.
Снижение средних значений по компоненту саморегуляции «оценка
результатов» в большей степени обусловлено снижением индивидуальных
показателей у испытуемых с преобладающим параметром «дифференциальность». У респондентов с параметром «интегральность» не произошло
статистически значимых изменений в значениях оценки результата. Одной
из причин этого может быть отсутствие возможности всесторонне проанализировать информацию и сделать на ее основе объективные выводы, так
как испытуемые с параметром «дифференциальность» имеют трудности при
целостной, без детализации, оценке ситуации и результата деятельности.
Респонденты с преобладающим параметром «интегральность» изначально (на этапе констатирующего эксперимента) имели высокие показа
153
тели по шкале «эмоциональность». За время работы в рамках психологообразовательного сопровождения у них не произошло статистически значимых изменений по данному компоненту креативности. Значимые изменения имеются у испытуемых с параметром «дифференциальность». Мы
предполагаем, что это обусловлено тем, что данная группа в рамках сопроводительной деятельности работала с личностно значимой информацией
или же путем анализа превращала информацию в личностно значимую.
Для выявления взаимосвязи между всеми рассматриваемыми нами
компонентами и параметрами когнитивных стилей, а также определения
возможности воздействия на отдельные компоненты для интеграции когнитивно-стилевой организации и саморегуляции полученные нами результаты были обработаны с помощью множественного регрессионного
анализа. На момент констатирующего эксперимента уравнение регрессии
имеет вид
Y = 204,8+0,38·X1+0,98·X2–0,596·X3+0,68·X4–0,33·X5+1,51·X6–3,33·
·X7+0,97·X8–101,69·X9–7,19·X10+9,64·X11,
где Х1 – оригинальность; Х2 – воображение; Х3 – интуиция; Х4 – эмоциональность; Х5 – творческое отношение к профессии; Х6 – сила по возбуждению; Х7 – сила по торможению; Х8 – подвижность; Х9 – уравновешенность; Х10 – программирование; Х11 – параметр когнитивно-стилевой организации «полезависимость – поленезависимость».
Изменения, произошедшие по итогам психолого-образовательного
сопровождения, отражены во втором уравнении регрессии:
Y=305,19+2,49·X1–3,87·X2–145,75·X3,
где Х1 – сила по возбуждению; Х2 – сила по торможению; Х3 – уравновешенность.
На основании полученных результатов мы можем предположить,
что произошла интеграция параметров «полезависимость – поленезависимость», «дифференциальность – интегральность» и компонентов саморегуляции и креативности.
Обсуждение результатов
По итогам проведенного исследования можно сказать, что испытуемые с преобладанием параметров когнитивно-стилевой организации
«дифференциальность» и «интегральность» имеют различные профили по
саморегуляции и креативности. У испытуемых, для которых характерен
параметр «интегральность», наблюдаются средние показатели творческого
мышления и оценки результата и высокий уровень эмоциональности. При
этом данная группа испытуемых характеризуется более устойчивыми значениями и меньшей восприимчивостью к сопровождающему воздействию
и изменениям. Ркспонденты с преобладающим полюсом дифференциальности имеют схожие показатели по творческому мышлению, эмоциональ-
ности и оценке результатов, но в большей мере восприимчивы к сопроводительному воздействию и склонны к изменениям [9. С. 46]. Существуют
также различия в профилях саморегуляции и креативности у испытуемых с
преобладающими параметрами «полезависимость» или «поленезависимость». Полезависимые исптытуемые характеризуются средними показателями по воображению, творческому мышлению и любознательности,
избирательной гибкостью поведения и деятельности, высокой интуитивностью и эмоциональностью. Значения показателей в данной группе изменяются, если они предполагают ориентацию на внешние условия (повышение значений) или высокий уровень субъективной включенности (снижение показателей). Поленезависимые испытуемые имеют следующий профиль: средние значения по воображению, творческому мышлению, интуиции и эмоциональности, высокая гибкость поведения и деятельности, развитая любознательность. Тенденции изменений у данной категории испытуемых противоположны таковым полезависимых: повышение показателей наблюдается в ситуации субъективной включенности, а снижение –
при необходимости ориентироваться на внешние условия [10. С. 101].
Выводы
Мы можем утверждать, что по окончании реализации программы
психолого-образовательного сопровождения у испытуемых произошли
изменения в показателях части компонентов саморегуляции и креативности и их взаимосвязи с параметрами когнитивных стилей. Изменения произошли по следующим компонентам: творческое мышление (снижение
показателей), воображение, эмоциональность, гибкость (повышение показателей). В силу большей гибкости в отношении ситуации и воздействий
изменения у испытуемых с параметрами «дифференциальность» и «поленезависимость» происходили статистически значимо чаще, чем у испытуемых с параметрами «интегральность» и «полезависимость». Результаты
регрессионного анализа, в свою очередь, показывают увеличение интеграции данных параметров и компонентов саморегуляции и креативности, что
позволит испытуемым оперировать информацией и действовать на ее основе в соответствии с конкретными внешними условиями и учетом собственных потребностей и возможностей, снижая количество ошибок и повышая результативность деятельности.
Литература
1. Краснорядцева О.М. Психолого-образовательное сопровождение подготовки специалиста // Вестник Томского государственного университета. 2007. № 305. С. 165–
168.
2. Клочко В.Е., Галажинский Э.В. Психология инновационного поведения. Томск :
Томский государственный университет, 2009. 240 с.
3. Моросанова В.И. Индивидуальные особенности осознанной саморегуляции произвольной активности человека // Вестник Московского университета. 2010. № 1.
С. 36–46.
4. Roy F. Baumeister, Matthew Gailliot, C. Nathan DeWall, Megan Oaten Self-Regulation
and Personality: How Interventions Increase Regulatory Success, and How Depletion
Moderates the Effects of Traits on Behavior // Journal of Personality. 2006. № 6. P. 1773–
1802.
5. Холодная М.А. Когнитивные стили. О природе индивидуального ума. СПб. : Питер,
2004. 384 с.
6. Нарциссова С.Ю. Феномен когнитивного стиля в психологии // Наука и современность. 2011. № 8. С. 77–83.
7. Деулин Д.В., Гришина А.А. Образовательная среда как психолого-педагогический
феномен: сущность и подходы к определению // Психология обучения. 2016. № 3.
С. 73–82.
8. Крылова Н.Н. Саморегуляция как ресурс самообразовательной деятельности студента // Вестник Пензенского государственного университета. 2013. № 1. С. 3–8.
9. Морозова И.С., Гольдшмидт Е.С. Детерминанты стилевой организации когнитивного поведения. Кемерово, 2009. 180 с.
10. Евтух Т.В., Турышева Н.Н. Взаимосвязь когнитивных стилей и личностных характеристик студентов // Международный журнал прикладных и фундаментальных исследований. 2013. № 10-1. С. 100–101. URL: https://applied-research.ru/ru/article/view?
id=4076 (дата обращения: 10.11.2016).
Поступила в редакцию 17.11.2016 г.; повторно 13.12.2016 г.; принята 24.04.2017 г.
155
154
СтанОвление языкОвОй личнОСти ПедаГОГа
на ОСнОве СОвременныХ ПедаГОГичеСкиХ теХнОлОГий
Н.А. Туранина, профессор Белгородского
государственного университета, докт. филол. наук,
И.С. Ливенец, доцент Белгородского регионального
института повышения квалификации
и профессиональной переподготовки
специалистов, канд. филол. наук
Педагогические технологии в образовательном
процессе возникли в ХХ в., поэтому до сих пор не пре-
кращаются дискуссии о содержании понятия «образо-
вательная технология», ее структуре, а также формах
и методах обучения. Проблема использования педа-
гогических технологий в процессе изучения русско-
го языка актуальна для школы, ссуза и вуза, так как
«образовательная технология – это конструирование
учебного процесса с гарантированным достижением
целей» (М. Кларин), что особенно важно для форми-
рования полноценной языковой личности. Педагоги-
ческие технологии помогают формировать основные
компетенции, предусмотренные стандартом образо-
вания. Наиболее актуальной для постижения основ
родного языка является культурологическая компе-
тенция, которую предполагается формировать на тек-
стах культурологической тематики с использованием
предметно ориентированных технологий обучения. В
первую очередь это технология концентрированного
обучения, целью которой является повышение каче-
ства обучения и воспитания студентов. Обучение рус-
скому языку в педагогическом колледже необходимо
проводить на познавательном материале, который
носит воспитательный характер и расширяет кругозор
будущих учителей. В течение нескольких дней изуча-
ется только один предмет, затем через определенный
временной период происходит возврат к изученному
материалу и погружение в тему с творческим приме-
нением знаний. Примерное содержание предлагае-
мых занятий.
тема: «Слово и его значение. многозначность сло-
ва».
Язык – это сердцевинная часть культуры. Заинте-
ресованное постижение родного языка способствует
овладению национальной культурой. Утрата народом
своего языка приводит к исчезновению этого народа
как целого, как этноса. Передовые люди нашей стра-
ны всегда боролись за чистоту и величие российского
слова, так как именно слово является транслятором
этнокультуры.
Работая с текстами культурологической направлен-
ности, необходимо выяснять понимание его содержа-
ния, семантику этнокультурной лексики, а затем пере-
ходить к основной теме занятия.
Примерные задания к тексту
.1Прочитайте выразительно текст, выделите его
основную мысль.
.2Как вы понимаете смысл первого предложе-
ния?
.3Объясните с помощью словарей значение слов:
этнос, транслятор.
.4Какие слова в предложенном тексте имеют не-
сколько значений? Подтвердите свое мнение с
помощью толкового словаря.
.5Со ставьте предложения со словом культура в
разных его значениях.
Итог занятия предусматривает обобщение материа-
ла по проблеме «язык и культура», обсуждение много-
образия смыслов, вкладываемых в понятие «культу-
ра».
Формирование коммуникативной компетенции
студентов целесообразно проводить с использованием
технологии личностно ориентированного образова-
ния, так как эта технология включает метод проектов,
технологию коллективной мыследеятельности, кото-
рые способствуют получению глубоких знаний. Метод
проектов предполагает самостоятельную исследова-
тельскую деятельность студентов (индивидуальную,
парную, групповую), которая имеет не только учеб-
ное, но и научное значение, развивает исследователь-
ские умения и навыки.
Этот метод вызывает большой интерес у студентов,
хотя задание выполняется в течение семестра (полу-
годия) и требует серьезной подготовки. Темы научных
проектов разбиваются нами на две группы.
1. Исследование языкового материала с доказатель-
ством своей позиции или позиций ученых по темам:
– «Топонимика региона (научная и народная эти-
мология)»;
– «Культура устной речи региона: за и против»;
– «Заимствования – хорошо это или плохо?».
2. Подготовка работ, связанных с коммуникатив-
ным тренингом и ориентированных на будущую про-
фессию:
– «Методы убеждения в работе с родителями»;
– «Техники отказа собеседнику (сотруднику)»;
– «Эффективные техники общения с детьми и ро-
дителями».
Помимо научных проектов, результаты которых
рассматриваются в конце полугодия, педагог должен
постоянно проводить работу по формированию ком-
муникативных навыков студентов. Интересной и ре-
зультативной является технология, основанная на кол-
лективном способе обучения, которое осуществляется
путем общения в динамических или статических па-
рах, динамических или вариационных группах. Каж-
дой группе предлагаются различные задания творче-
ского характера (для выполнения на занятии и дома),
а затем происходит обсуждение результатов и оценка
проделанной работы не только по конечному резуль-
тату (правильно/неправильно), но и по процессу его
достижения. Приведем примеры.
творческая группа № 1.
Задания на занятии
1. Образовать форму родительного и дательного па-
дежей множественного числа от слов: решето, лоскут,
лыжня, грабли, рельс, гамак, дно, ясли, полотенце, про-
стыня.
2. Вы – читатель. Постройте диалог (5–6 вопросов)
с библиотекарем, соблюдая нормы речевого этикета.
Задание на дом. Напишите сочинение на тему «По-
чему я выбрал профессию педагога», используя раз-
личные формы аргументации.
творческая группа № 2.
Задания на занятии
1. Выберите правильный ответ: мурлыкаешь – мур-
лычешь, мок – мокнул, прокислый – прокиснувший, гиб
– гибнул, гляди – глянь, микроб – микроба (аргументи-
руйте выбор).
2. Вы – пассажир. Составьте 5–6 предложений с
использованием форм речевого этикета.
Задание на дом. Составьте рассказ на тему «Год зай-
ца (кролика)».
творческая группа № 3.
Задания на занятии
1. Как различаются слова (семантика или стиль):
поезд – состав, шофер – водитель, вчера – минувшим
днем, хлебороб – хлебопашец, крайний – последний? Ар-
гументируйте ответ.
2. Вы – зритель. Составьте 5–6 диалогов в театре с
правильным использованием форм речевого этикета.
Задание на дом. Напишите заметку в газету о какой-
то известной вам проблеме с доводами и доказатель-
ствами.
Использование современных педагогических тех-
нологий в формировании грамотной личности дает
ощутимый результат, так как на первый план выдви-
гается взаимосвязь деятельности преподавателя и
студента, нацеленной на решение как учебных, так и
практически значимых задач.
Литература
1. Туранина Н.А., Ливенец И.С. Этнокультурная на-
правленность самостоятельной работы по рус-
скому языку в педколледже. Белгород, 2004.
<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=16344203"><b>СТРУКТУРНАЯ
ОРГАНИЗАЦИЯ САМОРЕГУЛЯЦИИ В ЗАВИСИМОСТИ ОТ УРОВНЯ СУБЪЕКТИВНОГО
БЛАГОПОЛУЧИЯ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Бочарова
Е.Е.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33661476">Известия
Саратовского университета. Новая серия. Серия: Философия. Психология.
Педагогика</a>. 2011. Т. 11. <a href="https://elibrary.ru/contents.asp?id=33661476&selid=16344203">№ 1</a>.
С. 64-69. </font>
</p>
---
СТРУКТУРНАЯ ОРГАНИЗАЦИЯ САМОРЕГУЛЯЦИИ
В ЗАВИСИМОСТИ ОТ УРОВНЯ
СУБЪЕКТИВНОГО БЛАГОПОЛУЧИЯ ЛИЧНОСТИ
Е.Е. Бочарова
Педагогический институт
Саратовского государственного университета
E-mail: bocharova-е@mail.ru
В статье представлены результаты эмпирического исследования
структурной организации саморегуляции. Показана специфика
межфункциональных связей в структуре саморегуляции личности
в зависимости от уровня субъективного благополучия.
Ключевые слова: саморегуляция, субъективное благополучие,
личность, межфункциональные связи.
The Structural Organization of Self-Сontrol Depending on a Level
of Subjective Well-Being of the Person
E.E. Bocharova
In article results of empirical research of interrelation of self-control
and subjective well-being of the person are submitted. Specificity of
interfunctional connections in structure of self-control of the person is
shown depending on a level of subjective well-being.
Key words: self-control, subjective well-being, person, interfunctional
connections.
В последние годы в развитии различных
направлений и отраслей психологической
науки, несмотря на специфику решаемых
ими задач, все более отчетливо проявляется
одна существенная тенденция, связанная с
эмпирической разработкой и теоретическим
64
развитием проблемы субъективного благо-
получия личности. Определяя субъективное
благополучие как интегральное социально-
психологическое образование, основанием
которого является система эмоционально-
оценочных отношений человека к различным
сторонам своей жизни, деятельности и само-
му себе, исследователи отмечают его регуля-
торную функцию в проявлении активности
личности, обеспечивающей достижение при-
нимаемых человеком целей, ее направленно-
сти. Так, в работах отечественных исследо-
вателей показано, что в зависимости от локу-
са субъективного благополучия активность
может быть направлена либо вовне, либо на
внутреннюю деятельность, либо вообще от-
сутствовать1.
Вместе с тем необходимо отметить, что
внутренняя осознанная активность субъекта
по формированию регуляции своей деятель-
ности не является исключительно рацио-
нальным процессом, реализуемым когнитив-
ными средствами. Будучи человеком, не
только рационально отражающим действи-
тельность, в которую он включен благодаря
множеству связей и отношений, но и эмо-
ционально относящимся к отражаемому,
субъект учитывает свое отношение ко всему
отражаемому в сознании в связи с построе-
нием им модели деятельности. По мнению
исследователей, такой эмоционально-отно-
шенческий фактор формирования регуляции
собственной деятельности существенно де-
терминирует ее мотивационные составляю-
щие, характер связанных с ней переживаний,
облегчая или затрудняя само ее осуществле-
ние, а в ряде случаев эмоционально-отно-
шенческий фактор может влиять на построе-
ние отдельных звеньев регуляции (определе-
ние критериев успеха, выбор способов дей-
ствий и др.)2.
Обобщенные данные исследований са-
морегуляции осознанной активности субъек-
та в достижении поставленных целей в раз-
ных видах деятельности позволяют рассмат-
ривать саморегуляцию как функцию психи-
ческого отражения, сущность которой за-
ключается в согласовании активности инди-
вида с внешними условиями и объективными
связями объектов и явлений действительно-
сти, с одной стороны, и внутренними «необ-
ходимостями» субъекта, с другой3; как функ-
циональное средство субъекта, позволяющее
ему мобилизовать свои личностные и когни-
тивные возможности (выступающие как пси-
хические ресурсы) для реализации собствен-
ной активности, для достижения субъектно
принятых целей4.
Вместе с тем осознанная саморегуляция
концептуализируется как преимущественно
целенаправленное планирование, построение
и преобразование субъектом своих действий
и поступков в соответствии с личностно зна-
чимыми целями, актуальными потребностя-
ми5. В связи с этим представляется особенно
важным выявление специфики межфункцио-
нальных связей в структуре саморегуляции
личности в зависимости от уровня субъек-
тивного благополучия. С одной стороны, это
позволяет расширить представления о внут-
ренней организации субъектной активности,
с другой − определить регуляторное «со-
трудничество» субъективного благополучия
со структурными компонентами системы
регуляторного процесса.
Напомним, что функциональная разви-
тость планирования (Пл) характеризует ин-
дивидуальные особенности целеполагания с
точки зрения осознанности и автономности
процесса выдвижения целей активности, их
действенности, реалистичности, устойчиво-
сти, детализированности. Моделирование
(М) позволяет определять развитость пред-
ставлений о системе внешне и внутренне
значимых для достижения цели условий,
степень их осознанности, детализированно-
сти и адекватности. Функциональная роль
процессов программирования (Пр) заключа-
ется в осознанном построении субъектом
способов и последовательности своих дейст-
вий для достижения субъектно принятых це-
лей. Развитость программирования свиде-
тельствует о сформировавшейся у человека
потребности продумывать способы своих
действий и поведения для достижения наме-
ченных целей, о развернутости и устойчиво-
сти разрабатываемых программ. Развитость
процессов оценивания результатов (Ор) − это
адекватность, автономность оценки испы-
туемым себя и результатов своей деятельно-
65
сти и поведения, устойчивость субъективных
критериев оценки успешности достижения
результатов6.
Обратимся к результатам эмпирическо-
го исследования структурной организации
саморегуляции в зависимости от уровня
субъективного благополучия личности. В
качестве диагностического инструментария
нами использованы следующие методики:
для измерения эмоционального компонента
субъективного благополучия была использо-
вана шкала субъективного благополучия
М.В. Соколовой (ШСБ), для исследования
уровня сформированности отдельных функ-
циональных компонентов саморегуляции
применялся опросник В.И. Моросановой
«Стиль саморегуляции поведения и деятель-
ности» (ССПМ). Анализ результатов иссле-
дования осуществлялся на основе методов
математической статистики (сравнительный
анализ данных с использованием t-критерия
Стьюдента, корреляционный анализ Пирсо-
на). Статистическая обработка данных про-
водилась с помощью программного пакета
SPSS и приложения Microsoft Excel for
Microsoft Office XP.
В целях изучения структуры саморегу-
ляции, её межфункциональных связей в за-
висимости от уровня субъективного благо-
получия нами выделены две группы испы-
туемых с разным уровнем субъективного
благополучия: низким и высоким (эмпириче-
ское исследование проводилось на пропор-
ционально подобранных выборках по 50 че-
ловек − студентов 3-го курса Педагогическо-
го института СГУ, n = 100). Основанием для
выделения групп послужили средние дан-
ные, полученные по шкале субъективного
эмоционального благополучия. Сравнитель-
ный анализ по t-критерию Стьюдента под-
твердил достоверность различий показателей
субъективного благополучия в исследуемых
выборках.
Необходимо отметить, что представите-
ли исследуемых выборок в целом отличают-
ся степенью выраженности переживания
эмоционального комфорта, позитивной са-
мооценки, проявления удовлетворенности
собой, своими достижениями, доверия к ок-
ружающим, уверенности, оптимизма и
склонности к тревоге. Для того чтобы иметь
представление о структуре саморегуляции в
исследуемых выборках, необходимо рас-
смотреть выраженность компонентов само-
регуляции (таблица).
Выраженность компонентов саморегуляции
в зависимости от уровня
субъективного благополучия (СБ)
| Компоненты саморегуляции | Низкий уровень | Высокий уровень | t-критерий Стьюдента |
|Планирование | 5,65 | 7,02 | 2,68** |
|Моделирование | 6,75 | 6,86 | 0,92 |
|Программирование | 7,97 | 6,16 | 2,2* |
|Оценивание результатов | 5,01 | 7,61 | 2,64** |
|Гибкость | 6 | 6,72 | 0,92 |
|Самостоятельность | 5 | 6,87 | 2,2* |
| Общий уровень саморегуляции | 34,72 | 28,96 | 2,82* |
Примечание. * − p < 0,05; ** − p < 0,01.
Сравнительный анализ (по t-критерию
Стьюдента) средних значений компонентов
саморегуляции в зависимости от уровня
субъективного благополучия выявил сущест-
венные различия в исследуемых выборках.
Так, наибольшая выраженность компонентов
«планирование», «оценка результатов», «са-
мостоятельность» наблюдается в выборке
«благополучных» (р ≤ 0,05). Общий уровень
саморегуляции отличается меньшей выра-
женностью, нежели в выборке «неблагопо-
лучных» (р ≤ 0,05). В выборке «неблагопо-
лучных» наиболее выраженную представ-
ленность имеют показатели «программиро-
вание» и «общий уровень саморегуляции»,
наименьшую – «планирование», «оценивание
результатов», «самостоятельность» (р ≤
0,05). Данный факт свидетельствует о том,
что в зависимости от уровня субъективного
благополучия наблюдаются существенные
различия в выраженности структурных ком-
понентов саморегуляции на достоверно зна-
чимом уровне.
В целом необходимо отметить, что низ-
кая представленность показателя самостоя-
тельности в выборке «неблагополучных»
свидетельствует, вероятно, об их зависимо-
сти от внешних обстоятельств: в процессе
достижения своей цели им приходится часто
«подстраиваться» под внешнее окружение,
66
ожидая поддержки и одобрения. Вместе с
тем достаточно высокий уровень выражен-
ности процессов программирования (р ≤
0,05) проявляется в последовательности, де-
тализации и развернутости разрабатываемых
программ способов своих действий для дос-
тижения намеченных целей, что, кстати, со-
гласуется с результатами ранее выполненно-
го нами исследования о соотношении выра-
женности установок на процесс-результат в
зависимости от уровня субъективного благо-
получия. Показано, что, в отличие от «благо-
получных», лица с низким уровнем субъек-
тивного благополучия в большей степени
ориентированы на процесс, нежели на ре-
зультат, что приводит к чрезмерному внима-
нию к внешним характеристикам действий,
задерживает реализацию намерения и снижа-
ет вероятность успешного выполнения зада-
чи достижения7. Кроме того, в отличие от
«благополучных», у лиц с низким уровнем
субъективного благополучия отмечается
низкий уровень функционального развития
процессов планирования и оценивания ре-
зультатов, которые характеризуются неус-
тойчивостью в выдвижении целей активно-
сти и субъективных критериев оценки ус-
пешности достижения результатов.
В выборке «благополучных» наиболее
высокая выраженность отмечается относи-
тельно показателей «планирование», «само-
стоятельность» и «оценивание результатов»,
что свидетельствует о том, что «благополуч-
ные» более тщательно продумывают спосо-
бы своих действий для достижения намечен-
ных целей, проявляя при этом автономность
и независимость. Необходимо отметить, что
контроль, оценивание и коррекция своей ак-
тивности пронизывают практически весь
процесс регуляции, так как на каждой стадии
достижения цели происходят сравнение ре-
зультатов действий с прогнозируемыми па-
раметрами, оценка рассогласования и приня-
тие решения о коррекции исполнительных
действий.
В то же время необходимо отметить, что
в выборке с высоким уровнем субъективного
благополучия наблюдается более высокий
уровень сформированности практически всех
функциональных компонентов саморегуля-
ции. Важное значение имеет и то, что общий
уровень саморегуляции отличается наиболь-
шей выраженностью в выборке с низким
уровнем благополучия. Вероятно, пережива-
ние неблагополучия, неудовлетворенность
собой и результатами своей деятельности
является существенным фактором произ-
вольной активности «неблагополучных».
Обратимся к рассмотрению результатов
исследования особенностей межфункцио-
нальных связей в структуре саморегуляции
личности в зависимости от уровня субъек-
тивного благополучия. Путем подсчета ко-
эффициентов корреляции между шкалами,
презентирующими регуляторные компонен-
ты системы саморегуляции − планирование
(Пл), моделирование (М), программирование
(Пр), оценивание результатов (ОЦР), − регу-
ляторно-личностными свойствами гибкости
(Г), самостоятельности (С) − и показателем
общего уровня саморегуляции (ОУС) в каж-
дой из исследуемых выборок были построе-
ны корреляционные плеяды (рис. 1, 2).
[img[bocharova1.png]]
Рис. 1. Межфункциональные связи компонентов саморе-
гуляции в выборке «неблагополучных»: ПЛ – планиро-
вание, ПР – программирование, ОЦР – контроль и оцен-
ка результатов, М − моделирование, Г – гибкость, С – са-
мостоятельность, ОУС − общий уровень саморегуляции;
− р < 0,01; − р < 0,05
[img[bocharova2.png]]
Рис. 2. Межфункциональные связи компонентов само-
регуляции в выборке «благополучных». Обозначения
см. рис. 1
67
В выборке с низким уровнем благопо-
лучия система саморегуляции представлена
практически всеми функциональными звень-
ями (10 связей). Анализ корреляционной
структуры системы саморегуляции «небла-
гополучных» показывает наличие достаточно
тесных связей между такими регуляторными
компонентами, как «планирование», «про-
граммирование», «моделирование» (rср =
0,366; p < 0,01). Думается, что для данной
категории испытуемых являются важными
тщательный отбор способов своих действий
для достижения намеченных целей, детали-
зация и развернутость разрабатываемых про-
грамм, учитываются при этом значимость
внешних и внутренних условий активности.
Обращает на себя внимание наличие
взаимосвязи между «планированием» и «са-
мостоятельностью» (связь отрицательная),
свидетельствующее, на наш взгляд, о прояв-
лении несамостоятельности, ожидании под-
держки окружающих в выдвижении, приня-
тии и удержании целей.
Вместе с тем отмечается некоторая «от-
страненность» такого компонента как «оце-
нивание результатов», проявляющаяся в кос-
венной связи с компонентами «планирова-
ние», «программирование», «моделирова-
ние» (через общий уровень саморегуляции),
что свидетельствует о недостаточной разви-
тости межфункциональной связи и, следова-
тельно, о наличии структурно-функциональ-
ного дефекта процесса регуляции, сущест-
венно ограничивающего эффективность дос-
тижения поставленных целей. Именно регу-
ляторный компонент «контроль и оценка ре-
альных результатов» обеспечивает непре-
рывную информацию о согласовании между
желаемым и достигнутым (конечным) ре-
зультатом. В связи с этим становится оче-
видным, что «неблагополучные» достаточно
гибко относятся к интерпретации получен-
ных результатов деятельности и способны
изменять субъективные критерии их оценки:
они могут просто снижать строгость субъек-
тивных критериев успешности при оценива-
нии результатов своей деятельности либо
снижать уровень притязаний, либо повышать
его в зависимости от полученного итога.
В целом нельзя не отметить, что наи-
большее количество взаимосвязей приходит-
ся на общий уровень саморегуляции (5 свя-
зей): практически все компоненты саморегу-
ляции − «планирование», «программирова-
ние», «моделирование», «оценивание резуль-
татов» − коррелируют с общим уровнем са-
морегуляции, кроме того, обнаружена взаи-
мосвязь с «гибкостью». Всё это дает основа-
ние говорить о том, что именно общая спо-
собность осознанно инициировать произ-
вольную активность и управлять ею и явля-
ется репрезентативной для всей системы са-
морегуляции активности «неблагополуч-
ных».
В выборке с высоким уровнем субъек-
тивного благополучия система саморегуля-
ции представлена всеми функциональными
звеньями (см. рис. 2), взаимосвязанными в
единое целое (14 связей). Данный факт сви-
детельствует о том, что система саморегуля-
ции «благополучных» структурно более со-
вершенна и согласованна, нежели у «небла-
гополучных». Наибольшее количество связей
выпадает на такие компоненты саморегуля-
ции, как «контроль и оценка результатов» (6
связей), «планирование» (5) и «программи-
рование» (5 связей). Наиболее тесные связи
обнаружены между такими функциональны-
ми звеньями, как «контроль и оценка резуль-
татов» и «планирование», «программирова-
ние», «моделирование» (rср = 0,372; p < 0,01).
Необходимо подчеркнуть важность данной
взаимосвязи в системе саморегуляции «бла-
гополучных».
Известно, что сформированный регуля-
торный компонент «контроль и оценка ре-
альных результатов» обеспечивает непре-
рывную информацию о степени соответствия
между субъектно принятой целью, запро-
граммированным ходом деятельности, ее
этапными и конечными результатами и ре-
альным ходом их достижения.
Вместе с тем оценочное действие замы-
кает процесс регулирования, превращает его
в замкнутую систему и, тем самым, качест-
венно меняет возможности произвольной
активности человека8. Более того, именно
оценка субъектом результатов деятельности
делает его «деятельность не только целена-
правленной, но и целедостигающей»9. Таким
образом, у «благополучных» отмечаются са-
мостоятельность и независимость в выдви-
68
жении целей активности, тщательное проду-
мывание способов своих действий для дос-
тижения намеченных целей, детализация и
развернутость разрабатываемых программ,
оценка и коррекция достигнутых результа-
тов, учитываются значимость внешних и
внутренних условий активности. Кроме того,
отмечается устойчивость субъективных кри-
териев оценки успешности достижения ре-
зультатов, о чем свидетельствует наличие
отрицательной взаимосвязи между компо-
нентами «контроль, оценка результатов» и
«гибкость».
Обобщенная интерпретация полученных
результатов позволяет констатировать, что
система саморегуляции в зависимости от
уровня субъективного благополучия имеет
определенные структурные особенности. По
количеству межфункциональных связей
компонентов саморегуляции можно отметить
тенденцию их уменьшения от «неблагопо-
лучных» к «благополучным» испытуемым. В
отличие от «неблагополучных» структура
саморегуляции «благополучных» более со-
гласованна и совершенна.
В целом выявленные различия свиде-
тельствуют о сложном, неоднозначном «со-
трудничестве» субъективного благополучия
со структурными компонентами системы
регуляторного процесса, требующего де-
тального изучения.
Примечания
1
Куликов Л.В. Психология настроения. СПб., 1997; Ша-
мионов Р.М. Cубъективное благополучие личности: пси-
хологическая картина и факторы. Саратов, 2004.
2
Конопкин О.А. Психическая саморегуляция произвольной
активности человека (структурно-функциональный ас-
пект) // Вопр. психол. 1995. № 1. С.5–12.
3
Конопкин О.А. Общая способность к саморегуляции как
фактор субъектного развития // Вопр. психол. 2004. № 2.
С.128–135.
4
Моросанова В.И. Индивидуальный стиль саморегуляции:
феномен, структура и функции в произвольной активности
человека. М., 1998.
5
Конопкин О.А. Психическая саморегуляция произвольной
активности человека…
6
Моросанова В.И. Указ. соч.
7
Бочарова Е.Е. Соотношение эмоциональных и когнитив-
ных компонентов субъективного благополучия в разных
условиях социализации // Проблемы социальной психоло-
гии личности : межвуз. сб. науч. ст. Саратов, 2004. Вып.1.
С.122−131.
8
Конопкин О.А. Психическая саморегуляция произвольной
активности человека…
9
Прыгин Г.С. Психология самостоятельности. Ижевск;
Набережные Челны, 2009.
69
МАССМЕДИА КАК СРЕДСТВО ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ХЛЫЗОВА НАТАЛЬЯ ЮРЬЕВНА1
1 Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Иркутский государственный лингвистический университет»
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 Год: 2012 Страницы: 143-147
УДК: 378.225
ЖУРНАЛ:
НАУЧНО-ПЕДАГОГИЧЕСКИЙ ЖУРНАЛ ВОСТОЧНОЙ СИБИРИ MAGISTER DIXIT
Издательство: Евразийский лингвистический институт в г. Иркутске - филиал федерального государственного бюджетного образовательного учреждения высшего профессионального образования "Московский государственный лингвистический университет" (Иркутск)
eISSN: 2226-2156
КЛЮЧЕВЫЕ СЛОВА:
МАСС-МЕДИА, МЕДИАКОМПЕТЕНТНОСТЬ, МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, MEDIA COMPETENCE, ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECOND LANGUAGE PERSON'S MEDIA COMPETENCE, МЕДИАОБРАЗОВАНИЕ, MEDIA EDUCATION, MASS-MEDIA, SECOND LANGUAGE PERSON
АННОТАЦИЯ:
В данной статье рассматривается проблема формирования медиакомпетентности вторичной языковой личности средствами масс медиа. Цель исследования – выявить потенциал и возможность эффективного использования масс медиа в организации интегрированного процесса медиаобразования и обучения иностранному языку.
The article deals with the phenomenon of second language person’s media competence, studies the ways to form it by mass media. The purpose of the research is to define the potential of mass media to form second language person’s media competence phenomenon and use it in media education and teaching foreign language.
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В эру массмедиа и коммуникационных технологий человек столкнулся с
необходимостью грамотно работать с информацией, ориентироваться в информационном пространстве, осуществлять поиск, оценивать, самостоятельно создавать и передавать сообщения в профессиональной и в повседневной
деятельностях, осуществлять медиатизированное общение между представителями разных языков и культур. С целью удовлетворения возникших требований педагогический процесс необходимо реорганизовать в соответствии с
учетом развития современного общества. В этих условиях высшее профессиональное образование должно обеспечить регулярное и педагогически обоснованное использование коммуникативных технологий, которые способствуют формированию медиакомпетентности специалистов, понимающих
принципы функционирования медиа и умеющих осуществлять навигацию в
иноязычном информационном пространстве.
По словам И.В. Челышевой, «современные информационные технологии,
появление все новых медиаканалов, широкие мультимедийные возможности
и т.п. предъявляют к специалистам различных областей требования, касающиеся не только собственно профессиональных знаний, но и развитой медиакомпетентности» [Челышева, 2009, с. 8]. Л.А. Иванова отмечает, что «от
рождения до смерти человека сопровождают радио- и телепередачи, кинофильмы, газеты, журналы; сравнительно недавно этот перечень пополнился
Интернетом, мобильной и спутниковой связью, благодаря которой можно
принимать информацию из самых разных стран» [Иванова, 2011,
http://md.islu.ru/]. Налицо необходимость выявления потенциала и возможностей использования массмедиа в организации интегрированного процесса
медиаобразования и обучения иностранному языку.
Проведенный анализ массмедиа относительно их использования в образовательном процессе позволил сделать вывод, что массмедиа как средство
обучения обладают рядом преимуществ.
Прежде всего это доступность информации. Как отмечает Н.В. Чичерина
«иноязычные медиатексты расширяют границы мира студентов, широко открывая для них окно в мир современной иноязычной культуры. Более того,
они во многом определяют формируемую иноязычную картину мира, устанавливая пределы познаваемой реальности» [Чичерина, 2008, с. 3]. Средствами массмедиа студенческая аудитория получает вполне доступный, экономичный, сравнительно с бумажным источником информации медиатекст.
Кроме этого, массмедиа предоставляют возможность получения информации
из любой точки вселенной за короткий промежуток времени. Для организации соизучения медиаобразования и иностранного языка это, безусловно,
большой плюс. Одновременно Т.С. Панина указывает на возможность интенсифицировать процесс понимания, усвоения и творческого применения полученных знаний средствами массмедиа, что «обеспечивается за счет более
активного включения в процесс не только получения, но и непосредственно-
145
го (здесь и теперь) использования знаний» [Панина, 2006, с. 12]. Это значит,
что применение массмедиа в качестве средства формирования медиакомпетентности вторичной языковой личности в организации процесса соизучения
медиаобразования и иностранного языка способствует прочному усвоению
материала за сравнительно короткий промежуток учебного времени. За счет
незамедлительной реализации полученной в результате самостоятельного
поиска англоязычной медиа информации, через отбор искомых сведений на
иностранном языке в информационном гиперпространстве эффективно формируется медиакомпетентность вторичной языковой личности студентов.
Массмедиа дают возможность аутентичной коммуникации. Исходя из того, что английский язык в идеале, как и любой другой язык, представляет собой средство получения и передачи информации, является средством общения, то в условиях информатизированного общества справедливо следует говорить также об английском языке как о средстве медиатизированного, опосредованного техническими средствами, общения, как о средстве получения
и передаче медиаинформации. Поскольку англоязычное общение это традиционно основная учебная деятельность студентов лингвистических специальностей, то средствами массмедиа предоставляется возможность организации образовательного процесса вуза через медиатизированное англоязычное
общение, формирование вторичной языковой личности через аутентичную
медиатизированную коммуникацию. Медиатизированное общение выступает
альтернативой искусственно созданного, проходящего без участия носителей
языка. Средствами масс медиа речевые поступки осуществляются на межкультурном уровне с представителями любых англоговорящих стран через
виртуальные путешествия в страну изучаемого языка, осмотр достопримечательностей, изучение реалий, традиций, культуры государства.
Как известно, изучение иностранного языка должно быть синтезировано с
изучением культуры, постичь которую традиционно представляется возможным через непосредственное общение с носителями языка, с помощью чтения аутентичной художественной и публицистической литературы. С другой
стороны исследователи А.А. Новикова и А.В. Федоров указывают на «поколение школьников и студентов, для которых более привычным является восприятие аудиовизуальной информации, нежели печатной», так называемое
дот ком поколение (Generation Dot Com). Ученые отмечают, что сложившаяся ситуацию необратима, «телевидение, видео, компьютер, Интернет и другие телекоммуникационные сети неумолимо изменяют аудиторию, постепенно превращая «читателей» в большей мере в «зрителей»» [Новикова, Федоров, 2008]. Нельзя не согласиться, что библиотека и бумажные издания в
целом не выдерживают конкуренции с более быстрым, доступным, экономичным медиатекстом. Мультимедийные приоритеты студентов позволяют
им не только сэкономить время, но и получить более прочные знания. Очевидной становится потребность студентов в умениях грамотно работать с
информацией особенно на английском языке, используя различные массмедиа, которые транслируют культурные реалии страны изучаемого языка, что
еще раз подтверждает необходимость формирования медиакомпетентности
146
вторичной языковой личности средствами массмедиа, личности способной к
поиску, восприятию, получению иноязычной информации через различные
массмедиа, умеющие критически оценивать и адекватно реагировать на полученные сведения.
Использование массмедиа в процессе обучения повышает мотивацию к
обучению. Как известно, успех обучения во многом зависит от интереса
учащихся к предмету, от их желания заниматься им. «Процесс обучения может быть эффективным только при условии, что учащийся обладает учебной
мотивацией к изучаемому предмету….Под мотивацией следует понимать генетическое стремление человека к самореализации в определенных видах деятельности в соответствии с его врожденными задатками - способностями».
С другой стороны, «учитывая потребности студенческой аудитории, мы также должны «расширять рамки» анализируемых изданий» [Мурюкина, 2009,
с. 26]. Безусловно, интерес студентов к медиаобразованию и английскому
языку стимулирует развитие их умений, навыков, творческих устремлений. В
состоянии интереса у студентов повышается восприятие, внимание, любознательность, увлеченность объектом. Наблюдается большой интерес и высокая мотивация студентов к образовательному процессу, ведущим средством которого выступает массмедиа. Массмедиа дает разнообразие форм
обучения, которые являются источниками развлечений студентов во
внеучебное время. Процесс обучения становится интересным, легким, а
вследствие этого результативным. Развитие языковых навыков и медиаумений осуществляется не только в вузе в рамках занятия английского языка, но
и в повседневной жизни студентов.
Ян Амос Коменский считал наглядность «золотым правилом обучения». В
современных педагогических условиях реализация данного принципа может
эффективно происходить средствами массмедиа. Аудиовизуальный контакт с
аудиторией увеличивает восприятие информации, интерес к прослушиванию,
сосредоточение внимания и долгосрочное запоминание. Выступление, объяснение педагога или студента, иллюстрированное медиаматериалом повышают эффективность педагогического процесса.
Большим преимуществом массмедиа является возможность одновременного воздействия на несколько органов чувств человека, передачи информации
в разнообразных ощущениях, воздействия на долговременную память, а
вследствие этого достижение учебной цели, в нашем случае формирование
медиакомпетентности вторичной языковой личности. На наш взгляд, массмедиа делает процесс медиаобразования и обучения английскому языкуэффективным. Он может быть организован с учетом ведущей репрезентативной
системы, обеспечивая более эффективное обучение, повышая работоспособность студентов и качество обучения в целом.
Немаловажным фактом является и то, что использование массмедиа как
ведущего средства медиаобразования и обучения английскому языку в организации учебного процесса способствует интеграции медиаобразования и английского языка, поскольку в условиях медиатизированного общества обу-
147
чение английскому языку средствами массмедиа становится невозможным
без медианавыков и медиаумений учащихся.
Итак, на наш взгляд, роль массмедиа в решении задачи формирования медиакомпетентности вторичной языковой личности очень весома. Осмысление возможностей массмедиа убедительно показало, что использование потенциала массмедиа в образовательном процессе способствуют переходу на
новые педагогические стандарты в соответствии с новыми требованиями и
заказом общества на личность, способную грамотно оперировать с иноязычной медиатизированной информацией.
Библиографический список
1. Иванова, Л. А. Некоторые размышления о гендерной и возрастной
обусловленности отношения к СМИ [Электронный ресурс] // Электронный
научно-образовательный журнал ВГПУ «Грани познания». No3(4). Октябрь
2009 — URL : www.grani.vspu.ru (дата обращения 23.07.2012).
2. Иванова, Л. А. Проблема формирования медиакомпетентности будущего учителя назрела и требует обсуждения [Электронный ресурс] //
«Magister Dixit» - научно-педагогический журнал Восточной Сибири No1
(03). Март 2011 — URL : http://md.islu.ru/(дата обращения 03.05.2012).
3. Мурюкина, Е. В. Основные виды печатных изданий, применяемые на
медиаобразовательных занятиях со студентами [Текст] / Е. В. Мурюкина //
МЕДИАОБРАЗОВАНИЕ. – 2009. - № 1. – С. 26-34.
4. Новикова, А. А. Медиаобразовательные квесты [Текст] /А. А. Новикова, А. В. Федоров // Инновации в образовании. - 2008. - № 10. – С. 71-79.
5. Панина, Т. С. Современные способы активизации обучения [Текст] :
учеб. пособие для студ. высш. учеб. заведений / Т. С. Панина, Л. Н. Вавилова.
- М. : Академия, 2006. – 176 с.
6. Челышева, И. В. Интерактивные формы и методы работы в развитии
медиакомпетентности школьников [Текст] / И. В. Челышева // Медиаобразование. - 2009. – С. 60-68.
7. Чичерина, Н. В. концепция формирования медиаграмотности у студентов языковых факультетов на основе иноязычных медиатекстов [Текст] :
автореф … д-ра пед. наук :13.00.02 / Н. В. Чичерина – СПб., 2008. – 50 с.
СТРУКТУРНЫЕ КОМПОНЕНТЫ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ХЛЫЗОВА НАТАЛЬЯ ЮРЬЕВНАНаписать письмо автору1
1 Евразийский лингвистический институт в г. Иркутске - филиала Московского государственного лингвистического университета
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 Год: 2016 Страницы: 181-189
УДК: 37.022
ЖУРНАЛ:
CREDE EXPERTO: ТРАНСПОРТ, ОБЩЕСТВО, ОБРАЗОВАНИЕ, ЯЗЫК
Издательство: Московский государственный технический университет гражданской авиации (Москва)
eISSN: 2312-1327
КЛЮЧЕВЫЕ СЛОВА:
МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, MEDIA COMPETENCE OF THE SECONDARY LANGUAGE PERSONALITY, МЕДИАОБРАЗОВАНИЕ, MEDIA EDUCATION, ИНОСТРАННЫЙ ЯЗЫК, FOREIGN LANGUAGE, СТРУКТУРА, ЦЕЛЬ
АННОТАЦИЯ:
Данная статья посвящена вопросам формирования медиакомпетентности вторичной языковой личности с позиции интегрированной цели медиаобразования и обучения иностранному языку. На основе анализа работ по вопросам языковой личности выявлена структура и основные компоненты медиакомпетентности вторичной языковой личности.
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ɋɨɜɪɟɦɟɧɧɵɟ ɭɫɥɨɜɢɹ ɪɚɡɜɢɬɢɹ ɨɛɳɟɫɬɜɚ ɬɪɟɛɭɸɬ ɧɨɜɵɯ ɯɚɪɚɤɬɟɪɢɫɬɢɤ
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=22565383"><b>СУБЪЕКТНЫЕ
КАЧЕСТВА ЛИЧНОСТИ СТУДЕНТАКАК ОСНОВЫ ФОРМИРОВАНИЯ САМОРЕГУЛЯЦИИ
ЖИЗНЕДЕЯТЕЛЬНОСТИ</b></a><br/>
<font color="#00008f"><i>Лыткина
А.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34037115">Экономические
и гуманитарные исследования регионов</a>. 2014. <a href="https://www.elibrary.ru/contents.asp?id=34037115&selid=22565383">№ 5</a>.
С. 18-19. </font>
</p>
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УДК37
СУБЪЕКТНЫЕ КАЧЕСТВА ЛИЧНОСТИ СТУДЕНТА КАК ОСНОВЫ ФОРМИРОВАНИЯ САМОРЕГУЛЯЦИИ ЖИЗНЕДЕЯТЕЛЬНОСТИ
ЛыткинаА.В.
THE SUBJECTIVE QUALITY OF THE STUDENT'S PERSONALITY AS BASIS FOR THE FORMATION OF SELF-REGULATION OF LIFE
LytkinaA.V.
В статье обсуждаются особенности саморегуляции будущих учителей, которые рассматриваются через формирование субъектности -центрального образования человеческой субъективности, отражающего активно-избирательное, творческое отношение личности к самой себе, к деятельности, к людям и жизни в целом. The article discusses the features of self-regulation of future teachers, which are considered through the formation of subjectivity is Central to the formation of human subjectivity, reflecting active-election, creative attitude of the individual to itself, to the activities, people and life in General.Ключевые слова: субъектно-ориентированный подход, субъект деятельности, субъектность, педагогическая субъектность, саморегуляции, самоактуализации, ценностно-смысловая сфера субъекта, рефлексия. Key words: subject-oriented approach, subject of activity, pedagogical subjectness. self-regulation, self-actualization, value and meaning sphere of subject, reflection.Студент как субъект педагогической деятельности, вступая в новую для себя систему отношений, обретает системные качества, образующие действительную характеристику его личности, и через формирование в себе ответственного отношения к жизнедеятельности, самоопределяется как личность. Названные характеристики процесса очерчивают объектное поле «субъектной педагогики».Субъектность как центральное образование человеческой субъективности имеет сложную интегративную природу, отражающую активно-избирательное, творческое, инициативно-ответственное отношение личности к самой себе, к деятельности, к людями жизни в целом. Подходы к изучению субъектности основываются на развитии представлений об активной роли самого человека в процессе жизнедеятельности; развитии, учебе, работе. Поэтапный характер становления человека как субъекта отмечается отечественными авторами методологического анализа познавательной активности и жизнедеятельности К.А, Абульхановой-Славской, А.В. Брушлинским, В.А. Петровским и др.В соответствии с образовательной гуманистической парадигмой, личность выступает как самоорганизующийся субъект, наделенный рядом системных качеств, из которых основными, структурообразующими, на наш взгляд, являются следующие:«интегративная активность», предполагающая активную деятельную позицию личности во всех ее проявлениях, в том числе и в творчестве;направленность, как динамическая иерархия смыслообразующих ценностей и мотивов, составляющих мотивационно-ценностную сферу личности;способность к рефлексии (осознанию, осмыслению, прогнозированию процесса и результатов деятельности, как условие регуляции поведения);ответственность как организация, регуляция и регламентация поведения;способность к самореализации и самоопределению в мире.Общая концепция формирования педагогической субъектности основана на положениях В.А. Сластенина, в которых процесс становления и развития субъектной позиции студента и педагога трактуется как усиление субъектного потенциала личности и может быть представлен как определенная стратегия изменений в содержании, формах и методах профессиональной подготовки: фундаментализации высшего образования в сочетании с углубленной профессионализацией; диалогизации учебно-воспитательного процесса и его проблематизации; полисубъектности педагогического процесса, предполагающей активность, инициативу и ответственность всех его участников [5].
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Исследуя закономерности и механизмы формирования субъектности, мы обращаемся к внутреннему потенциалу субъекта, который трактуется как конкретный уровень развития интеллектуальных, эмоциональных, волевых, физических возможностей, практических умений и навыков, определяемых общественно-экономическими и культурно-историческими условиями, применительно к конкретной сфере деятельности данной личности. Под субъектным потенциалом личности понимается уровень развития ее субъектных качеств, т.е. субъектности.Мотивационный аспект субъектно-творческого потенциала личности определяет стремление человека к возможно более полном) его развитию и реализации. Мы исходим из понимания самоактуализации как процесса рефлексивного переосмысления субъектом личных и профессиональных свойств и ценностей, личностной и профессиональной актуализации своего потенциала.Другой необходимой составляющей зрелого поступка личности, определяющей успешность ее самоактуализации, является ответственность, имеющая также рефлексивную природу. Недаром, А. Маслоу называл ответственность «величайшим поступком и подчеркивал, что, принимая на себя ответственность, человек самоактуализируется» [3].Ценностно-смысловая сфера субъекта выступает в качестве одной из его важнейших характеристик, как показатель способности к произвольному управлению собственной деятельности, гармонии и зрелости личности. Ценностно-смысловой уровень саморегуляции есть процесс, опосредованный социальными нормами и ценностями, системой внутренних требований, особой «жизненной философией», превращающими человека в активного субъекта жизнедеятельности. По нашему мнению, рефлексия, выступает механизмом ценностно-смыслового уровня саморегуляции, благодаря которому раскрываются внутренние резервы человека, дающие ему свободу от обстоятельств, обеспечивающие в самых трудных условиях возможность самоактуализации.Проведенные нами теоретические и экспериментальные исследования становления и развития механизмов формированиясубъектных качеств личности студента показали, что учащиеся с высоким субъектным потенциалом обладают высокой продуктивностью осмысления учебной и жизненной ситуации, богатством психологического времени; высокой насыщенностью значимых переживании, наличием жизненной перспективы, интереса к будущему, высокой степенью потенциальности жизненных событий. Данные студенты характеризуются творческим, активно-избирательным отношением к своей человеческой и профессиональной судьбе. Они ориентированы на процесс самосовершенствования, осмысления и оценки собственных личностных и профессиональных качеств.
ЛИТЕРАТУРА
1.Абульханова-Славская, К.А. Акмеологичсскос понимание субъекта / К.А. Абульханова-Славская// Основы общей и прикладной психологии. -М: РА ГС, 1995. –С. 420.
2.Брушлинский, А.В. Проблема психологии субъекта / А.В. Брушлинский // -М.: МГУ, 1994. –С. 320.
3.Маслоу, А. Самоактуализация / А. Маслоу // Психология личности. Тексты. -М.: изд-во МГУ, 1992. -С. 108-117.
4.Петровский, В.А. Личность в психологии: Парадигма субъектности / В.А. Петровский // -Ростов-на Дону, 1996. -С. 250.
5.Сластенин, В.А. Профессиональное самосознание учителя / В.А. Сластенин // Магистр. -1995. -С. 52-59
Хлызова Наталья Юрьевна
Кандидат педагогических наук , доцент кафедры американистики ФГБОУ
ВПО «ИГЛУ», г. Иркутск, Россия
УДК 37.013.8
ББК 74.580
СУЩНОСТЬ ПОНЯТИЯ «МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ» И ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ЕГО
ФОРМИРОВАНИЯ
На основании новых информационных потребностей современного обще-
ства изучена сущность понятия медиакомпетентности вторичной языковой
личности. Разработаны специально организуемые педагогические условия,
направленные на формирование исследуемого феномена, образующие ме-
диаобразовательное пространство вуза.
Ключевые слова: медиаобразование; медиакомпетентность вторичной
языковой личности; педагогические условия; медиаобразовательное про-
странство вуза; критическое мышление; межкультурная коммуникация; ре-
флексия; креативность.
THE NOTION OF “SECONDARY LINGUISTIC PERSONALITY
COMPETENCE” AND THE PEDAGOGICAL GROUNDS OF ITS
FORMATION
On the bases of new information requirements of the modern society, the notion
of secondary linguistic personality’s media competence is studied. Specially orga-
94
nized pedagogical conditions are offered which are pointed at the formation of me-
dia competence, make a media educational space of a university.
Key words: media education; secondary language person media competence;
pedagogical conditions; media educational space; critical thinking; cross cultural
communication; reflection; creativeness.
Социально-экономические условия развития общества требуют от челове-
ка умений грамотно работать с иноязычной информацией, осуществлять по-
иск, оценивать, самостоятельно создавать и передавать сообщения в профес-
сиональной и в повседневной деятельности осуществлять медиатизированное
общение между представителями разных языков и культур. С целью удовле-
творения возникших требований педагогический процесс должен быть орга-
низован в соответствии и с учетом условий развития современного общества.
Одной из ключевых компетентностей, необходимой для профессиональной
субкультуры всех специалистов и непосредственно связанной с успехом че-
ловека в быстро меняющемся мире, становится медиакомпетентность. В этих
условиях высшее профессиональное образование должно обеспечить потреб-
ность общества в медиакомпетентных специалистах, понимающих принципы
функционирования медиа и умеющие осуществлять навигацию в иноязыч-
ном информационном пространстве.
По словам А.В. Федорова, медиакомпетентность личности есть «совокуп-
ность ее мотивов, знаний, умений, способностей, способствующих использо-
ванию, критическому анализу, оценке и передаче медиатекстов в различных
видах, формах и жанрах, анализу сложных процессов функционирования ме-
диа в социуме» [9, c. 40]. Автор делает акцент на активную позицию лично-
сти, способную анализировать, синтезировать и давать собственную оценку
полученной информации, обладающей критическим и творческим мышлени-
ем. По этому вопросу, безусловно, существуют другие мнения и точки зре-
ния, но мы остановимся на данном определении, которое считаем комплекс-
ным и точно отражающим суть изучаемого понятия.
«Новые реалии современного мира, вызванные процессами информатиза-
ции и глобализации современной цивилизации, ставят новые задачи и по-
рождают новые противоречия в функционировании и развитии системы об-
разования, науки и культуры» [2, с. 84]. Можно констатировать, что на со-
временном этапе медиатизации общества, с изменением информационного
ландшафта обучение иностранному языку становится невозможным без ме-
диакомпетентности студентов, а, следовательно, возникает необходимость
внедрения медиаобразования в процесс обучения иностранному языку. На
наш взгляд, в соответствии с новыми условиями развития медиа и информа-
ционного образовательного пространства, предоставляющие возможность
медиатизированного аутентичного общения, стратегическая цель обучения
иностранным языкам трансформируется от формирования вторичной языко-
вой личности до формирования медиакомпетентности вторичной языковой
личности.
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Принимая во внимание новизну явления, отсутствие работ, направленных
на изучение медиакомпетентности вторичной языковой личности, представ-
ляется весьма затруднительным дать собственное толкование нового педаго-
гического феномена на уровне понятия. Определение содержания данного
понятия оказалось для нас непростым делом. Здесь проблема даже не только
и не столько в определении в рамках, каких подходов целесообразно рас-
крыть содержание понятия медиакомпетентности вторичной языковой лич-
ности, сколько в определении акцентов, требующих внимания; новых данных
теории и практики медиаобразования и лингводидактики, перспективных
тенденций их развития; уровней связей: они всегда оказываются и недоста-
точными, и избыточными одновременно. Все, однако, зависит, от того, какие
факторы мы учитываем, когда пытаемся выделить приоритеты, какие огра-
ничения накладываем при дефиниции понятия. Для нас понятно, что «опре-
деление содержательного (богатого, многогранного) понятия всегда непол-
но» [8, с. 25]. Также для нас ясно и то, что в дальнейшем очень легко изме-
нить акцентируемые аспекты понятия, способы интерпретации, перенося
внимание на более важные приоритеты. Мы можем корректировать поступа-
тельность процесса, отражая постоянные изменения, потребности и апелли-
руя к новым данным, перспективным тенденциям развития теории и практи-
ки медиаобразования и лингводидактики. В данной статье, на этом этапе
нашего исследования определение понятия медиакомпетентности вторичной
языковой личности будет моделировать не идеальную данность, а принципы
«оставления открытым» того, на что направлены наши действия. В качестве
рабочего, гипотетического определения нами предложено понятие медиа-
компетентности вторичной языковой личности, которое мы интерпретируем
как интегративную характеристику личности, состоящую из совокупности
специальных знаний, умений, отношений, позволяющих личности функцио-
нировать в мировом информационном пространстве, осуществлять межкуль-
турную коммуникацию как на межличностном, непосредственном уровне,
так и на медиатизированном, опосредованном современными медиа.
Применение личностно-ориентированного подхода в организации педаго-
гического процесса позволяет говорить о том, что процесс обучения должен
стать фактором развития личности, а, следовательно, педагогические условия
имеют большое значение в проявлении ее личностного потенциала. Анализ
информативных источников по педагогике показал, что в общем виде под
педагогическими условиями понимается совокупность факторов, обстоятель-
ств, компонентов, предпосылок, мер, способствующих благоприятному,
успешному протеканию процесса обучения и воспитания (А.С. Белкин [1],
Л.П. Качалова [4], Н.М. Яковлева [10] и др.); педагогическая среда, комплекс
педагогических взаимодействий, система педагогических средств, (С.С.
Кашлев [5], М.Н. Недвецкая [6], И.Ф. Птицына [7] и т.д.). Применительно к
рассматриваемой нами проблеме, содержание понятия «педагогические
условия» может быть интерпретировано как систематизированный комплекс
действий преподавателя иностранного языка и студента лингвистического
96
университета с целью формирования медиакомпетентности вторичной язы-
ковой личности как интегративной личностной характеристики последнего,
отражающуюся в единстве когнитивного, действенно-операционного и моти-
вационного компонентов, через его медиа знания, медиа умения и медиа от-
ношения в иноязычных ситуациях на межкультурном уровне.
Успешность выделения педагогических условий зависит, по словам
Н.М. Яковлевой, от:
1) четкости определения конечной цели или результата, который должен
быть достигнут; конечный результат сформулирован нами как формирование
медиакомпетентности вторичной языковой личности студента;
2) осознания того, что совершенствование педагогического процесса до-
стигается не за счет одного условия, а за счет их взаимосвязанного комплек-
са; следовательно, нам предстоит определить взаимосвязанный комплекс пе-
дагогических условий, благоприятствующих процессу формирования медиа-
компетентности вторичной языковой личности студента;
3) от понимания того, что на определенных этапах педагогические усло-
вия могут выступать как результат, достигнутый в процессе их реализации;
данное заключение позволит нам правильно организовать реализацию выяв-
ленных педагогических условий [10, с. 24].
На основании перечисленного мы предлагаем специально организуемые
педагогические условия, которые будут способствовать формированию ме-
диакомпетентности вторичной языковой личности студента. Выявленные
условия, детерминирующие процесс формирования медиакомпетентности
вторичной языковой личности, мы разделили на три основные группы: кон-
тентные, организационные и мотивационные (Таблица 1).
Таблица 1
Педагогические условия формирования медиакомпетентности вторич-
ной языковой личности студента
Типы условий Педагогические условия
Контентные
1.Введение медиаобразовательного компонента в учеб-
но-методический комплекс дисциплины «Иностранный
язык» в лингвистическом университете (webпортфель,
webсайт, webквест и др.).
2.Регулярное и педагогически обоснованное применение
широкого медийного спектра в процессе обучения ино-
странному языку не только с целью однонаправленной
дидактической функции, направленной на повышение
эффективности процесса обучения иностранному языку,
но и с целью медиаобразования.
Организацион-
ные
3.Вовлечение студентов в активную медиатизированную
иноязычную деятельность в процессе обучения ино-
странному языку в лингвистическом вузе в соответствии
с его индивидуальным уровнем медиакомпетентности,
выявленным в ходе педагогического мониторинга.
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4.Систематическая диагностика уровней сформирован-
ности медиакомпетентности вторичной языковой лично-
сти студента преподавателем и студентами на всех эта-
пах ее становления и коррекция в направлении совер-
шенствования.
Мотивационные
5.Руководство опытно-экспериментальной работой,
направленное на объединение усилий всего педагогиче-
ского коллектива по обновлению содержания образова-
ния.
6.Перевод процесса формирования медиакомпетентно-
сти вторичной языковой личности студента из управля-
емого в процесс осознанного стремления студентов к
самосовершенствованию в межкультурной коммуника-
ции на межличностном и медиатизированном уровнях.
Данная классификация условий является обобщенной и позволяет в целом
оценить характер того или иного условия, необходимого для рассматривае-
мого процесса. Отметим, что предложенная классификация условна. Выяв-
ленные условия неизбежно интегрируют друг с другом, образуя комплексное
единство разнообразных по своей природе педагогических обстоятельств,
направленных на организацию медиаобразовательного пространства вуза,
«пространства полного выражения индивидуальных, возрастных и професси-
ональных возможностей» [3, с. 41].
Совокупность выявленных педагогических условий формирования медиа-
компетентности вторичной языковой личности студента определяют харак-
теристики, которыми должно обладать медиаобразовательное пространство
как необходимая база их реализации:
− предоставлять студенту возможность активного участия в разнообраз-
ных видах медиатизированной иноязычной деятельности — активность (ре-
ализация третьего условия);
− быть открытой и доступной для студента, предоставляя ему возмож-
ность получения необходимой медиатизированной информации на ино-
странном языке, осознания сути и важности медиакомпетентности в процессе
изучения иностранного языка — доступность (реализация первого условия);
− стимулировать размышление, оценку и критический анализ медиаин-
формации у студентов в процессе изучения иностранного языка — рефлексия
(реализация второго условия);
− обеспечивать медиатизированную межкультурную коммуникацию с
носителями языка — коммуникативность (реализация шестого условия);
− быть гибкой и способной адаптироваться к интересам, потребностям и
склонностям студентов, позволяя им действовать творчески — креативность
(реализация пятого условия);
− стимулировать саморазвитие студента, путем создания ситуаций, в ко-
торых он переживал бы противоречие между имеющимися у него в наличии
98
и требующимися в той или иной ситуации медиазнаниями, медиаумениями и
компетенциями — проблемность (реализация четвертого условия).
Иными словами, специально организуемые педагогические условия со-
здают медиатизированную среду обучения, которая полностью направлена
на формирование медиакомпетентности вторичной языковой личности сту-
дента. Нами установлено, что выявленные характеристики медиатизирован-
ной среды оказывают влияние на формирования всех структурных компо-
нентов медиакомпетентности вторичной языковой личности студента.
Как можно заключить из сказанного выше, каждое из выявленных ранее
педагогических условий обладает своими внутренними возможностями, бу-
дучи преимущественно нацелено на формирование того или иного компо-
нента. В то же время, ни одно взятое в отдельности условие не может полно-
стью обеспечить эффективность формирования исследуемой характеристики.
Только их системное единство позволяет достигнуть наилучших результатов
и составляет комплекс педагогических условий формирования медиакомпе-
тентности вторичной языковой личности студента.
Библиографический список
1. Белкин, А. С. Педагогическая конфликтология [Текст] / А. С. Белкин.
— Екатеринбург : «Глаголъ», 1995. — 96 с.
2. Жожикова, С. И. Формирование информационной культуры и само-
развития личности при использовании глобальной сети Интернет [Текст] / С.
И. Жожикова // Вестник Якутского государственного университета им. М.К.
Аммосова, 2009. — Т.6. — №1. — С. 84-89.
3. Иванова, Л. А. Коадаптация медиа- и образовательного пространства
– залог успешного решения проблемы пространственной лакунарности в
высшем профессиональном образовании [Текст] / Л. А. Иванова // Вестник
Якутского государственного университета им. М.К. Аммосова, 2009. — Т.6.
— №2. — С. 38-44.
4. Качалова, Л. П. Педагогическая технология формирования риториче-
ской компетенции будущего учителя [Текст] / Л. П. Качалова // Известия
Уральского государственного университета. — 2009. — № 3(67). — С. 52-56.
5. Кашлев, С. С. Педагогические условия развития субъектности студен-
та в педагогическом процессе вуза [Текст] / С. С. Кашлев // Университетское
образование: от эффективного преподавания к эффективному обучению: ма-
териалы второй республиканской научно-практической конференции
(Минск, 1-3 марта 2001 г.). — Мн. : Пропилеи, 2002. — С. 288.
6. Недвецкая, М. Н. Нормативно правовые основы педагогической дея-
тельности [Текст] : настольная книга педагога / М. Н. Недвецкая. — М. : УЦ
Перспектива, 2009. — 276 с.
7. Птицына, И. Ф. Педагогические условия формирования межкультур-
ной компетенции вторичной языковой личности [Текст] : дис. ... канд. пед.
наук: 13.00.01 / И. Ф. Птицына. — Якутск, 2008. — 231 с.
99
8. Стефановская, Т. А. Педагогика: наука и искусство [Текст] : учеб. по-
собие / Т. А. Стефановская. — М., 1998. — 368 с.
9. Федоров, А. В. Развитие медиакомпетентности и критического мыш-
ления студентов педагогического вуза [Текст] / А. В. Федоров. — М., 2007.
— 616 с.
10. Яковлева, Н. М. Теория и практика подготовки будущего учителя к
творческому решению воспитательных задач [Текст] : дис. … д-ра пед. наук /
Н. М. Яковлева. — Челябинск, 1992. — 403 с.
УДК 371 (07)
С. Д. Пивкин, Н. Ш. Валеева, В. П. Барабанов
ТЕЗАУРУС ЯЗЫКОВОЙ ЛИЧНОСТИ В МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ
Ключевые слова: тезаурус, языковая личность, языковое сознание, межкультурная коммуникация.
Рассматриваются качественные характеристики тезауруса поликультурной языковой личности на трех
уровнях ее организации: вербально-семантическом, лингвокогнитивном и гносеологическом. Особое внимание
уделяется формированию умения понимать явления и события языкового образа мира в условиях
межкультурной коммуникации.
Key words: thesaurus, linguistic personality, linguistic consciousness, intercultural communication.
The paper studies quality characteristics of thesaurus for multicultural linguistic personality as seen within three
levels framework: verbal, cognitive and gnosiological. A focus is on forming ability of learning linguistic outlook on
the world in the intercultural communication.
В связи с описанием поликультурной
языковой личности, какой она представляется в
межкультурной коммуникации, можно говорить о
том, что ее тезаурус претерпевает существенные
изменения при овладении неродным языком. В
некоторых исследованиях поликультурной
(вторичной) языковой личности особое внимание
уделяется формированию я«зыковой картины
мира», противопоставленной «концептуальной» или
«глобальной картине мира», которые, по мысли ее
авторов, соответственно образуют тезаурус I и
тезаурус II [1] .
Формирование тезауруса I связано с
когнитивным (тезаурусным) уровнем языковой
личности по известной схеме Ю.Н. Караулова, но не
только с ним. Более низкий вербально-
семантический уровень, предшествующий первому
также важен для формирования тезауруса личности,
поскольку личность может проявить себя в
словотворчестве, осмысленном выборе
нестандартных словосочетаний и оригинальных
оборотов речи, правда в ограниченных рамках
речевых моделей. Индивидуальность может
наиболее полно проявить себя в способах
иерархизации понятий, поскольку на этом уровне
личность оперирует концептами и идеями, что
значительно расширяет ее возможности по
проектированию языковой картины «текста-мира» и
«себя-текста». Здесь на когнитивном уровне она
(языковая личность) подготавливается к
смысловому восприятию гипертекста в широком
его понимании, что предполагает прохождение
четырех связанных между собой фаз: 1) фазу
смыслового прогнозирования; 2) фазу вербального
сличения; 3) фазу установления смысловых связей
а) между словами и б) между смысловыми звеньям
и 4) фазу смыслоформулирования [3].
Проблема формирования тезауруса
языковой личности обретает новое измерение, если
к существующему представлению о нем добавить
особое ее (личности) видение в условиях
поликультурного и полимодального мира, в
котором мы все находимся и альтернативу
которому трудно себе представить в рамках активно
формирующихся мультилингвальных социумов.
Важное место в этом видении занимает овладение
неродными языками. В самом деле, даже беглый
взгляд на проблему говорит о том, что тезаурус
личности, развивающей свои знания и
совершенствующей свои навыки и умения
пользования родным языком не одни и те же, когда
речь заходит об овладении вторым и
последующими языками. Некоторые исследователи
даже говорят о гипотетическом тезаурусе II,
наделяя его специфическими чертами. Понятно, что
такое разделение весьма условно, но, очевидно,
оправданно, во всяком случае, в образовательных
целях. Идея имеет право на существование как
научная гипотеза, заключающая в себе
существенный содержательный аспект, который
заслуживает внимательного рассмотрения. Что
представляет собой этот Тезаурус II? Попробует
разобраться в этом.
Как утверждают авторы, тезаурус II есть
результат формирования вторичного ч(итай:
поликультурного по своей сути) когнитивного
сознания, отражающего «концептуальную, или
глобальную, картину мира» [1]. Когда мы говорим
о сознании, то, разумеется, имеем в виду, что
сознание у человека одно, и оно не может быть
разложено на отдельные составные части. Вместе с
тем при овладении неродными языками в
лингводидактике принято в содержательном плане
особым образом трактовать сознание. Дело в том,
что осознание людьми окружающего мира в силу
специфичности их жизнедеятельности происходит в
конкретной культуре. Культура в человеческом
обществе немыслима без языка и связана с ним
самым непосредственным образом. В пределах
одной лингвокультурной реальности складывается
особый общественный опыт, взгляд и знания об
окружающем мире. Мы говорим о
вербализированной или «языковой картине мире», в
которой родной язык по причине естественного
характера занимает доминирующее положение. На
базе родного языка, или точнее, на базе его
ассоциативно-вербальной сети формируется
тезаурус I (в известном смысле ограниченный
рамками одной языковой системы), который
специфичен для каждого конкретного языка. Далее
468
он распространяется на когнитивную сферу,
расширяется, охватывает прагматический уровень,
т.е. учитывает сложные мотивы выполняемой
деятельности и индивидуальный опыт носителя
языка. При изучении иностранного языка индивид
сталкивается с проявлениями иной культуры,
которые он воспринимает сквозь фильтр
смыслообразующего контекста родного языка, т.е.
его представление о глобальном мире не то, что
меняется, а становится еще шире и разнообразнее.
Отсюда и возникает необходимость выделить
тезаурус II как отдельный аспект для рассмотрения
в современной лингводидактике.
Собственно говоря, формирование
тезауруса языковой личности происходит в
основном на когнитивном уровне, поскольку на
этом уровне складывается представление о
реальном мире. Вместе с тем в лингводидактике
принято, условно говоря, различать две сферы
сознания когнитивное и языковое, за которыми
стоят две картины мира. Когнитивное сознание не
тождественно языковому в силу того, что оно
отражает более широкий пласт явлений и
предметов, выходящих за культурные рамки одного
лингвосоциума, а скорее охватывает объективную
реальность и культуру всего человечества или
больших его групп. Языковая картина мира
характеризует видение конкретного народа, его
культуру, быт и национальное самосознание и
вполне встраиваема в когнитивную. Языковое
сознание представляет собой вербальный способ
отражения действительности народом, говорящим
на одном языке. Оно характеризует как
лингвокультурную общность в целом, так каждого
отдельного ее представителя [5].
Коль скоро понятия «языкового и
когнитивного сознаний» рассматриваются в
лингводидактике при объяснении явлений,
связанных с овладением неродными языками, то
вполне естественным представляется обратиться к
тому, насколько усвоение иностранного языка
влияет на сознание человека. Т.К. Цветкова
обращает наше внимание на два аспекта. Во-
первых, при освоении неродного языка происходит
изменение собственно языкового сознания, за
которым до сих пор стоял только родной язык. В
результате можно говорить об образовании
гибридной структуры, которая встраивается в уже
сформированную более раннюю систему языка. Во-
вторых, качественно воздействуя на языковую
картину индивида, новый язык неизбежно влияет на
и на общую картину мира в когнитивной сфере.
Внедрение новой языковой системы в сознание
индивида приводит к изменению его взгляда на
окружающий мир, его понятия, отношения и
ценности [5].
Если вернуться к уровням организации
языковой личности, то следует напомнить, что
вербально-семантический уровень отражает
ограниченную часть знаний о мире, которая
закреплена в текстах, впрочем, также как и сами
знания (семантика объективирована в толковых
словарях, знания о мире в энциклопедических).
Однако между ним существуют, как подчеркивает
Ю.Н. Караулов, существенные различия,
заключающиеся в том, что семантика связана с
идентификацией вещи, тогда как знания о мире
ориентированы на деятельность. Из чувственного
индивидуального опыта (деятельности), а также
языка и текстов человек черпает разнообразные
знания о мире. Кроме того, семантика однородна по
всем направлениям ее приложения, знания же о
мире, закрепленные в словах, неравноценны: среди
них имеются более значимые и менее значимые.
Поэтому с точки зрения развития языковой
личности куда более емким представляется
тезаурусный уровень организации языковой
личности, который дает нам гораздо более
глубокую и объективную картину об усвоении
индивидом знаний о мире. Когнитивное
пространство, с которым связан тезаурус личности,
весьма разнородно, за ним могут скрываться слова,
обрывки фраз, образы, фрагменты подсознания и
целые области знаний и т.п. При всей
разнородности перечисленного ряда складывается
довольно ясная картина отображения реальности в
индивидуальном восприятии: это может быть
необычный образ, дополненный личным опытом,
особым отношением или подчеркнутый
специфическим контекстом. «Иными словами,
тезаурус личности, как способ организации знаний
о мире, имеет явно выраженную тенденцию к
стандартизации его структуры, к выравниванию ее у
разных членов говорящего на одном языке
коллектива, при одновременном произволе в
способах ее субъективации, ее индивидуальной
фиксации, индивидуального присвоения» [3, с. 172].
Если бы это было иначе, то бесконечно
разнообразная речевая практика нарушила бы
взаимодействие и взаимопонимание между людьми
и привела бы к хаосу в общении. При этом не
следует забывать о том, что
индивидуализированный способ отображения
реального мира, присущий человеку, также важен,
поскольку он вносит печать личного опыта в
языковую картину мира и вполне встраивается в
общечеловеческое представление о нем. В этом
нескончаемом потоке обмена знаниями не
происходит разрывов, причиной которых может
быть «оторванность» индивидуального тезауруса
от коллективного опыта.
Другое дело, когда речь заходит о
взаимопонимании субъектов, говорящих на разных
языках. «…Понять» какую-нибудь фразу или текст
означает, «пропустив» ее через свой тезаурус,
соотнести со своими знаниями и найти
соответствующее ее содержанию «место» в картине
мира» [3, с. 172]. Знание иностранного языка весьма
существенно для адекватного понимания
собеседника, говорящего на этом языке. Однако в
некоторых случаях этого бывает явно недостаточно,
если эти знания не учитывают специфических
трудностей предмета или обсуждаемой темы или
даже просто устоев, национальных традиций и
469
культурных особенностей народа, на языке
которого ведется диалог.
Поясним свою мысль, обратившись к
семантическому ряду и тезаурусу в
сопоставительном плане. Семантика имеет
тенденцию к неоправданному «разбуханию», в то
время как тезаурус потенциально более емкий, хотя
и представлен весьма скудно. Развертывание
тезауруса многократно обогащает первоначальный
образ и знания о мире, и если говорить об
изучающем иностранный язык, то для него
представляется принципиально важным углубиться
в атмосферу неродного языка, войти в ее глубины и
почувствовать себя частью «нового мира». Переход
от субъективированной языковой семантики к
субъектному тезаурусу, по сути дела, означает
переход от слов и выражений к знаниям и,
следовательно, существенно расширяет
возможности личности познания окружающего
мира в том виде, в котором он предстает перед ним.
Знания, которые человек получает вместе с
неродным языком, раскрывают перед ним все
богатство этнокультурного наследия народа, без
которого язык этого народа превратился в
мертворожденный знак, обреченный на вымирание.
Переход от вербально-семантической
сети к тезаурусу происходит на когнитивном
уровне, ибо ранее «… переход оказывается
невозможным не только из-за недостаточности этих
знаний, но главным образом из-за неотраженности
на этом уровне (в ассоциативной ли сети, в
толковом ли словаре) социально-
детерминированного опыта, мотивов и установок
личности, идеологически значимых для данного
общества ценностей и предпочтений, из-за
отсутствия, наконец, гносеологически
обусловленной потребности к постоянному росту
суммы знаний. Сумма знаний о(бщества,
человечества), как нечто фиксированное и
статичное, откладывается и закрепляется не только
с помощью языка, не только в текстах, ее
воплощением и материализацией является вся
культура, все продукты цивилизации, каждый
артефакт…» [3, с. 174].
Наконец, рассматривая целостную
языковую личность в процессе коммуникативно-
познавательной деятельности, нельзя не отметить
свидетельства того, что лингво-когнитивные
преобразования указывают на значимость тезауруса
как промежуточного звена в отношениях между
семантикой и гносеологией. Тезаурус без акта
познания бессмыслен, он сам по себе не ведет ни к
какой активности. «Активность есть свойство
субъекта, и движение между областями тезауруса,
его динамика обусловлены расподоблением,
несхождением, неконгруэнтностью актуально
отражаемого индивидом образа действительности
(ее фрагмента, ее элемента) и образа, сложившегося
ранее в субъектном его тезаурусе. Это
расподобление и есть «пусковой механизм»
познания. Последний всегда индивидуален, но
социально повторяем» [3, с. 175]. Гносеология,
таким образом, пронизывает все уровни языковой
личности и придает динамику ее развития, в
очередной раз подчеркивая важную роль языков в
процессе познания мира таким, каким он видится ей
(личности) в красках и цветах «национальных
одежд», но единым и неразрывным по своей сути в
качестве объекта нашего познания.
Итак, мы подошли к высшему уровню
организации языковой личности – к
гносеологическому, связанному с познанием
материального мира, его культуры и всех продуктов
цивилизации через посредство языков в самом
широком смысле. Следовательно, в процессе
овладения языками встает проблема обучить
человека не только структуре и содержательной
основе языковой системы, но и умению понимать
явления и события языкового образа мира,
сформировавшегося на базе как родной культуры,
так и иной культурной традиции. Понять в
межкультурной коммуникации носителя другой
картины реального мира, воспринимаемого под
сугубо национальным углом зрения, означает
пропустить его через сложившуюся систему
взглядов и иерархию ценностей, через тезаурус
личности и «встроить» это видение в привычную и
устоявшуюся языковую картину мира, в основе
которой лежит родной язык. Отсюда возникает
необходимость разделять два понятия «уровень
усвоения иноязычного кода» и «уровень развития
культуры речевой деятельности», т.е. усвоение
концептуальных моделей иностранного языка.
Дифференциация этих понятий позволяет
проследить за развитием языковой личности как
уникального феномена в иноязычной речевой
деятельности. В этой деятельности развитие
личности в когнитивном, коммуникативном и
социокультурном планах происходит по своим
специфическим законам и нацелено на то, чтобы
учащийся мог:
«во-первых, понять и усвоить чужой
образ жизни/поведения с целью разрушения
укоренившихся в их сознании стереотипов
(процессы познания);
во-вторых, употреблять язык во всех
проявлениях в аутентичных ситуациях
межкультурного общения (процессы формирования
навыков и умений);
в-третьих, расширить «индивидуальную
картину мира» за счет приобщения к языковой
картине мира» носителей изучаемого языка
(процессы развития» [1, с. 70].
Развитие языковой личности как таковой
происходит на протяжении всего жизненного цикла,
но наиболее интенсивно этот процесс проходит в
самый сензитивный период, в период ученичества.
И здесь мы имеем возможность наблюдать за тем,
как закладываются основы такого развития в
долгосрочном плане, дающие плоды, по меткому
выражению А.А. Леонтьева, «в индивидуальной
стилистике художественной или ораторской речи»
преимущественно в последующие за ученичеством
годы.
470
Языковая личность является тем
идеальным концептом, который помогает выявить и
развить качества будущего профессионального
работника, деятельность которого тесно связана с
языком, словом и текстом. Разумеется, грани этой
языковой личности далеко не исчерпываются
влиянием на нее только языка, хотя представляется
разумным и оправданным на определенных этапах
обучения и в целом жизнедеятельности индивида
говорить об уровнях владения им языком. Как
достигается тот или иной уровень во многом
зависит от способа усвоения языка, моделей и
условий обучения. Еще более сложным
представляется определение уровня развития
культуры речевой деятельности. Лингводидактика в
последние годы проявляет значительно большее, но
все еще недостаточное внимание условиям
реализации личностно развивающих возможностей
процесса обучения иностранным языкам [1]. То,
насколько индивид владеет языком, в значительно
мере определяет его познавательный потенциал, ибо
через язык и слово человек усваивает огромное
количество информации и развивается духовно и
интеллектуально. Речемыслительная деятельность
лежит в основе подавляющего числа других
разнообразных видов деятельности, что
неудивительно, ведь человек существо разумное,
обладает развитым интеллектом и в таком качестве
взаимодействует с внешним миром и себя
подобными, целенаправленно воздействует на
окружающую природу и меняет ее и себя в ней,
удовлетворяя свои жизненные потребности и
желания.
Литература
1. Гальскова, Н.Д. Теория обучения иностранным
языкам / Н.Д. Гальскова, Н.И. Гез Лингводидактика и
методика. – М.: Издательский центр «Академия», 2007.
2. Зинченко, В.П. Психологические основы педагогики
(Психолого-педагогические основы построения
системы развивающего обучения Д.Б. Эльконина – В.В.
Давыдова): Учеб. Пособие / В.П. Зинченко. – М. :
Гардарики, 2002.
3. Караулов, Ю.Н. Русский язык и языковая личность /
Ю.Н. Караулов. – М.: “Наука”, 1987.
4. Пивкин, С.Д. Психолого-педагогические аспекты
развития языкового сознания при овладении
иностранными языками / С.Д. Пивкин // Вестник Казан.
технол. ун-та −. 2011. – Т. 14, № 3.
5. Цветкова Т.К. Проблема сознания в контексте
обучения иностранному языку // Вопр. психол. / Т.К.
Цветкова. - 2001. - № 4. – С. 68-81.
_____________________________________________________________
© С. Д. Пивкин – канд. пед. наук, доц. каф. иностранных языков НХТИ КНИТУ, serpiv2010@yandex.ru; Н. Ш. Валеева – д-р
пед. наук, проф., зав. каф. социальной работы, педагогики и психологии КНИТУ, vnaila53@mail.ru; В. П. Барабанов – д-р
203
Т.Ф. Волкова, О.В. Орлова
Томский политехнический университет
Томский государственный педагогический университет
Текстовая деятельность
языковой личности иностранного студента
как объект исследования
Аннотация: В данной работе обозначены перспективные направления лин-
гвоперсонологических исследований с учетом актуальности проблем, связанных
с комплексным описанием феномена языковой личности, в частности, поиском
способов изучения языковой личности иностранного студента с целью составле-
ния речевого портрета коллективной и индивидуальной языковой личности
и дальнейшего совершенствования ныне существующих методик обучения рус-
скому языку как иностранному.
In the present paper the perspectives of linguapersonal research are shown taking
into account the urgency of the problems associated with complex description of phe-
nomenon of linguistic identity including finding ways to study linguistic identity of
a foreign student in order to make a verbal portrait of the collective and individual lan-
guage personality and further improvement of present methods of teaching Russian as
a foreign language.
Ключевые слова: антрополингвистика, лингвоперсонология, языковая лич-
ность, речевой портрет, метод.
Antropolinguistics, lingvopersonology, speech personality, speech portrait,
method.
УДК: 81’25.
Контактная информация: Томск, ул. Усова 4-a. НИТПУ, кафедра русского
языка как иностранного; Томск, ул. Карла Ильмера, 15/1. ТГПУ, историко-
филологический факультет. Тел. (3822) 563 817; 621747. E-mail: tatyana-
volkova@bk.ru; orlova13@sibmail.com
Цель данного исследования – показать значение изучения текстовой дея-
тельности языковой личности студентов для дальнейшего построения динамиче-
ской модели как коллективной, так и конкретной языковой личности мигранта
и ее способности к адаптации в новом билингвоментальном пространстве, а также
продемонстрировать возможности изучения текстовой деятельности языковой
личности иностранных студентов для более эффективного выстраивания образо-
вательного процесса с учетом тенденций индивидуализации образовательного
процесса.
Процитируем мнение ученого по поводу актуальности такого подхода:
«Лингвистическое моделирование на современном этапе развития лингвистики
является чрезвычайно востребованным, что обусловлено его объясняющей силой,
а также свойствами языка как объекта исследования, недоступного для непосред-
ственного наблюдения, поэтому построение модели эволюции языковой личности
в процессе обучения иностранному языку видится многообещающей и актуаль-
ной» [Шаброва, 2009].
204
Среди задач следует выделить:
1. Охарактеризовать понятие «языковая личность» и «языковая личность
иностранного студента».
2. Описать методику исследования языковой личности иностранного сту-
дента.
3. Выявить факторы лингвистической адаптации иностранных студентов
в билингвоментальном пространстве.
4. Проанализировать ряд текстов с точки зрения отражения в них языковой
личности респондента.
5. Указать на лингводидактический потенциал проанализированных тек-
стов.
В последние десятилетия, особенно начиная с 90-х гг. ХХ в., в центр иссле-
довательских интересов ученых активно выдвигаются проблемы, связанные с раз-
личными проявлениями личностного начала в языке. На данный момент происхо-
дит активное развитие новой области научного познания − антрополингвистики,
или лингвистической персонологии, с собственным объектом, методами и зада-
чами. Разрабатываются теоретические основы направления, связанные с его клю-
чевым понятием – языковая личность, предлагаются разные определения языко-
вых личностей, выявляется ее структура, создаются различные типологии. Одним
из лингвистических центров, где уже на протяжении более тридцати лет успешно
решается проблема изучения языковой личности, является Томская лингвистиче-
ская школа.
Е.В. Иванцова, один из наиболее авторитетных представителей антрополин-
гвистического направления Томской лингвистической школы, утверждает: «Хотя
термин «языковая личность» возник довольно давно, а в наши дни активно упот-
ребляется, до сих пор он почти не нашел отражения в лингвистических справоч-
никах» [Иванцова, 2005, с. 7]. Проанализировав различные подходы к основному
понятию лигвоперсонологии, Е.В. Иванцова приходит к выводу, что в большин-
стве случаев понятие языковой личности исследователи связывают с речевой спо-
собностью человека, и дает собственное определение: языковая личность – это
«личность в совокупности социальных и индивидуальных черт, отраженная в соз-
данных ею текстах» [Там же, с. 10].
Мы предполагаем, что исследование языковой личности иностранного сту-
дента может быть произведено, исходя из специфики текстовой деятельности
объекта исследования с целью выявления и уточнения социальных и индивиду-
альных черт. Подобные исследования позволяют индивидуализировать процесс
обучения иностранных студентов, реализуя личностно-ориентированный подход.
Научная актуальность изучения конкретных языковых личностей несомнен-
на, так как лингвоперсонологический подход к анализу реальной коммуникации
диктует появление возможно большего количества описываемых объектов
и уточнения методологии исследований. Методическая и методологическая на-
правленность темы требует пояснений. Мы считаем, что подобные работы позво-
ляют реализовать на практике индивидуальный подход к обучению иностранных
студентов русскому языку. Например, систематизация речевого материала может
облегчить разработку индивидуальных заданий. Кроме того, обобщение сведений
об особенностях языковых личностей, предположим, вьетнамских и китайских
студентов, позволит обосновать необходимость корректировки тематических
планов курсов русского языка как иностранного. А наличие сведений об объеме
активной и пассивной лексики в речи иностранных студентов создаст теоретиче-
ские основы для методических рекомендаций при составлении требований к ос-
воению учебного материала. К ведущим направлениям исследования следует от-
нести: выяснение соотношения устной и письменной форм речи, наблюдения над
формированием активного и пассивного лексикона вторичной языковой лично-
сти, соотношение речевого и психологического портрета, важность изучения не-
205
вербального поведения, например, его возможная русификация, фиксация прояв-
лений метаязыкового сознания. Всегда будет актуален сопоставительный аспект.
К тому же теоретически и методологически необходимо создать хотя бы один
комплексный речевой портрет языковой личности иностранного студента.
Обозначенные ниже методы исследования уже апробированы на диалектном
материале и материале русского литературного языка (тексты публицистического,
официально-делового и разговорного стиля) [Волкова, 2006; 2007]. Представляет-
ся возможным применить данную методику к такому предмету изучения, как речь
иностранных студентов.
Наиболее эффективным способом построения модели и выявления структу-
ры языковой личности является анализ ее речевого портрета. Речевой портрет –
это отражение реальной сущности языковой личности «в ее единстве общего, ти-
пичного и индивидуального» [Иванцова, 2005, с. 21]. Его описание осуществляет-
ся путем обращения к речи конкретной языковой личности и характеристике трех
основных слагаемых: «лексикона, текста и метаязыкового сознания» [Там же,
с. 21].
Продуктивным для комплексного анализа речевого портрета представляется
использование метода составления комплексного и фрагментарного речевого
портрета, предложенного Е.В. Иванцовой [Иванцова, 2002]. Благодаря примене-
нию данной методики есть реальная возможность плодотворного изучения от-
дельных языковых личностей, но следующим этапом должен стать поиск объеди-
няющих моментов, которые определяют тип личности, ее социальную природу.
Поясним, что представляет собой иностранный студент как объект исследо-
вания и определим значение его изучения в практике преподавания РКИ.
Выбор объекта исследования – серьезная методологическая проблема. Нам
представляется необходимым производить исследование поведения языковой
личности ни на абстрактных моделях с целью описания речевых способностей
человека, а подвергать изучению речь реальных языковых личностей.
Применительно к изучению русского языка как иностранного используется
термин «вторичная языковая личность». Под вторичной языковой личностью по-
нимается совокупность способностей человека к иноязычному общению на меж-
культурном уровне, предполагающая адекватное взаимодействие с представите-
лями других культур. Она складывается из овладения вербально-семантическим
кодом изучаемого языка, то есть «языковой картиной мира» носителей этого язы-
ка и «глобальной» (концептуальной) картиной мира, позволяющей человеку по-
нять новую для него социальную действительность. Развитие у студента черт вто-
ричной языковой личности, делающих его способным быть эффективным участ-
ником межкультурной коммуникации, и есть собственно стратегическая цель
обучения иностранному языку. Компонентами формирования вторичной языко-
вой личности является выработка компетенции лингвистической (теоретические
знания о языке), языковой (практическое владение языком), коммуникативной
(использование языка в соответствии с ситуацией общения, навыки правильного
речевого поведения), культурологической (вхождение в культуру изучаемого
языка, преодоление культурного барьера в общении) [Андреева, 2003].
Существуют определенные методологические трудности на путях исследо-
вания языковых личностей в рамках различных научных школ. Они касаются,
прежде всего, техники сбора материала (например, наиболее эффективен метод
включенного наблюдения), выбора объекта исследования, специфических мето-
дов анализа.
Материалом для составления фрагментарного речевого портрета является
дискурс как «вербализированная речемыслительная деятельность, понимаемая
как совокупность процесса и результата и обладающая как собственно лингвисти-
ческими, так и экстралингвистическими планами» [Красных, 2001]. Причем ре-
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зультатом считается совокупность текстов, порожденных в процессе коммуника-
ции, а процессом – вербализованная речемыслительная деятельность человека.
Для решения цели исследования хотелось бы несколько подробнее остано-
виться на вопросе адекватного выбора методов на каждом этапе осуществления
практических исследований языковой личности. Здесь перечислены основные
этапы выполнения практического исследования, набор которых сформулирован
в соответствии с методическими рекомендациями Е.В. Иванцовой [Иванцова,
2005].
1. Выбор объекта исследования.
2. Определение круга источников информации.
3. Сбор речевого материала.
4. Интерпретация материала.
5. Формулирование основных выводов.
Как нам представляется, прежде всего, методологическую трудность пред-
ставляет выбор объекта исследования. Иначе его можно именовать информантом.
Объекту исследования (языковой личности иностранного студента) необходимо
соответствовать определенным требованиям. Во-первых, языковая личность вы-
ступает как типичный представитель определенного общественного слоя. Во-
вторых, речь информанта должна содержать индивидуальные особенности, пред-
ставляющие интерес для исследователя.
Технология сбора и обработки материала также требует пояснений.
Сбор речевого материала может быть осуществлен посредством использова-
ния комплекса методов и приемов. Основным (первичным) источником являются
тексты реальных языковых личностей: как письменные, так и устные. Преимуще-
ственно следует использовать звучащую речь информанта, которую необходимо
фиксировать на аудио-или (и) видеоносители. Объем записей устной формы речи
должен представлять не менее 8 часов звучания. Количественные показатели
в данном случае не ограничены. Речь можно фиксировать как непосредственно во
время аудиторных занятий, так и в любых других ситуациях общения. Письмен-
ные формы речи играют важнейшую роль при анализе языковой личности ино-
странного студента, в отличие, скажем, от диалектной личности или публичной
языковой личности. Для формирования как можно более полной картины необхо-
димо подвергать изучению самые разнообразные виды письменных документов
(творческие работы, официально-деловые документы, лексико-грамматические
упражнения и т. д.). В качестве дополнительных (вторичных) источников методов
сбора материала можно рассматривать протоколы ассоциативных экспериментов,
интервьюирования и бесед.
На следующем этапе осуществляется сбор речевого материала. В качестве
основного метода выступает метод наблюдения, а также интервьюирование как
языковой личности, так и ее окружения, ассоциативные эксперименты, беседы,
опросы и анкетирование. Затем при помощи приема сплошной выборки произво-
дится отбор из текстового массива единиц анализа (например, частотная лексика,
образные средства, экспрессивные средства, особенности интонации и т. д.) в со-
ответствии с поставленными целями и задачами исследования.
Методика исследования, т.е. обработки, анализа, интерпретации материала,
включает такие общенаучные методы, как метод научного описания, сравнитель-
но-сопоставительный анализ текстов, контекстологический анализ как общефило-
логический метод, контент-анализ, метод построения ассоциативных полей, пси-
холингвистический метод шкалирования. Особо следует отметить метод состав-
ления фрагментарного и комплексного речевого портрета [Иванцова, 2005].
Выводы будут очень точно соотноситься с целями и задачами исследования.
Таким образом, методология лингвоперсонологических изысканий в теории
и практике преподавания русского языка как иностранного находится на стадии
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активного изучения, формирования и требует в дальнейшем уточнения и допол-
нения.
Очень важно отметить некоторые важные факторы лингвистической адапта-
ции иностранных студентов в новом коммуникативном пространстве. Вопросы
адаптации являются предметом изучения целого ряда наук, включая гуманитар-
ные и медико-биологические науки. Тем не менее, общепринятого определения
понятия адаптации нет. Слово «адаптация» (от лат. Adapto – приспособление)
возникло в биологии для обозначения процесса приспособления строения и функ-
ций организма (особей, популяций, видов) к условиям окружающей среды. Разли-
чают адаптацию как процесс и адаптированность как наиболее устойчивое со-
стояние организма в новых условиях (результат процесса адаптации) [Витковская,
Троцук, 2001].
Сложно определиться и с понятием лингвистической адаптации. В данной
статье имеется в виду процесс освоения индивидом языка как системы и языка
в процессе его функционирования.
Процесс адаптации к новой среде протекает как в рамках учебного процесса, так
и во время проведения внеаудиторных мероприятий, что, по нашему мнению, спо-
собствует ускорению данного процесса, а также формирует языковую, речевую
и социокультурную компетенцию.
Выработке механизма ускорения процессов адаптации, как считают ученые и пе-
дагоги, может способствовать использование прошлого этносоциокультурного опыта
иностранных студентов, дифференцированный учет социальных и психологических
особенностей личности студентов, что сказывается на успешности их дальнейшего
обучения в вузе [Свойкина, Петухова, 2009].
Представляется возможным на конкретном примере показать возможности
проектной формы обучения для развития языковой личности иностранных сту-
дентов. Благодаря совместному планированию педагогов кафедры ИМОЯК ТПУ
и школы Монтессори был осуществлен совместный образовательный проект
«Встреча культур: студенты из Китая и томские школьники». Он начался в февра-
ле 2008 г. и продолжается до сегодняшнего момента. Каждый раз в событии про-
екта принимают участие около 20 студентов и порядка 30 школьников.
Проект состоит на данный момент из серии проведенных мероприятий (со-
бытий):
– презентация студентами и школьниками докладов на научные и научно-
популярные темы;
– изучение культуры Китая с китайскими студентами путем презентации
подготовленной информации;
– театрализация китайских сказок и мифов;
– изучение китайской кухни, которое реализуется в мастер-классах по приго-
товлению национальных блюд разных провинций Китая;
– проведение студентами китайских народных игр;
– исполнение китайских народных песен и обучение стихотворениям на ки-
тайском языке;
– посещение чайного клуба;
– обучение искусству каллиграфии;
– обучение искусству оригами;
– проведение викторины на знание китайских и русских пословиц и погово-
рок;
– совместная встреча масленицы, Дня образования КНР и других русских
и китайских национальных праздников.
Структура проекта всегда определяется степенью полезности проводимых
мероприятий для образовательного процесса сторон-участников. Следует отме-
тить, что многие из составляющих этой структуры могут сохраняться, так как
ежегодно привлекаются различные студенты и приходят новые школьники. При
208
этом многие имеют возможность участвовать в проектной деятельности несколь-
ко лет. С другой стороны, перед началом событий происходит встреча обеих сто-
рон и происходит активное обсуждение имеющихся потребностей и возможно-
стей.
Серия проведенных мероприятий имеет значительное образовательное, вос-
питательное и общекультурное значение. Этот проект представляет собой совер-
шенно новый формат общения, обмена культур. Кроме огромного количества по-
ложительных эмоций китайских студентов, что немаловажно, имеются и собст-
венно прагматические моменты. Во-первых, преподаватели отмечают, что у сту-
дентов повышается уровень мотивации к изучению русского языка, изучение от-
дельных программных тем наполняется конкретным актуальным материалом. Во-
вторых, студентам необходимо выходить за рамки пространства университета,
осваивать новые формы общения, новые способы освоения русского языка.
В-третьих, важно разрушать негативные стереотипы и формулировать непосред-
ственные оценки разных культур, например, китайцы – это не только такие люди,
которые работают на рынке, это могут быть образованные, интеллигентные, ин-
тересные люди, а русские – это креативные, открытые, неагрессивные люди.
Приведем примеры оценочных высказываний китайских студентов второго
года обучения по поводу участия в одном из проектных занятий, проанализируем
языковые особенности данных текстов и ознакомимся с результатами опроса, на-
целенного на оценку сильных и слабых сторон текстов, а также на дальнейшее
выявление особенностей речевого портрета авторов.
Параметры оценки: особенности словоупотребления, особенности синтакси-
ческих конструкций, композиционный уровень, соответствие названию, особен-
ности позиции автора.
Текст № 1. «Занятие – проект как эффективная форма обучения русскому
языку.
Мы приехали в школу, и там, наверно, у нас был интересный урок. Мы по-
знакомились с российскими детьми и русской кухней. Мы научили русских детей
готовить китайские блюда. Мы разговорились, готовили и играли. Однако, нам
не только было весело, и знания были. Мы узнали русскую культуру. Мы практи-
чески упражнялись говорить по-русски с детьми. Например, я увидел Сян Кэ, ко-
гда он готовил, дети задавали ему много вопросов. Он ответил и тоже спросил,
потому что несколько слов он тоже не знал. Самое важное для того, чтобы
учить язык, это говорить! Тогда в школе, мы именно это делали: говорили, гово-
рили и говорили! Кроме блюда, у нас тоже были: театр, шахматы и мифы. Как
сравнить? По моему, все интересно и хорошо! Хороший день был, веселый день
был, и эффективный день был!».
Эмоционально-оценочные прилагательные и наречия с положительной кон-
нотацией – 8 словоупотреблений, употребление однородных сказуемых, опреде-
лений с целью детализации и усиления экспрессии, преобладание сложных и ос-
ложненных предложений, наличие вопросительных и восклицательных конструк-
ций, сочетание цепочечной и параллельной связи, нелогичность на уровне компо-
зиции (не отделены абзацы, сравнение не совсем обосновано), соответствие на-
званию, подчеркнута роль русского языка. Преобладание личных предложений
с местоимением «мы».
Текст № 2. «Занятие – проект как эффективная форма обучения русскому
языку.
Занятие – проект лучше, чем традиционное занятие. Потому что занятие-
проект эффективнее. Тем более занятие проект легко дивергирует мысли сту-
дентов. По сравнению с традиционным занятием, у проектного занятия есть
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ясная особенность. На проектном занятии студенты получают знания не пас-
сивно. Они занимаются и знают, что им нужно. Они активно учатся. Знания,
получаемые на проектном занятии, легко запоминаются.
Например, на последней неделе у нас было занятие в школе. Мы готовили
с детьми. Мы общались с детьми. Мы узнали, как готовить русские блюда.
Я считаю общение с детьми самым интересным. Они часто отвечали особенно.
И самое важное представляет собой получение знания. Когда мы готовили, мы
тоже повторяли знания и учились. Например, когда Кэ показывал его блюдо,
я сразу сказал: “Это мой!”. Но учитель сразу сказал: “Надо говорить это мое”.
Я узнал и запомнил.
Итак, занятие-проект лучше, чем традиционное занятие, потому что про-
ектное занятие более активное, более интересное и более приятное».
Эмоционально-оценочные слова с положительной коннотацией, в т. ч. глаго-
лы – 10 словоупотреблений, детализация, немотивированный выбор синонима
(дивергенция), преобладание простых предложений, не всегда есть логические
связи между ними, преобладание цепочечной связи, параллелизм синтаксических
конструкций, логичность на уровне композиции, сочетание личных предложений
с местоимением «мы» с местоимениями «они» и «я», соответствие названию, роль
изучения языка подчеркнута на примере.
Текст № 3. «Занятие – проект как эффективная форма обучения русскому
языку.
На этом занятии мы узнали, что нам надо больше общаться с русскими.
Когда мы разговаривали с детьми, мы трудно и медленно понимали, что они го-
ворили. Мы научились готовить блины. Сначала мы думали, что блины – это
просто. После этого занятия мы узнали, как приготовить блин. Приготовить
блин – это самое интересное, потому что приготовить блин, нужно только
одно действие – смешивать.
Я думал, что безопасность – это самое важное. Потому что мы использо-
вали нож и горячее масло, эти вещи очень небезопасны.
Когда мы начали кушать, мы научили детей, как использовать палочки для
еды. Они не могли использовать.
Я считаю, что нам нужно больше играть вместе на открытом воздухе».
Эмоционально-оценочные слова с отрицательной коннотацией – 3 слово-
употребления, эмоционально-оценочные слова с положительной коннотацией –
2 словоупотребления, нелогичность на уровне композиции (нет начала и конца),
сочетание изложения от первого лица в единственном и множественном числе,
роль русского языка обозначена как наличие трудностей с общением, зато отме-
чена роль соблюдения техники безопасности.
Текст № 4. «Занятие – проект как эффективная форма обучения русскому
языку.
Эта форма лучше традиционных форм. Я так считаю.
Недавно наш преподаватель с нами ходил в школе, и там у нас были заня-
тие. Конечно, это занятие-проект – эффективная форма. Там мы научились
тому, чего не знали раньше. Мы выучили готовить блины, солянку и т. д.
В школе я сам готовил блины на занятии. Я думаю это самое интересное
дело. После этого процесса я могу сам в общежитии готовить блины. Когда дру-
зья готовили блины, они разговаривали со мной. Я спросил их, как готовить бли-
ны. Они отвечали на мои вопросы с терпением. Так как я узнал метод приготов-
ления блинов. Например, когда они готовили блины, они сказали мне, что нельзя
солить. Я запомнил и я теперь никогда не забуду, что нельзя солить. Но если
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только преподаватель будет говорить, что нельзя солить, я забуду быстро. Это
самое важное дело. В этом разница между занятием-проектом и традиционны-
ми формами.
Если каждый преподаватель примет такой метод, прогресс в изучении язы-
ка студентами будет очевидным. Конечно, еще другие формы существуют. Но
я считаю: занятие-проект это самая эффективная форма. Эта форма будет
популярной в будущем времени.
Нам еще можно с детьми петь песни и выйти погулять на улице. Еще мож-
но с детьми смотреть интересные фильмы, потом играть роли вместе. Либо
играть в любую групповую игру».
Эмоционально-оценочные наречия и прилагательные – 8 словоупотреблений,
употребление стилистически окрашенной лексики: прогресс, метод, разнообразие
типов употребляемых сложных предложений, использование вводного слова «ко-
нечно», употребление сравнительной степени, логичность композиции, соответ-
ствие названию, утверждение по поводу роли русского языка выводится из срав-
нения с другими формами, прогнозирования и подчеркнутого собственного мне-
ния, ярко выраженная я-позиция.
В ходе эксперимента было опрошено 10 человек, все с высшим образовани-
ем, из них 6 женщин, 4 мужчин, 6 человек профессиональных филологов, 4 чело-
века не имели отношение к филологии.
Задача, стоявшая перед респондентами: расположить тексты от самого силь-
ного как с точки зрения русского языка, так и степени убедительности, к самому
слабому и прокомментировать свой выбор.
Ниже приведены результаты опроса. Первая цифра – это место, которое по-
лучил текст, вторая цифра – количество респондентов, выбравших этот текст:
1 текст – 1-1, 2-4, 3-4, 4-1;
2 текст – 1-3, 2-2, 3-3, 4-1;
3 текст – 1-0, 2-1, 3-2, 4-7;
4 текст – 1-6, 2-3, 3-1, 4-0.
Как можно увидеть, наиболее однозначные оценки получили 3 и 4 текст.
И мужчины, и женщины, и филологи, и нефилологи отметили в качестве досто-
инств детализацию, хороший уровень владения русским языком, логичность
в сочетании с эмоциональностью, убедительность позиции автора в тексте № 4,
и нелогичность, слабую степень выраженности основной мысли в тексте № 3,
тревожность автора.
В качестве исключения можно выделить позицию мужчины, нефилолога, ко-
торый на первое место поставил текст № 2, логичный, без детализации, «понят-
ный», т.е. соответствующий теме, а в тексте № 4 «событие тоже подробно описа-
но, но, на мой взгляд, много отвлечений на второстепенную информацию».
На данное мнение можно обратить внимание при обучении студентов техни-
ческого профиля, так как преподаватели-мужчины ценят в ответах студентов пре-
имущественно логику.
Текст № 1 и текст № 2 получили неоднозначные оценки и комментарии. Тем
ни менее, текст № 2 получил несколько более высокую оценку за счет логичности
как у мужчин, так и у женщин. Текст № 3 был выделен за счет «высокой эмоцио-
нальной насыщенности, акценте на ощущениях». В качестве недостатков было
выделено: наличие в тексте № 2 слова «дивергировать» как «непонятного», «опо-
средованность» вывода в тексте № 1.
Претензий к владению русским языком респондентами не высказывались.
Зато они подчеркивали особенности логики текста и особенности эмоциональной
оценки.
Оценки автора статьи в большинстве случаев совпадают с общими выводами
респондентов, но и имеются некоторые особенности.
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Нам представляется, что расположение текстов следующее: 4-1-2-3.
В тексте № 4 автору удалось реализовать цель текста: убедить, что занятие-
проект лучше, чем традиционное занятие. Для этого он использовал как логиче-
ские, так и риторические способы, продемонстрировал умелое употребление
сложных предложений разного типа, научного стиля. Автор текста № 1 умело
использует различные фигуры экспрессивного синтаксиса, проявляя в этом инди-
видуальный подход к использованию языка, но недостаточное внимание уделяет
логичности высказываний. Автор текста № 2 умеет выстроить логичный текст,
однако достаточно стандартный. Кроме того, глагол «дивергировать» употреблен
как неудачный синоним. Автор текста № 3 не до конца реализовал поставленную
цель и продемонстрировал отрицательные эмоции по отношению к событию.
Таким образом, в большинстве случаев оценки автора статьи совпадают
с оценками респондентов.
В итоге было продемонстрировано, как фрагменты речевого портрета, со-
ставленные на основе анализа текстов, демонстрируют особенности типов языко-
вой личности иностранных студентов. Сочетание эмоций и логики смог осущест-
вить студент с самым высоким уровнем русского языка, хорошо осуществляющий
говорение и знающий грамматические правила. Эмоционально насыщенный текст
написал студент, отличающийся ярко выраженным индивидуальным подходом
к языку, очень хорошо говорящий, но имеющий отдельные проблемы граммати-
ческого характера. Логичный текст написал студент, имеющий средний уровень
владения русским языком, отличающийся педантизмом, вниманием к деталям.
Текст, получивший самую низкую оценку, принадлежит студенту, обладающему
достаточно сформированным уровнем грамматики, но способности к говорению
у него несколько ниже среднего, к тому же он довольно тревожен и застенчив.
Теперь приведем для сравнения тексты китайских студентов 1 года обуче-
ния, которые тоже участвовали в подобном проектном занятии, а потом получили
задание оценить событие с точки зрения важности, интересности, полезности.
Текст № 1
В понедельник мы участвовали короткое свидание с детями, которые учат-
ся в школе. После этого свидания, у меня есть много глубоких переживаниях. Ко-
нечно, я получала радость. Когда я вошла в аудитории, дети сказали мне слова
приветствия по-китайски. Это большой сюрприз. Я сидела рядом с двумя девоч-
кими. Они очень добрые и дружественные. Мы разговаривали весело и долго, хо-
тя я говорила по-русски не очень бегло. Мы пили чай, играли в игры и пели песни,
это так счастливое время.
Для этого встречи, мы – студенты из Китая занимались подготовкой.
О теме китайский традициональный блюда, я нашла фотографии и картины
в больших количествах, из-за того что я считаю дети интересуются изображе-
нием и не интересуются словами. Фактически это правильно. Когда я разговари-
вала доклад, я натянутая и говорила сумбурно. В будущем, я буду подготовиться
достаточно. В общем мы получили успех, и я верю, что мы будем лучше в сле-
дующей раз. Я очень ожидаю следующего встречи.
Текст № 2
Обобщение
В понедельник мы показали китайский национальный колорит школьниким,
встретили много симпатичных школьников, пробовали русский чай, смотрили
замечательный танец и т.д.
Но, эта встреча не удовлетворительна. У каждого человека есть несколько
ошибок. Особенно, у меня есть больше, например, когда я читал доклад, мне надо
смотрить на зрителей больше и мне надо читать наизусть. Еще была одна
важная ошибка. Мы затратили много времени на читание доклада, поэтому
212
многие дети думали, что мы читали очень скучно. Всем известно, у детей есть
любопытство, но я не видел это, значит, не много.
Я видел глубокую дружбу между Лю Няней и одной красивей девушкей.
Я думаю это главная причина того, что мы участвовали эту встречу. Она – мой
прообраз.
Можно увидеть, что владения языком, а также уровень обобщения материала
значительно ниже. Студенты уже могут оценить конкретные действия, но само
событие оценено односложно. Очень важно, что студенты оценили сами себя как
с положительной стороны, так и с отрицательной. Значит, они в принципе спо-
собны анализировать. Качество текста связано только с более низким уровнем
владения языком. Мы также не будем подробно останавливаться в данной статье
на видах ошибок, это тема отдельной статьи, но подробный анализ позволит фик-
сировать типичные ошибки и своевременно их исправлять.
Если преподаватель будет внимательно изучать текстовую деятельность сту-
дентов, особенно в динамике, у него будет возможность скорректировать его ре-
чевой портрет. В этом случае процесс обучения реализуется с учетом индивиду-
альных особенностей студента, следовательно, соответствует активно внедряемо-
му на данный момент компетентностному подходу.
Сделаем основные выводы, касающиеся лингводидактического потенциала
проанализированных текстов.
1. Все вышеуказанные недостатки проанализированных текстов потенци-
ально могут привести к неуспешному изучению иностранного языка для решения
учебных, научных и профессиональных задач.
2. Текст иностранного студента может быть адекватно воспринят другими
людьми, если в нем есть логика. В итоге, студент, обучающийся по техническому
направлению, должен уметь писать логичные тексты, не содержащие речевые
ошибки, затрудняющие понимание основной идеи.
3. Если студент умеет писать научный текст, то он выполняет свою задачу.
Но если студент не знает других стилей, ему не с чем сравнить научный текст.
Адекватное поведение в заданной речевой ситуации является результатом обуче-
ния по дисциплине «Русский как иностранный».
4. Текст часто раскрывает черты личности, не замечаемые при устном об-
щении.
5. Динамичная модель языковой личности отражает объективные особенно-
сти речевого портрета иностранного студента и является инструментом оценива-
ния развития вторичной языковой личности.
6. Можно смоделировать образец идеального текста, с опорой на необходи-
мый минимум, чтобы преподаватели знали об этом образце, его можно предъяв-
лять и студентам.
Таким образом, мы продемонстрировали отдельные особенности речевого
портрета языковой личности иностранного студента и указали на лингводидакти-
ческий потенциал проанализированных текстов.
Литература
Андреева С.М. Формирование коммуникативной культуры «вторичной»
языковой личности иностранных студентов-филологов в процессе обучения рус-
скому языку (Подготовительный факультет): Дис. ... канд. пед. наук. Белгород,
2003. [Электронный ресурс]. Режим доступа: http://www.disserr.com/contents/
186199.html
Витковская М.И., Троцук И.В. Адаптация иностранных студентов к услови-
ям жизни и учебы в России (на примере РУДН). [Электронный ресурс]. Режим
доступа: http://www.rudn.ru/?pagec=1704.
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Волкова Т.Ф. Соотношение понятий «речевой портрет» и «речевой имидж»
как методологическая проблема лингвоперсонологических исследований в теории
связей с общественностью // Вторая Всероссийская научно-практическая конфе-
ренция «PR-универсум 2006»: Сб. материалов. Томск, 2006. С. 24–26.
Волкова Т.Ф. Перспективы изучения речевого портрета публичной языковой
личности // Текст и языковая личность: Материалы V Всероссийской научной
конференции с международным участием. Томск, 2007. С. 209–214.
Иванцова Е.В. Феномен диалектной языковой личности. Томск, 2002.
Иванцова Е.В. Проблемы изучения языковой личности: Учебное пособие
к спецкурсу. Томск, 2005.
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ций. М, 2001.
Свойкина Л.Ф., Петухова И.В. Роль внеаудиторной работы в адаптации ино-
странных студентов к новой социокультурной среде. [Электронный ресурс]. Ре-
жим доступа: http://www.confcontact.com/2009ip/svojkina.htm.
Шаброва Н.С. Эволюция языковой личности студента в билингвоментальном
пространстве учебного дискурса. 2009. [Электронный ресурс]. Режим доступа:
http://www.dissercat.com/content/evolyutsiya-yazykovoi-lichnosti-studenta-v-bilingvo-
ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКАЯ И МЕТОДИЧЕСКАЯ ПОДГОТОВКА ПЕДАГОГОВ К ОРГАНИЗАЦИИ И СОПРОВОЖДЕНИЮ ЯЗЫКОВОГО РАЗВИТИЯ ЛИЧНОСТИ В ШКОЛЕ
ВОЛОДИНА ЕЛЕНА НИКОЛАЕВНАНаписать письмо автору1
1 Тюменский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Том: 1Номер: 1 Год: 2015 Страницы: 154-164
УДК: 378(075.8)
ЖУРНАЛ:
ВЕСТНИК ТЮМЕНСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. ГУМАНИТАРНЫЕ ИССЛЕДОВАНИЯ. HUMANITATES
Издательство: Тюменский государственный университет (Тюмень)
ISSN: 2411-197XeISSN: 2500-0896
КЛЮЧЕВЫЕ СЛОВА:
РАЗВИТИЕ ЛИЧНОСТИ, ЯЗЫК, МЕТАЯЗЫК, ГУМАНИТАРИЗАЦИЯ ОБРАЗОВАНИЯ, ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА ПЕДАГОГА, СЕМИОТИЧЕСКИЙ, ГЕРМЕНЕВТИЧЕСКИЙ, ЛИНГВОКУЛЬТУРОЛОГИЧЕСКИЙ ПОДХОДЫ
АННОТАЦИЯ:
В статье рассматриваются задачи и основные направления теоретико-методологической и методической подготовки педагогов к реализации языкового образования в школе в контексте современной социокультурной и языковой ситуации, которая предопределяет во многом новый коммуникативный портрет обучающегося. Эффективное решение проблем современного языкового образования требует перевода обучения языку в режим личностного развития, использования новых, прежде всего - гуманитарных стратегий, базирующихся на текстовой природе познания и актуализации понимания текстов культуры как механизма образования и смыслостроительства. Представлена авторская программа практико-ориентированного курса «Языковое развитие личности в системе общего образования на основе актуализации современных гуманитарных подходов», направленного на повышение общей методологической культуры и развитие гуманитарного мышления педагога, формирование семиотической, герменевтической и лингвокультурологической компетенций.
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В процессе становления в России новой системы образования, ориентированного на вхождение в мировое образовательное пространство, происходят
существенные изменения в педагогической теории и практике учебновоспитательного процесса. Актуализация ценностного содержания школьного
образования, его личностно-ориентированного и компетентностного характера,
смена когнитивной образовательной парадигмы ценностно-смысловой требуют
обращения к современным гуманитарным подходам, позволяющим организовать процесс инкультурации — освоения личностью способов мышления
и действий, составляющих культуру, посредством языка* как универсального
инструмента миросозидания и самостроительства человека. Вот почему
теоретико-методологическая и методическая подготовка к языковому образованию в школе является одним из приоритетных направлений вузовского обучения и системы повышения квалификации педагогов.
Актуальность данного направления предопределена и современной социокультурной и языковой ситуацией, которая нередко определяется как ситуация
мультикоммуникации — чрезвычайно интенсивного общения, отличительными
особенностями которого являются, с одной стороны, высокая плотность и разнонаправленность информационных потоков, с другой — общая деформация
* Опосредующая роль языка в развитии личности убедительно доказана в трудах
Л.С. Выготского и его последователей.
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156 © Е.Н. Володина
коммуникативной сферы. Разные — в том числе и крайние — проявления
языковой агрессии и лингвоцинизма, вульгаризация языка, десемантизация,
примитивизация понятий, системное снижение речевых регистров отмечаются
лингвистами и психолингвистами как тревожные тенденции меняющейся языковой реальности*. В многочисленных массовых формах сетевого взаимодействия
полноценное вербальное общение часто замещается редуцированной коммуникацией, «сжиманием» информации в ущерб смыслу, культивированием и удовлетворением прагматических, сиюминутно-бытовых потребностей — в ущерб
личностному и ценностно-смысловому развитию. Речевой памяти ребенка как
становящейся языковой личности** оказывается не достаточно для обработки,
«фильтрации» информации, избыток которой вызывает обесценивание, девальвацию слова, с одной стороны, и приводит к регулярному недопониманию,
неполноценному или частичному ее усвоению — с другой, а значит — к неизменному падению качества речи, стандартизации и «форматизации» мышления, что становится актуальной проблемой национальной культуры, проблемой
государственного масштаба*** (неслучайно критерий «Грамотность» включен
Всемирной организацией здравоохранения в число двенадцати показателей,
характеризующих здоровье нации).
Так социальные изменения, новые реалии постиндустриального общества,
господство технократических тенденций в его развитии и тесно связанные с этим
внутриязыковые процессы предопределяют во многом новый коммуникативный
портрет ученика. В сложившейся ситуации, когда так важно сохранить «культурный код» в сознании подрастающего поколения, педагогам необходимо иметь
объективное целостное представление о глубинных изменениях в речевом образе современного школьника, чтобы грамотно выстраивать и реализовывать
стратегию языкового образования детей. Необходимость этого подтверждают
результаты международного исследования PISA, в рамках которого в 2012 г.
российские выпускники по критерию «Читательская грамотность» занимали
лишь 38-42 место [1], и косвенно — результаты ЕГЭ по русскому языку 2014
года, по итогам которого впервые за десять лет «пороговый» балл был снижен
с 36 до 24. Такие результаты международных и внутренних срезов качества
национального образования заставляют задуматься о необходимости изменения
государственной языковой и образовательной политики. Первые шаги в этом
направлении были сделаны в связи с принятием двух государственных программ: федеральной программы «Русский язык», вышедшей в свет после Указа
Президента от 7 декабря 1992 г. № 1221 «О Совете по русскому языку при
* См. об этом: Костомаров В.Г. Языковой вкус эпохи. Из наблюдений над речевой
практикой масс-медиа. М.: Педагогика-Пресс, 1994. 248 с.; Колесов В.В. Русская
речь. Вчера. Сегодня. Завтра. СПб.: Юна, 1998. 248 с.; Маклюэн М. Понимание медиа:
Внешние расширения человека / Пер.с англ. В.Николаева. М.: Жуковский: КАНОНпресс-Ц, Кучково поле, 2003. 464 с.; Карасик В.И. Языковая кристаллизация смысла.
М.: Гнозис, 2010. 351 с. и др.
** Данный термин, введенный в научный обиход В.В. Виноградовым, используется
нами вслед за Ю.Н. Карауловым: см. Караулов Ю.Н. Русский язык и языковая личность/ Ю.Н. Караулов. М.: Изд-во ЛКИ, 2010. 7 изд-е. 264 с.
*** Неслучайно об этом неоднократно высказывался президент В.В. Путин. См.,
например: Russian literary assembly. URL: http://www.kremlin.ru/news/19665.
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Гуманитарные исследования. Humanitates. 2015. Том 1. № 1(1)
Президенте Российской Федерации», — программы, которая стала, по словам
А.Г. Асмолова, «одним из первых абрисов проекта социокультурной модернизации образования» [2; 128], и «Национальной программы поддержки и развития чтения», разработанной на период с 2007 по 2020 гг., в которой чтение
позиционируется как важнейший способ освоения профессионального и обыденного знания. Действительно, повышение статуса русского языка и совершенствование института чтения, формирование речевой и читательской культуры,
являющихся основой социальной компетентности личности, — дело государственной значимости, требующее в том числе обновления системы профессиональной подготовки педагога, поскольку, как точно заметил К.Д. Ушинский,
«никакая реформа образования невозможна иначе, чем через голову учителя».
И это касается не только ревизии методического арсенала педагога, не только
возвращения в школу сочинения как формы допуска к итоговой аттестации
и шире — оценки общего уровня развития, духовной зрелости выпускников.
Методический компонент в программе профессиональной подготовки учителя
обязателен, но он, как показывает опыт работы в системе повышения квалификации педагогов, не должен быть единственным: его необходимо дополнять
и обогащать другими, концептуально не менее значимыми в развитии педагогической культуры компонентами — философским, психологическим, методологическим, рефлексивно-личностным.
Один из актуальных, ценностно-значимых аспектов в системе подготовки
педагогов сегодня — организация аналитико-рефлексивной деятельности, нацеленной на всестороннее осмысление учителями современного социокультурного пространства, анализ особенностей коммуникативной практики школьников и результатов их речевой деятельности. Согласно новому Профессиональному стандарту, внедрение которого начнется с 1 января 2015 года, учитель
русского языка должен «совместно с учащимися находить и обсуждать изменения в языковой реальности и реакции на них социума», «формировать у учащихся чувство меняющегося языка» [3]. Важным в свете новых требований
к педагогу представляется также понимание причин и следствий узкоограниченного, прагматичного, потребительского отношения школьников к языку — только как к средству обучения и общения, в то время как он выполняет,
по Л.С. Выготскому, также и мыслеформирующую [4], и миромоделирующую
функции. Процесс овладения языковыми механизмами будет эффективным
лишь тогда, когда он предопределен глубинной ценностной мотивацией школьника, в роли которой выступает не прагматичный ситуативный мотив (например,
успешная сдача ЕГЭ, поступление в престижный вуз и т.п.), а целый комплекс,
устойчивая система взаимосвязанных мотивов, определяющих жизненную стратегию личности, направления ее развития и социально.
Мотивационный аспект процесса формирования теоретико-методологической
культуры педагога, в нашем представлении, — важный шаг на пути к реформированию языкового образования, которое следует начинать с личностной
ценностной переориентации, своего рода «сдвига мотивов» (А.Н. Леонтьев), осознанного принятия качественно новой — аксиологической — позиции по отношению к языку и слову. Это важно не только для обучающихся в период
становления их как языковых личностей, в полной мере это относится и к педагогам как носителям, «проводникам» элитарной языковой культуры, а также
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158 © Е.Н. Володина
к родителям, которые выполняют — особенно в первые годы жизни ребенка
— роль речевого авторитета, закладывают фундамент языкового сознания личности. Реализация на практике методического принципа взаимодействия семейного и школьного речевого воспитания, готовность к мотивационно-просветительской и методической работе с детьми и родителями требует от учителя
владения психолого-педагогическими технологиями, знаний основ философии
и истории языка как коллективной духовной памяти, «объединяющей духовной
энергии народа» [5]. В таком широком философско-культурологическом
и ценностно-личностном контексте учитель будет, как нам видится, более готов
к реализации на практике тех методологических идей, которые цементируют
систему организации и психолого-педагогического сопровождения языкового
развития личности (а не обучения — языку и уж тем более — орфографическим и пунктуационным правилам, к чему нередко сводится школьная методика преподавания русского языка).
Необходимость перевода обучения языку в режим личностного развития
требует новых, в основе своей — гуманитарных стратегий, позволяющих организовать смыслоориентированный образовательный процесс, базирующихся
на текстовой природе культуры (М.М. Бахтин, Ю.М. Лотман), понимании текстов культуры как механизма смыслосозидания. И одна из главных задач профессиональной подготовки педагогов сегодня — практическое овладение современными гуманитарными подходами в реализации языковой парадигмы
в школе. Для решения этой задачи нами разработана и апробирована в Тюменском областном государственном институте развития регионального образования
программа практико-ориентированного курса «Языковое развитие личности
в системе общего образования на основе актуализации гуманитарных подходов».
Цель данного курса — повышение уровня профессиональной компетентности
педагогов в организации и сопровождении языкового развития личности в школе как едином метаязыковом образовательном пространстве. Это пространство пересечения и взаимообогащения когнитивной и языковой (национальной и индивидуальной) картин мира, предметной (физической, химической
и т.д.) и метапредметной, поле притяжения и взаимопроникновения когнитивного, метакогнитивного и ментального опыта личности. Наряду с предметным
сознанием (гуманитарным или естественнонаучным) в процессе обучения и воспитания в школе закладываются основы метапредметного, метаязыкового
сознания; освоение учебно-научных и художественных текстов на уроке и во
внеурочной деятельности происходит как открытие и постижение обучающимися культуры как метатекста (У. Эко). Языковое сознание, которое предстает как
«совокупность образов сознания, формируемых и овнешняемых с помощью
языковых средств — слов, свободных и устойчивых словосочетаний, предложений, текстов и ассоциативных полей» [6; 26], охватывает и сближает — через
универсальный механизм понимания и опосредующую роль языка — все области знаний, все учебные предметы, которые объединяет, наш взгляд, понятие
«метаязык». Что мы имеем в виду?
Каждый учебный предмет в школе, с одной стороны, самодостаточен, имеет
свою специфику, особую содержательную самоценность и автономную дидактическую организацию, свой язык, который можно назвать предметным, — его
составляют термины и понятия, атрибутирующие явления из конкретной об-
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ласти знаний: физические, биологические, математические и т.д. С другой
стороны, в учебной деятельности, в когнитивных процессах школьники используют и «универсальный» язык, язык культуры, являющийся инструментом
освоения разных областей знаний, всех сфер жизнедеятельности человека, который мы условно обозначили как «метаязык». Метаязык — категория,
имеющая в педагогической семиотике междисциплинарный статус: он используется для усвоения разных «предметных» языков школьных учебных дисциплин
(«математического», «физического», «языка художественной литературы» и т.д.)
и связан с ментальным лексиконом ребенка, который рассматривается как
«динамическая система, самоорганизующаяся вследствие постоянного взаимодействия между процессом переработки и упорядочения речевого опыта и его
продуктами» [7, 154]. Ментальный лексикон включает такие базовые понятия,
как культурные концепты, лингвоконцепты, семиотические концепты («смысл»,
«значение», «образ», «символ», «знак», «фигура»), метафорический слой языка
и когнитивные метафоры, поддерживающие концепты в языковом сознании,
фразеологизмы, идиомы и т.п. В.Е. гольдин выделил четыре типа построения
ментального лексикона ребенка: динамический тип стандартизации, динамический тип вхождения в словарь, динамический тип усложнения поля, динамический тип периферийного развития [7]. Работа над формированием ментального лексикона должна проводиться в школе в системе, на всех ступенях обучения, в урочной и внеурочной деятельности и — в той или иной мере —
средствами ценностного и смыслообразующего потенциала разных учебных
дисциплин, в условиях взаимодействия разнообразных познавательных и речевых практик личности. Это требует междисциплинарной методологии, интеграции гуманитарного и естественнонаучного образования и стоящих за ними
разных типов мышления, разных стратегий постижения предмета учебного познания: гуманитарной (с характерной для нее, по М. Бахтину, диалогической
природой миропонимания, предполагающей интуитивное понимание и эстетическое, эмоционально-чувственное познание, метафоризацию мышления и духовное творчество, оперирование смыслами и соответственно — образным,
метафорическим языком) и естественнонаучной (ориентированной на развитие
логико-понятийной сферы сознания, рационально-логическое научное познание,
строгий детерминизм, заданный характер причинно-следственных связей
между предметами и явлениями, оперирование значениями, иначе говоря —
словами в прямом значении, словами-терминами). Организация процесса языкового развития личности в единстве его целевых, содержательных и процессуальных характеристик на основе интеграционного и текстоцентрического
подходов расширит рамки предметного сознания школьника и его опыт понимания, позволит вывести коммуникативно-когнитивный процесс в широкое
метапредметное поле, в котором закладывается фундамент целостной универсальной картины мира.
Программа разработанного курса предусматривает модульное обучение, что
позволяет учителю выстраивать индивидуальный образовательный маршрут
в системе непрерывного педагогического образования. В рамках междисциплинарных интегрированных модулей («Опосредующая роль языка как знаковокультурного феномена в языковом развитии личности», «Основы педагогической
семиотики», «Интеграция гуманитарного и естественнонаучного образования на
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160 © Е.Н. Володина
основе лингвокультурологического подхода», «Методология педагогической
герменевтики: теория и практика») педагоги усваивают содержание, принципы,
технологии и методики реализации концептуально значимых для языкового
образования подходов — семиотического, герменевтического, лингвокультурологического, которые осмысляются в практической плоскости, на основе
использования исследовательских и проектных технологий, обобщения передового инновационного опыта по развитию языковой личности, накопленного
в системе общего образования Тюменской области и обогащающего методическую копилку учителей. На лекционных занятиях, практикумах, дискуссионных
и стажерских площадках, в коллективных, групповых и индивидуальных формах
работы учителя осваивают способы моделирования ценностно-смыслового педагогического контекста культурно-языковой направленности, актуализации
общекультурных компонентов разных сфер знания, представленных символами
и знаками, мифами и кодами, образами и моделями, текстами и схемами.
Востребованность сегодня семиотического подхода в педагогике* объясняется прежде всего тем, что само языковое сознание имеет знаково-символическую
основу (Ю.М. Лотман, А.Ф. Лосев). Семиотика является своего рода методологическим фундаментом для реализации процессов гуманитаризации образования,
которое сегодня скорее когнитивно, а не ценностно ориентировано. На практикумах в рамках курса педагоги выстраивают гуманитарно-ориентированную
образовательную модель, в которой личность выступает субъектом понимания
смысловой реальности, «зашифрованной», «закодированной» в текстах, и творческого продуцирования новых смыслов. Осваивая на практике язык как семиотический инструмент, порождаемый текстом, знакомясь с разными методиками анализа и интерпретации текста как продукта и результата семиотической
деятельности [8], учителя постигают логику перекодирования мысли в знаковые
формы, перевода чужой речи на код индивидуальных ценностных смыслов.
В многообразных формах текстовой деятельности совершенствуются семиотическая и смыслоориентированные компетенции педагогов, развиваются
навыки анализа процесса знакового функционирования и обмена (семиозиса).
Так педагоги учатся на практике организовывать работу с текстом, представляющим собой экспликацию культуры [9], как акт смыслопорождения, генерирования смыслов в процессе его творческого освоения личностью [10], в основе
которого — «наведение мостов» между значением и смыслом (по А.Н. Леонтьеву, «осмысление значений» и «означение смыслов» [11]). Вот почему методологически значимым в подготовке и профессиональной практике педагога
является также овладение герменевтическим подходом (В. Шлейермахер,
В. Дильтей, М. Хайдеггер, Х.-г. гадамер, П. Рикер, г.г. Шпет и т.д.), в русле
которого важнейшим фактором достижения понимания является язык, ориен-
* Опыт осмысления семиотического подхода в преподавании разных учебных
предметов представлен в следующих трудах: Салмина Н.Г. Знак и символ в обучении. М.: МГУ, 1988; Теремов А.В. Знаково-символическая наглядность и деятельность как средство повышения качества знаний учащихся по биологии: Раздел
«Животные». Москва, 2000; Веряев А.А. Семиотический подход к образованию
в информационном обществе. Барнаул, 2000; Лурье Л.И. Педагогическая деятельность в пространстве эстетического опыта: в 3 ч. Ч.1. Знаково-символическая
система образовательного процесса. Пермский гос.пед.ун-т, 2008. 153 с. и др.
Теоретико-методологическая и методическая подготовка ... 161
Гуманитарные исследования. Humanitates. 2015. Том 1. № 1(1)
тированный на изучение процессов постижения человека в диалоге с Другим
и самим собой.
В рамках программы курса учителя знакомятся с методологией педагогической герменевтики, разработанной А.Ф. Закировой [12], рассматривающей
воздействие механизмов интерпретации педагогических текстов на профессиональное сознание, способы мышления и миропонимание учителя. Предложенный
ею авторский курс лекций [13], практически апробированный в течение нескольких лет на занятиях со студентами, магистрантами и аспирантами Тюменского государственного университета, помогает освоить теоретические основы
и методику творческой интерпретации педагогического знания, воплощенного
в научных, учебно-методических, художественных и публицистических текстах.
Лекционный курс сопровождается ценными для школьных учителей методическими материалами — подборкой текстов, которые используются в качестве
предмета осмысления и творческой интерпретации с применением герменевтических методов и приемов, разделенных автором на 4 группы: 1) методы расширения общекультурного и онтологического контекста интерпретации педагогического текста; 2) методы трансформации, переформулирования и комментирования заданного педагогического текста; 3) методы осмысления понятийного
аппарата педагогического текста; 4) методы составления «встречного текста»
[13; 237-238]. Педагогическая герменевтика синтезирует актуальные философские, педагогические, психологические и методические идеи, важные для развития гуманитарной логики и гуманитарного мышления учителя, раздвижения
горизонтов его профессионального сознания. Методы герменевтической интерпретации, целеполагания, ценностной языковой опосредованности педагогической
деятельности, как доказала практика, помогают учителю освоить глубинные
механизмы понимания, лежащие в основе познавательных процедур, способствуют овладению герменевтической компетентностью и основными видами понимания, которые, по В.П. Зинченко, оперируют разными языками: естественное — предметными и операциональными значениями; культурное —
знаками, вербальными значениями и понятиями; творческое — смыслами [14].
Так развивается дискурсивная компетентность педагога, которая необходима для формирования у обучающихся дискурсивного мышления — вида вербального мышления, сопровождающего, «обслуживающего» процессы порождения и смыслового восприятия дискурсов; на практике отрабатываются методики,
включающие задания на вербально-знаковое оформление информации, кодирование и перекодирование содержания при порождении и понимании текстов,
использование знакового материала образов, схем, таблиц, диаграмм, осуществление действий «означения» и «осмысления», производимых «работой понимания» (В.П. Зинченко).
Педагогическая герменевтика органично связана не только с семиотическим,
но и с лингвокультурологическим подходом, открывающим новые возможности интеграции предметного содержания гуманитарных и естественнонаучных
дисциплин в общекультурном пространстве школы. Педагогический и методический потенциал лингвокультуры, ориентированной на изучение культуры
в языке и языка в культуре, представляется ценным при организации языкового образования, которое не исчерпывается усвоением норм языка как семиотической системы норм речи, а является процессом строительства языковой кар-
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162 © Е.Н. Володина
тины личности, концептуализации мира в ее сознании. Это достигается через
овладение лингвокультурными концептами («человек», «Родина», «время», «пространство», «природа», «дом», «честь», «совесть», «душа» и др.) как «культурно
обусловленными единицами картины мира, обладающими экзистенциальной
значимостью как для отдельной языковой личности, так и для народа в целом»
[15]. Учителя разных областей познания, используя развивающий потенциал
своих предметов, знакомят обучающихся с концептами, активно пополняющими
ментальный лексикон школьника, поскольку концепт — «основная ячейка
культуры в ментальном мире человека» [16; 41]. Так происходит становление
индивидуальной концептосферы личности как области потенциальных культурных смыслов (по Д.С. Лихачеву [17]), всегда связанной с национальной концептосферой.
Каждый из педагогов осмысляет и определяет — в условиях коллективнораспределенной деятельности — свое участие в проектировании процесса
формирования метаязыкового сознания, языковых структур и понятийного,
вербально-логического, дискурсивного мышления детей, конструирует средствами своего предмета метаязыковое пространство развития личности. Это выражается, в частности, через метатекстовые функции речи, взаимодействие
и взаимопроникновение основ логико-математической семиотики («металогики»)
и гуманитарной семиотики (семиотики языка и литературы), освоение функционирующих в обучении континуальных и дискретных языков, различие которых Ю.М. Лотман определяет следующим образом: «В дискретных языковых
системах текст вторичен по отношению к знаку, т.е. отчетливо распадается на
знаки. <…> В континуальных языках первичен текст, который не распадается
на знаки, а сам является знаком или изоморфен знаку» [18; 38-39]. В семиотическом пространстве школы («семиосфере» по Ю.М. Лотману), многогранном,
семиотически неоднородном, сосуществуют разные языки: «предметные», «обслуживающие» когнитивные процессы в рамках конкретных учебных дисциплин,
и метаязык; континуальные (свойственные искусству) и дискретные (более
характерные для науки), которые тоже взаимодействуют и пересекаются в поле
отдельных гуманитарных предметов (например, «Литература», «Художественная
культура» [19]). Процесс освоения школьником разнонаправленных, разнокачественных языков как семиотических систем в метаязыковом образовательном
пространстве требует грамотного, профессионального психолого-педагогического
и методического сопровождения. С этой целью учителя закрепляют на практике знания и терминологический инструментарий семиотики и лингвокультурологии, знакомятся с методами концептуального анализа на уроках, внеурочных занятиях и элективных курсах, осваивают способы развития индивидуальной концептосферы школьника через ее ценностное насыщение культурно
значимыми концептами. В общении с текстами поэтов и писателей отрабатываются приемы проникновения в индивидуально-авторскую концептосферу,
«расшифровывания» символических смыслов концептов, что становится основой
семантического «приращения», обогащения ценностно-смыслового континуума
личности.
Таким образом, проектирование метаязыкового образовательного процесса
на основе гуманитарных стратегий в современном глобальном мире, в поликультурной реальности является актуальной потребностью. Практическое овла-
Теоретико-методологическая и методическая подготовка ... 163
Гуманитарные исследования. Humanitates. 2015. Том 1. № 1(1)
дение гуманитарными подходами, которые составляют ценностно-смысловое
ядро педагогической культуры, поможет учителям эффективно решать задачи
языкового развития личности в школе, формирования лингвоопосредованного
взгляда на мир.
---
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ТЕОРЕТИЧЕСКАЯ ПАРАДИГМА "ЯЗЫКОВОЙ ЛИЧНОСТИ" В ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОМ ОБУЧЕНИИ (РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ)
ПАНФИЛОВА ЕВГЕНИЯ ВЛАДИМИРОВНА
1 Казанский национальный исследовательский технологический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 53-4 Год: 2016 Страницы: 154-161
ЖУРНАЛ:
ПРОБЛЕМЫ СОВРЕМЕННОГО ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ
Издательство: Гуманитарно-педагогическая академия (филиал) Федерального государственного образовательного учреждения высшего образования «Крымский федеральный университет имени В. И. Вернадского» (Ялта)
ISSN: 2311-1305
КЛЮЧЕВЫЕ СЛОВА:
РУССКИЙ КАК ИНОСТРАННЫЙ, RUSSIAN AS A FOREIGN LANGUAGE, ПРОФЕССИОНАЛЬНАЯ НАПРАВЛЕННОСТЬ, PROFESSIONAL ORIENTATION, КОММУНИКАЦИЯ, COMMUNICATION, КОМПЕТЕНЦИЯ, COMPETENCE, КРИТЕРИИ, CRITERIA, ЯЗЫКОВА ЛИЧНОСТЬ, LANGUAGE PERSONALITY
АННОТАЦИЯ:
Начало XXI века отмечено в России бурным развитием культурологических связей и огромным интересом к изучению социокультурного языкового контекста. Радикально меняется содержание обучения иностранным языкам, а в частности русского как иностранного. В последнее время в высшей школе остается все меньше преподавателей традиционно структурного направления, которые считают, что основная задача преподавателя иностранного языка в том, чтобы сообщить обучаемому основной набор фонетических и лексико-грамматических сведений и затем проконтролировать их усвоение. Одновременно растет число преподавателей, которые понимают, что они должны научить студента, в первую очередь, адекватно пользоваться иностранным языком в межкультурной коммуникации. Становится аксиомой высказывание о том, что «любой язык несет отпечаток культуры и менталитета, и это, в первую очередь, отражается на речевом этикете».
---
Введение. Происходящие в первом десятилетии XXI века изменения в социально-экономических отношениях,
средствах коммуникаций (использование новых информационных технологий) выдвигают задачу сохранения
коммуникативной ориентации в обучении русскому как иностранному языку (РКИ) студентов, и повышения роли этой
ориентации, значительного расширения содержания самого понятия «коммуникативная компетенция», что является
неотъемлемой частью общего настоятельного вызова века – совершенствовать подготовку, повысить статус данного
предмета как общеобразовательной учебной дисциплины. Кроме упомянутых причин для этого имеются и другие
предпосылки экстралингвистического плана. Так, по данным СМИ в наступившем столетии русский язык по-прежнему
занимает лидирующее положение в ряду наиболее востребованных языков мира.
История отечественной методики преподавания русского как иностранного насчитывает десятки лет. В конце
прошлого столетия завершился один из этапов ее развития, когда коммуникативный подход в обучении иностранному
(русскому) языку и связанное с ним понятие коммуникативной компетентности были признаны наиболее
целесообразными и эффективными. Данное положение зарекомендовало себя как основополагающее и в методике
преподавания русского как иностранного для нелингвистических специальностей. Наряду с владением программным
грамматическим материалом и умением переводить тексты профессиональной направленности, в качестве итоговой
цели выдвигалось требование формирования у студентов навыков ведения беседы по определенному учебным планом
кругу тем как бытового, повседневного, так и делового характера.
Существует неразрывная связь между компонентами триады: язык – культура – коммуникация. Языковой барьер не
является единственным препятствием, которое приходится преодолевать в процессе коммуникации представителям
разных культур. За языковым барьером стоит культурный барьер, который также затрудняет эффективную
коммуникацию. И именно преподаватель иностранного языка, в первую очередь, должен взять на себя функцию
посредника в передаче изучающим язык адекватных сведений об иноязычной культуре.
Формулировка цели статьи. Актуальность данной темы продиктована реальными потребностями современного
общества в наполнении высшей школы студентами нового типа, способными к постоянному развитию своих
личностных качеств, духовного мира, профессионализма, умеющими с максимальным эффектом использовать свои
природные возможности, развивать свою общую и коммуникативную культуру. При новом осмыслении бытия человека,
системы межличностных отношений, понимании диалога культур как условия толерантности и плюрализма именно
коммуникативная сфера является средством разрешения как педагогических, так и социальных проблем.
Коммуникативная культура в своем субъективном значении относится к структуре личности, то есть к
коммуникативно-активному субъекту, действующему, воспринимающему и продуцирующему информацию,
руководствующемуся в своей мыслительной деятельности определенными правилами и стратегиями, что согласуется с
понятием «языковая личность». Следовательно, возрастает роль языка как универсального средства овладения миром и
являясь средством накопления, хранения, переработки и передачи информации, становится двигателем прогресса
человечества. Владение языком рассматривается как важнейший компонент личности, а поскольку язык есть
неотъемлемое качество личности, упоминание о нем встречается в определении личности любой науки.
Сегодня культуроведческая проблематика, проблема «диалога культур» переживает значительный подъем интереса.
Язык как средство познания культуры является одним из приоритетных требований XXI века. Хотелось бы, чтобы
учебные планы и программы по русскому как иностранному для студентов технических специальностей были более
динамичными и открытыми для текстов, которые более полно и разносторонне отражали бы культурные ориентации и
ценности соответствующих стран а также знакомили с национальными характерами стран – носителями национального
менталитета. Это сделает наши программы более привлекательными для новых поколений студентов.
Изложение основного материала статьи. Произошедшие в конце века минувшего геополитические и социальные
трансформации в мире обусловили появление новых специальностей и специализаций, и, следовательно, новы
категорий студентов. В связи с этим повышается роль изучения русского языка как иностранного для специальных
целей, т.е. обучение языку становится все более профессионально-ориентированным. Профессиональноориентированное обучение разграничивают по таким параметрам, как ситуации и темы общения, коммуникативные
задачи по видам речевой деятельности, актуальные виды дискурса и др.
Таким образом, коммуникативной ориентации в изучении русского языка как иностранного сопутствует
когнитивная (познавательная) ориентация. Усиление когнитивной составляющей обучения русскому как иностранному
языку органически сочетающейся с ним, полностью соответствует современным требованиям. Предстоит исследовать
мотивационную основу обучения каждой новой категории студентов, разработать соответствующие коммуникативноориентированные курсы, оснастить их соответствующими учебными пособиями. Условия социально-экономического
контекста текущего столетия выдвигают серьезные требования к иностранному языку не только как к средству обучения
общению и формированию коммуникативной компетенции, но и как к средству овладения «культурой в языке». Для
методики обучения русскому как иностранному языку всегда было актуальным приобщение студентов к культуре
иноязычной страны, движение от языка к культуре. Культурная информация, как правило, извлекается нашими
студентами из учебных материалов, страноведческих культурно-значимых текстов.
Методика преподавания русского как иностранного языка сегодня стала «более гуманистической наукой»,
поскольку, она развивается в направлении все большей индивидуализации процесса обучения, все большего учета
мотивов изучения иностранного языка студентами, их интересов, психологических особенностей. «Обучаемый» сегодня
не объект приложения методических усилий преподавателя, а получает признание как один из полноправных субъектов
процесса педагогического общения. Активность преподавателя на занятии уступает место активности студентов,
поскольку его задача – создание условий для реализации их инициативы. Такой персонифицированный подход
органично сочетается с коммуникативным, который в измененном, расширенном виде остается доминантной при
построении всей системы обучения русскому как иностранному языку.
Само понятие «языковая личность» это лингво-психологический аспект и формирование может происходить на
пересечении интересов ряда дисциплин: лингвистики, психологии, педагогики. С точки зрения педагогики, за термином
языковая личность стоит реальность в виде субъекта, обладающего совокупностью способностей и свойств,
позволяющих ему осуществлять человеческую деятельность – говорить, общаться, создавать устные и письменные
речевые произведения, отвечающие цели и условиям коммуникации, извлекать информацию из текстов, воспринимать
речь. Понятие «языковая личность» проникает во все аспекты изучения языка. Мы будем придерживаться определения,
данного Ю. Н. Карауловым, который полагал, что «языковая личность – это многослойный и многокомпонентный
набор языковых способностей, умений, готовностей к осуществлению речевых поступков, которые
классифицируются, с одной стороны, по видам речевой деятельности (аудирование, говорение, чтение, письмо), а с
другой – по уровням языка». То есть «языковая личность есть личность, выраженная в языке (текстах) через язык,
есть личность, реконструированная в основных своих чертах на базе языковых средств».
В современной лингводидактике сложилась качественно новая теоретическая парадигма, с позиции которой
процесс обучения иностранному языку рассматривается как процесс формирования «вторичной» языковой личности.
Основная цель обучения иностранному языку (в данном случае, русский язык как иностранный) – обучение общению и
развитие личности обучаемого. Если под языковой личностью понимать личность, характеризующуюся особенностями
присвоенной ею языковой системы, спецификой ее использования, то под вторичной языковой личностью понимается
личность способная и готовая к участию в коммуникации, иными словами совокупность способность – готовности
человека к производству речевых поступков в условиях общения с представителями других культур.
В последнее время появилось много работ, посвященных проблеме развития вторичной языковой личности. Так
Н.Д.Гальскова определяет «вторичную языковую личность как совокупность способностей человека к иноязычному
общению на межкультурном уровне, под которым понимается адекватное взаимодействие с представителями других
культур» и развитие у обучаемого «черт вторичных явлений личности, делающих его способным быть эффективным
участником межкультурной коммуникации, есть собственно стратегическая цель обучения ... поскольку процесс
становления вторичной языковой личности связан не только с овладением обучающимися вербальным кодом
иностранного языка и умением его использовать практически в общении, но и с формированием в его сознании
«картины мира», свойственного носителю этого языка как представителю определенного социума, то обучение
иностранному языку должно быть направлено на приобщение (обучаемых) к концептуальной системе чужого
лингвосоциума».
Конструирование учебного процесса, направленное на развитие вторичной языковой личности происходит на
основе усложнения процесса речевой деятельности, всех ее структурных компонентов. Обучение и воспитание
средствами иностранного языка культуры студента как «вторичной» языковой личности, при соблюдении определенных
педагогических условий, способствует формированию у обучаемого различных уровней компетенции общения,
соотносимых с языковым и лингвокогнитивным уровнями строения языковой личности; такое обучение оказывается
эффективным в аспекте формирования и развития необходимых речевых навыков и умений, образующих основу
коммуникативного механизма, и в плане формирования индивидуальной концептуальной системы, на базе которой
достигается осмысленной восприятие и интерпретация субъектом речи (обучаемым) текстов иноязычной культуры.
Обратим внимание на следующие критерии для диагностики уровня развития языковой личности, и совокупность
критерий составляет коммуникативную культуру языковой личности:
• использование средств общения в соответствии с адресатом,
• владение приемами организации текста, адекватно отражающего действительность и соответствующего
замыслу речи,
• освоенность структурных элементов языка и возможностей их коммуникативного воздействия.
Однако, несистематизированные знания достаточны для создания того культурного ядра, которое является
достоянием практически всех членов лингвокультурного общества. Без знания студентами базовых компонентов этого
культурного ядра адекватная коммуникация на соответствующем языке оказывается затрудненной или невозможной.
Применительно к языку А.Н Ксенофонтова под «компетенцией» понимает «владение личностью навыками и
умениями в области фонетики, лексики, грамматики, умение порождать и воспринимать тексты в соответствии с
коммуникативными задачами». Социальный контекст общения приводит к задаче создания того, культурного
минимума, который необходим молодому специалисту для формирования у него культурной компетенции, являющейся
неотъемлемой составляющей коммуникативной компетенции.
Понятие коммуникативная культура трактуется как совокупность умений и навыков в области средств общения и
законов межличностного взаимодействия, которые способствуют взаимопониманию, эффективному решению задач
общения. Очевидно, что коммуникативная культура – это основа общей культуры личности, базовый компонент
культуры. Уровень культуры человека отражается в общем коммуникативном уровне любой личности, который можно
назвать коммуникативной компетентностью. Коммуникативная компетенция представляет форму социального
взаимодействия, реализуемого в речевой деятельности коммуникантов, поэтому любые изменения социальноэкономического контекста общения влекут серьезные изменения в теории и практике преподавания иностранных
языков. Коммуникативная компетентность строится на языковой компетенции, понимаемой как врожденное знание
языка индивидуумом, позволяющем ему создавать и воспринимать грамматически правильные тексты с учетом
социального контекста или социальной компетентности. Корреляция языкового (в совокупности вербального и
невербального) с социальным создает коммуникативную компетентность.
Хорошие навыки межкультурной коммуникации зависят от наличия у коммуникантов не только устойчивых
языковых навыков, но и достаточных социокультурных фоновых знаний и адекватного представления о культуре и мире
тех людей, где данный язык функционирует. Умение эффективно пользоваться в коммуникации социокультурными
языковыми знаниями означает, что говорящий на иностранном языке имеет социокультурную компетенцию.
Социокультурная компетенция определяет во многом успешность общения специалистов с представителями
иноязычной культуры, позволяя им чувствовать себя уверенно и комфортно в иноязычной среде и подчеркивается
мысль о необходимости прививать коммуникантам опыт поведения и мышления в другой среде, и опыт восприятия
новой для них социокультурной среды. Социокультурная языковая компетенция – это социокультурные языковые
знания, адекватно используемые в межкультурной коммуникации. Отсутствие навыков социокультурной компетенции
значительно затрудняет коммуникацию. Главная причина непонимания при общении является различие национальных
сознаний коммуникантов, а не различие языков.
Выводы. Социально-экономическиий контекст XXI века вносит значительные коррективы в концепцию
коммуникативной компетенции. В настоящее время идет осознание тесного единства коммуникативного и когнитивного
начал в преподавании русского как иностранного языка в условиях все более индивидуализированного процесса
обучения. С другой стороны, в качестве цели обучения русскому как иностранному языку выдвигается не только
коммуникативная, но и полноценная межкультурная компетенция, несомненно включающая в себя и коммуникативную.
Преподаватель русского языка как иностранного, чтобы выработать у своих студентов навыки социокультурной
компетенции, должен на любом занятии, при изучении любой лексической, грамматической и фонетической темы
выполнять роль посредника между обучаемым и иноязычной культурой, неотъемлемой частью которой является
изучаемый иностранный язык. Преподаватель также должен помнить о том, что существует связь между культурой и
языком: язык не только хранит культуру нации, но и активно влияет на его пользователя, формируя его, навязывая ему
свое уникальное, присущее данному языку видение мира и культуру человеческих отношений, отраженных и
сохраненных данным языком.
Обучение иностранному языку должно быть ориентировано не только на усвоение коммуникативного кода,
приобщение к еще одной языковой модели мира, но и на развитие у обучаемых способностей понимать то, как в этой
вторичной языковой модели мира находит отражение глобальная картина мира, опосредованная вторичной
концептуальной моделью мира. Следовательно, выполнение задачи обучения иностранному языку в высшем учебном
заведении должно быть направлено на формирование у вторичной языковой личности (переводчика) не просто
вторичного языкового сознания, но и вторичного “лингвокогнитивного сознания”, которое в известной мере будет
отличаться от первичного лингвокогнитивного сознания определенным набором национально-культурно
маркированных элементов, то есть языковыми реалиями и соответствующими им национально- уникальными
концептами.
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индивидуальности в диалоге культур». М.: Просвещение, 2000. С. 38.
12. Пассов, Е.И. Основы коммуникативной теории и технологии иноязычного образования: методическое пособие
для преподавателей русского языка как иностранного / Е.И. Пассов, Н.Е. Кузовлева. — М.: Русский язык. Курсы, 2010.
— 568 с.
13. Русский язык как иностранный. Методика обучения русскому языку / под ред. И.П. Лысаковой. — М., 2004.
14. Сысоев П.В. Концепция языкового поликультурного образования. - М., 2003.
15. Фурманова В.П. Межкультурная коммуникация и лингвокультуроведение в теории и практике обучения
иностранным языкам. — Саранск, 1993.
16. Яновская М. Г. Эмоциональный фактор в процессе формирования интеллигентности будущего специалиста.
Киров: Изд-во ВятГГУ, 2008. С. 8.
ТЕОРЕТИЧЕСКИЕ АСПЕКТЫ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБЩЕЕВРОПЕЙСКОГО ТИПА В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ
ШИПУНОВА ТАТЬЯНА СЕРГЕЕВНА1
1 ФГБОУ ВО «Российский экономический университет им. Г.В. Плеханова»
Тип: статья в журнале - научная статья Язык: русский
Номер: 5 (6) Год: 2015 Страницы: 144-146
ЖУРНАЛ:
НАУЧНЫЕ ИССЛЕДОВАНИЯ: ОТ ТЕОРИИ К ПРАКТИКЕ
Издательство: Общество с ограниченной ответственностью "Центр научного сотрудничества "Интерактив плюс" (Чебоксары)
ISSN: 2413-3957
КЛЮЧЕВЫЕ СЛОВА:
КОМПЕТЕНТНОСТНЫЙ ПОДХОД, COMPETENCY APPROACH, КУЛЬТУРА, ВЫСШЕЕ ОБРАЗОВАНИЕ, HIGHER EDUCATION, ОБУЧЕНИЕ ЯЗЫКАМ, LANGUAGES AND CULTURAL STUDIES, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY
АННОТАЦИЯ:
в данной статье проанализированы содержание понятия и структура языковой личности в диахронном аспекте. На основе исторического обзора ключевых научных трудов российских ученых и документов Совета Европы в области языкового образования синтезировано содержание понятия и структура языковой личности нового типа, способной действовать в полилингвальном и поликультурном мире и являющейся объектом формирования в языковой образовательной среде.
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Развитие отношений между странами и народами в условиях интенсивной
глобализации характеризует начало двадцать первого века. Основным препятствием на пути плодотворного развития этих отношений в области экономики,
политики, науки и образования остаются языковые и культурные различия. Преодолению межъязыкового и межкультурного барьера в общении между представителями разных языков и культур призваны образовательные учреждения при
активной поддержке государства и общества.
В российском законодательстве об образовании отмечено, что наполнение
содержания образования должно способствовать взаимопониманию и сотрудничеству между людьми и народами с учётом разнообразия мировоззренческих
подходов. Для этого необходимо формировать и развивать личность человека с
помощью духовно-нравственных и социокультурных ценностей, принятых в семье и обществе [4].
Для достижения целей, сформулированных на законодательном уровне,
российскими учеными на протяжении многих лет проводятся научные исследования в области междисциплинарных наук о человеке. Заслугой российских ученых-лингвистов, педагогов, психологов и методистов считается введение в научный оборот концепта «языковая личность» и его тщательной разработки.
Впервые личность учащегося выдвигается в качестве объекта формирования в процессе преподавания родного языка Ф.И. Буслаевым: «Родной языкъ
такъ сросся съ личностью каждаго, что учить оному значить вмъстъ и развивать
духовныя способности учащагося» [2].
Современная лингводидактика далеко продвинулась в понимании и разработке содержания и структуры понятия «языковая личность». Языковая личность предстает как многослойный и многокомпонентный набор языковых способностей, умений, готовностей к осуществлению речевых поступков разной
степени сложности, поступков, которые классифицируются, с одной стороны, по
видам речевой деятельности (говорение, аудирование, письмо и чтение), а с другой стороны – по уровням языка, т.е. фонетике, грамматике и лексике [1].
Развитие лингводидактики с фокусом своих интересов на языковой личности способствовало появлению и дальнейшему развитию этого понятия на лингвистическом горизонте. В научных трудах Ю.Н. Караулова содержание и структура языковой личности наполняется национальным колоритом, переплетаясь с
этнокультурными и национальными чертами индивидуальности. Ю.Н. Караулов
предлагает рассматривать языковую личность на трех структурных уровнях: вербально-семантическом, тезаурусном и мотивационном. В психологическом аспекте данные уровни соответствуют семантическому, когнитивному и прагматическому уровням. В философском аспекте – языку, интеллекту и действительности соответственно. На нулевом или вербально-семантическом уровне грамматико-парадигматические и семантико-синтаксические отношения предстают в
стереотипных моделях словосочетаний и предложений. Нулевой уровень характеризует общерусский языковой тип. На первом или тезаурусном уровне отражается картина мира в виде стереотипных генерализованных высказываний.
Первый уровень характеризует базовую часть общей для русских картины мира.
На втором или мотивационном уровне представлены сферы общения, выраженные в стереотипных образах прецедентных текстов культуры. Второй уровень
характеризует устойчивый комплекс коммуникативных черт русской языковой
личности. Ю.Н. Караулов отмечает, что вербально-семантический уровень является бессодержательным для носителя языка, однако попадает в поле зрения исследователя личности в случае, если речь идет о втором для нее языке [5].
Исследование концепта «языковая личность» продолжает И.И. Халеева через построение теоретической базы обучения пониманию иноязычной речи.
И.И. Халеева подчеркивает, что конкретизация целей обучения иностранным
языкам должна быть взаимосвязана с уровнями языковой личности в двухплановом единстве: первый план – аутентичная языковая личность, второй план – вторичная языковая личность. В научном исследовании проводится условное размежевание тезаурусной сферы и вводятся концептуальные понятия «тезаурус-I» и
«тезаурус-II». Тезаурус-I трактуется как способ формирования языкового сознания, восходящего к языковой картине мира, и тем самым напрямую связанный с
ассоциативно-вербальной сетью языка. Тезаурус-II соотносится со знаниями о
мире, формирующими когнитивное сознание и тем самым общую картину мира
на уровне концептуальной системы. Приобщение учащегося к системе мировидения носителя иностранного языка и формирование умений самонаучения являются основополагающими в решении проблем межкультурной коммуникации
[6].
Преемственность изучения вопросов формирования языковой личности
находит отражение в научных работах Л.П. Халяпиной. Ситуация глобализации
вызывает необходимость пересмотра подходов к обучению иностранным языкам
в свете поликультурной направленности процесса формирования языковой лич-
ности. Исходя из теории языковой личности, Л.П. Халяпина считает, что в условиях сформировавшегося общества в большей степени востребована не вторичная языковая личность, которая в процессе обучения иностранным языкам приобщается лишь к концептуальной системе носителей второго (иностранного)
языка, а поликультурная языковая личность, в которой сформирована способность и готовность взаимодействовать с представителями разных стран и культур. Исследование природы и определение структуры нового типа личности разрабатывается Л.П. Халяпиной с использованием такого передового научного инструментария как компетентностный подход. В качестве компонентов в структуре поликультурной языковой личности формируются такие новые компетентности, как: поликонцептуальная, позволяющая ориентироваться в концептосферах разных лингвокультур; полилингвистическая, обеспечивающая возможность
пользоваться английским языком как языком глобальной коммуникации или несколькими иностранными языками, и коммуникационно-технологическая, позволяющая применять коммуникационные программы Интернет для взаимодействия с представителями разных культур. Таким образом, в научно-методическую парадигму Л.П. Халяпиной введен термин «поликультурная языковая личность». Это личность, в структуре которой средствами иностранного языка сформирован такой комплекс компетенций, который позволяет ей ориентироваться в
концептосферах универсального, этнокультурного, социокультурного и индивидуально-культурного типов, что обеспечивает развитие её готовности и способности к активному позитивному взаимодействию с представителями поликультурного мира [7].
Следует отметить, что в последние годы в российской практике стратегическая цель в области иноязычного образования фокусируется на личности обучающегося. Так, в Примерных программах, составленных в соответствии с Федеральным образовательным стандартом общего образования, выдвигаются две
цели: формирование у учащегося коммуникативной компетенции и развитие его
личности на основе потенциала учебного предмета «Иностранный язык». Для
достижения стратегических целей необходимо соблюдать баланс двух составляющих и уметь оценивать каждую цель [3].
В системе же высшего образования методический стандарт в области обучения иностранным языкам находится в стадии разработки. Однако в мировой
практике существуют методические ориентиры для применения в образовательных системах на национальном уровне. В общем, положения российской законодательной базы в области образования взаимосвязаны с идеями, развиваемыми в
документах Совета Европы о языковом образовании, в частности. Так, если проанализировать документ «Общеевропейские компетенции владения иностранным языком», то можно проследить продвижение полилингвальной и поликультурной компетенции учащихся как основной цели в преодолении коммуникационных барьеров в повседневной, образовательной, профессиональной и социальных сферах [8].
На основе научных теорий российских ученых и руководствуясь положениями, изложенными в «Общеевропейских компетенциях», можно наметить методологические основы для формирования новой языковой личности в системе непрерывного языкового образования.
Под языковой личностью общеевропейского типа будем понимать личность, обладающую чувством принадлежности к определенному языку и культуре через знакомство с другими языками и культурами. Особое значение в данном случае приобретает воспитание взаимопонимания, толерантности и уважения к языковому и культурному многообразию. Структуру языковой личности
общеевропейского типа образуют общие и коммуникативные компетенции
(general and communicative language competences).
Общие компетенции состоят из декларативных знаний, умений, экзистенциональной компетенции и способности к обучению. В свою очередь, декларативные знания включают в себя знания о мире, социокультурные знания и межкультурную осведомленность. Умения подразделяются на практические, такие как
социальные, повседневные и профессиональные, и межкультурные умения. Эк-
зистенциональная компетенция включает взгляды личности, мотивацию, ценности, убеждения, когнитивные стили и личностные качества. Составляющие экзистенциональной компетенции оказывают влияние как на роли учащихся в коммуникативном акте, так и на способности к обучению иностранным языкам. Способность к обучению определяется чувством языка и общения, общими фонетическими навыками, учебными и эвристичесими умениями.
Непосредственно относящиеся к языку коммуникативные компетенции состоят из трёх основных компонентов: лингвистических, социолингвистических
и прагматических компетенций. Лексическая, грамматическая, семантическая,
фонологическая, орфографическая и орфоэпическая компетенции образуют
лингвистическую компетенцию языковой личности общеевропейского типа. Основными составляющими социолингвистической компетенции являются лингвистические маркеры социальных отношений, правила вежливости, народная
мудрость, регистры общения, диалекты и акценты. Прагматическая компетенция
представляет собой компетенцию дискурса, функциональности и схемы речевого взаимодействия.
Следует обратить внимание на тот факт, что научные исследования в области измерения коммуникативных компетенций учащихся продвинулись далеко
вперед, в то время как измерение общих компетенций остаётся до конца неисследованным феноменом.
Таким образом, синтез ключевых научных исследований российских и зарубежных ученых, рассмотренных в данной статье, придал синергетический эффект в определении понятия и структуры языковой личности нового типа, а
именно, общеевропейского типа. Системное изучение и применение компонентов каждой компетенции в системе непрерывного языкового образования, и высшего образования в частности, позволяет проводить дальнейшие исследования в
сфере проектирования педагогических технологий.
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Список литературы
1. Богин Г.И. Модель языковой личности в ее отношении к разновидностям
текстов: Дис. ... д-ра филол. наук / Богин Георгий Исаевич. ؘ– Л., 1984. – 310 с.
2. Буслаев Ф.И. О преподавании отечественного языка / Соч. Федора Буслаева. – М.: Бр. Салаевы, 1867. – IV. – 472 с.
3. Гальскова Н.Д. Цель обучения иностранным языкам в новейший период
развития методики как науки / Н.Д. Гальскова, М.Г. Демина, К.М. Манукян //
Иностранные языки в школе. – 2012. – №5.
4. Закон об образовании: Федеральный закон от 29 декабря 2012 года
№273-ФЗ «Об образовании в Российской Федерации» [Электронный ресурс]. –
Режим доступа: минобрнауки.рф
5. Караулов Ю.Н. Русский язык и языковая личность / Ю.Н. Караулов. –
8-е изд. – М.: Книжный дом «Либроком», 2014. – 264 с.
6. Халеева И.И. Основы теории обучения пониманию иноязычной речи:
Подгот. переводчиков / И.И. Халеева. – М.: Высш. шк., 1989. – 238 с.
7. Халяпина Л.П. Методическая система формирования поликультурной
языковой личности посредством Интернет-коммуникации в процессе обучения
иностранным языкам: Дис. ... д-ра пед. наук: 13.00.02 / Халяпина Людмила Петровна. – СПб., 2006. – 426 с.
8. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. – Council of Europe, 2001 [Электронный ресурс]. – Режим
доступа: www.coe.int
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=21819229"><span lang="ru-RU"><b>ТЕОРЕТИЧЕСКИЙ
АНАЛИЗ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ В ОТЕЧЕСТВЕННОЙ И ЗАРУБЕЖНОЙ
ПСИХОЛОГИИ</b></span></a><br/>
<font color="#00008f"><i>Пугачева
О.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33975889">Ученые
записки Российского государственного социального университета</a>.
2014. <a href="https://www.elibrary.ru/contents.asp?id=33975889&selid=21819229">№ 2 (124)</a>.
С. 30-34. </font>
</p>
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О.В. Пугачева
Теоретический анализ проблемы
саморегуляции личности в отечественной
и зарубежной психологии
Аннотация: в данной статье раскрывается теоретический анализ проблемы саморегуляции личности в отечественной и зарубежной психологии.
Ключевые слова: саморегуляция поведения, саморегуляция произвольной активности, саморегуляция психических состояний, психоэмоциональное напряжение, эмоциональная устойчивость.
Интерес к проблеме психической саморегуляции, понимаемой
как возможность человека управлять собой, собственной произвольной активностью, своими состояниями повысился за последние
годы, о чем свидетельствует тот факт, что проблема саморегуляции
рассматривается в отечественной и зарубежной психологии в различных теоретических контекстах. Как отмечает В.И. Моросанова,
представители разных психологических дисциплин обращаются
в своих исследованиях к понятию саморегуляции: «Это традиционные исследования регуляции состояний, психология принятия
решений и инженерная, и медицинская, и педагогическая, и другие
ее отрасли» [4]. По мнению О.А. Конопкина, «проблема психической
саморегуляции является одной из наиболее глобальных и фундаментальных проблем общей психологии» в отечественной науке [3].
Обратимся к анализу термина «саморегуляция». В психологии
единое понятие саморегуляции выделить сложно. Приведем для
примера несколько определений различных авторов. В.В. Николаева с соавторами определяет саморегуляцию как системный процесс,
обеспечивающий адекватную условиям изменчивость, пластичность
жизнедеятельности субъекта на любом из ее уровней [4]. Как отмечает О. Микшик, саморегуляция представляет собой интегративный
сплав врожденных и приобретенных стратегий реагирования и готовности к определенной форме или способу взаимоотношения со средой [1]. По мнению В.И. Моросановой: «саморегуляция – целостная система выдвижения и управления достижением целей поведения
и деятельности» [4].
Б.В. Зейгарник в своих работах отдельно отмечала личностно-смысловую сторону описываемого понятия. Саморегуляция, в данном случае, понималась как принцип организации человеческой деятельности,
основанный на сознательном управлении собственным поведением, включающий как операциональнотехнический уровень, так и мотивационные компоненты [1]. Согласно К.А. Абульхановой-Славской, саморегуляция – это механизм, направленный на поддержание оптимальной для деятельности психической
активности человека, на обеспечение внутренней психической активности психическими средствами.
Кроме того, автор отмечает, что «саморегуляция, как гибкий, целостный, индивидуализированный механизм обеспечивает процессуальную регуляцию деятельности, т.е. по ходу ее купирует внутренние труд
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ности, рассогласования психических составляющих (рост мотивации и усталость и т.д.), мобилизирует
психологические и личностные резервы» [1].
Проблема саморегуляции сегодня активно разрабатывается и в зарубежных исследованиях, «книги,
статьи, конференции, имеющие отношение к данной области исследований существуют везде» (James
J. Gross, Ross A. Thompson). Феномен саморегуляции рассматривается в связи с поведенческими проявлениями личности, когнитивными стилями, исследуются структура и механизмы саморегуляции, роль и участие психических процессов в формировании и развитии навыков саморегуляции, возрастные аспекты
становления саморегуляции [8]. Roy F. Baumeister рассматривает саморегуляцию как сложный механизм,
обеспечивающий планирование и реализацию субъектом произвольной активности в соответствии с принятой целью [8].
В теории B.J. Zimmerman, D.H. Schunk понятие саморегуляции рассматривается в связи с понятием мотивации. Автор определяет саморегуляцию как «мотивационную, когнитивную и поведенческую активность, обеспечивающую достижение цели субъектом» [8]. Luke Behncke отмечает, что саморегуляция –
это процесс, позволяющий личности регулировать собственную целенаправленную активность. Регуляция
предполагает модуляцию мыслей, эмоций и действий, производимую при помощи специальных механизмов, целенаправленно или автоматизировано [8].
Исходя из данных определений, можно заключить, что сфера, подвергающаяся регулированию, имеет очень большой разброс значений. В современной психологии предпринимаются попытки целостного
осмысления личностных характеристик, ответственных за успешную адаптацию человека к окружающей
его среде в целом, и совладание с жизненными трудностями. Объектом саморегуляции для человека могут
являться поведение, собственные поступки, отдельные действия, психические явления (процессы, состояния, свойства). Как отмечает М.Я. Басов: «Какая деятельность человека нуждается в регуляции и подлежит ей?» На этот вопрос не может быть двух ответов: конечно, всякая. Какой бы формы процесс поведения
мы не взяли, он должен быть рассмотрен с точки зрения механизмов его регуляции. Будет ли то внешняя,
чисто двигательная реакция или процесс восприятия каких-либо, чисто внешних впечатлений, или воспроизведение явлений из глубины прошлого опыта, или, наконец, это будет сложный мыслительный процесс –
всё равно, каждый из процессов этого рода в своем течении должен быть как-то регулируемым». Это также
подтверждается справедливым замечанием Л.Г. Дикой, «в психологии до сих пор не сформированы четко
основные понятия теории саморегуляции, уровни и компоненты ее психологической системы, не определена схема ее психологического анализа и конкретные пути его проведения» [2].
В работах отечественных и зарубежных авторов описана проблема саморегуляции произвольной активности, разработана структурно-функциональная модель процесса саморегуляции. Наряду с концепциями саморегуляции психической деятельности и произвольной активности человека, активно ведутся
исследования саморегуляции психических состояний. К ним относятся концепция саморегуляции функциональных состояний человека, а также концепция функциональных структур регуляции психических
состояний [7]. Г.С. Никифоров отмечает необходимость исследования саморегуляции личности в связи
с различными типами деятельности. Исследование иерархической структуры механизмов саморегуляции
человека в контексте различных видов его деятельности становится ключевым моментом в общей проблематике психологических изысканий. В ходе развития представлений о структуре и механизмах процесса
саморегуляции, модель системы саморегулирования применена к исследованию личностного уровня саморегуляции (К.А. Абульханова-Славская, Ю.С. Жуйков, Ю.Л. Миславский, В.И. Моросанова, Н.Ф. Круглова,
А.К. Осницкий, И.О. Сипачев, В.И. Степанский, Э.А. Фарапонова и др.). Согласно концепции К.А. Абульхановой-Славской, в структуре личностной саморегуляции выделяются несколько основных компонентов:
мотивы, чувства, воля, которые рассматриваются как детерминанты регуляции поведения и деятельности
человека [1].
Саморегуляция, как системный процесс целенаправленной регуляции непроизвольных психофизиологических функций организма, обеспечивает не только адаптивные, но и сверхадаптивные возможности личности. Методы саморегуляции направлены на формирование у человека моделей адекватного
поведения в условиях «психоэмоционального напряжения», а также на повышение эффективности деятельности в различных ситуациях. В связи с этим мы считаем необходимым отметить взаимосвязь понятий саморегуляция, эмоциональная устойчивость личности, а также психоэмоциональное напряжение. Известно, что эмоциональная устойчивость – это системное качество личности, приобретаемое
индивидом и проявляющееся у него в единстве эмоциональных, интеллектуальных, волевых и других
отношений, в которые он вовлекается в условиях напряженной деятельности». Под термином психоэмоциональное напряжение понимаются разнообразные неблагоприятные эмоциональные состояния, связанные с неудовлетворенностью основных жизненно важных потребностей: фрустрация, дискомфорт,
стресс, тревога, депрессия и т. п. [7].
Как показали исследования В.Л. Марищука и его сотрудников, в состояниях напряженности поведение человека характеризуется преобладанием стереотипных ответов, неадекватных ситуаций, когда
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«страдают» сложные формы целенаправленной деятельности, ее планирование и оценка, наблюдается
общая тенденция к понижению устойчивости психических процессов, что в условиях аварийной ситуации может приводить к полной дезорганизации поведения человека. Для повышения эмоциональной
устойчивости личности, и снижения психоэмоционального напряжения используются различные методы саморегуляции, а овладение навыками саморегуляции позволяет повысить эффективность деятельности человека в целом [7].
По мнению ряда исследователей (О.А. Конопкин, В.И. Моросанова, Г.С. Прыгин, И.Н. Энгельс, В.И.
Степанский) основной фундаментальной задачей в изучении проблемы саморегуляции является вопрос
внутреннего строения этого процесса, принципиальных закономерностей его реализации. О.А. Конопкиным разработана структурно-функциональная модель процесса саморегуляции. Саморегуляция
произвольной активности человека понимается им как «системно-организованный психический процесс
по инициации, построению, поддержанию и управлению всеми видами и формами внешней и внутренней
активности, которые направлены на достижение принимаемых субъектом целей» [6].
Перечислим кратко
функциональные звенья, реализующие процесс саморегуляции:
1. Принятая субъектом цель – звено выполняет общую системообразующую функцию, весь процесс саморегуляции формируется для достижения принятой цели в том ее виде, в каком она осознается
субъектом.
2. Модель значимых условий – отражает комплекс внешних и внутренних условий, учет которых
субъект считает необходимым для успешного достижения цели.
3. Программа – звено является информационным образованием, определяющим характер, последовательность, способы и другие (в том числе динамические) характеристики действий, направленных
на достижение цели в “значимых” для субъекта условиях.
4. Субъективные критерии достижения цели (критерии успешности) – звено несет функцию
конкретизации и уточнения исходной формы и содержания цели. Общая формулировка (образ) цели
очень часто недостаточна для точного регулирования, и субъект преодолевает исходную информационную неопределенность цели, формулируя критерии оценки результата, соответствующего своему субъективному пониманию принятой цели.
5. Контроль и оценка реальных результатов – регуляторное звено обеспечивает информацию
о степени соответствия (или рассогласования) между запрограммированным ходом деятельности, ее этапными и конечными результатами и реальным ходом их достижения.
6. Решения о коррекциях системы саморегулирования – конечным моментом коррекции является коррекция собственно исполнительских действий. Тогда первопричиной этого может быть изменение,
внесенное субъектом по ходу деятельности в любое звено регуляторного процесса [6].
Таким образом, О.А. Конопкин отмечает, что саморегуляция «...осуществляется благодаря диалектическому единству точного отражения объективных закономерностей действительности и их творческого
осмысления относительно цели деятельности, максимально строго учета значимых для данной деятельности объективных условий и творческого выбора соответствующих этим условиям и своим возможностям
путей и способов достижения цели» [3]. Показано, что успешность и надежность в различных видах практической деятельности обеспечивается сформированностыо целостной системы саморегуляции, а любой
структурно-функциональный дефект (недостаточная реализация какого-либо функционального звена системы саморегуляции, неразвитость межфункциональных связей) процесса регуляции существенно ограничивает эффективность в самых различных видах деятельности [6].
Рассмотрим модель регуляторного опыта человека А.К. Осницкого [5]. Регуляторный опыт (РО)
представляет собой динамическую систему , включающую информацию о внешнем и внутреннем мире,
полученную непосредственно-чувственным и опосредствованным путем, наполненную личностным
смыслом и определяющую стратегию и успешность деятельности. Регуляторный опыт имеет свою
структуру, компоненты которой обеспечивают становление субъектности (ценностно-мотивационный,
рефлексивный, привычная активизация, операциональный, коммуникативно-кооперативный или сотрудничество):
??Ценностный компонент РО – связан с формированием интересов, нравственных норм и предпочтений, идеалов, убеждений, которые ориентируют усилия человека.
??Рефлексивный компонент – накапливается путем соотнесения человеком знаний о своих возможностях и возможных преобразованиях в предметном мире и самом себе с требованиями выполняемой
деятельности и решаемыми при этом задачами, увязывает ориентировку с остальными компонентами
субъектного опыта.
??Привычная активизация – предполагает предварительную подготовленность, оперативную адаптацию к изменяющимся условиям работы, расчет на определенные усилия и определенный уровень достижения успеха; ориентирует в собственных возможностях и помогает лучше приспособить свои усилия
к решению значимых задач.
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??Операциональный компонент РО – включает общетрудовые, профессиональные знания и умения,
а также умения саморегуляции и объединяет конкретные средства преобразования ситуации и своих возможностей.
??Коммуникативно-кооперативный компонент – предполагает сотрудничество при взаимодействии
с другими участниками труда, способствует объединению усилий и совместному решению задач [5].
Открытость – важная характеристика РО. Сформировавшись однажды, РО не остается статичным, он постоянно обогащается, пополняется за счет непосредственно чувственных и опосредованных компонентов
опыта [5].
В процессе совершенствования способностей к саморегуляции раскрываются внутренние психофизиологические и личностные ресурсы человека, обеспечивающие возможность к эффективной деятельности
в целом. Саморегуляция как способность коррекции неблагоприятных психических и эмоциональных состояний; процесс формирования моделей адекватного поведения в условиях «психоэмоционального напряжения», наиболее часто рассматривается в контексте различных видов деятельности, в частности
в исследованиях надежности человека-оператора, успешности учебной деятельности, экстремальных
ситуациях. Существует большое количество исследований, в которых установлено, что в различных видах
деятельности человеку необходимы сформированные умения и навыки саморегуляции [2].
В исследованиях отечественных и зарубежных психологов неоднократно показано, что структура саморегуляции психических состояний и уровень ее сформированности влияют на успешность профессиональной, спортивной и учебной деятельности. Изучение личностных типологий в связи с феноменом
саморегуляции, исследование реализации личностных характеристик в индивидуальных особенностях
саморегуляции, анализ вопросов, связанных с тем, в какой степени и какими средствами конкретная личность будет добиваться достижения поставленной цели, подробно разработаны в трудах В.И. Моросановой в связи с понятием «стиль саморегуляции». В качестве существенных и одновременно типических
особенностей саморегуляции произвольной активности выделяются процессы, которые связаны с реализацией частных функций целостного регуляторного процесса. К их числу автор относит: индивидуальные
особенности, связанные с постановкой, принятием, удержанием целей; особенности создания модели
значимых условий; специфика программирования предстоящих исполнительских действий, необходимых
для достижения поставленной цели; контроль и оценка результатов своей деятельности и принятие решений о необходимых коррекциях [4].
Наряду с особенностями, характерными для каждой частной регуляторной функции, выделяются регуляторно-личностные свойства. Они характеризуют функционирование каждого из звеньев регуляции,
и в то же время обнаруживают свою принадлежность к личности, являются инструментальными, личностными свойствами. К ним относятся:
• адекватность (условиям деятельности субъективно принимаемой модели, программы, способов
контроля, критериев успешности);
• осознанность (представлений об условиях и о программе действий, о контролируемых параметрах,
о критериях успешности и т.д. в соответствии с их соотносительной значимостью для достижения
цели);
• пластичность (саморегуляции, возможность внесения коррекций в функционирование различных
регуляторных звеньев, когда этого требуют условия деятельности);
• надежность и устойчивость (функционирования регуляторных звеньев и их структуры в условиях психической напряженности);
• автономность (самостоятельность программирования, моделирования, оценивания, коррекции
своей активности), а также уверенность, инициативность, осторожность, критичность, ответственность.
Как показал теоретический анализ проблемы саморегуляции в отечественной и зарубежной психологии, личность любого человека представляет собой комбинацию из различных особенностей, черт,
в которой одни являются главными, доминирующими, другие проявляются только в определенных ситуациях. Способности к саморегуляции являются базисными при реализации различных стратегий поведения в трудных жизненных ситуациях, в конфликтных или неопределенных обстоятельствах, стрессовых
условиях и т.п. От степени совершенства процессов саморегуляции зависит успешность, надежность, продуктивность совладеющего поведения в целом. В процессе саморегуляции раскрываются внутренние резервы человека, дающие ему относительную свободу от обстоятельств, обеспечивающие даже в самых
трудных условиях возможность актуализации.
Таким образом, проблема саморегуляции является одной из наиболее глобальных и фундаментальных
проблем общей психологии. Исследование различных сторон и аспектов данной проблемы открывает
большие возможности для понимания и объяснения общих закономерностей построения и реализации
человеком стратегий поведения в различных ситуациях в целом, а также регуляторных составляющих процесса саморегуляции, лежащих в его основе.
33
Список литературы
1. Абульханова-Славская К.А. Деятельность и психология личности. – М.: Наука, 1980.
2. Дикая Л.Г., Журавлев А.Л. Психология адаптации и социальная среда: современные подходы, проблемы,
перспективы. – М.: Издательство «Институт психологии РАН», 2007.
3. Конопкин О.А. Психологические механизмы регуляции деятельности. – М.: Наука, 1980.
4. Моросанова В.И. Индивидуальный стиль саморегуляции. – М.: Наука, 2001.
5. Осницкий А.К. Структура, содержание и функции регуляторного опыта человека / дисс. докт. психол. наук:
19.00.01 / Осницкий Алексей Константинович. – М., 2001.
6. Конопкин О.А. Общая способность к саморегуляции как фактор субъектного развития // Вопросы психологии. – 2004. – № 2.
7. Шапкин А.С., Дикая Л.Г. Деятельность в особых условиях: компонентный анализ структуры и стратегии
адаптации // Психологический журнал. – 1996. – Т. 17. – № 1.
8. Тice D.M., Baumeister R.F., Shmueli D., Muraven M. (2007). Restoring the self: Positive affect helps improve selfregulation following ego depletion // Journal of Experimental Social Psychology.
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ТЕОРЕТИЧЕСКОЕ ОБОСНОВАНИЕ ПЕДАГОГИЧЕСКИХ УСЛОВИЙ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
ХЛЫЗОВА Н.Ю.Написать письмо автору11 Евразийский лингвистический институт - Иркутский филиал Московского государственного лингвистического университета
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (22) Год: 2015 Страницы: 178-185 Поступила в редакцию: 10.11.2015
УДК: 37.022
ЖУРНАЛ:
ПРОБЛЕМЫ СОЦИАЛЬНО-ЭКОНОМИЧЕСКОГО РАЗВИТИЯ СИБИРИ
Издательство: Братский государственный университет (Братск)
ISSN: 2224-1833
КЛЮЧЕВЫЕ СЛОВА:
МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, MEDIA COMPETENCE OF THE SECONDARY LANGUAGE PERSONALITY, ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ, PEDAGOGICAL CONDITIONS, МЕДИАТИЗИРОВАННАЯ КОММУНИКАЦИЯ, MEDIATED COMMUNICATION, МЕДИАОБРАЗОВАТЕЛЬНАЯ СРЕДА, MEDIA EDUCATIONAL ENVIRONMENT
АННОТАЦИЯ:
Описана сущность понятия «медиакомпетентность вторичной языковой личности», выявлены и обоснованы педагогические условия ее формирования, изучена их специфика, разработана типология. Установлено, что данные условия неизбежно интегрируются, образуя комплексное единство разнообразных по своей природе педагогических обстоятельств, направленных на организацию медиаобразовательной среды обучения для реализации процесса формирования медиакомпетентности вторичной языковой личности.
---
В век информационных технологий и
глобализации общества происходит тесное
сотрудничество между представителями
разных языков и культур. Для их успешного
взаимодействия нужно владеть не только
иностранным языком и знать особенности
национальной культуры, но и уметь работать с медиаинформацией, которая формирует картину мира современного человека,
транслирует модели поведения, является
средством отражения национальной идентичности. Важно также уметь ориентироваться в информационном пространстве,
отбирать и оценивать иноязычную информацию, критически ее оценивать, противостоять ее манипулятивному влиянию, выявлять ангажированность информационного
источника, т. е. быть медиакомпетентным.
Необходимо учитывать, что «медиа, являясь
одним из средств культуры, несут угрозу неадекватного восприятия окружающего мира, коммуникативных ошибок и межкуль-
178
турного недопонимания, что может в дальнейшем привести к возникновению нестабильной ситуации, напряжению взаимоотношений и конфликту» [1, с. 52]. Очевидно,
что медиакомпетентность выступает необходимым качеством личности в современном мире.
Проведенный нами анализ позволил установить, что медиакомпетентность личности является актуальной проблемой общей
педагогики [2–4], выступает приоритетной
целью медиаобразования [5; 6], исследуется
ученными с разных ракурсов [7–9].
В нашем исследовании мы изучили данный феномен с позиции его интеграции с
дисциплиной «иностранный язык», т. е. медиакомпетентность вторичной языковой
личности, которую понимаем как интегративную стратегическую характеристику
личности, состоящую из совокупности специальных знаний, умений, отношений, позволяющих личности функционировать в
мировом информационном пространстве,
осуществлять межъязыковую и межкультурную коммуникацию как на межличностном,
непосредственном уровне, так и на медиатизированном, опосредованном современными медиа.
Определение сути изучаемого феномена,
установление его актуальности позволяют
нам перейти к разработке конкретных педагогических условий формирования медиакомпетентности вторичной языковой личности.
Изучение информативных источников по
педагогике показало, что в общем виде под
педагогическими условиями понимаются
совокупность факторов, обстоятельств, компонентов, предпосылок, мер, способствующих благоприятному, успешному протеканию процесса обучения и воспитания [10;
11]; педагогическая среда, комплекс педагогических взаимодействий, система педагогических средств [12; 13].
Применительно к рассматриваемой нами
проблеме содержание понятия «педагогические условия» может быть интерпретировано как систематизированный комплекс действий преподавателя иностранного языка и
студента с целью формирования медиакомпетентности вторичной языковой личности
как личностной интегративной характеристики последнего, отражающейся в единстве
когнитивного, действенно-операционного и
мотивационного компонентов через его медиазнания, медиаумения и медиаотношения
в иноязычных ситуациях на межкультурном
уровне.
По мнению Н.М. Яковлевой, успешность
выделения педагогических условий зависит от:
1) четкости определения конечной цели
или результата, который должен быть достигнут [11, c. 24]. Конечный результат определен нами как формирование медиакомпетентности вторичной языковой личности;
2) осознания того, что совершенствование
педагогического процесса достигается не за
счет одного условия, а за счет их взаимосвязанного комплекса [Там же]. Следовательно,
нам предстоит определить взаимосвязанный
комплекс педагогических условий, благоприятствующих процессу формирования
медиакомпетентности вторичной языковой
личности;
3) от понимания того, что на определенных этапах педагогические условия могут
выступать как результат, достигнутый в
процессе их реализации [Там же]. Данное
заключение позволит нам рационально организовать реализацию выявленных педагогических условий.
Следуя логике нашего исследования, исходя из цели, которая позволяет определить
содержание педагогического процесса, становится очевидным, что одним из условий
формирования искомой характеристики
личности является модернизация содержания дисциплины «иностранный язык» за
счет введения в его состав медиаобразовательного компонента. Обновленное содержание предполагает учебный материал для
достижения целей обучения иностранному
языку и медиаобразования. Важным моментом в данном случае является применение
широкого медийного спектра в процессе медиаобразования и обучения иностранному
языку не только с целью однонаправленной
дидактической функции, повышающей
эффективность процесса обучения, но и с
целью формирования медиакомпетентности
вторичной языковой личности.
Следовательно, педагогическими условиями формирования медиакомпетентности
вторичной языковой личности являются:
Проблемы социально-экономического развития Сибири___________________________________
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1) введение медиаобразовательного компонента в содержание дисциплины «иностранный язык»;
2) регулярное и педагогически обоснованное применение широкого медийного
спектра в процессе медиаобразования и
обучения иностранному языку не только с
целью однонаправленной дидактической
функции, повышающей эффективность
процесса обучения иностранному языку, но
и с целью формирования медиакомпетентности вторичной языковой личности.
В медиаобразовании акцент делается на
активную позицию личности, обладающей
критическим и творческим мышлением,
способностью анализировать, синтезировать
и давать собственную оценку полученной
информации. С этим нельзя не согласиться
и говоря о вторичной языковой личности,
которая апостериори должна быть способна
анализировать, синтезировать и давать собственную оценку полученной информации
на иностранном языке. Вслед за Л.А. Ивановой мы полагаем, что термины «медиаобразование» и «иностранный язык» имеют общий генезис. Оба явления базируются на
идее коммуникации. «Содержание этих двух
явлений — с одной стороны медиаобразование с его ярко выраженным социальнокультурным характером, ставящее целью
формирование медиакомпетентности, с
другой стороны иностранный язык (урок
иностранного языка) — настолько взаимосвязаны и взаимообусловлены, что единственно верный путь — это их интеграция»
[14, c. 76].
Мы разделяем точку зрения Н.В. Чичериной, которая считает медиаобразование, интегрированное в дисциплину «иностранный
язык», «наиболее перспективным с точки
зрения формирования медиаграмотности у
студентов языковых факультетов. Это связано, во-первых, с необходимостью охвата медиаобразовательной деятельностью абсолютно всех студентов языковых факультетов, ибо для каждого из них медиатексты
являются средством изучения иностранного
языка и иноязычной культуры на уровне
профессионального владения, а во-вторых, с
наличием объективных возможностей для
интегрированного медиаобразования, создаваемых благодаря регулярному использованию медиатекстов в процессе обучения»
[8, c. 3].
По словам А.А. Новиковой, «опыт европейских стран, США, Канады и Австралии
показывает, что интегрированное медиаобразование — это перспективное направление в педагогике» [15, c. 83]. Медиаобразование на занятии по иностранному языку «не
только обучает учащихся различным видам
речевой деятельности (говорению, аудированию, чтению и письму) на материале и с
помощью медиа, но и дает знания о средствах массовой информации, способствует
развитию критического и творческого мышления» [Там же].
Н.П. Рыжих, говоря об интегрированных
занятиях по медиаобразованию и иностранному языку, отмечает «полную меру соответствия принципам практической направленности обучения иностранному языку,
дальнейшего совершенствования владения
иностранным языком, преемственного характера обучения, обобщенности, повышения удельного веса самостоятельной работы,
использования технических средств обучения» [5, c. 96].
Итак, имея коммуникативно-направленный характер и общность целей (формировать способность высказать собственные суждения на основе полученной информации,
интерпретировать и создавать сообщения),
данные дисциплины легко интегрируются,
взаимообуславливаются и взаимодополняются, тем самым способствуя эффективному
достижению целей — обучения иностранному языку и медиаобразования. По сути
медиакомпетентность вторичной языковой
личности есть интегрированный результат
медиаобразования, целью и результатом которого является медиакомпетентность, и
практического курса иностранного языка,
имеющего целью и результатом вторичную
языковую личность.
Поскольку мы исходим из понимания
вторичной языковой личности как интегративной личностной характеристики, которая формируется в целостном педагогическом процессе, это позволяет нам расширить
концепцию вторичной языковой личности
медиаобразовательным аспектом с учетом
развития информационного общества и изменений социальной реальности, связанных
Педагогика
181
с процессами производства и распространения информации. Таким образом, медиаобразовательный компонент органично вписывается в структуру вторичной языковой
личности, не противоречит лингвистическому и культурологическому аспектам, а
расширяет их диапазон знаниями медиа за
счет включения личности в опосредованную
коммуникацию, медийное пространство.
Определив контент процесса формирования медиакомпетентности вторичной
языковой личности, нам нужно обеспечить
его реализацию. Появляется необходимость
процессуального сопровождения формирования медиакомпетентности вторичной
языковой личности, т. е. реализации содержания через вовлечение студента в медиаобразовательную иноязычную деятельность.
Именно в данной деятельности студент
приобретает новые и закрепляет ранее приобретенные медиазнания и медиаумения.
Возникает потребность в диагностике их
формирования. Разделяя мнение А.В. Федорова о том, что «преподавателю вуза полезно
иметь четкое представление об уровнях развития данной конкретной студенческой аудитории в области медиа» [2, с. 78], мы считаем, что одним из условий является систематическая диагностика уровней сформированности медиакомпетентности вторичной языковой личности. Итак, условиями
процессуального характера должны стать:
1) вовлечение студента в активную иноязычную медиадеятельность в процессе обучения иностранному языку в соответствии с
его индивидуальным уровнем медиакомпетентности, выявленным в ходе педагогического мониторинга;
2) систематическая диагностика уровней
сформированности медиакомпетентности
вторичной языковой личности преподавателем и студентами на всех этапах ее становления и коррекция в направлении совершенствования.
Для реализации предполагаемых условий
нам необходимо разработать процессуальный аспект формирование медиакомпетентности вторичной языковой личности,
выявить уровни и показатели сформированности, определить принципы организации процесса формирования медиакомпетентности вторичной языковой личности.
Исходя из понимания личности как целостной сущности, состоящей из таких компонентов как сознание, чувства, поведение,
нами выделены компоненты медиакомпетентности вторичной языковой личности, а
именно: когнитивный, действенно-операционный и мотивационный.
В когнитивный компонент входят знание
языковых средств и правил оперирования
ими в языке в соответствии с законами изучаемого иностранного языка плюс знания
основных категорий и понятий медиаобразования, медийного спектра, дистинктивных
признаков различных жанров, закономерностей процессов функционирования медиа в
социуме, закономерностей восприятия и
понимания иноязычной информации. Действенно-операционный компонент состоит из
реализации языковых средств в различных
межличностных и медиаситуациях и умения
осуществлять поиск, сбор иноязычной информации, создавать собственный медиапродукт, передавать, получать медиасообщения на иностранном языке, в умении
применения иноязычной информации, интерпретации, оценке, суждении, критическом анализе иноязычного медиатекста и
авторской позиции. Мотивационный компонент заключается в отношении, мотивации к
межличностному и медиатизированному
общению, к осуществлению непосредственной и опосредованной речевой деятельности, в потребности организовать медиатизированное поведение адекватно задачам опосредованного общения, которое представляет собой процесс передачи и приема иноязычной медиаинформации и регулирование отношений между его участниками, в
потребности самосовершенствования в процессе создания медиапродуктов, в осознании
необходимости формирования медиакомпетентности, в переживании несоответствия
имеющегося уровня медиакомпетентности
установленным нормам.
Выявленные структурные компоненты
медиакомпетентности вторичной языковой
личности позволяют не только конкретизировать данное понятие, но и рассмотреть его
процессуальный аспект.
На основании изучения литературы по
проблемам теории коммуникации (Л.Г. Викулова, А.И. Шарков [16], Л.А. Иванова, О.М.
Проблемы социально-экономического развития Сибири___________________________________
182
Вербицкая [17], О.В. Печинкина [2] и др.),
речевой деятельности (Л.С. Выготский [18],
А.Н. Леонтьев [19], И.А. Зимняя [20] и др.),
теории медиадеятельности (И.А. Фатеева
[21], И.В. Григорьева [22] и др.) нами была
выделена медиатизированная коммуникация, под которой мы понимаем речевую активность личности, направленную на реализацию языковых средств в различных медиаситуациях, и ее взаимодействие средствами
медиа на межкультурном уровне. Определены ее этапы, отражающие актуализацию
основных компонентов медиакомпетентности вторичной языковой личности, которые
проявляют себя на всех этапах медиатизированной коммуникации и являются одинаково востребованными, а, значит, равноценными в структуре медиакомпетентности
вторичной языковой личности и в процессе
ее актуализации. На основании сказанного
мы заключаем, что структура медиатизированной коммуникации определяется действием компонентов медиакомпетентности
вторичной языковой личности и включает
три этапа. Указанные компоненты взаимосвязаны и взаимообусловлены. Как следствие, уместно вести речь об уровнях сформированности всех компонентов одновременно
— начальном, среднем и продвинутом, —
которые соответствуют традиционной трехуровневой системе оценки владения иностранным языком (английским языком:
Basic, Intermediate, Advanced; французским:
Débutant, Intermédiaire, Avancé; немецким:
Grundstufe, Mittelstufe, Oberstufe; итальянским: Еlementare, Intermedio, Avanzato; китайским: 初 级, 中 级, 高 级; корейским: 隕鞾,
닆鞾, 뚽鞾 и др.). Выделенные уровни обуславливают определение показателей сформированности компонентов медиакомпетентности вторичной языковой личности.
Поскольку в нашей работе делается акцент
на медиаобразовательном аспекте, мы выделяем следующие показатели:
– когнитивный, оценивающий знания основных категорий и понятий медиаобразования, медийного спектра, дистинктивных
признаков различных жанров, закономерностей процессов функционирования медиа в
социуме, закономерностей восприятия и
понимания иноязычной информации;
– операционный — умения осуществлять
поиск и сбор иноязычной информации, передавать, получать медиасообщения на иностранном языке; интерпретировать, оценивать, критически анализировать иноязычный медиатекст, авторскую позицию; создавать собственный медиапродукт;
– мотивационный — определяет формирование отношений, мотивов, готовности к
работе с медиатизированной иноязычной
информацией.
Разработанные показатели основаны на
таких критериях как знание, умение, отношение.
Для организации успешного процесса
формирования медиакомпетентности вторичной языковой личности необходимо
учитывать сложность, многосторонность
данного процесса и осуществлять руководство его ходом, исходя из следующих
принципов:
1) коэволюции (соизучение иностранного
языка, культуры и медиа, организация процесса обучения иностранному языку как на
межличностном уровне, так и на медиатизированном, опосредованном современными медиа);
2) целенаправленности (создание необходимых условий, способствующих формированию медиакомпетентности вторичной языковой личности, целенаправленное представление иноязычного медиаматериала);
3) систематичности и последовательности
(систематическое изложение иноязычного
медиа–материала, представление иноязычных медиазнаний в системе, последовательность в работе);
4) научности (использование современных научных понятий, теорий, учений из
области медиаобразования и иностранного
языка);
5) эффективности (предполагает минимальные временные затраты при обеспечении формирования медиакомпетентности
вторичной языковой личности);
6) сознательности и активности (сознательное и активное отношение студентов к
формированию медиакомпетентности вторичной языковой личности, развитие у самостоятельности, творчества, потребности к
самообразованию средствами медиа).
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183
Для внедрения организационных условий необходима мотивация всех субъектов
педагогического процесса — как студентов,
так и преподавателей. Поэтому возникает
потребность в условиях мотивационного характера:
1) руководство опытно-экспериментальной работой, направленное на объединение
усилий всего педагогического коллектива по
обновлению содержания образования;
2) перевод формирования медиакомпетентности вторичной языковой личности из
управляемого процесс в осознанное стремление студентов к самосовершенствованию в
межкультурной коммуникации на межличностном и медиатизированном уровнях.
Выявленные условия, детерминирующие
процесс формирования медиакомпетентности вторичной языковой личности, мы систематизировали и объединили в три основных типа: контентные, организационные и
мотивационные.
Контентный тип условий предполагает
обновление содержания дисциплины «иностранный язык» за счет включения медиаобразовательного компонента на основе отбора содержания учебного материала, направленного на формирование медиакомпетентности вторичной языковой личности
и разработки рабочей программы. Данные
условия характеризует процесс формирования медиакомпетентности вторичной языковой личности как открытую систему, допускающую возможность ее пересмотра, переосмысления, уточнения, дополнения, а
также применение новейших достижений
педагогической науки и изменение потребностей личности студента.
Организационные условия раскрывают
особенности содержательного и практического взаимодействия студента и преподавателя в процессе реализации контента формирования медиакомпетентности вторичной языковой личности на основе компетентностного, личностно-ориентированного
и системно-деятельностного подходов; определенных принципов: целенаправленности, системности и последовательности, научности, эффективности, сознательности и активности. Данный тип условий обеспечивает
регулярность контроля над процессом формирования медиакомпетентности вторичной языковой личности.
Мотивационные условия являются необходимой базой реализации предыдущих типов условий, предполагающих желание студента и преподавателя взаимодействовать с
целью формирования медиакомпетентности
вторичной языковой личности. Данный тип
условий способствует обучению студента
самоконтролю, самоанализу, осознанному и
самостоятельному проектированию профессионально-личностного саморазвития.
Представленная классификация условий
является обобщенной и позволяет в целом
оценить характер того или иного условия,
необходимого для рассматриваемого процесса. Отметим, что предложенная классификация условна. Выявленные условия неизбежно интегрируются, образуя комплексное единство разнообразных по своей природе педагогических обстоятельств, направленных на организацию медиаобразовательной среды обучения (МОСО) для реализации процесса формирования медиакомпетентности вторичной языковой личности.
Совокупность выявленных педагогических условий формирования медиакомпетентности вторичной языковой личности
определяют характеристики, которыми
должна обладать МОСО как необходимая
база для их реализации:
– стимулировать размышление, оценку и
критический анализ медиаинформации у
студентов в процессе изучения иностранного
языка — рефлексия (реализация условия 1);
– предоставлять студенту возможность
активного участия в разнообразных видах
медиаобразовательной иноязычной деятельности — активность (реализация условия 2);
– быть открытой и доступной для студента, предоставляя ему возможность получения необходимой медиаинформации на
иностранном языке, осознания сути и важности медиакомпетентности в процессе изучения иностранного языка — доступность
(реализация условия 3);
– стимулировать саморазвитие студента
путем создания ситуаций для переживания
противоречия между имеющимися у него в
наличии и требующимися в той или иной
ситуации медиазнаниями, медиаумениями
Проблемы социально-экономического развития Сибири
184
и компетенциями — проблемность (реализация условия 4);
– быть гибкой и способной адаптироваться к интересам, потребностям и склонностям
студентов, позволяя им действовать творчески — гибкость (реализация условия 5);
– обеспечивать медиатизированную межкультурную коммуникацию с носителями
языка — коммуникативность (реализация
условия 6).
Иными словами, специально организуемые педагогические условия создают медиаобразовательную среду обучения, которая
полностью направлена на формирование
медиакомпетентности вторичной языковой
личности. Нами установлено, что выявленные характеристики оказывают влияние на
формирование всех структурных компонентов медиакомпетентности вторичной языковой личности.
Как можно заключить из сказанного выше, каждое из выявленных ранее педагогических условий обладает своими внутренними возможностями, будучи преимущественно нацелено на формирование того или
иного компонента. В то же время ни одно
взятое в отдельности условие не может полностью обеспечить эффективность формирования изучаемой характеристики. Только
их системное единство позволяет достигнуть
наилучших результатов и составляет комплекс педагогических условий формирования медиакомпетентности вторичной языковой личности.
Выявленные педагогические условия
признаны эффективными по результатам
проведенной опытно-экспериментальной
работы [23]. Предложенная типология носит
динамический характер, поэтому допускаются изменения, дополнения и уточнения в
соответствии с новейшими достижениями
педагогической науки и изменениями потребностей личности учащегося.
---
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ТЕРМИНОЛОГИЧЕСКИЕ ЕДИНИЦЫ КАК ЗНАКОВЫЕ МОДЕЛИ ЛИНГВОКОГНИТИВНОЙ КОМПЕТЕНЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В СФЕРЕ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
НЕКРАСОВА ТАТЬЯНА ВЛАДИМИРОВНА1
1 Омский автобронетанковый инженерный институт
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (12) Год: 2014 Страницы: 84-89 Поступила в редакцию: 18.05.2014
УДК: 81
ЖУРНАЛ:
НАЦИОНАЛЬНЫЕ ПРИОРИТЕТЫ РОССИИ
Издательство: ООО "Издательский центр "Омский научный вестник" (Омск)
ISSN: 2221-7711
КЛЮЧЕВЫЕ СЛОВА:
ЗНАКОВАЯ МОДЕЛЬ, ЯЗЫКОВАЯ ЛИЧНОСТЬ, СУБЪЕКТ РЕЧИ, ПРОФЕССИОНАЛЬНОЕ ОБЩЕНИЕ, ПРОФЕССИОНАЛЬНАЯ ДЕЯТЕЛЬНОСТЬ, ТЕРМИНОЛОГИЧЕСКАЯ ЕДИНИЦА
АННОТАЦИЯ:
В статье рассматривается процесс формирования и развития способности к «общению в сфере профессиональной деятельности» на уровне определенной знаковой модели субъекта речи, который стремится к реализации общения на уровне лингвокогнитивной компетенции. Процесс языкового развития личности опосредован образом языка специальной предметной области, которая концептуально представляет собой субъективную идею о возможности общения с другим человеком по содержанию профессиональной деятельности. Обучение иноязычному общению посредством усвоения терминологических единиц как знаковых моделей трансформируется в «профессиональное общение» и структурируется не в соответствии с единицами и уровнями языковой системы, а согласно уровням сформированности языковой личности.
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В сфере профессионального общения и
обмена научными, техническими и другими
знаниями термин является значимым информационно емким носителем специальной
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научной информации. Данное явление объясняется характером информационной функции
термина как переносчика специальных знаний.
Применение терминов представителями одной
и той же сферы деятельности обусловливает
степень эффективности, результативности и
продуктивности профессионального общения,
а следовательно, и качественный результат их
совместного труда.
Данное обоснование определяется характером информационной функции термина как
переносчика специальных знаний. Термины, а
именно их совокупности, созданные на базе
понятий, лексико-семантических отношений, а
также их словообразовательном и грамматическом уровнях, представляют собой существенную часть общего языка. Термины,
являясь единицами специального языка, обслуживающего какую-либо профессиональную
сферу деятельности, при этом одновременно
представляют собой и единицы естественного
языка, что, в свою очередь, указывает на его
неоднородный и сложный состав [1]. Системный анализ изучения терминологических единиц позволил выявить особенности организации терминологических систем и различие
подходов к данной проблеме. Так, характеризуя термин в общем, можно отметить, что он
представляет собой единицу лексической системы языка, обладающую особыми характеристиками, которые и позволяют отличать
термин от нетермина в языковом профессиональном общении, и в целях анализа внутренних свойств термина изучать его в рамках реально существующих общностей
единиц, специальных терминологических
систем (военной, в частности), обслуживающих отдельные отрасли знаний.
Сформированная в учебном процессе
способность к «общению в сфере профессиональной деятельности» на уровне субъекта
речи находит наиболее полное свое воплощение в готовности к реализации общения на
уровне лингвокогнитивной компетенции
в таком акте общения, в котором используются следующие наиболее репрезентативные
в этом плане приемы и способы, образующие
своеобразную технику культуры профессионального общения в целом, в военной сфере
в частности: «осознанное замыкание» в акте
профессионального общения цепочки ассоциативных операций со специальными лексическими единицами и терминами за счет
обоюдного понимания содержания деятельности; уместное использование в контексте
речи образцов словесного искусства, выступающих носителями профессиональных
концептов и опирающихся на владение субъектом речи когнитивными, в том числе и
структурно-содержательными, а также семантическими и прагматическими пресуппозициями (лат. prae — впереди, перед, и фр.
supposition — предположение, лат. supporto —
поддерживаю― подразумеваемый компонент
содержания высказывания); корректное
отображение в знаках речи на лингвокогнитивном уровне предметов и объектов профессиональной действительности и вызываемых
ими образов и представлений; установление
на лингвокогнитивном уровне адекватных
реальным связей и взаимозависимостей явлений и предметов профессиональной деятельности через связь знаков языка или речи;
дифференциация на лингвокогнитивном и
мотивационном уровнях допустимых в иноязычном общении проявлений индивидуальных особенностей и конкретизирующих их
коммуникативных намерений через знание
когнитивных прагматических, семантических
и других пресуппозиций [2].
Анализ складывающейся в акте профессионального общения знаковой ситуации показал, что рассмотрение этого феномена
в интересах лингводидактики не может быть
ограничено рамками знаковой билатеральности, реализующейся в основном в категориях
формы и содержания (материального носителя и значения), а предполагает также обращение к субъекту речи как участнику акта
профессиональной коммуникации и носителю референциальных отношений, давая
в качестве следующую логическую схему:
язык – мысль – речь [3]. Под референциальными отношениями мы понимаем связь механизмов различных видов референции, а
именно предметной и ситуативной, между
собой в специальном тексте или общении по
содержанию профессиональной деятельности, а также их семантическую соотнесённость. В целом пространство знаковой ситуации формируется и структурируется в профессиональной коммуникации совокупностью знаков языка или речи, выступающих
носителями концептов, принадлежащих
субъектам одной или разных сфер деятельности [4]. Данная совокупность знаков
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включает: знаки логико-понятийного уровня,
функционирующие в актах номинации, предикации и коммуникации; двусторонние знаки языка: слова, предложения и тексты, чаще
всего обладающие специальным значением и
выступающие носителями профессиональных
концептов различных уровней; билатеральные знаки языка, обладающие фоновым компонентом, благодаря которому создается
необходимый для профессиональной коммуникации совместный специальный фон общения.
Знаковая ситуация как функциональный
динамичный лингвокогнитивный феномен,
связанный с процессом осуществления коммуникации на основе совместной профессиональной деятельности, коррелированного
с языковым и когнитивным, а также и мотивационным уровнями сознания языковой
личности в сфере профессиональной деятельности, объединяет в едином межсубъектном пространстве 4 группы знаков и конструируемые с их помощью когнитивные
структуры знания, образующие объекты, которые усваиваются языковой личностью: 1
знаменательные слова, особенно слова, обозначающие специальные реалии, обладающие
фоновым компонентом и используемые
обычно в номинативной функции; предложения и тексты, главным образом специального,
относящегося к определенному предметному
полю, характера, как носители фонового,
пресуппозиционного знания, обладающие
в силу специального значения свойством
воспроизводимости в речи в качестве целостных единиц обозначения ситуаций, видов
деятельности т.д. и содержащихся в них профессиональных концептов; 2 грамматические единицы (формы и структуры), обладающие абстрактным языковым значением,
в которых объективируются как правила
применения в речи слов, так и правила построения предложений, связанные через понятие грамматической достаточности как
необходимой совокупности знаний о структурно-системной организации языка, необходимой для успешной профессиональной коммуникации; 3 единицы фонетико-интонационного уровня языка синтагмы, слова, морфемы, и их конкретные речевые реализации,
обладающие высокой коммуникативной ценностью и несущие выраженную информацию
о субъекте данной профессиональной сферы
в процессе речи как представителе определенной предметной области; 4 – антропные
знаки (знаки языковой личности), включающими акты предикации и коммуникации [5].
Как показывает современный лингводидактический анализ компонентов содержания
обучения, текст входит в содержание обучения, но, что очень важно, он входит в содержание обучения прежде всего как продукт
текстовой деятельности человека как знак
способности человека привести в действие
статичную иерархию языковых единиц и
отобразить в коде языковых знаков видение
мира и его интерпретацию посредством индивидуальных концептуальных систем специальной сферы деятельности [6]. Производство текста является знаком лингвокогнитивной компетенции языковой личности, свидетельством способности человека подняться
над статичной иерархией языковых единиц и
сочетать знаки языка в контексте индивидуальной концептуальной системы свойственным только субъекту речи способом, выходя,
таким образом, на уровень концептуальной
модели мира [3]. Тем самым в текстовой
профессиональной деятельности формируется механизм речедеятельностного развития
тезаурусного уровня сознания языковой личности обучаемого в условиях иноязычного
профессионального общения как необходимый компонент успешности его деятельности.
Системно организованный объект типа
«обучение профессиональному иноязычному
общению» в общем плане относится к числу
функционально-деятельностных и информационно-коммуникативных систем и включает
в свой состав следующие подсистемы: обучение, культуру иноязычного речевого общения, терминологию специальной предметной
области, общение, в свою очередь, представляющие собой системно организованные
объекты. С позиции общей теории систем
данный системно организованный объект
является динамичной, целенаправленной,
адаптивной и саморегулирующейся системой.
Отличительной особенностью рассматриваемой системы профессионального обучения является ее разносубстратность, обусловленная тем обстоятельством, что эта система включает в свой состав различные по
субстрату подсистемы как знаковые модели.
Так, подсистема общения в деятельности
подразумевает речемыслительные действия и
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операции по содержанию выполняемой профессиональной деятельности. Во всех случаях система обучения имеет своей целью создание устойчиво воспроизводимых в индивидуальном опыте специальных терминов,
структур и моделей, обладающих сходством
с реальными прототипами, представленными
в иноязычной фоновой действительности.
В составе рассматриваемой системы системообразующей является подсистема обучения,
компонентами строения которой выступают:
цели обучения, средства, предмет, содержание, методы, структура [7]. Системообразующее воздействие подсистемы обучения
с необходимостью приводит к образованию
в системе новых управляющих связей, к тому, что содержание других компонентов системы структурируется по-новому. Они приобретают свойства, характерные для системы
в целом.
Например, подсистема иноязычного
речевого профессионального общения трансформируется в подсистему «общение иноязычной речевой культурой на основе содержания профессиональной деятельности»;
в подсистеме «иностранный язык в сфере
профессиональной коммуникации» на первый план выступает не иерархия языковых
единиц, а коммуникативно-функциональные
аспекты как знаковые модели их применения
в практической деятельности и развития
у обучаемых языковых или речевых способностей; подсистема речи модифицируется с
целью формирования у обучаемых своеобразного «речедеятельностного механизма
определенной предметной области», порождения иноязычной речи от номинации до
коммуникации и конкретных грамматических структур в субъект-субъектных отношениях в акте профессиональной коммуникации
[4]. Подсистема «общение», взятая с точки
зрения потребностей обучения иноязычному
общению посредством терминологических
единиц, трансформируется в «профессиональное общение» и структурируется не
в соответствии с единицами и уровнями языковой системы, а согласно уровням сформированности языковой личности. Как показывают исследования, в постлингвальном
контексте картины мира человек с развитой
языковой способностью, но лишенный возможности использовать свои возможности,
осмысливает явления реальности в актах
узнавания явлений действительности крупными логико-понятийными фрагментами,
опираясь на индивидуальную концептуальную систему в составе тематико-ассоциативных полей как знаковых систем.
С этой точки зрения в решении стоящих
перед лингводидактикой задач по формированию языковой личности определенной
профессиональной сферы деятельности
большое значение приобретает формирование коммуникативного механизма, синхронизирующего процессы семиотизации с учетом
вербально-семантического и лингвокогнитивного уровней строения данной языковой
личности [4]. Процесс языкового развития
личности опосредован образом языка специальной предметной области, которая концептуально представляет собой субъективную
идею о возможности общения с другим человеком по содержанию профессиональной
деятельности. В процессе формирования языковой личности в сфере профессиональной
деятельности необходимо, чтобы была выделена важность ориентира или направления,
позволяющих в каждом конкретном случае
определять меру и степень уместности применения в речевом общении той или иной
формы специального языка в целом, и узкоспециальной терминологии, в частности.
Необходимо указать на умение избирать речевое поведение специально-языкового типа
как носителя совокупности общей и специально языковой компетентности специалиста
[8]. Языковые способности и коммуникативная готовность являются важными условиями
успешности профессиональной деятельности
и самореализации специалиста в ходе выполнения различных видов деятельности. Усвоенные таким образом языковые способности
и коммуникативные готовности позволяют
языковой личности совершать речевую деятельность общения, владея различными
уровнями компетенции общения как в стереотипных, конкретных ситуациях, так и
в отвлеченных ситуациях речевого профессионального общения, и конструировать когнитивные структуры знания адекватно принятым в инофонной концептуальной модели
мира [2]. В сфере специализированного и профессионального общения и обмена научными,
техническими и другими знаниями термин
как знаковая модель является значимым информационно емким носителем специальной
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научной информации [9]. Данное явление объясняется характером информационной функции термина как переносчика специальных
знаний. Применение терминов представителями одной и той же сферы деятельности обусловливает степень эффективности, результативности и продуктивности профессионального общения, а следовательно, и качественный
результат их совместного труда. Термины, а
именно их совокупности, созданные на базе
понятий, лексико-семантических отношений, а
также их словообразовательном и грамматическом уровнях, представляют собой существенную часть общего языка и являются неотделимыми от него.
Термин представляет собой единицу лексической системы языка, обладающую особыми характеристиками, которые и позволяют
отличать термин от нетермина, и в целях
анализа внутренних свойств термина изучать его в рамках реально существующих
общностей единиц, терминологических систем, обслуживающих отдельные отрасли
знаний [1]. Такие характеристики и свойства термина в современном языкознании
включают: соответствие термину понятия
или концепта в сознании его носителя, принадлежность термина к специальной области
знания, дефинитивность, точность значения,
контекстуальная независимость (в пределах
тематического текста), системность, номинативность, отсутствие экспрессии и стилистическая нейтральность, целенаправленный
характер, устойчивость и воспроизводимость
в речи.
Часто термин как знаковая модель представляется в современных исследованиях как
слово или словосочетание, обозначающее
понятие специальной области знания или
деятельности. С позиции дефиниции термина, учитывая, что в дефиниции должны отражаться его основные свойства и признаки, и
то, что дефиниция должна быть емкой и лаконичной, значимым является определение
термина как слова или словосочетания специального языка (определенной предметной
области), применяемого для точного выражения специальных понятий и обозначения специальных предметов [9]. При этом термином
может выступить любое слово или словосочетание языка при условии, что его значение
включается в некоторую достаточно четко
определенную систему понятий, относящуюся к определенной систематизированной
предметной области. Кроме того, при дефинировании термина следует учитывать семантические, формальные и прагматические
(функциональные) требования, предъявляемые ему как особой единице языка и определенной знаковой модели. К семантическим
характеристикам относятся непротиворечивость семантики: соответствие термина понятию; однозначность: исключение категориальной многозначности; полнозначность:
отражение в значении термина минимального
количества признаков, достаточных для идентификации обозначаемого им понятия; отсутствие синонимов [7]. Прагматические, или
функциональные требования, включают в себя
внедренность в профессиональную коммуникацию: общепринятость и употребительность;
интернациональность: стремление к одинаковости или близости форм, совпадению
содержания терминов, употребляемых в нескольких национальных языках; современность: замена устаревших терминов современными эквивалентами; благозвучность:
удобство произношения и отсутствие ассоциативной неблагозвучности; эзотеричность:
намеренная недоступность для специалистов.
Системное свойство конкретизируется
своеобразием терминологических единиц,
прежде всего, заключающимся в их внутренней семантической организации [1; 9]. При
этом специфика термина отражается не
в плане выражения, а в плане содержания, в
характере его значения. Термин представляет
собой один знак, которому соответствует одно понятие, то есть соотношение знака и
означаемого в термине является однозначным. Минимальный значимый компонент
термина – терминоэлемент, совпадающий
с минимальной структурной единицей, которая может быть выражена и словообразующим аффиксом, и словом в составе терминословосочетания. У простого слова семантическая структура и формальная организация
чаще всего не совпадают. Кроме того, термины
выражают специальные понятия, с которыми
они соотнесены и которые в структуре значения термина несут особую, доминирующую
значимость, аннулируя, хотя иногда и не
полностью, коннотативные компоненты
в значении термина. При конкретизации понятия к простому термину присоединяются
уточняющие элементы, образуя тем самым
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видовые корреляты исходного понятия, то
есть терминологические словосочетания или
составные термины. Терминословосочетание
представляет собой некий промежуточный тип
между свободными и фразеологическими словосочетаниями. В то же время большинство
терминологических словосочетаний семантически приближены к типу свободных словосочетаний, так как их значения равны сумме
значений, составляющих их частей [9]. Составные термины могут быть выделены на
основании трех признаков: коммуникативности, устойчивости и воспроизводимости вообще, в сфере определенной профессиональной
деятельности в частности.
Таким образом, говоря о системной организации терминов, мы имеем в виду специальные знаковые языковые единицы (слова
или словосочетания), состоящие в системных
отношениях с другими себе подобными по
статусу языковыми единицами соответствующего специального языка, используемые
для точного наименования и выражения специального или профессионального объекта,
понятия, явления или вида деятельности.
---
БИБЛИОГРАФИЧЕСКИЙ СПИСОК
1.Лейчик В.М. Обоснование структуры термина как языкового знака понятия // Терминоведение. −1994. − № 2. − С. 5−16.
2.Маслова В.А. Когнитивная лингвистика. −
Минск: ТетраСистемс, 2004.− 436с.
3.Березин Ф.П., Головин Б.Н. Общее языкознание. − М.: Просвещение, 1979. – 416с.
4.Жинкин Н.И. Речь как проводник информации. −М.: Наука, 1982. – 318с.
5.Арнольд И.В. Лексикология современного
английского языка.− М.: Высшая школа, 1986.– 295с.
6.Слюсарева Н.А. Теория Ф. де Соссюра
в свете современной лингвистики. − М.:
Наука,1975. –112 с.
7.Гринев С.В. Введение в терминоведение. −
М.: Московский Лицей, 1993. – 239 с.
8.Лапидус Б.А. Практический курс английского языка (English through practice). − М.: Просвещение, 2002. − 239 с.
9.Головин Б.И. О некоторых проблемах изучения терминов (1972) // Татаринов В.А. История
отечественного терминоведения: в 3 т. Т. 2.
Направления и методы терминологических исследований: Очерк и хрестоматия. − М.: Московский
Лицей, 1995. − Книга 1. − 356 с.
Некрасова Татьяна Владимировна – кандидат педагогических наук,
доцент профессор кафедры иностранных и русского языков Омского
автобронетанкового инженерного института
tatyana.vladimir@mail.ru
Статья поступила
в редакцию 18 мая
2014 г.
© Т.В. Некрасова,
89
Митусова О.А.
ТЕХНОЛОГИИ,
ФОРМИРУЮЩИЕ
БАЗОВЫЕ КОМПЕТЕНЦИИ
ЯЗЫКОВОЙ ЛИЧНОСТИ
КОМПЕТЕНЦИЯ, ПЕДАГОГИЧЕСКАЯ ТЕХНОЛОГИЯ, ТРАНСФЕРТ ТЕХНОЛОГИИ, РАЗВИВАЮЩИЕ ОБЩЕНИЕ ТЕХНОЛОГИИ, ИНТЕРАКТИВНЫЕ ТЕХНОЛОГИИ
Понятие «компетенция» давно вошло в педагогические науки. Различают «компетенцию» и «компетентность». Ученые трактуют их по-разному. Компетентность чаще понимают как способность демонстрировать профессионализм. Компетенция объединяет способность к действию, интегрирует навыки, умения, знания.
Прежде чем охарактеризовать и назвать технологии, которые очень важны для формирования базовых компетенций, перечислим кратко, какие компетенции в нашей статье будут относиться к базовым. Анализ литературы, а также наблюдение за педагогическим процессом позволили составить свой минимальный реестр компетенций, необходимых выпускнику неязыкового вуза.
1. Личностные компетенции: познавательная самостоятельность, интеллектуальная активность, гибкость в выборе языковых средств, способность адаптироваться к ситуации, выбор оптимальных стратегий для решения задач.
2. Дискурсивные компетенции, включающие гибкое использование языковых навыков и коммуникативных умений во всех видах речевой деятельности: говорении, чтении, аудировании, письме, переводе.
3. Лингвориторические компетенции сильной языковой личности, способность четко и демократично выражать свои мысли с учетом формы речи, аудитории, адекватного выбора речевого поведения и др.
4. Компетенции автономной учебной деятельности и профессионального самообразования.
Дискурсивная, лингвориторическая компетенция и компетенция автономной учебной деятельности являются коммуникативными компетенциями, будучи, по мнению И.В. Ивановой,
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составной частью более широкого понятия «коммуникативный потенциал личности», который включает коммуникативные свойства личности, характеризующие потребности в общении, отношение к способу общения, коммуникативные способности и др. [3, с. 126-127].
Остановимся подробнее на подборе технологий обучения, что, в свою очередь, позволит эффективно обучать иностранному языку в неязыковом вузе [7, с. 7]. «Технология обучения - это педагогическая система, включающая упорядоченное содержание, специально организованные операции и действия, которые обеспечивают гарантированное достижение дидактических целей». Н.Ф. Голованова указывает, что в научной литературе можно встретить классификации технологий по разным основаниям: по признаку новизны (традиционные, инновационные); по результату обучения (технология полного усвоения, технология развивающего обучения); по ориентации средств и методов обучения на определенные структуры личности (наглядно-образные технологии, операционные технологии); по доминирующей учебной форме (технология урока, технология групповой работы, технология обучения); по характеру педагогического взаимодействия (авторитарные технологии обучения; технологии свободного выбора, инте-гративные технологии) [2, с. 231].
Признаками результативности технологии можно назвать системность, воспроизводимость, определенную модель педагогического взаимодействия (субъект - субъект) [там же, 231].
В.А. Трайнев и И.В. Трайнев пишут, что сегодня предмет педагогической технологии в самом общем виде - это область знания, которая охватывает сферу практических взаимодействий
преподавателя и обучаемого, основанных на четком целеполагании, систематизации, алгоритмизации приемов обучения [9, с. 79].
Интересные мысли о технологии высказывает Ю. Карякин, который считает, что «в совокупности признаков словарного определения технологии дифференцируются на две группы: искусство, мастерство, умение, с одной стороны, и совокупность методов - с другой. Первая группа отражает начальное, генетически передаваемое качество определяемого понятия, вторая - привнесенное, исторически сиюминутное толкование. Исследуя прикладную форму технологии, технологии учебного процесса, наверное, важно учитывать обе составляющие - и генетическую, и вегетативную»: первую, поскольку исследуемое понятие связано с практикой; вторую, поскольку она служит ступенькой лестницы, с которой можно шагнуть в новую, прикладную область -образование [4, с. 15]. Говоря о технологии, нельзя обойти понятие «трансферт технологии». «Трансферт технологии (технологический трансферт) является движением технологии по определенному каналу коммуникации индивидуума или организации к другому индивидууму или организации». В общих чертах выделяются два вида технологического трансферта: первый - передача технологий в уже существующие организации; второй вид - создание новых малых инвестиционных форм в самом учебном заведении [10, с. 248-249]. По нашему мнению, понятие «трансферт технологии» можно расширить за счет использования в учебном процессе, в этом случае трансферт технологии происходит при интеграции учебных дисциплин или интеграции внутри учебной дисциплины.
Остановимся подробнее на технологиях, применяемых при обучении
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иностранному языку. Такие технологии должны отвечать нескольким требованиям, а именно:
1) соответствовать целям обучения, т.е. развитию компетенций;
2) развивать межкультурную коммуникацию, так как обучение иностранному языку - это один из компонентов поликультурного образования и воспитания;
3) учитывать применение изучаемого языка в будущей профессиональной деятельности;
4) при выборе нужной технологии преподаватель должен представлять конкретные цели занятий / серии занятий / курса;
5) основным требованием, которое обеспечит результативность применяемых технологий, будет учет особенностей контингента обучаемых, специальная характеристика данной целевой группы. Проведя анализ педагогической
литературы, где рассматриваются проблемы технологий (В.П. Беспалько, Н.Ф. Голованова, В.И. Загвязинский, М.В. Кларин, И.Н. Кузнецов, Д.Г. Леви-тес, Л.М. Перминова, Т.П. Сальникова, Г.К. Селевко, В.А. Трайнев, И.В. Трай-нев, В.Т. Фоменко, Д.В. Чернилевский, Н.И. Яковлева и др.), мы рассмотрели наиболее часто используемые технологии на предмет их соответствия развитию каждой из определенных нами групп базовых компетенций.
При обучении иностранным языкам специфика применения технологий, на наш взгляд, заключается в следующем:
- технология / несколько технологий используются при обучении иностранному языку для организации занятий, объяснения нового материала, тренировки изученного);
- деятельность преподавателя на занятии может быть описана на языке
технологий (технология активизации нового материала, технология анализа педагогической деятельности и степени достижения целей). Можно констатировать, что любая технология обладает комплексностью, т.е. включает несколько приемов обучения, целью применения которых является оптимизация тренировки языкового материала или владения видами речевой деятельности.
Рассмотрим, какие технологии являются актуальными для профессионального обучения иностранному языку на современном этапе. Остановимся подробнее на технологиях, способствующих развитию дискурсивной и лингвориторической компетенций. Данные технологии должны отвечать следующим требованиям:
1. Формировать лингвистическое образование как родного, так и иностранного языка, тем самым воспитывая языковую личность.
2. Быть личностно ориентированными, т.е. всегда ставить в центр культурного развития будущего специалиста, приобщение его к языковой культуре мира.
3. Понимать языковую подготовку как гуманитарный компонент.
4. Учитывать интегративный принцип обучения, в частности типы языковой интеграции (профильную, билинг-вальную, интеллектуальную).
Остановимся подробнее на нашей классификации языковой интеграции. Первый тип - профильная, или профессионально ориентированная интеграция - связан с контекстным подходом к обучению иностранному языку (А.А. Вербицкий). Специфика иностранного языка какучебного предмета заключается в его «беспредельности», «безграничности», - этот тезис, принадлежащий И .А. Зимней, прочно утвердился в лингводидактике. Занятия по иностран-
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ному языку в нефилологическом вузе ориентируют студента на овладение языком как средством общения в рамках избранной специальности. Изучение языка идет в соответствии с профилем будущей специальности. Компоненты содержания должны быть наполнены конкретным материалом, и на его отбор в первую очередь окажет влияние интеграция. Выбирая, чему учить, на каком материале формировать умения и навыки, мы должны знать основные дисциплины программы, основные требования к специалисту, которого готовим, и т.д. Интеграция является тем системообразующим свойством, которое цементирует отдельные элементы содержания обучения иностранному языку и должно отражать: содержательный аспект профильных дисциплин специальности; языковой материал; умения и навыки оперирования специальной информацией, отражающей будущую профессию.
Второй тип - внутриязыковая/би-лингвальная интеграция - связан с тем, что при изучении иностранного языка всегда имеет место данная интеграция. Влияние родного языка на процесс усвоения иностранного неизбежно и перерастает в межъязыковую интерференцию. Здесь для нас важны интерференция и перенос, И.Л. Бим считает их основными проблемами многоязычия. Интерференция, возникающая вследствие отрицательного воздействия родного языка на изучаемый язык, охватывает все уровни языка, но «в различной степени может влиять в целом на развитие речевой деятельности» на втором языке, а также может сказываться на речевом поведении [1, с. 7]. Вместе с тем интерференция создает возможность для положительного переноса.
Третий тип - интеллектуальная интеграция. В содержание любого предме-
та входят учебные/метакогнитивные/ интеллектуальные умения. В англоамериканской литературе умения такого типа называют по-разному (study skills, reading study skills, research skills и др.). Понятие «учебное умение» трактуется очень широко, и при рассмотрении этого вопроса следует отметить отсутствие единого подхода к его определению. Е.Н. Соловова справедливо отмечает, что особенностью предметной области «Филология» в целом и предмета «Иностранный язык» в частности является то, что «умения, сформированные в устной и письменной речи, на уровне рецептивных и продуктивных умений являются системообразующим фундаментом успешности учебного труда по всем другим учебным дисциплинам, как в школе, так и в вузе» [8, с. 29]. Таково краткое изложение нашей классификации типов языковой интеграции, которые, бесспорно, оказывают влияние на выбор необходимых технологий обучения [6, с. 92-103].
5. Использовать профессионально ориентированные аутентичные и учебные тексты разных жанров (как устные, так и письменные).
Для формирования компетентности автономной деятельности следует учитывать, что педагоги и лингводидакты неоднозначно трактуют этот вид компетентности: самостоятельная работа, самостоятельная учебная деятельность (Н.Ф. Коряковцева), самообучение (Т.Ю. Тамбовкина), самообразование и т.д. Эти термины, отличаясь друг от друга, несут в себе некий инвариант, который заключается в том, что задания различной степени сложности и этапности выполняются студентами/ специалистами независимо и самостоятельно. Вариативность заключается в том, насколько управляем этот процесс и подлежит ли он контролю педагога или в процесс вступит самоконтроль.
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Технологии, развивающие компетенцию автономной деятельности, должны соответствовать принципу непрерывного образования, а также способствовать формированию умений самостоятельной работы и самообразования (как в процессе вузовского обучения, так и в дальнейшей профессиональной деятельности). Таким образом, следует отметить, что при изучении иностранного языка автономная деятельность может быть очень разнообразной, однако наиболее распространенной является работа с письменными источниками, т.е. большая роль отводится чтению и письму (ведению записей по ходу чтения).
Проведя анализ педагогической литературы, где рассматривается проблема технологий, мы смогли распределить наиболее часто используемые технологии так, чтобы они соответствовали развитию каждой из четырех групп компетенций. Это не значит, что только упомянутые технологии будут участвовать в формировании определенной компетенции, список может быть расширен. Кроме того, следует заметить, что некоторые технологии можно использовать для различных целей, т.е. для развития двух или нескольких компетенций.
К технологиям, способствующим развитию дискурсивной и лингвори-торической компетенций, можно отнести:
1. Технологии, развивающие общение (беседы, круглые столы, дискуссии, диспуты, интервью, переговоры, презентации и др.).
В структуре общения принято выделять три аспекта, получивших название коммуниктивной, перцептивной и интерактивной сторон общения. М.А. Ковальчук, кратко характеризуя данные стороны, отмечает, что под
коммуникативной стороной понимается процесс обмена информацией между партнерами по общению. Учитывая, что общение между людьми трудно отделить от их совместной деятельности, в процессе общения возникает интерактивная сторона, под которой понимают обмен действиями и организацию взаимодействия партнеров по общению. Третья сторона - перцептивная - подчеркивает, что люди не только обмениваются информацией и организацией, но и воспринимают друг друга [5, с. 32-35].
Для этого необходимо на занятии моделировать реальную ситуацию общения, сформулировав проблему/ ситуацию/конфликт, требующие разрешения. Собственно речевой работе предшествует подготовительный этап, так как род деятельности требует тщательной подготовки для успешного достижения поставленных целей. Преподавателю следует продумывать ряд приемов, которые помогут участникам быть активными (написать начало речи на презентации, подготовить и раздать вопросы, которые можно задать во время дискуссии и др.). Преподавателю необходимо быть готовым заполнить паузы, направить диалог в нужное русло и др.
2. Интегративные технологии, которые призваны «выстраивать процесс обучения как универсальная характеристика лингвогуманитарной ситуации» [11, с. 71]. К таким технологиям можно отнести: case-study, ролевые игры, коллективные занятия и др.; технологии, обеспечивающие самовыражение учащихся (ситуация выбора, персонификация); субъект-текст-субъктную технологию (текст как носитель смысла - книжный, телевизионный, Интернет - берет часть функций учителя); логические задания; метод инцидента; смысловое погруже-
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ние; задание по жизненным впечатлениям, выражение самоощущения; анализ конкретных ситуаций; мозговой штурм; тандем-метод; метод проектов; Дальтон-технологию; тренинги (ролевой тренинг) и др.
3. К технологиям, реализующим развитие компетенции автономной деятельности, можно отнести следующие: организационно-деятельностные игры; метод проектов; социальное проектирование; экологическая диагностика; естественный эксперимент и другие исследовательские методы (например, работа с архивными материалами, библиотечным фондом и т.п.); технологии, обслуживающие большое образовательное пространство (Интернет, телевидение); технологии дистанционного обслуживания; реферативная работа; технология построения учебного процесса на концептуальной основе; экспертиза; метод портфолио и др.
Технологии, развивающие компетенции автономной деятельности, могут распространяться на все виды речевой деятельности и на работу над языковым материалом. В этом случае для работы над фонетикой, лексикой, грамматикой можно определить алгоритм, включающий этапы ознакомления, формирования навыка, т.е. умения применять в речевой деятельности и переводе. Что касается видов речевой деятельности, особое внимание следует обратить на базовые умения аудирования, говорения, чтения, письма.
Преподаватель может выбрать те технологии, которые подходят аудитории и соответствуют логике построения учебного процесса.
Литература
1. Бим, И.Л. Концепция обучения второму иностранному языку (немецкому на базе английского): учеб. пособие / ИЛ. Ьим. Обнинск: 1и1ул, 2001.
2. Голованова, Н.Ф. Общая педагогика: учеб. пособие для вузов / Н.Ф. Голованова. СПб.: Речь, 2005.
3. Иванова, ИВ. Психологическое сопровождение развития коммуникативной компетентности / И.В. Иванова // Известия Южного федерального университета. Педагогические науки. 2009. N9 5. С 121-126.
4. Корякин, Ю. 1схнол01 ия учебною процесса как продукт образования / Ю. Карякин // Alma Mater. 2007. № 2. С. 15-16.
5. Ковальчук, М.А. Дискуссия как средсiво обучения иноязычному общению: метод, пособие для преподавателей иностранных языков / M.A. Ковальчук. M.: Высшая школа: Науч. образовательный центр «Школа Китайгородской», 2008.
6. Митусова, О.А. Интеграционные процессы в подготовке специалиста коммуниканта в языковом пространстве / О.Л. Митусова. Ростов н/Д: Изд-во Рост, ун-та, 2006.
7. Педагогические технологии: учеб. пособие / авт.-сост. Т.П. Сальникова. М.: ТЦ Сфера, 2005.
8. Соловово, Е.Н. Методика обучения иностранным языкам: базовый курс: пособие для студ. пед. вузов и учителей / Е.Н. Соловова. М.: ACT: Астрель, 2008.
9. Трайнев, R.A. Информационные и коммуникативные технологии (обобщение и рекомендации) / В.А. Трайнев, И.В. Трайнев. М.: Дашков и К, 2005.
10. Управление в высшей школе: опыт, юнденции, перспективы / В.М. Филиппов |и др.]. М.: Логос, 2005.
11 .Чернова, Н. Интерактивные образоваюльныо технологии в системе высшего профессионального образования / H. Чернова // Власть. 2006. № 2. С. 67-72.
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УДК 372.881.111.1
Л. П. Халяпина
ТЕХНОЛОГИЯ СОПОСТАВИТЕЛЬНОГО
КОНЦЕПТУАЛЬНОГО АНАЛИЗА В СИСТЕМЕ
ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ
В современных условиях становления единого взаимозависимого мира, получившего название глобального, расширяются экономические, политические и культурные связи между странами. В данной ситуации проблема эффективного обучения иностранным языкам приобретает новые приоритеты и оттенки. Мы разделяем точку зрения Г. В. Елизаровой о том, что в методике преподавания иностранных языков главенствующее положение должна занять проблема формирования языковой личности нового типа [1, с. 4]. Определение требуемых качеств личности посредством исследования и учета потребностей общения, выработка методик их формирования в процессе обучения иностранным языкам выдвигаются как первоочередные цели образовательного процесса в этой области. Соответственно целью обучения иностранным языкам определяется не набор конкретных умений, не получение отдельных знаний о культуре страны изучаемого языка, а формирование такой языковой личности, которая будет способна к активной и продуктивной жизнедеятельности в глобальном поликультурном обществе, будет обладать развитым чувством понимания и уважения других культур, умением жить в мире и согласии с людьми как представителями разных лингвокультурных групп. Мы предлагаем назвать данную языковую личность поликультурной. В качестве общей характеристики поликультурной языковой личности, которая логически выводится из теории вторичной языковой личности, может быть определена ее способность овладевать компонентами концептуальных систем представителей разных языков и культур. В свою очередь термин «вторичная языковая личность» базируется на приобщении через иностранный язык не только к вторичной языковой системе инофонной лингвокультуры, но и концептуальной картине мира, в рамках которой происходит становление национального характера и национального менталитета носителя языка. Иными словами, вто ричная языковая личность есть совокупность черт человека, которая складывается из овладения вербально-семантическим кодом изучаемого языка, то есть «языковой картиной мира» носителей этого языка, и концептуальной картиной мира, позволяющей человеку понять новую для него социальную действительность. Задача методики обучения иностранным языкам при таком подходе заключается в том, чтобы научить носителя образа мира одной социаль-
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но-культурной общности понимать носителя иного языкового образа мира. Усвоение языка в данном случае рассматривается не только как обретение средства кодирования концептов, не только, как овладение собственно языковой системой, но и как обретение средства социальной коммуникации, конвенциональной ориентации концептуальных систем [5]. В основе данного подхода к обучению иностранным языкам лежат исследования в области методики, лингвокультурологии и межкультурной коммуникации, обосновывающие идею о том, что возможность общения между носителями языка и «неносителями» в значительной степени усложняется различиями в восприятии «картин мира» и расхождениями концептуальных систем разных социумов. Так, например, Е. Ф. Тарасов говорит: «Есть основание полагать, что главная причина непонимания при межкультурном общении – не различие языков, сформировать навыки говорения (письма) и слушания (чтения) сравнительно просто, а различие национальных сознаний коммуникантов» [8]. Наличие сознания – один из дифференциальных признаков личности. Личность формируется в обществе в процессе социализации. Поскольку в основе мировидения и миропонимания каждого народа лежит своя система предметных значений, социальных стереотипов, когнитивных схем, сознание человека всегда этнически обусловлено. Овладение языком учеными данного направления рассматривается не только как овладение знаковой системой, но и соответствующей концептосферой на уровне родного языка. Личность, овладевшую вторым языком на таком уровне, можно, по мнению И. И. Халеевой, считать вторичной языковой личностью [9]. Таким образом, понятие «вторичная языковая личность» является одним из наиболее значимых и основополагающих в современной теории и методике обучения иностранным языкам. Однако его интерпретация, теоретическое исследование и практическая реализация не стоят на месте. Трансформация данного понятия объясняется изменениями в структуре окружающего нас социума, изменением тех требований, которые социум предъявляет к системе обучения иностранным языкам на каждом новом этапе своего развития. Ситуация глобализации вызывает необходимость пересмотра подходов к обучению иностранным языкам именно в свете поликультурной направленности процесса формирования языковой личности. Построение модели личности нового типа, востребованной современным обществом для прогрессивного, неразрушительного, но гармоничного и созидательного развития, позволяет разработать систему формирования такой личности в процессе обучения иностранным языкам. Определение термина «поликультурная языковая личность» звучит следующим образом: поликультурная языковая личность – это личность, в структуре которой средствами иностранного языка сформирован такой комплекс компетенций, который позволяет ей ориентироваться
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в концептосферах универсального, этнокультурного, социокультурного и индивидуально-культурного типов, что обеспечивает развитие её готовности и способности к активному позитивному взаимодействию с представителями поликультурного мира. Иначе говоря, поликультурная языковая личность владеет концептосферами собственной и других культур и способна на основе анализа языковых средств и речевого поведения определять содержание концептов, которыми оперирует партнер по коммуникации. Мы считаем, что формирование нового типа языковой личности -поликультурной – возможно в условиях специально разработанной методической систем, включающей в себя совокупность взаимосвязанных компонентов – целей, принципов, содержания, методов, приемов и средств обучения – необходимых для создания целенаправленного педагогического взаимодействия субъектов образовательного процесса. В рамках данной статьи рассмотрим лишь некоторые компоненты методической системы формирования поликультурной языковой личности, ограничиваясь главным образом её процессуальным компонентом. В настоящее время в теории методических систем достаточно часто встречается термин – «технология обучения», понимание которого в некоторой степени варьируется. В первом случае он определяется как совокупность методов, приемов в их логической последовательности, составляющих процесс обучения [4, c. 10]. Во втором случае его значение трактуется более широко, и он используется как «рабочий» термин, подразумевающий организацию обучения какому-либо виду речевой деятельности, в том числе принципы, методы, приемы, средства обучения» [2, c. 123]. Иначе говоря, термин «технология обучения» обозначает процессуальную сторону обучения. Далее представим описание технологии сопоставительного концептуального анализа в системе формирования поликультурной языковой личности, которая была специально разработана в рамках предлагаемой методической системы. Анализ научной литературы и практика обучения показали, что существующие технологии обучения необходимо дополнить специальной технологией исследования способов языковой объективации концептов в процессе обучения иностранным языкам, которая будет способствовать овладению студентами концептосферами носителей изучаемых языков, а использование сравнительно-сопоставительного анализа обеспечит выявление сходств и различий между разными лингвокультурами. Все это в конечном итоге обеспечит повышение уровня подготовленности студентов к ситуации не только межкультурной, но и поликультурной коммуникации. Соответственно важным компонентом разрабатываемой методической системы мы рассматриваем технологию сопоставительного концептуального анализа, для разработки которого мы считаем необходимым обратиться к результатам концептуальных лингвистических исследований, на
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основе которых и представляется возможным разработать методические рекомендации по осуществлению концептуального анализа в лингводидактических целях – а именно в целях формирования поликультурной языковой личности. В методике обучения иностранным языкам мы не предлагаем полностью следовать той процедуре концептуального анализа, которая используется в научных лингвистических исследованиях. В этом нет необходимости. Дидактические цели обучения концентрируют свое внимание на экстенсивном варианте концептуального анализа, а не на интенсивном. В целом, можно говорить о применении учебной инвариантной модели концептуального анализа [3], которая, заимствуя идеи научной модели, будет способствовать проникновению в концептуальную систему изучаемой лингвокультуры, трансформируя структуру формируемой языковой личности. Концептуальный анализ – это анализ концепта, в результате которого расширяются знания языковой личности о мире. Цель концептуального анализа – создание концептуального портрета слова (слово на уровне текста), включающего в себя словарный портрет слова (слово на уровне словаря) и контекстуальный портрет слова (слово в контексте словосочетания). Одной из задач концептуального анализа является моделирование знаний о культурных концептах посредством всестороннего анализа информации о значении слова, полученной из словарей, раскрывающих связь слова с жизнью, а также из расширенного контекста его употребления. Важное значение для моделирования концепта имеет их структурная типология. «Структура концепта – это совокупность обобщенных признаков, необходимых и достаточных для идентификации предмета или явления как фрагмента картины мира» [6, c. 8]. Методика изучения культурных доминант в языке представляет собой систему исследовательских процедур, направленных на освещение различных сторон концептов, а именно смыслового потенциала концептов в данной культуре. Концепт как сложный комплекс признаков имеет разноуровневую представленность в языке. Опираясь на этот уровень исследования, можно выявить набор групп признаков, которые формируют структуру концепта. Концепт как единица структурированного знания имеет определенную, но жесткую организацию: он состоит из компонентов (концептуальных признаков), которые образуют различные концептуальные слои. Языковые средства позволяют наиболее простым способом выяснять признаки концепта. Разные типы концептов в результате моделирования их структуры будут иметь различный структурный вид, отражающий особенности их организации. При этом удобным, с точки зрения лингвистов, представляется использование общенаучного принципа полевого описания сложных мыслительных объектов, который с успехом может быть применен к описанию концептов всех типов [7]. Полевая модель концепта характеризуется следующими компонентами:
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1) ядро – базовый слой (чувственный кодирующий образ и основные, базовые, наиболее конкретные когнитивные признаки); 2) ближняя, дальняя и крайняя периферии – когнитивные слои, «обволакивающие» ядро, в последовательности от менее абстрактных к более абстрактным; 3) интерпретационное поле концепта, содержащее оценки и трактовки содержания концепта национальным, групповым и индивидуальным сознанием. Практическая реализация данного варианта концептуального анализа с использованием конкретных материалов, на основе которого, собственно, и строится процесс формирования поликультурной языковой личности, была осуществлена в условиях экспериментального обучения. Рассмотрим подробнее этапы исследования концепта с точки зрения решения задач методического характера, направленных на формирование поликультурной языковой личности. Первый этап исследования конкретного концепта подразумевал обращение к слову, вербализующему концепт, его значению и определение места, занимаемого этим знаком в лексической системе языка. Еще одним, факультативным, но, тем не менее, достаточно важным компонентом языкового концепта является этимология, «когнитивная память слова» – признаки, лежащие в основе номинации данного объекта, явления действительности, связанные с первоначальным использованием языкового знака. Учебный процесс на данном этапе строился следующим образом. Студентам предлагалось выбрать интересующую их тему культурологической направленности для обсуждения и последующего исследования. Далее студентам предлагалось высказать собственное мнение относительно представленных тем, выбрать те, которые, по их мнению, являются наиболее значимыми и интересными, а также предложить собственную формулировку дополнительных тем с соответствующей аргументацией. В дальнейшем из данной темы вычленялся лингвокультурный концепт, определялись языки, на основе которых будет осуществляться концептуальный анализ (предлагалось использовать любые из изучаемых на факультете языков: английский, немецкий, французский, испанский, нидерландский, а также русский). Первоначально, преподавателем давались примеры тем, которые могли бы заинтересовать студентов. Формулировка предлагаемой преподавателем тематики учитывала возможность осуществления последующего сопоставительного концептуального анализа в рамках той или иной темы в целях определения как общей универсальной специфики смысловой реализации того или иного культурного концепта, так и для выявления этнокультурной, социокультурной и/или индивидуально-культурной специфики его реализации. Темы, сформулированные студентами совместно с преподавателем, варьировались в разных группах в зависимости от их интересов: “The role of money in our life” (акцент на исследовании концепта «деньги» в разных
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лингвокультурах), “Changing attitude to bad habits” (акцент на концепте «плохая привычка»), “Marriage of love or marriage of convenience?” ( концепт «любовь»), “Surrogaсy: is it the way out?” (концепты «мать», «материнство», «суррогатное материнство) и др. Студентам предлагалось обозначить общую тематику с дальнейшей индивидуальной конкретизацией проблемы в соответствии с интересами каждой отдельной личности. Например, при выборе темы “Marriage of love or marriage of convenience” студенты в дальнейшем работали над такими её подтемами, как “Marriage of love only”, “The attitude to marriage nowadays”, “How do different religions treat marriage?” и т. д. ; при выборе темы “The role of money in our life” студенты определили для себя следующие проблемы для исследования: “Pocket money: mini-budget or useless waste of cash”, “The role of money in American and Russian societies”, “Money rules the world”, ‘What is money for Russian and American people?”, “Money is a multifaceted phenomenon with its advantages and disadvantages”, “The role of money in our life: sales and discounts in American and Russian cultures”, “What money means in our life: What the English and the French do to earn a fortune”. Соответственно, такая форма организации работы обеспечивала большую степень диверсификации и максимального учета интересов студентов. Роль преподавателя заключалась в том, чтобы при выборе темы направить обсуждение студентов в русло проблем, связанных с культурными ценностями. Принимая в целом данный этап исследования концепта в целях формирования поликультурной языковой личности, было решено опустить этимологический компонент исследования, который более важен для лингвиста-исследователя, а не студента, постигающего специфику концептосферы этнокультуры в целом. Второй этап был направлен на рассмотрение различных способов представления того или иного признака на материале дефиниций толкования разных словарей. В результате компонентного анализа значения слова выявлялись понятийные признаки исследуемого концепта. Компоненты лексического значения слова выражают значимые, но не в полном объеме, концептуальные признаки. Значение слова выполняет функцию общей репрезентации концепта в системе языка за счет описания его наиболее характерных, существенных признаков, т. е. определенной, наиболее репрезентативной части концепта. Данный этап представляется важным для разработанной нами методической системы формирования поликультурной языковой личности. В предлагаемой нами системе обучения этот этап называется этапом сопоставительного исследования словарной репрезентации концепта в разных лингвокультурах (исследование ядерной части в структуре концепта). Данный этап в разрабатываемой нами системе состоит из двух подэтапов: а) исследования толковых словарей и б) исследования энциклопедических словарей. Работа с толковыми словарями предполагает рассмотрение необ-
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ходимого и достаточного смысла, заключенного в словарной репрезентации концепта. Задачей данного этапа формирования поликультурной языковой личности является моделирование знаний об универсальной и этнокультурной специфике концептов посредством всестороннего анализа информации о лексической репрезентации концепта в двух (или более) сопоставляемых лингвокультурах, полученной из словарей. Для того, чтобы студенты могли получить представление о расширенном научном и культурном значении исследуемого концепта, работа дополнялась обращением к энциклопедическому словарю. Учитывая то, что разработанная нами методическая система ориентирована на исследование различных языков и культур, мы считаем наиболее удобным использовать электронные толковые и энциклопедические словари, которые в большом количестве представлены в Интернет-среде. Третий этап концептуального анализа заключается в исследовании сочетаемости базового номинанта концепта, вскрывающего образный компонент концепта, который представлен ярче всего. В качестве одного из основных приемов концептуального анализа является интерпретация высказываний с номинантом концепта. Благодаря данному приему возникает возможность дополнить данные лексикографических источников, значительно обогащая содержательную сторону концепта. Мы также придаем большое значение данному этапу исследования концепта в лингводидактических целях, и в разработанной нами системе он называется «исследование интерпретационного поля концепта». Задача данного этапа заключается в изучении особенностей контекстуальной реализации смысловых составляющих концепта, изучении дополнительных признаков и значений концепта. Студенты также устанавливают различия между ядерной и интерпретационной компонентами концепта, определяют сходства и различия интерпретационного поля концепта в различных лингвокультурах. Результаты, полученные в ходе изучения коммуникационных и культурологических ресурсов Интернет-среды, позволяют заключить, что данные ресурсы представляют большие возможности для исследования интерпретационного поля концепта, входящего в концептосферу той или иной культуры. В сферу исследования в данном случае могут включаться Интернет-дискурсы разных жанров, начиная от менее интерактивных (например, web-сайты), заканчивая более интерактивными, предполагающими реальную коммуникацию с представителями разных стран и культур (форум, chat-конференция, e-mail-проект). После того, как студенты исследовали интерпретационное поле концепта на основе дискурса web-сайтов, ставилась задача расширения и уточнения признаков концепта на основе реальной коммуникации с представителями изучаемой лингвокультуры, что в целом было направлено на дальнейшее формирование поликонцептуальной компетентности (в частности, таких
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умений, как: вычленять этнокультурные концепты носителей другой культуры, интерпретировать содержание культурных концептов, определяя их специфическое этнокультурное наполнение, характерное для конкретной культуры и др.). Четвертый этап – сценарное описание концепта основано на понимании сценария как события, разворачивающегося во времени и/ или пространстве, предполагающего наличие субъекта, объекта, цели, условия возникновения, времени и места действия. Такое событие обусловлено конкретными причинами, послужившими его появлению [6, c. 18]. Сценарий рассматривается как некое лингвокультурное построение, модель фрагмента реальности, обладающая этнокультурной спецификой и культурной значимостью. В разработанной нами методической системе данный этап трансформируется в «этап моделирования концепта». Это заключительный этап учебного концептуального анализа, направленный на то, чтобы научить студентов в процессе сопоставления общих и отличающихся признаков исследуемого концепта выявлять его универсальные и этнокультурные особенности, что, в свою очередь, будет способствовать более глубокому проникновению в проблему понимания сходств и различий между культурами. В конце экспериментального обучения студентам предлагалось сформировать языковой портфель, включив в него первую работу, одну из промежуточных и последнюю работу. Данный комплект из трех работ студентам предлагалось проанализировать на предмет изменений, наблюдаемых на таких уровнях, как: структура работы, лексическое и грамматическое наполнение, элементы концептуального анализа, количество и качество исследованных лингвистических источников из Интернет-ресурсов, количество представленных примеров из различных видов Интернет-дискурса и их интерпретация, результаты сопоставительного анализа. Анализ письменных работ студентов экспериментальной группы позволил сделать следующие выводы: 1) в работах содержится достаточно полный и всесторонний сопоставительный анализ как лексической репрезентации концепта в двух лингвокультурах, так и исследование интерпретационного поля концепта на основе различных типов дискурса и Интернет-коммуникации. В работах правильно интерпретируются сходства и различия смысловых значений концепта, на основе которых определяются выводы о возможном взаимопонимании между представителями иноязычной и русской лингвокультурами; 2) в рассматриваемых работах студентов и прилагаемых материалах (скрипты chat-конференций) отчетливо просматривается психологическая готовность студентки к межкультурному взаимодействию с представителями другой культуры, желание и стремление понять их точку зрения. Таким образом, мы предлагаем с опорой на достижения исследований по концептологии применять учебный вариант сопоставительного концептуального анализа на материале разных жанров Интернет-дискурса, отра-
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жающего реальную коммуникацию с представителями поликультурного мира. Такой анализ в более приемлемом для учебной аудитории варианте позволяет исследовать значения концепта в той или иной лингвокультуре, осуществить их сопоставительный анализ с особенностями его репрезентации в другой лингвокультуре и сделать выводы относительно способов успешного взаимодействия между представителями данных культур. Мы отдаем себе отчет в том, что полное описание того или иного концепта, значимого для определенной культуры, возможно только при исследовании наиболее полного набора средств его выражения. Вместе с тем, мы считаем, что в учебных (а не чисто исследовательских) целях мы можем ограничиться сокращенным набором средств с тем, чтобы студенты научились анализировать когнитивную сферу носителей того или иного языка, определять признаки концептов, функционально значимые для соответствующей культуры. Разработанная и апробированная нами технология сопоставительного концептуального анализа, направленная на формирование поликультурной языковой личности в процессе обучения иностранным языкам, доказала свою результативность в процессе экспериментального обучения. Считаем необходимым рекомендовать её для более широкого внедрения в систему высшего профессионального образования в целях повышения эффективности подготовки его выпускников к ситуации продуктивного взаимодействия с представителями глобального поликультурного мира.
Библиографический список
1. Елизарова, Г. В. Культура и обучение иностранным языкам [Текст] /
Г. В. Елизарова. – Санкт-Петербург: КАРО, 2005. – 352 с.
2. Миньяр-Белоручев, Р. К. Методический словник. Толковый словарь терми-
нов методики обучения языкам [Текст] / Р. К. Миньяр-Белоручев. – М.: «Стелла»,
1996. – 144 с.
3. Мишатина, Н. Л. Лингвокультурологический подход к развитию
речи учащихся VII–IX классов [Текст]: автореф. дис. … канд. пед. наук. /
Н. Л. Мишатина – Спб., 2000. – 22 с.
4. Новые педагогические и информационные технологии в системе обра-
зования [Текст]: учебное пособие для студентов пед. вузов и системы повыше-
ния квалификации пед. кадров / Е. С. Полат, М. Ю. Бухаркина, М. В. Моисеева,
А. Е. Петров; Под ред. Е. С. Полат. – М.: Издат. центр «Академия», 1999. – 224 с.
5. Павиленис, Р. И. Язык. Смысл. Понимание [Текст] // Язык. Наука. Фило-
софия. Логико-методологический и семиотический анализ. / Р. И. Павиленис –
Вильнюс, 1986.
6. Пименова, М. В. Предисловие к «Введению в когнитивную лингвистику»
/ М. В. Пименова. // Введение в когнитивную лингвистику: учебное пособие. –
Кемерово: Кузбассвузиздат, 2005. – С. 3–11.
7. Попова, З. Д. Полевая модель коцепта [Текст] / З. Д. Попова, И. А. Стерин //
Введение в когнитивную лингвистику: учебное пособие. – Кемерово: Кузбассву-
зиздат, 2005. – С. 12–45.
193
ЯЗЫКОВОЕ СОДЕРЖАНИЕ КОНСПЕКТОВ ЛЕКЦИЙ ...
8. Тарасов, Е. Ф. Межкультурное общение – новая онтология анализа язы-
кового сознания [Текст] / Е. Ф. Тарасов // Этнокультурная специфика языкового
сознания. – М., 1996. – С. 7–22.
9. Халеева, И. И. Основы теории обучения пониманию иноязычной речи (под-
готовка переводчиков) [Текст] / И. И. Халеева. – М.: Высшая школа, 1989. – 227 с.
ТЕХНОЛОГИЯ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБЩЕЕВРОПЕЙСКОГО ТИПА В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ
ШИПУНОВА ТАТЬЯНА СЕРГЕЕВНА
1 федеральное государственное бюджетное образовательное учреждение высшего образования «Российский экономический университет имени Г.В. Плеханова»
Тип: статья в журнале - научная статья Язык: русский
Номер: 60 Год: 2016 Страницы: 68-71
ЖУРНАЛ:
ЛИЧНОСТЬ, СЕМЬЯ И ОБЩЕСТВО: ВОПРОСЫ ПЕДАГОГИКИ И ПСИХОЛОГИИ
Издательство: Ассоциация научных сотрудников "Сибирская академическая книга" (Новосибирск)
ISSN: 2309-334X
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ ОБЩЕЕВРОПЕЙСКОГО ТИПА, LANGUAGE PERSONALITY OF COMMON EUROPEAN TYPE, НЕПРЕРЫВНОЕ ЯЗЫКОВОЕ ОБРАЗОВАНИЕ, LIFELONG LANGUAGE EDUCATION, ИНТЕГРАТИВНЫЙ ПОДХОД, INTEGRATIVE APPROACH, ПЕДАГОГИЧЕСКАЯ ТЕХНОЛОГИЯ, PEDAGOGICAL TECHNOLOGY
АННОТАЦИЯ:
В данной статье описана авторская педагогическая технология, спроектированная в рамках интегративного подхода, включающего личностно-ориентированный, компетентностный, культуросообразный и системный подходы, и с учётом определения понятия и структуры языковой личности общеевропейского типа, синтезированного в ходе отдельного научного исследования автора.
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Синтез ключевых научных исследований российских и зарубежных
ученых придает синергетический эффект в определении понятия и структуры
языковой личности общеевропейского типа. Под языковой личностью
общеевропейского типа понимается личность, обладающая чувством
принадлежности к определенному языку и культуре через знакомство с
другими языками и культурами. Особое значение приобретает воспитание
взаимопонимания, толерантности и уважения к языковому и культурному
многообразию. Структуру языковой личности общеевропейского типа
образуют общие и коммуникативные компетенции. Системное изучение и
применение компонентов каждой компетенции в системе непрерывного
языкового образования, и высшего образования в частности, позволяет
спроектировать авторскую педагогическую технологию [7].
В процессе обучения иностранным языкам технология представляет собой
определенную последовательность приёмов преподавателя и действий
учащихся, способствующих эффективному достижению поставленных целей
обучения иностранным языкам при наименьших затратах времени и усилий.
В педагогической литературе нашли освещение вопросы классификации
педагогических технологий. Выделяют педагогические технологии, созданные
другими авторами и внедряемые преподавателями. В первом случае педагог и
учащиеся работают по заданной программе, и ведущим стилем их деятельности
является не творчество, а исполнительство. Однако творческое овладение
педагогической технологией, разработанной другим автором, в каждом
конкретном случае может быть успешным и может обеспечить необходимые
предпосылки развития творческой индивидуальности преподавателя.
Педагогические технологии, созданные непосредственно самим
преподавателем, обеспечивают развитие как самого себя, так и учащихся. В
этом случае преподаватель диагностирует, проектирует и создает
педагогическую технологию [3].
В современной методике обучения иностранным языкам выделяют такие
виды технологий обучения, как игровые, метод проектов, интерактивное
обучение, с использованием музыкальных средств, “case study” и другие.
Принимая во внимание разнообразные педагогические технологии, их
классификации и критерии интенсификации обучения иностранному языку,
такие как результативность, эргономичность, экономичность и мотивация,
можно обозначить следующие пять шагов, составляющих основу технологии
формирования языковой личности общеевропейского типа.
Во-первых, следует определить потребности учащихся на основе
личностно-ориентированного подхода. Для этого можно предложить учащимся
поразмышлять над такими вопросами: «Что они будут делать с иностранным
языком после завершения учебного процесса? Что им надо изучить, чтобы
добиться того, чего они хотят? Что заставляет их хотеть учиться? Что
представляет собой личность каждого учащегося на данный момент времени?
Какой доступ к ресурсам есть у обучающихся? Сколько времени они могут
позволить себе на обучение?»
Во-вторых, на основе индивидуальной и групповой рефлексии установить
цели обучения иностранному языку на базе компетентностного подхода.
Преподаватель может ознакомить учащихся с целями, существующими на
данный момент в системе языкового образования на российском и
международном уровнях. В частности, определить компетенции, которые будут
сформированы у учащихся.
В-третьих, совместно с учащимися определить содержание обучения и
отобрать материал с позиций культуросообразного подхода. На начальном
этапе отбором языкового материала занимается преподаватель, постепенно
вовлекая в деятельность учащихся. При отборе учебного материала следует
учитывать принципы необходимости, достаточности, доступности, а также
специфические принципы взаимосвязи категорий (общие и коммуникативные
компетенции учащегося, контексты, речевая деятельность, языковые процессы,
тексты, сферы общения, стратегии, задачи) и взаимодействия преподавателя и
учащихся для определения способов интеграции различных компонентов
обучения для получения оптимального результата.
В-четвертых, составить программу модульного обучения с поурочной и
тематической разбивкой.
В-пятых, осуществить диагностирующий, текущий и итоговый контроль и
оценку уровня сформированности языковой личности общеевропейского типа
по соответствующим компетенциям каждого учащегося с помощью
анкетирования и тестирования. Предпочтение следует отдавать формирующему
оцениванию, поскольку затрачиваемые усилия преподавателя и учащихся
должны быть равномерно распределены в процессе обучения.
Представляется возможным использовать указанную пошаговую
технологию в процессе непрерывного языкового образования, а именно на всех
уровнях формирования языковой личности общеевропейского типа – от
начального до продвинутого. В частности, применение пошаговой технологии
осуществлено автором с помощью метода моделирования в условиях системы
лингвистического и педагогического образования и, в свою очередь, доказана
теоретическая и практическая значимость сформулированных теоретических
аспектов и разработанной технологии формирования языковой личности
общеевропейского типа.
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Список литературы:
1. Дмитренко Т.А. Актуальные проблемы современной методики
преподавания иностранных языков: учебное пособие / Т.А. Дмитренко;
Московская гуманитарно-техническая акад., Каф. лингвистики. – Москва:
Ред.-изд. отд. НОУ ВПО МГТА, 2011. – 76 с.
2. Дмитренко Т.А. Методика преподавания английского языка в вузе:
учебное пособие / Т.А. Дмитренко; Московский экономиколингвистический ин-т, Фак. иностранных яз., Каф. англ. яз. и методики
преподавания. – М.: МЭЛИ, 2009 (М.: РИО Моск. экон.-лингв. ин-т). –
92 с.
3. Дмитренко Т.А. Профессионально-ориентированные технологии обучения
в системе высшего педагогического образования: На материале
преподавания иностранных языков: дис. ... д-ра пед. наук: 13.00.08,
13.00.02 / Дмитренко Татьяна Алексеевна. – М., 2004. – 442 с.
4. Дмитренко Т.А. Психология межличностного общения: учебное пособие /
Т.А. Дмитренко; Московская гуманитарно-техническая акад., Каф.
лингвистики. – Москва: Московская гуманитарно-техническая акад., 2013.
– 80 с.
5. Пассов Е.И. Урок иностранного языка / Е.И. Пассов, Н.Е. Кузовлева. –
Ростов н/Д: Феникс; – М.: Глосса-Пресс, 2010. – 640 с.
6. Фоменко Т.М. Тесты как форма контроля: книга для учителя /
Т.М. Фоменко. – Москва: Просвещение, 2008. – 174 с.
7. Шипунова Т.С. Теоретические аспекты формирования языковой личности
общеевропейского типа в процессе обучения иностранным языкам –
[Текст] / Т.С. Шипунова // Научные исследования: от теории к практике:
материалы VI Междунар. науч.-практ. конф. (Чебоксары, 31 дек. 2015 г.) /
редкол.: О.Н. Широков [и др.]. – Чебоксары: ЦНС «Интерактив плюс»,
2015. – № 5 (6).
ТИПОЛОГИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СЛУШАТЕЛЕЙ
И СТУДЕНТОВ НЕЯЗЫКОВОГО ВУЗА ТВОРЧЕСКОЙ
НАПРАВЛЕННОСТИ В КОНТЕКСТЕ ВОСПРИЯТИЯ РОДНОГО
И ИНОСТРАННОГО ЯЗЫКОВ
Н.В. Дьячкова, А.В. Дьячков
Новосибирская государственная архитектурно-художественная академия
В настоящей статье авторами предпринята попытка осмыслить соотношение первичной,
или базовой, языковой личности слушателей и студентов неязыкового вуза творческой направ-
ленности со вторичной языковой личностью, так как психотипологическая специфика данных
языковых личностей весьма ярко проявляется при изучении родного языка и иностранного.
В связи со все возрастающим влиянием процесса гуманизации на науку и образование
человеческий фактор в языке приобретает все большую актуальность и значимость. Так, линг-
висты перешли от описания языка как системы к анализу языка конкретной личности, выявле-
нию особенностей ее речевой деятельности, что в языкознании нашло отражение в создании
концепта «языковая личность». Данный концепт широко применяется в трудах Г.И. Богина,
В.В. Виноградова, Ю.Н. Караулова [3], [5], [7].
Цель современного «языкового» образования (методики преподавания языка) – развитие
языковой личности, способной к межкультурной коммуникации. Поэтому вполне закономер-
но появление в науке направлений на стыке психологии и лингвистики в сочетании с други-
ми смежными науками (педагогики, социолингвистики, страноведения, культурологии и др.),
стремящимися максимально раскрыть природу речепорождения, создания универсальных
лингводидактических моделей обучения языкам. В этой связи особый интерес представля-
ют исследование и создание сравнительных характеристик речевой деятельности человека
в разных лингвосоциумах, описание механизмов усвоения языка разными типами языковой
личности.
Бесспорен тот факт, что современные методики преподавания как русского языка, так и
иностранного должны соединять психолингвистическую и культурологическую направлен-
ность, так как должны развивать генетически заложенную языковую способность индивида,
должны обучать индивида общению как в родной языковой среде, так и в иноязычном куль-
турном сообществе.
Задача развития языковой личности в вузе особенно актуальна, так как именно в этот
период закладываются основы профессионального общения, основы культурного развития
личности.
Речевое развитие слушателя или студента в вузе проявляется в совершенствовании языка
в целом и всестороннем (языковом, психическом, социальном) овладении ситуативными фор-
мами речи.
И.А. Бодуэн де Куртене назвал данные процессы «количественной растяжимостью» – это
запас выражений и слов, употребляемых индивидуумом, и «качественной вариативностью» –
это способ произношения, слова, формы, свойственные индивидууму [4].
Именно в вузе, согласно данным возрастной психологии, происходит окончательное фор-
мирование личности, поэтому социальную сензитивность необходимо использовать в целях
обучения и развития.
К сожалению, выдвижение на позицию языкового авторитета средств массовой информа-
ции и Интернета привело к резкому снижению в молодежной среде качества владения родным
языком, что проявляется зачастую в бедном словарном запасе, необоснованном использова-
нии заимствований и канцеляризмов.
Неоправданное употребление подобных лексем затрудняет восприятие речи людьми, вла-
деющими литературным языком, и невольно приводит к мысли о неуважительном отношении
молодого поколения к родному языку. Неумение ясно мыслить, представлять явления языка в
их существенных свойствах и отношениях приводит к трудностям в общении – непониманию,
–331–
сокращению сферы самовыражения, уходу от живого общения, поэтому среди молодого поко-
ления так популярен Интернет, где, действительно, полностью исключено «живое» общение.
Таким образом, отсутствие в современной общеобразовательной школе целенаправлен-
ной системы обучения устной и письменной риторике привело к снижению уровня сформи-
рованности речевых умений индивида к моменту поступления в вуз.
Согласно современным государственным образовательным стандартам, каждый выпуск-
ник средней школы должен владеть умением доказать свою точку зрения в ходе диалога, сжато
передать содержание прочитанного или прослушанного текста. Однако опыт работы препода-
вателей русского и иностранного языков показывает, что слушатели и студенты зачастую ис-
пытывают затруднения в формулировке своей точки зрения, в противопоставлении аргумента
и контраргумента, в обобщении полученной информации. В процессе общения слушатели и
студенты редко обращаются к знаниям, полученным по другим предметам, иными словами,
редко осознают межпредметные связи.
Так, диалогические высказывания слушателей студентов на иностранном языке часто ха-
рактеризуются бедностью лексического и интонационного выражения, неэмоциональны, хотя
курс дисциплины «Русский язык и культура речи» предусматривает изучение темы «Комму-
никативные качества речи». В дополнение хотелось бы отметить, что при работе слушателей
и студентов с текстами на иностранном языке по специальности, в частности с текстами на
архитектурную тематику, обучаемые не могут адекватно перевести фрагмент текста, несмотря
на то, что они уже прошли вводный курс теории архитектуры.
Иными словами, при изучении иностранного языка слушатели и студенты вуза не ис-
пользуют лингвистический опыт, полученный при изучении родного языка, не осуществляют
перенос речевых умений, сформированных в родной языковой среде, в речевую деятельность
на иностранном языке, таким образом, испытывают сложности в понимании иноязычной ли-
тературы.
Комплексное решение подобного рода проблем предлагает теория языковой личности.
Яркие представители данной теории Н.Д. Арутюнова, Г.И. Богин, Ю.Н. Караулов [1], [3], [7].
Понятие «языковая личность» восходит к психологическому определению индивида как
субъекта отношений и сознательной деятельности.
По мнению Ю.Н. Караулова, языковая личность «выражена в языке и через язык, наполне-
на содержанием личности вообще» [7, с. 35]. Она характеризуется следующими признаками:
1. глубоким знанием языковой теории;
2. наличием творческого мышления;
3. коммуникативными умениями;
4. стремлением к саморазвитию.
Любой человек обладает указанными свойствами в разной степени и в разных сочета-
ниях. Задача обучения языковым дисциплинам в вузе – развивать эти свойства, организовать
изучение русского и иностранного языков как учебно-воспитательный процесс, представляю-
щий методико-технологическую систему с целостными свойствами.
Модель языковой личности, предложенная Ю.Н. Карауловым, предполагает особую орга-
низацию изучения языка. Она учитывает лингвистические и экстралингвистические характе-
ристики, позволяет управлять развитием личности от низшего уровня к высшему, или моти-
вационному.
Концепция языковой личности строится с учетом психологических механизмов развития
личности, иными словами, языковая личность понимается как совокупность способностей и
характеристик человека, обусловливающих создание и восприятие им речевых произведений.
Лингвистическая и психологическая направленность модели языковой личности позволя-
ет говорить о ее универсальности и дает возможность применять данную модель не только на
занятиях по русскому языку, но и на занятиях по иностранному языку.
Обращение к естественным механизмам усвоения родного языка позволит интенсифици-
ровать процесс усвоения иностранного языка. Данные физиологии и психологии позволяют
сделать вывод, что овладение вторым языком – это не просто процесс накапливания языкового
материала в результате изучения лексических единиц, ситуаций и усвоения грамматических
–332–
форм и структур, а перестройка речевых механизмов человека для взаимодействия, а позже и
параллельного использования двух языковых систем.
В сознании развитой языковой личности родной язык и второй язык, или иностранный,
должны быть равноправны. Однако второй язык должен стать все-таки не иностранным, «чу-
жеродным» по отношению к родному, а еще одним языком, шире – культурой, при условии,
что этот еще один язык необходимо не только изучать, а «пропускать» через себя, через свое
сознание и мировидение, через свою картину мира.
В методике преподавания иностранных языков понятие языковой личности (базовой, или
первичной языковой личности) связано с понятием «вторичная языковая личность». Данная
терминология широко используется в трудах Н.В. Барышникова, Н.Д. Гальсковой, И.И. Хале-
евой [2], [6], [8].
Вторичная языковая личность, по мнению Н.Д. Гальсковой, предполагает не только зна-
ние языковой теории, т.е. «овладение вербально-семантическим кодом» иностранного языка,
но и понимание ценности иной культуры, освоение «глобальной картины мира» [6]. Главным
для слушателей и студентов становится не «зазубривание» культурологических фактов, а уме-
ние сравнивать социокультурный опыт народа, говорящего на иностранном языке, с собствен-
ным опытом или тем опытом, который передали ему деды и отцы, закодировав его в родном
языке. Иными словами, основополагающим для такого слушателя или студента становится
умение интерпретировать мотивы и установки иноязычной личности. Важно, что процесс
формирования вторичной языковой личности происходит в учебных условиях, и, как след-
ствие, данный процесс для обучаемого является более осознанным.
Таким образом, вторичную языковую личность должен отличать высокий уровень разви-
тия речевых операций, что должно проявляться в беглости, логичности речи, в сформирован-
ности компенсаторных (межпредметный перенос знаний, языковая догадка) и культурологи-
ческих умений, навыков переключения и самоконтроля.
Культурологические умения позволяют слушателю или студенту самостоятельно изучить
культуру своей страны и страны изучаемого языка, дают возможность выделить общее и най-
ти отличия с целью регуляции своего речевого поведения в иноязычном лингвосоциуме (на-
пример, знание правил речевого этикета). Однако процесс общения на иностранном языке
требует большего самоконтроля по сравнению с общением на родном языке.
По своим основным характеристикам вторичная языковая личность ориентирована на ба-
зовую языковую личность, поэтому процесс развития вторичной языковой личности протека-
ет более интенсивно и осознанно.
Так, если становление базовой языковой личности происходит как при обучении, так и в
естественной языковой среде, то формирование вторичной языковой личности – процесс все-
таки искусственный.
Основным фактором развития вторичной языковой личности является процесс обу-
чения иностранному языку в школе, в вузе (бесспорно, исключение составляют случаи
длительного пребывания индивида в иноязычной среде), поэтому задача совершенство-
вания умений межкультурного общения достаточно сложна. Более того, в повсеместно
сложившейся практике неязыковых вузов творческой направленности количество часов,
заложенных в учебных программах для развития языковых знаний и речевых умений по
русскому языку и культуре речи, крайне недостаточно, поэтому и преподавателю, и сту-
денту необходимо продолжать работу на занятиях по иностранному языку. В связи с чем
особую актуальность для вторичной языковой личности приобретает развитие когнитив-
но-познавательных операций, умений студентов самостоятельно добывать знания, анали-
зировать, сопоставлять, обобщать. Иными словами, происходит синтез интеллектуальных
операций и языковых знаний, а в итоге – развитие речевых умений и автоматизация навы-
ков в иноязычной речевой деятельности.
Интерес представляет и еще одно наше наблюдение. Все слушатели и студенты, изучаю-
щие в неязыковом вузе творческой направленности как родной, или русский язык, так и любой
неродной, или иностранный язык, находятся вроде бы в одинаковых социально-педагогиче-
ских условиях (посещают одни и те же занятия, им преподают соответствующие языковые
–333–
дисциплины одни и те же преподаватели), однако успехи в овладении языками у данных слу-
шателей и студентов отличаются, иногда весьма значительно.
Очевидно, что каждый индивид, как языковая личность, обладает определенным набором
психотипологических свойств, которые, несомненно, влияют на формирование индивидуаль-
ного эффективного или неэффективного стиля овладения как родного языка, так и иностран-
ного.
Также нами выявлена еще одна закономерность. Если в сознании индивида пер-
вичная, или базовая, языковая личность не осознает нормированный характер системы
функционирования родного языка (соответствие норме, зафиксированной правилами и
пр.), то, скорее всего, в сознании данного индивида будет затруднено и формирование
вторичной языковой личности, ответственной за изучение другого, или иностранного
языка, так как любой язык – это своего рода система со своими правилами, нормами и
законами.
Неслучайно в качестве объекта исследования нами выбраны слушатели и студенты не-
языкового вуза творческой направленности, а именно слушатели и студенты Новосибирской
государственной архитектурно-художественной академии (НГАХА) как яркие представители
творческой личности, поскольку именно творческая, или креативная, личность неординарна
во всем – как в самом творчестве, в стиле поведения, мироощущения, так и в стиле изучения
родного и иностранного языков.
Таким образом, целью нашего дальнейшего психологического исследования можно по-
ставить необходимость выявления некоей взаимосвязи между психотипологической структу-
рой творческой личности слушателя или студента неязыкового вуза и эффективностью изуче-
ния родного и иностранного языков, воспроизведения полученной информации.
А результаты нашего исследования могут послужить в качестве основы для разработки
психологических рекомендаций для формирования лингвистических групп среди студентов
неязыковых вузов творческой направленности для оптимизации процесса изучения как род-
ного языка, так и иностранного.
Таким образом, в неязыковом вузе творческой направленности возникает необходи-
мость в организации занятий по изучению русского и иностранных языков с учетом пси-
хотипологической структуры творческой личности слушателя или студента. На данных
занятиях должны совершенствоваться языковые, когнитивные, прагматические (коммуни-
кативные) характеристики не только базовой языковой личности, но и вторичной языко-
вой личности.
Литература
1. Арутюнова, Н.Д. Язык и мир человека / Н.Д. Арутюнова. – М.: Языки русской культуры,
1999. – 896 с.
2. Барышников, Н.В. Методика обучения второму иностранному языку в школе / Н.В. Ба-
рышников. – М.: Просвещение, 2003. – 159 с.
3. Богин, Г.И. Модель языковой личности в ее отношении к разновидностям текстов: дис. ...
д-ра филол. наук / Г.И. Богин. – Л., 1984. – 310 с.
4. Бодуэн де Куртенэ, И.А. Избранные труды по общему языкознанию / И.А. Бодуэн де Кур-
тенэ. – М.: Изд-во АН СССР, 1963.
5. Виноградов, В.В. О теории художественной речи / В.В. Виноградов. – М.: Высшая школа,
1971. – 240 с.
6. Гальскова, Н.Д. Современная методика обучения иностранным языкам / Н.Д. Гальскова. –
М.: АРКТИ-ГЛОССА, 2000. – 192 с.
7. Караулов, Ю.Н. Русский язык и языковая личность / Ю.Н. Караулов. – М.: Наука, 1987. –
263 с.
8. Халеева, И.И. Основы теории обучения пониманию иноязычной речи / И.И. Халеева. –
М.: Высшая школа, 1989. – 240 с.
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ТОЛЕРАНТНОСТЬ КАК КОМПЕТЕНТНОСТНАЯ СОСТАВЛЯЮЩАЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА
СЕРЕБРЯКОВА С.В.
1 ФГАОУ ВПО «Северо-Кавказский федеральный университет»
Тип: статья в журнале - научная статья Язык: русский
Номер: 2-23 Год: 2015 Страницы: 5290-5294
УДК: 81'37
ЖУРНАЛ:
ФУНДАМЕНТАЛЬНЫЕ ИССЛЕДОВАНИЯ
Издательство: Издательский Дом "Академия Естествознания" (Пенза)
ISSN: 1812-7339
КЛЮЧЕВЫЕ СЛОВА:
ТОЛЕРАНТНОСТЬ, TOLERANCE, ПОЛИЭТНИЧНОСТЬ, ЯЗЫКОВАЯ ЛИЧНОСТЬ СТУДЕНТА, STUDENT'S LANGUAGE PERSONALITY, ПРОФЕССИОНАЛЬНАЯ КОМПЕТЕНТНОСТЬ, PROFESSIONAL COMPETENCE, ГАРМОНИЗАЦИЯ МЕЖКУЛЬТУРНОГО И МЕЖЭТНИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ, HARMONIZATION OF INTERCULTURAL AND INTER-ETHNIC COMMUNICATION, ОБЩЕКУЛЬТУРНЫЕ И ОБЩЕПРОФЕССИОНАЛЬНЫЕ КОМПЕТЕНЦИИ, UNIVERSAL CULTURAL AND PROFESSIONAL COMPETENCES, MULTI-ETHNICITY
АННОТАЦИЯ:
В статье рассматриваются подходы к определению понятия «толерантность» в гуманитарной парадигме знания, подчеркивается его междисциплинарный характер и дискурсивная обусловленность, устанавливаются истоки и пути заимствования лексемы в европейские языки. Базовой социокультурной рамкой дискурсивного осмысления данного понятия послужило типизированно-системное архетипическое противопоставление «свои – чужие». Отмечается особая значимость толерантного типа мышления и поведения для полиэтничного и поликультурного северокавказского региона, акцент при этом сделан на проблеме формирования толерантности с целью гармонизации общения в студенческой среде, на межкультурном потенциале толерантности как компетентностной составляющей языковой личности студента. На материале статей газеты «Университетский вестник Северо-Кавказского федерального университета» описывается специфика студенческой рефлексии относительно толерантного поведения в поликультурном и многонациональном образовательном пространстве Северного Кавказа.
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Проблема гармоничного общения, бесконфликтного межкультурного и межъя- зыкового взаимодействия и толерантного
отношения к различным проявлениям других культур приобретает особую важность
в полиэтническом и поликультурном севе- рокавказском регионе и в первую очередь
в его образовательном пространстве. Задача
данной статьи – определить значение и сте- пень сформированности такой значимой
компетентностной составляющей языко- вой личности студента, как толерантность,
с опорой на свой преподавательский опыт
работы на факультете филологии, журналистики и межкультурной коммуникации
и тексты статей газеты «Университетский
вестник Северо-Кавказского федерального
университета».
Изучение этимологии и лексикографических толкований ключевого для данной
статьи понятия показывает этапы формирования и языкового освоения концепта
«толерантность». Появившаяся в XVI в. в европейском религиозном дискурсе номи- нативная единица Toleranz (нем.) / tolerance
(англ.) и ее дериваты восходят к латинскому
глагольному этимону tolerare (tolerantia). Словарное толкование данного заимство- вания остается вплоть до XVIII века достаточно размытым и, например, в немецком
языке, куда данная единица пришла через
французский, для этого используются гла- голы tragen, ertragen, erdulden и существи- тельные Duldung, Duldsamkeit, базовой
семой которых является «терпимость».
В толковом словаре современного немецкого языка [9] Toleranz трактуется как готов- ность акцептировать, терпимо отнестись
к другому мнению, мировоззрению, убеждению, позиции, обычаям; здесь зафиксирована также образная субстантивная номинация das Tolerantsein, определяющая
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сформировавшееся поведенческое состояние личности. В английском языке tolerance
означает готовность и способность без протеста воспринимать личность или вещь
[11]. Важно отметить, что в данных толко- ваниях, очевидно, уже по причине политкорретности не используется сема «чужой».
Освоение данной лексемы русским языком
произошло позднее: в словаре С.И. Ожегова
она не зафиксирована, а включенные в него
номинации терпимость (книжн.), терпи- мый дефинируются как умение без вражды,
терпеливо относиться к чужому мнению, ха- рактеру и т.п. В Словаре иностранных слов
отмечена коннотативная сема «снисходительный», т.е. не строгий, не взыскательный.
Можно констатировать, что базовой
социокультурной рамкой дискурсивного
осмысления данного понятия послужило
типизированно-системное архетипическое
противопоставление «свои – чужие», относящееся к числу оппозиций, которые лежат
в основе «универсального или этнического окультуренного формирования констант
мира духовного и представляют собой спон- танно действующие (как в диахронии, так
и в синхронии) интуитивно постигаемые
когнитивные структуры обработки, хранения и репрезентации коллективного опыта»
[6, с. 213]. В аспекте нашего исследования
важно отметить деятельностно-фреймовый
характер данного типа поведенческой реакции человека, причем сема отношения
к чужой культуре, позиции, мнению, убеждению постепенно вытесняется более мягким, эвфемизированным понятием к другой / иной культуры, что свидетельствует
о реализации социально и культурно об- условленного идеологического потенциа- ла политического нарратива, обладающего
«континуальной природой, которая и позволяет выделять в его структуре и ткани элементы различной симметричной природы»
[1, с. 42]. Результаты экспериментально-се- мантического анализа данной категории на
материале русского языка свидетельствуют
о том, что «толерантность представляет собой реакцию человека или группы людей на
столкновение разных культурных устано- вок, стереотипов, отражающихся в системе практик. При этом данное столкновение
разрешается сторонами конструктивно, с опорой на принципы кооперации и сотрудничества. Каждая сторона не стремит- ся изменить представления о мире другой
стороны, а принимает знания о мире другой
стороны как альтернативные» [2, с. 10].
Важным компонентом толерантности принято считать «понимание воззрений, нравов, привычек, чувств, способов действий, отличных от наших» [7, с. 9].
В современных психолингвистических
исследованиях толерантность описыва- ется как особый тип терпения в конфлик- тоопасной ситуации, как хладнокровие,
позволяющее относиться терпеливо и урав- новешенно к разным типам внешнего про- явления и воздействия. Превышение порога
терпимости в морально-духовном аспекте
ведет к проявлению другого типа поведения – агрессии как реакции на неприем- лемые / раздражающие факторы, что в конечном итоге можно квалифицировать уже
как интолерантность, результатом которой
может стать экстремизм в различных проявлениях. Таким образом, можно констати- ровать, что толерантность – это терпимое
отношение к другому (человеку, состоянию, объекту) с целью лучше понять его,
не снимая противоречий и раздражающих
моментов. Истинная толерантность предпо- лагает проявление живого искреннего инте- реса к другому человеку и его жизненным
устоям [10]. Можно согласиться с мнением
Н.Э. Солынина, считающего толерантность
«интегративным свойством индивидуальности человека» и отмечающего ее разные
уровни – высокий, средний, низкий, что означает отказ от использования понятия «интолерантность» [5, с. 178].
В конце ХХ в. проблемы специфики
восприятия и освоения чужого (языка, культуры, вероисповедания, нравов и обычаев, манеры поведения) начинают разрабатываться в иноязычной лингводидактике.
В современных исследованиях подчеркивается значение «культурной толерантности
в качестве основополагающего принципа
межличностных отношений» и важного
компонента подготовки специалистов, способных «обеспечить эффективную комму- никацию» [4, с. 96]. Релевантной оказывается при этом подготовка специалиста
«в области не только, а порой даже – и не
столько) межъязыковой, но и – интерлингвокультурной коммуникации» [8, c. 64]. Так,
в германистике ФРГ уже сформировалось
новое исследовательское и лингвометоди- ческое направление «межкультурная герма- нистика» (interkulturelle Germanistik), цель
которого – формирование межкультурной
компетенции, что предполагает развитие не
только речевых умений, но и деятельностных поступков и невербальных форм пове- дения, адекватных конкретной жизненной
ситуации, историческим традициям, обыча- ям, менталитету, даже привычкам и предпочтениям коммуникантов [12].
Большое внимание уделяется проблеме
формирования компетенций разного уровня
и в отечественной лингводидактике, что нашло отражение в нормативных документах
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и рекомендациях Министерства образования. Госстандарты нового поколения,
в особенности магистерские программы,
акцентируют важность нового качества
профессионального образования, обеспе- чиваемого посредством компетентностного подхода. Так, ФГОС ВПО по направле- нию подготовки 035700 – «Лингвистика»
(квалификация «Магистр») предусматри- вает формирование целого ряда обще- культурных компетенций, нацеленных на
реализацию гармоничного межкультур- ного и межэтнического взаимодействия
в студенческой среде, т.е. толерантного
по своей сути поведения. При этом особо подчеркивается важность ориентации
в системе общечеловеческих ценностей
с учетом морально-ценностных приоритетов различных социальных, националь- ных, религиозных профессиональных
общностей и групп в российском социуме;
уважительное отношение к своеобразию
иноязычной культуры; владение навыками
социокультурной и межкультурной коммуникации; способность принимать гражданскую позицию в социально-личностных
конфликтных ситуациях. Формированию
толерантного поведения должны способствовать также такие профессиональные
компетенции, как владение теоретическими и эмпирическими знаниями в области
межкультурной коммуникации; владение
правилами и традициями межкультурного
профессионального общения; готовность
преодолевать влияние стереотипов и осу- ществлять межкультурный диалог; знание
целей и задач общеевропейской языковой
и региональной политики в условиях межкультурного взаимодействия. Отметим, что
данные компетенции, разработанные ино- язычной лингводидактикой, в полной мере
релевантны для поликультурного образо- вательного пространства многонационального и многоязычного северокавказского
региона. Под профессиональной компе- тентностью лингвиста-переводчика мы понимаем «интегративную характеристику
личности специалиста, включающую не
только лингвистические и профессионально-специализированные компетенции
но и общекультурные, психологические
и информационные компетенции, и позволяющую переводчику на высоком уровне
осуществлять профессиональную деятельность» [4, с. 97].
В лингводидактическом плане следует отметить взаимообусловленность
толерантности как поведенческого прин- ципа индивидуума с процессами воспита- ния и обучения, так как и толерантность,
и агрессивность являются не врожденными, а приобретенными качествами
личности. Межкультурный компонент
обучения обозначает буквально сферу, на- ходящуюся между культурами, когда диалог основывается на изучении, сравнении, обсуждении, восприятии и акцептации этнокультурных феноменов в самом широком понимании – как страны изучаемого
языка, так и своей родины. Межкультурный компонент обучения предполагает,
таким образом, изучение как чужой, так
и собственной культуры, специфики взаимодействия, пересечения и соприкоснове- ния культур, их взаимодополнения и взаимообогащения: культуры как бы учатся
друг у друга, не теряя при этом собствен- ного своеобразия, что чрезвычайно важно
для полиэтнического и поликультурного
северокавказского региона. Наряду со
знанием языков востребованным оказыва- ется развитие умений сбора из различных
источников, систематизации и интерпретации культуроведческой информации, овладение социокультурными нормами
межкультурной коммуникации. Тезис
И.И. Халеевой о формировании вторичной языковой личности как системообразующем факторе построения модели иноязычного лингвистического образования
[8, с. 70] приобретает особую значимость
в образовательном пространстве Северо- Кавказского федерального университе- та. Согласно результатам анкетирования
«Этническая самоидентификация студентов СКФУ», в университете представлены 87 этнокультурных групп, что в целом
отражает национальный состав Северо- Кавказского федерального округа. В уни- верситете функционирует Центр межэт- нического взаимодействия, в структуру
которого входит Студенческий этниче- ский совет СКФУ, занимающийся не только организацией и проведением этнокуль- турных мероприятий, но и исследованием
проблем межкультурного взаимодействия
в университетском образовательном
пространстве.
Обращение к материалам газеты
«Университетский вестник Северо-Кав- казского федерального университета» за
2013–2015 гг. показало, что проблемам
гармонизации межкультурного и межэт- нического взаимодействия в студенче- ской среде уделяется значительное внимание. Так, реализуемый в университете
в течение ряда лет проект «Кавказ – наш
общий дом» находит широкое освещение на страницах газеты, прежде всего
в рубрике «Молодежная страница». Об
актуальности и важности взаимопони- мания, сотрудничества и гармоничного
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взаимодействия студентов Северо-Кавказского федерального округа свидетельствует научный форум северокавказского
студенчества «Диалог и толерантность»,
который проходил в мае 2013 года во Вла- дикавказе, столице Северной Осетии, на
базе Северо-Осетинского государствен- ного университета им. К.Л. Хетагурова.
В работе форума приняли участие сту- денты, члены этнического совета СКФУ, в числе которых была и Л. Варданян, опубликовавшая в «Университетском вестнике» статью под знаковым названием «Что
такое толерантность?» (№ 5(9) май 2013).
Как отмечается в статье, научная рефлексия студентов касалась таких проблем, как духовно-нравственное воспитание, полиэтничность студенческой среды, условия формирования толерантности, бо- гатый опыт межнационального общения,
общее культурное наследие, межнациональное сотрудничество, межконфессио- нальная терпимость, мирное сосуществование, не умаляющее, однако, важности
разного мировидения, национальных традиций, этно- и лингвокультурного своеобразия каждого народа. Активисты
Центра межэтнического взаимодействия
СКФУ представляли университет на таких
важных мероприятиях, как антитеррористический фестиваль «Мир Кавказу»,
молодежный форум «Межнациональное
и межконфессиональное единство», форумы СМИ Кавказа на дискуссионных площадках разных университетов. В качестве
одной из причин распространения экстремистских настроений в студенческой сре- де автор называет «отсутствие культуры
межэтнического общения». В заключение
Л. Варданян приходит к выводу, что «в выстраивании правильных межкультурных
отношений может помочь только мощная
духовная платформа. Обращаясь к прошлому, оценив нынешнее время и устре- мив взгляд в будущее, можно создать
толерантное общество, такое, в котором
не просто терпят друг друга, а понимают и уважают». Трактовка толерантности
осуществляется через контрастное проти- вопоставление глагольно-акциональных
номинаций терпеть, с одной стороны,
и понимать/уважать, с другой. Отметим, что каждый компонент оппозиции может
быть дополнен другими номинациями,
что приведет к образованию гетерогенной
синонимико-антонимической парадигмы,
«члены которой противопоставлены друг
другу по каким-либо противоположным
компонентам значений» [3, с. 287–288].
Традиционной и оригинальной мож- но считать рубрику «Кавказ – наш общий
дом», в которой публикуются материалы,
подготовленные студентами – представителями различных этносов. Цель данной
рубрики – познакомить студенческое сообщество СКФУ с историей, древними
традициями, этнокультурными обычаями
разных народов Северо-Кавказского фе- дерального округа, на личностном уровне поделиться тем ценным и культурно
специфическим, характерным именно
для данного этноса. Большой интерес
вызывают рассказы студентов разных национальностей о свадебных и семейных
традициях, гостеприимстве, национальной кухне, фольклоре. В публикациях
подчеркивается, что Кавказ является род- ным домом для разных, но в то же время
похожих народов, имеющих свои тради- ции и обычаи.
По мере углубления международного
сотрудничества, расширения личных кон- тактов, активизации мобильности изменяется и оценочное отношение к чужому,
которое в научной парадигме межкультурной германистики трактуется как понятое
и освоенное другое, не утрачивающее тем
не менее таких своих прототипических
и приобретенных признаков, как далекое,
враждебное, иное, новое, неизвестное, не
испытанное, экзотическое, аттрактивное, прекрасное. В заключение отметим актуализацию понятия толерантности в различных дискурсах, расширение палитры
его значений и коннотаций, формирование синонимических, антонимических
отношений, продуктивность словообра- зовательных процессов, положительное
образное осмысление в акционально-деятельностном ключе.
Исследование выполнено при финан- совой поддержке РГНФ. «Толерант- ность как компетентностная состав- ляющая коммуникативно гибкой языковой личности в условиях поликультурного Северо-Кавказского региона», проект
№ 15-04-00126.
---
Список литературы
1. Милостивая А.И., Серебрякова С.В. Идеологический
потенциал диссимметрии в политическом нарративе // Политическая лингвистика. – Екатеринбург, 2010. Вып. 3(33). –
С. 41–49.
2. Растатуева С.Г. Репрезентация концепта «ТОЛЕРАНТНОСТЬ» в русском языке: автореф. дис. … канд. филол. наук. – Елец, 2008. – 19 с.
3. Серебрякова С.В. Дистрибутивность семантики
лексических параметров знака: дис. … д-ра филол. наук. –
Краснодар, 2002. – 431 с.
4. Серебрякова С.В., Серебряков А.А. К проблеме формирования языковой личности лингвиста-переводчика //
Вестник Адыгейского государственного университета. –
Вып. 3 (103). – Майкоп, 2012. – С. 96–102.
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5. Солынин Н.Э. Основные подходы к определению понятия «толерантность» // Ярославский педагогический вестник. – 2009 (61). – № 4. – С. 178–181.
6. Телия В.Н., Дорошенко А.В. Лингвокультурология –
ключ к новой реальности феномена воспроизводимости несколькословных образований // Язык. Культура. Общение:
Сб. научн. тр. – М., 2008. – С. 207–216.
7. Толерантность / под общ. ред. М.П. Мчедлова. – М.,
2004. – 416 с.
8. Халеева И.И. Подготовка переводчика как «вторичной языковой личности» // Тетради переводчика: Научнотеоретический сборник. – Вып. 24. – М., 1999. – С. 63-72.
9. Duden – Deutsches Universalwörterbuch. Das umfassende Bedeutungswörterbuch der deutschen Gegenwartssprache
[Электронный ресурс].
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a.M., 1974. – рр. 7–34.
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12807900"><b>УНИВЕРСАЛЬНЫЕ
И КУЛЬТУРНО-СПЕЦИФИЧНЫЕ МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Эрдынеева
К.Г., Батоцыренов В.Б.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33377422">Успехи
современного естествознания</a>. 2009. <a href="https://www.elibrary.ru/contents.asp?id=33377422&selid=12807900">№ 1</a>.
С. 57-58. </font>
</p>
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УНИВЕРСАЛЬНЫЕ И КУЛЬТУРНО-СПЕЦИФИЧНЫЕ МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ
Эрдынеева К.Г., Батоцыренов В.Б.
Читинский государственный университет
Чита, Россия
Познание закономерностей саморегуляции возможно через изучение механизмов, порождающих тип когнитивных стратегий в ситуации неопределенности, характер выбора индивидуально-личностных и социально-групповых программ поведения, особенности эмоциональной чувствительности, предпочтение типа реагирования и другие регулятивные характеристики.
Исследуя индивидуальные особенности регуляции и саморегуляции, А.Либин определяет их как феномен мира психической реальности. Контролирующие и управляющие процессы регуляторной деятельности имеют сложную иерархическую структуру, поэтому изучение природы саморегуляции с целью выявления их механизмов требует привлечения различных параметров. Термин «механизмы» относится к процессам, детерминирующим действенность, эффективность. Механизм саморегуляции, не являясь источником активности и не будучи тождественным активности, как психологическому феномену, используется сознательно и целенаправленно. В условиях глобализации феномен саморегуляции соотносится с вполне определенными и едиными для всех социокультурными критериями. Однако процесс аккультурации связан со сложностями конкретного выбора личностных ориентиров регуляции своего поведения и своего самосознания, так как связан с разнонаправленными способами жизнедеятельности других людей.
Понятие «культура» относится не только к образу жизни людей, но включает сеть социальных отношений, обычаев, верований, учений, традиций, аттитюды или правила, регулирующие отношения в социуме. Поскольку рассматриваемые факторы оказывают влияние на выбор жизненных целей, определяют способы самороегуляции, то возникает необходимость определения психологических механизмов как способов взаимодействия субъекта с кризисной ситуацией, адекватных личностным особенностям, ситуации, обусловленных культурными факторами. Культурные универсалии понимаются как черты культуры, свойственные всем народам, поэтому по логике, универсальные механизмы саморегуляции – механизмы саморегуляции, характерные для всех народов. Однако формы проявления рассматриваемых культурных универсалий могут сильно различаться. К. Леви-Строс объяснял специфичность элементов культуры желанием отличаться от своих соседей, развивая оригинальный стиль жизни (Леви-Строс, 1985). С позиции теории идентичности особенные черты обусловлены потребностью в идентификации с группой себе подобных и одновременно в дифференциации от членов других групп.
Трудность кросс-культурных (сравнительно-культурных) исследований заключается в поиске адекватных показателей для сравнения, поскольку каждая культура представляет собой замкнутый и уникальный мир. Следует отметить, что кросс-культурная психология в целом тяготеет к «западной» модели человека с ее априорной дифференцированностью - суммой личностных черт, иерархией потребностей и мотивов и т.п. (Белинская, Тихомандрицкая, 2001), поэтому изучение личности ограничивается анализом взаимосвязей между изолированными личностными конструктами и культурными переменными. Восточно-азиатские учения позволяют по-новому взглянуть на психологическое функционирование, личностный и адаптационный потенциал индивида. Восточные системы актуализируют проблемы целесообразности жизни согласно определенным духовным нормам, уделяя особое внимание процветанию социума в целом.
В рамках западной психологии понимание саморегуляции опирается на рациональный и объективный подход. В связи с чем, саморегуляция осмысливается в контексте адаптации либо рассматривается в экзистенциальной парадигме. При этом саморегуляция ассоциируется с бодрствующим сознанием субъекта (Дэниел Гольман). Запад стремится к поиску научного, безличного и объективного знания, отдавая предпочтение аналитическому и логическому мышлению, используя чувственно- эмпирический и абстрактно-теоретический методы познания.
Для восточной традиции свойственен сотериологический (soteriological) подход к саморегуляции, основанный на просветлении (нирвана), трансценденции проблем. Согласно восточному мировоззрению, для которого характерны динамизм и органическая целостность, обычное состояние сознания представляет иллюзорное искажение восприятия (mayа) как следствие дуалистического разграничения субъекта и объекта, Я и другого, организма и среды. Поэтому саморегуляция связана с состоянием освобождения от иллюзий (awakened state), с достижением просветления (нирваны). В соответствии с этим механизмами саморегуляции выступают осмысление опыта коллективного бессознательного, трансценденция эго-конфликтов, отстраненный взгляд на эго-запросы.
Восточная психология предпочитает личный, эмпирический путь к знанию. Созерцательно-медитативный способ познания мира и самого себя ценился как источник истинного знания. Одним из механизмов саморегуляции признана медитация как практика перехода от активного, линейного способа познания к рецептивному, процессуально-ориентированному способу. В процессе медитации осуществляется избавление от стереотипности, автоматизма и избирательности обыденного сознания.
Однако в условиях глобализации изменяется качество взаимосвязей и взаимозависимостей стран и народов, их культур, усиливается тенденция к «единству многообразия». Являясь многомерным процессом, глобализация приводит к унификации многих ценностей, культурных норм, образцов поведения. В то же время каждая культура и каждый этнос, пытаясь сохранить собственную уникальность и этнокультурное своеобразие, разрабатывают свои механизмы вхождения в глобальные процессы, что не может не отразиться на регулятивных процессах представителей общества.
Согласно основам социальной концепции Русской православной церкви, общества, прежде разделенные расстояниями и границами, а потому по большей части однородные, сегодня с легкостью соприкасаются и становятся поликультурными.
В концепции универсальности Ф.Фукуямы мировая цивилизация представляет синтез национальных культур, объединяемых системой общечеловеческих ценностей. Однако цивилизационный синтез отнюдь не устраняет бинарного противопоставления западной и восточной культур. По этому поводу интерес представляют рассуждения Триандиса о том, что сторонники etic подхода не в состоянии освободиться от схем мышления своей культуры. В связи с чем, кросс-культурное исследование налагает особые обязательства, которые выражаются в необходимости выделения универсальных (etic) категорий, анализ их посредством еmic методов, специально созданных для данной культуры и на ее языке, то есть специфичных для каждой культуры, затем сравнения с использованием etic подхода. Например, механизмы саморегуляция личности связаны с локусом контроля. Согласно etiс подходу, при изучении локуса контроля следует использовать единицы анализа и сравнения, свободные от культурного влияния. В соответствии с emic подходом, локус контроля может быть универсальной категорией, но возникает проблема валидности глобального измерения, поскольку в каждой культурной общности можно обнаружить специфические особенности локализации контроля.
Саморегуляция личности детерминирована культурой и опытом исторического развития. Структура ментального мира связана с областью коллективного бессознательного, но становится реальностью в мышлении, чувствах и поведении. Ментальность, будучи системой взаимосвязанных представлений, безусловно, оказывает влияние на саморегуляцию социальной группы в целом и ее представителей.
Кросс-культурные влияния, признание целостной, неделимой, взаимосвязанной и динамичной модели мира, обусловили создание трансперсональной психологии (1969 г.), которую А. Маслоу называл четвертой силой психологии, выходящей за пределы человеческих качеств, самоопределения, самоактуализации, саморегуляции.
В связи с чем, правомерно выделение универсальных и специфических механизмов саморегуляции личности. Думается, что механизмы саморегуляции связаны с этапами возрастного развития субъекта и его социокультурным контекстом.
Кросскультурные, возрастные, гендерные особенности как компоненты различных аспектов его активности являются факторами выбора механизма саморегуляции.
В исследовании приняли участие 286 студентов Читы, Владивостока, Агинска в возрасте от 17 до 20 лет. Выборка является разнородной по полу (173 девушки и 113 юношей). В исследовании приняли участие 117 представителей китайской и 145 – русской национальности.
Для изучения осмысленности был использован тест смысложизненных ориентаций (СЖО) Д.А.Леонтева, с помощью которого выявлялся общий показатель осмысленности жизни и субшкальные значения теста. Опросник ACS – Adolescent Coping Scale применялся для выявления механизмов саморегуляции в ситуациях затруднения. Опросник имеет две формы, общую и специальную, состоящие из 80 вопросов. Последний вопрос остается открытым и позволяет респонденту самостоятельно описать механизмы саморегуляции в ситуации напряженной , тревожной ситуации неопределенности. Представленные стратегии отражают различные по эффективности механизмы саморегуляции. К продуктивным механизмам саморегуляции относятся следующие стратегии: Решение проблемы; Работа, достижения; Духовность. Не продуктивны для адаптации и личностного роста такие механизмы саморегуляции, как Игнорирование, Уход в себя, Надежда на чудо, Разрядка, Самообвинение, Беспокойство, Несовладание, Отвлечение, Активный отдых. Регулятивные механизмы с помощью других включают стратегии социальной поддержки, друзей, принадлежности, общественных действий, профессиональной помощи.
Для проведения математико-статистического анализа применялись методы непараметрической и параметрической статистики. Обработка результатов осуществлялась с использованием стандартного пакета программ Statistica 10.0.
Анализ субшкальных значений и значений общего показателя осмысленности жизни теста СЖО свидетельствует о том, что для 7% российских и 3% китайских студентов характерны неудовлетворенность жизнью в настоящем, неверие в собственные силы и возможность контролировать события своей жизни, фатализм и убежденность в том, что жизнь человека неподвляастна сознательному контролю.
Высокие значения субшкальных показателей, характерных для большинства студентов, свидетельствуют об их целеустремленности, о восприятии ими процесса своей жизни как эмоционально насыщенного и наполненного смыслом, представление о себе как о сильной личности. Наличие у студентов развитой потребности в самоуважении, их удовлетворенность качеством жизни, наполненной смыслом, оптимистическая оценка жизненной ситуации, интернальный локус контроля свидетельствуют о реализации эффективных механизмов саморегуляции.
Анализ стратегий, свидетельствует о том, что предпочтителен по количеству выборов следующий репертуар механизмов саморегуляции для студенческой молодежи: отвлечение; работа, достижение; решение проблемы; социальная поддержка; друзья; активный отдых; уход в себя; игнорирование; чудо; принадлежность; разрядка.
Обращает на себя внимание тот факт, что у девушек в больше степени выражены следующие непродуктивные механизмы саморегуляции: самообвинение, несовладание. К негативным тенденциям относится использование юношами таких непродуктивных механизмов саморегуляции, как уход в себя; активный отдых; игнорирование проблемы.
В целом у российской молодежи выражены в баллах и по рангу выше такие механизмы саморегуляции как вера в чудо, духовность. Данное обстоятельство, возможно, является отражением русского менталитета, а именно терпимости (связываемой отнюдь не с повышенным самоконтролем, а со склонностью накапливать отрицательные эффекты социальных или иных влияний до порога бессмысленного и беспощадного бунта), нравственных исканий справедливости (даже если при этом нужно преступить закон), духовности.
В китайской выборке механизмы саморегуляции сочетаются более гармонично. Продуктивные механизмы саморегуляции представлены стратегиями Работа, достижения; Решение проблемы; Принадлежность. Использование рассмотренных механизмов саморегуляции свидетельствует о сущностных характеристиках китайского самосознания как результата «рисовой цивилизации», требовавшей от людей сплоченности, взаимопомощи, трудолюбия. Главной чертой китайского национального характера считают рационализм.
Таким образом, гендерные, возрастные и межкультурные особенности, являясь разноуровневыми характеристиками субъекта, определяют выбор механизмов саморегуляции.
Работа выполнена по заказу Министерства образования (госбюджетная тема ГБ 1. 1. 06).
УСЛОВИЯ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ
АБСАЛЯМОВА РАМЗИЯ АХМАРОВНАНаписать письмо автору1
1 Тюменский государственный университет, 625003, г. Тюмень, ул. Володарского, д.6
Тип: статья в журнале - научная статья Язык: русский
Номер: 7-1 (25) Год: 2013 Страницы: 13-15
УДК: 81:159.92
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LINGUISTIC PERSONALITY, ДИДАКТИЧЕСКИЕ И ПСИХОЛОГИЧЕСКИЕ УСЛОВИЯ, DIDACTIC AND PSYCHOLOGICAL CONDITIONS, ЭМПАТИЯ, EMPATHY, МОТИВАЦИЯ, MOTIVATION, ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ, INFORMATION TECHNOLOGIES, ИНТЕРАКТИВНЫЕ ТЕХНОЛОГИИ, INTERACTIVE TECHNOLOGIES, ИНОСТРАННЫЕ ЯЗЫКИ, ОБУЧЕНИЕ ИНОСТРАННЫМ ЯЗЫКАМ, КОММУНИКАТИВНАЯ КОМПЕТЕНТНОСТЬ, РЕЧЕВАЯ ДЕЯТЕЛЬНОСТЬ
АННОТАЦИЯ:
В статье рассматриваются условия формирования вторичной языковой личности студентов неязыковых вузов в процессе обучения иностранному языку на основе изначально положительной направленности деятельности и стремления к сотрудничеству. Обсуждается понятие вторичной языковой личности и сопряженными с ним понятиями. Подчёркивается роль информационных и интерактивных технологий.
Формирование профессиональной культуры студентов неязыковых специальностей – будущих специалистов, представляет собой сложный, многоплановый процесс. Коммуникативная компетентность, культура
общения, являясь составными частями профессиональной культуры, предполагают, что общение и взаимодействие людей происходят в специфической окружающей обстановке, в конкретной социокультурной среде.
Обзор лингводидактических исследований и практика обучения иностранному языку в вузе показывают,
что одной из главных целей обучения иностранному языку в вузе является формирование вторичной языковой личности. Концепцию вторичной языковой личности рассматривали в своих работах Н. Д. Гальскова,
С. Г. Тер-Минасова, И. И. Халеева и др. [1; 9; 10]. Под вторичной языковой личностью понимается коммуникативно-активный субъект, способный в той или иной мере познавать, описывать, оценивать, преобразовывать окружающую действительность и участвовать в общении с другими людьми средствами иностранного языка в иноязычно-речевой деятельности [4], т.е. это - личность, способная выражать свои коммуникативные намерения (интенции) и участвовать в межличностном общении на иностранном языке. Понятие
«вторичная языковая личность» связано причинной зависимостью с понятиями «речевая деятельность»,
«речевые действия», «речевой навык», «речевое умение», «речевая установка», «аналогия», «речевая
память» и др. Рассмотрим некоторые из этих понятий.
Речевая деятельность рассматривается ведущими психологами и лингвистами (А. Н. Леонтьев,
А. А. Леонтьев, Н. И. Жинкин, И. А. Зимняя) как один из видов деятельности человека, который характеризуется целенаправленностью и состоит из нескольких последовательных фаз: ориентировки, планирования
(в форме внутреннего программирования), реализации и контроля. В соответствии с этими фазами осуществляется каждое отдельное речевое действие. Исходным моментом любого речевого действия является
речевая ситуация, т.е. такое стечение обстоятельств, которое побуждает человека к речевому действию [5].
Обучение общению предполагает развитие способностей студентов ориентироваться в происходящем: выделять типичные социальные ситуации, знать, как себя вести при этом [2]. К числу таких стандартных ситуаций на первом курсе обучения относятся, например, диалоги на улицах города, обсуждение программ обучения в Германии, проведение опросов и участие в опросах об организации свободного времени молодежи,
о роли средств массовой информации, о семейных традициях, разговоры в турбюро, деловые переговоры и т.д.
При этом студенты используют часть своего информационного багажа, полученного ими в процессах социализации на родном языке, одновременно переживая другой опыт, «примеривая» чужой опыт на себя. Система отношений человека с миром, отношение к себе, отношения с самим собой строятся на принципах изначально положительной направленности деятельности и стремления к сотрудничеству. И здесь речь заходит об эмпатии. Понятие эмпатии в межличностном общении рассматривали в своих работах А. Г. Асмолов,
Т. П. Гаврилова, А. А. Леонтьев и др. Эмпатия – это способность поставить себя на место другого человека,
понять его мысли, чувства, ожидания и поступки, то есть попытаться понять «нормальность чужого» [3],
способность устанавливать положительный эмоциональный контакт с собеседником, располагать его к себе
и успешно с ним контактировать как на вербальном, так и на невербальном уровне. Для успешного участия
в коммуникативном акте необходимо развивать у студентов, во-первых, способность получать информацию
о характере, настроении, эмоциональном состоянии человека по некоторым внешним проявлениям: мимике
(страх, радость, удивление, гнев, равнодушие и т.п.), речи (тембр, интонация, темп, необычные отклонения в
речи); во-вторых, интуицию, способствующую правильной оценке характера собеседника, его эмоционального состояния и т.п.; в-третьих, толерантность как показатель позитивного взаимодействия человека с
людьми иной социальной, нравственной, культурной среды [6]. Как показывает практика обучения, для эффективного общения на иностранном языке необходимы следующие умения, характеризующие способность
сопереживать (эмпатию): умение слушать и взаимодействовать с партнером/партнерами; умение употреблять этикетные формулы; умение адекватно реагировать на высказывания собеседника и входить в контакт.
Абсалямова Р. А., 2013
13
Формирование вторичной языковой личности успешно, если обучаемый смог приспособить свое языковое сознание к изучаемому иностранному языку и расширить его за счет новых связей, присущих изучаемому иностранному языку. В ходе анализа и усвоения существующих в иноязычной культуре ценностей, норм поведения
происходит процесс рефлексии, т.е. обогащение своих способностей и личностных качеств. B общении на иностранном языке имеет значение знание контекста происходящего и, конечно, осознание своей позиции в акте
коммуникации. Это даѐт возможность прогнозировать речевые действия друг друга, влиять на речевого партнера.
Анализ лингводидактической литературы позволяет выделить условия, наиболее важные для процесса
формирования вторичной языковой личности:
- отбор учебного содержания. Материал должен быть ситуативен, аутентичен. Аутентичные материалы пробуждают интерес и формируют у студентов мотивационную базу для изучения иностранного языка.
Примерами могут служить отчѐты немецких студентов о семестре, проведенном в университете за рубежом (Erfahrungsbericht), опросы (Umfrage), анализ статистических данных (Statistiken), обсуждение значимых для молодѐжи тем и вопросов на форумах (Geographiestudium und dann?; Bachelor: Besser nur BWL
oder Spezialisierung?) [11];
- установка на познавательную деятельность для возможности построения индивидуального речевого
поведения на основе моделей вербального и невербального поведения носителей языка, например, использование видеосюжетов, аудиотекстов или художественных фильмов стран изучаемого языка. При этом обнаруженные в них образцы речевого поведения рассматриваются как модели речевого поведения носителей
языка, анализируются, интерпретируются и используются студентами в новых ситуациях общения;
- применение информационных технологий (интернет-ресурсы и технологии, интерактивная доска, обучающие программы и т.д.). Использование, например, интерактивной доски позволяет совершенствовать различные виды речевой деятельности и сочетать их в любых вариантах, создавать коммуникативные ситуации и т.д.;
- использование интерактивных образовательных технологий для развития творческих способностей
студентов (организационно-деятельностные игры, ролевые игры, метод проектов и др.) [8];
- профессиональная направленность обучения иностранному языку (написание деловых писем, обмен
информацией на иноязычных форумах профессиональной направленности, участие и выступления на научно-практических конференциях на иностранном языке, подготовка обзоров статей по специальности, материалов для публикации и т.д.);
- мотивация овладения студентами стратегиями освоения иностранного языка, например: стратегией
извлечения информации о языке, стратегией повторения и отработки структур изучаемого языка и пр.
Отобранный с учѐтом культурной специфики изучаемого языка дидактический материал (тексты, диалоги и пр.) помогает осознать различие культур, понять культуру своего народа и осознать свою позицию
в коммуникации. Дидактические и психологические условия порождения активности личности в познавательной деятельности делают необходимым использование деловых игр, дискуссий, проектов, портфолио.
Применение этих и других интерактивных технологий (метод ситуационного анализа, тренинги, мозговые
штурмы) на итоговых занятиях показывает связь преподавания иностранного языка с реальной жизнью,
возможность использования изучаемого языка в естественных ситуациях. Например, наличие неопределенности учит студентов формулировать различные типы вопросов и запрашивать необходимую информацию.
Метод ситуативного анализа предполагает обязательный этап самостоятельного решения задачи: студент
должен предварительно дать свой вариант ответа. Затем преподаватель представляет весь спектр предлагаемых решений, обозначая сложности и препятствия для принятия единого решения. В ходе обсуждения ситуации студенты учатся работать в команде и вырабатывать коллективное решение. Главная идея этого подхода – действия участников игры должны исходить из конкретной, реально существующей ситуации и быть
обусловлены личностью студента, его опытом, интересами и мотивами [7].
Задачей преподавателя иностранного языка является создание условий для формирования вторичной языковой личности, т.е. организация учебного процесса, образовательного пространства таким образом, чтобы каждый
обучаемый был вовлечен в этот процесс. Коммуникативные задания, связанные с противопоставлением и сравнением фактов, обсуждением и оценкой стереотипов, прогнозированием разрешения/исхода ситуаций, интерпретацией личных впечатлений, принятием или непринятие других точек зрения и др., должны предусматривать
естественные ситуации, для чего преподаватель должен вовремя анализировать и корректировать ход занятия.
Таким образом, в процессе обучения реализуется личностно-деятельностный подход. Традиционные
трактовки задач обучения иностранному языку, такие как сообщение знаний, формирование умений,
навыков и др., организация усвоения учебного материала на субъектно-объектной основе не приносят
должных результатов, т.к. обучение немотивированно, нет личностного отношения студентов к выполняемой деятельности, большее значение придается знаниям о языке, а не коммуникативным умениям.
Студенты при этом не приобретают языкового опыта. В свете новых требований постепенно меняется
режим взаимодействия преподавателя и студента: роль преподавателя в учебном процессе заключается
в поддержке и направлении студента, тогда как роль последнего состоит в осознании развития своих р ечевых навыков и умений, информации о языке, в продолжении саморазвития и самосовершенствования,
когда сам учебный процесс становится мотивом для обучения. При соблюдении обозначенных условий
формирования вторичной языковой личности результатом непременно станет рост интереса студентов
к культуре страны изучаемого языка, повышение уровня эмпатии, развитие готовности к участию в диалоге культур, к возможным межкультурным контактам.
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Список литературы
1. Гальскова Н. Д. Современная методика обучения иностранным языкам: пособие для учителя. 2-е изд. М.: Аркти,
2003. 192 с.
2. Грушевицкая Т. Г., Попков В. Д., Садохин А. П. Основы межкультурной коммуникации: учебник / под ред.
А. П. Садохина. М.: Юнити-Дана, 2002. 352 с.
3. Зимняя И. А. Личностно-деятельностный подход к обучению русскому языку как иностранному // Русский язык
за рубежом. 1985. № 5. С. 49-53.
4. Зимняя И. А. Педагогическая психология: учебник. 2-е изд. М.: Логос, 2000. 384 с.
5. Зимняя И. А. Психологические аспекты обучения говорению на иностранном языке. М.: Педагогика, 1978. 153 с.
6. Лапшова Е. С. Развитие эмпатии студентов гуманитарных факультетов (на материале англ. яз.): практикум. Самара:
Универс-групп, 2005. 72 с.
7. Плехов А. Н. Психологические условия развития вторичной языковой личности преподавателя-лингвиста: автореф.
дисс. … канд. псих. наук. Н. Новгород, 2007. 23 с.
8. Селевко Г. К. Педагогические технологии на основе активизации, интенсификации и эффективного управления
УВП. М.: Изд-в НИИ школьных технологий, 2005. 288 с.
9. Тер-Минасова С. Г. Язык и межкультурная коммуникация М.: Слово/Slovo, 2000. 264 с.
10. Халеева И. И. Основы теории обучения пониманию иноязычной речи (подготовка переводчиков). М.: Высшая школа,
1989. 223 с.
11. Neuner G. Fremde Welt und eigene Erfahrung – Zum Wandel der Konzepte von Landeskunde für den fremdsprachlichen
Deutschunterricht // Fremde Welt und eigene Wahrnehmung. Konzepte von Landeskunde im fremdsprachlichen Deutschunterricht / hrsg. von G. Neuner. Kassel, 1994. S. 14-39.
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УЧЕБНЫЙ ДИАЛОГ: ПСИХОЛОГИЧЕСКИЙ АСПЕКТ В ПРОЦЕССЕ ФОРМИРОВАНИЯ "ВТОРИЧНОЙ" ЯЗЫКОВОЙ ЛИЧНОСТИ
АНДРЕЕВА С.М.1, АНДРЕЕВА А.М.1
1 Белгородского государственного института искусств и культуры
Тип: статья в журнале - научная статья Язык: русский
Том: 2Номер: 6 (6) Год: 2015 Страницы: 141-147
ЖУРНАЛ:
ИННОВАЦИОННАЯ НАУКА
Издательство: Общество с ограниченной ответственностью "Аэтерна" (Уфа)
ISSN: 2410-6070
КЛЮЧЕВЫЕ СЛОВА:
ДИАЛОГ, КОММУНИКАТИВНАЯ КУЛЬТУРА, ВЗРОСЛЫЕ ИНОСТРАННЫЕ СТУДЕНТЫ
АННОТАЦИЯ:
Данная статья освещает проблемы и пути их решения, возникающие в процессе обучения взрослых иностранных студентов коммуникативной культуре. Данный процесс представляет собой единый процесс формирования системы знаний, коммуникативных навыков и умений, которые формируются и совершенствуются в процессе обучения диалогической речи, т.е. развивается способность решать языковыми средствами коммуникативные задачи в конкретных формах и ситуациях общения. Основной путь обучения взрослых иностранных студентов - путь от сознательного конструирования и анализа управлений к свободному владенью речью, при котором необходимость анализа и конструирование постепенно отпадает.
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Современные достижения общей психологии, возрастной психологии, психологии личности,
социальной психологии, дифференциальной психологии, психологии способностей и психологии обучения
иностранным языкам дают возможность методистам РКИ более целенаправленно использовать данные
психологических наук в практической методике РКИ.
Иностранные студенты, обучающиеся на подготовительном факультете, являются представителями
разных стран, культур, языков, что осложняет процесс обучения. У этих студентов общим является возраст
и желание получить образование.
Взрослый человек, включаясь в учебную деятельность, выступает в новой, часто уже забытой для себя
роли ученика. Но эта новая роль отличается от той, что уже выполнялась этими людьми несколько лет назад.
Главное, что резко изменяются мотивы обучения, потому что знания рассматриваются ими как средство
достижения жизненных планов, успехов, определенного социального положения. Мотивированность
познавательной деятельности взрослого, ее активность и целенаправленность определяется личной
значимостью знаний.
В учебном процессе иностранные студенты осознают себя самостоятельными субъектами
образовательной деятельности, стремятся к самоуправлению в процессе обучения: осмысливают и
реализуют новые способы языковых действий, создают свои, параллельные с преподавателем, критерии
оценивания, осуществляют самооценку, осознают результаты собственного познавательного продвижения,
оценивают эффективность обучения. Следовательно, процесс обучения взрослых студентов должен:
- опираться на предыдущий образовательный, лингвистический, жизненный опыт;
- формировать у студентов знания, умения, навыки, методы учебной деятельности;
- опираться в работе на самостоятельность студентов;
- раскрывать смысл учебной деятельности каждого этапа обучения;
- развивать профессиональные качества личности будущих учителей-русистов (речевые,
педагогические и т.д.).
На наш взгляд, при работе со взрослыми учащимися необходимо учитывать:
а) уровень предыдущего образования, полученного на родине;
б) культуру страны приехавшего студента;
в) коммуникативные потребности взрослого учащегося, обусловленные выбором специальности.
Следует также отметить, что позиция взрослого по отношению к учебной деятельности – это позиция
человека, активно принимающего решения в соответствии со своими внутренними ценностями, мотивами,
убеждениями, которые были сформированы в процессе предшествующей деятельности – учебной или
трудовой. Поэтому процесс учения для взрослых выступает как избирательно-активная, познавательная
деятельность, которая включена в контекст решения жизненных проблем (Ананьев Б.Г., Божович Л.И.,
Т.К.Донская, И.Б.Игнатова, Кулюткин Ю.Н., Сунь Юйхуа).
Организуя обучение взрослых, целесообразно учитывать особенности их внимания, памяти,
мышления. Психологические исследования Ананьева Б.Г., Бокарева Н.И., Глубева Г.Г., Кона, И.С. и др. дают
определенный материал для понимания этих процессов.
Внимание взрослых студентов характеризуется направленностью и сосредоточенностью сознания на
объект обучения, имеющий для личности определенную ценность. Направленность внимания взрослых
выражается:
а) в избирательном характере деятельности;
б) в отборе определенной информации. Сосредоточенность внимания – это процесс углубления
сознания в объект внимания с одновременным отвлечением от всего постороннего.
Следует отметить, что внимание студентов на занятиях по иностранному (русскому) языку
повышается, если они осознают необходимость изучаемого языка в их дальнейшей деятельности.
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Внимание, в свою очередь, тесно связано с памятью, которая дает возможность сознательно и
критически воспринимать учебный материал, способствует сосредоточенности и вызывает волевое
напряжение, которое помогает преодолевать возникающие в учебной деятельности трудности.
Исследования Б.Г. Ананьева подтвердили, что в структуре памяти большую роль играют связи
образных и вербальных компонентов. Этот факт позволяет иностранным студентам улавливать
эмоционально-оценочные оттенки слов, их экспрессию, выразительность тропов в текстах, диалогов
образные сравнения и символы.
По мнению А.В.Петровского, эффективность образовательной деятельности зависит не только от
чисто психологических факторов, но и от характера материала, т.к. его форма представляет собой некоторый
язык, служащий для передачи информации.
В учебном материале для взрослых учащихся учитывается:
1) их форма, представляющая собой некий язык, служащий для передачи определенной информации;
2) предсказуемость, закономерности которой определяются связью с предыдущим опытом
обучаемых;
3) структурная организация, способствующая осмыслению учебного материала (в нем
устанавливаются связи неизвестного с известным, логические, семантические, синтаксические связи нового
со старым, что способствует повышению уровня смыслового понимания учебного материала и появлению у
студентов, языковой уверенности» [11, c.7].
Значительную роль в наилучшем запоминании материала играют различные опоры, особенно цветные,
динамические, стационарные. Однако ведущим фактором является вербальное запечатление учебной
информации. На запоминание влияет также новизна материала, разнообразие приемов обучения,
необычайность наглядных пособий, постановка лингвистических задач.
Преподаватели РКИ, зная объем перерабатываемой информации, должны учитывать особенности
памяти взрослых студентов, и:
1) указывать иностранным студентам рациональные пути запоминания учебного материала;
2) обеспечивать постоянный контроль над процессом усвоения, повторения, обобщения изучаемого
материала;
3) показывать логику изучаемых или обобщаемых явлений;
4) создавать зрительные опоры для запоминания.
Все это в совокупности позволяет активизировать самостоятельность мысли, направить студентов на
самостоятельный поиск в решении познавательных задач.
Преобразование полученной информации происходит в мышлении и совершается на вербальнологическом уровне с помощью языка, знаков и символов. На основании этого Б.Г.Ананьев выделил три вида
мышления:
1) предметное (практическое мышление), основу которого составляют действия, служащие
средством выражения мыслей;
2) наглядно-образное, основу которого составляет поиск закономерных связей на наглядном
материале;
3) вербально-логическое, основой которого является обобщение на словесное материале.
Отношение к учению взрослых студентов опирается на большой жизненный опыт, значительный
объем информации, которую они получают по разным каналам. Им свойственно стремление к сознательному
овладению материалом.
Учет всех особенностей познавательной деятельности иностранных студентов в учебном процессе
способствует индивидуализации процесса обучения и дифференциации методических подходов к учащимся,
проявившим различные способности и разный уровень обучаемости в процессе обучения русскому языку
как иностранному.
Необходимо также учитывать психологические особенности восприятия, фиксации и хранения
информации. Отражательная, сличительная и моделирующая функции мозга в процессе познания
обеспечивают восприятие новых знаний, их сличение с имеющимися и переработку информации в системе
имеющихся знаний.
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Взрослые иностранные студенты, имея собственный лингвистический опыт (знания, умения, навыки,
сформированные при изучении родного языка и языка-посредника), образовательный опыт (знания,
полученные и сформированные в школах, лицеях, университета являются базой овладения знаниями,
умениями и навыками на неродном (русском) языке), являются представителями разных стран. Студенты –
носители норм, черт личности, культуры, типичной для данной нации. Они воплощают в себе совокупность
общественных отношений, которые сложились в их стране; подсознательные явления актуально не
осознаются и не контролируются личностью, но они определяют особенности социобщности и
этнокультуры. Поэтому при обучении русскому языку, в соответствии с принципом диалога культур,
необходимо подчеркивать историко-культурные связи России с другими странами, общность
общечеловеческих ценностей, которые определяют нравственный мир народов. Это в свою очередь находит
отражение в народном творчестве, в культуре, искусстве.
Знание и понимание этого позволяет обеспечить эффективность речевого поведения иностранного
студента с учетом его лингвистического опыта. Следовательно, знания различных социотипичных форм
поведения, культуры, традиций, этнической принадлежности, помогает усвоению коммуникативной
культуры речевого общения на изучаемом (русском) языке. Таким образом, взрослый обучающийся
стремится совершенствовать свои ранее полученные знания и умения, обогатить свой внутренний мир.
Обучение взрослых иностранных студентов-филологов коммуникативной культуре представляет
собой единый процесс формирования системы знаний, коммуникативных навыков и умений, которые
формируются и совершенствуются в процессе обучения диалогической речи, т.е. развивается способность
решать языковыми средствами коммуникативные задачи в конкретных формах и ситуациях общения.
Основной путь обучения взрослых иностранных студентов – путь от сознательного конструирования
и анализа управлений к свободному владенью речью, при котором необходимость анализа и
конструирование постепенно отпадает. В процессе обучения русскому языку студенты постепенно
достигают уровня знания о языковых единицах и закономерностях их сочетания, показывая тем самым
определенным образом «обработанный личностный опыт» (Л.В.Щерба), который можно считать элементом
теоретической готовности от степени лингвистического развития студентов, полученного при изучении
родного языка, зависит овладение иностранным языком (Н.К.Присяжнюк). Если студенты владеют родным
языком на уровне теоретических обобщений, то восприятие и понимание языкового явления при изучении
иностранного языка будет проходить быстрее и легче.
Исследования психологов познавательной деятельности в процессе обучения показали, что если какойнибудь круг знаний четко дифференцирован и закреплен в сознании в ходе практической деятельности, эти
знания, вступая в новые системы на последующих этапах обучения «не теряются, не лежат мертвым грузом»,
а обнаруживают тенденцию к развитию. Это положение особенно важно для тех студентов, у кого нагляднообразное мышление уступает место вербально-логическому, основанному на аналитико-синтезирующей
деятельности, на логичном осмыслении фактов.
Следовательно, только то, что хорошо усвоено и нашло свое практическое применение к речевой
деятельности, легко прогнозируется и воспроизводится в новых ситуациях.
Диалог является учебной единицей, в которой язык представлен в функционально-системном виде.
Язык – это особый вид высшей интеллектуальной, речемыслительной деятельности человека.
Речевая деятельность (РД) входит составной частью в трудовую, интеллектуальную, учебную
деятельность. Речевая деятельность характеризуется определенной структурой организаций, предметным
(психологическим) содержанием, психологическими механизмами речи, обусловленными деятельностью
восприятия, памяти, мышления и порождения речи.
Под речевой деятельностью в ее психолингвистическом толковании понимают психически
организованную деятельность. РД характеризуется предметной мотивированностью, целенаправленностью,
поисковым характером.
РД по мнению А.А.Леонтьева, имеет трехфазовую структуру:
- побудительно-мотивационная фаза реализуется в сложном взаимодействии потребностей, мотивов
и цели;
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- ориентировочно-исследовательская фаза предполагает выбор средств определения способа
осуществления деятельности, в частности, способа формирования и формирования мысли в РД; эта фаза
планирования, программирования и внутреннего структурирования деятельности;
- исполнительная, реализующая фаза деятельности, которая в рецептивных видах РД характеризуется
принятием решения в отличие от продуктивных видов РД, где исполнительная фаза – фаза «осуществления»
- носит внешний характер.
Развивая концепцию «трехуровневого представления модели языковой личности» и принимая тезис о
трехуровневости процессов РД, Ю.Н.Караулов ставит вербально-семантический, тезаурусный,
мотивационный уровни ЯЛ в параллель с выделенными этапами трехфазовой модели РД: побуждающим,
формирующим и реагирующим.
Наряду со структурной организацией РД характеризуется предметным (психологическим)
содержанием.
Трехуровневое представление языковой личности (Караулов Ю.Н., 1987) соотносится с описанной
выше интегральной моделью порождения речи, поскольку в ней усматривается известный параллелизм
уровней ЯЛ и стадий порождения речи. За мотивационно-побудительный этап порождения речи отвечает
мотивационно-прагматический уровень, за этап формирования личностных смыслов – тезаурусный, за поиск
соответствующих личностным смыслам языковых форм – вербально-семантический.
Предмет речевой деятельности есть сама мысль как форма отражения отношений предметов и явлений
реальной деятельности. Важным компонентом содержания деятельности является ее результат-диалог, в
котором объективируется вся совокупность психологических условий РД.
Диалог, таким образом, есть продукт речемыслительной деятельности, центральное звено, где
происходит неразрывное взаимодействие языка и мышления: звук служит средством выражения, а
содержание задается интеллектом.
Диалог создается как некое сообщение о предметах и явлениях действительности, отражающее
отношение к ним говорящего и определенного воздействия автора на слушающего. В соответствии с этим в
семантике общения исследователи (Выготский Л.С., Дридзе Т.М., Зимняя И.А., Леонтьев А.А. и др.)
выделяют план значений, или фактическое содержание, и план смыслов, выражающий отношения личности
определенной социокультурной общности к описываемым предметам, явлениям действительности,
отражающей специфику «языковой картины мира» говорящего. Диалог – языковой материал, определенная
языковая форма отражения и фиксации национальной культур. Если рассматривать диалог как носитель и
источник собственно интралингвистической информации, тогда необходимо иметь в виду, что значимость,
национально-культурная специфика диалога как продукта РД проявляется на уровне «совокупной системы
средств именования данного языка. Все сказанное позволяет сделать вывод, что проблема смысловой
структуры диалога, его лексико-грамматической и логической организации должна решаться с точки
зрения психологического взаимодействия речевых и мыслительных процессов при изучении неродного языка
(Игнатова И.Б., 1997).
Для более глубокого проникновения в процессы, связанные с порождением высказываний – диалога,
необходимо рассмотреть вопросы восприятия и порождения диалогов с учетом условий речевой
коммуникации, ее целей и задач.
По мнению Н.И.Жинкина процессы восприятия и порождения необходимо анализировать, исходя из
сложного взаимодействия языка и речи. При этом язык понимается как система средств, необходимых для
осуществления коммуникации, а речь-процесс реализации языковой системы. «Язык статичен, а речь
динамичная, но командует и управляет динамикой язык» [4, с.87-88].
Восприятие и понимание иноязычного текста (диалога) имеет место только тогда, когда «вторичная»
языковая личность хотя бы относительно приближается к «природному» носителю языка по уровню
теоретической готовности по уровню знания стереотипных ситуаций, контексты, по уровню
сформированности коммуникативной культуры.
В процессе восприятия и порождения речи Н.И.Жинкин особое место отводит интеграции, т.к. в
процессе коммуникации могут произойти изменения в структуре речи, и «тогда происходит интеграция
соответственно допускаемой цели. Из этих же конечных элементов могут быть построены разные
интегральные структуры» [4, c.18]. Н.И.Жинкин выделяет три фазы интеграции: первые две фазы являются
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ступенями для подготовки сообщения. На второй фазе интеграции образуется схема предложения и
готовится конкретное поле для деятельности лексики. На третьей фазе осуществляется развертывание
лексики и возникает смысл диалогического текста.
Структура текста диалога представлена разноуровневыми предикациями, которые связаны с
коммуникативной задачей, отвечающей иерархии целей высказываний. В данной структуре предыдущий
уровень включается в последующий, являясь его компонентом. «Предмет диалогичного высказывания
раскрывается через установление связей между предметами микротемных высказываний, которые, в свою
очередь, раскрываются в процессе установления связей между предметами ситуативных высказываний,
переходящих на уровень субстанционных высказываний, которые имеют в своем составе последний уровень
предикации» (Жинкин Н.И., 1982).
Следует отметить, что восприятие, являясь одной из форм отражения действительности, существует в
интеллекте в виде отображения, и проходит два этапа:
- первый этап начинается с восприятия материального знака и заканчивается восприятием на уровне
слова;
- на втором этапе осуществляется осознание отображаемого объекта. Этот этап характеризуется
переходом от образа языкового знака как материального объекта к образу его содержания.
В процессе обучения русскому языку иностранных студентов диалог является:
1) источником языкового и речевого материала;
2) «образцом», анализ которого служит обучению коммуникативной культуре;
3) средством систематизации знаний и умений;
4)средством интеграции коммуникативной и прагматической компетенции студента-русиста;
5) результатом, который является показателем работы высшего, мотивационного уровня развития
«вторичной» ЯЛ.
Обучение составлению диалогов предполагает знание схемы речепорождения.
Л.С.Выготский, Н.И.Жинкин, И.В.Зимняя, А.А.Леонтьев работали над созданием моделей порождения
речевого высказывания, каждая из которых имела свои специфические черты. Однако, в основе каждой
лежит трехуровневая схема речепорождения Л.С.Выготского, состоящая из трех этапов:
- этап семантического (смыслового) развертывания – этап планирования, выбора темы,
определения последовательности смысловых блоков;
- этап лексико-грамматического развертывания – этап перехода от программы к грамматической
организации высказывания и лексического заполнения синтаксических структур в соответствии со
смысловым замыслом, высказывания;
- этап звукового развертывания и реализации (воспроизведения).
Первые два этапа Л.С.Выготский объединяет в план «внутренней речи», а третий определяется как
«внешняя речь». На первом этапе говорящий знает «общий предмет или тему высказывания» (Винокур Г.О.,
1969; Выготский Л.С., 1956); на втором этапе, который является особо значимым, осуществляется лексикограмматическое оформление высказывания, происходит переход от «грамматики мысли» (логики событий)
к «вербальному синтаксису и грамматике слов» (Выготский Л.С., 1956). «Грамматика мысли», по мнению
Л.С.Выготского, не совпадает с «грамматикой речи», т.к. одна и та же мысль может быть высказана разными
грамматическими средствами (структурами). В то же время за одной и той же грамматической формой могут
сказываться разные мысли. Сложный процесс превращения «грамматики мысли» в « грамматику речи»
образует, по мнению психолога, одну из главных линий совершенствования речевого мышления. Этот
переход называют грамматическим структурированием. А.А.Леонтьев выделил в грамматическом
структурировании три звена:
1 – прогнозирование и нахождение синтаксической конструкции;
2 – определение местоположения выбранных по значению слов и приписывание им грамматических
характеристик;
3 – запоминание и выполнение обязательств, которые накладываются грамматической формой первого
слова.
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В естественной речи носителей родного языка эти звенья актуализируются синхронно. У иностранных
студентов, если одно из звеньев не срабатывает, то процесс морфолого-синтаксического оформления речи
задерживается или происходит в искаженном виде.
Важную роль в процессе развертывания высказывания играют механизмы оперативной памяти:
удержание уже сказанных слов, упреждение последующего развития предложения или текста диалога
(Жинкин Н.И., 1958). Оперативная память включает слова, способные выразить сообщаемую мысль, в
отобранную синтаксическую конструкцию и связывает их грамматически при помощи падежных окончаний,
союзов, предлогов и т.д.
Таким образом, психологической закономерностью овладения русским языком как иностранным в
процессе формирования коммуникативной культуры является направленность внимания на смысловое
содержание диалога как речевой данности и перевод отбора языковых средств на уровень фонового
автоматизма. Следовательно, для успешного обучения различными видами РД иностранных студентов
необходимо учитывать особенности «работы» речевых механизмов в процессе речепорождения.
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Список использованной литературы:
1. Ананьев, Б. Г. Некоторые вопросы психологии взрослых / Б. Г. Ананьев. – М.: Знание, 1972. – 32 с.
2. Выготский Л.С. Мышление и речь. Избранные психологические исследования. - М.:1956. - 519с.
3. Донская Т.К., Сунь Юйхуа. Текст как интегративная единица обучения китайских студентов-русистов на
продвинутом этапе обучения. - Санкт-Петербург, Далян, 2001, -131с.
4. Жинкин, Н. И. Речь как проводник информации / Н. И. Жинкин. – М.: Наука, 1982. – 160 с.
5. Игнатова И.Б. Теоретические основы обучения русской грамматике иностранных студентов.- Белгород,
1997, -195с.
6. Изаренков Д.И. Обучение диалогической речи. - М.: Русский язык, 1985.
7. Караулов, Ю. Н. Язык и языковая личность / Отв. ред. Д. Н. Шмелев / Ю. Н. Караулов. – М.: Наука, 1987. – 261 с.
8. Кулюткин, Ю. Н. Психология обучения взрослых / Ю. Н. Кулюткин. – М.: Просвещение, 1985. – 127 с.
9. Леонтьев А.А. Психология общения. – Тарту, 1974. – 219 с.
10.Петровский А.В. Личность//Общая психология. – М., 1986. – 345с.
11.Ряполова М.А. Типовые модели семантизации знаменательной лексики в СО и МАС (сравнительная
характеристика в аспекте адресатности лексико-грамматического текста). – Автореф. дисс… канд. филол.
наук. – Белгород, 1997. – 22 с.
12.Халеева И.И. Основы теории обучения пониманию иноязычной речи. – М.: Высшая школа, 1989. – 238 с.
13.Щерба Л.В. Языковая система и речевая деятельность. - Л.: Наука, 1974, -427с.
©Андреева С.М., А.М.Андреева, 2015
К. Ш. Бикмурзин, доцент кафедры иностранных языков
Оренбургский государственный институт менеджмента
ФОРМИРОВАНИЕ «ВТОРИЧНОЙ» ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА
Процесс обучения иностранному языку рассматривается нами как процесс формирования «вторичной» языковой личности. Концепция формирования «вторичной» языковой личности (И. И. Халеева) базируется на идеях антропологической лингвистики (Э. Бенвенист, В. фон Гумбольдт, В. И. Постовалова) и учении о «языковой личности» (В. В. Виноградов, Ю. Н. Караулов). Как известно, язык — это орудие и инструмент культуры. Именно он формирует личность человека, носителя языка. Языковая личность, показателем сформированности которой являются языковая и коммуникативная компетентности, выступает как социокультурная ценность. Понятие «языковая личность» базируется на понятии личности как субъекта отношений и сознательной деятельности, определяющейся данной системой общественных отношений, культурой и обусловленной также биологическими особенностями. Личность одновременно и продукт, и субъект истории, культуры, ее творец и творение. Творцом культуры человек становится благодаря способности быть субъектом деятельности, создающим и постоянно совершенствующим новую среду. Пусковым механизмом деятельности человека выступают его потребности, другие ее составляющие — способности удовлетворять и развивать потребности и умения превращать способности в реальные поступки [3]. Потребности человека не могут быть удовлетворены без языка как средства общения, познания и мышления. Поэтому личность должна раскрываться как выраженная в языке, т.е. как языковая личность. В понятии «языковая личность» на первый план выдвигаются интеллектуальные характеристики личности, поскольку интеллект наиболее интенсивно проявляется в языке и исследуется через язык. «Языковая личность» как таковая начинается не на уровне ординарной языковой семантики (владение элементарным словарем и грамматикой — нулевой, вербально-ассоциативный уровень), а на когнитивном уровне, характеризующем знания о мире, воплощенные в языке, т.е. языковую картину мира и тезаурус личности, и далее на мотивационном, прагматическом уровне, охватывающем коммуникативно-деятельностные потребности личности и ее интенциональную сферу [4]. Сформулированное академиком В. В. Виноградовым понятие языковой личности было наполнено новым смыслом в исследованиях Ю. Н. Караулова. Последний отмечает, что языковая личность представляет «совокупность способностей и характеристик человека, обусловливающих создание и восприятие им речевых произведений (текстов), которые
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различаются: а) степенью структурно-языковой сложности, б) глубиной и точностью отражения действительности, в) определенной целевой направленностью» [4, с. 14]. Им учитывались следующие три структурных уровня языковой личности: 1. Вербально-семантический уровень (семантико-строевой, инвариантный), отражающий степень владения обыденным языком. 2. Когнитивный, осуществляющий актуализацию и идентификацию релевантных знаний и представлений, присущих социуму (языковой личности) и создающих коллективное и индивидуальное когнитивное пространство; когнитивный уровень устройства языковой личности предполагает расширение значений и переход к знаниям, а следовательно, охватывает интеллектуальную сферу личности, давая исследователю выход через язык, через процессы говорения и понимания к знанию, процессам познания человека. 3. Прагматический уровень включает выявление и характеристику мотивов и целей, движущих развитием языковой личности. Данный уровень обеспечивает в анализе языковой личности закономерный и обусловленный переход от оценок ее речевой деятельности к осмыслению реальной деятельности в мире [4, с. 236]. Трехуровневая структура языковой личности тесным образом коррелирует с тремя типами коммуникативных потребностей, особенно важных для нашего исследования: информационной, контактоустанавливающей и воздействующей, а также с тремя сторонами общения — коммуникативной, интерактивной и перцептивной. В определении Ю. Н. Караулова языковая личность предстает субъектом лингвистического изучения, что позволяет на систематической основе рассматривать во взаимодействии все четыре фундаментальных свойства личности, поскольку: 1) личность есть средоточие и результат социальных законов; 2) она есть продукт исторического развития этноса; 3) её мотивационные предрасположения принадлежат к психической сфере; 4) личность есть создатель и пользователь знаковых, т.е. системно-структур ных по своей природе, образований. Существенным, на наш взгляд, является определение понятия «языковой личности» как творца, носителя, пользователя языка с ее историко-, этно-, социои психолингвистическими особенностями. За термином «языковая личность» стоит реальность в виде субъекта, обладающего совокупностью способностей и свойств, позволяющих ему осуществлять сугубо человеческую деятельность — говорить, общаться, создавать устные и письменные речевые произведения, отвечающие цели и условиям коммуникации, извлекать информацию из текстов, воспринимать речь. И. А. Бодуэн де Куртэнэ рассматривал языковую личность как вместилище социальноязыковых форм и норм коллектива. Ю. В. Рождественский совмещает понятия «речевая деятельность» и «языковая личность». С его точки зрения языковая личность оценивается по тому, каким искусством речи и с какой полнотой она обучена и каким опытом и навыками она владеет в разных родах, видах и формах словесности. Можно сказать, что языковая личность обнаруживает свои коммуникативные способности и свойства в «продуктах» своей коммуникативной деятельности — текстах, широко понимаемых как любые устные и письменные высказывания монологического и диалогического характера. Иначе говоря, тексты, представляющие собой единство содержания и речи, с помощью которой формируется это содержание, могут служить характеристикой языковой личности. В лингвистике выделяются также критерии для диагностики уровня развития языковой личности. Среди них: а) использование средств общения в соответствии с целью и адресатом, б) владение приемами организации текста, адекватно отражающего действительность и соответствующего замыслу речи, в) освоенность структурных элементов языка и возможностей их коммуникативного воздействия. Совокупность названных обобщенных коммуникативных (обеспечивающих процессы взаимодействия) умений составляет коммуникативную культуру языковой личности. Б. М. Гаспаров предложил для обозначения коммуникативно-языковой среды обитания человека термин «языковое существование», т.е. «продолжающийся на протяжении всей жизни личности процесс ее взаимодействия с языком. В этом процессе язык выступа-
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Бикмурзин К. Ш. Формирование «вторичной» языковой личности в процессе изучения английского языка ет одновременно и как объект, над которым говорящий постоянно работает, приспосабливая его к задачам, возникающим в его текущем жизненном опыте, и как среда, в которую этот опыт оказывается погружен и в окружении которой он совершается» (2, с. 5). Именно в языковом существовании, ядром которого выступает «жизненная идеология» (М. М. Бахтин), наиболее ярко и отчетливо проявляется своеобразие языковой личности. Основу «вторичной» языковой личности составляет социально-психологическая личность человека вообще. Такая личность характеризуется наличием у нее: 1) языкового сознания (и самосознания); 2) когнитивного сознания; 3) нравственного сознания. Как отмечает И. И. Халеева, при формировании «вторичной» языковой личности средствами иностранного языка и культуры происходят следующие изменения: сферы языкового и когнитивного сознания обучаемого обогащаются и удваиваются за счет приобщения к иноязычным картинам мира (языковой и концептуальной), однако сфера нравственного сознания, т.е. мотивационно-потребностная сфера «вторичной» языковой личности не удваивается, но обогащается [6]. Ставя задачу формирования «вторичной» языковой личности в процессе обучения студентов иностранному языку, мы имеем в виду овладение обучаемыми текстовой деятельностью, репрезентирующей соответствующую сферу профессиональной деятельности, развитие коммуникативных навыков и умений, а также овладение обучаемыми концептами культуры иноязычного социума. На вербально-семантическом уровне происходит овладение студентами лексикой и специальным словарем, структурно-системными связями изучаемого языка, которые закладываются при помощи всех аспектов обучения (лексического, грамматического, фонетического), т.е. в процессе курса обучения практическому владению иностранным языком и культурой речевого общения. Формирование «вторичной» языковой личности в процессе обучения иностранному языку предполагает овладение специальными речевыми стереотипами и формулами эффективного взаимодействия. Формулы эффективного взаимодействия участников общения направлены на реализацию таких коммуникативных интенций участников общения, как установление или прекращение контакта, выражение чувств и эмоций, сообщение или запрос информации, побуждение к совершению действия или его прекращению. Лингвокогнитивный (тезаурусный) уровень организации языковой личности восходит прежде всего не к семантике, а к знаниям. На основе овладения элементами семиотического кода иноязычного и инокультурного социума обучаемые начинают осознавать специфику иной концептуальной картины мира, реализующейся в тезаурусе инофонной языковой личности. Тезаурус определенной сферы общения и стереотипы лингвокоммуникативной компетентности, находящие свое выражение в высказываниях, дефинициях, пословицах и т.д. инокультурного социума, отражают знания определенных сфер общения, социокультурную и ситуативную специфику поведения в них иноязычного представителя определенного социума и составляют первый уровень структуры формируемой языковой личности. Изучая и осваивая культурно-специфические условия определенной сферы общения, коммуникативные ситуации, инокультурные стереотипы, то есть национальную специфику деятельностно-коммуникативных потребностей представителей иноязычного социума, обучаемые овладевают навыками распознавания языковой личности инофона и взаимодействия с ним на мотивационном (втором) уровне её структуры. Студенты учатся адекватно интерпретировать мотивы, целеполагания инофона, а также способы их достижения и обретают готовность реализовать стратегии воздействия в ситуациях межкультурного общения. Перед лингводидактикой в процессе формирования «вторичной» языковой личности стоит задача формирования личности обучаемого во всей полноте, т.е. обучения, воспитания и развития учащегося не только как субъекта речи, но и как субъекта нравственности, не только как субъекта языка, но и как субъекта культуры, который способен проявиться в таком качестве также и в акте интеркультурной коммуникации. Это означает, что многоаспектный акт межкультурного общения, неизменно включающий индивидные, субъектные
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и личностные манифестации коммуниканта, а также продуцируемые им высказывания и выражаемые в них культурные концепты, соответствующие им цели, мотивы, потребности, отношения, представляет собой акт проявления в общении внутренних присущих субъекту свойств и качеств, функционирование которых в акте межкультурной коммуникации обусловлено контекстом индивидуальной концептуальной системы, понимаемой как совокупность взаимосвязанной информации, отражающей когнитивный опыт индивида. Такого рода акт общения, реализованный на рубеже культур, воспринимается инофоном как акт проявления внутренней культуры концептуально компетентного субъекта речи. Поэтому процесс формирования «вторичной» языковой личности в процессе изучения иностранного языка во многом предстает как процесс формирования различных уровней компетентности общения (языковой и когнитивной) и содержательно должен включать в себя как знакомство с нормами языка и речи, так и обучение технике их уместного применения в интеркультурной коммуникации. Коммуникативные отношения невозможны вне самого процесса понимания и взаимопонимания сообщений, передаваемых одним человеком другому. Иными словами, коммуникативная модель, взятая как внешняя схема, есть лишь результат установившейся практики человеческого общения, основным содержанием которой оказывается взаимопонимание. В определенном плане каждое социальное действие может быть рассмотрено как коммуникативное, как содержащее и выражающее определенную информацию. Однако собственно коммуникативными являются лишь действия, осуществляемые со специальной целью коммуникации, т.е. имеющие мотивационное основание, ориентацию на передачу информации и осуществляемые с использованием адекватной этой цели знаковой системы. Мы придерживаемся концепции Л. С. Выготского, что язык, а особенно иностранный — это сложная коммуникативная деятельность, неразрывно связанная с механизмами мышления. В процессе общения формируются образцы и модели поведения личности, развивается мышление, способность к анализу и оценке, слагается образ мира и самого себя [1]. В процессе формирования «вторичной» языковой личности студенты приобретают навыки и умения, без которых невозможно взаимопонимание с представителями иных культур. В итоге расширяется ценностный опыт носителя определенной национальной культуры при знакомстве с иной культурой. Для того чтобы научиться понимать непонятное в иной культуре, необходимо разобраться, каким образом формируется взгляд на нее через призму собственной культуры, постараться изменить «угол зрения» на нее. Вот тогда станет возможным понимание ранее незнакомого в иной культуре, осознание и принятие её ценностей (конечно, при условии того же отношения к родной культуре). Это обеспечит взаимопонимание, основанное на взаимоуважении, а не только на толерантности. Освоение «чужого» культурного кода позволяет зародиться в сознании обучаемого рефлексии, которая способствует осознанию своей культуры и является основой подготовки профессионально ориентированного специалиста. В познании культуры важно учесть эмоциональное отношение к факту наличия чужой культуры. Человек может отнестись к нему настороженно, терпимо, нейтрально, принять к сведению, выразить любопытство, восторг, проявить интерес, эмоционально пережить, выразить желание узнать больше и т.д. И в зависимости от уровня ценности той или иной эмоции факт чужой культуры переживается человеком либо как факт личной жизни, либо как нечто стороннее. Это также влияет на понимание чужой культуры и менталитета, а следовательно, и на взаимопонимание, когда чужая культура не становится чуждой [5]. Взаимопонимание ведет к координации, сотрудничеству, со-деятель ности, что возможно лишь при условиях, когда: а) предмет общения становится личностно значимым для обоих собеседников (личностный контакт); б) проявляются отношения со-переживания, эмпатии (эмоциональный контакт); в) оба общающихся приняли ситуацию как систему взаимоотношений, поняли её, сняли смысловые барьеры (смысловой контакт).
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Бикмурзин К. Ш. Формирование «вторичной» языковой личности в процессе изучения английского языка Без этих условий взаимопонимание невозможно, поскольку отсутствует главная предпосылка взаимопонимания, его основа — культура. Подводя итог сказанному, можно сделать вывод о том, что языковая личность — социальное явление, но в ней есть и индивидуальный аспект, формирование которого в языковой личности осуществляется посредством учета внутреннего отношения к языку, через становление личностных языковых смыслов. Теория и практика преподавания показывают, что иноязычное общение, повышая мотивацию студентов к изучению иностранного языка и активируя их познавательную активность, в силу своей диалоговой структуры и полифункциональности выступает средством формирования «вторичной» языковой личности.
Список использованной литературы
1. Выготский, Л. С. Мышление и речь // Собр. соч. : в 6 т. / Л. С. Выготский. М. : Педагогика, 1982. Т. 2.
2. Гаспаров, Б. М. Язык, память, образ. Лингвистика языкового существования / Б. М. Гаспаров. М. : Новое
литературное обозрение, 1996.
3. Каган, М. С. Философия культуры / М. С. Каган. СПб. : ТОО ТК «Петрополис», 1996.
4. Караулов, Ю. Н. Русский язык и языковая личность / Ю. Н. Караулов. М. : Наука, 1987.
5. Пассов, Е. И. Диалог культур: социальный и образовательный аспекты / Е. И. Пассов // Проблема на-
циональной идентичности. Воронеж, 2002.
6. Халеева, И. И. Основы теории обучения пониманию иноязычной речи (подготовка переводчика) / И. И.
Халеева. М. : Высш. шк., 1989.
7. Щепилова, А. В. Когнитивный принцип в обучении второму иностранному языку: к вопросу о теорети-
ческом обосновании // Ин. яз. в шк. 2003. № 2.
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ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КИТАЙСКИХ СТУДЕНТОВ)
ДОРОШ А.А.1
1 ФГБОУ ВПО«Алтайская государственная педагогическая академия»
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2014 Страницы: 20-22
УДК: 378.016:811.161.1
ЖУРНАЛ:
ДИАЛОГ КУЛЬТУР - ДИАЛОГ О МИРЕ И ВО ИМЯ МИРА
Издательство: Амурский гуманитарно-педагогический государственный университет (Комсомольск-на-Амуре)
ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ ОБУЧЕНИЯ СТУДЕНТОВ ИНОСТРАННОМУ ЯЗЫКУ)
ГАФИЯТОВА Э.В.Написать письмо автору1
1 Институт Филологии и Межкультурной коммуникации Казанского Федерального Университета
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 (13) Год: 2015 Страницы: 69-72
ЖУРНАЛ:
ИСКУССТВОЗНАНИЕ: ТЕОРИЯ, ИСТОРИЯ, ПРАКТИКА
Издательство: Южно-Уральский государственный институт искусств им. П.И. Чайковского (Челябинск)
ISSN: 2227-2577
КЛЮЧЕВЫЕ СЛОВА:
ЛИНГВОДИДАКТИКА, ЯЗЫКОВАЯ ЛИЧНОСТЬ, РЕЧЕВАЯ ДЕЯТЕЛЬНОСТЬ
АННОТАЦИЯ:
Статья отражает материалы доклада, прочитанного в рамках секции «Проблемы лингвокультурологии: теория и практика» на I Международной научно-практической конференции «Язык и культура в современном социокультурном пространстве». Цель статьи - исследование феномена вторичной языковой личности в условиях сов-ременного социума.
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Имена В.В. Виноградова и Ю.Н. Караулова известны в современной лингвистике
обращением к языковой личности. В 1930
году в работе «О художественной прозе»
впервые В.В. Виноградовым был использован термин «языковая личность». С тех
пор вопросами исследования теории языковой личности занимались многие ученые:
А.А. Леонтьев (проблемы языковой способности и словарь ассоциативных норм),
Т.Н. Ушакова (лингвистический онтогенез и
вербальная сеть), Г.И. Богин (лингводидактический аспект владения языком и структура языковой способности), А.А. Залевская
(индивидуальный лексикон и его ассоциативная база), Ю.Н. Караулова (структура
языковой личности) и др.
Одно из определений языковой личности
было дано О.А. Леонтович. Автор описывает
языковую личность как «национально-специфический тип коммуниканта, обладающий культурно обусловленной ментальностью, картиной мира и системой ценностей,
придерживающийся определенных когнитивных подходов, языковых, поведенческих
и коммуникативных норм и потенциально
способный к межкультурной трансформации» [4, с. 92].
Наибольшее распространение в российской лингводидактике получила уровневая
модель языковой личности, предложенная
профессором Ю.Н. Карауловым. Языковая
личность (по Ю.Н. Караулову) – это «совокупность способностей и характеристик
человека, обусловливающих создание и восприятие им речевых произведений (текстов),
которые различаются: а) степенью структурно-языковой сложности; б) глубиной и
точностью отражения действительности; в)
определенной целевой направленностью.
В этом определении соединены способности человека с особенностями порождаемых
им текстов» [3]. В названной нами модели
Ю.Н. Караулов предлагает выделять вербально-семантический (владение языковыми единицами), когнитивный (понятия,
идеи, концепты, отражающие картину мира)
и прагматический (цели, мотивы, намерения
человека) уровни.
Разработанная Ю.Н. Карауловым модель послужила стимулом к развитию понятия вторичной языковой личности, предложенного И.И. Халеевой. И.И. Халеева
полагает, что вторичная языковая личность
– это «совокупность черт человека, которая
складывается из овладения вербально-семантическим кодом изучаемого языка, т.е. языковой картиной мира носителей этого языка
и концептуальной картиной мира, позволяющей человеку понять новую для него социальную действительность» [7, с. 277–278].
Вслед за работами С.М. Андреевой
(2003), И.Ф. Птицыной (2007), мы считаем,
что представленная профессором Ю.Н. Карауловым модель языковой личности соответствует трехуровнему процессу речевой
деятельности.
Так, по теории А.Н. Леонтьева, речевая
деятельность «есть активный, целенаправленный, мотивированный, предметный (содержательный) процесс выдачи и (или) приема сформированной и сформулированной
посредством языка мысли (волеизъявления,
выражения чувств), направленный на удовлетворение коммуникативно-познавательной потребности человека в процессе общения». Существенными чертами деятельности
являются: а) целенаправленность, наличие у
этой деятельности определенного мотива и
цели; б) структурность, определенная внутренняя организация деятельности, общая
для всех ее видов [5, с. 11].
Намечая вербально-семантический, тезаурусный и мотивационный уровни языковой личности, Ю.Н. Караулов ставит их в
параллель с выделенными этапами трехфазовой модели речевой деятельности: побуждающим, формирующим и реализующим.
Отталкиваясь от трехфазности организации любой деятельности, современный
исследователь И.Ф. Птицына в работе «К вопросу о формировании вторичной языковой
личности (на материале обучения японскому языку и культуре)» предлагает три этапа
речевой деятельности: этап семантического
(смыслового) развертывания, этап лексико-грамматического развертывания, этап
звукового развертывания и реализации –
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Педагогика искусства и художественного образования
исполнительная, реализующая фаза. Обсудим содержание каждой из них.
Первый этап семантического (смыслового) развертывания – это этап планирования,
выбора темы, определения последовательности смысловых блоков и т.д., то есть побудительно-мотивационная фаза речевой деятельности. Источником речевой деятельности во
всех ее видах является коммуникативно-познавательная потребность. Эта потребность
становится внутренним коммуникативно-познавательным мотивом этой деятельности.
Тем самым мотивационно-побудительная
фаза деятельности, ее мотив входят таким образом во внутреннюю структуру деятельности, определяя и направляя ее.
Второй этап лексико-грамматического
развертывания – этап перехода от программы
к грамматической организации высказывания и лексическому заполнению синтаксических структур в соответствии со смысловым
замыслом высказывания – ориентировочно-исследовательская фаза. Аналитико-синтетическая фаза деятельности предполагает выбор и организацию средств и способов
осуществления деятельности. И в частности,
можно полагать, что на этой фазе речевой деятельности реализуется отбор средств и способа формирования и формулирования собственной или чужой (заданной извне) мысли
в процессе речевого общения. Это – фаза планирования, программирования и внутренней
языковой организации речевой деятельности
при помощи ее средств и способов.
Третий этап – звуковое развертывание и
реализация – это исполнительная, реализующая фаза. И.Ф. Птицына полагает, что параллельно с реализацией программы на этой
стадии происходит моторное программирование высказывания, за которым следует его
реализация» [6, с. 57–59].
На основе вышесказанного приведем
примеры из собственной практики обучения
студентов иностранному языку. На первом
этапе (семантического развертывания) студенты знакомятся с понятием лексической
единицы, грамматикой, связанной с изучаемой темой. Они получают задания по подготовке презентаций на темы «Russian Forests»,
«Wood Industry in Russia and Tatarstan»,
«Forests of Tatarstan» и т.д.
Второй этап характеризуется переходом
к грамматической организации высказывания и лексическому заполнению синтаксических структур в соответствии со смысловым
замыслом высказывания. Здесь студенты
представляют более полные работы в реферативном формате с насыщением лексики
в контрастивном плане, происходит чтение
и перевод, а так же пересказ текстов, специализирующихся в заданной области.
На третьем этапе в процессе проведения
учебных ролевых игр и выполнения творческих упражнений развиваются речевые
навыки студентов.
Резюмируя изложенное, мы приходим
к выводу, что одной из основных задач преподавания иностранного языка в процессе
подготовки современных кадров в области
лесного хозяйства является формирование
вторичной языковой личности, способной
успешно осуществить профессиональное и
социальное взаимодействие с носителями
иной культуры.
---
Библиографический список:
1. Андреева, С.М. Формирование коммуникативной культуры «вторичной языковой
личности» иностранных студентов-филологов в процессе обучения русскому языку
(подготовительный факультет) [Текст]: дисс. ... канд. пед. наук / С.М. Андреева. – Белгород,
2003. – 333 с.
2. Зимняя, И.А. Лингвопсихология речевой деятельности [Текст] / И.А. Зимняя. – М.:
МПСИ; Воронеж: НПО «МОДЭК», 2001. – 432 с.
3. Караулов, Ю.Н. Русская языковая личность и задачи ее изучения: [Текст] /
Ю.Н. Караулов, Е.В. Красильникова // Язык и личность / отв. ред. Д. Шмелев; АН СССР,
Ин-т рус. яз. – Москва, 1989. – С. 3–11.
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Искусствознание: теория, история, практика
4. Леонтович, О.А. Русские и американцы: парадоксы межкультурного общения [Текст]
/ О.А. Леонтович. – Волгоград: Перемена, 2002. – 344 с.
5. Леонтьев, А.А. Слово в речевой деятельности [Текст] / А.А. Леонтьев. – М.: Наука,
1965. – 245 с.
6. Птицына, И.Ф. К вопросу о формировании вторичной языковой личности (на
материале обучения японскому языку и культуре) [Электронный ресурс] / И.Ф. Птицына //
Современные проблемы науки и образования. – 2007. – № 3. – С. 59–63. – Режим доступа:
www.science-education.ru/15-384 (дата обращения: 24.05.2015).
7. Халеева, И.И. Вторичная языковая личность как реципиент инофонного текста [Текст]
/ И.И. Халеева // Язык – система. Язык – текст. Язык – способность: сб. ст. / Ин-т рус. яз.
РАН. – М., 1995. – С. 277–278.
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ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В АСПЕКТЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ (НА ПРИМЕРЕ РУССКИХ ИДИОМ)
ОЛЕЙНИК МАРИНА АНАТОЛЬЕВНА, СПИРИДОНОВА ОЛЬГА СЕРАФИМОВНА
1 Российский государственный педагогический университет им. А. И. Герцена
Тип: статья в журнале - научная статья Язык: русский
Том: 3Номер: 3 Год: 2015 Страницы: 58-63
УДК: 811.161.1. - 054.6
ЖУРНАЛ:
ВЕСТНИК ЛЕНИНГРАДСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА ИМ. А.С. ПУШКИНА
Издательство: Ленинградский государственный университет имени А.С. Пушкина (Санкт-Петербург)
ISSN: 1818-6653
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, ИДИОМЫ, IDIOMS, МЕДИАТОР КУЛЬТУРЫ, CULTURAL MEDIATOR, МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, INTERCULTURAL COMMUNICATION, ЯЗЫКОВАЯ КАРТИНА МИРА, LANGUAGE PICTURE OF THE WORLD, BICULTURAL IDENTITY
АННОТАЦИЯ:
В статье выявлены особенности формирования вторичной языковой личности у иностранных учащихся. Рассматриваются такие понятия, как языковая личность, вторичная языковая личность, медиатор культуры. Приведены примеры восприятия иностранными учащимися русских идиом.
---
Начиная с 80-х гг. XX в., в подходах к анализу языка и языковой
коммуникации все более углубляется психологизация практически всех
проблем обучения иностранному языку. Внимание лингвистов переключается на роль «человеческого фактора» в языке, что влечет за собой
включение в понятийный аппарат лингвистики новой психологической
категории «языковой личности», проявляющейся не просто в языковых
способностях личности, а в способности человека порождать и понимать
речевые высказывания как родового свойства (Г. И. Богин, Ю. Н. Караулов, А. А. Пушкин, Е. В. Сидоров, С. А. Сухих, И. И. Халеева, Л. П. Клобукова и др.). Вслед за психолингвистикой к закономерностям обучения
(в широком понимании) языку обращается и лингводидактика, поставив
перед собой задачу, описать структуру и содержание модели овладения
языком в процессе обучения, которая применительно к изучению иностранного языка может быть представлена как модель «вторичной языковой личности» [6, c. 55–56]. «Вторичная языковая личность есть совокупность способностей человека к иноязычному общению на
межкультурном уровне, под которым понимается адекватное взаимодействие с представителями других культур. Она складывается из овладения вербально-семантическим кодом изучаемого языка, т.е. «языко-
© Олейник М.А., Спиридонова О.С., 2015
58
вой картиной мира» носителей этого языка и «глобальной» (концептуальной) картиной мира, позволяющей человеку понять новую для него
социально-культурную действительность» [1, c. 59]. Лингводидактическая категория «вторичная языковая личность» имеет для методики
большое значение. Развитие у обучаемого черт вторичной языковой
личности, делающих его способным быть эффективным участником
коммуникации, это и есть стратегическая цель обучения иностранным
языкам. Реализовать эту цель – значит развить у ученика способность к
общению в «параметрах» текстовой деятельности.
Целью обучения иностранным языкам на современном этапе является подготовка языковой личности к продуктивному межкультурному
общению (МКО). Конечной целью МКО является создание общего для
коммуникантов, принадлежащих к различным культурам, значения происходящего. Обладающие умениями МКО индивиды принадлежат к разряду медиаторов культуры (или межкультурные коммуниканты [3], для
которых характерна уникальная способность восприятия действительности через двойную, тройную призму нескольких культур одновременно
и эмпатического вживания в реакции другого (инокультурного) индивида.
Наиболее распространенные типы психологических реакций на иноязычную культуру можно представить схематично как:
1) полное отрицание иноязычной культуры, ведущее к тому, что
воспринимающий ее индивид совершенно отгораживается от собственного реального опыта и остается в рамках родной культуры, даже пребывая в другой стране;
2) полное растворение личности в иноязычной культуре, ведущее к
потере собственной идентичности и к стремлению превратиться в носителя культуры иноязычной;
3) гармоничное сочетание двойной перспективы, способность видения всех происходящих событий как с позиций собственной культуры,
так и с позиций культуры иноязычной («медиатор культуры»).
Медиатор культуры [подробно см. 3, с. 149-150] вырабатывает
двойное видение, принимает другую культуру, не теряя культурной
идентичности, имеет одинаковые контакты с носителями двух культур.
Содержание понятия «медиатор культуры» применимо к студентам, обучающимся на факультете русского языка как иностранного, и
потребностям учебного процесса. Учащиеся должны быть готовы к общению с конкретными людьми, принадлежащими к другой культуре, на
бытовом и деловом уровне. Студенты живут и учатся в России, таким
образом, каждый день находятся и в педагогической среде – в аудитории, и вне аудитории. Находясь в университете, студенты должны общаться с преподавателями, работниками деканата, библиотеки и др.,
поэтому должны обладать навыками делового и профессионального
общения. Вне аудитории – уметь решать различные бытовые проблемы,
т.е. уметь общаться на бытовом уровне. Анкетирование показало, что
59
многие студенты мыслят свою жизнь в России в различных сферах деятельности – педагогической, управленческой, туристической и др. Большинство студентов-иностранцев, начинающих изучать русский язык, преследует разные цели: одни хотят продолжить учебу на русском языке по
выбранной специальности, другие хотят работать гидами-переводчиками у
себя на родине; третьи – по роду своей деятельности должны вступать в
деловое общение с русскими и вести с ними официальную переписку. Это
и есть общение, в котором восприятие действительности происходит через двойную или тройную призму нескольких культур одновременно. Таким образом, студентов, обучающихся на факультете русского языка как
иностранного, можно назвать медиаторами культуры.
В арсенал медиатора культуры входит культура в комплексе ее составляющих, в том числе и духовная культура. По мнению
Д.О. Добровольского, «духовное присвоение действительности происходит под воздействием родного языка, так как мы можем помыслить о
мире только в выражениях этого языка, пользуясь его концептуальной
сетью, т. е. оставаясь в своем “языковом круге”. Следовательно, разные
языковые сообщества, пользуясь различными инструментами концептообразования, формируют различные картины мира, являющиеся по сути
основанием национальных культур...» [2, c. 40]. Языковая картина мира
является промежуточным звеном между объективной реальностью и логической картиной мира. Языковая картина мира одной нации отличается от языковой картины мира другой нации в силу различия у этих наций
логических картин мира и в силу существования периферийных участков
в языковых картинах мира, детерминированных структурой языков [5].
Носители разных языков обладают разными картинами мира, т. е. разными культурами, которые должны исследоваться и описываться в их
собственных терминах, а не в сравнении с другими картинами мира, т. е.
другими культурами [3, c. 39]. Сравнивая русские идиомы с идиомами
стран мира, можно сделать вывод, что различные лингвокультурные
общности выбирают для передачи одного и того же близкого смысла
свои собственные, национальные системы образов и выражают их такими языковыми средствами, как безэквивалентная, фоновая и коннотативная лексика.
Иностранные пословицы и поговорки Русские пословицы и поговорки
В шторм необходим порт (англ.) В беде любой выход хорош
Чем длиннее дни, тем сильнее штормы
(англ.)
Чем дальше в лес, тем больше дров
Пока хорошая погода, чини парус (англ.)
Зонт готовь, когда ясная погода (кит.)
Готовь сани летом, а телегу зимой
Находясь среди ворон, нужно каркать, как
они (польск.)
С волками жить – по-волчьи выть
Горчица после мяса (англ.) После драки кулаками не машут
От большого количества пудинга собака
подавится (англ.)
Хорошо нагребешь – домой не донесешь
60
Первые три поговорки связаны с местонахождением Великобритании – островного государства, омываемого Северным и Ирландскими
морями и Атлантическим океаном. Естественно, зависимость от капризов этих водных стихий не могла не отразиться в афористических единицах английского языка, «рассказывающих о тяжелой и опасной работе
тружеников моря, “советующих”, как поступить в той или иной ситуации,
на что обратить внимание перед выходом в море. Афористический фон
данных языковых единиц тесно связанных с морем. В период создания
большинства пословиц и поговорок Россия не являлась страной, где море играло значительную роль. Отсутствие “морской тематики” нашло отражение в русских афоризмах» [4, c. 88]. В приведенных афоризмах отражаются особенности традиционного русского быта (Чем дальше в лес,
тем больше дров, Готовь сани летом, а телегу зимой) и китайского
(Зонт готовь, когда ясная погода).
В различных языках существуют пословицы, поговорки и фразеологизмы, одинаковые по значению и употреблению, но выраженные реалиями и системой образов, характерных для данного народа. Например,
Синяя птица – символический образ мечты и счастья в русском языке, а
синие бусы – подтверждение любви, верности и счастья в турецком.
Рассмотрим еще несколько русских и иностранных идиом:
Русские идиомы Иностранные идиомы
На языке мед, а под языком лед/
Речи мед, а уста как полынь. Речи
как снег, а дела как сажа
На устах дыня – в сердце редька (китайская)
Лучше синица в руках, чем журавль в небе
Лучше плотва в кадке, чем щука в озере (финская)
Молодец против овец, а против
молодца – сам овца
Слабого обижает, а сильного боится (китайская)
Язык мой – враг мой Язык беду приводит (китайская)
Готовь сани летом, а телегу зимой Зонт готовь, когда ясная погода (китайская)
На бедного Макара все шишки валятся
На бедного сироту все камни летят (турецкая)
Тише едешь – дальше будешь Медленная работа дает лучший результат (китайская)
Не имей сто рублей, а имей сто
друзей
Лучше тысяча друзей, чем тысяча грошей (болгарская)
Друг во дворе лучше, чем пенни в кошельке
(английская)
Друзья – лучше серебра и золота (немецкая)
В двух шагах (быть, находиться) На носу. Рот под носом (корейская)
Гнуть спину Обливаться потом (корейская)
Растопить лёд Открыть дорогу (корейская).
Приведенные примеры свидетельствуют о разнице восприятия действительности представителей различных культур и показывают, что
61
одни и те же явления вызывают разные ассоциации. Рассмотрим более
подробно пословицы – Готовь сани летом, а телегу зимой. Зонт готовь, когда ясная погода (кит.). Во всех пословицах говорится о том,
что надо жить не только сегодняшним днем, сегодняшними заботами,
необходимо все время помнить и о дне завтрашнем, готовиться к нему
заблаговременно. Только в русском фольклоре это сани и телега, т.е. те
предметы быта, которые существуют в жизни русского народа. До сих
пор в деревне можно встретить и сани, и телегу. Традиционный предмет
китайской культуры – зонтик – шелковый, искусно разрисованный, с
бамбуковым каркасом и ручкой. Существует китайская легенда о том,
что зонтик был изобретен в X в. до н.э. женой плотника Пэна, хваставшейся, что сделала крышу, которая всегда с ней.
Этнокультурные традиции, следы поверья сохранились во фразеологизме черная кошка пробежала. Это выражение отразило народное
суеверие: перебежавшая дорогу черная кошка предвещает беду. В турецком языке существует аналогичный по значению фразеологизм черный кустарник стоит (находится между кем-либо), значение которого –
испортить дружбу двух друзей, встать между ними.
В то же время, в идиоматике разных стран мира встречаются одинаковые по форме идиомы, но значения которых отличаются. Например:
Идиомы Значение русских идиом Значение иностранных
идиом
Нож в сердце Огорчать, причинять неприятность, боль
Мстить (корейский яз.)
Прикусить язык Удержаться от высказывания, внезапно замолчать
Терпеть сильные страдания
(корейский яз.)
Рвать на себе волосы Быть в отчаянии, сильно
досадовать на себя
Стараться что-то вспомнить
(корейский яз.)
Сквозь зубы Ворчать, с пренебрежением, презрением и неприязнью говорить.
Хорошо говорить, красноречивый человек (корейский
яз.)
Язык отнялся замолчал, не в состоянии
ничего сказать от испуга,
страха, ужаса
Из-за своих долгов быть в
плохом настроении (корейский яз.)
Желторотый птенец Неопытный человек Упрямец (турецкий язык)
Для успешного извлечения дополнительной информации, закодированной в идиомах, необходимо, чтобы отправитель и получатель информации имели общий фонд знаний о мире, а также определенные
фоновые знания, на основании которых осуществляются процедуры логического вывода и интерпретации образа. Именно поэтому использова
62
ние в учебной деятельности с иностранными студентами пословиц, поговорок, фразеологизмов имеет большую ценность для студентовфилологов, изучающих не только язык, но и культуру страны, так как целью обучения иностранному языку в языковом вузе является подготовка
специалиста, способного к успешному осуществлению межкультурной
коммуникации посредством формирования у студента черт вторичной
языковой личности.
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Список литературы
1. Гальскова Н.Д. Современная методика обучения иностранным языкам. – М.:
Аркти, 2004. – 192 с.
2. Добровольский Д.О. Национально-культурная специфика во фразеологии //
Вопросы языкознания. – 1997. – № 6. – С. 37-48.
3. Елизарова Г.В. Культура и обучение иностранным языкам. – СПб., Изд-во
РГПУ им. А.И. Герцена, 2004. – 291 с.
4. Мамонтов А.С. Номинативные единицы – афоризмы (пословицы, поговорки)
в аспекте сопоставительного лингвострановедения // Вестник МГУ. Сер. 19.
Лингвистика и межкультурная коммуникация. – 2002. – № 2. – С. 88-97.
5. Фирсова Е.В. Национально-культурная специфика речевого поведения русских и немецких авторов: синтактико-прагматический аспект: автореф. дис.
…канд. филол. наук. – Ростов н/Д, 2003. – 14 с.
6. Халеева И.И. Основы теории обучения пониманию иноязычной речи. – М.:
Высшая школа, 1989. – 238 с.
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ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННОГО СТУДЕНТА НА ОСНОВЕ ПАРЕМИЙ В ПРОЦЕССЕ ПОДГОТОВКИ В ВУЗЕ
АКИМОВА О.А.1
1 ФГАОУ ВПО «Сибирский федеральный университет», г. Красноярск
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 (54) Год: 2014 Страницы: 11-14
ЖУРНАЛ:
ПЕРСПЕКТИВЫ НАУКИ
Издательство: Фонд развития науки и культуры (Тамбов)
ISSN: 2077-6810
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE PERSONALITY, ИНОСТРАННЫЕ СТУДЕНТЫ, FOREIGN STUDENTS, ПАРЕМИИ, ПОСЛОВИЦЫ, PROVERBS
АННОТАЦИЯ:
В статье рассмотрена проблема формирования вторичной языковой личности иностранного студента на основе паремий. Автор анализирует, как роль пословиц и поговорок в процессе обучения влияет на языковую картину мира иностранного студента и способствует формированию черт вторичной языковой личности.
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ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ФАКТОР СОВЕРШЕНСТВОВАНИЯ ИНОЯЗЫЧНОЙ ПОДГОТОВКИ В ЭКОНОМИЧЕСКИХ ВУЗАХ
ХОМЕНКО АЛЕКСАНДР ВИКТОРОВИЧ1
1 Киевский национальный университет технологий и дизайна, Украина
Тип: статья в журнале - научная статья Язык: русский
Номер: 11-2 (29) Год: 2013 Страницы: 187-190
УДК: 378:811.111(073)
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
ИНОЯЗЫЧНАЯ ПОДГОТОВКА, FOREIGN-LANGUAGE TRAINING, ЭКОНОМИЧЕСКИЙ ВУЗ, ECONOMIC HIGHER EDUCATION ESTABLISHMENT, МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ, CROSS-CULTURAL COMMUNICATION, ВТОРИЧНАЯ КОММУНИКАТИВНАЯ ПРОФЕССИОНАЛЬНАЯ ЛИЧНОСТЬ, SECONDARY PROFESSIONAL COMMUNICATIVE PERSONALITY, ПАРАМЕТРЫ, PARAMETERS
АННОТАЦИЯ:
В статье затрагивается проблема формирования вторичной коммуникативной профессиональной личности как цели иноязычной подготовки в условиях неязыкового вуза, экономического в частности. Анализируются понятия «языковая личность» и «вторичная языковая личность». Предпринимается попытка очертить основные параметры вторичной коммуникативной профессиональной личности.
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Нельзя умалить личностную и профессиональную значимость владения иностранными языками и межкультурной коммуникацией для будущих экономистов, бизнесменов, предпринимателей. Расширение сферы
межкультурного взаимодействия за счет формирования способности к иноязычной профессиональной коммуникации, которая также увеличивает, согласно А. В. Мариничевой, и функциональные возможности
в профессиональной сфере, является одним из факторов совершенствования качества иноязычной подготовки в неязыковых высших образовательных заведениях [5]. Мы солидарны с исследователями, утверждающими, что выход на межкультурную профессиональную коммуникацию обеспечивается благодаря развитию
черт вторичной коммуникативной профессиональной личности [1]. Раскрытие этого понятия применительно
к условиям неязыковых (в том числе и экономических) вузов и является целью нашей статьи. Реализация
цели достигается постановкой следующих задач: 1) обосновать актуальность целевой установки на формирование вторичной языковой личности; 2) проанализировать понятие «вторичная языковая личность»;
3) определить параметры вторичной коммуникативной профессиональной личности.
Несмотря на дискуссии относительно правомерности выделения теории вторичной языковой личности
из общей теории языковой личности (Г. И. Богин, А. А. Леонтьев, Ю. М. Караулов и др.), мы считаем
формирование вторичной языковой личности не просто целью иноязычной подготовки, как это утверждает большинство исследователей, а стратегической целью государственной языковой политики Украины и
критерием эффективности системы иноязычной подготовки страны. Исходя из этого, мы присоединяемся
к точке зрения исследователей, выдвигающих в качестве приоритетной и злободневной задачу формирования вторичной языковой личности в условиях высшего образовательного заведения (М. Г. Евдокимова,
А. В. Мариничева, Н. П. Хомякова и др.). По нашему убеждению, на ее решение должна быть направлена
вся система образования, начиная с дошкольного. Высшее учебное заведение – лишь один из этапов формирования вторичной языковой личности. Поэтому в условиях негуманитарного, в нашем случае экономического, вуза, декларируя цель формирования вторичной профессиональной коммуникативной личности, мы должны учитывать и сегодняшние реалии. Сейчас, как нам представляется, мы можем говорить
даже не об основах, а лишь о формировании черт такой личности, то есть будущего специалиста, который
владел бы профессией и иностранным языком и мог общаться в межкультурном, мультилингвальном пространстве, в частности, профессиональном. В наше время, когда в стране существуют большие проблемы с
владением иностранными языками, в вузе мы сможем заложить лишь фундамент для формирования основ
Хоменко А. В., 2013
188
вторичной коммуникативной профессиональной личности. Когда же все звенья образования (каждое
на своем уровне) будут результативными в обучении иностранным языкам, абитуриенты будут владеть
знаниями, навыками и умениями, соответствующими общеевропейским стандартам, а высшее образовательное заведение получит, таким образом, реальную базу для осуществления своих целей в области иноязычной подготовки, лишь тогда можно будет вести речь о формировании основ вторичной коммуникативной профессиональной личности. В этой связи считаем целесообразным более детально рассмотреть
категории «языковая личность» и «вторичная языковая личность», чтобы определиться с признаками вторичной коммуникативной профессиональной личности.
Под языковой личностью Ю. Н. Караулов, которому принадлежит приоритет в создании теории языковой личности, понимает совокупность способностей и характеристик человека, обусловливающих создание
и восприятие им текстов, различающихся по: а) степени структурно-языковой сложности; б) глубине и точности отображения действительности; в) определенному целевому направлению. Языковая личность – это
та сквозная идея, которая пронизывает и все аспекты изучения языка, и одновременно разрушает границы
между дисциплинами, изучающими человека, поскольку невозможно изучать человека вне его языка [4].
И. И. Халеева развила эту концепцию, связав ее с коммуникацией на межкультурном уровне. Она утверждает, что для осуществления межкультурной коммуникации необходимо, постепенно переводя второй язык в
статус «нечужого», формировать вторичную языковую личность, способную проникать в «дух» изучаемого
языка, в «плоть» культуры того народа, с которым должна осуществляться межкультурная коммуникация.
Вторичная языковая личность определяется и как совокупность способностей человека к иноязычному
общению на межкультурном уровне, под которым понимают адекватное взаимодействие с представителями
других культур [1, с. 46], добавим, не только в реальном, но и виртуальном межкультурном пространстве.
Интерес для нас представляет и определение вторичной языковой личности, предложенное А. Н. Плеховым.
Под вторичной языковой личностью понимается коммуникативно-активный субъект, способный в той
или иной мере познавать, описывать, оценивать, преобразовывать окружающую действительность и принимать участие в общении с другими людьми средствами иностранного языка в иноязычно-речевой деятельности [6, с. 3]. Это определение отвечает нашим целям, поскольку для нас важным является не просто
понятие «вторичная языковая личность», а языковая личность, владеющая профессиональной информацией,
в частности, в области экономики и бизнеса. Опираясь на утверждение Т. Г. Поповой, что как языковая личность человек имеет индивидуальное когнитивное пространство, то есть определенным способом структурированную совокупность знаний и представлений [7, с. 39], мы предполагаем, что ему свойственно также и
профессиональное когнитивное пространство. Именно оно позволяет нам определить как параметры вторичной коммуникативной профессиональной личности, так и параметры иноязычной речевой деятельности,
в нашем случае параметры иноязычной профессиональной коммуникативной деятельности. Исследование
признаков и особенностей вторичной иноязычной профессиональной личности студента нам кажется актуальным, поскольку будущий специалист любой профессиональной сферы, владеющий иностранным языком, рассматривается в современной системе образования как стратегический ориентир, как основная цель и
результат иноязычной подготовки в высшей школе. В то же время изучение литературы по этому вопросу
свидетельствует о недостаточной разработанности проблемы. Следует отметить, что вопросы двуязычия
привлекают многих ученых (Н. В. Барышников, А. Г. Басина, В. Вайнрайх, С. Я. Веремиенко,
Е. М. Верещагин, Ю. Д. Дешериев, Н. В. Евдокимова, А. И. Катютина, Х. Г. Клейн, Г. В. Колшанский,
Ю. О. Корсун, Ю. Г. Литвинова, Н. Никольская, Г. И. Тадеева, R. Borbala, N. Cloud, D. Crystal, F. Genesse,
E. Hamayan, R. Wenzel и др.). Исследования в этой сфере осуществляются в контексте различных подходов и
направлений. Подавляющее их большинство так или иначе связано с проблемами овладения вторым языком
и его использованием в межкультурной коммуникации или профессиональной деятельности. Однако исследований, раскрывающих психологические предпосылки развития вторичной иноязычной профессиональной
личности, условия, при которых происходит наиболее эффективное формирование и развитие ее психологических структур и т.п., к сожалению, немного. Как показывает анализ, разработка представлений о вторичной профессиональной личности специалиста в области иностранных языков реализуется преимущественно
на лингвистическом и филологическом уровнях, а также в области методики обучения иностранным языкам.
Поэтому наше внимание в этом плане привлекла указанная выше диссертационная работа А. Н. Плехова,
хотя и она посвящена исследованию условий развития вторичной языковой личности преподавателялингвиста. Работ же, исследующих развитие такой личности в неязыковом высшем учебном заведении, явно
недостаточно. Такие исследования необходимы, поскольку формирование личности происходит сначала
в коммуникативном пространстве родной языковой среды, когда же личность попадает в иноязычную среду,
в чужую культуру, с ней происходят изменения. Очевидно, что знания, навыки и умения, сформированные
на основе родного языка и культуры, не всегда адекватны иностранной культуре и иностранному языку, что
делает невозможной полную реализацию личности в чужой среде. Отсюда вывод, что языковая личность –
единая система, что вторичная языковая личность не может существовать отдельно от первичной, что она
влияет и на структуру первичной языковой личности. Это подтверждается и анализом исследований в области лингводидактики, психологии, педагогики, социолингвистики и т.д., что делает возможным следующее
утверждение (здесь мы единодушны с К. Н. Хитрик): в основе подхода к проблеме вторичной иноязычной
профессиональной личности должно быть представление о принципиально едином построении и функционировании социально-психологической, языковой и вторичной языковой личности [10]. Однако принципы,
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способы формирования вторичной профессиональной языковой личности, основные критерии ее сформированности еще не нашли должного освещения в комплексных, системных исследованиях, несмотря на многочисленные работы в сфере иноязычной профессиональной коммуникации.
Попытаемся очертить параметры вторичной профессиональной личности в условиях неязыкового высшего учебного заведения. В этом случае в качестве опорного принимаем определение Е. И. Головановой,
в котором профессиональная личность трактуется как совокупность интеллектуальных, социальнокультурных и морально-волевых качеств, сформированных в особенной профессионально-культурной среде и находящих отображение в сознании, поведении и деятельности личности. За действиями личности, ее
поступками, отношением к другим людям просматривается комплекс свойственных ей и, следовательно,
соответствующей профессиональной субкультуре идей, ценностей, взглядов, потребностей, интересов и
моральных убеждений [2, с. 263]. Что касается вторичной профессиональной коммуникативной личности,
в нашем случае личности экономиста, то на ее параметры, по нашему мнению, влияют, в частности,
экстралингвистические факторы – профессиональная среда, характер и функции экономической деятельности, социальный фон (социальные условия деятельности). Будучи ограниченными рамками статьи, мы не
можем представить детальный анализ этих факторов. Отметим лишь, что профессиональная языковая личность раскрывается в своей речевой деятельности соответственно специфике профессиональной деятельности, ее целей и задач. То есть речь идет о профессиональном общении. Вслед за М. Г. Евдокимовой под
профессиональным общением мы понимаем такое общение, которое, будучи основным условием существования международного профессионального содружества и интеграции в него молодых поколений, направлено в первую очередь на обмен профессионально-значимой информацией, подлежащей передаче, сохранению, воссозданию. При этом в процессе обмена важную роль играет взаимопознание и взаимопонимание
между партнерами по общению – представителями различных профессиональных содружеств [3]. Из этого
определения следует, что информационная функция общения способствует познанию личностью специфики
профессионального сообщества, его адаптации в нем, готовности реализовать в нем свое знание [8]. К профессиональному сообществу принадлежат представители разных культур, наций, стран. Учитывая культурное разнообразие профессионального сообщества, мы, вслед за Т. Н. Астафуровой и Л. К. Сальной, можем говорить о диалоге профессионально-производственных культур как способе профессионального общения, охватывающем обмен информацией и профессионально-производственными ценностями. В процессе такого диалога формируется целостная профессионально-производственная культура специалиста,
наступает осознание того, что он как языковая личность является культурно-историческим объектом
(Т. Н. Астафурова) и должен учитывать культурные особенности профессионально-производственной картины мира в контексте культуры своей страны и мировой культуры.
Все изложенное выше, как нам представляется, дает возможность очертить основные параметры специалиста как вторичной профессиональной языковой личности, а именно: способность к перестройке
языкового сознания, глобальному его расширению, пересмотру обычных схем и стереотипов; овладение
глобальной картиной мира, позволяющей специалисту понять новую для него социальную действительность. Отсюда, изменение норм социального поведения, возможно, даже определенная перестройка системы ценностей; знание культурологических особенностей (норм речевого этикета, в частности, профе ссионального, базовых элементов поведения, свойственных той или иной культуре, например, расстояние,
на котором нужно держаться друг от друга при разговоре, мимические, жестикуляционные и другие кинематические образцы и т.п.); понимание культурных отличий, толерантное восприятие другой системы
ценностей; овладение общей профессионально-производственной культурой; владение производственной
культурой в своей конкретной сфере деятельности; умение осуществлять социально ориентированное
формальное общение (научно-техническая документация, статьи, нормативные документы, функциональная и информационная подготовка проектов решений и т.п.) и личностно ориентированное неформальное
общение (устное общение в форме бесед на профессионально значимые темы, выступления на совещаниях, телефонные переговоры, письменная переписка специалистов и т.д.); умение находить и добывать
профессионально значимую информацию, обрабатывать ее, анализировать, синтезировать, интерпретировать, передавать и т.п.; умение ориентироваться в компьютерной / электронной / виртуальной среде межкультурной коммуникации специалистов той или иной области.
Что касается непосредственно иноязычных параметров, то в лингводидактике языковая личность
определяется как многокомпонентный набор языковых способностей, умений, готовности к осуществлению речевых действий различной степени сложности, то есть действий, классифицирующихся, с одной
стороны, по видам речевой деятельности (говорение, аудирование, чтение и письмо), а с другой – по аспектам языка (фонетика / орфография, лексика, грамматика) (Н. Д. Гальскова, Н. И. Гез, Ю. Н. Караулов,
Л. П. Клобукова, Н. Ю. Морозова, Л. П. Халяпина и др.). Знание лексики и грамматики, т.е. владение вербально-семантическим кодом, чрезвычайно важно. Наибольшая сложность в том, что значение каждого
слова чужого языка должно встраиваться не в систему родного языка, как эквивалент знакомого слова, а
в систему иностранного языка. С. Г. Тер-Минасова утверждает, что, выучив иностранное слово, человек
как будто вынимает кусок мозаики из чужой, неизвестной ему до конца картины мира и пытается совместить его с картиной мира, имеющейся в его сознании и заданной родным языком. Необходимость перестройки мышления, перекраивание собственной, обычной, родной картины мира по чужому, необычному
образцу и является одной из главных трудностей, в частности, психологических [9]. Поэтому способность
190 Издательство «Грамота» www.gramota.net
воспроизвести две «мозаичные картины» принадлежит, по нашему убеждению, к параметрам вторичной
языковой личности. Лишь тогда, когда в когнитивном сознании личности отложатся образы, аналогичные
тем, которыми оперирует носитель языка, мы сможем говорить о сформированной вторичной языковой
личности. Однако знание отдельных элементов языка: слов, отдельных предложений, отдельных звуков,
по Г. В. Колшанскому, не может относиться к понятию владения языком как средством общения. Владение языком всегда означает способность принимать участие в реальном общении. Это – следующий параметр. Относительно способности осуществлять профессионально ориентированное иноязычное общение
следует подчеркнуть, что такое общение способствует процессу социализации студентов, овладению
профессиональными нормами, привлечению к профессионально-производственной культуре, учету ее
специфики в контексте культуры страны и мировой культуры и т.д.
К параметрам вторичной языковой личности можно отнести еще и стилистику общения, и овладение
фонетическими нормами и т.п. Однако в условиях неязыкового вуза мы не считаем эти параметры существенными. Главное – уметь исправить стилистические и фонетические ошибки, если они затрудняют
коммуникацию и понимание.
Таким образом, цель иноязычной подготовки в неязыковых, в том числе экономических, высших образовательных заведениях мы видим в постепенном формировании вторичной языковой профессиональной личности, толерантной, готовой к профессиональной межкультурной коммуникации и саморазвитию в условиях глобального информационного общества. Очерченные нами параметры такой личности, как нам представляется, являются конкретными вехами на пути реализации указанной цели.
Список литературы
1. Гальскова Н. Д., Гез Н. И. Теория обучения иностранным языкам: лингводидактика и методика: учеб. пособие.
М.: Академия, 2004. 336 с.
2. Голованова Е. И. Профессиональная языковая личность: специфика профессиональных процессов в сфере теории и
практики // Non multum, sed multa: немного о многом. У когнитивных истоков современной терминологии: сб. науч. тр.
в честь В. Ф. Новодрановой. М.: Авторская академия, 2010. С. 261-270.
3. Евдокимова М. Г. Проблемы теории и практики информационно-коммуникационных технологий обучения иностранным языкам: монография. М., 2004. 312 с.
4. Караулов Ю. Н. Русский язык и языковая личность. Изд-е 6-е. М.: Изд-во ЛКИ, 2007. 264 с.
5. Мариничева А. В. Межкультурная коммуникативно-профессиональная компетентность как фактор подготовки квалифицированных специалистов: дисс. ... канд. соц. наук. Н. Новгород, 2003. 207 c.
6. Плехов А. Н. Психологические условия развития вторичной языковой личности преподавателя-лингвиста: дисс. … канд.
псих. наук. Н. Новгород, 2007. 210 с.
7. Попова Т. Г. Испанский научно-технический текст: традиции и современные подходы к изучению: монография.
М.: Изд-во РУДН, 2003. 160 с.
8. Сальная Л. К. Обучение профессионально ориентированному иноязычному общению / под ред. И. А. Цатуровой.
Таганрог: Изд-во ТТИ ЮФУ, 2009. 198 с.
9. Тер-Минасова С. Г. Язык и межкультурная коммуникация. Изд-е 2-е, дораб. М.: Изд-во Моск. ун-та, 2004. 352 с.
10. Хитрик К. Н. Теоретические основы обучения культуре иноязычного речевого общения в специальном языковом
вузе (на материале иранской ветви индоевропейских языков): автореф. дисс … докт. пед. наук. М., 2001. 43 с.
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ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ. ЛИНГВОКУЛЬТУРОЛОГИЧЕСКИЙ АСПЕКТ (ИЗ ОПЫТА РАБОТЫ)
КАРПЕНКО А.В.1
1 Институт иностранной филологии (структурное подразделение) Крымского федерального университета им. В.И. Вернадского
Тип: статья в журнале - научная статья Язык: русский
Номер: 22 Год: 2016 Страницы: 24-32
ЖУРНАЛ:
ЯЗЫК И КУЛЬТУРА (НОВОСИБИРСК)
Издательство: Общество с ограниченной ответственностью "Центр развития научного сотрудничества" (Новосибирск)
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫК И КУЛЬТУРА, ЛИНГВОДИДАКТИКА, ЛИНГВОКУЛЬТУРОЛОГИЯ, ЛИНГВОКУЛЬТУРНЫЕ КОМПЕТЕНЦИИ, МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ
АННОТАЦИЯ:
Статья посвящена одному из наиболее важных аспектов лингводидактики - анализу взаимодействия языка и культуры в коммуникативных ситуациях в устном и письменном дискурсе в процессе формирования вторичной языковой личности при обучении французскому как второму иностранному языку в неязыковом вузе. Автор статьи анализирует проблему методов обучения и роль лингвокультурологии и лингвокультурных коммуникативных компетенций, рассматривая важные в семиотическом плане элементы культуры лингвистическими методами и, подчеркивая их первостепенную роль в формировании четырех видов речевой деятельности.
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В одной из своих многочисленных полемик с ученым сообществом Поль
Рикер подчеркнул, что человечество как язык – существует лишь во множе-
24
стве. Сегодня это высказывание как никогда актуально. Процесс овладения
окружающим миром, предусматривает, в том числе, и активное изучение
иностранных языков. И как показывает жизнь – одного языка для реализации планов покорения мира вокруг нас явно недостаточно. Поставленная
цель возвышенна и благородна: язык, являясь незаменимым средством общения, и, зиждясь на социальных, познавательных, развивающих функциях,
способствует расширению кругозора и открывает необозримые просторы
для взаимодействия языков и культур и постижения многообразного поликультурного и многоязычного мирового сообщества.
Иностранный язык в системе современного российского высшего образования занимает особое место и превращается в реально востребованную
категорию, как в практическом, так и в интеллектуальном плане, обеспечивая профессиональную конкурентоспособность, успешность в налаживании
деловых связей и в реализации научных интересов в эпоху интернационализации рынка труда по всему миру.
Этот факт ведет к возрастанию мотивации в изучении не только одного,
но двух-трех иностранных языков, что является одной из составляющих успеха в будущей профессии, престижной работе и связях с зарубежными
коллегами. Потребность в расширении контактов ведет к изучению французского как второго, немецкого, испанского и других языков. Успех экономического развития нашего общества во многом зависит от компетентных
выпускников экономических и технических специальностей, свободно владеющих вторым иностранным языком.
В практическом плане, огромное значение имеет знание студентом первого иностранного языка, в основном, английского. И чем выше уровень этих
знаний, т.е. там, где уже сформированы основы иноязычной компетенции,
тем выше степень успешного переноса знаний, умений навыков на второй
иностранный язык. Изучение иностранных языков развивает логическое
мышление, и, следовательно, умение сравнивать, сопоставлять и противопоставлять, делать выводы и, как результат успешно преодолевать проблемы классификации, систематизации, обобщения.
Решение проблем построения курса второго иностранного языка в неязыковом вузе относится к одной из актуальнейших задач современной лингводидактики. Дело в том, что только с недавнего времени изучение второго
иностранного языка ввели в разряд «по выбору студента». Конечно, учитывая направленность вуза на обучение профессии, очень сложно найти место
для более глубокого изучения второго иностранного языка. Введение в сетку часов факультатива по второму иностранному языку (36 / 34 часа в неделю, один-два года) не дает возможности полного погружения в язык. Преподаватель вынужден с первых же занятий совмещать вводно-коррективный
курс с тематикой, заложенной в программу, обучая одновременно и чтению,
и говорению, и письму, и аудированию. Это сравнительно небольшое коли-
26 ЯЗЫК И КУЛЬТУРА
чество часов нужно использовать наиболее эффективно. Такая цель реальна,
при условии применения элементов лингвокультурологического подхода для реализации коммуникативных компетенций и, как результат,
повышения эффективности обучения второму иностранному языку в
неязыковом вузе.
Студенты в ходе овладения вторым иностранным языком на начальном
этапе испытывают значительные трудности на различных этапах порождения высказываний на иностранном языке. Им присущ медленный темп речи, паузы, оговорки, исправления, повторы. Важно отметить, что преподавать один иностранный язык в разрыве от другого ˗ самый непродуктивный
способ обучения нескольким иностранным языкам. Овладение первым, назовем его базовым иностранным языком, является опорой для изучения остальных языков, овладение вторым языком становится еще более сильной
опорой при изучении третьего языка и т.д. Здесь мы говорим о взаимовлиянии одного языка на другой на этапе совершенствования в овладении несколькими языками.
Актуальность статьи состоит в потребности анализа взаимодействия
языка и культуры в коммуникативных ситуациях в устном и письменном
дискурсе при формировании вторичной языковой личности в процессе обучения французскому как второму иностранному языку в неязыковом вузе.
Целью статьи является изучение лингвокультурных коммуникативных
компетенций в процессе формирования вторичной языковой личности при
обучении французскому как второму иностранному языку.
В последнее время закономерно возрастает интерес исследователей к
проблемам лингвокультурологии, межкультурных коммуникаций и коммуникативного поведения, а также к другим аспектам диады «язык и культура». «… Язык не существует вне культуры. Как один из видов человеческой
деятельности, язык оказывается составной частью культуры, определяемой
как совокупность результатов человеческой деятельности в разных сферах
жизни человека: производственной, общественной, духовной» [7, с. 15].
Именно потому, что язык является составной частью культуры, вопросы, связанные с культурно-обусловленными законами языкового общения,
входят в сферу лингвокультурологии. Мы считаем, что лингвокультурология является частью лингвистики, изучающей язык сквозь призму культуры,
она исследует важные в семиотическом плане элементы культуры лингвистическими методами, и не только.
В концептуальном плане содержание термина «лингвокультурология»
базируется в основном на «проблемах описания культуры и языка в процессе его функционирования» [2, с. 37].
В лингвокультурологическом подходе акцент делается на отражение в
языке репрезентативного среза конкретных культурных единиц данного
иноязычного дискурса национальных культурных феноменов.
История, теория и методика преподавания искусств и гуманитарных наук 27
Лингвокультурная компетенция студента формируется в процессе обучения на основе коммуникативного подхода, решающего задачу формирования коммуникативной компетенции как цели обучения, развивая приемы в
четырех видах речевой деятельности, объединяющих язык и общение. Это –
методика изучения языка, предлагающая обучать общению через общение.
Это ˗ умение и способность правильно и уместно использовать язык в разнообразных ситуациях общения.
Лингвокультурная компетенция включает несколько компонентов, в том
числе, семиотический и лингвистический. В учебном процессе лингвокультурная компетенция проявляется в формах письменной (в меньшей степени,
из-за нехватки времени, заложенного в учебных планах) и в основном, устной коммуникации, на которую делается основной упор в аудиторной работе. Структура лингвокультурной компетенции включает межкультурную
компетентность – знание общих лингвокультурных норм, правил и традиций другой лингвокультурной общности. В процессе обучения, развития и
роста личности их содержание и соотношение могут меняться. Межкультурная коммуникация имеет прикладной, характер, т.к. включает изучение
межкультурных коммуникативных компетенций и находится в тесной связи
с преподаванием иностранных языков. В этом состоит отличие между межкультурной коммуникацией и лингвокультурологией, которая изучает не
только межкультурную, но и интракультурную компетентность и является
теоретической дисциплиной.
Анализ исследований указывает на то, что проблема методов обучения
языкам привлекает внимание многих известных ученых и педагогов-практиков (М.Ф. Стронин, К.Д. Ушинский, И.М. Мельник, А.О. Топоров, Н.П. Аникеева). В целом, в современной теории обучения иностранному языку самым распространенным подходом является коммуникативный подход. А в
сочетании с лингвокультурологическим подходом коммуникативная компетенция усиливается, и такой подход становится одной из важнейших составляющих в изучении второго иностранного языка в вузе при формировании
вторичной языковой личности.
Цель коммуникативного подхода – качественное овладение речевыми
навыками. Основной задачей коммуникации является передача и прием информации, а необходимым условием является адекватное понимание этой
информации. Сегодня коммуникативный подход в обучении иностранным
языкам пронизывает все аспекты методики обучения, вне зависимости от
содержания обучения, целей и задач, методов и средств обучения. Воспитание и развитие также основывается на теории коммуникации.
Коммуникативная компетенция обучаемого подразумевает владение
культурно-обусловленными нормами вербального и невербального общения, включающими лингвистическую компетентность, предусматривающую владение вторым иностранным языком в нескольких его социальных
вариантах: устном, письменном официальном и разговорном варианте.
28 ЯЗЫК И КУЛЬТУРА
Ученые лингводидактики полагают, что в результате любого языкового
образования, появляется сформированная языковая личность (термин, введенный в лингводидактику Ю.Н. Карауловым) [4]. Соответственно, при изучении иностранных языков, так называемая «вторичная языковая личность»,
по И.И. Халеевой, которая предложила лингводидактическое толкование
понятия «вторичная языковая личность» [8]. Ученые определяют вторичную языковую личность как сумму умений обучаемого к иноязычному общению на межкультурном уровне. Сумма умений и навыков складывается
из овладения обучающимся «языковой картиной мира» изучаемого языка и
концептуальной картиной мира, помогающей понять новую для него социальную действительность [3, с. 46]. У них следует сформировать а) лингвистическую компетенцию; б) языковую; в) коммуникативную; г) культурологическую [1, с. 278].
Лингводидактики предлагают трехуровневую модель Ю.Н. Караулова
по формированию вторичной языковой личности. Итак, на вербально-семантическом уровне формируются первичные знания о системе языка, осуществляется установка на восприятие и понимание в языках и культурах.
Этот этап – начало формирования коммуникативной компетенции. Преподаватель предлагает работу с информационно наполненными, четко структурированными, описательными и повествовательными текстами, используя
упражнения на подстановку, подбирая учебный материал, состоящий из
лексических единиц, речевых образцов, грамматических структур, тематических блоков, дающих представление о социокультурных знаниях страны
изучаемого второго иностранного языка.
В основном, на этом этапе мы предлагаем тематику, связанную с описанием человека, его характера, его окружения, местом работы и / или учебы,
его привычек и предпочтений, рутины: Qui êtes-vous? Que faites-vous? Où
allez-vous? Que voulez-vous? Combien en voulez-vous? Comment sont-ils? Qui
choisir et que choisir?
По предложенным описаниям студенты определяют личность, затем детально описывают ее, опираясь на предложенную лексику, используя также
речевые образцы и лексические единицы из «Petites annonces». Большой интерес у студентов вызывает изучение знаков зодиака, как базы для описания
внутреннего мира человека. Обязательным, на наш взгляд, является работа
над аутентичными объявлениями о поиске работы «Recherche et Offres
d‟emploi», где мы закрепляем не только и не столько различные специальности, но и форму, и язык объявлений, речевые образцы, свойственные данному типу объявлений, их лингвокультурную наполненность. Студенты погружаются в мир ситуативных диалогов, закрепляя лексику по предложенной тематике. На этом этапе идет закрепление не только лексики, но и базовой грамматики: спряжение глаголов, род и число существительных и прилагательных, место прилагательных и наречий. Также предлагается отра-
История, теория и методика преподавания искусств и гуманитарных наук 29
ботка различных типов вопросов. Например, по тематике «Que faites-vous?»
они образуют вопросы типа «Où habitez-vous? Où est-ce-que vous habitez?
Vous habitez où?» и отвечают на них, работая в парах, а затем в ситуациях
ролевых игр.
В лингвокультурологическом плане интерес вызывает рубрика «Portraits».
Студентам предлагается ряд небольших текстов, содержащих сведения о
стране и жителях, их предпочтениях, о политических партиях, о масс медиа,
о культурной жизни страны и т.д. Как пример, предлагается текст о мадам
Леонар: «Madame Léonard enseigne la sociologie à l‟Université de Montpellier.
Elle vote P.S. et elle est syndiquée. Elle croit à la démocratie. Elle passé ses vacances en Lozère où elle fait de la poterie. Elle lit «Le Monde» et «Le Nouvel
Observateur». Elle prépare un doctorat d‟État. Elle va souvent au ciné-club avec
son mari. Ils sont écologistes et font du sport tous les dimanches». Первая часть
работы над текстами «Portraits» ограничена прослушиванием, отработкой
чтения. Затем студенты переходят к вопросно-ответной работе. Преподаватель делает лишь необходимые лексические и лингвокультурологичекие комментарии. Вторая часть работы – это объяснения сути анкеты «Sur le Bonheur des citoyens». Как только преподаватель заканчивает все комментарии,
студенты объединяются в небольшие группы для устной отработки вопросов. Третий этап – это креативная работа. Обучаемые находят героя вне аудитории для описания и, опираясь на вопросы анкеты, создают настоящий
портрет, более сложный и объемный, чем предложенные преподавателем.
Студентам предстоит переработать представленный материал: сформулировать основную идею текста; выделить микро темы и найти наиболее
яркие суждения о них; раскрыть основные и второстепенные факты; научиться перечислять факты и определять хронологию событий; пересказать
текст. Также предлагаются упражнения на подстановку, которые способствуют приобретению навыков структурирования на основе опорных элементов (речевых образцов и лексических единиц), а также умению использовать речевой материал в различном лексическом окружении. Например, в
рубрике «Savez-vous interroger sur le lieu»? мы предлагаем словосочетания
типа «аu bureau des renseignements» и студенты задают вопросы к обстоятельству места.
Для продуцирования нового содержания на основе заданного используются упражнения на повторение с использованием предложенных выражений, изменение форм слов и даже синтаксических конструкций. На этом
уровне также считаем необходимым обучать речеобразующим, а также контактообразующим формулам, соединяющим отдельные части высказывания
в единое целое, передающим отношение к предмету обсуждения, – формулам вежливости, согласия / несогласия, выражения собственного мнения,
просьбы, привлечения внимания, соединяющим отдельные части высказывания в единое целое и т.д. Например, «Ni oui, ni non». Студентам предлага-
30 ЯЗЫК И КУЛЬТУРА
ется задание, где интервьюер задает ряд вопросов, на которые нельзя отвечать никак, кроме как «да» или «нет».
Oui: évidemment; sans doute; je suis de votre avis; en effet; exactement;
absolument.
Non: Je ne suis pas; je ne crois pas; je n‟ai pas d‟envie à ce sujet; rien n‟est
moins certain, sûr.
Или, например, вводим ряд лексических единиц и речевых образцов
предлагающих начать разговор по телефону или в общественном месте:
«Entrer en contact par téléphone ou dans un lieu public»: Salut! Tchao! Au revoir.
Au revoir, Madame. Bonjour, Messieurs-Dames. Allô, Air France? Allô, ici
Monsieur Beau de l‟Institut Pasteur, pourrais-je parler à Monsieur Mercier? Ah!
Te voilà enfin! Vous avez l‟heure, s‟il vous plaît? Excusez-moi, je suis désolé.
Предлагаются фразы, содержащие элементы выражения собственного
мнения: Sans doute. Je suis de votre avis. C‟est évident. C‟est sûr. C‟est certain.
Je suis d‟accord. En effet … . Il n‟y a pas de doute. Exactement. Bien sûr. Absolument. Exact. Affirmatif. Je ne sais pas pourquoi. Je n‟ai pas d‟avis à ce sujet. Je
ne conteste pas. Здесь также уместно проведение презентаций, имитации,
подстановки, а также разработка сценариев ролевых игр, ситуативных диалогов в рамках изучаемых тем.
Следующий, лингво-когнитивный уровень формирует навыки анализа
различий в языках и культурах. Осуществляется переход к грамматической
организации высказывания и лексическому наполнению синтаксической
структуры предложения в соответствии с целью высказывания. Здесь мы говорим о более высоком уровне владения языком и соответственно, предлагаем обучающимся аутентичные тексты на иностранном языке, страноведческого и культурологического характера. Работа с текстами предусматривает чтение, вопросно-ответные виды работы, пересказ и обсуждение, даже
рассуждение, а также доклады-презентации на французском языке с элементами сравнения культур.
Работая с «Interview sur le bonheur des citoyens» преподаватель предлагает несколько раз прослушать интервью, определить тематику вопросов,
определить их лингвокультурологическую составляющую. Студенты вычленяют ряд тем, связанных с политическими партиями Франции, демократией по-французски, различными теориями, историческими персонажами,
французскими масс медиа, отношением к спорту, искусству и т.д. Предлагаемые тексты – это монологи и диалоги, в том числе, профессиональной
тематики, различные интервью, беседы, рассуждения на различные темы с
элементами дискуссии. Они также дают возможность составлять высказывания, связанные с профессиональной тематикой. Тексты-рассуждения направлены на формирование умений и навыков говорения при обсуждении
содержания текста. Например, сформулировать определение понятия, выражение согласия / несогласия, своего суждения, составление диалогов, ин-
История, теория и методика преподавания искусств и гуманитарных наук 31
тервью, формулирующих ту или иную точку зрения. Подобного рода коммуникативные упражнения на основе лингвокультурологических текстов с
монологической организацией – самый эффективный способ формирования
у студентов устойчивых языковых навыков французского языка как на вербально-семантическом, так и на лингво-когнитивном уровне. Мы предлагаем студентам критические статьи, например, о театре. Статья «Marie Tudor
de Victor Hugo» дает представление о театральной жизни Франции, несет
критический разбор пьесы, поставленной в разные эпохи различными режиссерами. Здесь студентам предлагаются задания на расширение лингвокультурных компетенций: от пересказа содержания драмы, до критической
оценки поступков героев, своего собственного суждения, или описания исторических событий и героев. На лингво-когнитивном уровне обязательны
упражнения на развитие навыков и умений аргументации, синтеза, умозаключения на базе как монологической, так и диалогической речи. Постепенное доведение речевой деятельности до автоматизма происходит только
при поэтапном усложнении предлагаемых заданий. Так, переход к обучению пересказу текста происходит после выполнения набора определенных
языковых и речевых упражнений. Использование электронных, видео-аудио
средств, прослушивание разножанровых телевизионных передач (новости,
репортажи, художественные фильмы) ˗ эффективное средство расширения
языковой лингвокультурной компетенции.
Именно так происходит формирование вторичной языковой личности, на
основе лингвокультурной коммуникативной компетенции в процессе обучения французскому как второму иностранному языку в неязыковом вузе.
---
Список литературы:
1. Беспалова Ю.В. Создание оптимальной информационной среды при
формировании вторичной языковой личности / Ю.В. Беспалова // Ученые
записки Таврического национального университета им. В.И. Вернадского.
Серия «Филология. Социальные коммуникации». – 2011. – № 2, Т. 24 (63),
Ч. 1. – С. 278.
2. Воробьев В.В. Лингвокультурология: монография. – М.: РУДН, 2008. ˗
336 с.
3. Гальскова Н.Д. Современная методика обучения иностранным языкам: пособие для учителя / Н.Д. Гальскова. – М.: АРКТИ–ГЛОССА, 2000. –
С. 46.
4. Караулов Ю.Н. Русский язык и языковая личность. – М.: ЛКИ, УРСС
Эдиториал, 2010. – 264 с.
5. Карпенко А.В. Интенсивные методики и оптимизация учебного процесс (из опыта работы) / А.В. Карпенко // Ученые записки Таврического национального университета им. В.И. Вернадского. Серия «Филология». –
2002. – Т. 15 (54), № 2. – С. 290-295.
32 ЯЗЫК И КУЛЬТУРА
6. Карпенко А.В., Ермоленко О.В. Коммуникативная компетенция и проблемы тестирования // Культура народов Причерноморья. – Симферополь,
2014. – № 272. – С. 162-165.
7. Тер-Минасова С.Г. Язык и межкультурная коммуникация: учебное
пособие. – М.: Слово, 2000. – C. 15.
8. Халеева И.И. Основы теории обучения пониманию иноязычной речи
(подготовка переводчика) / И.И. Халеева. – М.: Высш
С. Ю. Стрелкова
ФОРМИРОВАНИЕ ГРАММАТИКОНА
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
Дается определение грамматикона как одной из составных частей поликультурной языковой личности,
включающей «инвентарь» грамматических единиц и отношений между ними, а также способной
использовать эти грамматические единицы в ситуации реального межкультурного общения. Структура
грамматикона трехчастна и предполагает наличие универсального, национального и индивидуального
компонентов.
This article defines grammaticon as an integrated part of a multicultural language personality, which
includes an inventory of grammatical units and relations between them, as well as the ability to use these
grammatical units in real cross-cultural communication. The structure of grammaticon consists of 3 parts: the
universal, the national, and the individual components.
Ключевые слова: грамматикон, поликультурная языковая личность, обучение иноязычной грамматике.
Key words: grammaticon, multicultural language personality, teaching second language grammar.
Понятие грамматикона в отличие от понятия лексикона не нашло широкого распространения
как в лингвистической теории, так и в теории обучения иностранным языкам. В то же время в
связи с появлением теории языковой личности и активной разработкой моделей языковой
личности встают вопросы ее структурных характеристик, формирования грамматической
аутентичности речи обучаемых, развития грамматико-дискурсивной компетентности в процессе
обучения иноязычному общению и ряд других вопросов, связанных с грамматическим аспектом
становления поликультурной языковой личности.
Термин «грамматикон», по мнению Ю. Н. Караулова, вполне правомерен и целесообразен,
когда речь идет о грамматической части, которая отражается «в исследованиях типа “синтаксис
Толстого”, “словотворчество Маяковского” и охватывает набор некоторых шаблонов и
стереотипов словосочетаний, излюбленных синтаксических конструкций, приемы
словотворчества, новообразования для передачи субъективных смыслов и неожиданных
ассоциативных сближений, необычное использование грамматических категорий и т. п.» [3, c. 88].
Автор полагает, что грамматикон, коммуникативно ориентированный по самой своей природе,
находится в сложной связи с лексиконом и даже «до известной степени растворен в нем в силу лексикализации определенной части грамматических явлений», а также с семантиконом,
прагматиконом и тезаурусом языковой личности [3, c. 89—91]. При этом взаимопроникновение
уровней языковой личности практически невозможно представить в двухмерном и даже трехмерном пространстве: Ю. Н. Караулов понимает грамматикон как важную составляющую структуры
языковой личности, ядро которой образуется пересечением всех без исключения ее элементов.
Более узкое понимание грамматикона у Е. И. Ярославцевой, трактующей грамматикон как
«инвентарь» грамматических элементов языка, который может быть представлен в компьютерной
базе данных. Она обосновывает целесообразность употребления этого понятия в целях
обеспечения эффективного обучения иностранным языкам и получения адекватного перевода
тем фактом, что «необходимо знать, в чем и как различаются рассматриваемые языки, для чего,
видимо, требуется иметь перечень всех существующих (по крайней мере, всех известных)
грамматических явлений, а также тогда будет можно выявить адекватные описательные
(лексические) средства для выражения имеющихся в одном и отсутствующих в другом языке
грамматических категорий» [7, с. 341]. В качестве примера Е. И. Ярославцева приводит
использование артиклей в английском языке и их отсутствие в русском, что предполагает
применение разных средств реализации семантической категории определенности в этих языках.
Но даже при наличии одной и той же, например, морфологической категории в английском и
русском языках их категориальное значение и формообразование могут различаться
существенным образом. Сравним категорию вида в системе английского и русского глаголов:
продолженные — непродолженные, перфектные — неперфектные формы в английском языке и
формы совершенного — несовершенного вида в русском.
Рассматривая структуру грамматикона, Е. И. Ярославцева подразделяет его на универсальный,
конкретно-языковой и частный. Универсальный грамматикон определяется как универсальный
набор грамматических явлений, типичный для любого языка; конкретно-языковой — как
проекция универсального грамматикона на конкретный язык; а частный представляет собой
компоненты, составляющие универсального и конкретно-языкового грамматикона, относящиеся к
конкретным грамматическим категориям — падежу, числу, дейксису и т. д. [7, с. 343].
Несомненно, в процессе обучения иноязычной грамматике преподаватель неизбежно
опирается на перечень грамматических структур изучаемого языка, лежащий в основе учебной
программы. Однако в таком узком понимании грамматикона отсутствует индивидуальный
компонент языковой личности, процесс обучения иноязычной грамматике сводится к передаче
знаний, игнорируются компетентностный подход к образованию и сама идея формирования поликультурной языковой личности средствами иностранного языка. В то время как подобный
подход берет за базу коммуникативную направленность обучения иностранным языкам, нацеленность его «на речевое взаимодействие с носителями языка и на взаимопонимание, т. е.
конкретно на реальное иноязычное общение, облегчающее социальную адаптацию в условиях
многоязычного, поликультурного мира» [1, с. 160]. Как отмечают В. А. Болотов и В. В. Сериков,
социальный заказ общества сегодня предполагает деятельностно-творческий аспект
образованности, «тогда как существующее предметно-знаниевое образование может в лучшем
случае обеспечить реализацию ориентировочного компонента творческой активности, но не
более того» [2, с. 10]. Поэтому процесс обучения иноязычной грамматике обязательно должен
быть направлен на формирование личности студента с учетом индивидуальных когнитивных и
психологических особенностей обучаемых.
Концепция формирования поликультурной языковой личности предусматривает
акцентирование индивидуальных особенностей, которые отражаются и в выборе структуры
предложения, и в частотности активного использования определенных синтаксических
конструкций или морфологических форм, а также в предпочтении выбора какого-либо варианта
грамматической структуры в реальной ситуации межкультурной коммуникации. «Каждый
носитель языка имеет в своем распоряжении континуальную шкалу моделей и языковых единиц, из
которой он выбирает подходящий набор средств нужной тональности» [5, с. 54].
С другой стороны, по мнению О. Е. Морозовой, о языковой личности можно говорить с
различной степенью отвлеченности от конкретного человека. Это и отдельный человек со своим
характером, интересами, социальными и психологическими предпочтениями в употреблении
языка (например, языковая личность известного писателя), равно как типовой представитель
языковой общности (группы, класса, нации, типа речевой культуры): русская, английская,
просторечная, элитарная, языковая личность политика, бизнесмена, журналиста и так далее, а
также это и человек как особый биологический вид, представитель человеческого рода,
обладающий способностью к речи, умеющий порождать и понимать тексты [4, с. 32].
С переносом акцентов со знаний о языке как системе на человека говорящего и
культурологические особенности речевой коммуникации особую актуальность приобретают не
только исключительно лингвистические факторы. В первую очередь это особенности,
обусловливающие специфику различных сфер речевой коммуникации. Сюда же можно отнести
регистровую маркированность речи, интертекстуальные коммуникативные связи, возможность
разнообразных интерпретаций смысла сообщения, явление коммуникативных неудач и другие
факторы, «обрамляющие» чисто языковое содержание высказывания. «Осознание подчиненного
характера собственно речевой коммуникации по отношению к коммуникации как целому
заставляет лингвистов… исследовать не только речь, но и речевые события (простые и сложные)
как структурные формы коммуникации, придавать особое значение взаимодействию вербальных
и невербальных инструментов общения» [6, с. 3]. Это ведет к переходу от грамматики
предложения к грамматике текста и дискурса как единицы обучения и к пересмотру содержания
обучения грамматике. Так, соглашаясь с мнением Ч. Хоккетта о том, что полные грамматически
правильные предложения встречаются достаточно редко в современном разговорном языке в от-
личие от немалого числа аграмматичных предложений, что десятилетиями игнорировалось
грамматистами, В. Раскин утверждает, что в настоящее время лингвисты вынуждены менять свои
представления о «действующей» грамматике английского языка, поскольку любые отклонения от
нормы несут высокую долю коммуникативной нагрузки [5, с. 18—19]. Другими словами, в начале
XXI века нельзя ограничиваться лишь канонами академической грамматики. Модель обучения
иноязычной грамматике должна быть направлена на развитие как письменной, так и устной речи
при восприятии и порождении различного типа текстов и дискурсов.
Подводя некий итог в понимании термина «грамматикон», определим его как обязательный
компонент языковой личности, включающий «инвентарь» грамматических средств и отношений
между ними и способность использовать эти грамматические единицы в ситуации реальной
речевой коммуникации. Опишем структуру грамматикона как состоящую из универсального,
национального и индивидуального.
Поскольку человек как биологическое существо обладает одной психофизиологической
основой порождения и восприятия речи, поэтому в любом языке функционируют универсалии,
которые в первую очередь находят отражение в грамматической подсистеме. Это грамматические
категории и значения, существующие во всех языках: темпоральность, аспектуальность, дейксис,
определенность, род, число и т. д. Таким образом, универсальный компонент грамматикона
языковой личности обладает весьма обобщенным, абстрактным характером. Оценить универсальный компонент грамматикона можно по перечню грамматических категорий и их значений,
знанию способов выражения грамматического значения, осознанию универсальности
грамматических явлений в разных языках, а также по степени осведомленности о выборе
грамматико-дискурсивных стратегий.
Национальный компонент грамматикона представляет собой проекцию универсального
компонента на конкретный / изучаемый язык. Здесь мы можем вести речь о конкретных
грамматических категориях, например английского языка, и грамматических или грамматико-
семантических способах передачи значения. Признаками национального компонента становятся
не только перечень грамматических категорий, их значений в конкретном / изучаемом языке и
знание способов выражения грамматического значения в этом языке, но и осознание
специфичности грамматических явлений, а также социокультурная осведомленность о выборе
грамматико-дискурсивных стратегий.
Если морфологические категории достаточно детально изучены и описаны, что дает
возможность их контрастивного анализа и определения наиболее эффективной методики их
усвоения в изучаемом языке, то на синтаксические категории, как правило, обращают намного
меньше внимания, перенося дискурсивные стратегии с родного языка на изучаемый. Возьмем,
например, синтаксическую категорию императивности. При свойственной носителям русского
языка категоричности высказывания и приоритетном использовании глагольных форм повели-
тельного наклонения для выражения побуждения к действию в прямых речевых актах изучающие
английский язык интерферируют это свойство родного языка на употребление соответствующих
структур при построении английского предложения. Данная дискурсивная тактика отличается от
тактики носителей английского языка, которые отдают предпочтение косвенным речевым актам и
чаще выбирают структуру вопросительного предложения, иногда с включением в нее модальных
глаголов. Иными словами, там, где носители английского языка спросят “Would you like to open
the book?”, русскоязычные обучаемые скажут “Open the book, please”.
Однако декларативное знание национальных особенностей построения высказывания в
изучаемом языке не предполагает его применения на практике. Язык как система — достояние
всего коллектива его носителей, и потому объективен. Речь во многом индивидуальна, выбор
синтаксических структур обусловлен различными факторами, поэтому она более субъективна по
сравнению с языком. Таким образом, индивидуальный компонент грамматикона можно
охарактеризовать как степень грамматической аутентичности речи на конкретном / изучаемом
языке. В него, в свою очередь, входят языковая, речевая, дискурсивная и социокультурная
составляющие.
Языковая составляющая индивидуального компонента грамматикона включает:
• знание правил морфологии и синтаксиса изучаемого языка, семантического и
фонетического оформления высказываний на изучаемом языке;
• способность формулировать правила функционирования языковых единиц в речи;
• знание грамматической вариативности языка и речи;
• знание соотношения высказывания / предложения / текста с коммуникативными задачами
пользователя языка и особенностями ситуации речевого общения;
• знание единиц речевого этикета;
• владение индуктивным и дедуктивным способом получения грамматических знаний;
• владение лингвистической терминологией.
В речевую составляющую входят:
— владение коммуникативными умениями аудирования, чтения, говорения, письма;
— использование грамматических правил для перевода, выражения и передачи значения;
— способность декодировать требования коммуникативной ситуации;
— способность говорящего адекватно воспринимать слушающего;
— способность к интеракции;
— способность выбора соответствующих языковых структур в конкретной ситуации устной
или письменной коммуникации;
— овладение речевыми (коммуникативными) стратегиями;
— владение способами поведения в проблемных коммуникативных ситуациях.
Дискурсивная составляющая предполагает:
• знание грамматических особенностей, присущих различным типам дискурса в изучаемом
языке;
• способность адекватно воспринимать типы дискурса в процессе иноязычного общения;
• владение механизмами когезии в построении типов дискурса;
• умение выявлять дискурсивные различия в родном и изучаемом языках для адекватного
употребления грамматических структур;
• способность выбора наиболее эффективной стратегии для реализации конкретной
коммуникативной задачи.
Социокультурная составляющая предусматривает:
— умение адекватно воспринимать иноязычную речь с учетом конкретной ситуации речевого
общения в соответствующем культурном сообществе;
— знание социокультурной специфики иноязычного общения, определяющей выбор
грамматических структур;
— осмысление обучаемыми языковой картины мира изучаемого языка;
— осознание себя как субъекта межкультурного взаимодействия;
— способность строить свое речевое поведение в соответствии с грамматическим
идиоэтнизмом аутентичной речи;
— способность адаптировать речевое поведение к меняющимся межличностным условиям и в
разных типах дискурса.
Индивидуальную составляющую грамматикона языковой личности можно оценить по уровню
владения иностранным языком, а именно по приближенности интерязыка обучаемого к речи носителей
изучаемого языка.
Все три компонента грамматикона играют важную роль в процессе формирования
грамматической аутентичности речи обучаемых. Универсальный компонент служит базой для
него, национальный — обеспечивает знание специфики изучаемого иностранного языка. Но
очень многое зависит от индивидуального компонента грамматикона языковой личности,
который включает не только знания в области грамматической системы языка, но и готовность к
ведению эффективной иноязычной коммуникации с использованием элементов этой системы.
«Индивидуальность» грамматикона в основном определяется психологическими и
когнитивными особенностями обучаемых, их интересом и мотивированностью к изучению
иностранных языков. В индивидуальности грамматикона таится и опасность использования
«излюбленных» синтаксических структур, выбор которых обусловлен нормами родного языка и
культуры в ущерб аутентичности речи. И даже при отсутствии грамматической ошибки создается
некий акцент, поскольку носители языка предпочитают другие, более узуальные структуры в
сходных ситуациях речевого общения.
Соответственно, в задачи обучения иноязычной грамматике необходимо добавить:
• развитие лингвистического наблюдения;
• сравнение в родном и изучаемом языках коммуникативных стратегий, определяющих выбор
грамматической структуры, адекватной ситуации общения;
• осознание вариативности выбора грамматических структур в зависимости от ситуации
коммуникации в различных типах дискурса.
Такое «погружение» в дискурс поможет развитию грамматикона поликультурной языковой
личности во взаимосвязи с лексиконом, семантиконом, прагматиконом и тезаурусом обучаемого,
сопоставлению коммуникативной эффективности своего речепорождения на изучаемом языке с
речью носителей языка, выявлению несоответствий в своем интерязыке. Это поможет избежать
формирования грамматикона по типу русскоязычной культуры и развитию грамматической
аутентичности. Кроме того, обучение должно строиться с учетом типа языковой личности, т. е.
индивидуальных когнитивно-психологических особенностей, для наиболее полной реализации
когнитивных потребностей языковой личности. Такой подход может быть обеспечен лишь с помощью комплекса учебных заданий, предусматривающих как эксплицитное, так и имплицитное
обучение иноязычной грамматике, дедуктивный и индуктивный способ презентации
грамматического материала, наличие репродуктивных и продуктивных упражнений (аудиовизуальных, кинестетических, текстовых), творческих заданий на лингвистическое наблюдение и
порождение иноязычной речи, наличие заданий для аудиторной и самостоятельной работы
обучаемых и т. д.
Таким образом, грамматикон языковой личности не гомогенное образование. В процессе
обучения каждая составляющая требует внимания и учета. О сформированности грамматикона
поликультурной языковой личности можно судить по уровню знаний грамматической системы
изучаемого языка и по операциональности грамматикона. Другими словами, по умениям и
готовности использовать полученные в процессе обучения знания в стереотипных и
нестандартных ситуациях речевой коммуникации при порождении и восприятии иноязычной
речи, по степени готовности к эффективному иноязычному общению.
Список литературы
1. Бим И. Л. Компетентностный подход к образованию и обучению иностранным языкам // Компетенции
в образовании: опыт проектирования: сб. науч. тр. / под ред. А. В. Хуторского. М., 2007. С. 156—163.
2. Болотов В. А., Сериков В. В. Компетентностная модель: от идеи к образовательной программе //
Педагогика. М., 2003. № 10. С. 8—14.
3. Караулов Ю. Н. Русский язык и языковая личность. 6-е изд. М., 2007.
4. Морозова О. Е. Мир человека и его речь: моногр. Архангельск, 2005.
5. Раскин В. К теории языковых подсистем. 2-е изд., доп. М., 2008.
6. Сиротинина О. Б., Гольдин В. Е. Речевая коммуникация и ее изучение // Проблемы речевой
коммуникации: межвуз. сб. науч. тр. Саратов, 2000. С. 3—5.
7. Ярославцева Е. И. Грамматикон и база данных «Языки мира» // Проблемы прикладной лингвистики-2001: сб. ст.
/ отв. ред. А. И. Новиков. М., 2001. С. 39—357.
Об авторе
Светлана Юрьевна Стрелкова — канд. филол. наук, доц., Поморский государственный
университет им. М. В. Ломоносова (Архангельск), е-mail: alexstr1@atknet. ru, fc. english@pomorsu.ru
About author
Dr. Svetlana Strelkova, Associate Professor, Pomor State University (Arkhangelsk), е-mail:
inbarsukov@mail.ru
УДК 372.881.1
В работе исследуется проблема формирования будущего инженера как культурно-языковой личности, при-
водятся результаты теоретического анализа понятий «языковая личность», «вторичная языковая лич-
ность» и «культурно-языковая личность», уточняется классификация уровней сформированности куль-
турно-языковой личности студента технического вуза.
Ключевые слова и фразы: языковая личность; вторичная языковая личность; культурно-языковая личность;
тезаурус; коммуникативно-культурная компетенция.
Юлия Юрьевна Ковалева
Кафедра английского языка и технической коммуникации
Томский политехнический университет
yulia_kovalyova@tpu.ru
ФОРМИРОВАНИЕ КУЛЬТУРНО-ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ИНЖЕНЕРА
КАК ДИДАКТИЧЕСКАЯ ЦЕЛЬ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ В ТЕХНИЧЕСКОМ ВУЗЕ
В настоящее время практически все отечественные вузы технического профиля реализуют подготовку студентов по иностранным языкам, каждый из них разрабатывает собственное содержание и систему контроля, руководствуясь потребностями своего учебного заведения и используя при этом разные походы и методики. Между тем требования к владению иностранным языком выпускниками неязыкового вуза едины, что отражено в Государственных образовательных стандартах, основным требованием которых является наличие иноязычной коммуникативно-культурной компетенции, достаточной для бытового и профессионального общения в иноязычной среде. Мы придерживаемся мнения о том, что основной целью обучения английскому языку студентов неязыковых специальностей технического вуза должно выступать формирование и последующее развитие будущего инженера как культурно-языковой личности, владеющей на достаточно высоком уровне коммуникативно-культурной компетенцией на английском языке. О том, что же понимается под культурно-языковой личностью, мы будем повествовать далее. В научной литературе авторы часто оперируют понятиями «языковая личность» [1], имея в виду изучающего иностранный язык, а также «вторичная языковая личность» [3], подразумевая под этим личность будущего переводчика. В 1994 году В. П. Фурманова вводит понятия «культурно-языковой личности» и «аутентичной культурно-языковой личности». Представляется необходимым остановиться подробнее на исследовании данных понятий. Впервые в научной литературе появляется не только понятие, но и целая концепция «языковой личности», под которой понимается «многослойный и многокомпонентный набор языковых способностей, умений и готовностей личности к осуществлению речевых поступков с разной степенью сложности по видам речевой деятельности, а, с другой стороны, по уровням языка, то есть фонетике, грамматике и лексике [1, с. 38].
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Согласно концепции Ю. Н. Караулова структура языковой личности состоит из трёх уровней: 1) вербально-семантического уровня или лексикона, включающего в себя и фонд грамматических знаний. На данном уровне в качестве единиц выступают отдельные слова как единицы вербальноассоциативной сети, причем отношения между ними охватывают все разнообразие их парадигматических, семантико-синтаксических связей в их совокупности, а стереотипами являются стандартные словосочетания; 2) лингвокогнитивного уровня или тезауруса, в котором запечатлен «образ мира» или система знаний о мире. На тезаурусном уровне основными единицами являются обобщенные понятия, крупные концепты, идеи, выразителями которых оказываются те же слова предыдущего уровня, но облеченные дескрипторным статусом. Стереотипам на этом уровне соответствуют устойчивые стандартные связи между дескрипторами, которые находят свое выражение в дефинициях, афоризмах, из всего многообразия которых языковая личность выбирает именно те, которые соответствуют устойчивым связям между понятиями в ее тезаурусе. Автор делает выводы о том, что собственно языковая личность начинается не с нулевого, а с лингвокогнитивного уровня, так как «только начиная с этого уровня, оказывается возможным индивидуальный выбор, личностное предпочтение одного понятия другому» [Там же, с. 53]; 3) мотивационного уровня, отражающего систему целей, мотивов, установок и намерений, и представляющего собой единство инвариантной и переменной составляющих. Единицы мотивационного уровня ориентированы на прагматику, и на этом уровне речь идет о коммуникативно-деятельностных потребностях личности. Отношения между единицами данного уровня задаются сферами общения, особенностями коммуникативной ситуации и исполняемых коммуникативных ролей. На наш взгляд, третий, мотивационный уровень языковой личности еще более подвержен индивидуализации. Мы согласны с Ю. Н. Карауловым, что мотивационный уровень состоит из тех же типов элементов единиц, отношений и стереотипов, что и два предыдущих. Другими словами, языковая личность на мотивационном уровне «сливается с личностью в глобальном социально-психологическом смысле, что закономерно, поскольку языковая личность есть личность, выраженная в языке и через язык, личность, реконструированная в основных своих чертах на базе языковых средств» [Там же, с. 38]. В дополнение к указанным выше уровням мы, в свою очередь, предлагаем выделить в структуре языковой личности такой уровень как, деятельностный, благодаря которому вся система целей, мотивов и установок языковой личности может воплотиться в деятельности. Поскольку приобретаемые языковой личностью знания о мире, концепты, обобщенные понятия не могут существовать изолированно, они должны найти свое применение в деятельности, целью и результатом которой является формирование и развитие знаний, умений и навыков, то есть коммуникативно-культурной компетенции, предполагающей выход языковой личности студента в тезаурусную структуру. Исходя из основных положений концепции языковой личности, И. И. Халеева вводит понятие «вторичной языковой личности», полагая, что «через идентификацию вербально-семантического фона иноязычной языковой личности, репрезентирующейся в текстовой деятельности, можно и нужно научить будущего переводчика осмыслять «картины мира» иной социальной общности, развивая в нем черты и способности вторичной языковой личности……..и если приобщение к вербально-семантическому фонду должно происходить на начальном этапе становления языковой личности, то следующий уровень формирования языковой личности предполагает выход в тезаурусную структуру» [3, с. 53]. Из сказанного выше очевидно, что под «вторичной языковой личностью» И. И. Халеева подразумевает личность будущего переводчика. Для нашего исследования в концепции «вторичной языковой личности» наибольший интерес представляет выход языковой личности в тезаурусную структуру, так как это предполагает индивидуальное познание мира, приобретение и накопление знаний о мире, овладение личностью знаниями о культуре изучаемого языка на основе используемых в процессе обучения аутентичных материалов. Научный интерес представляет исследование понятия «тезаурус» (thesaurus от греч. «сокровище»), которое обладает многозначностью и используется для обозначения: 1) идеографических словарей, где показаны семантические отношения между лексическими единицами; 2) словарей, где представлены слова языка с примерами их употребления в тексте; 3) невербального (когнитивного) способа организации знаний о мире в сознании индивида; 4) совокупности лингвокогнитивных пресуппозиций и импликаций, характеризующих как конкретную, так и обобщенную языковую личность. В широком смысле тезаурус словарь можно трактовать как «языковую память», в которой лексическим способом «закодированы системы правил, регулирующие применение в речи единиц фонологического, морфологического, синтаксического, семантического и прагматического уровней» [1, с. 232]. С этих позиций Ю. Н. Караулов называет уровень организации языковой личности, который «имеет дело уже не с семантикой слов и выражений, а со знаниями» тезаурусным, который проистекает из того, что «понять какую-нибудь фразу или текст означает пропустить ее через свой тезаурус, соотнести со своими знаниями и найти соответствующее ее содержанию ‘место’ в картине мира» [Там же, с. 171].
153
На основании тезаурусной концепции языковой личности Ю. Н. Караулова, И. И. Халеева вводит понятия ‘Тезаурус I’ как способ формирования языкового сознания, восходящего к языковой картине мира и напрямую связанный с ассоциативно-вербальной сетью языка, и ‘Тезаурус II’, который соотносится со знаниями о мире, формирующими когнитивное сознание и общую картину мира на уровне концептуальной системы, источниками которого выступают чувственный опыт и деятельность, отраженные в текстах. Принимая во внимание концепции «языковой» и «вторичной языковой личности», В. П. Фурманова в своих исследованиях говорит о «культурно-языковой личности», под которой понимает интегративное качество субъекта, обладающего определенными этносоциокультурными статусами, языковым и культурным информационным запасом, представленными в виде уровней развития культурно-языковой личности, и способностью интерпретировать языковые и культурные явления» [2, с. 8]. Говоря о будущем инженере, мы представляем его именно как культурно-языковую личность. Выдвижение культурно-языковой личности в качестве стратегического ориентира лингвогуманитарной подготовки будущего специалиста технического профиля продиктовано как самой сущностью данного феномена, так и статусом речевого развития личности как основы любого образования, в том числе технического. Культурно-языковая личность складывается из способностей человека осуществлять различные виды речемыслительной деятельности и использовать разного рода коммуникативные роли в условиях социального взаимодействия людей друг с другом и окружающим их миром. Суть при этом заключается в том, чтобы студенты будущие инженеры не только усваивали определенную сумму знаний о специфике культурной жизни страны изучаемого языка в сравнении с культурой родного языка, но и овладевали социокультурными, межкультурными и лингвокультурными умениями, а также развивали свой собственный культурный облик. Основываясь на проведенном В. П. Фурмановой исследовании, мы полагаем, что культурно-языковая личность будущего инженера может быть представлена на трёх уровнях: 1) нормативно-адаптивном, характеризующим культурно-языковую личность студента тем, что у нее есть фоновые знания об иноязычной культуре и нормативно-адаптивные умения; 2) социально-адаптивном, согласно которому культурно-языковая личность может общаться в иноязычной среде с аутентичной языковой личностью, максимально приближаясь при этом к ее тезаурусной структуре на сопоставительной основе; 3) креативном, характеризующим культурно-языковую личность тем, что она умеет сравнивать несколько различных культур, использовать данные сравнительного анализа в профессиональной деятельности. На наш взгляд, креативный уровень характеризует культурно-языковую личность будущего инженера с той точки зрения, что он должен быть способным интерпретировать факты двух культур; обладать умениями социокультурного анализа, что предполагает глубокое проникновение в культурный пласт страны изучаемого языка с целью извлечения наиболее ценных моментов; уметь пользоваться ими в процессе межкультурного профессионального общения, следовательно, обладать высоким уровнем сформированности иноязычной коммуникативно-культурной компетенции. Ориентация технических вузов на развитие будущего инженера как культурно-языковой личности на различных уровнях обусловливает комплексное овладение студентами коммуникативно-культурной компетенцией на английском языке, которая позволит будущим специалистам технического вуза: − взаимодействовать с носителями другой культуры с учетом современного взгляда на технические науки, научного мировоззрения, профессиональных особенностей, национальных ценностей, норм и представлений; − создавать позитивный для коммуникантов настрой в учебно-трудовом, социально-бытовом и социокультурном общении на английском языке; − выбирать коммуникативно-адекватные и ситуативно-приемлемые способы вербального и невербального поведения на основе знаний о науке и культуре других народов в рамках полилога культур; − сохранять национальную самоидентификацию в условиях международной интеграции и мобильности.
Список литературы
1. Караулов Ю. Н. Русский язык и языковая личность. М.: Наука, 1987.
2. Фурманова В. П. Межкультурная коммуникация и культурно-языковая прагматика в теории и практики преподава-
ния иностранного языка: автореф. дисс. … д. пед. наук. М., 1994.
3. Халеева И. И. Основы теории обучения пониманию иноязычной речи. М.: Высшая школа, 1989.
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E.А. Кириченко, аспирант ГАГУ, г. Горно-Алтайск, E-mail: mnko@mail.ru
ФОРМИРОВАНИЕ ЛИНГВОСОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ ПОЛИКУЛЬТУРНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ С ПОМОЩЬЮ ТЕКСТОВ КУЛЬТУРЫ
В данной статье характеризуется одна из ключевых компетентностей поликультурной языковой личности - лингвосоциокультурная, которая обеспечивает владение иноязычным общением и формируется с помощью текстов культуры. Тексты культуры являются компонентом содержания обучения иностранному языку на языковом факультете.
Ключевые слова: ключевые компетенции, поликультурная языковая личность, лингвосоциокультурная компетенция, иноязычное общение, тексты культуры, содержание обучения, языковой факультет.
В настоящее время статус иностранного языка стано-
вится еще более значимым, благодаря прежде всего, расшире-
нию экономических, политических, культурных связей между
странами, с доступом к информационным технологиям, в том
числе в результате развития международных средств массовой
коммуникации. Знание системы иностранного языка и прак-
тическое владение им становится в современном обществе
необходимой частью личной и профессиональной жизни че-
ловека, что вызывает потребность в специалистах в различных
областях знания, практически владеющих одним или несколь-
кими иностранными языками. Социальный заказ общества, по
отношению к иностранному языку в связи с наличием реаль-
ного выхода на иную культуру и ее представителей выража-
ется не просто в практическом знании иностранного языка, а в
умении использовать этот язык в реальном общении. Поэтому
целью языкового образования является подготовка специали-
стов по иноязычному межкультурному общению, т.е. форми-
рование поликультурной языковой личности, структура кото-
рой включает концептосферы: универсального, этнокультур-
ного, социокультурного и индивидуально-культурного типов,
что обеспечивает развитие ее готовности и способности к
активному позитивному взаимодействию с представителями
поликультурного мира [1, с. 22].
Под образованием в педагогических исследованиях по-
нимается объем систематизированных знаний, умений, навы-
ков, способов мышления, которыми овладевают обучаемые [2;
3], т.е. результат обучения. Образование рассматривается, с
одной стороны, как условие самоопределения и развития лич-
ности, с другой стороны, образование становится главным
фактором в информационном обществе, основой развития
личности, гарантией ее социальной мобильности и устойчиво-
сти [4]. Применительно к языковому образованию реализация
компонентов содержания образования осуществляется с по-
мощью иностранного языка. Содержание языкового образова-
ния составляют как теоретические, так и практические дисци-
плины. К первым относятся стилистика, лексикология, теоре-
тическая фонетика и грамматика, теория перевода, история
языка, лингвострановедение, ко вторым - практика устной и
письменной речи, чтение художественной литературы, прак-
тическая фонетика и грамматика.
Профессиональная подготовка специалистов требует не
только эффективной организации обучения, но и определения
цели и рационального содержания обучения. Поэтому обуче-
ние иностранным языкам в языковом вузе связано, в первую
очередь, с такими понятиями как «компетенция» и «компе-
тентность», определяющие содержание обучения и уровень
подготовленности будущих специалистов.
Уровень подготовки специалистов по иностранному язы-
ку определяется сформированностью компетенций. В ме-
тодике преподавания иностранных языков выделяют следую-
щие виды компетенций, которыми обладает поликультурная
языковая личность:
- языковая или лингвистическая;
- речевая или дискурсивная;
- социокультурная;
- межкультурная [5; 6; 7].
В данном случае речь идет о готовности планировать,
организовывать и осуществлять речевое и неречевое поведе-
ние адекватно целям иноязычного общения. Формирование
готовности является условием профессиональной компетент-
ности поликультурной языковой в различных видах деятель-
ности: учебной, трудовой, профессиональной.
В словаре иностранных слов под «компетенцией» (от
лат. competentis способный) понимается круг вопросов, в ко-
торых личность обладает познаниями, опытом [8].
Применительно к обучению иностранному языку поня-
тие «компетенция» в словаре методических терминов рас-
сматривается как совокупность знаний, навыков, умений,
формируемых в процессе обучения той или иной дисциплине,
а также способность к выполнению какой-либо деятельности
и характеризуется определенным уровнем владения языком
[4].
Общее понятие компетентности трактуется как характе-
ристика, даваемая человеку в результате оценки эффективно-
сти и результативности его действий, направленных на раз-
решение определенного круга значимых задач [9]. В учебном
процессе компетентность есть основной и конечный результат
педагогической деятельности [10], определенный идеальный
потенциал будущих специалистов [11].
Таким образом, понятия «компетенция» и «компетент-
ность» не идентичны. А.И. Сурыгин разграничивает эти поня-
тия применительно к подготовке специалистов по иностран-
ным языкам. Компетенция - это содержание образования, ко-
торое формирует компетентность учащегося в какой-либо
деятельности, а компетентность, в свою очередь, представляет
собой образованность, т.е. результат обучения [12].
Из данных определений компетенции и компетентности
можно сделать вывод о том, что компетенция представляет
собой явление, отражающееся в содержании обучения, а ком-
петентность результат обучения и воспитания иностранному
языку как специальности. Данный результат можно достичь с
помощью использования текстов культуры в процессе обуче-
ния на старшем этапе языкового факультета. В методике пре-
подавания иностранных языков мы определяем текст куль-
туры как закодированную знаковую систему, включающую
ISSN 1991-5497. МИР НАУКИ, КУЛЬТУРЫ, ОБРАЗОВАНИЯ. № 7 (19) 2009
13
социокультурную информацию о стране изучаемого языка.
Тексты культуры разнообразны: архитектурный ансамбль,
портреты, пьесы, литературные, музыкальные произведения и
т.д. Обучение на основе текстов культуры является возмож-
ным на старшем этапе, поскольку необходимо совершенное
владение иностранным языком и знание теоретических дис-
циплин. В процессе подготовки будущих специалистов целью
является готовность к осуществлению иноязычного межкуль-
турного общения, т.е. формирование иноязычной межкуль-
турной компетентности. Формирование такой компетентности
предполагает изменения в процессе обучения иностранному
языку в языковом вузе. Основной ценностью становится не
усвоение суммы сведений, а освоение умений, которые позво-
ляли бы определять цели, принимать решения и действовать в
типичных и нестандартных ситуациях. Базовая компетент-
ность специалистов по межкультурному общению заключа-
ется в умении создать, организовать образовательную, разви-
вающую, воспитательную среду, в которой становится воз-
можным достижение образовательных результатов.
В каждой профессии существует набор компетенций, без
которых невозможно выполнение профессиональной деятель-
ности. Характеристика профессиональной компетенции фило-
лога охватывает лингвистическую, литературоведческую,
лингвокультуроведческую, педагогическую, психологиче-
скую, лингводидактическую, и коммуникативную компетен-
ции [13].
Однако для обучения иноязычному общению на старшем
этапе с помощью текстов культуры необходимо выделить
компетенцию, которая учитывает роль невербальных средств
общения и специфику трех сторон общения: коммуникатив-
ной, интерактивной и перцептивной. Эту компетенцию можно
определить как лингвосоциокультурная, которая соответст-
вует структуре общения и включает содержание обучения
общению: коммуникацию, интеракцию и перцепцию, направ-
ленные на формирование трех сторон общения.
Лингвосоциокультурная компетенция как готовность и
способность к осуществлению иноязычного общения входит в
профессиональную компетентность поликультурной языковой
личности.
Лингвистический компонент данной компетенции соот-
ветствует коммуникации, социальный - интеракции, культу-
рологический - перцепции [14].
Коммуникативная сторона общения отражает прием и
передачу информации и характеризуется вербальной и невер-
бальной коммуникацией. Вербальная коммуникация пред-
ставлена естественным языком и речью. К средствам невер-
бальной коммуникации относятся: оптико-кинетическая, пара-
и экстралингвистическая, организация пространства и вре-
мени коммуникативного процесса, визуальный контакт. Сово-
купность перечисленных средств дополняет, замещает речь,
репрезентирует эмоциональное состояние общающихся. Рас-
сматриваемые тексты культуры представляют не только вер-
бальный, но и невербальный вид общения, т.к. закодированы с
помощью кодов: визуальных (натюрморт), слуховых (симфо-
ния), визуально-слуховых (кинофильм), графических (роман).
Поэтому в процессе обучения иностранному языку необхо-
димо владение этими кодами.
Интеракция осуществляется в ходе совместной деятель-
ности, при этом в результате взаимодействия обеспечивается
иноязычное общение. В процессе общения важно не только
обменяться информацией, но и организовать обмен дейст-
виями, спланировать общую стратегию. Интеракция обеспе-
чивается двумя противоположными видами: кооперацией -
организация совместной деятельности и конкуренцией - со-
перничество в этой деятельности.
Перцепция реализуется во взаимопонимании партнеров
по общению. Эффективность общения и понимания зависит
от культурных и этических правил общающихся. В общении
необходимо учитывать желания, намерения, опыт партнера,
поскольку познание другого человека рассматривается как
основание не только для понимания партнера, но и для уста-
новления с ним согласованных действий особого рода. Пер-
цепция реализуется в механизмах идентификации и рефлек-
сии, эмпатии и аттракции, которые позволяют достичь поло-
жительного эффекта межличностного восприятия.
В контексте взаимосвязанного обучения языку и куль-
туре, язык рассматривается как часть соответствующей куль-
туры, как средство её выражения, фиксации, сохранения и
трансляции следующим поколениям, а культурологические
знания, получаемые с помощью текстов культуры, составляют
одну из основных частей обучения в языковом вузе. Поэтому
формирование лингвосоциокультурной компетентности воз-
можно с помощью текстов культуры, которые входят в со-
держание обучения иностранному языку на языковом факуль-
тете, поскольку они являются не только информативными и
познавательными, но и воспитывающими. Воспитываются
такие качества личности как эмоциональной восприимчиво-
сти, сопереживания, толерантности и т.д.
Следовательно, мы полагаем, что возможность эффек-
тивного общения с помощью текстов культуры достигается в
совокупности коммуникативной, интерактивной и перцептив-
ной сторон общения, в процессе формирования навыков и
умений устной речи и письма, где тексты культуры могут
использоваться в качестве наглядных опор. Например, рас-
смотрим музыкальное произведение как текст культуры. Му-
зыкальное произведение используется как музыкальный фон
при введении и работе над другими произведениями художе-
ственного творчества: стихами, сюжетами из национальной
литературы, создавая определенную эмоциональную атмо-
сферу и соответствующую мотивацию к иноязычным выска-
зываниям в форме интерпретации, дискуссий, сюжетной и
ролевой игры. Специальная работа с музыкальным произве-
дением осуществляется поэтапно в сочетании с текстом, ви-
деофильмом, произведениями живописи и т.д. Очень эффек-
тивны и проектные работы, включающие работу над историей
создания произведения, биографией композитора, ее фрагмен-
тами, связанными с данными текстами культуры.
При формировании лингвосоциокультурной компетент-
ности тексты культуры необходимы, т.к. они способны влиять
на запоминание не только языковых единиц, но и речевых
произведений - устных и письменных, служить опорой при
высказываниях как в монологической, так и в диалогической
форме. Кроме того, они поддерживают мотивацию в обучении
иностранному языку, дают наглядное представление об изу-
чаемом или обсуждаемом материале, снимают языковые
трудности в овладении тем или иным тематическим содержа-
нием.
На основе анализа литературы по проблеме исследова-
ния мы пришли к выводу о том, что в результате сформиро-
ванности лингвосоциокультурной компетентности с помощью
текстов культуры поликультурная языковая личность должна
обладать следующими умениями в иноязычном межкультур-
ном общении, связанных с восприятием, пониманием и ин-
терпретацией иноязычных текстов культуры:
- воспринимать и интерпретировать содержание различ-
ных текстов культуры страны изучаемого языка;
- определять границы культурных эпох, видеть общие
черты и различия в культуре народа изучаемого языка и куль-
туре страны собственного народа;
- соотносить содержание этнокультурных иноязычных
стереотипов с опытом собственной культуры;
- оценивать с позиций иноязычной культуры различные
ситуации иноязычного общения, содержание произведений
художественного творчества;
- понимать и интерпретировать новую информацию о
культуре страны изучаемого языка в средствах массовой ин-
формации;
- систематизировать факты культурной жизни носителей
языка, относящихся к языку, бытовой сфере, произведениям
искусства;
- обобщать свой личный опыт в процессе иноязычного
общения и оценивать его результаты.
Таким образом, тексты культуры являются компонен-
том содержания обучения иностранному языку как специаль-
ISSN 1991-5497. МИР НАУКИ, КУЛЬТУРЫ, ОБРАЗОВАНИЯ. № 7 (19) 2009
14
ности на старшем этапе в условиях языкового вуза. С помо-
щью данных текстов возможно формирование социокультур-
ных знаний и одной из ключевых компетентностей в языко-
вом образовании - лингвосоциокультурной.
Библиографический список
1. Халяпина, Л.П. Методическая система формирования поликультурной языковой личности посредством Интернет - коммуникации в процессе
обучения иностранным языкам: автореф. дис. … канд. пед. наук. - Кемерово: Кузбассвузиздат, 2006.
2. Подласый, И.П. Педагогика: Новый курс: учеб. для студ. высш. учеб, заведений. - М.: Гуманит. изд. центр ВЛАДОС, 2003.
3. Селиванов, B.C. Основы общей педагогики: Теория и методика воспитания: учеб. пособие для студ. высш. пед. учеб, заведений / под ред.
В.А. Сластенина. - М.: Издательский центр «Академия», 2000.
4. Глухов, Б.А. Термины методики преподавания русского языка как иностранного / Б.А. Глухов, А.Н. Щукин. - М.: Рус. яз., 1993.
5. Бим, И.Л. Личностно-ориентированный подход - основная стратегия обновления школы // ИЯШ. - 2002. - №2.
6. Почепцов, Г.Г. Теория коммуникации. - М.: «Рефл-бук», К.: «Ваклер», 2001.
7. Соловова, Е.Н. Методика обучения иностранным языкам: базовый курс: пособие для студентов пед. вузов и учителей. - М.: ACT: Астрель, 2008.
8. Словарь иностранных слов / под ред. Л.Н. Комарова. - М.: «Русский язык», 2006.
9. Иванов, Д.А. Компетентности и компетентностный подход в современном образовании. - М.: Чистые пруды, 2007.
10. Реан, А.А. Психология и педагогика / А.А. Реан, Н.В. Бордовская, С.И. Розум. - СПб.: Питер, 2002.
11. Когнитивная психология. - СПб.: Питер, 2006.
12. Сурыгин, А.И. Основы теории обучения на неродном для учащихся языке. - СПб.: Издательство «Златоуст», 2002.
13. Балыхина, Т.М. Структура и содержание профессиональной компетенции филолога: дис. … д-ра пед. наук. - М., 2000.
14. Андронкина, Н.М. Текстовый материал в обучении иностранному языку как специальности: монография. - Горно-Алтайск: РИО ГАГУ,
2008.
Статья поступила в редакцию 11.03.09
ФОРМИРОВАНИЕ ЛИЧНОСТИ БУДУЩЕГО СОТРУДНИКА ОРГАНОВ ВНУТРЕННИХ ДЕЛ: ВЗГЛЯД НА ПРОБЛЕМУ СКВОЗЬ ПРИЗМУ КОНЦЕПТА "ЯЗЫКОВАЯ ЛИЧНОСТЬ"
ХРУСТАЛЕВА О.Н.Написать письмо автору1
1 Казанский юридический институт МВД России
Тип: статья в журнале - научная статья Язык: русский
Том: 221Номер: 1 Год: 2015 Страницы: 238-241
УДК: 81:378.147
ЖУРНАЛ:
УЧЕНЫЕ ЗАПИСКИ КАЗАНСКОЙ ГОСУДАРСТВЕННОЙ АКАДЕМИИ ВЕТЕРИНАРНОЙ МЕДИЦИНЫ ИМ. Н.Э. БАУМАНА
Издательство: Казанская государственная академия ветеринарной медицины имени Н.Э. Баумана (Казань)
ISSN: 2413-4201
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ (ЯЛ), LINGUISTIC PERSONALITY, ПОЛИЦЕЙСКИЙ, POLICEMAN, ИМИДЖ СОТРУДНИКА ОРГАНОВ ВНУТРЕННИХ ДЕЛ, IMAGE OF THE POLICE, РЕЧЕВАЯ КУЛЬТУРА СОТРУДНИКА ОРГАНОВ ВНУТРЕННИХ ДЕЛ, THE VERBAL CULTURE OF THE POLICE
АННОТАЦИЯ:
Полиция Российской Федерации является гарантом соблюдения законов государства и личных прав граждан. Для того чтобы соответствовать этим требованиям, органы внутренних дел нуждаются в квалифицированных кадрах и хорошо разработанной системе их подготовки, которая подразумевает и работу над формированием лингвистических компетенций. В статье представлен взгляд на проблему формирования личности будущего сотрудника органов внутренних дел в процессе освоения им в ведомственном вузе дисциплин гуманитарного и профессионального цикла сквозь призму концепта «языковая личность». Научные теории и реалии единодушны в понимании важности и необходимости формирования языковой личности защитника правопорядка.
---
Многообразие и сложность задач,
стоящих перед органами внутренних дел,
решаемых в ситуации глобальных
изменений в политической и социальноэкономической жизни российского
общества, предъявляют высокие требования
к профессиональным, личностным и
нравственным качествам всех категорий
сотрудников органов внутренних дел
(ОВД), и, особенно, к их будущим
офицерским кадрам. И уверенное владение
языком (в идеале – языками) является
одним из основных направлений,
определяющих гуманистическую культуру
личности. Общеизвестно, что знание
языков способствует духовному росту
человека, выступает средством выражения
своих мыслей, чувств, познания
окружающей действительности и как
средство коммуникации с представителями
других народов, особенно в условиях
полилингвального общества, каким
является Республика Татарстан.
Так же неоспоримо важна роль и
значение языкового многознания и в
процессе формирования положительного
имиджа сотрудника органов внутренних
дел, которому необходимо совмещать в
себе прагматические роли гражданина,
морального проповедника,
беспристрастного исследователя, юристаученого, судьи, обвинителя, полемиста,
рассказчика-психолога, реализуя различные
варианты речевого поведения в различных
ситуациях профессионального общения. [1]
В связи с этим, говоря о
профессиональной речи, нельзя не отметить
очевидного: профессиональная речь
требует определенного образования.
Общение специалистов, в том числе
общение юристов, это профессиональное
общение. И здесь особо необходимо
подчеркнуть важность различных аспектов
профессиональной речи: от лексикона,
произношения терминов и специальных
фраз до построения высказывания с учетом
коммуникативных целей.
Профессия полицейского, как и
любая другая, в некотором смысле –
речевая: сотрудник организует свою
деятельность через слово, выражая себя в
профессиональном тексте и в устных
238
контактах с коллегами, гражданами. Если
эти контакты организованы неправильно,
если сотрудник не знает элементарных
правил речевого этикета, не умеет точно и
ясно выразить свою мысль, он не может
чувствовать себя комфортно в профессии, а
его работа не будет выполняться так, как
нужно. Для сотрудника
правоохранительных органов одинаково
важны и умение составлять письменные
тексты, и вступать в диалог с гражданами.
Письменная речь должна быть
грамматически правильно сформулирована.
При составлении различных документов
(протоколов, отчетов, писем, справок и
проч.) необходимо использование
уместных, пусть и шаблонных, языковых
средств.
Очевидно, низкий уровень речевой (и
общей) культуры сотрудников
правоохранительных органов в целом не
способствует взаимопониманию с
населением, оказывает влияние на
возникновение недоверия, неприязни
граждан к полиции, а также
продолжительное время негативно
сказывался на формировании имиджа
сотрудника органов внутренних дел.
И здесь концепт «ЯЛ» будет четким
ориентиром преподавателям, нацеленным
на формирование профессиональных
компетенций будущего сотрудника органов
внутренних дел, в числе которых и
лингвистические компетенции.
Лингвистические компетенции
специалистов вузов нефилологического
профиля (к которым относится и
юридический) формируются в процессе
преподавания предметов филологического
цикла – русского языка, русского языка и
культуры речи, иностранного языка,
делового русского языка, русского языка в
деловой документации.
Концепт «языковая личность» (ЯЛ) -
сквозная идея, которая пронизывает и все
аспекты изучения языка и одновременно
разрушает границы между дисциплинами,
изучающими человека, поскольку нельзя
изучить человека вне его языка» [2].
Определение ЯЛ – личности,
воплощенной в языке, дано Ю.Н.
Карауловым в монографии «Русский язык и
языковая личность» еще в 1987 году,
однако уже приобрело широкую
известность и большую популярность у
различных исследователей: филологов,
социологов, психологов, педагогов…
«Человек обладает родовой
способностью быть языковой личностью,
но каждый индивид еще должен стать
ею», - обозначил проблему формирования
языковой личности индивида ученый
лингвист Г.И. Богин. Сперва в своей
диссертации, а затем и в других
исследованиях ученый выделяет пять
уровней становления языковой личности,
каждый из которых соответствует
различной степени готовности говорящего
к совершению речевых поступков. Модель,
представленная Г.И. Богиным,
демонстрирует разную степень владения
языком вообще – независимо от возраста
(начиная с четвертого уровня, развитие ЯЛ,
по Богину, уже не зависит от возраста и в
большей степени связано с формирование
культуры общения в широком значении
этого термина)
По наблюдениям Г.И. Богина,
«языковая личность, (1)овладев принятыми
в обществе высокочастотными средствами
прямой номинации, переходит к (2)
интериоризации речи, что открывает ей
путь к (3) лексико-грамматическому
познанию и, далее, к (4) своеобразной
свободе в выборе средств выражения из
множества потенциальных субституентов.
Достижение этой свободы позволяет
развитой личности (5) оперировать целым
текстом таким образом, чтобы форма текста
оптимально рефлектировалась в
содержание, выступала как
«содержательная форма» [3, С.9-10].
Безусловно, работа преподавателей
по формированию «сильной», «элитарной»
(понятия, так же широко используемые в
современной научной среде) языковой
личности будущего сотрудника органов
внутренних дел должна строиться и с
учетом положительной мотивации к
изучению предметов языкового цикла.
Анализ современной практики
деятельности полицейских, по
утверждению И.С. Скляренко, показывает,
что значительное число случаев их
непрофессионализма обусловлено тем, что
в процессе подготовки сотрудников
правоохранительных органов не уделяется
должного внимания формированию у них
необходимых профессиональных
ценностных установок («целостное
239
динамическое состояние его личности,
характеризуемое его внутренней
готовностью, предрасположенностью к
осуществлению правоохранительной
деятельности с ориентацией на ее значимые
характеристики, определяющие ее
эффективность, идеал, нормы и эталоны
должного в профессиональном поведении»)
[4]. Существенная зависимость
результативности профессиональной
деятельности сотрудников ОВД от качества
их профессионального общения
рассматривается И.С. Скляренко в качестве
приоритетных для данных специалистов.
В группах курсантов факультета
очного обучения (54 человека) и
слушателей факультета заочного обучения
(76 человек) нами был проведен опрос с
целью определения взгляда самих учащихся
ведомственной образовательной
организации на проблему состояния их
профессионального общения. Будущим
(курсантам) и действующим (слушателям)
сотрудникам органов внутренних дел было
предложено ответить на вопросы анкеты:
Считаете ли Вы себя грамотным
человеком? Как, по-Вашему, насколько
зависит имидж российского полицейского
от того, умеет ли он грамотно писать и
говорить? Какие ошибки в речи (устной и
письменной) полицейского, по Вашим
наблюдениям, встречаются наиболее часто
у Вас и (или) Ваших коллег?
Невысокую грамотность сотрудников
полиции отметили более половины (54%)
опрашиваемых, выразив сожаление, что это
в немалой степени негативно сказывается
на имидже «солдата правопорядка». Около
20% опрошенных указали, что не
задумывались над тем, влияет ли речь
сотрудника ОВД, изобилующая
грамматическими и орфографическими
ошибками, на его имидж. По словам 26%,
они считают себя грамотными людьми (при
этом добавляют, что создание текстов на
компьютере «оберегает» от многих
орфографических ошибок. Кроме того,
формализованные бланки протоколов также
не позволяют допускать большого
количества ошибок).
Согласно недавним опубликованным
в открытом доступе результатам
исследований Левада-центра, доверие
населения к сотрудникам органов
внутренних дел значительно выросло, и, на
наш взгляд, не последнюю роль в этом
играет то, что уделяется значительное
внимание формированию у сотрудников
полиции необходимых профессиональных
ценностных установок, в том числе и
развитию профессиональной речи. В
немалой степени формированию языковой
личности будущего офицера полиции
способствует и состоявшаяся языковая
личность преподавателя [5]. И не может не
радовать единодушное мнение будущих и
действующих сотрудников ОВД,
участвовавших в исследовании, что
правильно и свободно выражать свои
мысли очень важно, этому непременно
нужно учиться, соблюдая при этом и
нравственность речи.
---
ЛИТЕРАТУРА:
1. Ерошенков Н.В. Профессионально-нравственная подготовка курсантов
в образовательной среде вуза МВД России: дис. ... канд.пед. наук/ Н.В. Ерошенков. - Белгород,
2014.- 243 с. 2. Караулов Ю.Н. Русский язык и языковая личность: монография / Ю.Н.
Караулов; отв.ред Д.Н.Шмелев. – М.: Наука, 1987. - С.3. 3. Богин Г.И. Модель языковой
личности в ее отношении к разновидностям текстов: автореферат дис. …докт.филол. наук/ Г.И.
Богин. – Л., 1984. 4. Скляренко И.С. Педагогическая система формирования профессиональных
ценностных установок у курсантов вузов МВД России: автореферат дис. ... доктора пед. наук/
И.С. Скляренко. - М., 2014. 5. Хрусталева О.Н. От «языковой личности» преподавателя к
«языковой личности» курсанта вуза МВД России/ О.Н. Хрусталева// Вестник Казанского
юридического института МВД России. 2014. № 4. С.90-94.
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ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННОГО СТУДЕНТА В ПРОЦЕССЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ
БОЖЕНКОВА РАИСА КОНСТАНТИНОВНАНаписать письмо автору1, БОЖЕНКОВА НАТАЛЬЯ АЛЕКСАНДРОВНАНаписать письмо автору2, ШУЛЬГИНА НАДЕЖДА ПЕТРОВНАНаписать письмо автору2
1 МГТУ им.Н.Э.Баумана
2 Юго-Западный государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (40) Год: 2015 Страницы: 308-313 Поступила в редакцию: 26.03.2015
УДК: 378:808.2(073.4)
ЖУРНАЛ:
ФИЛОЛОГИЯ И КУЛЬТУРА
Издательство: Казанский (Приволжский) федеральный университет (Казань)
ISSN: 2074-0239
КЛЮЧЕВЫЕ СЛОВА:
ГЛОБАЛИЗАЦИЯ МИРА, WORLD GLOBALIZATION, ПОЛИФУНКЦИОНАЛЬНЫЙ МИР, MULTIFUNCTIONAL WORLD, ПОЛИКУЛЬТУРНАЯ ЛИЧНОСТЬ, MULTICULTURAL PERSONALITY, ЯЗЫК, LANGUAGE, КУЛЬТУРА, CULTURE, ЦЕННОСТНЫЕ ОРИЕНТАЦИИ, VALUE ATTITUDES
АННОТАЦИЯ:
В статье представлена новая интегративная методология, способствующая формированию поликультурной языковой личности иностранного студента в процессе обучения русскому языку как иностранному. Авторами предложена собственная трактовка дефиниций «поликультурная личность», «поликультурная языковая личность», «поликультурная языковая личность иностранного студента». Описаны сложные процессы многостороннего и многоуровнего взаимодействия семантики отражения и семантики языка, корреляции интерсубъективных компонентов и текстовых средств. Показаны пути формирования умений решать профессионально-коммуникативные проблемы средствами изучаемого языка, разработки методических вопросов языковой и речевой компетенции. Возможности реализации органической связи языкового ряда с культурологическим материалом в обучении РКИ показаны на примере конкретного учебного комплекса.
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Сближение стран и народов, усиление их
взаимодействия, мультикультурализм, глобализация мира в целом – особенности современного
общества.
Для того чтобы в таких условиях эффективно
осуществлять профессиональную деятельность,
выпускникам российских вузов, как российским,
так и иностранным, необходимо наличие поликультурных качеств, ценностных ориентаций,
мотивационных установок, знаний об истории и
культуре, обычаях и традициях разных народов,
умение сочетать национальную самоидентификацию с уважением к другой культуре.
В этой связи все более актуализируется проблема формирования поликультурной языковой
личности студента, в частности иностранного, в
процессе обучения русскому языку.
Проведенный анализ отечественной и зарубежной философской и психолого-педагогической литературы позволил нам определить искомую дефиницию.
Поликультурная личность – это личность,
являющаяся субъектом полилога культур,
имеющая активную жизненную позицию, обладающая развитым чувством эмпатии и толерантности, эмоциональной устойчивостью, умением
жить в мире и согласии с людьми как представителями разных культурных групп, способная к
успешному самоопределению и продуктивной
профессиональной деятельности в условиях
культурного многообразия общества [1].
Поликультурная языковая личность владеет
концептосферами собственной и других культур
и способна на основе анализа языковых средств
и речевого поведения определять содержание
концептов, которыми оперирует партнер по
коммуникации [2].
Поликультурную языковую личность иностранного студента мы определяем как личность, в структуре которой средствами русского
языка сформирован комплекс компетенций, позволяющий ей ориентироваться в социокультурной, этнокультурной и индивидуально-культурной концептосферах, обеспечивающий ей возможность активного позитивного взаимодействия с представителями поликультурного мира.
Это личность с развитым чувством толерантности и эмпатии, обладающая активной жизненной
позицией, способностью жить в согласии с представителями различных культурных и этнических групп, способная к успешному самоопределению и продуктивной профессиональной деятельности.
Таким образом, названный выше «диктум» на
первый план выводит необходимость овладения
иностранными студентами общекультурными
компетенциями (в том числе и навыками социокультурной и межкультурной коммуникации).
Вместе с тем в ходе овладения русским языком
иностранные студенты «должны усмотреть русский народ в непосредственных проявлениях его
духовной жизни» [3], ибо «человек духовный –
не тот, кто что-то знает и умеет, а тот, кто обладает устойчивыми ориентирами, управляющими
его деятельностью в любой сфере: культурой созидательного творческого труда, культурой разумного потребления, культурой гуманистического общения, культурой познания, культурой
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мировоззрения, культурой эстетического освоения действительности» [4].
Вместе с тем важной составляющей системы
языковой подготовки иностранных студентов
должна стать триада язык – культура – личность
как методологический концепт обучения РКИ
[5].
На этом фоне (несмотря на насыщенность
образовательного рынка значимыми учебными и
учебно-методическими изданиями) становится
очевидной потребность в учебниках и учебных
пособиях, ориентированных на формирование
целостной лингвокультурологической и профессионально-речевой компетенции иностранных
студентов.
В полной мере названным требованиям отвечает учебный комплекс «Уроки русского» [6].
Комплекс состоит из учебника для студентов
и методических материалов для преподавателей.
Он адресован студентам-иностранцам, которые
обучаются в вузах гуманитарного профиля (социологам, журналистам, политологам, философам, экономистам и др.) и владеют русским языком в объеме Первого сертификационного уровня – ТРКИ – I (в Европейской системе уровней
владения иностранным языком соответственно
В1).
Говоря о комплексе, важно подчеркнуть, что
основной его задачей (как показало время реализованной в полной мере) является единый взаимосвязанный процесс формирования речевых
навыков и совершенствования культурологических умений. Реализации обозначенной выше
цели подчинены все элементы педагогического
дискурса – от интеграции современных подходов, предъявленных во всей многочисленности
их структурных характеристик, до разнообразного корпуса текстов, объединенных идеей взаимосвязи человека, культуры, общества в контексте
русской национальной специфики как неотъемлемой части общемировой парадигмы ценностей,
и собственно названия.
Решение проблемы отбора учебного культурологического материала авторы учебника естественно связывали с тезисом о «национально
ценном» и «национально своеобразном» [7], а
предпочтение отдали национально ценному. Причем национально ценные явления, факты и сведения из русской лингвокультуры, включая исторический, общественный, научный, деловой,
художественный аспекты, презентованы так,
чтобы в полной мере помогать иностранным
студентам постигать русский язык через знакомство с русской наукой и культурой.
Как неоднократно указывали сами авторы
комплекса, для достижения поставленных целей
ими был выбран комбинаторный подход, базирующийся на функциональном принципе рассмотрения языка и реализующийся в соединении
двух подходов по модели «форма → смысл →
форма».
При этом важно отметить, что конституент
«смысл» включает в себя компонент «значение»
как идеальную, абстрактную составляющую, но
получающую при погружении в реальную коммуникацию иное (нередко новое) содержательное наполнение. А далее на неоднородность семантики накладывается разнообразное функционально-синтаксическое оформление, что, с одной
стороны, существенно расширяет работу с языковыми единицами, а с другой – дает возможность интерпретировать текст любого задания и
в парадигматическом, и в синтагматическом
плане.
Иными словами, дидактическая организация
учебника (и в этом его неоспоримое достоинство) детерминируется постулатом: каждая морфологическая категория связана с ее функционированием в составе синтаксических единиц при
выражении того или иного смысла в речи. Тем
самым охватываются все уровни языка – от семантико-синтаксического до морфолого-фонетического, обеспечивая «многослойность» учебного комплекса и подчеркивая креативные свойства русского языка, возможности его изучения и
дальнейшего успешного использования во всех
сферах общения.
И поскольку методическая целесообразность
на первый план вывела смысловой аспект, материал учебника «пронизан» заданиями на взаимозаменяемость (синонимичность) лексических
единиц и синтаксических конструкций, опирающуюся на возможности русской языковой системы.
Другой важной характеристикой учебника
является факт активного использования стратегии опережающего обучения как с целью развития у инофонов когнитивно-творческой способности к самообразованию, так и с целью создания равнопартнерских условий общения учащихся и преподавателя. В связи с этим введение
нового собственно языкового и культурологического материала осуществляется через актуализацию знаний, полученных в различных научных
сферах, через аналитические наблюдения и накопление представлений о конкретных вербальных единицах с последующим теоретическим
осмыслением (эвристический метод). При этом
немалая часть заданий/установок дается в тренинговой форме без номинирования отдельных
теоретических позиций (сознательно-практический метод) и др. Значимо, что комплекс преду-
309
сматривает задания разного уровня сложности, а
его структура в целом позволяет неоднократно
возвращаться к пройденному материалу: предшествующая тема неразрывно связана с последующей, они взаимно дополняют и расширяют
друг друга.
Еще одной важной особенностью книги является ее направленность на развитие и совершенствование всех видов речевой деятельности
иностранцев в их единстве и взаимодействии и
преемственность и последовательность в системе
заданий:
• по освоению современных требований
русской речевой, деловой и риторической культуры;
• по совершенствованию фонетикоинтенциональных умений;
• по овладению реферативным письмом на
основе изученных речевых моделей и, наконец,
русской фразеологией [8].
Учебник включает семь тем, выбор которых
осуществлен авторами с учетом всех аспектов
содержания иноязычного образования – культурологического, психологического, педагогического, социального – и обусловлен как необходимостью формирования в высшем образовательном звене профессиональных, общекультурных и общенаучных компетенций, так и значимостью осмысления инофонами категориальной
сущности процессов отражения в русском языке
духовной культуры многонациональной России,
ее истоков и взаимосвязи с современным полифункциональным миром.
Последовательность тематической линии определена лексико-грамматическим материалом,
логика изложения – общей коммуникативной задачей, обозначенной в заглавиях тем: «Язык: нация и культура»; «Физика: простое и сложное в
природе»; «Цивилизация: государство и личность»; «Химия: тайны природы и прогресс»;
«Россия: между Западом и Востоком»; «Математика: фундамент общественной жизни и универсальный язык знания»; «Личность: служение
науке и Отечеству».
Заглавия тем нелингвистического регистра
нацелены не столько на погружение в специальные вопросы той или иной научной дисциплины,
сколько на ориентацию в системе общечеловеческих ценностей, осознание их значения для сохранения и развития современной цивилизации,
на формирование (воспитание) готовности к социальному взаимодействию, к принятию нравственных обязательств по отношению к окружающей природе, обществу, культурному и научному наследию и т.д. При этом важно отметить, что
названные семь тем в своей совокупности и
взаимосвязи как раз и составляют «лингвокультурологическое поле» [9] данного учебника.
Так, физика и химия интересуют авторов
учебника с позиций простого и сложного в природе, ее тайн и прогрессивного развития общества; математика – как фундамент общественной
жизни и универсальный язык знаний; история
же (в том числе история России) – с точки зрения
взаимодействия государства и личности, а язык –
как результат деятельности народа. Таким образом, разнообразие корпуса текстов объединено
идеей взаимосвязи человека, суть творческой,
саморазвивающейся личности, и культуры, общества в контексте русской национальной специфики как неотъемлемой части общемировой
парадигмы ценностей.
Учебник завершается конференцией, посвященной проблемам и перспективам образования,
в рамках которой проверяется уровень сформированности навыков и умений инофонов и смыслово суммируются все предыдущие темы, и это
не случайно. Успешность проведения конференции, ее результативность есть показатель приобщения иностранных учащихся к лингвокультурной картине русского народа в условиях полифункциональной коммуникации, их личностного
роста, что и явилось нашей основой задачей [8].
Следует сказать, что методическим сопровождением учебника для студентов является книга
для преподавателя [10], в которой для предъявления и описания структурной организации занятий выбраны универсальные формулировки,
позволяющие, с одной стороны, единообразно
оформить методические рекомендации, содержащие разноуровневые вопросы и разнообразные дидактические аспекты, с другой – дефинировать цели, учебный материал и виды работы
без рассмотрения форм деятельности преподавателя, что, безусловно, дает возможность свободы
педагогического творчества.
Данная книга может быть использована и как
самостоятельное учебное издание в курсах теории
и методики преподавания и русского, и других
иностранных языков. Номинировать ее таким образом позволяет, во-первых, то, что в педагогическом дискурсе, созданном для инофонов, учтены
многообразные приёмы и методы обучения, предусмотрены варианты их совмещения; презентация учебного материала опирается на тематические и грамматические вопросы-связки, обеспечивающие логический переход от одного вида работ к другому и способствующие целостности материала. Во-вторых, в рамках каждой темы последовательно и подробно рассматриваются все этапы учебного занятия с иностранными студентами:
дотекстовая работа, предтекстовая, потекстовая,
310
послетекстовая, этап продуцирования речи и завершающая часть занятия, при этом каждый этап
определён со стороны целей, содержания и видов
работы. В-третьих, педагогическое регулирование
процесса научения речевой деятельности, проявляющееся на всех этапах занятий, сконцентрировано в организации итогового обобщения языкового и речевого материала, где учебнокоммуникативные задачи включают автоматизацию навыков, исследование связей в языке, структурирование текста, развёрнутое комментирование высказываний, диа- и монологи (содержание
которых подготовлено предшествующими этапами работы над словарём, текстом и лингвистическими особенностями языкового материала), коррекцию (путем группового анализа) отрицательного речевого материала и др. Активному продуцированию речи способствуют такие виды работ,
как дескриптивная речь, спонтанная инициативная речь студентов с учетом конечной цели, композиционная монологическая речь с заданной интенцией, учебная дискуссия, письменный монолог-рассуждение по определенной теме и логической схеме и др. В-четвертых, оценивание работы
и контроль за динамикой приобретения инофонами определённых уровней различных компетенций производится также в разных формах и видах,
например, включение студентов в проблемные
речевые ситуации, творческие выступления с презентацией, обеспечивающие коммуникативный
опыт, который проявляется в содержании высказываний и их языковой оформленности и определяет результат – формирование личностного
смысла усваиваемого содержания, адекватную
оценку компонентов межкультурного общения и
побуждение к дальнейшему самостоятельному
продвижению в языке [8].
В заключение подчеркнем, что в качестве
единицы обучения в учебнике использована не
просто единица культурологии – концепт, а взаимосвязанная система концептов: язык – культура
– человек – образование - личность. Данная система концептов представляет собой единство
«культурологической» и «лингвометодической»
значимости, соответствует цели обучения РКИ
на современном этапе и контингенту обучающихся, определенным авторами учебника. В
полной мере раскрыть их основной смысл позволяют способы презентации дидактического материала, коннотативных и ассоциативных созначений, сопровождающих их.
Резюмируя сказанное, подчеркнем, что, отвечая потребностям общества, теория и методика
русского языка как иностранного уже сегодня
имеет в своем арсенале учебники и методические
руководства, способствующие не только повышению эффективности и интенсификации обучения, но и формированию поликультурной языковой личности, обладающей поликультурными
качествами, ценностными ориентациями, мотивационными установками, знаниями об истории
и культуре, обычаях и традициях разных народов, умением сочетать национальную самоидентификацию с уважением к другой культуре.
---
* * * * * * * * * *
1. Иванова Л.В., Агранат Ю.В. Педагогические условия формирования поликультурной личности
студентов в контексте обучения иностранному
языку в вузе // Фундаментальные исследования. –
2013. – № 1–1. – C. 82 – 84.
2. Елизарова Г.И. Халяпина Л.П. Формирование поликультурной языковой личности как требование
новой глобальной ситуации // Языковое образование в вузе: методическое пособие для преподавателей высшей школы, аспирантов и студентов.
– СПб.: КАРО, 2005. – С. 8 – 20.
3. Шахматов A.A. О государственных задачах русского народа в связи с национальными задачами
племен, населяющих Россию // Московский журнал. История государства Российского, 1999. –
№ 9. – С. 21– 28.
4. Пассов Е.И. Программа-концепция коммуникативного иноязычного образования. «Развитие индивидуальности в диалоге культур» – М.: Просвещение, 2000. – 164 с.
5. Боженкова Н.А., Боженкова Р.К. Язык – культура – личность как методологический концепт
обучения РКИ в условиях глобализации системы
высшего образования // Известия ЮЗГУ. Серия
Лингвистика и педагогика. – 2012. – №1. – С. 30 –
37.
6. Боженкова Р.К., Боженкова Н.А. Уроки русского: Учебник для иностранных студентов нефилологических факультетов гуманитарных вузов. –
М.: Русский язык. Курсы, 2014. – 328 с.
7. Митрофанова О.Д. Методическая проблематика
культуроведения // Лингвокультурологические и
лингвострановедческие аспекты теории и методики преподавания русского языка: материалы Международной научно-практической конференции.
– Тула: изд-во ТулГУ, 2009. – С. 23 – 26.
8. Боженкова Р.К., Боженкова Н.А. Современный
методологический вектор в области РКИ: поликультурная личность как субъект профессионально ориентированного дискурса // Гуманитарный
вестник, 2013, – вып. 2 (4). URL:
http://hmbul.bmstu.ru/catalog/lang/ling/37.html (дата
обращения: 24.03. 2015).
9. Воробьев В.В. Лингвокультурологическая парадигма личности. – М. : Рос. ун-т дружбы народов,
1996. – 170 с.
10. Боженкова Р.К., Боженкова Н.А. Уроки русского: Методические материалы для преподавателя.
– М.: Русский язык. Курсы, 2013. – 164 с.
311
ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
КАК ЦЕЛЬ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ
В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ ОБЩЕСТВА
© Л.П. Халяпина
Статья посвящена вопросам обоснования и разработки нового подхода к обучению иностранным
языкам, направленного на формирование поликультурной языковой личности, обладающей рядом
компетентностей, востребованных в условиях нового глобального общества. Предлагаемая методиче-
ская система формирования поликультурной языковой личности позволяет на основе компетентност-
ного подхода, создающего благоприятные условия для реализации прагматической стороны обучения,
формировать компетентности и компетенции, позволяющие студентам пользоваться иностранным
языком для решения практических вопросов взаимопонимания и взаимодействия с носителями раз-
ных культур.
Ключевые слова: языковая личность; вторичная языковая личность; поликультурная языковая
личность; компетентностный подход; концептуальный анализ.
Целью данной статьи является рассмот-
рение возможностей разработки современ-
ных подходов к теории обучения иностран-
ным языкам через формирование нового типа
языковой личности – поликультурной, в
большей степени подготовленной для про-
дуктивного функционирования в условиях
глобализирующегося общества.
Теория языковой личности, сформиро-
вавшаяся в условиях развития антропологи-
ческой лингвистики, и теория вторичной
языковой личности, которая начала в лин-
гводидактических исследованиях обращаться
к достижениям когнитивной лингвистики, –
это те базовые теории, которые представля-
ются особенно значимыми для осуществляе-
мого нами исследования.
Другой значимой теоретической основой
нашей работы является философия глобали-
зации, которая исследует и объясняет специ-
фику объединяющегося и взаимозависимого
общества. Характеристика нового глобально-
го общества позволит определить качества и
характеристики нового типа языковой лич-
ности, которая будет в большей степени под-
готовлена к продуктивному взаимодействию
с представителями различных культур в ус-
ловиях поликультурного мира.
И, наконец, в качестве еще одной теоре-
тической основы разрабатываемой проблемы
мы рассматриваем теорию компетентностно-
го подхода в образовании в целом и в мето-
дике обучения иностранным языкам в част-
ности. Именно на основе компетентностного
подхода представляется возможным разрабо-
тать и сформировать перечень необходимых
компетентностей и компетенций в структуре
интересующей нас языковой личности.
Языковая личность стала объектом вни-
мания теории и методики обучения ино-
странным языкам лишь в последние годы в
связи с изменением парадигмы и идеологии
лингвистических исследований. Лингвисти-
ка, как известно, всегда имела в качестве
объекта исследования язык, который являет-
ся одновременно и предметом обучения на
занятиях по иностранному языку. Методика
использовала и использует основные лин-
гвистические понятия и закономерности и,
прежде всего, данные сопоставительной лин-
гвистики, ибо они определяют специфику
объекта обучения. И только ориентация со-
временной лингвистики все в большей степе-
ни на человека (Е.С. Кубрякова, Р.М. Фрум-
кина и др.) потребовала пересмотреть мето-
дологические основы обучения иностранным
языкам [1, 2].
230
Вопрос о необходимости постижения
концептуальной системы носителей изучае-
мого языка является ведущим в теории фор-
мирования вторичной языковой личности,
которая является общепризнанной в совре-
менной методической науке. Развитие у обу-
чаемого свойств «вторичной языковой лич-
ности», позволяющих ему быть эффектив-
ным участником межкультурной коммуни-
кации, и есть, собственно, стратегическая
цель обучения иностранному языку. Реали-
зовать данную цель – значит не только раз-
вивать у обучаемого умения пользоваться
соответствующей иноязычной «техникой»,
но и «вооружать» его колоссальной внеязы-
ковой информацией, необходимой для адек-
ватного общения и взаимопонимания на
межкультурном уровне, а также развивать в
нем качества, позволяющие осуществлять
непосредственное и опосредованное обще-
ние с представителями иных культур [3].
В основе данного подхода к обучению
иностранным языкам лежат следующие ис-
следования:
– в области методики: Г.В. Елизарова,
В.В. Сафонова, П.В. Сысоев [4–6];
– лингвокультурологии: С.Г. Воркачев,
В.В. Воробьев, В.И. Карасик, В.В. Красных,
Г.Г. Слышкин [3, 7–10];
– межкультурной коммуникации: О.А. Ле-
онтович, С.Г. Тер-Минасова, В.П. Фурманова
[11–13] и др.
Все эти авторы единодушны в том, что
возможность общения между носителями
языка и «неносителями» в значительной сте-
пени усложняется различиями в восприятии
«картин мира» и расхождениями концепту-
альных систем разных социумов. Соответст-
венно, наиболее сложные задачи по форми-
рованию вторичной языковой личности пре-
дусмотрены на тезаурусном уровне, который
включает в систему обучения иностранным
языкам задачи по развитию языкового и ког-
нитивного сознания, характерного для носи-
телей изучаемого языка [14].
Таким образом, понятие «языковая лич-
ность» является одним из наиболее значимых
и основополагающих в современной теории
и методике обучения иностранным языкам.
Однако его интерпретация, теоретическое
исследование и практическая реализация не
стоят на месте. Трансформация данного по-
нятия объясняется изменениями в структуре
окружающего нас социума, изменением тех
требований, которые социум предъявляет к
системе обучения иностранным языкам на
каждом новом этапе своего развития.
Необходимость в формировании нового
типа языковой личности в процессе обучения
иностранным языкам продиктована сегодня
потребностями процесса глобализации, ха-
рактерными для современного общества.
Анализ теоретической литературы по-
зволяет нам заключить, что ситуация глоба-
лизации вызывает необходимость пересмот-
ра подходов к обучению иностранным язы-
кам именно в свете поликультурной направ-
ленности процесса формирования языковой
личности.
Доказательства многоликости новой
глобальной культуры приводятся в исследо-
ваниях американского социолога П. Бергера
и политолога С. Хантингтона. Они изначаль-
но строили свое предположение на том, что
глобализация несет унификацию культур.
Как пишет в предисловии к книге «Многоли-
кая глобализация» Петер Бергер: «…термин
«глобализация» вызывает весьма эмоцио-
нальное к себе отношение. Одни считают,
что это предвестие международного граж-
данского общества, начало новой эры мира и
демократизации. Для других глобализация
означает экономическую и политическую
гегемонию Америки, в результате чего куль-
тура во всем мире станет однородной» [15].
Сам П. Бергер признал, что результаты
исследования заставили его изменить взгляд
на глобализацию. Проведенное исследование
показало, что унификации не происходит.
Глобальная культура не убивает националь-
ную, а, напротив, способствуют ее более соз-
нательной идентификации. Потому что в от-
вет на глобализацию мир стал более созна-
тельно и бережно относиться к поддержанию
своего разнообразия.
Глобализация, таким образом, обостряет
ситуацию всеобъемлющего взаимодействия
поликультурного мира, требует безотлага-
тельного решения вопросов эффективного
сотрудничества представителей различных
культур, что, в свою очередь, ставит новые
задачи перед системой обучения иностран-
ным языкам.
Исходя из теории языковой личности,
мы считаем, что в условиях глобального по-
ликультурного общества в большей степени
231
востребована не вторичная языковая лич-
ность, которая в процессе обучения ино-
странным языкам приобщается лишь к кон-
цептуальной системе носителей второго
(иностранного) языка, а поликультурная язы-
ковая личность, в которой сформирована
способность и готовность взаимодействовать
с представителями разных стран и культур.
Поликультурная языковая личность – это
личность, в структуре которой средствами
иностранного языка сформирован такой
комплекс компетенций, который позволяет
ей ориентироваться в концептосферах уни-
версального и этнокультурного типов, что
обеспечивает развитие ее готовности и спо-
собности к активному позитивному взаимо-
действию с представителями поликультурно-
го мира. Иначе говоря, поликультурная язы-
ковая личность владеет концептосферами
собственной и других культур и способна на
основе анализа языковых средств и речевого
поведения определять содержание концеп-
тов, которыми оперирует партнер по комму-
никации.
Сформировав такой тип языковой лич-
ности, мы подготовим ее к продуктивному
участию в ситуации поликультурной комму-
никации.
Необходимость формирования поли-
культурной языковой личности продиктова-
на именно условиями глобального мира, для
эффективного функционирования в котором
недостаточно изучать и понимать лишь куль-
туру страны изучаемого языка (что харак-
терно для существующей системы обучения
иностранным языкам). Необходим принци-
пиально иной подход к формированию язы-
ковой личности – подход, который базиро-
вался бы на когнитивном уровне осмысления
как универсальных культурных концептов,
имеющих общечеловеческую ценность, так и
на понимании специфического культурного
характера выражения данных концептов в
различных этнокультурах.
Мы считаем, что исследование природы
и определение структуры поликультурной
языковой личности должны вестись, с одной
стороны, с использованием самого передово-
го научного инструментария (в частности,
доминирующего компетентностного подхода
в области методики), а с другой – посредст-
вом максимально возможного привлечения
реального опыта проживания в условиях со-
временного сложного общества. Такую воз-
можность предоставляет опыт общения в ин-
тернет-среде, которая не только обслужива-
ет, но и наиболее объемно отражает совре-
менный поликультурный мир.
Вместе с тем вполне очевидно, что фор-
мирование востребованной в новых условиях
языковой личности не может ограничиться
формированием отдельных способностей,
знаний или умений. Необходим комплекс
компетентностей и компетенций, который бы
обеспечивал прагматический аспект комму-
никации.
Исходя из того, что влияние глобального
мира на человека связывается с явлениями
культурной глобализации, а компетенции в
сфере культурных концептов разного уровня
становятся системообразующим качеством
данного типа общества, мы считаем, что в
качестве основного требования к поликуль-
турной языковой личности становится фор-
мирование поликонцептуальной составляю-
щей ее структуры, основанной на совокупно-
сти способностей, знаний и умений исследо-
вать и интерпретировать концептуальные
системы носителей других культур при по-
мощи языковых средств. На основании того,
что в теории концептосфер разработана че-
тырехуровневая классификация концепту-
альных систем, поликонцептуальная компе-
тентность подразделяется на четыре вида
компетенций: на уровне универсальных, эт-
нокультурных, социокультурных и индиви-
дуально-культурных концептов.
Вместе с тем необходим и ряд других
компетентностей. Исследование материалов
интернет-коммуникации, проведенное нами
на основе международных форумов (иссле-
довано более 100 различных форумов в про-
граммах yahoo.com, msn.com), позволяет
сделать вывод о важности такого вида ком-
петентности, как полилингвистическая, ко-
торая предполагает либо владение англий-
ским языком как языком поликультурной
(глобальной) коммуникации, либо (что более
предпочтительно) владение несколькими ино-
странными языками. Полилингвистическая
компетентность позволит студентам более
глубоко исследовать признаки концептов и
понимать специфику концептуальной систе-
мы представителей той или иной культуры.
Анализ коммуникации в условиях фор-
мирующегося глобального общества позво-
232
ляет также заключить, что в настоящее время
межкультурная и поликультурная коммуни-
кации все более активно и интенсивно осу-
ществляется в информационной среде Ин-
тернет, обеспечивающей вполне доступную
связь со всем миром. Продуктивное участие
в данной коммуникации требует от поли-
культурной языковой личности сформиро-
ванности такой компетентности, как комму-
никационно-технологическая (владение ком-
муникационными технологиями Интернет).
После теоретического обоснования и
разработки структуры поликультурной язы-
ковой личности было организовано экспери-
ментальное обучение, направленное на фор-
мирование различных компетентностей в ее
структуре. Экспериментальное обучение
осуществлялось нами в рамках теоретическо-
го спецкурса «Интернет-коммуникация и
обучение иностранным языкам» и практиче-
ского курса «Устная практика и письменная
практика», которые интегрировали в себе все
виды речевой деятельности: аудирование,
чтение, говорение и письмо.
В целях более эффективной реализации
разработанной автором методической систе-
мы было решено осуществлять ее внедрение
поэтапно. При этом были выделены следую-
щие этапы:
– подготовительный (цель: овладение
различными видами интернет-коммуникации
и знакомство с теорией концептуального
анализа, особенностями исследования куль-
турных концептов разных уровней);
– интерактивного обучения (цель: ис-
следование способов лексической репрезен-
тации культурных концептов);
– самостоятельной поисковой и иссле-
довательской деятельности (цель: исследо-
вание способов контекстной реализации
смысловых значений культурных концептов
на основе web-сайтов и интерактивных жан-
ров интернет-коммуникации);
– творческого представления результа-
тов самостоятельной деятельности (цель:
сопоставительный анализ сходств и различий
значений культурных концептов различных
лингвокультур – на уровне универсального и
этнокультурного значений культурных кон-
цептов – в рамках устной презентации или
эссе).
Поликультурный характер исследования
различных культурных концептов осуществ-
лялся следующим образом: несмотря на то,
что в рамках одной темы студенты, чаще
всего, исследовали сходства и различия меж-
ду двумя контактирующими культурами (на-
пример, русской и американской), виды со-
поставляемых культур менялись в каждой из
изучаемых тем (в следующей теме тот же
студент уже сопоставлял китайскую и рус-
скую или же французскую и английскую
культуры), что, в конечном итоге, способст-
вовало проникновению в когнитивные сферы
носителей разных культур и формированию
поликультурного типа представлений об
этих когнитивных сферах в структуре языко-
вой личности, изучающей иностранный язык.
На каждом этапе реализации методиче-
ской системы происходило формирование
определенных компонентов структуры поли-
культурной языковой личности.
В качестве языкового и речевого мате-
риала использовались разные жанры интер-
нет-дискурса как процесса и результата рече-
вой деятельности, осуществляемой в услови-
ях электронной среды: web-сайты (электрон-
ные толковые словари и энциклопедии, элек-
тронные газеты и журналы, отражающие со-
временные проблемы и реалии жизни разных
стран); форумы, позволяющие в рамках вирту-
альной конференции изучить особенности ин-
терпретации той или иной проблемы предста-
вителями различных культур; e-mail-проекты,
обеспечивающие возможность более глубо-
кого исследования отношения к той или иной
культурологической ситуации в разных
культурах; chat-конференции, способствую-
щие проведению экспресс-опроса по выявле-
нию особенностей реализации и наполнения
значения того или иного культурного кон-
цепта в различных культурах.
На первом этапе экспериментального обу-
чения последовательно решались две задачи:
1) начать формирование коммуникаци-
онно-технологической компетентности, ко-
торая является той базой, на которой будет
осуществляться формирование двух других
компетентностей в структуре поликультур-
ной языковой личности; помочь студентам
овладеть различными видами интернет-ком-
муникации с тем, чтобы на следующих эта-
пах обучения они могли свободно пользо-
ваться всеми возможными коммуникацион-
ными технологиями Интернет в целях изуче-
ния концептосфер представителей различных
233
лингвокультур, взаимодействующих в гло-
бальном интернет-сообществе;
2) познакомить студентов с основными
понятиями когнитивной лингвистики, необ-
ходимыми для осознания целей и задач кон-
цептуального анализа: концепт, культурный
концепт, концептуальная система, универ-
сальный культурный концепт и т. д., объяс-
нить методику проведения концептуального
анализа.
На следующем этапе экспериментального
обучения – интерактивном – на занятиях по
практике языка студентам эксперименталь-
ных групп было предложено изучать темы на
основе интернет-дискурса разных жанров.
Задачей данного этапа обучения было
формирование компетенций в структуре по-
лилингвистической компетентности. Работа
была направлена на расширение лексического
и грамматического аспекта языка на основе
работы с различными электронными словаря-
ми. Для этого использовались упражнения на
овладение лингвистическими особенностями
web-сайтов, форумов, сhat-конференций.
Темы, сформулированные студентами
совместно с преподавателем, варьировались
в разных группах в зависимости от их инте-
ресов: “The role of money in our life” (акцент
на исследовании концепта ‘деньги’ в разных
лингвокультурах), “Changing attitude to bad
habits” (акцент на концепте ‘плохая привыч-
ка’), “Marriage of love or marriage of
convenience?” (концепт ‘любовь’), “Surrogaсy:
is it the way out?” (концепты ‘мать’, ‘мате-
ринство’, ‘суррогатное материнство’) и др.
Студентам предлагалось обозначить об-
щую тематику с дальнейшей индивидуаль-
ной конкретизацией проблемы в соответст-
вии с интересами каждой отдельной лично-
сти. Например, при выборе темы “The role of
money in our life” студенты определили для
себя следующие проблемы для
исследования: “Pocket money: mini-budget or
useless waste of cash”, “The role of money in
American and Russian societies”, “Money rules
the world”, “Money is a multifaceted phenome-
non with its advantages and disadvantages”,
“The role of money in our life: sales and dis-
counts in American and Russian cultures”. Со-
ответственно, такая форма организации ра-
боты обеспечивала большую степень дивер-
сификации и максимального учета интересов
студентов.
Роль преподавателя заключалась в том,
чтобы при выборе темы направить обсужде-
ние студентов в русло проблем, связанных с
культурными ценностями.
Задачей данного этапа формирования
поликультурной языковой личности является
моделирование знаний об универсальной и
этнокультурной специфике концептов по-
средством всестороннего анализа информа-
ции о лексической репрезентации концепта в
двух (или более) сопоставляемых лингво-
культурах, полученной из словарей.
Следующий этап обучения – этап само-
стоятельной поисковой и исследовательской
деятельности на основе различных видов ин-
тернет-коммуникации – был направлен, пре-
жде всего, на формирование компетенций в
структуре поликонцептуальной компетент-
ности. Важным моментом данного этапа яв-
ляется последовательная интеграция обуче-
ния и различных жанров интернет-дискурса.
Данная идея является одной из принципи-
альных в заявленной методической системе.
Она заключается в том, что обучение посред-
ством интернет-коммуникации не предпола-
гает бессистемное погружение студентов в
интернет-среду, а основано на связи обуче-
ния и коммуникации с реальными носителя-
ми разных языков и культур, на сопостави-
тельном анализе разных жанров интернет-
дискурса, произведенного носителями изу-
чаемой культуры в процессе речевой дея-
тельности.
Самостоятельность поисковой и иссле-
довательской деятельности студентов заклю-
чалась в поиске нужного дискурса, участии в
разных видах интернет-коммуникации, на-
правленной на рассмотрение контекстной
реализации смысловых значений культурных
концептов на основе различных жанров ин-
тернет-дискурса.
На финальном этапе экспериментального
обучения использовалась технология «язы-
ковой портфель» («Portfolio»), которая была
направлена на развитие умений творческого
изложения в письменном виде результатов
работы на всех предшествующих этапах:
подготовительном, интерактивного обуче-
ния, самостоятельной поисковой и исследо-
вательской деятельности, а также умений
анализировать и оценивать собственные ре-
зультаты.
234
Результаты экспериментального обуче-
ния устанавливались на основе показателей
сформированности компетентностей, харак-
терных для поликультурной языковой лич-
ности, которые определялись на основе ана-
лиза итоговых письменных работ студентов
экспериментальной и контрольной групп.
Так, сформированность поликонцепту-
альной компетентности определялась такими
показателями, как:
– умением на основе исследования язы-
ковых средств определять универсальные
культурные концепты, характерные для кон-
тактирующих культур;
– умением на основе исследования язы-
ковых средств определять специфическое
этнокультурное наполнение универсальных
культурных концептов.
Показателями сформированности поли-
лингвистической компетентности определены:
– умение вычленять особенности куль-
туры собеседника и отражать собственную
культуру средствами английского языка как
глобального;
– умение выявлять особенности культу-
ры на основе того иностранного языка, кото-
рый является родным для партнера по ком-
муникации.
Показателем сформированности комму-
никационно-технологической компетентно-
сти определено:
– умение пользоваться коммуникацион-
ными программами Интернет в целях поиска
информации и установления взаимодействия
с представителями других культур.
Анализ работ студентов позволил выде-
лить три уровня сформированности компе-
тентностей в структуре поликультурной язы-
ковой личности: высокий, средний и низкий.
Сопоставление данных итоговой проверки в
экспериментальных и контрольных группах
по показателям сформированности компе-
тентностей в структуре поликультурной язы-
ковой личности, качественный анализ итого-
вых письменных работ студентов подтвер-
ждают результативность экспериментально-
го обучения. Полученные результаты говорят
о возрастании уровня сформированности по-
ликультурного опыта взаимодействия с
представителями различных культур, позво-
ляющего языковой личности выявлять струк-
туру универсальной концептосферы, опреде-
лять специфику этнокультурного содержания
универсальных культурных концептов, нахо-
дить и устанавливать культуросообразные
модели общения, что позволяет успешно
функционировать в условиях глобального
мира.
Положительным оказывается и лингвис-
тический опыт работы в естественной языко-
вой среде, что прослеживается в итоговых
письменных работах студентов, которые
свидетельствуют о возрастании как лексиче-
ского уровня языка (использование большого
количества новых лексических единиц, фра-
зеологизмов), так и грамматического (ис-
пользование сложных синтаксических конст-
рукций, стилистических средств).
Подводя итог вышесказанному, можно
заключить, что созданная методическая сис-
тема обеспечивает формирование таких важ-
ных компетентностей в структуре новой –
поликультурной – языковой личности, как
поликонцептуальная, полилингвистическая и
коммуникационно-технологическая. У язы-
ковой личности нового типа значительно
расширен культурологический, лингвистиче-
ский и коммуникативный опыт, сформирова-
на способность средствами иностранного
языка ориентироваться в концептосферах
универсального и этнокультурного типов,
способствующих развитию ее готовности и
способности к активному продуктивному
сотрудничеству с представителями поли-
культурного мира в условиях глобализации
общества.
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П. Бергера и С. Хантигтона. М., 2004.
Поступила в редакцию 12.01.2009 г
ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-ФИЛОЛОГА В ПРОЦЕССЕ ВЫПОЛНЕНИЯ КУРСОВОЙ РАБОТЫ В РАМКАХ КУРСА "ЛЕКСИКОЛОГИЯ АНГЛИЙСКОГО ЯЗЫКА"
ДОБРОВА ТАТЬЯНА ЕВГЕНЬЕВНА1
1 Санкт-Петербургский государственный университет
Тип: статья в журнале - материалы конференции Язык: русский
Том: 1 Год: 2015 Страницы: 127-128
ЖУРНАЛ:
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЯЗЫКОЗНАНИЯ
Издательство: Санкт-Петербургский государственный электротехнический университет "ЛЭТИ" им. В.И. Ульянова (Ленина) (Санкт-Петербург)
---
В данной работе автор делает попытку обобщить личный пятилетний опыт
руководства курсовыми работами по лексикологии английского языка на иностранном
бакалавриате филологического факультета СПбГУ. Преподавание на этом отделении
ведется на двух языках. Лекции читаются по-английски, а курсовые и выпускные
квалификационные работы студенты выполняют по-русски. Лексикология английского
языка включена в программу третьего курса иностранного бакалавриата. На иностранном
бакалавриате филологического факультета СПбГУ обучаются студенты из различных
стран, но в основном это обучающиеся из Турции, Китая, Кореи и Японии. На курсе
обычно две-три группы, в которых совместно проходят обучение представители этих
лингвокультурных обществ. Отметим, что оба языка преподавания для всех обучающихся
являются иностранными. Основная задача обучения - формирование
конкурентноспособной поликультурной языковой личности специалиста-филолога
(специализация английский язык и литература) – решается поэтапно в рамках
компетентностного подхода. По Ейгеру понятие языковая личность можно раскрыть как
определение «человека, рассматриваемого с точки зрения его готовности производить
речевые поступки» [1; с.161].
Набор основных компетентностей, необходимый для успешного функционирования
специалиста-филолога, помимо языковой и речевой компетенции включает
социолингвистическую и социокультурную компетенции, без которых невозможна
эффективная межкультурная коммуникация. Как отмечает Д. Хаймс [2; с.95], при
международном общении сбои в коммуникации чаще всего происходят не столько из-за
грамматических ошибок, сколько из-за того, что представители разных культур
используют английский язык, опираясь на собственные культурные нормы, которые
релевантны для представителей чужого лингвосоциума с чужими национальнокультурными особенностями. Поэтому важность эффективного формирования
социокультурной компетенции, подразумевающей знание национально-культурных
особенностей социального и речевого поведения носителей языка: их обычаев, этикета,
социальных стереотипов, истории и культуры страны, и способность пользоваться такими
знаниями в процессе общения, включая профессиональное общение, невозможно
переоценить.
Current issues of linguistics 128
В данной работе речь идет о формировании социокультурной компетенции у
студентов третьего года обучения в процессе выполнения курсовой работы в рамках курса
«Лексикология английского языка». Традиционно выполнение курсовой работы призвано
закрепить знания, полученные при прослушивании теоретического курса. Программа
иностранного бакалавриата предусматривает, что обучающиеся прослушивают лекции на
английском языке, а курсовую работу выполняют на русском языке. Наличие двух
рабочих языков само по себе вносит вклад в формирование поликультурной языковой
личности. Однако на данном этапе обучения выбор темы курсовой работы может
значительно повысить результативность этого процесса, именно за счет эффективности
формирования социокультурной компетенции. Лексикология английского языка с ее
фразеологическим фондом, с языковыми тропами предоставляет широкие возможности
использовать выполнение курсовой работы для более детального ознакомления
обучающегося с особенностями социальных стереотипов и социального поведения
носителей языка. Особенно эффективно этот процесс идет при выборе темы, которая
посвящено сравнению языковых единиц русского, английского и родного языка
обучающегося. Выполнение работы в рамках темы, требующей сравнения языкового
материала трех языков, несомненно потребует больших усилий обучающегося. Чтобы
выполнение работы было посильно и не потребовало бы значительного увеличение
временных затрат, мы считаем целесообразным сосредоточится на выполнении
практической части, возможно за счет не такого глубокого обзора научной литературы по
рассматриваемому вопросу. Следует отметить, что обучающиеся неизменно проявляют
интерес такого рода темам. В процессе руководства курсовыми работами на иностранном
бакалавриате филологического факультета автор значительно повысил собственную
социокультурную компетенцию. Выполненные работы продемонстрировали, что такие
концепты как «дом», «здоровье», «успех» присутствуют во фразеологическом фонде как
английского, русского, так и корейского, китайского и турецкого языков, однако в каждом
из них наблюдается определенная специфика. Такого рода исследования несомненно
способствуют еще более эффективному формированию социокультурной компетенции
обучающихся, без которой невозможно полноценная поликультурная языковая личность.
---
Литература
1. Ейгер Г.В. Механизмы контроля языковой правильности высказывания. - Х.: Основа, 1990;
2. .Hymes D. Foundations in Sociolinguistics. Philadelphia, 197
ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЛОГОПЕДА КАК АКТУАЛЬНАЯ ПРОБЛЕМА ВЫСШЕЙ ШКОЛЫ
АЛМАЗОВА АННА АЛЕКСЕЕВНАНаписать письмо автору1
1 Московский педагогический государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (33) Год: 2014 Страницы: 7-13
УДК: 376.37:378
ЖУРНАЛ:
СПЕЦИАЛЬНОЕ ОБРАЗОВАНИЕ
Издательство: Уральский государственный педагогический университет (Екатеринбург)
ISSN: 1999-6993
КЛЮЧЕВЫЕ СЛОВА:
ЛОГОПЕД, SPEECH THERAPIST, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ЛИНГВИСТИЧЕСКАЯ ПОДГОТОВКА, LINGUISTIC TRAINING, LINGUISTIC COMPETENCY, ПРОФЕССИОНАЛЬНАЯ КОМПЕТЕНЦИЯ, PROFESSIONAL COMPETENCY, ЯЗЫКОВАЯ КОМПЕТЕНЦИЯ
АННОТАЦИЯ:
Рассматривается проблема совершенствования профессиональной подготовки логопеда через формирование качеств языковой личности. Анализируются исследовательские подходы к изучению языковой личности. Предлагается ряд направлений, реализация которых в системе подготовки студентов-логопедов будет способствовать формированию профессиональной языковой личности.
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Целью современного высшего
образования является подготовка
профессионально компетентного
специалиста (бакалавра, магистра),
способного решать различные задачи профессиональной деятельности. Для логопеда профессиональная компетентность во многом определяется уровнем его лингвистических знаний и прикладных уме-
© Алмазова А. А., 2014
7
ний. Русский язык является не
только инструментом, но и объектом воздействия, поскольку деятельность логопеда по сути заключается в формировании языковых
средств у ученика (ребенка или
взрослого).
Лингвистика является базовой
для логопедии наукой, а ее изучение — неотъемлемой частью подготовки квалифицированного специалиста. У логопедии и лингвистики имеется много точек пересечения как теоретического, так и
прикладного характера.
В логопедии, как и в специальном образовании в целом, ключевыми категориями являются антропоцентризм и гуманизм, провозглашающие ценность человеческой
жизни, веру в возможности личности. Антропоцентрическое направление активно реализуется и в лингвистике как идея изучения «человека говорящего», познание языка
и мира через язык в использовании
его человеком, что наиболее развернуто воплощено в теории языковой личности.
Предпосылки создания данной теории заложены в трудах
В. фон Гумбольдта и его последователя Й. Л. Вайсгербера, говоривших о неразделимой связи человека и его родного языка,
влияющего на его картину мира на
протяжении всей жизни [1; 2].
Появление целостной концепции языковой личности в отечественной науке связано с именем
Ю. Н. Караулова, который считает,
что языковая личность — это человек, обладающий способностью
создавать и воспринимать тексты,
различающиеся: «а) степенью структурно-языковой сложности; б) глубиной и точностью отражения действительности; в) определенной целевой направленностью» [3, с. 60].
Развитие языковой личности,
таким образом, связано с наличием
трех факторов: 1) речевых возможностей (практическое владение
языком), 2) широкого кругозора,
способностью к установлению логических связей, системы знаний, в
том числе и знаний о языке, собственно лингвистических (когнитивная
составляющая), 3) мотивационно-прагматической ориентации личности (осознанное стремление к совершенствованию речевых и лингвистических возможностей).
В логопедии проблема языковой личности является двусторонней. Во-первых, она может рассматриваться в контексте решения
задач логопедического воздействия
на личность и речь обучаемого. Во-вторых, понятие языковой личности может быть применено непосредственно к логопеду. В этом,
втором, аспекте мы и рассмотрим
данную проблему.
Формирование языковой личности проходит несколько этапов
[4], на протяжении которых развивается языковая компетенция (приобретается речевой опыт и формируется система знаний о языке),
расширяется кругозор, определяется мотивация и способность к рефлективной деятельности. Выпускники школ могут достичь высокого
уровня развития языковой личности при условии достаточной моти-
8
выстроенной системы обучения.
Если говорить об абитуриентах, поступающих в вуз на логопедический профиль, то они, безусловно, демонстрируют разный уровень развития языковой личности.
К сожалению, чаще он оказывается невысоким, как и у значительной части современных выпускников школ.
Ряд публикаций и исследований позволяет нам опосредованно
рассмотреть некоторые аспекты и
особенности языковой личности
студентов-логопедов.
Е. Н. Волкова [5] приводит данные, согласно которым почти у половины студентов-логопедов (46 %)
отмечается низкий уровень коммуникативной культуры, среди прочего выражающийся в недостаточном
запасе лингвистических знаний,
неэффективном использовании языковых средств общения, неспособности к спонтанному высказыванию и трансформации высказывания при изменении ситуации или
условий общения и его анализу,
невыразительности, монотонности
высказывания.
Нами было проведено развернутое исследование, направленное
на оценку специфики и качества
лингвистической подготовки будущих логопедов, в котором приняли участие около 800 студентов
разных вузов, курсов и форм обучения. Материалы, полученные
в ходе исследования, показали, что
студенты, испытывая и осознавая
определенные трудности в изучении русского языка, рассматривают
его освоение как путь совершенствования собственной речевой культуры. Однако уровень развития
устной и письменной речи, качество лингвистических знаний и готовность к их применению в будущей профессиональной деятельности, степень осознания роли и места лингвистических знаний в логопедии остаются недостаточными
даже у выпускников [6; 7].
Так, по нашим данным, только
около 10 % студентов написали
полноценные тексты (эссе) на
предложенную тему, аргументировали свои суждения, создали композиционно стройное высказывание, не допустили ошибок в языковом оформлении.
Примерно такое же количество
студентов продемонстрировало хорошую устную речь. У подавляющего же большинства опрошенных
выявлены нарушение или недостаточность технических параметров
(дыхание, голосоведение, дикция)
устной речи, логико-смыслового
построения высказывания и его
темпо-ритмических характеристик,
несоблюдение различных норм.
У части студентов можно наблюдать целый «букет» негативных
характеристик устной речи [8].
Хотя разобранные исследования
не были прицельно направлены на
оценку уровня развития языковой
личности, из представленных данных
можно заключить, что этот уровень
у большинства студентов невысок.
Однако, согласно авторитетному мнению М. Р. Львова, становление языковой личности завершается лишь к 21 году, да и в даль-
9
Специальное образование. 2014. № 1
нейшем она может совершенствоваться [9]. Следовательно, правильно построенное обучение в вузе может активизировать имеющиеся
у студентов внутренние ресурсы для
развития языковой личности.
Какова же профессиональная
языковая личность логопеда?
Специальных трудов об особенностях формирования языковой
личности логопеда в процессе профессиональной подготовки, насколько нам известно, нет, языковая компетентность логопеда отдельно исследователями также не
выделяется. В ряде работ, посвященных изучению профессиональной компетенции, авторы выделяют
в ее составе компетенцию коммуникативную. В немногочисленных
исследованиях близкой тематики,
как правило, оценивается речевая
практика логопеда, профессиональный речевой опыт.
Так, Е. Н. Жукатинская, Е. Е. Маринич [10; 11] рассматривают профессиональную компетентность
логопеда как интегральное образование, выделяя в ней в качестве
компонента коммуникативную компетентность. Последняя описывается без профессионально ориентированных акцентов как «умение
устанавливать межличностные связи, организовывать целесообразные
взаимоотношения в коллективе,
согласовывать свои действия с действиями коллег, выбирать оптимальный стиль общения в различных ситуациях, четко и ясно излагать мысли, убеждать, аргументировать, передавать рациональную
и эмоциональную информацию,
организовывать и поддерживать
диалог, пользоваться вербальными
и невербальными средствами передачи информации» [11, с. 8].
Целенаправленно изучает коммуникативную компетенцию логопеда Е. Н. Волкова в уже упоминавшемся исследовании [5], выделяя в ее составе когнитивный, личностный, деятельностный, аксиологический, эмоциональный компоненты. Однако авторская трактовка
понятия коммуникативной компетенции дает ограниченное представление о видах профессиональной деятельности и сфере работы
логопеда (коррекционно-развивающая деятельность, работа над устной речью), сужает круг адресатов
коммуникации (дети), не определяет понятия культуры речи. Тем не
менее автор подчеркивает профессиональную необходимость и значимость базовых лингвистических
знаний, сформированности аудирования и говорения как видов речевой деятельности, способности анализа и изменения собственного речевого высказывания в языковом
и стилевом плане, с точки зрения
эмоциональной и интонационной
выразительности речи.
Ориентиры для определения
сущности языковой личности логопеда мы можем определить, рассмотрев концепции профессиональной и элитарной языковой личности.
Профессиональная языковая
личность «раскрывается в особенностях производимых ею языковых
единиц и целостных текстов,
в своеобразии принадлежащего
личности профессионального дис-
10
курса, подчиненного целям и задачам профессиональной деятельности» [12, с. 263].
Профессиональный дискурс
является основной репрезентирующей единицей носителя языка; его
появление обусловлено спецификой
профессиональной деятельности.
Особенности профессиональной
языковой личности логопеда выражаются, таким образом, через специфику логопедического дискурса.
Л. С. Бейлинсон [13] проведено развернутое социолингвистическое исследование профессионального логопедического дискурса,
который определяется автором как
«институциональное общение людей, получивших специальную
подготовку для выполнения определенной трудовой деятельности».
Логопедический дискурс, по мнению автора, характеризуется прагматическими, ценностными, стратегическими, жанровыми, структурно-семантическими, концептуальными особенностями.
Эти особенности реализуются
через нацеленность на оказание
профессиональной квалифицированной помощи пациенту (обучающемуся), высокую предсказуемость (трафаретность) коммуникативных действий, отдаление адресатов дискурса, интеграцию медицинского и педагогического дискурса, наличие деонтологических
установок, реализацию набора
коммуникативных тактик.
Речь логопеда характеризуется
особым фонетическим (специфическая артикуляция, осознанность и
дифференцированность темпо-мелодического, интонационного оформления), лексическим (устойчивая
терминология и дидактические включения, прямое значение слов, специально отобранный материал для занятий), текстуально-грамматическим (преобладание описательных
текстов, акцентуация основной
мысли, специфика в использовании
местоимений) оформлением.
Формирование набора умений,
обеспечивающих становление такого дискурса, требует определенных
знаний (в том числе лингвистических, речеведческих), способности
к контролю и самоконтролю за речью. Для овладения профессиональным логопедическим дискурсом недостаточно того лингвистического багажа, с которым абитуриенты приходят в вуз.
К какому уровню развития
профессиональной языковой личности следует стремиться?
Чтобы определить максимальную планку развития языковой
личности логопеда, обратимся к
концепции элитарной языковой
личности, представления о которой
основаны преимущественно на
оценке языковой компетенции.
О. Б. Сиротинина, которая
ввела понятие элитарной языковой
личности в практическую риторику, отмечает: «Носители элитарной
речевой культуры владеют всей
системой функционально-стилевой
дифференциации языка и каждый
функциональный стиль используют
без особых усилий, как бы автоматически» [14, с. 6].
Отнесенность к элитарной
языковой личности определяется
11
рядом параметров: владение литературными нормами в их функционально-стилевой дифференциации,
совершенное владение речевыми
жанрами и стилями (научный, педагогический дискурс), наличие
индивидуального стиля, реализация
всех качеств хорошей речи (целесообразность, ясность, богатство,
выразительность, точность, логичность и т. д.) в любой коммуникативной ситуации. Отметим также
важность широкого кругозора, необходимость стремления к совершенствованию речевой и коммуникативной культуры, соблюдение
этических норм [15; 16].
Рассмотренные нами исследовательские подходы апеллируют
преимущественно к речевой и, в
определенной степени, мотивационной составляющим. Лингвистические знания рассматриваются
лишь как базовые для совершенствования речевых возможностей
Формирование личности, обладающей элитарной речевой культурой или стремящейся к ней, требует
решения ряда прикладных и теоретических задач, связанных с изучением феномена общения (в том числе профессионального), отбором содержания, методов, форм обучения,
определением риторических правил,
на наш взгляд, тесно пересекающихся с деонтологическими в профессиональной деятельности логопеда.
Профессиональная компетентность логопеда во многом определяется уровнем лингвистических знаний, степенью усвоения теоретической лингвистической базы в виде
обобщенных системных знаний
о языке и речи, способностью распознавать и квалифицировать нарушения языковых и речевых норм,
осознавать закономерности развития и функционирования системы
«язык — индивидуум — общество».
Профессиональная деятельность логопеда, в отличие от большинства педагогических специальностей, требует не только дискурсивных умений, но и включения
системы лингвистических знаний в
различные виды профессиональной
деятельности (диагностическую,
коррекционно-развивающую, пропедевтическую и др.). Эта работа
обеспечивается грамотным отбором, корректной подачей языкового
материала, правильным определением способов работы с ним и т. д.
Таким образом, специфика
профессиональной деятельности
логопеда позволяет обозначить как
«программу-максимум» стремление
к элитарному типу языковой личности. Ориентируясь на формирование
такой профессиональной языковой
личности, мы можем определить
направления подготовки студентов:
• осознание студентами важности речевых умений и лингвистических знаний для профессиональной деятельности, развитие стремления к их совершенствованию;
• совершенствование речевых
возможностей студентов, формирование у них профессионально ориентированных дискурсивных умений;
• освоение ими фундаментальных лингвистических знаний;
• формирование у будущих логопедов прагматической установки
на применение этих знаний в про-
12
фессиональной деятельности; формирование прикладных профессионально ориентированных лингвистических умений.
Перспективной представляется
не только практическая реализация
указанных направлений в системе
подготовки логопедов, но и более
детальная разработка теории профессиональной языковой личности
логопеда, определение ее параметров и характеристик.
Литература
1. Гумбольдт, В. фон. Избранные
труды по языкознанию / В. фон Гумбольдт. — М. : Прогресс, 1984.
2. Вайсгербер, Й. Л. Родной язык и
формирование духа / Й. Л. Вайсгербер. — М., 1993.
3. Караулов, Ю. Н. Русский язык и
языковая личность / Ю. Н. Караулов. —
М. : Наука, 1987.
4. Богин, Г. И. Типология понимания текста / Г. И. Богин. — Калинин :
Изд-во КГУ, 1986. — 85 с.
5. Волкова, Е. Н. Формирование
коммуникативной культуры будущих
учителей-логопедов в педагогическом
вузе : автореф. дис. … канд. пед. наук :
13.00.08 / ВолковаЕ. Н. — Шуя, 2009.
6. Алмазова, А. А. Изучение учебнопрофессиональной мотивации студентов-логопедов / А. А. Алмазова // Актуальные проблемы обучения и воспитания лиц с ограниченными возможностями здоровья : материалы 2-й Междунар. науч.-практ. конф. (Москва,
19—21 июня 2012 г.) : в 3 т. / науч. ред.
И. В. Евтушенко, В. В. Ткачевой. —
М. : АНО «НМЦ „СУВАГ“», 2012.
7. Алмазова, А. А. Оценка грамотности письма студентов-логопедов /
А. А. Алмазова // Преподаватель
XXI век. — 2012. — № 2.
8. Алмазова, А. А. Проблемы совершенствования устной речи будущих логопедов в системе высшего профессионального образования / А. А. Алмазова //
Голос и речь : мультидисциплинарный
науч.-практ. журн. — 2012. — № 1 (6).
9. Львов, М. Р. Основы теории речи : учеб. пособие / М. Р. Львов. — М. :
Академия, 2000.
10. Жукатинская, Е. Н. Формирование профессиональной компетентности
будущего учителя-логопеда : автореф.
дис. ... канд. пед. наук : 13.00.08 / ЖукатинскаяЕ. Н. — Липецк, 2008.
11. Маринич, Е. Е. Формирование
профессионально-педагогической компетентности будущего учителя-логопеда
в вузе : автореф. дис. … канд. пед. наук :
13.00.08 / Маринич Е. Е. — Шуя, 2012.
12. Голованова, Е. И. Профессиональная языковая личность: специфика профессиональных процессов в сфере теории и практики / Е. И. Голованова //
Non multum, sed multa: немного о многом. У когнитивных истоков современной терминологии : сб. науч. тр.
в честь В. Ф. Новодрановой. — М. :
Авторская академия, 2010.
13. Бейлинсон, Л. С. Стратегии логопедического дискурса / Л. С. Бейлинсон // Вестн. Ленингр. гос. ун-та им.
А. С. Пушкина. Сер.: Филология. —
2009. — № 4, т. 2.
14.Сиротинина, О. Б. Устная речь и
типы речевых культур / О. Б. Сиротинина // Русистика сегодня / РАН. — М.,
1995. — № 4.
15.Силантьева, М. С. Элитарная
языковая личность в профессиональном дискурсе : автореф. дис. …. канд.
филол. наук : 10.02.19. — Пермь, 2012.
16.Кочеткова, Т. В. Языковая личность носителя элитарной речевой
культуры : автореф. дис. ... д-ра филол.
наук : 10.02.01. — Саратов, 1999.
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Электронный журнал «Психологическая наука и образование»www.psyedu.ru / ISSN: 2074-5885 / E-mail:box@psyedu.ru2009, No 3© 2007-2009
Московский городской психолого-педагогический университет Компетенции в образовании Формирование стратегической компетенции и развитие языковой личности билингва
ДаверМ.
В.доктор педагогических наук, доцент кафедры русского языка УЛИМ (Международного Независимого Университета Молдовы) (doccon@list.ru).
Данная статья посвящена проблеме формирования и развития стратегической компетенции языковой личности. Исходная стратегическая компетенция формируется в ходе всего предшествующего началу изучения нового языка опыта субъекта в учении и общении. Основными стратегиями языковой личности являются учебные и коммуникативные стратегии. Анализ стратегий в качестве особой разновидности планов наиболее активно разрабатывался при рассмотрении стратегий общения с точки зрения теории речевой деятельности, которая требует локализации их в схеме порождения речи в связи с процессами ориентировки, планирования, реализации и контроля речевого высказывания. В отличие от других компетенций, стратегический опыт поддается положительному переносу при изучении нового языка, если стратегии языковой личности оказываются достаточно эффективными. Для дальнейшего развития стратегической компетенции билингва в статье предлагается система стратегических упражнений, которая базируется на таких характеристиках стратегии, как проблемная ориентированность и сознательность, а также на учете самооценочных мотивационных процессов.
Ключевые слова:стратегия, исходная стратегическая компетенция, языковая личность билингва.
Проблема формирования языковой личности и развития стратегической компетенции билингва является центральной в личностно-ориентированном подходе. Важнейшим компонентом коммуникативной компетенции является стратегическая компетенция. Однако в современной лингводидактике существуют различные трактовки таких понятий, как стратегии языковой личности и стратегическая компетенция в целом. Понятие стратегии сложно и многопланово и входит в терминологический аппарат многих научных направлений
1
Стратегическое направление разрабатывается в когнитивной психологии с середины 50-х гг. прошлого века, когда бихевиористский подход к обучению показал свою несостоятельность в решении учебных задач высокого уровня сложности. Сначала учеными был поставлен вопрос о скрытых манипуляциях организма с поступающими стимулами, затем исследователи разработали приемы обнаружения познавательных стратегий, используемых студентами и доказали, что различные стратегии имеют разную эффективность [3]. В 1960 г. Миллер, Галантер и Прибрам проанализировали стратегии, используемые для решения широкого круга задач. В 1972 г. Л. Селинкер в своей знаменитой работе «Interlanguage» впервые употребил термин «коммуникативные стратегии» для обозначения процессов, используемых в ходе общения для компенсации дефицита лингвистических ресурсов. В настоящее время в разряд коммуникативных стратегий в лингвистике дискурса включаются также дискурсивные стратегии, используемые для решения проблем общения путем манипуляции структурами дискурса и воздействия на релевантные психологические параметры собеседников [5]В 70-е годы ХХ века начинается активное исследование учебных стратегий учащихся –индивидуально-специфических способов преодоления проблем, возникающих в процессе изучения языка,и их сравнительной эффективности. В современной науке существует понимание стратегии либо «как общего плана действия для достижения результата» (Энциклопедия 2002,с.436), т.е. гибкой программы деятельности, либо как «алгоритма планирования определенных действий», последовательности правил, жестких предписаний преодоления затруднений. Исследователи рассматривают стратегии как особые планы достижения цели, альтернативные программы по преодолению препятствий, возникающих в том или ином виде человеческой деятельности, действующие как на сознательном, так и на подсознательном уровне [15].Рассмотрение стратегий как некоторых закономерностей подчеркивает их алгоритмизированный, автоматизированный аспект, тогда как понимание их как потенциально сознательных планов подчеркивает гибкость и креативность стратегического подхода. Многочисленные попытки выделить различные разряды стратегий, сформулировать определение каждого из них,а также дать характеристику стратегической компетенции в целом позволяют сделать вывод о существовании целого стратегического направления в современной науке. Тем не менее, определение стратегии продолжает оставаться объектом дискуссий и нуждается в конкретизации и уточнении. Существующие определения страдают неполнотой, не обладают универсальностью. Для того чтобы дать определение, применимое ко всем разрядам стратегий языковой личности, необходимо рассмотреть понятие стратегии в общем контексте человеческой деятельности и ее стратегического наполнения.«Стратегия» может пониматься в общетеоретическом аспекте как некоторый план преодоления затруднений в определенной области человеческой деятельности, подразумевающий максимально эффективное ее выполнение. Следовательно, коммуникативная стратегия будет рассматриваться как альтернативный план преодоления затруднений в общении (так, например, при дефиците лингвистических ресурсов используется компенсаторная стратегия общения), а учебная стратегия –как план преодоления проблем в процессе изучения языка.Проблемная ориентированность и потенциальная сознательность являются важнейшими характеристиками стратегии.
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Таким образом, специфика самого термина «стратегия» в его первоначальном значении подразумевает наличие некоторых особых условий применения. Необходимость применения стратегии всегда изначально вызвана либо осложнениями в ходе деятельности (реальными, антиципируемыми или воображаемыми) и возникновением необходимости дополнительного планирования, разработки специальных решений, усложненных планов деятельности, каковыми, по определению, и являются стратегии, либо изначальным стремлением к максимально эффективному выполнению деятельности, недопущению возникновения затруднений. Так, в документах Совета Европы стратегия понимается как «принятие определенной линии поведения с целью максимального повышения эффективности» [13].Стратегическая компетенция личности может включать в себя различные разряды стратегий, часть из которых характерна для любой человеческой деятельности–это макростратегии и универсальные стратегии. Существуют и особые разновидности стратегий, характерные только для одной сферы деятельности, предназначенные для решения ее специфических задач, которые и формируют присущую ей стратегическую компетенцию. Макростратегии –стратегии достижения и отказа –тесно связаны с мотивацией личности и отражают специфику принятия решений о начале деятельности или отказе от нее. В качестве универсальных рассматриваются такие обширные разряды стратегий, как метакогнитивные, социальные и аффективные стратегии, входящие в общую стратегическую компетенцию личности. В лингводидактике они выступают как косвенные стратегии языковой личности [16]. Метакогнитивные стратегии означают «умение сосредоточиться, планировать свою деятельность и оценивать результаты, эмоциональные понижают беспокойство, служат средством самопоощрения; социальные включают умение и желание задавать вопросы, получать информацию, сотрудничать» [1, с. 342].В общетеоретическом плане стратегическая компетенция может быть определена как способность разработки программ и планов максимально эффективного, с точки зрения деятеля, выполнения деятельности. Очевидно, что такая стратегическая компетенция должна существовать в составе любой предметной и профессиональной компетенции. Таким образом, стратегическая компетенция языковой личности может быть определена как способность разрабатывать различные краткосрочные или долгосрочные планы по использованию вербальных и невербальных средств преодоления затруднений в общении и изучении\усвоении языка, которая призвана вступать в действие всякий раз, когда возникает необходимость поиска решений реально существующих или антиципируемых проблем в ходе коммуникативной или учебной деятельности как на сознательном, так и на подсознательном уровне. Основными стратегиями языковой личности являются учебные и коммуникативные стратегии. Анализ стратегий в качестве особой разновидности планов наиболее активно разрабатывался при рассмотрении стратегий общения с точки зрения теории речевой деятельности, которая требует локализации их в схеме порождения речи в связи с процессами ориентировки, планирования, реализации и контроля речевого высказывания. Для этого ставилась задача решить несколько принципиальных вопросов:А. Определить фазы порождения речи, непосредственно связанные со стратегическим планированием, этапы формирования стратегии. Б. Выявить характеристики плана, позволяющие квалифицировать его как стратегию.
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В. Выявить и определить факторы, определяющие выбор и эффективность применения той или иной стратегии.Рассмотрим каждый из них более подробно. А. Возникновение коммуникативной цели порождает коммуникативное намерение, которое, реализуясь, приводит к достижению желаемого. Исследователи полагают, что стратегическая цель может возникнуть уже на этапе ориентировки. «В структуре речевой деятельности (деятельности речевого общения) предметом нашего особого внимания должна быть фаза (этап) ориентировки, результатом которого как раз и является выбор соответствующей стратегии порождения или восприятия речи, а также этап планирования» [11 с. 69]. При появлении антиципации коммуникативной проблемы в фазах планирования и реализации у субъекта возникает подчиненная стратегическая цель, вызывающая применение соответствующей коммуникативной стратегии, альтернативной программы, которая в случае адекватности приводит к достижению, а в случае неадекватности –к перепланированию или отказу от достижения цели. Б. Очевидно, что косвенные пути достижения целей являются стратегическими и подразумевают соответствующее перепланирование. То есть стратегическим является план, возникающий в случае невозможности достижения цели путем обычного прямого планирования с помощью стандартных коммуникативных или учебных шагов, приемов и стереотипных схем. В. Наиболее сложным является в данном случае вопрос о факторах, определяющих выбор и эффективность применения той или иной коммуникативной или учебной стратегии. Ответ на этот вопрос тесно связан с анализом специфики стратегической компетенции учащихся коммуникантов, ее формирования и особенностей эволюционирования и функционирования, а также с особенностями коммуникативной ситуации, вызвавшей появление затруднений в общении. Рассмотрение этапа ориентировки со стратегической точки зрения позволяет объяснить процессы частичного отказа, применения различных видов формальной и функциональной редукции коммуникативной цели. Многие исследователи отмечают, что процесс планирования речевого высказывания в целом можно рассматривать как модификацию, реализацию или отказ от некоторых коммуникативных намерений. «Весь процесс, предваряющий воплощение помысла в слово, нельзя назвать иначе,как только «намерением сказать то-то». Можно допустить, что, по крайней мере, добрая треть нашей психической жизни состоит из этих быстро сменяющихся, еще не высказанных намерений или не оформившихся мыслей» [12, с. 129].Некоторые авторы полагают, что все стратегические планы формируются индивидом в процессе порождения речи (Леонтьев А.А., 1985). Однако существует мнение, что следует различать две разновидности планов: автоматизированные, стереотипизированные планы, среди которых бессознательно выбираются необходимые, и планы, которые специально разрабатываются субъектом в особых ситуациях при возникновении новых сложных проблем. По аналогии с предлагаемой некоторыми авторами идеей мотивационных схем [9, с. 68] мы считаем возможным говорить о формировании у человека с опытом набора стратегических схем, стереотипных планов того, как решить учебную проблему, как осуществить коммуникативное намерение, как вести себя в некоторой учебной и коммуникативной ситуации [11; 15; 12]. Репертуар стратегических схем тем богаче, чем
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больше речевой, жизненный и учебный опыт. Именно эти схемы составляют основу стратегической компетенции языковой личности.Наблюдения над студентами подготовительного факультета, изучающими русский язык как иностранный,показали, что учащиеся, применяющие практически одинаковый набор коммуникативных стратегий, добиваются различных успехов в достижении взаимопонимания с носителями языка. Наиболее эффективно применяют стратегии люди, владеющие несколькими языками и имеющие больший опыт в решении коммуникативных проблем при общении с носителями других языков, в результате чего у них развиваются основные компоненты стратегической компетенции.Важное значение имеют такие индивидуально-психологические характеристики личности как общительность, стремление к социальным контактам, а также уровень владения родным и первым иностранным языком.Для обозначения довузовского методико-стратегического и коммуникативного опыта учащихся, полученного в процессе социализации, а также в процессе школьного и предшествующего вузовского обучения нами предлагается использовать понятие «исходной стратегической компетенции». Разумеется, компетенция может рассматриваться в качестве исходной только применительно к моменту начала изучения нового языка или некоторого этапа его усвоения.Именно исходная стратегическая компетенция является основой для дальнейшего развития языковой личности и формирования стратегической компетенции билингва. Рассматривая вопросы формирования и развития языковой личности, необходимо, прежде всего, привести ее психологическое определение:«Индивидуальное сознание есть интернализированное в своей аксиологической сущности и сформированное (присвоенное) в своей языковой форме общественное сознание языкового коллектива, языковой общности. Фиксируется такое соотношение когнитивного и языкового сознания, где последнее есть вербально-оформленное отражение действительности. Именно в этом плане, по мнению психологов, можно говорить о языковой личности» [8, с.159].Принцип развития языковой личности билингва может быть сформулирован следующим образом: каждая компетенция языковой личности, каждый из трех ее основных компонентов: вербально-семантический,когнитивный и прагматический, -не формируется заново и отдельно при изучении каждого нового языка, а развивается из соответствующих компетенций и компонентов, сформировавшихся при усвоении родного языка.Таким образом, процесс изучения иностранного языка не должен рассматриваться в качестве формирования отдельной коммуникативной компетенции, дублирующей компетенцию общения на родном языке, напротив, знания и умения человека, владеющего несколькими языками, рассматриваются как единая компетенция билингва и мультилингва, которая может охватывать целый ряд языков. Формирование и становление стратегической компетенции языковой личности проходит на протяжении всех этапов становления личности, начиная с самых первых попыток ребенка решить проблемы общения и усвоения языка. Способность к развитию и совершенствованию стратегической компетенции должна (с разной степенью активности и эффективности) сохраняться практически на всех этапах жизнедеятельности субъекта в зависимости от необходимости адаптации к изменяющимся потребностям учения и общения. Отмечается, что способности зрелой языковой личности к модификациям стратегической компетенции ограничены, однако в ряде случаев даже стратегический набор взрослого человека поддается изменению и развитию.
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Исследуя становление дискурсивного мышления языковой личности, ученые приходят к выводу, что закономерности ее эволюциине возможно понять без рассмотрения ее онтогенетического становления в процессе развития ребенка, поскольку уже здесь «на первый план выступает не формирование языковой структуры, а становление человека в его коммуникативной компетенции» [14, с.11]. При этом развитие языковой личности есть постоянный процесс, который продолжается в течение всей жизни человека.Этот процесс обозначается как «самонаучение языку». Для того чтобы достичь коммуникативной цели и одновременно научиться языку, ребенком используются как невербальные средства: мимика, жесты, так ивербальные стратегии: гиперобобщение, сверхупрощение, словотворчество, языковая догадка, аналогии. Некоторые специфические явления детской грамматики, нарушающие закономерности языковой системы,иллюстрируют становление и активное использование стратегической компетенции. Детское словотворчество и манипулирование грамматическими структурами отражает творческий характер овладения ребенком системой языка. Установлено, что дошкольники старше 2 –3 лет не заимствуют слова, а создают собственные номинации по аналогии. Это первый этап формирования стратегической компетенции, когда формируются основные разряды стратегий компенсации, индивидуальные учебные стратегии неформального усвоения языка и некоторые дискурсивные стратегии. Таким образом, можно сказать, что студент, осваивающий новый язык в общении с помощью стратегий компенсации, в своих попытках вступить в коммуникацию, не имея достаточного запаса языковых средств, частично опирается на сформированную в детстве в процессе формирования языковой личности стратегическую компетенцию. Однако становление языковой личности не ограничивается формированием языковых механизмов в 6 –7 летнем возрасте. На следующем этапе (6,7 –11,13 лет) человек учится использовать язык в повседневном общении. В процессе порождения и смыслового восприятия речевых произведений развивается его дискурсивное мышление. Развитие дискурсивного мышления определяется не только возрастом субъекта. В этот период к естественному усвоению языка подключается изучение его в школе.Учащимися вырабатываются не только более высокие, дискурсивные стратегии, но и учебные стратегии формального изучения языка, а также формируются универсальные стратегии управления собственной учебной и коммуникативной деятельностью. Именно текст (дискурс) становится центральным объектом и целью развития личности в школьном возрасте. При этом от элементарных способов вербального мышления человек переходит к мышлению дискурсивному, связанному со сложными когнитивными операциями. Стратегическая компетенция достигает более высокого уровня, если в процессе школьного обучения предусмотрено раннее изучение иностранного языка или нескольких иностранных языков.Проведенные исследователями [14 и др.] эксперименты по восприятию и воспроизведению текстов детьми 6-7, 11-13, и 15-16 летнего возраста убедительно продемонстрировали этапы формирования у большинства учащихся стратегий восприятия и понимания текстов, антиципации, языковой догадки, опоры на название и ключевые фразы в старшем школьном возрасте. На третьем этапе (15 –16 лет) практически завершается формирование основных дискурсных коммуникативных стратегий, а также стратегий зрелого слушателя и чтеца, на которые могут опереться преподаватели РКИ, обучая студентов подготовительного факультета аудированию и чтению.
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Очевидно, что при формировании стратегической компетенции стратегии и тактики не вырабатываются индивидом в процессе социализации совершенно самостоятельно, а частично усваиваются уже существующие в обществе, в семье, в национальной школе, в национальной культуре стереотипные способы преодоления затруднений в учении и общении. Они неизбежно должны быть обусловлены как национальным менталитетом, национально-культурными, национально-методическими и внутрисемейными традициями, так и особенностями, почерпнутыми из индивидуального опыта общения и учения. По мнению ученых [14]начальный этап социогенеза языковой личности, в первую очередь, определяется характером семейного общения и микросоциума, к которому относятся родители ребенка. На следующем, школьном этапе в действие вступают национальные лингвометодические традиции.Типология уровней становления языковой личности по степени развития дискурсивного мышления принадлежит Г. И. Богину [2, с.10] Выделяется 5 уровней владения языком: 1)уровень правильности -6-7 лет, 2)уровень скорости или интериоризации –10–11 лет, 3)уровень насыщенности –15-16 лет. Следующие два уровня, по мнению автора, определяются не возрастом, а культурой общения. Это 4)адекватный выбор,5)адекватный синтез. Дальнейшие исследования показали, что такие термины как «коммуникативная компетенция носителя языка» или же «стратегическая компетенция носителя» в формулировке целей изучения языка не могут быть признаны безоговорочно корректными, поскольку включают в себя огромное многообразие уровней владения родным языком –до 14 уровней понимания только газетного текста [6].Очевидно, что не только возраст, но и уровень образования, когнитивного развития, а также изучение второго\иностранного языка становятся одним из важнейших факторов дальнейшего, более высокого развития стратегической компетенции языковой личности. При накоплении опыта межличностного общения развернутые системы коммуникативного и учебного планирования принимают стереотипный характер, сворачиваются и автоматизируются, теряют стратегическое значение, применяясь в первоначальном виде только в случае возникновения разного рода серьезных затруднений в коммуникации.Отсутствие беглости речи, неумение вести разговор или участвовать в нем, корректировать свою речь, приспосабливаясь к собеседнику, является результатом слабого развития исходной (на момент начала изучения нового языка) стратегической компетенции языковой личности, свидетельствуя об отсутствии в ней необходимых разрядов стратегий коммуникации. Неумение учиться, разрабатывать приемы и планы, стратегии учения и общения, необходимые для усвоения языка, свидетельствует о недостаточном развитии учебной стратегической компетенции. При изучении иностранного языка на начальном этапе неизбежное появление большого числа учебно-коммуникативных проблем, связанных с переходом на новый код, позволяет нам обнаружить проявления исходной стратегической компетенции в активизированном варианте. В процессе развития коммуникативной компетенции билингва наблюдается употребление стратегий в первоначальном, развернутом виде. Очень активно используются на начальном этапе компенсаторные стратегии: мимика, жесты, повторы, языковая догадка, использование интернациональных слов и слов родного языка и языка посредника, обращения за помощью к собеседнику, различного рода описания и парафразы и др. Таким образом, исходная стратегическая компетенция может быть определена не только как имеющийся у студента на момент начала изучения нового языка
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набор стратегий, но и как способность их оперативного развертывания в критических ситуациях.Практическое применение стратегических исследований значительно отстало от теоретических разработок. Только с 70-х гг. когнитивные находки в области учебных стратегий начали реализовываться в стратегическом обучении. В настоящее время активно исследуются учебные возможности коммуникативных и универсальных стратегий. Важную роль играет также проблема учета и развития исходной стратегической компетенции.Важнейшим методическим следствием более широкого подхода к рассматриваемой проблеме является вывод о том, что человек, обладающий развитой стратегической компетенцией, характеризуется совершенно иной, более высокой степенью обучаемости в иноязычной среде, чем студент такого же когнитивного типа, не владеющий способами преодоления трудностей в общении и учении, не имеющий опыта их преодоления. В результате отсутствия достаточного набора компенсаторных и дискурсивных стратегий возможности этого последнего в коммуникации на новом языке и получения на нем информации намного более ограничены. Следствием этого становится утрата одного из важнейших источников естественного обучения в языковой среде –усвоения языка в процессе общения с его носителями. Очевидно также, что к началу изучения иностранного языка на подготовительном факультете опытный чтец, например, уже обладает целым репертуаром стратегий и высокоразвитой способностью их применения в соответствии с заданием и ситуацией. Исходная учебная стратегическая компетенцияв чтении, в которую входит и определенная сумма знаний, является отправной точкой в процессе познания и играет важнейшую роль в понимании читаемого,благодаря чемуопытный чтец показывает высокие результаты как в родном, так и в изучаемом языке[10].Тем не менее, в данном вопросе существует и другая точка зрения, свидетельствующая, что требуется реструктурирование, развитие стратегий, которыми пользуется субъект в родном языке, совершенствование его стратегической компетенции, которая может оказаться неадекватной и недостаточной в новых условиях, до уровня стратегической компетенции билингва. В качестве основных факторов, определяющих характер, уровень развития и эффективность исходной стратегической компетенции, обычно называют индивидуально-психологические и национально-культурные особенности языковой личности, что вызывает особый интерес исследователей к когнитивным стилям учащихся и национальным лингвометодическим традициям. Основными компонентами унаследованного от национальных методических традиций в составе исходной стратегической компетенции можно считать следующие:стратегии общения (естественного и учебного), обусловленные структурой семьи, национальной спецификой традиций школьного обучения и общения, а также индивидуально выработанные приемы преодоления коммуникативных и учебных затруднений в предшествующий изучению РКИ период;набор приемов, способов, стратегий учения, сформированных у учащихся школьными учителями в ходе изучения родного и первого иностранного языков;приемы учения, сформированные самими учащимися в соответствии с предъявлявшимися к ним требованиям исо стратегиями обучения в школе. Это адаптивные\реактивные стратегии, которые составляют существенную часть индивидуального стиля учебной деятельности; представление о собственных
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возможностях в области изучения языков, часто искаженное: заниженное или завышенное. В последующем вузовском обучении оно влияет на мотивационные процессы, определяя уровень притязаний, характер каузальной атрибуции и другие мотивационные характеристики, сформированные в зависимости от способностей студента, востребованных в ходе школьного обучения;характер методических ожиданий, которые представляют собой стереотипные представления о формах и методах изучения языка, структуре урока и даже о соответствующем поведении и облике преподавателя;особенности мотивационной структуры языковой личности, специфика учебной мотивации. При несоответствии наличествующих в исходном стратегическом репертуаре учащегося элементов предлагаемым технологиям обучения важнейшей задачей исследователя, работающего в русле личностно-ориентированного подхода,является выявление основных возможностей его использования в неизменном виде или же его коррекции в адаптационных целях в случае возникновения так называемого дефицита учебных и коммуникативных стратегий. В личностно-ориентированном подходе существуют три основных подхода к развитию стратегической компетенции билингва. 1.Изучение национально-и индивидуально-обусловленного стратегического репертуара учащихся и полная адаптация стратегий обучения к имеющейся у студентов стратегической компетенции, т.е. отказ от ее дальнейшего развития. 2. Игнорирование имеющейся у учащихся коммуникативной и стратегической компетенции в родном языке и эксплицитное обучение их новым стратегиям, представляющимся оптимальными преподавателю.3. Предоставление учащимся свободы выбора собственных или новых стратегий для расширения их стратегического набора в случае возникновения подобной необходимости и развитие стратегической компетенции билингва. Выбор каждого из этих вариантов обусловливается конкретными условиями обучения, особенностями контингента и спецификой имеющейся у учащихся стратегической компетенции.Так, первый вариант –адаптация к имеющейся стратегической компетенции–часто избирается преподавателями, работающими с азиатскими студентами, у которых резкая смена технологии обучения способна вызвать методический шок.Второй вариант–стратегическое обучение –особенно популярен в англоязычной методике, где предлагаются следующие варианты обучения стратегиям усвоения.1. Обучение, направленное на осознание учащимися используемых стратегий и ознакомление студентов с концепцией учебных стратегий.2. Краткосрочное или однократное обучение учебным стратегиям: изучение и практическое использование одной или нескольких стратегий для применения в учебном процессе при овладении языком.3. Длительное или курсовое обучение учебным стратегиям –ознакомление с концепцией, презентация и тренировка нескольких стратегических групп,-которое проводится параллельно языковому курсу. При этом предполагается, что: 1. обучение стратегиям позволяет расширить индивидуальный потенциал учащихся, интенсифицировать и оптимизировать процесс овладения языком;2. обучение стратегиям позволяет приспосабливать стратегический потенциал учащихся к особенностям технологии обучения языку.
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С целью развития учебных стратегий была предложена также новая концепция стратегического тренинга, который включает 6 различных типов деятельности:-стимуляция (мотивирование);-информация концептуального уровня (объяснение стратегий);-стратегическая инструкция (материалы по применению);-стратегическое применение (практика);-обратная связь по стратегическому применению (протоколы обратной связи);-оценка и диагностика (тесты по результатам тренинга) [16].Несмотря на ряд интересных решений, данная концепция, с точки зрения личностно-ориентированного подхода,не лишена недостатков предыдущих:-решение о направленности обучения стратегиям по-прежнему принимает преподаватель;-развиваются только универсальные и учебные стратегии,но не коммуникативные;-обучение проводится только эксплицитно;
-не учитывается отношение учащихся к стратегическому инструктированию.Предлагаемая нами система стратегических упражнений, которой мы дополняем существующий аппарат,разрабатывается в рамках третьего варианта–развития стратегической компетенции билингва–и базируется:а) на такой характеристике стратегии, как проблемная ориентированность;б) на учете самооценочных мотивационных процессов.Поскольку для нас стратегия языковой личности является планом по преодолению затруднений в ходе усвоения языка или общения на нем, в основу любого стратегического упражнения должно быть положено решение учебной или коммуникативной проблемы. Применение стратегий стимулируется самооценочным контрактом, учитывающим как стратегическую активность в ходе групповой учебной работы, так и метакогнитивные умения при самостоятельном выборе и выполнении заданий в соответствии со стратегическими предпочтениями. Это предполагает двухэтапную организацию урока: совместную стратегическую работу по развитию стратегий учения со всей группой на первом этапе, а затем индивидуализированную автономную работу учащихся, самостоятельно выбирающих задания из предложенных преподавателем, в ходе которой отрабатываются все виды стратегий, в том числе и метакогнитивные, связанные с развитием умений планирования и организации своей учебной деятельности.В качестве исходного компонента учебной работы учащимся предъявляется элемент дискурса, содержащий новый для них способ выражения коммуникативного намерения, а также новые грамматические и лексические элементы. Обычно этокомплексная рифмовка, микродиалог или микротекст, предъявляемые со слуха (учащимся предоставляется возможность выбрать стратегию самостоятельной записи услышанного), которые вызывают применение стратегий. Преподаватель поощряет учащихся самостоятельно предложить и применить учебную стратегию, которую они считают необходимой при работе с предъявленным материалом. Это могут быть стратегии обнаружения нового, а также произвольного и непроизвольного запоминания, концептуализация –самостоятельная формулировка правила, объяснение его классу, включение предъявленного материала в оригинальный микродиалог или микротекст, обнаружение новых моделей в схемах и таблицах, находящихся в аудитории, самостоятельное создание схем, творческая работа –сочинение собственной рифмовки, текста или диалога, самостоятельная работа с учебником, сборником упражнений и
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словарем, с помощью которых новый материал также идентифицируется и обрабатывается в письменной или устной форме. Несколько сложнее организация стратегической работы с коммуникативными стратегиями дискурса. Системаподобной работы была разработана нами для обучения диалогической речи [4]. В настоящее время имеются варианты упражнений как для развития дискурсивных, так и компенсаторных стратегий в различных видах речевой деятельности, а также метакогнитивных стратегий планирования, управления и оценки собственной деятельности[10].Кажется излишне смелым утверждение о том, что в каждой конкретной учебной ситуации предложение определенного вида заданий в обязательном порядке вызовет у учащегося некоторого когнитивного стиля применение той или иной учебной стратегии. Учащиеся со сходными когнитивными стилями могут обладать различными стратегическими компетенциями, что создает их неповторимый стиль учебной деятельности.Компетенции могут быть сформированными в различных национально-методических традициях и в силу этого учащиеся применяют для решения идентичных учебных и коммуникативных проблем разные стратегии, обусловленные различной конфигурацией их психологических параметров.Результаты опытного обучения показали, что предпочтения в выборе стратегий, обладающие достаточно сильной инерцией, способны изменяться под влиянием меняющихся условий, что создает практическую базу как для эксплицитного, так и для имплицитного обучения стратегиям, расширения стратегического репертуара путем предложения новых моделей и алгоритмов выполнения деятельности и, таким образом, развития стратегической компетенции, способствующей формированию языковой личности билингва.
Литература1.Азимов Э.Г., Щукин А.Н. Словарь методических терминов.СПб, 1999.2.Богин Г.И.Концепция языковой личности.М.,19823.БрунерДж. Исследование развития познавательной деятельности.М., 1971.4.Давер М.В. Учет коммуникативных стратегий при обучении грамматическому оформлению диалогической речи на начальном этапе, Дисс....канд.пед.н.М., 1992.5.Дейк ван Т.А. Язык, познание, коммуникация.М.,1989.6.Дридзе Т.М. Организация и методы лингвопсихо -социологического исследования массовой коммуникации.М.,1979.7.Еникеев М.И. Энциклопедия. Общая и социальная психология.М., 2002.8.Зимняя И.А. Лингвопсихология речевой деятельности, М.,-Воронеж, 2001.9.Ильин Е.П. Мотивация и мотивы, СПб.,2002.10.Кузнецова Г.А. Формирование стратегической компетенции учащихся в процессе обучения чтению. М., 2004.11.Леонтьев А.А.«Восприятие текста как психологический процесс» // Язык и речевая деятельность в общей и педагогической психологии.М.-Воронеж, 2001.12.Миллер Д., Галантер Ю., Прибрам К. Планы и структура поведения.М., 1964.13.Общеевропейские компетенции владения иностранным языком: изучение, обучение, оценка.Страсбург;2001, М., 2005.
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.Седов К.Ф. Становление дискурсивного мышления языковой личности.Саратов, 1999.15.Faerch C.,andKasper GStrategies in Interlanguage communication, L. and N.Y., 1983.16.DansereauD.,Learning strategies, N.Y., 1978.
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=17785714"><b>ФОРМИРОВАНИЕ
СУБЪЕКТНЫХ КАЧЕСТВ ЛИЧНОСТИ СТУДЕНТА КАК ОСНОВЫ САМОРЕГУЛЯЦИИ
ЖИЗНЕДЕЯТЕЛЬНОСТИ</b></a><br/>
<font color="#00008f"><i>Отт Н.Г.,
Елисеев В.К.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33737611">Культура
физическая и здоровье</a>. 2009. <a href="https://www.elibrary.ru/contents.asp?id=33737611&selid=17785714">№ 5</a>.
С. 33-35. </font>
</p>
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ФОРМИРОВАНИЕ СУБЪЕКТНЫХ КАЧЕСТВ ЛИЧНОСТИ СТУДЕНТА КАК
ОСНОВЫ САМОРЕГУЛЯЦИИ ЖИЗНЕДЕЯТЕЛЬНОСТИ
Отт Н.Г., соискатель кафедры психологии
Елисеев В. К., доктор педагогических наук, профессор
Липецкий государственный педагогический университет
Аннотация Особенности саморегуляции будущих учителей рассматриваются через формирование субъектности – центрального образования человеческой субъективности, отражающего активно-избирательное, творческое отношение личности к самой себе, к деятельности, к людям, и жизни в целом. В результате опытно-экспериментальной работы выявлена связь субъектного потенциала студентов с высокой продуктивностью осмысления ими учебной и жизненной ситуации, творческим, активно-избирательным отношением к своей человеческой и профессиональной судьбе. Ключевые слова: субъектно-ориентированный подход, субъект деятельности, субъектность, педагогическая субъектность, саморегуляция, самоактуализация, ценностно-смысловая сфера субъекта, рефлексия.
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FORMATION OF STUDENT’S SUBJECTIVE QUALITIES OF PERSONALITY AS SELFFREGULATION BASICS OF VITAL ACTIVITIES Ott N.G., postgraduate Elisejev V. K. Ph.D., professor Lipetsk State Pedagogical University Abstract Peculiarities of self-regulation of future teachers are studied through formation of subjectness –central foundation of man’s subjectness, reflecting active, selective and creative attitude of a person to themselves, to activity, to people and life on the whole. The result of research revealed the connection of students’ subject potential with high productivity of their comprehension of educational and life situations through creative and inventive attitude to their human and professional fate. Key words: subject-oriented approach, subject of activity, pedagogical subjectness, self-regulation, selfactualization, value and meaning sphere of subject, reflection.
Студент как субъект педагогической деятельности, вступая в новую для себя систему отношений, обретает системные качества, образующие действительную характеристику его личности, и через формирование в себе ответственного отношения к жизнедеятельности, самоопределяется как личность. Названные характеристики процесса очерчивают объектное поле «субъектной педагогики». Cубъектность как центральное образование человеческой субъективности имеет сложную интегративную природу, отражающую активно-избирательное, творческое, инициативно-ответственное отношение личности к самой себе, к деятельности, к людям и жизни в целом. Подходы к изучению субъектности основываются на развитии представлений об активной роли самого человека в процессе жизнедеятельности; развитии, учебе, работе. Поэтапный характер становления человека как субъекта отмечается отечественными авторами методологического анализа познавательной активности и жизнедеятельности К.А. Абульхановой-Славской [1], А.В. Брушлинским [2], В.А. Петровским [4] и др.
В соответствии с образовательной гуманистической парадигмой, личность выступает как самоорганизующийся субъект, наделенный рядом системных качеств, из которых основными, структурообразующими, на наш взгляд, являются следующие:
* «интегративная активность», предполагающая активную деятельную позицию личности во всех ее проявлениях, в том числе и в творчестве;
* направленность, как динамическая иерархия смыслообразующих ценностей и мотивов, составляющих мотивационно-ценностную сферу личности;
* способность к рефлексии (осознанию, осмыслению, прогнозированию процесса и результатов деятельности, как условие регуляции поведения);
* ответственность как организация, регуляция и регламентация поведения;
* способность к самореализации и самоопределению в мире.
Общая концепция формирования педагогической субъектности основана на положениях В.А. Сластенина [5], в которых процесс становления и развития субъектной позиции студента и педагога трактуется как усиление субъектного потенциала личности и может быть представлен как определенная стратегия изменений в содержании, формах и методах профессиональной подготовки: фундаментализации высшего образования в сочетании с углубленной профессионализацией; диалогизации учебно-воспитательного процесса и его проблематизации; полисубъектности педагогического процесса, предполагающей активность, инициативу и ответственность всех его участников.
Исследуя закономерности и механизмы формирования субъектности, мы обращаемся к внутреннему потенциалу субъекта, который трактуется как конкретный уровень развития интеллектуальных, эмоциональных, волевых, физических возможностей, практических умений и навыков, определяемых общественно-экономическими и культурно-историческими условиями, применительно к конкретной сфере деятельности данной личности. Под субъектным потенциалом личности понимается уровень развития ее субъектных качеств, т.е. субъектности. Мотивационный аспект субъектно-творческого потенциала личности определяет стремление человека к возможно более полному его развитию и реализации. Мы исходим из понимания самоактуализации как процесса рефлексивного переосмысления субъектом личных и профессиональных свойств и ценностей, личностной и профессиональной актуализации своего потенциала.
34
Другой необходимой составляющей зрелого поступка личности, определяющей успешность ее самоактуализации, является ответственность, имеющая также рефлексивную природу. Недаром, А. Маслоу [3] называл ответственность «величайшим поступком и подчеркивал, что, принимая на себя ответственность, человек самоактуализируется».
Ценностно-смысловая сфера субъекта выступает в качестве одной из его важнейших характеристик, как показатель способности к произвольному управлению собственной деятельности, гармонии и зрелости личности. Ценностно-смысловой уровень саморегуляции есть процесс, опосредованный социальными нормами и ценностями, системой внутренних требований, особой «жизненной философией», превращающими человека в активного субъекта жизнедеятельности. По нашему мнению, рефлексия, выступает механизмом ценностно-смыслового уровня саморегуляции, благодаря которому раскрываются внутренние резервы человека, дающие ему свободу от обстоятельств, обеспечивающие в самых трудных условиях возможность самоактуализации.
Проведенные нами теоретические и экспериментальные исследования становления и развития механизмов формирования субъектных качеств личности студента показали, что учащиеся с высоким субъектным потенциалом обладают высокой продуктивностью осмысления учебной и жизненной ситуации, богатством психологического времени; высокой насыщенностью значимых переживаний, наличием жизненной перспективы, интереса к будущему, высокой степенью потенциальности жизненных событий. Данные студенты характеризуются творческим, активно-избирательным отношением к своей человеческой и профессиональной судьбе. Они ориентированы на процесс самосовершенствования, осмысления и оценки собственных личностных и профессиональных качеств.
Литература
1. Абульханова-Славская, К.А. Акмеологическое понимание
субъекта / К.А. Абульханова-Славская // Основы общей и при-
кладной психологии. – М.: РАГС, 1995. – 420 с.
2. Брушлинский, А.В. Проблема психологии субъекта / А.В.
Брушлинский. – М.: МГУ, 1994. – 320 с.
3. Маслоу, А. Самоактуализация / А. Маслоу // Психология
личности. Тексты. – М.: Изд-во МГУ, 1982. – С. 108-117.
4. Петровский, В.А. Личность в психологии: Парадигма
субъектности /В.А. Петровский. – Ростов-на Дону, 1996.–
250 с.
5. Сластенин, В.А. Профессиональное самосознание учите-
ля / В.А. Сластенин // Магистр. – 1995. № 3. – С. 52-59.
Bibliography
1. Abdulhanova- Slavskaya, K.A. Acmeological understanding of
a subject/ K.A. Abulhanova-Slavskaya// Basics of general and
applied psychology. - M.; RAGS, 1995.- 420 p.
2. Brushlinsky, A.B. Problem of Subject Psychology/ A.B.
Brushlinsky.-M.: MGU, 1994. - 320 p.
3. Maslow, A. Self regulation/ A. Maslow// Psychology of
Personality. Texts.- M. MGU, 1982.- P. 108-117.
4. Petrovsky, V.A. Personality in Psychology: Paradigm of
subjectness/ V.A. Petrovsky. – Rostov- on- Don, 1996.- 250 p.
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V.A. Slastenin// Magistr.- 1995. N 3. - P. 52-59.
35
036-057.874/.875
ФОРМИРОВАНИЕ ЭСТЕТИЧЕСКОГО СОЗНАНИЯ
ЯЗЫКОВОЙ ЛИЧНОСТИ В ШКОЛЕ И ВУЗЕ
О. В. Муромцева, Н. А. Туранина
(Белгородский государственный университет)
Раскрываются теоретические и практические аспекты формирования эстетического сознания язы-
ковой личности. Рассматриваются различные методические приемы и средства формирования эстети-
ческого идеала на начальном этапе воспитания личности.
Ключевые слова: эстетическое сознание; языковая личность; эстетический идеал; интегрированные
занятия.
Эстетическое сознание отражает все
богатство эстетического отношения че-
ловека к миру и выражает его активное
стремление к гармонии, совершенству,
красоте, к идеалу прекрасного. Звенья
структуры эстетического сознания — это
созерцание, восприятие, переживание,
чувства, вкусы и идеалы. Их можно на-
звать эстетическим предсознанием, они
существуют как проявления личностно-
го, духовного отношения человека к миру,
составляют совокупность непроизволь-
ных актов сознания, которые информи-
руют человека о мире лишь на чувствен-
ном уровне и руководят на этом уровне
его поступками, формируют его отноше-
ние к миру.
Одним из основных компонентов эс-
тетического сознания является эстети-
ческое восприятие. Наряду с эстетиче-
скими эмоциями оно представляет собой
мотив, который побуждает человека к со-
вершению действий, удовлетворяющих его
эстетические или другие потребности.
Мир эстетической, эмоциональной
жизни человека может быть неисчерпа-
емым, но для того чтобы эстетическое
восприятие и эмоции из мотива превра-
тились в стимул действия, им необходи-
мо разрешиться в особом, эстетическом,
переживании. Эстетические пережива-
ния — категория, обобщенно выража-
ющая такие конкретные формы эстети-
ческого отношения человека к действи-
тельности, как эстетические эмоции, вку-
сы, идеалы и побуждения к активной
творческой деятельности по «законам
© Муромцева О. В., Туранина Н. А., 2012
красоты». Эстетическое переживание
актуализируется в форме творческих по-
буждений, или побуждений к творческой
созидательной деятельности. Первая,
наиболее элементарная, форма эстети-
ческого переживания — эстетическая
эмоция. Одни авторы трактуют эмоцию
как переживание человеком своего от-
ношения к действительности, людям, к
самому себе; другие рассматривают ее
как особую форму отражения действи-
тельности. Высшим проявлением эсте-
тического сознания человека считают-
ся те поступки, действия и качества лич-
ности, которые можно обозначить кате-
горией «прекрасное».
Эстетическое отношение к действи-
тельности как социально-психологиче-
ское явление представляет собой одно из
оценочных отношений человека к тем или
иным реалиям мира. Очевидно, что про-
блема эстетического отношения должна
рассматриваться в непосредственной
связи с человеком, а формирование эс-
тетического отношения к действитель-
ности, искусству составляет неотъемле-
мую часть языковой личности, так как
язык и сознание взаимосвязаны.
На наш взгляд, только решение про-
блемы формирования языковой личности
может определить роль эстетического
отношения в повседневной жизни людей,
его место в развитии и совершенствова-
нии человека. Эстетическое отношение
формируется в тесной связи с эстетиче-
ским вкусом человека. Вопрос об эсте-
тическом вкусе неотрывен от проблем
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ
52
художественного творчества, мастер-
ства, эстетической теории и практики.
Эстетический вкус обусловлен не толь-
ко качествами воспринимаемых объек-
тов, но и своеобразием человека, воспри-
нимающего, оценивающего и познающе-
го язык и мир. В сложной иерархии че-
ловеческих способностей он занимает
особую, ключевую, позицию. Никакая
деятельность не может успешно осуще-
ствляться без наличия в комплексе пси-
хических свойств и качеств человека,
составляющих способности к ней, эсте-
тического вкуса. Эстетический вкус —
это не только тип оценки, но и тип отно-
шения человека к объективной действи-
тельности, преобразуемой практикой.
В этом смысле в эстетическом аспекте
не просто оцениваются качества объек-
тивных явлений, а выражается мера по-
знания этих качеств, практически осво-
енных человеком и отраженных в языке.
Эстетический вкус у ребенка разви-
вается начиная с первых опытов обуче-
ния и познания окружающего. Наиболее
интенсивный период его формирова-
ния — годы обучения в школе, когда ре-
бенок имеет возможность системати-
чески знакомиться с явлениями искус-
ства, активно развивать художественно-
творческие и языковые способности. По
сравнению с другими показателями эс-
тетического развития школьника эстети-
ческий вкус считается наиболее опреде-
ленным и педагогически управляемым.
Опираясь на художественные, эстетиче-
ские представления младшего школьни-
ка в настоящее время, учитель может
показать ученику перспективу совершен-
ствования его вкуса. Одно из проявле-
ний эстетического вкуса составляет ху-
дожественный вкус. В нем отражаются
индивидуальная оценка, ценностные ори-
ентации школьника в искусстве и лите-
ратуре.
Средством формирования эстети-
ческого сознания в начальной и средней
школе могут быть интегрированные уро-
ки по таким предметам, как изобрази-
тельное искусство и русский язык, изоб-
разительное искусство и музыка, музы-
ка и русский язык, история и музыка.
Например, в начальной школе можно
провести урок-импровизацию на тему
«Сказочная гжельская птица», предпо-
лагающий выполнение декоративной
композиции с включением образа гжель-
ской птицы. Компоненты такого урока
представлены ниже в виде таблицы, где
показано, какими методическими при-
емами они реализуются, какие виды
деятельности детей соответствуют
каждому компоненту и какой изобрази-
тельный ряд при этом используется.
Урок-импровизация на тему «Сказочная гжельская птица»
Компоненты
урока
1
Установка
на эмоционально-
эстетическое
восприятие
гжельских
изделий
Методические приемы
и задания
2
Домашнее задание:
найти репродукции с изобра-
жением гжельской керамики,
декорированной элементами
орнамента и изображением
птицы.
Рассказ учителя об устойчи-
вости в русском народном
искусстве образа птицы, о
символическом значении это-
го архетипа. Вопросы, на-
правленные на определение
разновидностей птиц, харак-
терных для гжельской посуды
Работа учащихся
3
Участвуют в беседе
Изобразительный
ряд
4
Выставка репродуций с
изображением гжель-
ской посуды, изделий на-
родных мастеров с изоб-
ражением птицы
№ 2, 2012
53
Окончание таблицы
1234
Чистописание
Установка на
импровизацию
Работа по
развитию речи
«объединяем и
сравниваем»
Художественно-
творческая
деятельность.
Выполнение
изображения
«Птица в цветах»
Творческие
задания по
русскому языку
Обсуждение
детских творче-
ских работ
Итог урока
Домашнее
задание
Вопросы, связанные с написанием
элементов букв, их соединениями с
другими буквами.
Характеристика звуков, обозначае-
мых этими буквами, нахождение со-
седей буквы по алфавиту. Повторе-
ние написания словарного слова «пе-
тух». Составление и запись предло-
жений со словом «петух», определе-
ние членов предложения, падежа всех
существительных
Вопросы, направленные на выявле-
ние элементов гжельской росписи
из цельного образа птицы. Мотиви-
ровка конечного результата труда;
птица, приносящая в дом счастье, бла-
гополучие. Обращение внимания де-
тей на композиционное решение изоб-
ражения птицы, на ее окружение
(изображение трав, цветов)
Вопросы, направленные на выявле-
ние причины изображения петуха,
райской птицы на гжельской посуде.
Объединение птиц по дидактическим
таблицам по признаку «дикие — до-
машние». Сравнение их по этим при-
знакам. Объединение диких птиц по
признаку «перелетные». Называние
и характеристика перелетных птиц.
Работа над деформированным тек-
стом на тему «Перелетные птицы»
Индивидуальная работа с детьми
Выяснение отличительных особенно-
стей в содержании и построении тек-
ста рассказа и текста сказки. Вопро-
сы, направленные на повторение ком-
позиционных особенностей сказки.
Распознавание жанра произведения,
выявление совокупности его призна-
ков. Написание текста сказки о гжель-
ской птице
Просмотр лучших изделий. Зачиты-
вание и обсуждение сочинений о
гжельском промысле
Подведение итогов. Общая оценка ра-
боты на уроке
Выполнение к тексту своей сказки ил-
люстрации в манере гжельской рос-
писи
Отвечают на вопросы
учителя, выполняют
задания
Называют элементы
росписи, встречающи-
еся в изображении
гжельской птицы
Отвечают на вопросы
Самостоятельная ра-
бота по выполнению
задания
Участвуют в беседе.
Выполняют творче-
ское задание
Участвуют в обсуж-
дении работ. Зачиты-
вают свои сказки
Записывают домашнее
задание
Дидактические табли-
цы
Дидактические табли-
цы поэтапного выпол-
нения элементов
гжельской росписи
Изделия гжельских
мастеров. Дидакти-
ческие таблицы
Учебно-дидактиче-
ские таблицы
Выставка детских ри-
сунков
ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ
54
Подобные уроки помогают школьни-
кам формировать эстетический идеал,
т. е. представление о совершенстве яв-
лений окружающей действительности.
Будучи основой творчества в любой об-
ласти деятельности, эстетический иде-
ал служит критерием оценки прекрасно-
го и в жизни, и в искусстве.
Характер эстетического сознания
обусловливает эстетическая потреб-
ность личности. В ней неразрывно сли-
ты отношения человека к внешней сре-
де и более или менее адекватное отра-
жение этих отношений. Эстетическая
потребность человека запечатлеть са-
мого себя во внешнем мире, ставшем
объектом его эстетического освоения,
пронизывает все сферы человеческой
деятельности, но наиболее полно она ре-
ализуется в искусстве, в котором можно
обнаружить потребность человека в са-
мопознании, самовыражении, самореали-
зации. В формировании эстетических
потребностей школьника многое зависит
от учителя. Такой работой можно зани-
маться, например, на уроках русского
языка и музыки. При изучении темы
«Ударные и безударные гласные» целе-
сообразно использовать связи с музы-
кальной темой «Сильные и слабые доли
в такте». Можно проводить и внеклас-
сные мероприятия: «Осенний бал», «Кар-
навал цветов», «Зимние (осенние, весен-
ние, летние) забавы» и т. п., где более
подробно, в занимательной форме рас-
крыть приметы любого из времен года:
показать, как эта тема прозвучала в сти-
хах, музыке, как отражена в произведе-
ниях живописи и литературы.
Приведем примерный сценарий вне-
классного мероприятия для учащихся
начальных классов на тему «Портрет»,
где сочетаются языковые задания, эле-
менты литературоведения, музыки и
изобразительного искусства.
К занятию необходимо подобрать
различные виды портретов: художествен-
ные портреты писателей и известных
людей России, музыкальные портреты,
литературные портреты из произведений,
предусмотренных программой классно-
го и внеклассного чтения.
Слово учителя:
— Ребята! Сегодня мы познакомимся с
одним из жанров изобразительного искусст-
ва, который называется «портрет». Кто из вас
видел портрет?
— Портреты бывают разные: парадный
портрет, бытовой, групповой и автопортрет.
Парадный портрет — это портрет человека в
нарядной одежде, изображенного стоящим
или сидящим. Бытовой портрет отличается
тем, что человек изображен в обычной, до-
машней обстановке. Групповой портрет —
это портрет, на котором изображены, напри-
мер, только родственники, только класс, толь-
ко друзья и т. д. (Рассказывая о портретах, учи-
тель демонстрирует репродукции или портре-
ты в оригинале.)
— А что такое автопортрет? (Дети расска-
зывают об автопортрете.)
— Чтобы портрет был более выразитель-
ным и как можно больше рассказывал о чело-
веке, художник использует выразительные и
изобразительные приемы, определенное со-
четание красок, выписывает наиболее харак-
терные предметы, окружающий интерьер.
Глядя на портрет, зритель может сказать, кто
этот человек, чем занимается и какой у него
характер.
В художественной литературе тоже есть
портреты, но они нарисованы словами, кото-
рые подробно рассказывают о человеке, его
характере, поведении. Писатель использует
другие выразительные средства: слова, меж-
дометия, сравнения, эпитеты, метафоры.
Я сейчас прочитаю литературный портрет из
известного вам произведения, а вы попробу-
ете догадаться, о ком идет речь.
«Вдруг из самой серединки вынырнула
девчоночка махонькая. Вроде кукленки, а жи-
вая. Волосенки рыженькие, сарафанчик голу-
бенький и в руке платочек, тоже голубой. По-
глядела девчонка веселыми глазками, блесну-
ла зубками, подбоченилась, платочком мах-
нула и пошла плясать. И так у нее легко да лов-
ко выходит, что и сказать нельзя...» (П. Бажов,
«Огневушка-поскакушка»).
— Узнали, кто это? Давайте попробуем
разобраться, какие средства использует писа-
тель при описании Огневушки? (вынырнула,
махонькая, вроде кукленки, веселые глазки).
— Предлагаю вам потренироваться в со-
ставлении портрета. Для этого один из вас
№ 2, 2012
55
выйдет к доске и попытается как можно точ-
нее описать кого-то из присутствующих. А мы
постараемся догадаться, чей это портрет.
(Игра.)
— В музыке тоже есть портреты, когда
композитор с помощью музыки рисует образ
человека. Давайте попробуем определить,
кого изобразил композитор в своем произве-
дении. (Слушают на выбор: «Баба-Яга» из
«Детского альбома» П. И. Чайковского; фраг-
мент из симфонической сказки С. С. Прокофь-
ева «Петя и Волк»; «Кикимора» А. К. Лядова;
«Резвушка», «Злюка», «Плакса» из фонохре-
стоматии по программе Д. Б. Кабалевского.)
— Как вы думаете, кого изобразил компо-
зитор?
— Это обыкновенный человек или сказоч-
ный герой?
— Расскажите об этом образе, что вам
рассказала о нем музыка? (Дети описывают
музыкальный образ.)
— Подведем итог нашего занятия и отве-
тим на следующие вопросы:
— Какие бывают портреты?
— Кто может писать портреты?
— Как пишет портрет художник?
— Как создает портрет композитор?
— Как создает портрет писатель?
Такие уроки и внеклассные меропри-
ятия стимулируют активную творческую
деятельность языковой личности во всех
сферах жизни, способствуют формирова-
нию у школьников эстетической воспи-
танности, которая базируется на разви-
том эстетическом восприятии, тонкой
эмоциональной реакции на эстетические
явления.
Подлинное эстетическое развитие
личности — это результат длительной и
глубокой творческой работы по освоению
школьниками, а затем и студентами пре-
красного в искусстве и окружающей дей-
ствительности. Эстетическое воспита-
ние личности не заканчивается форми-
рованием эстетического чувства и вку-
са. Дело не только в умении понимать
эстетическое явление и способности ис-
пытывать эстетическое наслаждение.
Главное — воспитать и развить такие
качества, такие способности личности,
которые превращают ее в активного со-
зидателя прекрасного, позволяют не
только наслаждаться красотой мира, но
и преобразовывать его по «законам кра-
соты», т. е. быть творцом эстетических
ценностей.
Начатая в школе учебно-воспита-
тельная работа может быть продолже-
на и в вузе на занятиях по русскому язы-
ку и изобразительному искусству (живо-
пись, рисунок). Так, в процессе подготов-
ки специалистов — учителей изобрази-
тельного искусства при изучении разде-
ла курса «Русский язык и культура речи»
могут проводиться интегрированные за-
нятия на тему «Портрет», «Пейзаж», где
используются материалы соответству-
ющих дисциплин. Материалы курсов
«Русский язык и культура речи», «Живо-
пись», «Рисунок», «Музыка» могут ис-
пользоваться при проведении внеауди-
торной работы, например, на тему «Го-
ворящая выставка портретов писате-
лей», «Музыкальный портрет», «Расска-
зы о художниках и композиторах» и др.
Таким образом, для формирования
эстетического сознания языковой лично-
сти необходимы различные формы уроч-
ной и внеурочной деятельности в школе,
аудиторных и внеаудиторных занятий в
вузе, что будет способствовать гармо-
ничному развитию личности в целом.
Поступила 12.10
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ - КОНЕЧНАЯ ЦЕЛЬ ОБУЧЕНИЯ СТУДЕНТОВ ИНОСТРАННОМУ ЯЗЫКУ
КОНДЮРИНА ИРИНА МИХАЙЛОВНАНаписать письмо автору1, АЛЬБРЕХТ НИНА ВАСИЛЬЕВНАНаписать письмо автору1
1 Российский государственный профессионально-педагогический университет (Екатеринбург)
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 Год: 2015 Страницы: 107-113
УДК: 802/809:37
ЖУРНАЛ:
СОЦИОКУЛЬТУРНОЕ ПРОСТРАНСТВО РОССИИ И ЗАРУБЕЖЬЯ: ОБЩЕСТВО, ОБРАЗОВАНИЕ, ЯЗЫК
Издательство: Российский государственный профессионально-педагогический университет (Екатеринбург)
ISSN: 2312-3281
КЛЮЧЕВЫЕ СЛОВА:
МЕТОДЫ ПРЕПОДАВАНИЯ, METHODS OF TEACHING, ИНОСТРАННЫЕ ЯЗЫКИ, FOREIGN LANGUAGES, КОММУНИКАЦИЯ, COMMUNICATION, КУЛЬТУРА, CULTURE, КОМПЕТЕНЦИЯ, COMPETENCE, МЕЖКУЛЬТУРНОЕ ОБЩЕНИЕ, INTERCULTURAL COMMUNICATION, ОБУЧЕНИЕ, TRAINING, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY
АННОТАЦИЯ:
Рассматривается проблема формирования языковой личности при обучении иностранному языку. Указывается на необходимость знать и понимать культуру страны изучаемого языка, в частности правил общения, принятых в данной культуре. Анализируется возможность создания новой образовательной системы, которая сможет обеспечить реальное взаимодействие специалистов в глобальном пространстве с целью оптимизации обучения иностранным языкам.
---
Кардинальные изменения в социально-экономическом устройстве общества, в культурной и духовной сферах жизни человека
обусловливают необходимость реформирования системы образования, в частности, системы подготовки различного рода специалистов для профессиональной деятельности. Реально защищенным
в социальном плане может быть лишь всесторонне образованный
человек, способный гибко перестраивать направление и содержание
своей деятельности в связи со сменой требований рынка. В настоящее время на рынке труда в Российской Федерации имеет место
превышение предложения над спросом в ряде профессиональных
областей.
Отсюда возникает вопрос о качестве подготовки конкурентоспособного специалиста, обладающего профессиональными качествами,
в котором есть реальная потребность у государственных и негосударственных предприятий. Рыночные отношения требуют от специалиста таких качеств, как инициативность, предприимчивость, профессиональная мобильность, умение адаптироваться в изменяющихся
условиях. Перспективы дальнейшего сотрудничества зависят от грамотного ведения деловой стороны общения. Деловое общение имеет
огромное значение для людей, занятых бизнесом. Успех деятельности
во многом зависит от того, насколько хорошо они владеют наукой и
искусством делового общения. С этой целью на Западе практически
в каждом университете и колледже имеются соответствующие курсы, обучающие деловой коммуникации, издается множество научной
и популярной литературы. В настоящее время стало очевидным, что
владение иностранным языком является одним из факторов успешной
профессиональной коммуникации в условиях активного международного взаимодействия. Таким образом, современные условия развития
108
нашей страны показывают необходимость повышения уровня преподавания иностранных языков.
На пороге нового века существенно изменился социокультурный
контекст изучения иностранных языков в России. Значительно возросли их образовательная и самообразовательная функции в школе
и вузе, профессиональная значимость специалистов на рынке труда,
владеющих несколькими языками, что повлекло за собой усиление мотивации к изучению языков международного общения. Новые задачи
предполагают изменения в требованиях к уровню владения языком,
определение новых подходов к отбору содержания и организации материала в процессе преподавания иностранных языков в вузе.
Современное состояние системы российского образования характеризуется своеобразным позитивным кризисом, вызванным радикальными переменами в жизни нашего общества. С каждым годом наша
страна все больше интегрируется в мировое экономическое и культурное пространство. И все больше наших соотечественников общаются
в процессе совместной работы или учебы с носителями другого языка
и другой культуры. Для полноценного диалога с иностранным собеседником уже недостаточно знать лексику, правила грамматики и особенности произношения. Необходимо знать и понимать культуру другого
народа, особенно культуру общения и поведения.
Высшая школа должна создать качественно новую образовательную систему, способную обеспечить реальное взаимодействие специалистов в глобальном пространстве, включающем в себя конгломерат
культур. Становление такой системы предполагает формирование таких личностных качеств студентов вузов, которые позволят им плодотворно работать и жить в новых условиях. Современное состояние
общества находит свое отражение и в системе обучения иностранным
языкам в высшей школе. Процесс обучения иностранному языку характеризуется тем, что не только предоставляет знания и формирует
навыки и умения, но может оказывать непосредственное влияние на
формирование личности. В связи с этим проблема эффективного обучения иностранному языку приобрела новые приоритеты и оттенки [3, с. 81].
Изменение отношения к межкультурной коммуникации вызвало
к жизни новые взгляды на природу языка и на методику его препо-
Социокультурное пространство России и зарубежья: общество, образование, язык
2015, выпуск № 4
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давания. Коммуникативный подход, распространенный в последние
десятилетия в методике преподавания иностранных языков, обеспечил высокую степень владения языком в устной и письменной форме.
Российские студенты и выпускники, владеющие иностранным языком, ценятся за грамотность и беглость речи. Однако новые условия
межкультурного общения выявили и недостатки отечественной системы преподавания иностранных языков. Проблема состоит в том,
что традиционные подходы недостаточно учитывают специфику языка как отражения системы культурных ценностей, на основе которых
строятся конкретные общества и модели поведения их членов. Следовательно, для обеспечения адекватной подготовки выпускников,
способных к продуктивному общению на иностранном языке, необходимо изменить целенаправленность обучения. Требуется заменить
цель формирования и развития навыков и умений, необходимых для
учебной коммуникации с ориентацией на процесс – учебную речь на
иностранном языке, – на цель, заключающуюся в подготовке будущих специалистов к реальному общению с представителями других
культур в бытовой и профессиональной сфере с ориентацией на результат такого общения [6, с. 143]. В этом отношении ситуация с изучением иностранных языков, сложившаяся в нашей стране в данное
время, может быть оценена как малоблагоприятная. Причиной этому,
как считает Е. И. Пассов, является противоречие между резко возросшей потребностью общества в повышении «иноязычной грамотности» и неэффективной системой обучения иностранным языкам,
которая не обеспечивает конкретного позитивного результата, при
том что критерием эффективности реального общения является его
продуктивность [4, с. 67]. Поскольку у каждого человека представление о достигнутом результате будет индивидуальным, целью обучения иностранным языкам становится формирование такой языковой личности, которой иностранный язык нужен будет для «общения
в реальных ситуациях» [5, с. 99]. Понятие языковой личности в отечественной методике было введено Ю. Н. Карауловым и разработано
в трудах Г. И. Богина (1984), Л. П. Крысина (1990), В. П. Фурмановой
(1994) и других исследователей. В обобщенном виде вторичная (на
основе освоения иностранного языка) языковая личность определяется как «совокупность способностей человека к иноязычному обще-
Формирование языковой личности – конечная цель обучения студентов иностранному языку
Кондюрина И. М., Альбрехт Н. В.
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нию на межкультурном уровне, под которым понимается адекватное
взаимодействие с представителями других культур» [1, с. 75].
В современных условиях процесс обучения иностранным языкам
должен не только давать обучающимся знания и формировать их речевые умения, но и оказывать такое воздействие на обучающегося, в
результате которого он становится личностью, способной к самообразованию и интеллектуально-познавательной деятельности. Результатом такого обучения является способность обрабатывать и практически применять социокультурную информацию и, соответственно,
справляться с непредвиденными культурно-обусловленными ситуациями общения.
Культура представляет собой сложнейший феномен, определяющий систему ценностных ориентаций как общества в целом, так и
отдельной личности – носителя определенной культуры. Влияние
культуры на личность детерминирует не только лингвистические, но
и психологические аспекты общения, облегчая взаимодействие носителей одной и той же культуры и затрудняя общение носителей разных культур [2, с. 54]. Для осуществления продуктивного межкультурного общения с учетом его лингвистических и психологических
особенностей языковая личность должна обладать межкультурной
компетенцией. Межкультурная компетенция – это такая способность,
которая позволяет языковой личности выйти за пределы собственной
культуры и приобрести качества медиатора культур, не утрачивая собственной культурной идентичности.
Формирование межкультурной компетенции происходит не только в интеллектуально-когнитивной области, но и затрагивает психические и эмоциональные процессы. Такое положение обусловливает
интегрированный характер заданий, направленных на формирование
и развитие компетенции исследуемого типа. Результативность заданий, в свою очередь, обеспечивается применением специфических
принципов их создания и отбора, учитывающих как особенности феномена культуры, так и особенности феномена межкультурного общения.
Россия не уникальна в пересмотре приоритетов системы обучения иностранным языкам. Более открытые западные общества столкнулись с проблемой такого обучения иностранным языкам, которое
Социокультурное пространство России и зарубежья: общество, образование, язык
2015, выпуск № 4
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обеспечило бы взаимопонимание и взаимоприемлемость имеющихся у субъектов общения представлений, несколько десятилетий тому
назад, когда Россия была еще закрытым обществом. Поэтому большинство результатов в этом направлении были получены в рамках
зарубежных лингвистики и методики. Однако результативность выработанных зарубежными методистами подходов, которые внесли
значительный вклад в процессы европейской интеграции, не вызывает сомнений. Учет западных достижений и их переработка применительно к условиям обучения иностранным языкам в нашей стране
представляются весьма перспективными.
Таким образом, целью обучения иностранным языкам на современном этапе является подготовка языковой личности к продуктивному межкультурному общению. Межкультурное общение – это общение
между представителями различных человеческих культур в личной и
профессиональной сфере. Умение собирать, обрабатывать информацию, принимать на основании ее решения и передавать их адресату
является неотъемлемым условием успешного взаимодействия представителей разных культур. Исходной точкой формирования умений
межкультурного общения является процесс адекватного восприятия
событий, явлений, поведенческих актов на основе этноцентрических
культурных представлений. Последние характеризуются наличием стереотипов и предрассудков, которые представляют собой естественные
психологические явления, поддерживаемые природой родного языка,
обеспечивают предсказуемость поведения и облегчают общение носителей одной и той же культуры. Переход к новой образовательной
парадигме означает отказ от понимания образования как получения
готового знания и представления о педагоге как носителе готового знания [3, с. 84]. Актуальным сегодня становится понимание образования
как достояния личности, средства ее самореализации в жизни, построения личной карьеры. А это изменяет цели обучения и воспитания, его
мотивы, нормы, формы и методы, роль педагога.
Таким образом, в процессе обучения иностранным языкам преподаватель должен не только снабжать обучающихся знаниями и формировать их умения в области межкультурного общения, но также
способствовать развитию профессионала, способного справляться
с новыми культурно-обусловленными ситуациями общения.
Формирование языковой личности – конечная цель обучения студентов иностранному языку
Кондюрина И. М., Альбрехт Н. В.
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Литература
1. Гальскова Н. Д. Современная методика обучения иностранным языкам / Н. Д. Гальскова. Москва: АРКТИ–ГЛОССА, 2000.192 с.
2. Елизарова Г. В. Культура и обучение иностранным языкам / Г. В. Елизарова. Санкт-Петербург: КАРО, 2005.159 с.
3. Кондюрина И. М. Культура делового общения будущих педагогов при
обучении иностранному языку на современном этапе / И. М. Кондюрина,
Н. В. Альбрехт // Современные тенденции в образовании и науке: сборник
научных трудов по материалам Международной научной конференции 31 октября 2013 г.: в 26 частях. Часть 25.Тамбов: Изд-во ТРОО «Бизнес-НаукаОбщество», 2013. С. 56–58.
4. Пассов Е. И. Коммуникативный метод обучения иноязычному говорению / Е. И. Пассов. Москва: Просвещение, 1991. 230 с.
5. Пассов Е. И. Программа – концепция коммуникативного иноязычного
образования / Е. И. Пассов // Концепция развития индивидуальности в диалоге культур. Москва: Просвещение, 2000. 176 с.
6. Тер-Минасова С. Г. Язык и межкультурная коммуникация / С. Г. ТерМинасова. Москва: СЛОВО/ SLOVO, 2000. 262 с
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ПОЛИЦЕЙСКОГО В УСЛОВИЯХ ПРОФЕССИОНАЛЬНОГО ВЕДОМСТВЕННОГО ОБРАЗОВАНИЯ
ЗИННУРОВ Ф.К.Написать письмо автору1, ХРУСТАЛЕВА О.Н.Написать письмо автору1
1 Казанский юридический институт МВД России
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (43) Год: 2015 Страницы: 38-43
ЖУРНАЛ:
ОБРАЗОВАНИЕ И САМОРАЗВИТИЕ
Издательство: Казанский (Приволжский) федеральный университет (Казань)
ISSN: 1991-7740
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, ПОЛИЦИЯ, ИМИДЖ СОТРУДНИКА ПОЛИЦИИ, POLICE, ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА СОТРУДНИКА ПОЛИЦИИ, THE IMAGE OF THE POLICE OFFICER TRAINING POLICE OFFICERS
АННОТАЦИЯ:
Обратившись к опыту подготовки полицейских в зарубежных странах, анализируя современное состояние профессионального ведомственного образования, авторы статьи отмечают, что формирование языковой личности сотрудника полиции является необходимым условием и составной частью современного образования в образовательной организации системы МВД, нацеленном на подготовку высококвалифицированных специалистов с профессиональным кодексом чести.
The experience of police training in foreign countries, analysis of the current state of departmental professional education, has allowed the authors to conclude that the formation of the language personality of a police officer is a prerequisite and integral part of modern education in educational institutions of Ministry of internal Affairs, aimed at training highly qualified specialists with the professional code of honor.
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Реформирование правоохранительных органов Российской Федерации, начатое по инициативе Президента Российской Федерации в
2012 году, обусловлено повышением требований общества к профессионализму и морально-нравственному облику сотрудников органов
внутренних дел, призванных защищать государство, права и законные интересы граждан
от преступных посягательств.
Реформа МВД России явилась частью
общей стратегии государства, направленной на
гуманизацию всей правоохранительной системы. Главное в проводимой реформе - не
структурные и кадровые перемены, а смена
идеологии.
В Федеральном Законе подчеркивается,
что полиция предназначена для защиты жизни,
здоровья, прав и свобод граждан Российской
Федерации, иностранных граждан, лиц без
гражданства (далее также - граждане; лица),
для противодействия преступности, охраны
общественного порядка, собственности и для
обеспечения общественной безопасности [9].
Основная идея закона заключается в том,
что он полностью посвящен организации и
деятельности полиции, определению ее роли
и места в механизме органов исполнительной
власти страны, оптимизирует ее полномочия и
организационные формы, что позволит сделать важный шаг на пути законодательного
урегулирования деятельности полиции России
с учетом отечественного и передового зарубежного опыта работы полицейских органов
ведущих демократических государств мира.
Однако реформа системы МВД России
привнесла и осознание того, что в настоящее
время деятельность российской полиции, как и
полиции в любом государстве, направлена не
только на поддержание правопорядка, а скорее
является частью социальной работы в обществе. Л.Э.Ивкова отмечает, что в XX! веке полиция имеет более сложные обязанности в дополнение к традиционной правоприменительной деятельности: ежедневные изменения в
обществе требуют скорее защищать и оказывать услуги населению, нежели осуществлять
правоприменительную деятельность [4]. Несмотря ни на что, полиция по-прежнему остается гарантом соблюдения законов государства и личных прав граждан. Однако для того
чтобы соответствовать этим требованиям,
правоохранительные структуры нуждаются в
квалифицированных кадрах и хорошо разработанной системе их подготовки.
Со вступлением в силу Федерального закона «О полиции» аналитическим центром
Юрия Левады начато на регулярной основе
измерение Индекса доверия полиции, который
строится на основе регулярных опросов взрослого населения России. Индекс доверия полиции - обобщенный показатель динамики массовых настроений, который отражает отношение граждан к деятельности местных органов
полиции. Кроме того, он отражает установки
граждан на сотрудничество с органами полиции в критических ситуациях.
Пилотный замер Индекса доверия был
проведен Левада-центром в ноябре-декабре
2010 года [12]. Результаты были однозначно
удручающие - показатель доверия к сотрудникам являлся отрицательным. Опубликованные
же в 2014 году результаты очередного опроса
показали, что реформа МВД России приносит
определенно положительные сдвиги в сознании населения
Служба в полиции предъявляет к человеку высокие требования и накладывает на его
поведение целый ряд ограничений. Являясь
неким эталоном, поведенческим образцом,
тем, на кого можно равняться в профессиональной карьере, образ профессионала значим
в рамках любой национальной культуры. И в
основе этого образа лежит представление о
высоком уровне владения профессиональным
знанием и профессиональной компетенцией.
Как отмечают авторы учебника по юридической педагогике, цель профессионального
полицейского образования — готовить поли
39
цейских-профессионалов любого ранга и для
любого вида полицейской деятельности. Авторы рассматривают и зарубежное, и отечественное образование в ведомственной учебной
образовательной организации. «Представление о профессионализме полицейского хотя и
не является единым, но чаще всего включает
такие стандарты: полное понимание и принятие полицейским предназначения полиции в
обществе; чувство общности с коллегами; уважение к Кодексу этики и следование его положениям в жизни и на службе; развитый интеллект; наличие и постоянное пополнение знаний; владение совокупностью методов профессиональной деятельности (умение перевести
знания в сферу практической работы); осведомленность о сильных и слабых сторонах
своей личности; психологическая и этическая
подготовленность; непрерывное обучение новым методам полицейской деятельности, повышение квалификации и др.» [6].
В профессиональном полицейском образовании и в зарубежных государствах особое
внимание уделяется «развитию у обучающихся
коммуникативных качеств, навыков и умений,
технике общения; ведению разговора; искусству убеждения; взаимодействию с представителями национальных и секс-меньшинств, а также психически неуравновешенными людьми;
разрешению семейных споров; технике переговоров, подготовке, организации и проведению собраний (презентаций); связям с общественностью; отношениям с представителями
властей, прессы, радио и телевидения» [7].
Навыки общения с гражданами, культура
поведения, умение владеть собой в конфликтной ситуации, что способствует в конечном
итоге поддержанию высокого имиджа и повышению престижа сотрудников органов внутренних дел прививают прежде всего такие предметы, как «Профессиональная этика и культура сотрудника полиции», «Деятельность полиции и права граждан», «Полиция и общество»
и т.п.
В рамках подготовки будущих сотрудников органов внутренних дел для направления
подготовки (специальности) 030501.65 - Юриспруденция (уголовно-правовая), квалификация
(степень) выпускника - «специалист» программой было предусмотрено изучение дисциплины по выбору обучаемого «Деловое общение
сотрудников ОВД». Цели дисциплины: ознакомить обучающихся с научными и прикладными
знаниями в области этики деловых отношений;
раскрыть особенности лингвистической стороны делового общения; совершенствовать навыки понимания и создания юридических текстов на уровне их лексического, синтаксического, стилистического оформления; совершенствовать навыки подготовки и произнесения публичной речи; формировать умения проводить
совещания, беседы, осуществлять работу с
гражданами с соблюдением норм речевого
этикета. Данная дисциплина относится к завершающим формирование специалиста по
специальности «Юриспруденция» (специализация - уголовно-правовая).
И здесь концепт «языковая личность» (ЯЛ)
будет четким ориентиром преподавателям,
нацеленным на формирование профессиональных компетенций будущего сотрудника
органов внутренних дел, в числе которых коммуникативные и лингвистические компетенции.
Понятие «языковая личность» является
междисциплинарным и исследуется рядом
смежных гуманитарных наук: философией,
психологией, лингвистикой, педагогикой, социологией, методикой преподавания языков и
других.
Концепт «языковая личность» (ЯЛ) - одновременно и объединяет все аспекты изучения языка (с позиций психологии, лингвистики,
социологии, педагогики и др.) и одновременно
«разрушает границы между дисциплинами,
изучающими человека, поскольку нельзя изучить человека вне его языка» [6].
К феномену языковой личности, который в
последние десятилетия стал объектом постоянного и пристального внимания многих лингвистов, в разное время обращались исследователи различных научных школ и направлений современной лингвистики - от собственно
лингвистики до теории коммуникации: В.В.Виноградов, А.Вежбицка, М.М.Бахтин, Г.И.Богин,
A.А.Волков, В.В.Воробьев, В.Ф.Габдулхаков,
B.Е.Гольдин, В.В.Зеленская, С.В.Иванова,
B.И.Карасик, Ю.Н.Караулов, Л.П.Клобукова,
Т.В.Кочеткова, В.В.Красных, Л.П.Крысин,
А.К.Михальская, Ю.Е.Прохоров, Ю.В.Рождественский, К.Ф.Седов, И.В.Сентенберг,
А.В.Сергеева, О.Б.Сиротинина, Ю.С.Степанов,
C.А.Сухих, А.М.Шахнарович, Т.В.Шмелева и др.
Впрочем, несмотря на постоянно возрастающий интерес к этой теме, многие вопросы еще
не решены с достаточной степенью полноты и
конкретности. Так, многие исследователи
40
Образование и саморазвитие. 2015. № 1 (43)
предлагают свое определение самого понятия
«языковая личность». Мы же принимаем за
основу определение, данное Ю.Н.Карауловым
в монографии «Русский язык и языковая личность» (1987): ЯЛ - это личность, воплощенная в языке.
«Человек обладает родовой способностью быть языковой личностью, но каждый
индивид еще должен стать ею», - обозначил
проблему формирования языковой личности
индивида ученый лингвист Г.И.Богин. Сперва в
своей докторской диссертации (1984) , а затем
и в других исследованиях ученый выделяет и
обосновывает существование пяти уровней
становления языковой личности, каждый из
которых соответствует различной степени
готовности говорящего к совершению речевых
поступков. Модель ЯЛ, представленная
Г.И.Богиным, демонстрирует разную степень
владения языком вообще - независимо от
возраста (начиная с четвертого уровня,
развитие ЯЛ, по Г.И.Богину, уже не зависит от
возраста и в большей степени связано с
формирование культуры общения в широком
значении этого термина)
По наблюдениям Г.И.Богина, «языковая
личность, (1) овладев принятыми в обществе
высокочастотными средствами прямой
номинации, переходит к (2) интериоризации
речи, что открывает ей путь к (3) лексикограмматическому познанию и, далее, к (4)
своеобразной свободе в выборе средств
выражения из множества потенциальных
субституентов. Достижение этой свободы
позволяет развитой личности (5) оперировать
целым текстом таким образом, чтобы форма
текста оптимально рефлектировалась в
содержание, выступала как «содержательная
форма» [1].
Одним из важных типологических факторов ЯЛ Т.В.Кочеткова называет профессию и
авторитет самой личности: «Важной сущностной ценностью такой личности следует признать ее социальную значимость, понимаемую
как способность личности оказывать влияние
на ход дел в социальном или профессиональном коллективе и проявляющуюся в акте социального признания. Носителю элитарной речевой культуры присущи такие ценности, как
уважение к людям, закону, порядку, делу, профессии, то есть сильно развито чувство всеобщего уважения и чувство социальной ответственности. Такая личность очень часто ставит
знак равенства между выбранной профессией
и любимым делом» [8, с. 45-57].
Человек как языковая личность постоянно
оценивается наблюдающими его людьми. И
потому сотруднику полиции необходимо осознавать, что любая его речевая ошибка - это не
только оскорбление слушающего, это наносит
удар по профессиональной репутации и авторитету говорящего.
Не является тайной плачевное положение
дел с базовым уровнем владения языком и
речью как в современной школе, так и в современном вузе. С этим парадоксом, наверняка,
сталкивались в приемных комиссиях и других
вузов: абитуриенты - вчерашние старшеклассники, сдающие документ, подтверждающий
уверенное знание русского языка (судя по баллам за ЕГЭ), совершенно безграмотны, когда
они используют возможности русского языка,
когда, например, им приходится оформлять
резюме, анкеты. В дальнейшем преподаватели
сталкиваются с другой проблемой: проблемой
неуверенного владения языком при устном
ответе экзаменатору, при написании курсовых
работ, страха выступления перед большой
аудиторией. Еще более любопытна картина со
снижением уровня элементарной грамотности
студентов и курсантов через полгода обучения
в вузе.
Актуальность педагогической и теоретикометодической проблемы становления и развития ЯЛ в современной действительность усиливается воздействием Интернета. Если
раньше эпистолярный жанр был явлением не
столь распространенным, обращение к нему
происходило от случая к случаю, в ситуациях
необходимости, то с развитием телефонной
сотовой и интернет-связи, создание посланий
(SMS-сообщений, messenger, участия переписке, создании и ведении блогов) становится явлением повсеместным, и только ограниченный
круг людей (как правило, люди пенсионного
возраста) не обращается к нему. Соответственно, скоростной характер общения не подразумевает тщательное орфографическое написание и постановку верных знаков препинания.
Более того, в глубинах интернет-сообщества
возник новый язык - так называемый «олбанский», писать на котором со временем стало
модным и стильным (у всех в памяти одиозные
«превед медвед», «аффтар жжот» и другие
элементы новояза). Напрасно сторонники
классического образования били тревогу - не
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Образование и саморазвитие. 2015. № 1 (43)
прошло и десятилетия, как это явление тоже
стало очередной страницей в истории нашего
языка.
«Писать грамотно - это модно!» - под таким девизом уже десять лет организуется и
проводится по всему миру так называемый
«тотальный диктант». Подобное мероприятие,
только не в форме разовой акции, а на регулярной основе проводится и в Казанском юридическом институте МВД России. Самое пристальное внимание обращается не только на
грамотность курсантов и слушателей, но и самих преподавателей, а также постоянного
личного состава.
Особо следует отметить и такой типологический фактор ЯЛ, как умение осуществлять
межкультурную коммуникацию, что представляется актуальным в условиях полилингвального образовательного простран-ства, которое
создано в Республике Татарстан. Тем более,
что курсанты Казанского юридического
института - представители разных регионов
РФ, разных национальностей, конфессий.
А.В.Сергеева утверждает, что человек никогда
не сможет понять и почувствовать мир, как
человек другой культуры, не зная языка этой
культуры. Если даже отлично знаешь обычаи
народа, перенять его религию, изучить
философию, то все равно невозможно
воспринимать мир так, как представитель иной
культуры, т.к. для этого нет языковых средств.
«Ведь речь любого человека всегда жестко
определена системой его родного языка»[10].
Система профессиональной подготовки
будущих защитников правопорядка регламентируется федеральным государственным
образовательным стандартом. Однако в
воспитательной работе у каждого вуза есть
возможность найти свой стиль, свои изюминки.
Благодаря трепетному и бережному отношению к лучшим традициям российского офицерства, понятие офицерской чести обретает
новую силу в стенах Казанского юридического
института МВД России. Здесь курсанты не
только получают знания, они закаляют характер, формируют добросовестное отношение к
своему делу, верность присяге и закону.
В Казанском юридическом институте разработана и внедрена в учебно-воспитательный процесс «Концепция развития воспитательной работы в Казанском юридическом
институте МВД России на 2010-2015 годы»,
определяющая основные направления, формы и методы воспитательной работы современного сотрудника органов внутренних дел с
учетом последних достижений педагогики,
социальной психологии, социологии, практической кадровой работы. (Приложение № 1 к
приказу МВД России от 27.04. 2010 г. №
68). Согласно этому документу, для реализации системы воспитательной работы, в том
числе, необходимо выявить воспитательные
возможности каждой учебной дисциплины и
внести коррективы в технологию обучения
курсантов и слушателей в целях усиления
воспитательной направленности образования
в институте.
Становлению» языковой личности будущего полицейского в условиях профессионального образования в ведомственном вузе
способствуют не только изучение теории дисциплин филологического цикла, освоение коммуникативной практики этих дисциплин, но и
реализация их воспитательного потенциала.
Например, в качестве дидактического материала курсантам могут быть предложены отрывки из воспоминаний представителей российской интеллигенции, российского офицерства.
1. «Отмена отдания чести (один из
пунктов пресловутого Приказа № 1 от 1
марта 1917 года, изданного Петроградским
советом рабочих и солдатских депутатов)
воспринималась офицерами (и не без оснований), как разрушение самих основ воинской
службы. В связи с этим генерал-майор русской армии, участник Первой мировой войны
ЭА.Верцинский в своих мемуарах дает весьма
красочную картину новшеств: «1 марта еще
не меньше половины солдат при встрече отдавала честь, затем это заметно уменьшалось с каждым днем. Одновременно стали
солдатами отпускаться и вычесываться изпод папах живописные чубы, и прорвало какоето всеобщее лущение семечек; сплеванная
подсолнечная шелуха в изобилии валялась на
всех улицах и общественных местах. У часовых свобода очень скоро проявилась в том,
что они стали видеть на посту, приставив
винтовку к стенке» [2, с. 2].
2. «Погоны и кокарды вообще часто
становились своеобразным символом верности присяге и офицерскому братству. Выпускник Пажеского корпуса писал в мемуарах:»
... расставание с эполетами казалось нам
чуть ли не предательством». Поэтому имен
42
но погоны и воинские ритуалы нередко становились также поводом для конфликтов между солдатами и офицерами в действующей
армии и в тылу. Погоны вообще, а офицерские погоны - в особенности, стали восприниматься как символ старого режима. Уже в
первые дни революции солдаты срывали погоны с офицеров, а офицеры, считая утрату
погон позором, часто оказывали самое ожесточенное сопротивление. Так, например, 8
марта 1917 года за отказ снять погоны беснующейся толпой солдат и матросов на Литейном проспекте был убит выдающийся
отечественный баллистик, профессор, член-корреспондент Российской и ряда иностранных академий, генерал-лейтенант Н.А.Забудский» [2, с. 3].
3. «О том, как складывалась обстановка на фронте после неудачного наступления,
проникновенно и драматично пишет Керсновский (русский военный писатель, автор «Истории Русской армии»): «именовавшиеся еще
частями толпы отказывались сменять товарищей (речь идет об агитаторах)...А те, не
дожидаясь смены, покидали постылые окопы.
И часто в этих опустевших окопах маячили
одинокие фигуры в офицерских погонах - последние птенцы гнезда Петрова оставались
на посту, зная, что разводящим здесь может
быть только Смерть» [2, с. 5].
Помимо постановки и решения учебных
задач (анализа особенностей функциональных
стилей, работы над лексическими единицами
текста, орфо- и пунктограммами, грамматическими особенностями), даже столь небольшой
по объему текст несет в себе значительный
воспитательный потенциал. Этот потенциал
может быть реализован через организацию
наблюдений над языковой личностью автора
текста (жанровое своеобразие мемуарных и
дневниковых записей, коммуникативная цель
высказывания, построение фраз, использование лексических ресурсов, художественных
средств изобразительности).
Мы считаем, что в качестве стратегической цели реформы ведомственной системы
юридического образования сегодня может
стать создание современных конкурентоспособных образовательных центров, в которых
курсанты и слушатели могли бы освоить компетенции с профессиональным кодексом чести
[3]. Этот кодекс напрямую определяется качеством формирования языковой личности будущего офицера полиции как личности, обладающей нормами речевой культуры, речевого
поведения и профессиональными коммуникативными компетенциями.
---
Литература
1. Богин, Г.И. Модель языковой личности в ее
отношении к разновидностям текстов: автореферат дис. ... докт. филол. наук / Г.И.Богин. - Л.,
1984. - С. 9-10.
2. Жарский, А.П., Коршунов, Э.Л., Михайлов, А.А.
Растление армии - это крушение державы (по
воспоминаниям русской военной эмиграции)//
Защита и безопасность. - 2014. - № 3. - С. 2-3.
3. Зиннуров, Ф.К. Основные направления совершенствования подготовки кадров в Казанском
юридическом институте МВД России в условиях
реформирования органов внутренних дел / Ф.К.
Зиннуров // Вестник Казанского юридического
института МВД России. - 2012. - С.16-18.
4. Ивкова, Л.Э. Сравнительный анализ профессиональной полицейской подготовки в России,
Великобритании и США / Л.Э.Ивкова URL: http: //
www.klimvd.ru/files/Raboti%20nauchnie/Ivkova_LE.
pdf
5. Караулов, Ю.Н. Русский язык и языковая личность: монография / Ю.Н.Караулов; отв. ред.
Д.Н.Шмелев. - М.: Наука, 1987. - С. 3-4.
6. Кикоть, В.Я. Юридическая педагогика: учебник
для студентов вузов, обучающихся по специальности 021100 "Юриспруденция" / В.Я.Кикоть,
А.М.Столяренко и др. - М.: ЮНИТИ-ДАНА, 2004.
- 985 с.
7. Колонтаевская, И.Ф. Педагогика профессионального образования кадров полиции зарубежных стран: анализ, оценка, использование опыта: дис. ... доктора пед. наук. - М., 2002. - 461 с.
URL: http://lib.ua-ru.net/diss/cont/ 221825.html
8. Кочеткова, Т.В. Языковая личность носителя
элитарной речевой культуры и факторы,
влияющие на ее становление/ Т.В.Кочеткова //
Античный мир и мы: материалы и тез. конф.,
1997. - Саратов, 1998. - Вып. 4. - С. 45-57.
9. О полиции: Федеральный закон от 07.02.2011 N
3-ФЗ (ред. от 14.10.2014) // СПС Консультант
Плюс.3.
10. Сергеева, О.В. Языковая личность педагога:
статика и динамика: автореферат дис. ... кандидата филол. наук. / О.В.Сергеева. - Майкоп,
2013. - С.11-12.
11. MacDonald. A Comparative Study of Police Training in the UK and the USA, 1987 (Цит. по Ивковой
Л.Э.).
12.http: // www.miloserdie.ru/ articles/indeks-doveriyapolicii- izmeryat- fond- obshhestvennyj- verdikt-ilevada-centr
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО СПЕЦИАЛИСТА-ЛИНГВИСТА В ВЫСШЕЙ ШКОЛЕ НА ОСНОВЕ КОНЦЕПТУАЛЬНОГО ПОДХОДА
Н.В. Макшанцева
Нижегородский государственный лингвистический университет им. Н.Л. Добролюбова, Нижний Новгород
В статье на основе новой парадигмы гуманитарного знания и известных лингвопедагогических подходов к изучению языковой личности разработана модель становления и развития языковой личности специалиста-лингвиста в высшей школе. Определены сущностные характеристики языковой личности лингвиста, возможные способы, а также педагогические условия ее формирования.
Ключевые слова: когнитивная парадигма, концептуализация, концепт, языковая личность, специалист-лингвист.
A Concept Approach to Developing Language Personality in Language-Major University Students Natalia Makshantscva
Based on the new humanities paradigm and popular linguistic and educational approaches to language personality research, the article suggests a model for developing the language personality in language-major university students. It also defines essential features of a language personality and possible ways and educational conditions for its successful development.
Key words: cognitive paradigm, concept, conceptualization, language personality, language-major university student.
Понятие языковой личности (ЯЛ), как известно, возникло в последние десятилетия в антропологической лингвистике, когда акцент со структурной и статической парадигмы гуманитарного знания был смещен на когнитивно-функциональную, динамическую парадигму, предопределившую статус человека как «меры всех вещей». При этом язык был переориентирован не на факт, событие, а их истолкование.
В науке определены различные типы личности обучаемого: этносемантическая личность (С.Г. Воркачсв), элитарная языковая личность (А.Г. Баранов), русская языковая личность (Ю.Н. Караулов), языковая и речевая личность (Ю.Е. Прохоров, Л.П. Клобукова), языковая личность западной и восточной культур (Т.Н. Снитко),
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словарная языковая личность (В.И. Карасик), эмоциональная личность (В.И. Шаховский), лингвориторичсская личность (Ворожбитова), лингвокультурная личность (В.А. Маслова и др).
При очевидном различии содержательного наполнения понятия для всех типов ЯЛ важным является лингводидактический аспект, разработка которого восходит к трудам Ф.И. Буслаева. По утверждению ученого, родной язык так сросся с личностью каждого, что учить ему значило вместе с тем развивать (личность) духовные способности учащегося.
Широко известными в современной лингводидактике являются модели ЯЛ, разработанные Ю.Н. Карауловым, Г.И. Богиным, В.В. Красных, И.Я. Чернухиной, Л.П. Клобуковой и др.
Г.И. Богин [1] предлагает выделять в модели языковой личности пять уровней владения языком:
• уровень правильности, предполагающий наличие достаточно большого лексического запаса, знание основных строевых закономерностей языка, и позволяющий строить высказывания и продуцировать тексты в соответствии с правилами данного языка;
• уровень интериоризации, включающий умение реализовать и воспринимать высказывания в соответствии с внутренним планом речевого поступка;
• уровень насыщенности, выделяемый с точки зрения отраженности в речи всего разнообразия, всего богатства выразительных средств языка в области фонетики, грамматики и лексики;
• уровень адекватного выбора, оцениваемый с точки зрения соответствия используемых в высказывании языковых средств в сфере общения, коммуникативной ситуации и ролям коммуникантов;
• уровень адекватного синтеза, учитывающий соответствие порожденного личностью текста всему комплексу содержательных и коммуникативных задач, положенных в его основу.
В.В. Красных [2] создаст модель личности говорящего на основе языковой/ речевой, коммуникативной деятельности:
• человек говорящий - личность, одним из видов деятельности которой является речевая деятельность;
• собственно языковая личность - личность, проявляющая себя в речевой деятельности, обладающая совокупностью знаний и
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представлений о языке;
• речевая личность - это личность, реализующая себя в коммуникации, выбирающая и осуществляющая ту или иную стратегию и тактику общения, репертуар средств;
• коммуникативная личность - конкретный участник конкретного коммуникативного акта, реально действующий в реальной ситуации.
Ю.Н. Караулов [3] связывает модель языковой личности с важнейшими функциональными свойствами языка. Во-первых, потому, что личность, по мнению ученого, есть средоточие и результат социальных законов; во-вторых, потому что она есть продукт исторического развития этноса; в-третьих, но причине принадлежности ее мотивационных предрасположений, возникающих из взаимодействия биологических побуждений с социальными и физическими условиями, к психической сфере; наконец, в-четвертых, - в силу того, что личность есть создатель и пользователь знаковых, то есть систсмно-структурных по своей природе образований.
Обобщая мнения различных исследований феномена языковой личности, считаем, что ЯЛ реализует себя в познавательной и коммуникативной деятельности и предстает в различных ракурсах как мыслительная, смыслообразующая, языковая, речевая, коммуникативная, креативная, обладает психологическим и лингвистическим модусом, находит воплощение в таких базовых концептах, как Жизнь, Смерть, Любовь, Горе, Душа, Семья, Счастье и
др.
Любой «коммуникативный фрагмент» включен в особую парадигму ассоциаций [4]. Этим обстоятельством обусловлены факторы креативности языковой личности: оригинальность, уникальность, способность продуцировать различные ассоциации. Возможность передвижения слова в рамках ассоциативного поля так же, как и возможность установления связей между единицами разных ассоциативных полей, является базой нестереотипных ассоциативных реакций на слово; семантическая гибкость как способность выделить функцию объекта и предложить его новое использование. Характерным приемом, реализующим данный критерий, является одновременная актуализация прямого и переносного значений, а также варьирование внутренней формы лексемы.
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Формирование языковой личности осуществляется в соответствии с ведущим принципом когнитивно-дискурсивной парадигмы лингвистического знания, формулируемым учеными как «человек в языке». Согласно этому принципу, язык не имеет иной объективности, кроме той, которая устанавливается в самых глубинах субъективного. Центром соответствующей парадигмы является человек, творящий язык, и человек, творимый языком.
В процессе обучения следует исходить из того, что характерной чертой современной науки о языке является «ориентация на переход от позитивного знания к глубинному, т.е. целостного синтетического постижения языка как антропоцентрического феномена» [5].
Человеческий фактор, фактор говорящего субъекта и адресата, интенции участников коммуникации, особенности коммуникативной ситуации позволяют по-новому взглянуть на «устройство» языкового значения, на соотношение денотативных и коннотативных значений языковых единиц, на функции единиц языка в тексте. Исследование подобных вопросов позволяет выявить и описать параметры языковой личности.
В данном исследовании учитывалось, что человеческий фактор реализован в трехмерной модели Ю.Н.Караулова (вербально-семантический, или ассоциативно-вербальная сеть; лингво-когнитивный, или тезаурус; мотивационный, или прагматикон). Поскольку разработанная Ю.Н. Карауловым модель носит общенаучный характер, соотносится с любым предметным содержанием, она может быть трансформирована в соответствии с доминирующими факторами становления и развития личности специалиста-лингвиста в высшей школе. Важнейшим фактором, определяющим становление языковой личности лингвиста, является итеративность различных аспектов знания:
лингвосоциологического (социальные явления в историческом контексте), лингвоэтнологического (взаимодействие психологии и культуры), лингвокультурологического (взаимодействие языка и культуры). Тем самым будущий специалист-лингвист должен иметь представление о взаимодействии таких факторов в становлении и развитии личное! и.
Следующий уровень предполагает формирование сущностной характеристики личности обучаемого: интеграцию фактов, явлений,
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представляющих означенные выше факторы, то есть сформированность такого качества профессиональной деятельности специалиста как интегрирование разнопорядковых факторов в целях концептуального описания языковых единиц. Сущностной характеристикой личности соответственно выступает глубинное смыслообразование, отраженное в процессе обучения в средствах языках как кодовой системы. При этом учитываются субъективное и объективное начала в восприятии рассматриваемых единицах языка.
На третьем уровне студент - пользователь языка - должен практически владеть системой концептов русского мира, совокупностью критериев оценки концептов:
> единство лингвистических и экстралингвистических факторов;
> внутренняя форма как зерно первосмысла, как условие развития значений лексем-репрезентантов концепта;
> соотнесение конкретной единицы языка с прототипом;
> владение компонентным анализом в целях выявления понятийной, образной и значимостной составляющей концепта;
> овладение процедурой интерпретации концепта с точки зрения способов его выражения, сферы употребления, дифференциацией близких но смыслу концептов.
В соответствии с изложенным модель языковой личности принимает следующий вид:
|I уровень | Осознание взаимодействие лингвосоциальных, этноментальных, лингвокультурных аспектов языковых единиц в целях извлечения смысла. |
|II уровень | Сущностная характеристика личности применительно к концептуальному описанию языковых единиц. Глубинное смыслообразование, соотношение субъективного и объективного восприятия концептов |
|III уровень | Специалист-лингвист, владеющий системой концептов русского мира на основе положений общей теории лингвоконцептологии |
Данная модель предполагает соотношение лингвистических и экстралингвистичсских смыслов, комплексный подход к изучению языка с позиции концептуализации, а также аксиологический подход,
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выявляющий ценностные доминанты человека (Н.Д. Арутюнова, Е.В. Бабаева, В.И. Карасик).
Библиографический список
1. Богин Г.И. Модель языковой личности в се отношении к разновидностям текстов: Автореф. дне. ... докт. филол. наук. Леннн1рад, 1984.
2. Красных В.В. Этнопсихолингвистика и лингвокультурология. М.: Гнозис, 2002. 284 с.
3. Красных В.В. Простите, я вас не понимаю... (Когнитивный опыт в преподавании иностранных языков) // Гудков Д.Ь. Межкультурная коммуникация. М., 2000.
4. Караулов Ю.Н. Русский язык и языковая личность. М.: Наука, 1987.264 с.
5. Гудков Д.Ь. Межкультурная коммуникация: проблемы обучения. М.: Изд-во Московского ун-та, 2000. 118 с.
6. Постовалова В.И. Лингвокультурология в свете антропологической парадигмы / Фразеология в контексте культуры. М.: Лабиринт, 1999. 189 с.
Сведения об авторе
Макшанцсва 11аталия Вениаминовна
кандидат филологических наук, профессор,
:1ав. кафедрой стилистики русского ягмка и культуры речи
НГЛУ им. II.А. Добролюбова
E-mail: makshan@lunn.ru
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО УЧИТЕЛЯ
КАЛАЙДЖЯН Т.В1
1 Севастопольский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (50) Год: 2016 Страницы: 14-18
ЖУРНАЛ:
ПСИХОЛОГИЯ. СОЦИОЛОГИЯ. ПЕДАГОГИКА
Издательство: Институт городской недвижимости" (ООО "ИНГН") (Москва)
ISSN: 2220-0797eISSN: 2411-5258
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, БУДУЩИЙ УЧИТЕЛЬ, FUTURE TEACHER, ПЕДАГОГИЧЕСКАЯ РИТОРИКА, PEDAGOGICAL RHETORIC
АННОТАЦИЯ:
Данная статья посвящена проблеме формирования языковой личности современного учителя. Актуализируется внимание к предмету «Педагогическая риторика» с четко выраженной коммуникативной направленностью. Анализируются форматы готовности студента к профессиональной деятельности в рамках педагогического дискурса.
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Проблема языковой личности в современном
информационном обществе приобрела остроту и заняла особую
позицию. Вербальная свобода, грубое просторечие,
сленгизация, жаргонная, ненормативная лексика пагубно
влияют на воспитание языкового вкуса, языковой
нравственности, возможности ее реализации в мире
коммуникантов. В этом контексте актуализируется внимание к
отечественному опыту воспитания глубокого уважения к
педагогу, его высокой языковой культуры, интеллигентности,
естественного самоуважения.
Педагог – это компетентный, сознательный и
самоактуализируемый носитель речевой культуры, владеющий
стратегиями и тактиками общения, способный в
запланированных и спонтанных ситуациях к эффективному
общению. В условиях переосмысления роли и места педагога в
обществе, на фоне происходящих изменений образовательной
парадигмы осознается особая важность формирования
профессиональной языковой личности специалиста
педагогической сферы, способной к реализации своих
дискурсивных умений.
Действующие образовательные программы в системе
высшего профессионального образования и реализующие
требования ФГОС ВПО отражают смещение акцента с
содержания образования на результаты обучения и
компетенции. Подготовка современного учителя как развитой
коммуникативной личности связана со многими научными
дисциплинами. При этом в большей степени решить эту
проблему позволяет предмет «Педагогическая риторика»,
направленный на подготовку специалиста, владеющего
правилами и нормами общения, обладающего умениями
эффективного коммуникативного воздействия и
взаимодействия, осознающего специфику педагогического
общения и особенности коммуникативно-речевых ситуаций,
характерных для профессии учителя.
Исходя из ведущих концепций (Н. А. Ипполитова, Т. А.
Ладыженская, А. К. Михальская, З. С. Смелкова, Е. А. Юнина),
педагогическая риторика позволяет студентам использовать
гносеологический, мыслительно-смысловой потенциал
риторики, овладевать опытом педагогического речеведения и
построения адекватной модели пространства речевого
поведения. В процессе реализации основной цели
педагогической риторики – формирование языковой личности
элитарного типа – нельзя обойти вниманием анализ и
проектирование педагогического дискурса.
Цель статьи – обосновать важность педагогической
риторики как учебной дисциплины в вопросе формирования
языковой личности будущего учителя. Современный педагог
как представитель определенной сферы знаний должен
ориентироваться на постоянное совершенствование своей
речевой деятельности, ситуативно и социально обусловленной,
антропологически направленной. Такая деятельность
сопряжена речемыслительными действиями, процессом
воздействия, межличностного общения, использованием
педагогических стратегий и тактик, стилями речи.
Целенаправленное общение, обусловленное определенной
коммуникативной ситуацией, понимается нами как
профессиональный дискурс педагога. Дискурс –
многоаспектное понятие и занимает одно из центральных мест
в лингвистике, филологии, философии, социологии,
политологии. Поэтому сложилось много разнообразных
подходов к его изучению как междисциплинарной области
знаний:
речь, присваемая говорящим (Э.Бенвенист);
метод анализа связной речи (З. Харрис);
фон, социально-историческая информация (М.Фуко);
речевое поведение человека (А. К. Михальская);
особое использование языка для выражения особой
ментальности (Ю.С.Степанов).
Мы придерживаемся мнения, что дискурс – это среда, в
которой сосуществуют различные системы знаний, они
актуализируются посредничеством высказываний и речевых
актов, где высказывания выступают единственной
возможностью существования речевого акта, одновременно
оформляя и определяя его посредством пропозиционного
содержания.
Дискурс реален, он отражает актуальное общение, возникает
в процессе взаимодействия, обмена и переработки
информации, необходимой для адаптации к новым условиям
жизни, т.е содержит в себе культурный, профессиональный,
социальный, прагматичный, когнитивный компоненты. В свою
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очередь, педагогический дискурс - это определенное
коммуникативное событие, процесс ценностно-смыслового
коммуникативного взаимодействия учителя со всеми
участниками учебно-воспитательного процесса.
Конвенциональность и институциональный характер
педагогического дискурса определяется тем, что личность
педагога ориентирована на принятие профессиональной роли
и речевое взаимодействие, нормированное определенным
уровнем культуры и коррелируемое личностными и статусными
обстоятельствами. Участниками взаимодействия, по мнению
В.И.Карасика, является «базовая пара» и общение
осуществляется в прототипном месте с четко
сформулированной целью [1, с.195].
Типовыми участниками педагогического дискурса являются
педагог (учитель, воспитатель, тьютор) и обучающийся, а
хронотоп педагогического дискурса представлен школой,
классом, внешкольным кругом. Деятельность участников
рассматривается как взаимодействие, сотрудничество с
сохранение ведущей роли учителя, которому отводится особая
миссия представителя высокой языковой культуры.
В учебно-педагогической сфере учитель постоянно
пребывает в условиях коммуникативного взаимодействия.
Поэтому его дискурс вырабатывается на основе вербального,
акустического, кинетического, пространственного поведения и
регламентируется социально обусловленным процессом
речевого взаимодействия, обновляя информацию, устанавливая
нужные связи и контакты, решая учебные, воспитательные,
исследовательские, проектные, организационные задачи. Т.е.
педагог выступает носителем определенного стиля речевого
поведения. В то же время личность учителя обладает
неповторимой самобытной структурой в качестве "единства
лексикона, тезауруса и прагматикона" (по теоретико-гноселогической модели Ю.Н.Караулова) [2, с. 21-23].
Учитель, владеющий совокупностью дискурсивных умений,
ориентирует и планирует свои речевые и неречевые действия,
формирует план действий в речевой форме, их контроль и
коррекцию. Он способен посредством внутренней, внешней,
устной, письменной, рецептивной и продуктивной речи
эффективно осуществлять общение на уровне педагогического
дискурса. В процессе изучения педагогической риторики в
университете будущий специалист образовательной сферы
осознает, что интеллект является основой успешной учебной
деятельности и развивает свои интеллектуальные способности
(устойчивость внимания, объем оперативной памяти,
наблюдательность, способность к исполнению различных
логических операций). Его социальный интеллект обеспечивает
эффективность общения и социальной адаптации, позволяет
решать коммуникативные задачи различной сложности.
Эмоциональный интеллект способствует пониманию истоков
собственных эмоций и эмоции других людей, контролированию
и регулированию эмоциональных проявлений. Знания
студентов о специфике внимания, его типах и особенностях,
приобретенных в рамках курса «Педагогическая риторика»,
являются важной предпосылкой формирования у будущего
педагога ораторских способностей. Развитие памяти, изучение
способов обработки информации, семантическая память,
эмоциональная память, память чувств обеспечивают ему более
широкие возможности самоорганизации опыта, развития
духовной и душевной сферы личности.
Мышление, как ядро интеллекта, интегрирует процессы
восприятия, представления, памяти, а индивидуальные
особенности мыслительных стратегий студентов на занятиях
определяют личностное интеллектуальное своеобразие,
необходимое для развития дискурсивной языковой личности.
При изучении отдельных теоретических модулей студент
осознает суть речевого идеала педагога, развивает творчески
активную языковую личность.
Например, в результате изучения темы «Мотивация
профессиональной речи учителя» студент приобретает знания о
видах речи и ее этапах, сущности и классификациях целевых
установках и формирует способность владения всеми видами
речевой деятельности, готовность строить высказывания
любого типа и стиля в соответствии со структурными
особенностями профессиональной речи учителя. На
практических занятиях развивает умения риторически
грамотно выстраивать стратегию и тактику монолога,
оттачивать ораторское мастерство, повышать уровень
искусства аргументации, вести конструктивный диалог.
Все выше сказанное становится важной предпосылкой
развития риторической компетенции, без которой
всестороннее развитие личности будущего учителя
невозможно. В рамках курса «Педагогическая риторика»
реализуется креативная функция языковой личности студента
через взаимодействие интеллекта, творческих способностей,
свободы мышления, памяти, внимания, наблюдательности,
внутренней потребности, умений анализировать,
синтезировать, сравнивать.
Постепенно в структуре личности студента формируются
составляющие, которые отражают уровень овладения языком,
созданное языковое пространство, сформированную языковую
картину мира. Поэтому дискурсивная личность будущего
педагога детерминируется следующими презентантами:
языковая личность ориентирована на знание языка;
речевая личность – на создание, восприятие и
воспроизведение речи;
коммуникативная личность моделирует и регулирует
поведение в различных ситуациях общения;
риторическая личность владеет средствами
воздействия, аргументации, убедительности.
Именно эти презентанты, на наш взгляд, вместе с
использованием различных семиотических средств, при
помощи вербальных и невербальных ресурсов формируют
личность будущего учителя как целостную структуру.
Готовность к профессиональной деятельности в рамках
педагогического дискурса обуславливается тремя форматами:
мотивационным, познавательным и функциональным.
Мотивационный формат предопределяется
коммуникативной интенцией, потребностью. Для студента
важно выработать установку на качественное взаимодействие,
продуцирование речи в различных естественных и
смоделированных ситуациях, на уважительное отношение к
участникам коммуникативной ситуации и воздействия на их
эмоционально-волевую сферу. Культура речи, владение
профессиональной речью являются неотъемлемыми факторами
дальнейшего развития и совершенствования языковой
личности, которую характеризируют с позиции языкового
сознания и речевого поведения профессиональной
направленности.
Положительная мотивация студентов к развитию языковой
личности взаимообуславливается приоритетами общественной
жизни, осознанием роли и значения эффективности публичного
выступления, профессионального общения, полемического
мастерства в самых различных видах педагогической
деятельности, интересом к себе, своим возможностям в плане
самоусовершенствования. Мотивационный уровень
достигается через проявление инициативы, желание развивать
15
свою индивидуальность, стиль педагогического общения,
умение гармонизировать логическое и эвристическое,
рациональное и эмоциональное в педагогическом дискурсе,
учиться на лучших образцах.
Познавательный формат содержит знания о средствах
прогнозирования уровня сформированности у студентов
базовых концептов как способа развития целостной картины
мира. При этом картина мира должна включать особенные
характеристики – когнитивные карты, позволяющие отображать
не только представления об окружающем мире, конкретные
явления, реалии бытия, но и информационные структуры
дидактического содержания. Такой подход позволяет
моделировать педагогический дискурс различных видов
учебной и воспитательной деятельности.
К примеру, на одном из практических занятий студенты
анализируют видеозапись выступления своего однокурсника
по содержанию (актуальность темы, формулировка темы
и цели, точность формулировки тезиса (антитезы),
полнота изложения, аргументация, языковое
оформление);
по структуре выступления (особенности структуры,
пропорциональность структурних частей, их
характеристика, достаточность аргументации);
контакт с аудиторией (приемы удержания внимания,
диалогизации, обращения).
Единицы подобного анализа составляют более или менее
систематизированную картину, отражающую систему ценностей
и уровень развития языковой личности студента.
Педагогический дискурс моделирует особую социальную
реальность. Его институциональный характер требует
конструировать общения в заданых рамках статусно-ролевых
отношений.
Опыт моделирования отдельных педагогических событий,
понимание граней педагогической реальности приобретаются в
результате выполнения ряда заданий, например:
Задание 1. Чтобы достичь цели в результате выступления на
родительском собрании, поставьте перед собой такие вопросы:
Перед кем я буду выступать? Смоделируйте аудиторию. С какой
целью я планирую выступление? Спрогнозируйте результат. Что
должны осознать слушатели? К каким конкретным действиям
они должны быть готовы?
Задание 2. Проанализируйте педагогическую ситуацию,
описанную В.А.Сухомлинским в книге «Серце отдаю детям» (т.3,
стр. 170-171). Как удалось учителю помочь Пете понять
содержание условия математической задачи? Какие методы,
приемы и средства применил педагог? Уточните особенности
использования ним стилистических языка. Создайте портрет
языковой личности учителя.
Функциональный формат готовности предвидит разработку
педагогических технологий. Специфика урока предполагает
разработку учителем речевой технологической карты, в т.ч.
определенных языковых средств для урока как речевого
события. Языковая личность опредмечивается в речевой
профессиональной деятельности, т.е. в процессах
говорения/слушания, чтения/письма. В целях речевого
воздействия учитель использует достаточно распространенные
языковые формулы, определяя ключевые лексические единицы
и эквивалентные им сочетания.
Такие средства являются наиболее освоенными и
универсальными инструментами, с помощью которых
осуществляются самые разные виды воздействия и
взаимодействия:
o составьте содержательный диалог, используя в нем
один из фразеологизмов;
o опираясь на законы правильной коммуникации,
подберите материал, который сделает выступление на
педагогическом совете более выразительным,
интересным.
Ролевое речевое поведение регулируется специфическими
предписаниями, которые представляют собой правила речевой
коммуникации и от которых зависит успешность стратегий,
формирование требований, запретов и рекомендаций. Вне
всякого сомнения, что подготовка будущего учителя в
университете проходит в духе культуры и понимается как
образование культурного человека (homo culturis), который
способен в своей будущей профессиональной деятельности не
только эффективно налаживать стойкие связи между людьми
разных социальных и этнических групп, но и регулировать
социальное взаимодействие и поведение.
Студенты в результате выполнения подобных заданий
осознают, что педагогический дискурс ориентирован на
читателя, слушателя, внимание которых надо завоевывать
логикой, аргументацией, словесной формой, использовать
паралингвистические, экстралингвистические, кинетические,
проксемические средства общения. Это отражается и в памяткехарактеристике успешного учителя-оратора:
1. Риторические позиции оратора (информатор,
коментатор, собеседник, советчик, эмоциональный
лидер).
2. Компетентность и эрудированность оратора.
3. Характеристика основних качеств: заинтересованность,
конструктивность, умение идти на компромисс, поиск
правильних доказательств, интеллектуальная
терпимость, умение слушать, умение принимать
позицию, креативность, гибкость мышления, культура
речи).
4. Общие манеры (уверенность-неуверенность, усталостьбодрость, собранность-растерянность,
сосредоточенность- рассеянность) и др.
5. Позиция (разположение) оратора в аудитори.
6. Интонация, голос, темп.
7. Движения, жесты, мимика, поза, вид оратора.
8. Реакция оратора на препятствия в ходе выступления.
9. Внешний вид оратора (соответствие ситуации общения:
обувь, одежда, прическа, аксессуары, макияж).
10. Ораторская индивидуальность.
11. Замечания и рекомендации оратору.
Самостоятельная работа по дисциплине структурируется по
направленности углубления теоретических знаний и
коммуникативных учений, демонстрации учебных достижений
(собственные презентации публичных выступлений на заданную
тему, подготовленные дебаты и т.д.). Немаловажным является
предложенная система учебных задач на текстовой основе,
предусматривающая переход от анализа текстов различных
стилей и жанров педагогического общения к самостоятельной
работе по подготовке полиадресных публичных выступлений.
Эффективной в рамках самостоятельной работы по
дисциплине является проектная деятельность, среди которой:
• Исследовательский проект. Для него характерно наличие
четко поставленных, актуальных и важных для участников
целей, продуманная и обоснованная структура, широкое
использование арсенала методов исследования, научных
методов обработки и оформления результатов.
16
• Игровые проекты. Главным содержанием таких проектов
является ролевая игра, когда участники возлагают на себя
определенные роли для деловой имитации и решения
придуманных или реальных педагогических ситуациях
общения.
• Практико-ориентированный проект. Особенность
заключается в поставке четкого, важного для студента
результата, выраженного в материальной форме: например,
подготовка видеоролика.
• Творческие проекты. Их особенность состоит в том, что
они не имеют заранее и детально разработанной структуры. В
творческом проекте преподаватель очерчивает только общие
параметры и указывает на оптимальные пути решения задач.
Необходимым условием является четкое прогнозирование
планового результата, важного для студентов. В процессе
прохождения педагогической практики, опираясь на знания
(речевые тактики педагогического общения, речевое
поведение, жанры и стили), приобретенные на занятиях по
педагогической риторике, студенты стараются избегать
типичных ошибок, среди которых:
неумение быть оригинальным в определенных
ситуациях коммуникативного взаимодействия;
неумение полно формулировать выводы и заключения,
обобщать, достигать полной аргументации;
противоречие между комментариями к ответам
учащихся и оцениванием их учебных достижений.
Выводы Подготовка современного учителя должна иметь
четко выраженную коммуникативную направленность, которая
связана с формированием языковой личности, способной
мыслить, действовать и реагировать. Языковая личность
студента на занятиях по педагогической риторике пребывает в
среде, отражающей речь, разноуровневые стили
взаимодействия, систему ценностей. Заданные компетенции к
изучению дисциплины содержат готовность включаться в
определенные социальные отношения, способность в своем
речевом поведении реализовывать многоаспектные знания и
речемыслительную деятельность как по нормам и эталонам
школьного педагогического дискурса, так и в спонтанных
ситуациях педагогического общения.
Актуальность обозначенной проблемы диктует
необходимость совершенствования методики преподавания
дисциплины «Педагогическая риторика», разработку
технологий формирования языковой личности, учитывающих
специфику профессиональной подготовки будущих учителей на
основе интеграции с другими речеведческими дисциплинами.
Это позволит рассматривать языковую личность как целостный
феномен, обусловленный взаимосвязанными элементами
языкового сознания и речевой профессиональной
деятельности.
---
Библиографический список
1. Карасик, В. И. Языковой круг: личность, концепты, дискурс. –
Волгоград: Перемена, 2002.
2. Караулов Ю.Н. Русский язык и языковая личность. − М.: Наука,
1987.
3. Сухомлинский, В. А. Избранные педагогические сочинения. - В
3-х т. Т.3 изд. - М.: Педагогика, 1981.
The list of references
1. Karasik, V. I. Language circle: personality, concepts, discourse.
Volgograd, Peremena, 2002.
2. Karaulov Yu. N. Russian language and linguistic personality.
Moscow, Nauka, 1987.
3. Sukhomlinsky V. A. Selected pedagogical essays. In 3 V. 3-d V.
Moscow, Pedagogy, 1981.
17 1 (50) Январь-Февраль
January-Febru
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ КОНТРОЛЬНО-ИЗМЕРИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ
МАТИЕНКО АНЖЕЛИКА ВАЛЕРЬЕВНА
1 Российская академия народного хозяйства и государственной службы при Президенте Российской Федерации
Тип: статья в журнале - научная статья Язык: русский
Том: 2Номер: 2 Год: 2016 Страницы: 93-102
УДК: 372.881.1
ЖУРНАЛ:
ТЕОРЕТИЧЕСКАЯ И ПРИКЛАДНАЯ ЛИНГВИСТИКА
Издательство: Амурский государственный университет (Благовещенск)
ISSN: 2410-7190
КЛЮЧЕВЫЕ СЛОВА:
КОГНИТИВНО-КОММУНИКАТИВНЫЙ ПОДХОД, COGNITIVE-COMMUNICATIVE APPROACH, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUAL IDENTITY, ASSESSMENT ACTIVITIES, COGNITIVE STYLE, КОММУНИКАТИВНАЯ КОМПЕТЕНЦИЯ, COMMUNICATIVE COMPETENCE, COGNITIVE, COMMUNICATIVE AND REGULATORY FUNCTION, КОНТРОЛЬНО-ИЗМЕРИТЕЛЬНАЯ ДЕЯТЕЛЬНОСТЬ
АННОТАЦИЯ:
В данной статье рассматривается ведущая роль когнитивно-коммуникативного подхода в обучении иностранному языку, базирующаяся на постулате о том, что в процессе порождения речи активизируются знания, хранящиеся в когнитивной системе человека. На примере вовлечения студентов в контрольно-измерительную деятельность, представляющую собой одну из форм познавательного синтеза «мысли» - «речи» - «языковой формы», мы раскрываем потенциальную способность человека превращать собственную активность в предмет практического преобразования своих внутренних возможностей применительно к изучению иностранного языка.
---
1. Введение
Когнитивно-коммуникативный личностно-ориентированный подход
являетcя на сегодняшний день ведущим в отечественной методике обучения
иностранным языкам. Реализация данного подхода – это путь к достижению
основной цели языкового образования – формированию поликультурной
многоязычной личности, способной к межкультурному общению.
Специфической особенностью современного этапа развития вузовского образования является новый взгляд на социальные роли его
участников. Функцией обучаемого становится не только «потребление»
интеллектуальной и духовной культуры, но и обогащение её самим фактом
своего творческого развития в разнообразных формах индивидуальной и
совместной с преподавателем и коллегами по учёбе деятельности.
Ключ к пониманию природы личности заложен не в самом индивиде,
а в той системе целенаправленной деятельности, в которую он включается
и внутри которой осуществляется его развитие и функционирование, его
жизнь [Асмолов, 2008]. Контрольно-измерительная деятельность (далее –
КИД) как средство развития познавательных и коммуникативных резервов
личности, её способностей к дальнейшему саморазвитию и самообучению
представляет собой определённый вид деятельности. Подобно другим видам деятельности КИД характеризуется предметным мотивом, целенаправленностью, эвристическим характером. Основополагающие
признаки КИД восходят к гуманистической философии, провозгласившей
личность высшей ценностью [Рубинштейн, 1 999].
2. Аспекты КИД
Для определения КИД, её содержания, структуры, места и роли в образовательном процессе целесообразно рассматривать данный вид деятельности в нескольких аспектах. КИД – это одна из форм познавательного
синтеза «мысли» – «речи» – «языковой формы»; способность человека
управлять своими действиями, а именно превращать собственную активность в предмет практического преобразования своих внутренних возможностей применительно к изучению иностранного языка.
КИД как базовое понятие теории и методики лингвистического образования представляет собой динамический процесс практического воздействия субъекта обучения на преобразованную в форму внутреннего
когнитивного процесса операциональную деятельность [Гершунский, 1998]
применительно к объекту профессионального труда, а также на результат
этого воздействия в виде знаний и умений. КИД – это системно-структурное
качество или интегративная личностная характеристика субъекта образовательного процесса, то есть инструментальная компетенция, а именно:
1) способность и готовность проводить научное исследование и оценивать его результаты;
2) способность анализировать, синтезировать и критически резюмировать информацию;
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3) способность оформлять, представлять и докладывать результаты
выполнения работы.
При этом контрольно-измерительная деятельность, как и познавательный процесс в целом, детерминируется развитием культуры, в том
числе культуры общения: системным плюрализмом, нелинейным типом
связей в современной культуре, культурообусловленностью образования.
Успешность индивида в контрольно-измерительной деятельности обусловливается переходом с уровня воспроизводства готовых знаний на уровень овладения в процессе творческой самореализации. Фактор времени,
характеризующийся информационным ускорением, обусловливает изменение процессов самореализации и самоутверждения личности в параметрах
её социокультурной деятельности, ускорения смены приобретаемых знаний
и умений на новые. Фактор роста культурного релятивизма [Гинзбург, 2005]
предполагает актуализацию познавательного синтеза как способа постижения единства языка и мира на основе принципов целостности и автономии,
плюрализма и критического гуманизма, интеграции и дифференциации, эклектизма и диалога культур, самоорганизации сложных систем, каковой является и контрольно-измерительная деятельность. Компоненты
контрольно-измерительной деятельности: 1) познавательные стили обучающихся как их индивидуальные предпочтения определённых способов обработки информации, обусловленные индивидуальными особенностями
познавательной деятельности; 2) коммуникативная компетенция как смыслопоисковая деятельность [Матиенко, 2011 , 2012 а].
В настоящее время наблюдается повышенный интерес к когнитивнокоммуникативному обучению, когда проблема изучения языка рассматривается не только как обучение лингвистическим знаниям, но и как обучение знаниям о мире [Барышников, 1 999 ; Виноградова, 2001 ; Щепилова,
2003]. В процессе порождения речи активизируются знания, хранящиеся в
когнитивной системе человека. Структурно-функциональное наполнение
когнитивного компонента состоит в деятельностных знаниях (компетенциях межъязыкового образования и межкультурного общения); в знаниях о
способах и приёмах конкретной деятельности; оценивании степени достижения планируемых результатов (контроль и самоконтроль). Коммуникативный компонент контрольно-измерительной деятельности лингвиста
определяется как самореализация сущностных характеристик личности во
взаимодействии с другими субъектами общения. Регулятивный компонент
представляет собой взаимодействие субъекта с внешней средой, по сути,
это обращение к культуре общества (ценности, образцы, нормативы).
Признание единства когнитивного и коммуникативного основывается на единстве двух основных функций человеческого языка: познавательной (умении строить грамматически и семантически корректные фразы,
что отражает результат когнитивного процесса овладения языком) и коммуникативной (умении использовать знания и навыки в целях коммуникации, для решения коммуникативно-познавательных задач).
Утверждается приоритет когнитивного: память, внимание, мышление, воображение, активизирующие КИД, обеспечивают функционирова
95
ние компонентов языковой системы в речевой деятельности субъектов общения. Соответственно контрольно-измерительная деятельность представляет собой самосогласованное взаимодействие когнитивного и
коммуникативного потенциала личности. Следовательно, все задания
контрольно-измерительного характера – это функционально скоординированные мысле-рече-языковые действия, обеспечивающие усвоение языковых норм и обобщённых способов действия. Рассмотрим место КИД в
процессе познания и коммуникации. В когнитивно-коммуникативный аспект КИД субъекта входят следующие составляющие (см. рис. 1):
1) познавательный процесс;
2) сам субъект;
3) когнитивный компонент;
4) коммуникативный компонент;
5) иностранный язык.
Р и с у н о к 1 . Место КИД в процессе познания и коммуникации
Обучение контрольно-измерительной деятельности как формирующий процесс развития личности способствует: 1) развитию вербальной,
коммуникативной, когнитивной сфер деятельности; 2) формированию полноценного интеллекта на базе развитой знаковой системы иностранного
96 Матиенко А. В. / ТиПЛ, 201 6, 2 (2), 93–1 02
языка; 3) пониманию того, как функционирует та или иная знаковая система, в нашем случае – языковая система в речи.
Субъект иноязычного образования – личность, осуществляющая
преобразование предметной и социокультурной составляющих обучения
посредством сразу нескольких языков. Применительно к КИД сущность
субъектности состоит в способности планировать и проводить научно-поисковую деятельности, оформлять результаты поиска в области теории и
практики иностранных языков, во владении культурой мышления, в
способности к обобщению, анализу, постановке цели и выбору путей её
достижения. Языковая личность с позиции КИД выражает себя во взаимообусловленности лингвистической и коммуникативной компетенций: с одной стороны, это умение проводить лингвистический анализ речевых
произведений с учётом специфики национально-культурологических характеристик, с другой – умения идентифицировать и продуцировать различные типы измерительных материалов с учётом коммуникативных
функций языкового материала. Следствием изложенных характеристик
субъекта как языковой личности является инструментальная компетенция
обучаемого, предполагающая самореализацию (способов и средств
контроля знаний и умений) и самовыражение – творческое использование
практических знаний для решения практических задач контроля.
3. Функции и сущность КИД
Из множества функций профессиональный деятельности лингвиста
(коммуникативная, языкового и культурного посредничества, социокультурная, информационного обеспечения, креативная, прагматическая)
нами выделены три, представляющие, на наш взгляд, прямое отношение к
КИД: коммуникативная (способ самореализации сущностных сил личности), когнитивная (когнитивные процессы восприятия, память, мышление
и языковые средства его выражения когнитивная ()зации сущностных сил
личности,ляд, прямое отношение к КИД: коммуникативная ()ски значимых
черт, определяющих ее ) и регулятивная (эмоционально-деятельностная,
волевые процессы) как способ саморегуляции.
Роль КИД состоит в обеспечении взаимодействия коммуникативной,
когнитивной и регулятивной функций контрольно-измерительной деятельности (см. рис. 2).
Нами определена группа функций КИД будущего лингвиста-профессионала. К числу основных мы отнесли следующие [Матиенко, 201 2 а, б]:
– налаживание систематического контроля знаний;
– индивидуализация усвоения знаний за счет различных видов самостоятельной работы;
– предоставление большего времени на творческую деятельность;
– увеличение степени дифференциации культурологических и коммуникативных ситуаций;
– усиление ролевых позиций ценностно-рефлексивной деятельности
по отношению к иной культуре.
Матиенко А. В. / ТиПЛ, 201 6, 2 (2), 93–1 02 97
коммуникативная
регулятивная когнитивная
Р и с у н о к 2. Функции контрольно-измерительной деятельности
Сущность КИД определяется непосредственным воздействием: 1) на
становление и развитие средствами контроля таких качеств языковой личности как пластичность, способность к саморазвитию, умение сочетать
родную культуру с культурой других народов (когнитивный компонент);
2) на субъектов общения (коммуникативный компонент).
Содержанием обучения лингвиста-профессионала в аспекте КИД
становится также систематизация форм контроля, взаимодействия когнитивных и коммуникативных умений:
– составлять план, предвосхищать достижение цели;
– подбирать и систематизировать контрольно-измерительные материалы;
– регулировать соотносительность смыслового содержания, языковой
формы и стилистической оформленности речевых произведений;
– прогнозировать и корректировать выбор решений.
98 Матиенко А. В. / ТиПЛ, 201 6, 2 (2), 93–1 02
Тем самым когнитивный и регулятивный компоненты КИД определяют диагностическую, прогностическую и стабилизирующую функции контроля.
Для реализации когнитивно-коммуникативного подхода в обучении
КИД студентов-лингвистов нами сформулированы следующие методические принципы [Матиенко, 2011 , 201 2 а, б]:
– принцип опоры на взаимосвязь когнитивного и коммуникативного
потенциала личности;
– принцип восполняющего обучения и коррекции познавательного
речевого опыта;
– принцип структурирования формы контроля в зависимости от содержания языкового материала (лексического, грамматического, текстового);
– принцип стратегии выбора формы контроля в аспекте культурообоснованного образования.
4. Заключение
Таким образом, контрольно-измерительная деятельность служит:
1) обогащению студентов опытом своей будущей профессии; 2) достижению
вершин («акме») в развитии своей личности в процессе профессиональной
деятельности; 3) переключению с одной позиции контрольно-измерительной
деятельности на другие; 4) творческому самопроектированию себя как личности-профессионала. Становясь субъектом контрольно-измерительной деятельности, студент получает возможность взаимодействовать в нескольких
знаковых системах, то есть в области нескольких языков. Реализация гуманистических идей в теории и практике обучения иностранным языкам предполагает признание индивидуальности обучающихся, организацию
межличностного сотрудничества, повышение личной ответственности, формирование у студентов критического мышления в учебной и контрольно-измерительной деятельности.
Формирование контрольно-измерительной компетенции на основе
когнитивно-коммуникативного подхода рассматривается как специальная
цель обучения иностранному языку в вузе. Умение создавать и грамотно
оформлять измерительные материалы своей умственной и коммуникативной деятельности в процессе изучения иностранного языка – важное условие развития личности будущего лингвиста, способностей согласования
средств языка и механизмов речи.
При обучении контрольно-измерительной деятельности осуществляется овладение студентами-лингвистами целостной совокупностью
современных подходов, принципов и методов осуществления такой деятельности, исследовательско-развивающим инструментарием и процедурами его
использования. Ведущим подходом к контрольно-измерительной деятельности является когнитивно-коммуникативный подход. Соответственно, когнитивность – это процессуальность действия и наличие внутренних
механизмов, обеспечивающих осуществление контроля с точки зрения постановки цели, готовности к выбору решения поставленной задачи и сознаМатиенко А. В. / ТиПЛ, 201 6, 2 (2), 93–1 02 99
тельной его корректировки. Коммуникативность в нашем исследовании понимается как сложная мыслительная деятельность «языкопользования»,
обеспечивающая развитие языкового сознания до чувства уверенности или
осознания точности выражения мысли.
Контрольно-измерительная деятельность является неотъемлемым
структурным и функционально значимым компонентом речевой деятельности, в том числе и на иностранном языке. Взаимодействие его когнитивных и коммуникативных характеристик проявляет себя в связях
языковой формы, норм её употребления в речи, действий внутренней речи и её механизмов (выбора и самоконтроля), а также обусловлено психофизиологическими состояниями мышления, памяти, воображения и
внимания субъекта деятельности.
Основным методическим принципом, реализующим когнитивнокоммуникативный подход к обучению контрольно-измерительной деятельности, в нашем понимании, является принцип интеграции разнородных, но
взаимосвязанных методов исследовательско-развивающего инструментария и процедур его использования в единое дидактическое целое.
Проектирование студентами моделей, алгоритмов тестовых заданий,
ориентированных на формирование самоконтроля, обеспечивается структурированием дидактического материала в виде определённых модулей
лингвистического языкового и коммуникативного содержания. Овладение
содержательной и операционной сторонами контрольно-измерительной
деятельности осуществляется на основе индивидуальных предпочтений,
притязаний, саморегуляции и поведения конкретного студента.
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В СОВРЕМЕННОМ ПРОСТРАНСТВЕ КУЛЬТУРЫ
БУРЯК НАТАЛЬЯ ЮРЬЕВНА1
1 Академия маркетинга и социально-информационных технологий
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (3) Год: 2015 Страницы: 242-246 Поступила в редакцию: 13.01.2015
ЖУРНАЛ:
НАУЧНЫЙ АЛЬМАНАХ
Издательство: ООО "Консалтинговая компания Юком" (Тамбов)
eISSN: 2411-7609
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ КУЛЬТУРА, ЯЗЫКОВАЯ ЛИЧНОСТЬ, КУЛЬТУРА ЯЗЫКОВОЙ ЛИЧНОСТИ, ИНОСТРАННЫЙ ЯЗЫК
АННОТАЦИЯ:
В данной статье автор доказывает, что концепция культуры языковой личности весьма актуальна, так как именно она может обеспечить оптимальные условия для формирования и эффективного развития языковой личности. Языковая личность выступает носителем культуры и наиболее полно раскрывается в своей языковой реализации через прояснение смыслов текстов, где выражена культура, к которой эта личности принадлежит. Автор также отмечает, что языковая личность не может быть отождествлена со всей культурой «своей» общности, она лишь вмещает в себя какую-то ее часть, а вернее, различные ее элементы, соответствующие социальному положению личности и отвечающие ее культурному самоопределению.
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Развитие! современного! общества! может! рассматриваться! как! процесс!
динамического! взаимодействия!множества!различных! культур,! каждая!из! коf
торых! обладает! своими,! только! ей! присущими! традициями,! обычаями,! модеf
лями!взаимодействия.!Ценности!одной!культуры!часто!несовместимы!с!ценноf
стями!других,!а!иногда!и!настолько!специфичны,!что!их!адекватное!понимание!
(а! зачастую и! признание)! доступно! только! тем,! кто! принадлежит! к! данной!
культуре!или!наделен!достаточно!чутким!историческим!видением,!свободным!
от! этноцентристских! догм! и! предрассудков.! Непонимание! и! нежелание! уваf
Научный$альманах $!N$1!(3)!$!2015 | Культурология 243
$!http://ucom.ru/na!$!ISSN!241187609!$ жать!и!признавать!ценности!чужой!культуры!часто!приводят!к!нетерпимости,!
дискриминации!и!даже!к!прямой!агрессии!по!отношению!к!ней [1].!Общество!
как!носитель!символических!культурных!программ!может!воспроизводиться!и!
развиваться! только! при! условии! сохранения,! взаимодействия! и! прогресса! соf
ставляющих!его!этносов,!их!языков!и!культур.
Помимо! этого,! в! современном,! стремительно! меняющемся! мире,! где! за!
время! активной! жизни! одного! поколения! происходит! многократная! смена!
техники! и! технологий,! человек! сталкивается! с! огромным! количеством! новых!
образов,! понятий,! описание! которых! приходит! из! различных! иностранных!
языков,! новейших! научных! открытий! и! технических! разработок,! из! литераf
турных!произведений!современных!авторов.
Эти! процессы! приводят! к!множественным,! весьма! разнообразным!измеf
нениям!языковой!личности.!Изменения!неоднородны!в!различных!возрастных!
и! социальных! категориях! общества,! но! зачастую! обусловлены! некоторым! коf
гнитивным!диссонансом!личности,!когда!человеку!недостаточно!понятий!для!
осознания!происходящего,!либо!в!словарном!запасе!отсутствует!требуемый!по!
ситуации!набор! слов.!Это! вызывает!неточности,! частичную!потерю!либо!подf
мену!смысла!выражений.!Возникает!склонность!к!упрощению!слов!и!выражеf
ний,!перефразированию,!обобщению!для!приведения!новых!понятий!в!доступf
ную!для!восприятия!форму [6].
Каждому!предмету,!действию,!событию,!явлению!в!нашей!жизни!соответf
ствует!определенное!понятие,!объективный!образ,!присущий!объективной!реf
альности,! выражаемый! определенным! словом.! В! разных! языках! слова! звучат!
поfразному,!но!понятие,!образ,!описываемый!ими,!остается!неизменным.!Языf
ковая!личность!формируется!в!соответствии!с!образами!окружающей!действиf
тельности!на!основе!языкового!культурного!наследия,!путем!взаимодействия!
со!средой!обитания,!которая!во!многом!определяет!картину!мира,!жизненные!
ценности,! цели! и! мотивацию! развития! человека,! а,! следовательно,! и! способы!
языкового!самовыражения!личности.
Подростки!чаще!отдают!предпочтение!сленгу,!который!кроме!упрощения!
фраз!дает!еще!и!эмоциональную!разгрузку.!Молодёжный!жаргон!–!неотъемлеf
мая!часть!культуры!подрастающего!поколения,!вымышленного!мира,!отличаf
ющегося! от! взрослого! грубой! манерой! передавать! свои! мысли! и! чувства! –!
набором!нелепых!фраз!с!негативным!семантическим!оттенком!и!присутствием!
окказионализмов,! которые! используют! в! своей! речи! только! «неповторимые,!
свободные!и!уверенные!в!себе»!молодые!люди. Старшее!поколение!адаптируf
ется! к!меняющимся! языковым! оборотам,! попросту! игнорируя! новейшую! лекf
сику [2].
Основными! источниками! распространения! информации,! а,! следовательf
но,! важнейшими! средствами! формирования! культуры! языковой! личности!
служат!такие!средства!массовой!информации,!как!телевидение,!радиовещание!
и!интернет.!В!условиях!рыночной!экономики,!частью!которой!являются!средf
ства! массовой! информации,! заниматься! воспитанием! и! развитием! языковой!
культуры!им!не!выгодно.!Экономические!проблемы,!все!более!осложняющаяся!
международная! обстановка,! приводят! к! избытку! негативных! информационf
Научный$альманах $!N$1!(3)!$!2015 | Культурология 244
$!http://ucom.ru/na!$!ISSN!241187609!$ ных!событий,!которые!подаются!СМИ!с!использованием!зачастую!непонятной!
для!широких!масс!профессиональной!лексики!и!большого!числа!заимствованf
ных!из!иностранных!языков!слов!и!оборотов!речи.!Это!вызывает!информациf
онную!и!эмоциональную!перегрузку!сознания.!Возникает!защитная!реакция!–!
люди!ищут!альтернативу,!которой!становятся!различные!«токfшоу»,!сериалы,!
содержащие!бессвязную!и!малоосмысленную!речь!персонажей.
Среди подавляющего! большинства! молодых! людей! наблюдается! восхоf
дящая! тенденция! следования! речевой! моде,! чрезмерного! употребления! жарf
гонов,!просторечий!и!обесцененной!лексики.!В!таких!безнравственных!телепеf
редачах,!как!«Страна!в!SHOPе»,!«Comedy!Club»!или!«Неzлоб»!–!на!самом!развлеf
кательном! телеканале!России! (ТНТ),!затрагиваются!непристойные! темы!с!исf
пользованием! неприемлемой,! дефективной! лексики.! Сериал! «Реальные! пацаf
ны»,! по! мнению! многих! телезрителей,! отражает! правдивые! события! нашего!
времени.!Наблюдая!за!главными!героями,!которые!в!своём!большинстве!соотf
ветствуют!возрастной!категории!зрителей,!идёт!подсознательное!стремление!
подражать! поведению!и!манерам! простых!и! беззаботных! представителей!моf
лодого!поколения,!ведущих!пассивный!образ!жизни,!не!выделяющихся!в!общеf
стве!особым!умом!и!финансовым!положением [3].
Копирование! развязанного! поведения! персонажей! прежде! всего! влияет!
на!формирование!лексического!шаблона,!пополняя!собственную!речь!словами!
–! паразитами,! вульгаризмами! и! цитатами! из! известного! сериала! «Наша!
RUSSIA»,! некоторые! из! которых! теперь! выступают! в! качестве! восклицания,!
подчёркивающего! праздничность! момента! («Тагииил!»),! удивления! («От! оно!
чё,!Михалыч!»)!или!заменяют!слова!моральной!поддержки!(«Да!не!очкуй,!я!сто!
раз!так!делал!»).
Культура! языковой! личности,! «обогащаясь»! бессмысленным! содержиf
мым,! в! основном! деградирует.! Реклама! услуг! и! товаров,! в! особенности! имеюf
щих! иностранные! наименования,! применяют! порою! странно! звучащие,! но!
этим! и! запоминающиеся! словоформы! чаще! с! использованием! иноязычных!
слов!(«Сникерсни»,!«охлаждайс»,!«макзавтрак»,!«пиколенд»,!«похрустин!и!т.д.).!
Все! это! создает! информационный! мусор,! «белый! шум»,! заполняющий! эфир! и!
засоряющий!сознание.!Создается!как!бы!новый!интернациональный!язык,!отf
даленно! напоминающий! прежний.! Смысловые! образы,! понятия,! выражаемые!
словами,!смешиваются,!становятся!все!более!размытыми,!неточными!и!неверf
но! используемыми.! Например,! среди! молодёжи! часто! встречается! употреблеf
ние!слов!в!несвойственном!ему!значении:!"косяк"!(ошибка),!"замутить"!(чтоfто!
сделать),!"отшить"!(отказать!в!чёмfлибо),!и!прочие.
Социальные!сети!существенно!влияют!на!русскую!речь!как!могильщики!
эпистолярного!жанра,!отсекая!часть!слов,!глотая!гласные!буквы,!опуская!дефиf
сы!и!запятые!в!написании!писем.!Виртуальное!общение!привело!за!собой!скаf
брёзности!и!мат,!который!25!лет!назад!являлся!показателем!низкого!этическоf
го! воспитания! и! бескультурья,! а! не! простым! выражением! эмоций.! Как! следf
ствие,!возникает!боязнь!контактов!«глазаfвfглаза»,!что!в!свою!очередь!лишает!
собеседника! чудесной! возможности! красиво! излагать свои! мысли! и! чувства.!
Автоматизм!в!общении!заменяется!навыками!молниеносного!набора!текста!на!
Научный$альманах $!N$1!(3)!$!2015 | Культурология 245
$!http://ucom.ru/na!$!ISSN!241187609!$ клавиатуре,!а!метод!изложения!наибольшего! количества!мыслей! за!наименьf
шее!нажатие! клавиш,! приводит! к! редукции! слов!и! частому! заполнению! речеf
вых!пауз!–!словами!–!паразитами!и!бестолковым!мычанием [5].
Русский! язык! «обогатился»! интернет! –! фразами,! которые! в! последнее!
время!активно!используются! в!живом! общении:!«бро»,!«спс»,!«норм»,!«лол»!и!
даже!вместо!многозначного!«о'кей»!в!последнее!время!произносят!короткое!–!
«ок».!Основное!и!единственное!«достоинство»!этих!слов!–!ясность!и!краткость.!
Эмоциональное! проявление! недовольства,! обычно! выражается! в! словах:!
«мрак»,! «в! лом»,! «фэйл»,! «фуфло»,! в! то! время! как! положительные! эмоции! соf
провождаются!заимствованным!«супер»,!«гуд»!и! универсальным! выражением!
«поfкайфу».
Становление! культуры! языковой! личности! начинается! с! детства.! Через!
сказки,! через! приобщение! к! народным! и! религиозным! традициям,! сознание!
ребенка!может!приобретать!правильные!понятия,!формировать! верные! обраf
зы! окружающего! мира,! точно! и! красиво! отображать! их! в! своей! речи.! Но! в!
настоящее! время!может!происходить!и!противоположный!процесс,!когда! взаf
имодействие!с!окружающим!миром!трансформирует!развивающееся!сознание,!
добавляя! туда!ошибочные,!противоестественные,!чуждые!культурным! традиf
циям! понятия [7].! Когда! положительные! по! смыслу! произведения! герои! неf
правильно! говорят! и! плохо! поступают,! в! сознании! ребенка! нарушается! естеf
ственная!последовательность!«правильно!думай!–!правильно!и!точно!выражай!
свои!мысли!–!правильно!поступай».!Понятия!о!добре!и!зле!меняются!местами,!
добро! выглядит! жестоким! и! несправедливым,! зло! кажется! добрым! и! привлеf
кательным,!способ!выражения!своих!мыслей!и!чувств!видоизменяется,!теряет!
свою! значимость! и! осмысленность,! упрощается! до! крайности! либо! представf
ляет!собой!малопонятный!набор!слов.!Формирующаяся!языковая!личность!теf
ряет! правильные! коммуникативные! навыки,! страдает! способность! ребенка! к!
речевому! самовыражению,! теряются! ориентиры! и! пропадает! мотивация! в!
стремлении!развивать!свою!речь [4].
Дети!младшего школьного!возраста!часто!находят!своих!кумиров!в!амеf
риканских! мультсериалах,! разлагающие! моральные! ценности.! Подобные! отf
ношения! в! семьях! воспринимаются! ребенком! как! нормальное! явление,! что!
приводит! к! затруднению! воспитания! культуры! речи! ребёнка.! Полнометражf
ные! зарубежные! мультфильмы,! часто! яркие! и! красочные,! делают! акцент! на!
насилии! и! агрессии.! Так! влиятельные! персонажи,! служащие! примером! для!
подражания,!используют!нецензурную!брань!в!качестве!обращений!в!диалогах!
(кретин,! тупица,! болван,! безмозглый,! тварь,! недоумок).! Более! половины!
школьников! используют! в! своей! обыденной! речи! «клёвые»! слова,! «крутых»!
анимационных!героев.
Сознание! взрослого! человека! более! защищено! от! языковых! манипуляf
ций,!все!же!в!речь!проникают!понятия,!чуждые!культурным!традициям,!смысл!
которых! трактуется!без! учета!веками!сложившегося!в!обществе!менталитета.!
Например,! такое! слово! как! «политкорректность»,! даже! произносимое! в! полоf
жительном! контексте,! ассоциируется! со! словом! «лицемерие»,! а! слово! «толеf
рантность»! часто! прямо! употребляется! в! смысле! «терпимость! к! греху».! Без!
Научный$альманах $!N$1!(3)!$!2015 | Культурология 246
$!http://ucom.ru/na!$!ISSN!241187609!$ придания! понятиям! осмысленной! определенности,! без! понимания! оттенков!
смысла!слов,!которое!возможно!только!при!достаточно!развитом!уровне!кульf
туры!языковой!личности,!человеческое!сознание!может!стать!объектом!обмаf
на,! манипулирования! при! помощи! присвоения! негативным! понятиям! позиf
тивного!значения.!Это!может!разрушительно!влиять!на!духовноfнравственные!
устои!общества,!наносить!немалый!вред!культуре!«человека!в!языке»,!способf
ствовать! возникновению! неправильных! суждений! и! связанных! с ними! дейf
ствий.
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3. Ломтева Т.Н.(Языковая(личность(в(современной(парадигме(лингвистического(образования.(
Ставрополь:(Ставропольского(гос.(ун?та,(2004.(194 с.
4. Сингх(Р.Р.(Образование(в(условиях(меняющегося(мира //(Перспективы:(Вопросы(образования.((
Париж:(ЮНЕСКО,(2003.(№1.(С.(7?21.
5. Терминасова(С.Г.(Язык(и(культурная(коммуникация.(М.:(Слово,(2000.(624 с.
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университет,(2007.(250 с.
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
В УСЛОВИЯХ МНОГОЯЗЫЧИЯ
Н. А. Касенова, Т. В. Тимохина
Карагандинский государственный технический
университет, г. Караганда, Казахстан
Summary. The given article is devoted to the formation of a person’s language treat-
ment. The educational and upbringing aim of language training in high school are considered.
The article is for students and high school teacher’s use.
Key words: a person’s language treatment, development, up-bringing, culture.
Глобальные изменения социально-политических и экономических
условий, коснувшиеся большинства сфер жизни казахстанского общества,
вызвали во всех институтах общества, в том числе и в системе высшего об-
разования, ряд фундаментальных проблем, связанных с человеком, его ду-
ховностью, сознанием, менталитетом и интересами. Первостепенной зада-
чей высших учебных заведений становится формирование коммуника-
бельной культурной языковой личности. В связи с этим стало очевидно,
что радикальное повышение уровня высокообразованных коммуника-
бельных специалистов может быть достигнуто только при плодотворном
изучении языков.
Так как язык – показатель культуры народа, показатель его личных
качеств и, по словам Д. С. Лихачёва, «выступает неким концентратом
культуры нации, воплощённой в различных группах данного культурно-
языкового сообщества», основное внимание в процессе обучения языку
уделяется не только развитию и совершенствованию монологической и
диалогической речи, расширению словарного запаса, но и формированию
коммуникабельной, толерантной культурной личности.
Следует отметить, что в Казахстане идёт процесс активного исполь-
зования трёх языков: казахского как государственного, русского как офи-
циального, английского – востребованного глобализацией мировой эко-
номики. Другими словами, сегодня в нашей стране актуально говорить о
казахско-русско-английском триязычии.
Несомненно, что уровень качества языковой подготовки специали-
стов должен оцениваться по мировым критериям. Только в таком случае
можно говорить о подготовке специалистов международного уровня. Од-
нако противоречие между требованиями, предъявляемыми на уровне ми-
ровых стандартов к выпускнику вуза, и реальной языковой подготовкой в
большей части неязыковых вузов Казахстана, обусловливает поиск наибо-
лее эффективных путей преодоления этих противоречий, разработку но-
вой стратегии языковой подготовки на вузовском этапе изучения языка. В
связи с этим в целях эффективности языковой подготовки студентов, обу-
чающихся на государственном языке, нами всё чаще используется методи-
ка взаимосвязанного обучения, при котором изучение русского и ино-
странного языков осуществляется во взаимодействии с родным казахским
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языком, при этом необходимо глубокое изучение казахской культуры, ка-
захской истории, национального характера, менталитета. Обучение язы-
кам успешно осуществляется с учётом соотношения грамматических зако-
номерностей неродного и родного языков, т. е. с опорой на известное в
родном языке и раскрытие особенностей неродного языка. Например: в
русском языке, как и в родном, глаголы изменяются по лицам. Или, сопо-
ставляя русский язык с родным языком, выделяем его особенности и от-
личия.
Таким образом, взаимосвязанное обучение языкам, являясь дей-
ственным фактором межличностного, международного общения, стано-
вится необходимым условием формирования коммуникабельной языко-
вой личности, умеющей общаться на международном уровне благодаря
изучению языков, культуры, традиций разных народов.
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ ПРЕПОДАВАНИЯ ВТОРОГО ИНОСТРАННОГО ЯЗЫКА
ГОРИНА В.А.Написать письмо автору1
1 МГЛУ
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (715) Год: 2015 Страницы: 44-55
УДК: 81.27
ЖУРНАЛ:
ВЕСТНИК МОСКОВСКОГО ГОСУДАРСТВЕННОГО ЛИНГВИСТИЧЕСКОГО УНИВЕРСИТЕТА
Издательство: Московский государственный лингвистический университет (Москва)
ISSN: 1993-4750
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, УРОВНЕВАЯ СТРУКТУРА ЯЗЫКОВОЙ ЛИЧНОСТИ, MULTILEVEL STRUCTURE OF LINGUISTIC IDENTITY, ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, SECONDARY LINGUISTIC IDENTITY FORMATION, ВЗАИМООТНОШЕНИЯ МЕЖДУ РАЗЛИЧНЫМИ МОДЕЛЯМИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ УСВОЕНИЯ ВТОРОГО ИЯ, INTERACTION BETWEEN DIFFERENT MODELS OF LINGUISTIC IDENTITY DURING 2ND FOREIGN LANGUAGE ACQUISITION
АННОТАЦИЯ:
В статье рассматриваются понятия «языковая личность» и «вторичная языковая личность» с позиций лингвистики и лингводидактики. В рамках концепции «вторичная языковая личность» автор выделяет ее особую модель, формируемую в процессе овладения вторым иностранным языком. Обозначив данную модель как «вторичная языковая личность-2», автор концентрирует внимание на анализе ее специфических особенностей.
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В современной лингводидактике концепция «вторичная языковая
личность» рассматривается в качестве методологической основы обучения иностранным языкам, целью которого является формирование
способности и готовности учащихся к межкультурному взаимодействию с представителями различных лингвокультур. С позиции концепции языковой личности результатом лингвистического образования на родном языке является сформированная языковая личность,
а результатом образования в области иностранных языков – вторичная языковая личность [1, с. 65].
Понятие «языковая личность», разработанное первоначально
в лингвистке, связано с идеей познания человека через познание языка. Язык исследуется в тесной связи с сознанием человека, его мышлением, его духовной и практической деятельностью.
Наиболее полно концепция языковой личности представлена
в работах Ю. Н. Караулова, который, в противовес основному тезису лингвистических исследований (за каждым текстом стоит система
языка), утверждает, что «за каждым текстом стоит языковая личность»
[2, с. 5]. В рамках данной концепции языковая личность рассматривается как совокупность способностей и характеристик человека, обусловливающих создание и воспроизведение им речевых произведений (текстов), которые различаются:
а) степенью структурно языковой сложности;
б) глубиной и точностью отражения действительности;
в) определенной целевой направленностью.
Таким образом, языковая личность, по мнению Ю. Н. Караулова,
вмещает в себя и психологический, и социальный, и этический, и другие компоненты, но преломленные через ее язык и дискурс [3].
Языковая личность, с точки зрения Ю. Н. Караулова, имеет уровневую организацию. В структурной модели языковой личности он
выделяет три уровня:
1) вербально-семантический уровень, включающий лексикон
и фонд грамматических знаний личности;
2) когнитивный (тезаурусный) уровень, охватывающий интеллектуальную сферу личности и выявляющий картину мира
данной языковой личности;
3) прагматический (мотивационный) уровень, включающий
цели, мотивы, интересы, уста новки и интенциональности,
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определяющие иерархию смыслов и ценностей личности в ее
языковой модели мира [2, с. 5].
Единицами первого уровня (нулевого, в терминологии Ю. Н. Караулова) являются отдельные слова как единицы вербальноассоциативной сети. Единицы второго уровня представлены идеями
и концептами, которые составляют индивидуальную картину мира
каждой языковой личности и включают совокупность социальных
и культурологических ценностей, сформированных в конкретных
условиях социального опыта. К единицам третьего уровня относятся цели, задачи, мотивы, намерения и установки, которые, по мнению
Ю. Н. Караулова, проявляются в коммуникативно-деятельностных потребностях личности. Именно мотивированность говорящего служит
наиболее существенным фактором, обусловливающим индивидуальные особенности языковой личности.
С точки зрения Ю. Н. Караулова, собственно языковая личность начинается не с первого, или нулевого, уровня, а со второго (у Ю. Н. Караулова – первого), на котором оказывается возможным индивидуальный выбор, личностное предпочтение одного понятия другому. На
последнем уровне языковая личность сливается с социальной.
Обращение лингвистики к проблеме языковой личности повлекло
за собой необходимость пересмотра методологических основ обучения иностранным языкам. Новый подход привел к возникновению
и развитию в методической науке нового направления, связанного
с идеей формирования вторичной языковой личности.
В лингводидактике определяющий вклад в развитие данной концепции был сделан И. И. Халеевой, которая рассматривает формирование вторичной языковой личности как одну из главных целей
обуче ния иностранному языку. По ее мнению, результатом овладения
неродным языком является тот факт, что языковая личность, приобретая черты вторичной языковой личности, проникает непосредственно
в культуру того народа, с которым может осуществляться межкультурная коммуникация. И. И. Халеева определяет вторичную языковую
личность как «удвоенную», полагая, что матричная языковая личность прирастает и наделяется признаками и характеристиками, свойственными языковой личности носителей изучаемого иностранного
языка [5, с. 69].
Развивая идею трехуровневой организации языковой личности,
предложенную Ю. Н. Карауловым, И. И. Халеева делает следующий
46
шаг в теории вторичной языковой личности и выделяет в рамках когнитивной (тезаурусной) сферы два взаимосвязанных и в то же время автономных компонента: тезаурус-1 и тезаурус-2. Тезаурус-1 восходит к вербально-ассоциативной сети языка и формирует языковую
картину мира индивида. Тезаурус-2 конструирует концептуальную,
или глобальную, картину мира. Именно на тезаурусном уровне реализуется формирование вторичной языковой личности с ее системой
ценностей и норм поведения, характерной для носителей иноязычной
лингвокультуры [5, с. 76].
Анализируя понятие вторичной языковой личности с позиций
лингводидактики, И. И. Халеева выделяет в ней вторичное языковое сознание и вторичное когнитивное сознание. Исходя из этого, в качестве первой цели обучения рассматривается подключение
к вербально-семантическому уровню инофонной личности, которое
представляет собой формирование вторичного языкового сознания.
Следующая цель формулируется как подключение учащихся к когнитивному (тезаурусному) уровню языковой личности, что означает
формирование вторичного когнитивного сознания [5, с. 69].
Таким образом, процесс становления вторичной языковой личности индивида связан:
1) с овладением вербально-семантической сетью иностранного
языка и умением использовать ее на практике в общении;
2) с формированием в его сознании концептуальной картины
мира, свойственной носителю этого языка.
Следовательно, в основе обучения иностранному языку должен
лежать такой подход, который обеспечивает не только овладение вербальным кодом неродного языка, но и приобщение учащихся к концептуальной системе чужого лингвосоциума.
Формирование вторичной языковой личности считается достигнутым, если у обучаемых сформировано языковое и когнитивное сознание, аналогичное тому, которым обладает носитель языка. Исходя
из того, что картина мира одной национальной языковой личности
не является адекватной картине мира другой инофонной личности,
И. И. Халеева отмечает, что в процессе обучения иностранным языкам «нам не удастся в абсолютной степени компенсировать отсутствие социума и культуры, в условиях которых проходило формирование инокультурного коммуниканта» [5, с. 64]. Вместе с тем она
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подчеркивает, что построение такой модели обучения, которая подключала бы студента к другой системе мировидения, в определенных
пределах возможно и к этому следует стремиться. Именно развитие
свойств вторичной языковой личности, позволяющих индивиду быть
эффективным участником межкультурной коммуникации, и составляет стратегическую цель обучения иностранному языку.
Принятие концепта «вторичная языковая лич ность» в качестве
методологического означает, что в современном процессе обучения
иностранным языкам делается особый акцент на сопоставлении не
только и не столько разных языковых явлений, сколько разных концептуальных систем в контексте мировой и национальной культур.
Важно подчеркнуть, что такое сопоставление предполагает одновременное осознание учащимися собственной универсальной сущности
как культурно-исторического субъекта.
Проблеме вторичной языковой личности посвящены многочисленные исследования в области лингводидактики, лингвокультурологии и межкультурной коммуникации. Однако во всех случаях эта
тема исследуется прежде всего применительно к условиям обучения
первому иностранному языку. Что же касается проблемы конструирования языковой личности в процессе овладения вторым (третьим
и т. д.) языком, то в научной литературе она пока не получила достаточного развития.
Неразработанность данной проблематики вызывает целый ряд вопросов, связанных с формированием вторичной языковой личности
при обучении второму иностранному языку.
Так, если при овладении родным языком мы говорим о формировании языковой личности, а при овладении иностранным языком –
о вторичной языковой личности, то какая именно языковая личность
образуется в условиях овладения вторым (третьим и т. д.) неродным
языком? Можно ли называть языковую личность, формируемую
в процессе усвоения второго иностранного языка, третичной языковой личностью, как это иногда встречается в литературе? А следующую – четверичной?
Отличается ли по своим сущностным характеристикам языковая
личность, сформированная в условиях овладения первым иностранным языком от той языковой личности, которая является характерной для изучающих второй иностранный? Как соотносятся эти виды
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вторичной языковой личности с матричной языковой личностью,
сформированной на основе родного языка и культуры? Каковы их
взаимоотношения между собой: иерархические или равноправные,
автономные или зависимые друг от друга и т. д.?
Прежде всего, нам представляется, что в рамках исследования такого понятия, как «вторичная языковая личность» есть все основания
говорить о языковой личности, формируемой в процессе овладения вторым иностранным языком, как о самостоятельной категории. Между
тем рассмотрение данной категории в качестве самостоятельной затруднено уже тем фактом, что в научной литературе терминологическое обозначение той модели вторичной языковой личности, которая образуется
при усвоении второго иностранного языка, в принципе отсутствует.
В контексте исследуемой проблемы термин «первичный» традиционно относится к той языковой личности, которая свойственна носителям родного языка, тогда как языковая личность, сконструированная на основе изучения новой лингвокультуры и всех последующих
лингвокультур, рассматривается как вторичная по отношению к ней.
Само слово вторичный может выражать значения таких понятий, как
«повторный», «последующий по отношению к предшествующему»
и др. С этой точки зрения, использование термина «вторичный» в отношении тех языковых сознаний, которые образованы в результате
овладения рядом последующих неродных лингвокультур, является
в принципе логичным, но не достаточным.
В целях дифференциации анализируемых понятий в рамках концепции вторичной языковой личности, нам представляется необходимым найти терминологический способ идентификации той модели
вторичной языковой личности, которая формируется в условиях овладения вторым иностранным языком.
С нашей точки зрения, языковая личность, сформированная на
основе овладения первым неродным языком, может быть обозначена
термином «вторичная языковая личность-1», а последующие – терминами «вторичная языковая личность-2», «вторичная языковая личность-3» и т. д. Поскольку в стенах университета студенты нередко
не ограничиваются усвоением двух иностранных языков, а активно
изучают третий и даже четвертый языки, каждая новая модель языковой личности может рассматриваться как вторичная с присвоением
индексов 1, 2, 3, 4 и т. д.
49
Сопоставление различных моделей языковой личности, взаимодействующих в процессе усвоения второго иностранного языка, свидетельствует о том, что все они характеризуются рядом отличительных признаков, наличие которых позволяет говорить о специфике каждой из них.
При рассмотрении вопроса о специфике вторичной языковой личности, формируемой в процессе овладения вторым иностранным
языком, мы руководствуемся рядом положений.
1. Как показывают исследования, проведенные в рамках теории межкультурной коммуникации, культура каждого лингвосоциума сформирована своим собственным, специфическим способом,
и картина мира одной национальной языковой личности не является
адекватной картине мира другой инофонной личности. При овладении неродным языком формируется новая языковая личность, характеризующаяся совокупностью определенных свойств и параметров,
присущих той культуре, язык которой изучается. Это означает, что
с усвоением каждой последующей лингвокультуры конструируется
новая модель языковой личности, отличная от предшествующей.
Применительно к условиям обучения второму иностранному языку речь может идти о такой модели вторичной языковой личности,
которая естественным образом отличается как от первичной (матричной) языковой личности, так и от языковой личности, образованной
при изучении первого неродного языка и традиционно определяемой
в литературе как «вторичная».
2. В процессе усвоения первого иностранного языка первичная языковая личность и вторичная языковая личность-1 находятся
в состоянии постоянного взаимодействия, которое охватывает как
уровень языкового, так когнитивного сознания. В этом случае воздействие первичной языковой личности на формирующуюся вторичную
языковую личность-1 является очевидным. При этом в процессе конструирования последней взаимодействие носит в основном не многовекторный, а однонаправленный характер: влияние родной лингвокультуры на лингвокультуру первого изучаемого иностранного языка
представляется доминирующим и неоспоримым. Об этом свидетельствуют трудности, связанные с овладением лингвистической системой первого иностранного языка. Речь идет о многочисленных ошибках в речевых высказываниях учащихся, совершаемых под влиянием
родной лингвокультуры (ошибки в произношении, в использовании
50
грамматических конструкций, в выборе слов, использовании формул
вежливости, некорректном речевом поведении и т. д.). Причиной неудач на языковом, когнитивном и социокультурном уровне является
тот факт, что участники коммуникации, сталкиваясь с чуждыми им
языковыми кодировками, нормами и формами поведения используют
те языковые и поведенческие системы, которые приняты в их родной
лингвокультуре. Влияние же обратное, если и имеет место, то носит
скорее случайный и спорадический характер.
3. Что касается вторичной языковой личности-2, то в процессе
своего формирования она подвергается двойному воздействию: вопервых, со стороны языковой личности, образованной на основе родной лингвокультуры; во-вторых, со стороны той языковой личности,
которая сформирована на базе лингвокультуры первого иностранного языка. Это подтверждается многочисленными примерами ошибок
в речевых высказываниях, которые наблюдаются в процессе обучения
второму иностранному языку как на вербально-семантическом, так
и на когнитивном уровне. Следует отметить, что результат взаимодействия трех лингвокультур может быть как отрицательным, так и положительным. Однако в данном случае для нас является важным сам
факт наличия интеракционных процессов в условиях формирования
вторичной языковой личности-2.
4. Сопоставление моделей языковой личности, сформированных
в процессе овладения как родным, так и последующими иностранными языками, обнаруживает их разноуровневый характер относительно друг друга [6]. Это означает, что в условиях обучения иностранным
языкам уровень родной лингвокультуры оказывается более высоким,
чем уровень, сформированный в процессе изучения первого иностранного, тем более второго иностранного языка, находящегося на
начальном этапе своего становления. В дальнейшем уровни различных моделей языковой личности (первичной и последующих вторичных) могут выравниваться и приближаться к тому уровню, который
свойственен национальному сознанию носителя языка. С этой точки
зрения, на стадии овладения вторым иностранным языком отношения
между различными видами языковой личности могут определяться
как иерархические.
5. Результаты лингводидактических исследований, посвященных
взаимодействию трех лингвокультур, дают основание полагать, что
51
в процессе изучения второго иностранного языка влияние вторичной
языковой личности-1 проявляется в большей степени и является преобладающим по сравнению с влиянием первичной языковой личности
[4]. В первую очередь, эта тенденция актуализируется на начальном
этапе, когда основные характеристики новой языковой личности еще
не достаточно сформированы.
Отмеченная тенденция может объясняться психологическим фактором взаимодействия навыков по принципу смежности, который состоит в том, что формирующийся навык вступает во взаимодействие
преимущественно с навыком, ближайшим к нему по времени образования. Кроме того, немаловажное значение в этих условиях приобретает и такой уже сформированный психологический фактор, как
готовность индивида, оказавшегося в обстановке межкультурного
иноязычного общения (в том числе учебного), строить речевое высказывание не на родном, а на известном ему иностранном языке.
6. В лингводидактическом плане проблема взаимоотношений
лингвокультур, контактирующих в процессе формирования вторичной языковой личности-2, до настоящего времени рассматривалась,
как правило, только на вербально-семантическом уровне. Между тем
в рамках концепции вторичной языковой личности особое внимание
следует уделять характеру взаимоотношений тех единиц и категорий,
которые принадлежат когнитивному и социокультурному уровням,
так как именно они оказывают самое непосредственное влияние на
становление вторичного языкового сознания-2. В настоящее время
приходится констатировать, что это направление в методике преподавания второго иностранного языка не является в достаточной степени
разработанными и требует дальнейших исследований.
На основании проведенного анализа особенностей формирования
вторичной языковой личности-2 мы считаем возможным сделать следующие выводы:
1) с позиций лингводидактики принципиально важным является
сам факт выделения модели вторичной языковой личности, формирующейся в процессе изучения второго иностранного языка, в особую
категорию, отличную от других;
2) с терминологической точки зрения предлагается обозначить
данную категорию как «вторичная языковая личность-2»;
3) характеризуя вторичную языковую личность-2, возникающую в ходе овладения вторым иностранным языком, мы видим ее
52
специфику (в отличие от модели, сформированной у студентов, изучающих первый иностранный язык), в том, что она:
• формируется в принципиально других условиях, а именно
в условиях взаимодействия не двух, а трех лингвокультур
(лингвокультура родного языка, первого иностранного, второго иностранного);
• в процессе своего формирования вступает в отношения взаимодействия с другими моделями языковой личности, сформированными ранее или находящимися в стадии формирования;
• не является идентичной той модели вторичного языкового сознания, которая конструируется в процессе усвоения первого
иностранного языка, а отличается от нее в той степени, в какой
отличаются друг от друга соответствующие лингвокультуры;
• характеризуется более низким уровнем сформированности по
сравнению с другими моделями языковой личности;
• подвергается влиянию тех моделей языковой личности, которые характерны для лингвокультур родного и первого иностранного языка;
• испытывает доминирующее влияние со стороны лингвокультуры первого иностранного языка, прежде всего на начальных
ступенях своего формирования;
• формируется в результате взаимодействия как языковых, так
и когнитивных, культурологических уровней, восходящих
к национальному языковому сознанию соответствующих
лингвосоциумов.
С нашей точки зрения, для более эффективного формирования
модели вторичной языковой личности-2 преподавателям второго иностранного языка следует учитывать в своей деятельности ряд положений, которые можно сформулировать в виде «дорожной карты». Как
нам представляется, в соответствии с такой «дорожной картой» необходимо:
1) конструировать языковое и когнитивное сознание, свойственное вторичной языковой личности-2, подключая студентов к той картине мира, которая характерна для носителей второго изучаемого языка;
2) формировать лингвистическую компетенцию, свойственную
вторичной языковой личности-2 с учетом уже приобретенных вербальных и когнитивных характеристик языкового сознания и вторичного языкового сознания-1;
53
3) в качестве основного инструмента, определяющего характер
межъязыкового взаимодействия, использовать метод сопоставительного анализа (как на вербально-семантическом, так и на когнитивном
уровнях) всех трех языковых систем, взаимодействующих в процессе
обучения;
4) обеспечить овладение социокультурной составляющей языковой личности-2, организуя развитие речевых умений на материале
иноязычной культуры, адекватно отражающем систему ценностей,
историю, традиции, менталитет, повседневное социальное поведение
носителей второго изучаемого языка;
5) использовать сопоставление концептуальных систем и цивилизационных фактов, специфичных для национальной культуры носителей второго изучаемого языка, с соответствующими явлениями
как в родной культуре, так и в культуре первого иностранного языка;
6) учитывать психологические и психолингвистические преимущества самого процесса овладения вторым иностранным языком, таких как: более высокий уровень функционирования механизмов восприятия и порождения речевого высказывания; более высокая степень
осознанной мотивации к овладению языком в профессиональных целях; сформированная готовность студентов пользоваться иностранным
языком и опираться на уже приобретенный лингвистический опыт.
Представляется, что учет в практической деятельности преподавателей второго иностранного языка отмеченных специфических особенностей вторичной языковой личности-2 может способствовать эффективному формированию той модели языкового сознания, которая
свойственна носителям изучаемого языка. Именно в этом, с нашей точки зрения, состоит основная задача методики обучения второму иностранному языку с позиций концепции вторичной языковой личности.
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СПИСОК ЛИТЕРАТУРЫ
1. Гальскова Н. Д. Теория обучения иностранным языкам. Лингводидактика и методика. – М. : Академия, 2004. – 334 с.
2. Караулов Ю. Н. Русская языковая личность и задачи ее изучения // Язык
и личность. – М. : Наука, 1989. – С. 3–8.
3. Караулов Ю. Н. Русский язык и языковая личность. – М. : Наука, 1987. –
264 с.
4. Лапидус Б. А. Обучение второму иностранному языку как специальности. – М. : Высшая школа, 1980. – 173 с.
54
5. Халеева И. И. Основы теории обучения пониманию иноязычной речи
(подготовка переводчиков). – М. : Высшая школа, 1989. – 238 с.
6. Щепилова А. В. Сопоставительный подход при обучении французскому
языку как второму иностранному (на базе английского) // Иностранные
языки в школе. – 2000. – № 2. – С. 23–29.
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УДК 81’24:378.032
Н. А. Качалов, Р. С. Полесюк
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
ВЫПУСКНИКА ЛИНГВИСТИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ
Рассматривается модель носителя языка, уровни развития языковой личности, предлагается трехуровневая
модель языковой личности выпускника лингвистических специальностей.
Ключевые слова: уровни развития языковой личности, формирование «вторичной» языковой личности,
Современная антропоцентрическая ориентация
гуманитарных наук позволяет говорить о личности
в ее самом широком значении, связанной со всеми
сферами деятельности человека. В теории языка и
смежных с ней дисциплинах центральное место
занимает языковая личность.
В последнее десятилетие словосочетание «язы-
ковая личность» становится стержневым системо-
образующим филологическим понятием. Боль-
шинством исследователей оно оценивается как ин-
тегративное, послужившее началом формирования
нового этапа в развитии языкознания – антропо-
центрической лингвистики. Интерес к проблеме
языковой личности возрос в связи с проведением
исследований, посвященных изучению личности
говорящего индивида в русле таких языковедче-
ских дисциплин, как традиционная лингвистика,
лингвопрагматика, лингводидактика, психолингви-
стика и социолингвистика.
Антропологическая парадигма лингвистики ин-
тенсивно развивается в ХХI в. Большинство ис-
следователей устремились к функциональному
изучению языковой личности, языку как инстру-
менту социального взаимодействия. Главная цель
естественного языка – общение людей. Это обще-
ние протекает в различных обстоятельствах,
обусловленных физическими, социально-культур-
ными и языковыми факторами. Прагматика пони-
мается как система правил общения с выделением
ряда направлений: конверсационное (рече-акто-
вое), функциональное (риторико-стилистическое)
и психолингвистическое (порождение и восприя-
тие речи).
В последнее десятилетие доминирует коммуни-
кативно-деятельностный ракурс изучения языковой
личности. Проблематика, связанная с изучением
коммуникативной личности, опирается на солид-
ную лингвистическую традицию. Применительно к
языковой личности как лингвистическому концепту
следует выделять различные ее планы: ценностный,
познавательный и поведенческий. Коммуникатив-
ная личность выступает как «обобщенный образ но-
сителя культурно-языковых и коммуникативно-дея-
тельностных ценностей, знаний, установок и пове-
денческих реакций» [1], включающий весь спектр
лингвистических и экстралингвистических факто-
ров, отражающих картину мира.
Сегодня наиболее актуальным представляются
аспекты изучения проблемы «Человек и его язык»
[2]. К ним следует отнести:
– биологический (речь и физиологические ха-
рактеристики человека, в частности доминирова-
ние левого или правого полушария, правша или
левша, зависимость речи от возраста, пола, интел-
лектуальных способностей говорящего, разграни-
чение речи психически нормальных и психически
больных людей, изменения в характере речи, выз-
ванные различными заболеваниями, и т. д.);
– психологический (влияние психологического
типа, «склада ума» человека на его речь, влияние
на речь психологического состояния человека в
момент ее осуществления, различные особенности
манеры произнесения речи);
– социальный (спектр социальных ролей чело-
века и его речь, реализация человека в определен-
ной социальной роли, принадлежность человека к
определенному этносу, социуму (социальному
слою и социальной группе), профессии, политико-
идеологическая зависимость речи и т. д.);
– культурологический (принадлежность челове-
ка к определенной национальной культуре, опреде-
ленному типу внутринациональной культуры),
– творческий (соотношение нормативно-обяза-
тельного и индивидуально-творческого в речи,
свойственные данному индивиду приемы тексто-
образования, позволяющие говорить об узнаваемо-
сти лица по речи, принципы и характер использо-
вания им в речи прецедентных текстов и т. д.);
– личностный (условия формирования языко-
вой личности, факторы, влияющие на этот процесс
и т. д.).
Итак, изучение языковой личности как лингви-
стического феномена многогранно: языковая лич-
ность как лингвофилософская проблема, вербаль-
но-семантический аспект языковой личности,
уровни языка и проблемы структурирования язы-
ковой личности, коммуникативно-прагматический
аспект формирования языковой личности.
— 69 —'
Антропоцентрический подход к изучению язы-
ка предусматривает несколько иные, чем традици-
онные, подходы к анализу продуктов речевой дея-
тельности, когда за каждым текстом исследователь
видит систему языка. Языковая личность обнару-
живает свои коммуникативные способности и
свойства в «продуктах» своей коммуникативной
деятельности – текстах, широко понимаемых как
любые устные и письменные высказывания моно-
логического и полилогического характера. Иначе
говоря, тексты, представляющие собой единство
как содержания, так и речи, с помощью которой
формируется это содержание, могут служить ха-
рактеристикой языковой личности.
Общеизвестно, что для становления личности
существенны три фактора: природный, социаль-
ный и личностный. Методика преподавания ино-
странного языка вплотную подошла к пониманию
того, что «модель обучения языку определяется
рамками собственной системы данного языка, из-
бегая вторжения в ауру языковой личности, ее эф-
фективность в значительной степени ограничена»
[3, с. 3].
Абсолютно очевидно, что в настоящее время
резко изменился языковой портрет среднего носите-
ля любого современного языка. Поскольку эти пере-
мены по существу бесконечны, программа анализа
языковой личности никогда не утратит своей акту-
альности ни для теоретической лингвистики, ни для
лингводидактики. В изучении языковой личности
оформилось два направления. Первое ориентирова-
но на анализ объекта (этот подход характеризует ис-
следования психологов и лингвистов), второе ста-
вит во главу угла программы синтеза, генезиса язы-
ковой личности, и именно оно является в большей
степени специфическим для лингводидактики.
В преподавании иностранного языка для дости-
жения наиболее эффективных результатов комму-
никативного развития личности необходимо исхо-
дить из положения о социальной природе языка,
его коммуникативной функции как важнейшей
функции в социализации языковой личности, логи-
чески вытекающей из социальной концепции лич-
ности самого человека. Именно социально-комму-
никативная природа языка должна быть методоло-
гической основой для лингводидактических тео-
рий и давать им возможность подключить изучаю-
щего иностранный язык через различные каналы
общения к новой для него социальной действи-
тельности, учитывая при этом личностные особен-
ности отдельного индивида – представителя иной
языковой общности [4].
В связи с этим подход к обучению правильной
иноязычной речи через формирование инокультур-
ной языковой личности приобретает статус объек-
тивной необходимости, поскольку перед методи-
кой преподавания иностранного языка стоит зада-
ча научить «носителя образа мира одной социо-
культурной общности понимать носителя иного
языкового образа мира» [3, с. 216].
Ю. Н. Караулов [5] выделяет трехуровневую
модель языковой личности:
– уровень А – вербально-семантический, кото-
рый предполагает нормальный уровень владения
естественным языком, традиционное описание фор-
мальных средств выражения определенных значе-
ний;
– уровень В – лингвокогнитивный (тезауру-
сный), единицами которого являются понятия,
идеи, концепты, складывающиеся у каждой языко-
вой личности в более или менее упорядоченную
картину мира, отражающую иерархию ценностей.
Когнитивный уровень предполагает переход к зна-
ниям, дающий выход через язык, процессы говоре-
ния и понимания к знанию, сознанию, процессам
познания человека;
– уровень С – мотивационный (прагматиче-
ский), который определяет цели, мотивы, установ-
ки и интенциональности (намеренность). Этот
уровень обеспечивает в анализе языковой лично-
сти закономерный и обусловленный переход от
оценок ее речевой деятельности к осмыслению ре-
альной деятельности в мире.
На вербально-семантическом уровне организа-
ции языковой личности у студентов формируются
умения идентифицировать высказывания или текст
как продукт речевой деятельности. Лингвокогни-
тивный уровень устройства языковой личности
предполагает расширение значения и переход к
знаниям, а значит, охватывает интеллектуальную
сферу личности.
Связь уровней А и В в модели языковой лично-
сти обучающегося обусловлена тем, что понять ка-
кое-либо высказывание можно, лишь пропустив
его через свой тезаурус. Лингвокогнитивные (теза-
урусные) связи широко используются в практиче-
ском обучении субъектов образования, так как они
представляют зафиксированный в памяти обучаю-
щихся прошлый индивидуальный опыт в вербаль-
ной форме.
Использование говорящим (языковой лично-
стью) различных языковых подсистем обусловлено
ситуацией общения. Это различение обучающимся
различных языковых кодов, способность переклю-
чаться с одного кода на другой в зависимости от
ситуаций общения, готовность пользоваться раз-
личными подсистемами внутри изучаемого языка,
то есть явление диглоссии, и обусловливает комби-
наторику различных речевых личностей в рамках
данной языковой личности [6].
Прагматический уровень устройства языковой
личности еще более индивидуализирован. Едини-
Н. А. Качалов, Р. С. Полесюк. Формирование языковой личности выпускника...
Вестник ТГПУ. 2011. Выпуск 6 (108)
— 70 —
цы прагматического уровня проявляются «в ком-
муникативно-деятельных потребностях личности»
[5]. Любая языковая личность представляет много-
компонентную парадигму «речевых личностей»
[6], развивающихся от уровня к уровню, причем
процесс этот идет как бы по спиралям от концен-
тра к концентру, постепенно повторяя эту спираль.
Конкретизация процесса обучения студентов
лингвистических специальностей на старшем этапе
обучения в языковом вузе обосновывается во взаи-
мосвязи с трехуровневой структурой личности, ко-
торая дифференцируется по степени владения тем
или иным уровнем языка, по видам речевой дея-
тельности, темам, ситуациям, в рамках которых
происходит речевое общение. Здесь задачей методи-
ки обучения культуре правильной иноязычной речи
становится построение такой модели о бучения, с
помощью которой преодолевается «дистанция меж-
ду «иносоциокультурными» коммуникантами на ос-
нове сокращения «разности потенциалов» в систе-
мах языковых средств выражения» [7, с. 35].
И. И. Халеева считает, что формирование «вто-
ричной» языковой личности при изучении ино-
странного языка происходит в «двуплановом»
единстве:
– I план – аутентичная языковая личность, вос-
приятию и пониманию которой мы обучаем;
– II план – «вторичная» (удвоенная) языковая
личность, которую мы в процессе обучения фор-
мируем [4].
Вводимое понятие «вторичной» языковой лич-
ности, признание парадигматических отношений
различных речевых личностей в рамках одной язы-
ковой личности позволяет существенно продви-
нуться в теоретическом изучении этого сложного
феномена и успешно использовать его в практиче-
ском преподавании иностранного языка в условиях
процесса обучения в соответствии с различными
сферами речевой деятельности обучающихся.
Итак, ведущую цель обучения правильной речи
можно определить как «процесс формирования в
сознании обучающихся базисных языковых и лин-
гвокогнитивных структур, обеспечивающих грам-
матически правильное и семантически точное вос-
приятие, понимание и порождение высказываний /
текстов как речевой данности иной социокультур-
ной общности» [7, с. 36]:
– умение понимать национальную языковую
картину на основе знаний о системно-структурных
особенностях языкового строя изучаемого языка,
закономерностях реализации языковых средств в
процессе коммуникации;
– умение распознавать и понимать языковую
личность на прагматическом уровне на основе вла-
дения разными языковыми средствами в разных
коммуникативных ситуациях.
Таким образом, изложенное выше примени-
тельно к задаче формирования «вторичной» языко-
вой личности обучающегося позволяет по-новому
подойти к процессу обучения культуре речевого
общения на иностранном языке.
Языковая личность развивается на вербально-
семантическом, тезаурусном, прагматическом уров-
нях в процессе овладения языком и на каждом
уровне своей организации имеет базовый инвари-
антный компонент, который типологизирован для
целей обучения видам речевой деятельности. Это
позволяет нам конкретизировать конечные цели
обу чения студентов языкового вуза иноязычной ре-
чевой культуре:
– развитие коммуникативной компетенции, фор-
мирующей языковую личность, которая реализует
нужные словосочетания, грамматические конструк-
ции, соответствующие определенным нормам куль-
туры речевого поведения для наиболее точного вы-
ражения мыслей, уместного и целесообразного
применения языковых средств в соответствии с
требованием богатства, выразительности, правиль-
ности речи;
– приобретение и использование обучающими-
ся для выражения знаний и эмоций языковых
средств, включающих нормативный, коммуника-
тивный, этический и прагматический компоненты,
с учетом поэтапности в становлении «вторичного»
языкового и когнитивного сознания, характерного
для природного инофона вербально-ассоциатив-
ной сети;
– подключение обучающихся к языковой и лин-
гвокогнитивной картине мира;
– обучение пониманию и порождению грамма-
тически правильных и семантически точных соб-
ственных речевых порождений (произведений) –
текстов.
Названные компоненты должны постоянно обо-
гащаться по мере развития индивида (динамиче-
ский подход к обучению культуре речевого обще-
ния) и обеспечивать эффективность иноязычного
общения обучающихся.
«Языковая личность есть личность, выражен-
ная в языке (в тексте) и через язык, личность, ре-
конструированная в основных своих чертах на базе
языковых средств» [5, с. 15]. На наш взгляд, такое
понимание языковой личности открывает новые
перспективы перед методикой преподавания ино-
странного языка и, в частности, определяет цель
обучения культуре речевого общения – становле-
ние и развитие коммуникативной компетенции,
формирующей языковую личность будущего спе-
циалиста, которая реализует нужные конструкции
речевого общения, соответствующие нормам рече-
вой деятельности индивида иной языковой общно-
сти и национальной картины мира [8].
— 71 —
Н. А. Качалов, Р. С. Полесюк. Формирование языковой личности выпускника...
Формирование языковой личности выпускника
лингвистического вуза – проблема комплексная и
непростая, поэтому в числе основных требований,
предъявляемых к языковой личности, отметим сле-
дующие:
– языковая личность является видом полноцен-
ного представления личности, вмещающим в себя
и психический, и социальный, и этический, и дру-
гие компоненты, но преломленным через ее язык,
ее дискурс;
– формирование языковой личности средства-
ми вузовских дисциплин осуществляется в об-
щем контексте целостной системы обручения
языкам, единого языкового образования, подразу-
мевающего и наличие универсалий в различных
языках, и общий понятийный терминологиче-
ский аппарат;
– цель обучения языкам в вузе неразрывно свя-
зана с формированием и использованием интел-
лектуальных умений студентов спецфакультета и
рассматривается в качестве одного из оптималь-
ных средств достижения этой цели;
– необходимым условием для воспитания язы-
ковой личности является формирование духовно-
нравственного мира выпускника высшей школы,
развитие его духовной среды;
– личностью, носителем языковой культуры вы-
пускник языкового вуза становится только в резуль-
тате осуществления языковой деятельности, кото-
рая формирует сознание и самосознание. В послед-
нее время интерес к этой проблеме еще более воз-
рос в связи с активизацией исследований, посвя-
щенных изучению личности говорящего индивида
в русле таких языковедческих дисциплин, как тра-
диционная лингвистика, когнитивная лингвистика,
лингводидактика, лингвопрагматика.
Таким образом, изложенное выше позволяет наме-
тить новые подходы к обучению студентов старших
курсов языкового педвуза устному иноязычному об-
щению с учетом новых достижений в области лингви-
стики, психолингвистики, этнопсихолингвистики, те-
ории текста и формированию «вторичной» языковой
личности с учетом по-новому смоделированного про-
цесса усвоения устойчивых прагматических клише.
Список литературы
1. Карасик В. И. Коммуникативная личность как лингвистический концепт // Проблемы формирования языковой личности учителя-русиста.
Волгоград: Перемена, 1993.
2. Сиротинина О. Б. Человек и его язык // Вопросы стилистики: язык и человек. Вып. 26. Саратов: Изд-во ГосУНЦ «Колледж», 1996.
3. Караулов Ю. Н. Русская языковая личность и задача ее изучения // Язык и личность. М.: Наука, 1989.
4. Халеева И. И. Основы теории обучения пониманию иноязычной речи: подготовка переводчиков. М.: Высшая школа, 1989.
5. Караулов Ю. Н. Русский язык и языковая личность. Изд. 5-е, стер. М.: КомКнига, 2006.
6. Клобукова Л. П. Структура языковой личности на разных этапах ее формирования // Язык, сознание, коммуникация. М.: Изд-во МГУ,
1997.
7. Игнатова И. Б. Учет родного языка студентов при формировании коммуникативной компетенции // Пути интенсификации процесса
обучения иностранных студентов. Белгород: Изд-во БелГУ, 1995.
8. Оглуздина Т. П. Развитие содержания понятия «языковая компетенция» в истории лингвистики и теории обучения иностранным языкам
// Вестн. Томского гос. пед. ун-та. 2011. № 2. C. 91–94.
Качалов Н. А., кандидат педагогических наук.
Томский политехнический университет.
Пр. Ленина, 30, г. Томск, Томская область, Россия, 634050.
E-mail: mtfl@mail.ru
Полесюк Р. С., кандидат педагогических наук.
Кемеровский государственный университет.
Ул. Красная, 6, г. Кемерово, Кемеровская область, Россия, 650043.
E-mail: ulasik@mail.ru
Материал поступил в редакцию 25.02.2011.
Вестник ТГПУ. 2011. Выпуск 6 (108)
— 72 —
N. A. Kachalov, R. S. Polesyuk
FORMING OF A GRADUATE-LINGUIST LANGUAGE CONSCIOUS PERSONALITY
In the article the model of a native speaker, requirement to a language conscious personality and stages of its
development are discussed. Three stages model of language conscious personality of graduate-linguist is represented.
Key words: stages of a language conscious personality development, forming of a second language conscious
personality, communicative personality, model of a native speaker, three stages model of language conscious
personality, anthropocentrism method.
Kachalov N. A.
Tomsk Polytechnic University.
Pr. Lenina, 30, Tomsk, Tomsk region, Russia, 634050.
E-mail: mtfl@mail.ru
Polesuk R. S.
Tomsk Polytechnic University.
Pr. Lenina, 30, Tomsk, Tomsk region, Russia, 63
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНФОРМАЦИОННО-БИБЛИОТЕЧНОГО СПЕЦИАЛИСТА: ВОПРОСЫ ТЕОРИИ И МЕТОДИКИ
РОМАНЮК МАРИЯ АЛЕКСАНДРОВНАНаписать письмо автору1
1 Московский государственный институт культуры
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 (66) Год: 2015 Страницы: 207-211
УДК: 023.5:37.01
ЖУРНАЛ:
ВЕСТНИК МОСКОВСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА КУЛЬТУРЫ И ИСКУССТВ
Издательство: Московский государственный институт культуры (Химки)
ISSN: 1997-0803
КЛЮЧЕВЫЕ СЛОВА:
БИБЛИОТЕЧНО-ИНФОРМАЦИОННОЕ ОБРАЗОВАНИЕ, LIBRARY AND INFORMATION EDUCATION, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, РЕАЛИЗАЦИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ, СТРУКТУРА И УРОВНИ ЯЗЫКОВОЙ ЛИЧНОСТИ, STRUCTURE AND LEVELS OF LINGUISTIC IDENTITY, THE REALIZATION OF LINGUISTIC IDENTITY
АННОТАЦИЯ:
В статье раскрываются проблемы языковой подготовки информационно-библиотечных специалистов, даны понятия и определения, касающиеся термина «языковая личность», описаны подходы к реализации концепции языковой личности, структура и уровни языковой личности. Поднимаются вопросы о качестве обучения иностранному языку в вузе и выдвинута гипотеза о целесообразности применения концепции языковой личности как теоретического обоснования модели совершенствования языковой подготовки будущих информационно-библиотечных специалистов в вузах культуры. Представлены взгляды различных авторов на механизмы формирования и реализации языковой личности в процессе подготовки будущего информационно-библиотечного специалиста, чья профессиональная деятельность связана с информационными ресурсами, в условиях высшего профессионального образования.
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Владение иностранным языком выступает
сегодня одной из ведущих общекультурных и
профессиональных компетенций специалиста
в различных сферах деятельности. Глобализация и информатизация, как основные тенденции общественного развития, формируют открытые межкультурные и профессиональные
коммуникации, позволяющие расширять круг
профессионального общения и источников
профессионального саморазвития, открывают новые пути профессионального трудоустройства в мировом пространстве.
Вместе с тем социологические исследования показывают, что, несмотря на устойчивые
позиции иностранного языка в основных образовательных программах высшего профессионального образования и понимание роли
владения иностранным языком в профессиограмме современного специалиста, студенты
российских вузов недостаточно внимательно относятся к данной дисциплине, демонстрируют низкий компетентностный уровень
по окончанию обучения. В данной ситуации
встаёт вопрос о повышении качества обучения иностранному (в частности, английскому)
языку, решение которого потребует совершенствования системы обучения иностранному языку, в том числе системы развития всех
четырёх видов речевой деятельности, другими
словами, актуально формирование лингвистической, социолингвистической и прагматической компетенций у студентов вузов.
Эта проблема приобретает особое значение в контексте подготовки информационно-библиотечных специалистов, чья профессиональная деятельность связана с информационными ресурсами, а профессиональная
миссия реализуется в зоне «язык — информация — культура». В данном случае задача
формирования лексико-грамматических компетенций у будущих информационно-библиотечных специалистов выходит за рамки формирования общекультурных компетенций и
трансформируется в проблему формирования
готовности к (будущей) профессиональной
деятельности информационно-библиотечных
специалистов в процессе изучения английского языка в вузе.
Для того чтобы ясно себе представлять, как
на самом деле студенты — будущие информационно-библиотечные работники — оценивают своё знание иностранного языка, было проведено диагностическое исследование
среди 87 студентов (специализированных кафедр) МГИК. 83% опрошенных считают знание языка важным для будущей профессии,
208
9% относятся отрицательно и 8% затруднились c ответом. При этом 31% считают, что
наибольшее затруднение вызывает говорение, 28% — лексика, 22% — аудирование,
а у 19% трудности вызывает грамматика.
С профессиональной терминологией знакомы 21% опрошенных, а 79% ответили отрицательно. 13% опрошенных изучают язык на
дополнительных курсах, 87% не используют
дополнительные источники. На вопрос о том,
что интересно в языке, 23% респондентов
отметили помощь в изучении литературы
и кино, 29% — новые слова и выражения,
39% — общение с иностранцами, 9% — предложили свой вариант. И в заключение конечным результатом после обучения в вузе
78% опрошенных видят улучшенные и углубленные знания, помогающие им в работе,
17% затруднилось ответить, 5% ответило, что
они получают знания языка вне стен вуза.
Экспертный опрос практиков информационно-библиотечной деятельности (18 человек)
показал, что 15 человек из 18 не считают свой
уровень владения английским языком достаточным для устного общения с коллегами,
9 человек не считают себя готовыми к работе с изданиями на иностранном языке, 7 человек отметили, что в практической работе
это не имеет значения, 11 выразили желание
принять участие в международных конференциях, вступить в переписку с иностранными
коллегами, но не могут из-за незнания профессиональной лексики и современных выражений (идиом, аббревиатур). Помимо этого
они испытывают сложности с ассоциативным
рядом и с использованием или пониманием
устойчивых выражений.
Экспертные опросы также показали, что
многие из респондентов имели опыт коммуникативных неудач — полного или частичного непонимания высказывания собеседником,
недостижения коммуникативной цели инициатором общения вследствие невладения одним из коммуникантов системой значений той
культуры, на языке которой ведётся общение.
Причинами возникновения коммуникативных неудач в процессе межкультурной коммуникации обычно считают следующие: психологические факторы, связанные с резистентными установками «вторичной языковой личности» и проявлениями интолерантности по
отношению к носителям иностранного языка;
лингвистические факторы, порождаемые устройством, функционированием и использованием иностранного языка; экстралингвистические факторы; культурно обусловленные
факторы, связанные с учётом системы значений иноязычной культуры; прагматические
факторы, связанные с несовпадением «ментальных моделей фрагментов действительности» (в терминах Н. И. Формановской) и обусловленные неправильным выбором коммуникативной стратегии в ситуации межкультурного общения.
Для носителей русской коммуникативной
культуры характерны тенденция к само(критике), усилению негативных аспектов, выражению резких порицаний, а также проявление крайней эмоциональности в вербальных
реакциях, оценках, прямолинейности критики, категоричности оценочных суждений.
Если говорить о будущих специалистах, то
Л. А. Жумаева в своей диссертации [1] проанализировала коммуникативные возможности профессиональной подготовки в вузе
культуры и коммуникативные возможности
иностранного языка, что позволило ей заключить, что преподаваемые дисциплины обладают значительными коммуникативными возможностями. Но эффективность формирования профессиональной коммуникативной
компетенции будущих специалистов снижается в связи с отсутствием целенаправленного,
согласованного преподавания всех вузовских
дисциплин, осуществления межпредметных
связей, использования коммуникативного потенциала каждой дисциплины.
В создавшейся ситуации мы можем говорить о том, что необходима оптимизация профессиональной англоязычной подготовки будущих информационно-библиотечных специалистов в вузе, и можем выдвинуть гипотезу о целесообразности применения концепции
языковой личности как теоретического обос
209
нования модели совершенствования языковой
подготовки будущих информационно-библиотечных специалистов в вузах культуры.
В концепции Ю. Н. Караулова языковая
личность рассматривается как многослойный,
многокомпонентный набор языковых способностей, умений, готовностей к осуществлению
различных видов речевой деятельности по порождению, восприятию, пониманию языковых произведений различной степени сложности, исполнению коммуникативных ролей
в различных коммуникативных ситуациях [2,
с. 29]. По мнению Ю. Н. Караулова, структура
языковой личности представлена тремя уровнями и включает в себя: семантический уровень; лингвокогнитивный уровень; прагматический уровень.
Т. А. Толмачева в своих работах [см., например: 3], рассматривая понятие языковой личности, основывается на работах Ю. Н. Караулова. Она считает языковую личность — носителя языка, культуры, национального сознания — центральным системообразующим
звеном коммуникативного процесса. Т. А.
Толмачева конкретизировала методическую
систему обучения коммуникативным стратегиям (КС) иноязычного речевого поведения
в повседневных ситуациях коммуникативного
процесса, которая представляет собой единство целей, содержания, методов, принципов,
средств и специфики осуществления процесса обучения иностранному языку в вузе [3].
В содержание обучения КС иноязычного
речевого поведения включаются: КС и наполняющие их речеповеденческие тактики
(РПТ), представленные совокупностью типовых фраз, темы, ситуации учебного межкультурного общения, а также комплекс лингвистических, социокультурных и межкультурных знаний, стратегических умений и навыков
межкультурного взаимодействия.
Применительно к обучению иностранному
языку концепция языковой личности была переосмыслена И. И. Халеевой, которая ввела
в методику преподавания иностранных языков такое понятие, как «вторичная языковая
личность». Согласно концепции И. И. Халеевой, вторичная языковая личность представляет собой совокупность способностей человека к иноязычному общению на межкультурном уровне [4]. И. И. Халеева придерживается
рассмотрения трёхуровневой организации
языковой личности по Ю. Н. Караулову и условно разделяет тезаурусную сферу на два
взаимосвязанных автономных конструкта
— тезаурус-I и тезаурус-II, где тезаурус-I
формирует языковую картину мира, связан
с ассоциативно-вербальной сетью языка,
а тезаурус-II — соотносится собственно
со знаниями о мире: «фон невысказанных допущений и практик», «энциклопедические
знания мира» («фреймы», «сценарии»), «контекстуальные особенности коммуникативной
ситуации»; формирует когнитивное сознание,
общую картину мира как систему пресуппозиций и импликаций [4, с. 18, 30].
Рассматривая нашу проблемную ситуацию
в контексте концепции языковой личности,
мы можем предположить, что проблемы практиков информационно-библиотечной деятельности связаны с низким уровнем сформированности языковой (тезаурус-1), когнитивной (лингвокогнитивной) (тезаурус-II)
компетенций, а также с плохой «осведомлённостью о стереотипных ситуациях общения»
и общего «контекста» этого общения [4,
с. 27]. Поэтому у будущих информационнобиблиотечных специалистов возникает проблема трансляции внутрикультурных и межкультурных ценностей в процессе порождения, равно как понимания и интерпретации
смыслов полученных сообщений.
Реализация концепции языковой личности требует оптимизации методики и содержания обучения иностранному языку с учётом реалий коммуникативных ролей в будущей профессиональной деятельности информационно-библиотечного специалиста.
В связи с этим необходимо ставить вопрос
о новациях информационно-педагогических
условий англоязычной подготовки в русле
интеграции формирования общекультурных
и профессиональных языковых компетенций
будущих специалистов.
210
При м е ч а ния
1. Жумаева Л. А. Формирование иноязычной профессиональной коммуникативной компетенции специалиста в процессе подготовки в вузе культуры и искусств : дис. на соиск. учен. степ. кандидата педагогических наук :
13.00.08 — теория и методика профессионального образования / Жумаева Людмила Алексеевна ; Московский государственный университет культуры и искусств. Москва, 2001. 53 с.
2. Караулов Ю. Н. Русский язык и языковая личность. Москва : Издательство ЛКИ, 2010. 264 с.
3. Толмачева Т. А. Методика обучения студентов коммуникативным стратегиям иноязычного речевого поведения в повседневных ситуациях межкультурного общения: языковой вуз, английский язык : дис. на соиск. учен.
степ. кандидата педагогических наук : 13.00.02 — теория и методика обучения и воспитания (по областям и уровням образования) / Толмачева Татьяна Анатольевна ; Горно-Алтайский государственный университет. ГорноАлтайск, 2009. 243 с.
4. Халеева И. И. Основы теории обучения пониманию иноязычной речи : (Подготовка переводчиков).
Москва : Высшая школа, 1989. 238 с.
Referenced
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ОСНОВА ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ
ШАТАЛОВ СЕРГЕЙ ВАСИЛЬЕВИЧ1, ШАТАЛОВА ОЛЬГА ВАСИЛЬЕВНА2, ШАТАЛОВА ДАРЬЯ СЕРГЕЕВНА3
1 Лицей №54
2 Гимназия №1
3 Санкт-Петербургский государственный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 7 (9) Год: 2015 Страницы: 544-546 Поступила в редакцию: 24.07.2015
ЖУРНАЛ:
НАУЧНЫЙ АЛЬМАНАХ
Издательство: ООО "Консалтинговая компания Юком" (Тамбов)
eISSN: 2411-7609
КЛЮЧЕВЫЕ СЛОВА:
ВОСПРИЯТИЕ, ЭМОЦИИ, КОНЦЕПТ, ЦЕННОСТНЫЕ ОРИЕНТАЦИИ, КОММУНИКАЦИЯ
АННОТАЦИЯ:
Умение выстроить коммуникацию (определить речевую ситуацию) важно для профессиональной деятельности. Восприятие эмоций, понимание концептов, определение ценностных ориентиров - это всё помогает формировать языковую личность, способную обеспечить как межкультурную, так и внутреннюю профессиональную коммуникацию
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В! последние! десятилетия! активно! выстраивается! новая! коммуникатив`
ная! профессиональная! сфера.! Умение! создать! коммуникацию! (т.е.! правильно!
определить!речевую!ситуацию)!важно!для!любой!профессиональной!деятель`
ности.! Восприятие! эмоций,! понимание! концептов,! определение! ценностных!
ориентиров! –! это! всё! помогает! формировать! языковую! личность,! способную!
обеспечить!как!межкультурную,!так!и!внутреннюю!профессиональную!комму`
никацию.!Ещё!с!XX!в.!велись!споры!о!том,!должна!ли!лингвистика!заниматься!
Научный!альманах $!N!7!(9)!$!2015 | Педагогические"науки 545
$!http://ucom.ru/na!$!ISSN!241187609!$ эмоциональными! составляющими! языка.!По!мнению! некоторых! исследовате`
лей,!язык!служит,!прежде!всего,!для!передачи!актуальной!информации,!для!ра`
циональной!обработки!полученных!знаний,!а!проблема!выражения!эмоций!не!
является!основной.!Однако!все!эти!процессы!не!могут!не!сопровождаться!чув`
ствованиями,!переживаниями,!желаниями,!и!потому!не!могут!не! учитываться!
лингвистикой.! В! свое! время,! например,! Ш.! Балли,! Э.! Сепир! признавали,! что!
эмоции!могут! быть! выражены! языком.!По!мнению!Ш.! Балли,! эмоциональные!
компоненты! существуют! на! всех! уровнях! языка! (что! подтверждается! совре`
менной! лингвистикой эмоции!и!находит! отражение! в! работах! отечественных!
авторов,! например,! В.И.! Шаховского.! Следует! упомянуть! и! мысль! М.Бреаля! о!
том,! что!«речь! была!создана!не!для! описания,!повествования!и!непредвзятых!
рассуждений,!а!для!того,!чтобы!выражать!желание,!делать!предписания,!а!всё!
это! не! может! быть! произведено! без! эмоционального! сопровождения».! Чаще!
всего! в! качестве! наиболее! существенных! элементов! экспрессии! выступают!
мимика!и!интонация!речи.
В! фонетическом! аспекте! эмоции! проявляются! как! на! сегментном,! так! и!
на!супросегментном!уровнях!(изменение!качества,!длительности!гласных!и!со`
гласных!звуков,!появление!в!высказываниях!логического,!эмфатического!уда`
рений!–!те!явления,!которые!могут!происходить!под!влиянием!испытываемых!
эмоций).! Наблюдается! некая! зависимость! между! интонацией! и! лексико`
синтаксической!последовательностью!(на!которую!первая!«накладывается»):!в!
одних! случаях! интонация! накладывается! на! нейтральный! состав! высказыва`
ния! (и!таким!образом,!его!модифицирует;!следовательно,!одна!и!та!же!лекси`
ко`грамматическая!структура!может!иметь!различный!смысл!в!зависимости!от!
того,! с! какой!интонацией! она!произнесена),! в!других!–! синтаксическая!струк`
тура! или! лексическое! наполнение! сами! диктуют! выбор! «эмоциональной! обо`
лочки».
Лингвистическая!мысль!последнего!десятилетия!XX!века!и!начала!наше`
го!столетия!не!ограничивается!обращением!к!психолингвистическому!и!логи`
ко`прагматическому! аспектам! языка,! она! развивается! «в! сторону! концепту`
ального!анализа,!и!прежде!всего!анализа!культурных!концептов»,!по!исследо`
ванию!Н.Д.!Арутюновой,! начатого! крупными!философами:!Л.!Витгенштейном,!
М.!Хайдеггером,!П.!Флоренским,!А.Ф.!Лосевым!и!др.!Культура!является!для!че`
ловека!«второй!реальностью»!–!он!создал!её,!и! она!стала! объектом!познания,!
требующим! комплексного! анализа.! В! арсенал! культуры! входят! мировоззрен`
ческие!понятия,!определяющие!«практическую!философию»!человека:!истина,!
свобода,!судьба,!добро,!зло,!закон,!добродетель!и!др.
Языковые!картины!мира!предстают!перед!нами!в!виде!системы!тождеств!
и!различий,!устанавливающих!соответствия!и!связи!между!различными!изме`
рениями! реальности! –! социальными! и! психическими.! В! нашей! работе! эта! си`
стема!задана!языковыми!структурами,!поскольку!язык!многофункционален!по!
отношению! к! общим! знаниям.! По! мнению! исследователей,! язык! выполняет!
три! функции:! дискретизации,! объективации,! интерпретации.! Необходимым!
условием! решения! проблем!анализа,! по!мнению! Р.И.!Павилёниса,! в! контексте!
корреляции!мысли,! языка! и!мира! является! соотнесение! анализа! смысла! язы`
Научный!альманах $!N!7!(9)!$!2015 | Педагогические"науки 546
$!http://ucom.ru/na!$!ISSN!241187609!$ ковых! выражений! с! анализом! устройства! концептуальных! систем! и! содержа`
щейся!в!них!информации.
Следовательно,! способность! понять! и! оценить! ситуацию! вытекает! из!
возможности!сравнить!ее!с!соответствующими!ситуациями!в!прошлом!опыте,!
сличить!её!с!тем,!что!хранится!в!памяти;!а!способность!понять!речевую!ситуа`
цию! подкрепляется! восприятием эмоций! вступающих! в! коммуникацию,! в!
частности,!профессиональную.
Целесообразно!отметить,!что!выяснение!уровня!отношения!к!ценностям!
культуры! как!показателя!действенности!и!результативности!показателя!про`
гностической! модели! молодого! современного! человека,! определяющего! про`
фессиональную!сферу!своей!будущей!активной!деятельности.!Данный!подход!
к!исследуемой!проблеме!обусловлен!сложностью!оценки!уровня!отношения!к!
ценности! образования! как! критериального! показателя! результативности!
формирования!языковой!личности!в!современных!образовательных!условиях.
Мировые!тенденции!связаны!с!перемещением!акцентов!с!экономическо`
го! роста! на! устойчивое! развитие! человека,! что! было! сделано! на!международ`
ной!конференции!по!социальному!развитию!ещё!в!1995!в!Копенгагене.!Следо`
вательно,!формирование!языковой!личности,!умеющей!правильно!оценить!ре`
чевую! ситуацию,! адекватно! условиям! её! выстроить,! учесть! при! этом! эмоцио`
нальное! восприятие,! выделить! группу! когнитивных! понятий,! а! также! учесть!
жизненные!ценности!и!предпочтения!разных!групп!–!только!всё!это!в!системе!
позволит!успешно!выстроить!профессиональную!коммуникацию.!Дальнейшее!
развитие!и!усложнение!сфер!жизнедеятельности!требует!введения!новых!спе`
циальностей!на!базе!уже!отработанного!и!устоявшегося!минимума!профессио`
нального!обучения.!Новое!поколение,!стремящееся!не!только!получить!высшее!
образование,! но! и! пополнить! трудовые! ресурсы,! овладевает! не! просто! специ`
альностью,!а!обеспечивает!достойный!уровень!жизни.!Умение!репрезентовать!
себя!как!человека,!умеющего!правильно!выстроить!профессиональную!комму`
никацию,! формируется! на! стыке! современных! исследований! как! различных!
направлений!лингвистической!науки,!так!и!социологии!образования,!менедж`
мента!в!образовании.!Формирование!в!целом!культуры!образования!выступает!
как! необходимое! условие! воспитания! интеллигентной! личности,! способной!
вступать!в!профессиональную!коммуникацию.
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ КУРСАНТОВ ВЕДОМСТВЕННОГО УЧЕБНОГО ЗАВЕДЕНИЯ В ПРОЦЕССЕ ИЗУЧЕНИЯ ДИСЦИПЛИН ГУМАНИТАРНОГО ЦИКЛА: ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
ХРУСТАЛЕВА ОЛЬГА НИКОЛАЕВНА
1 Казанский юридический институт МВД России
Тип: статья в журнале - научная статья Язык: русский
Номер: 2 (22) Год: 2015 Страницы: 64-67 Поступила в редакцию: 02.02.2015
УДК: 81: 378.147
ЖУРНАЛ:
ГУМАНИТАРНЫЕ НАУКИ И ОБРАЗОВАНИЕ
Издательство: Мордовский государственный педагогический институт имени М.Е. Евсевьева (Саранск)
ISSN: 2079-3499
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, НОСИТЕЛЬ ЭЛИТАРНОЙ РЕЧЕВОЙ КУЛЬТУРЫ, THE MEDIA ELITE SPEECH CULTURE
АННОТАЦИЯ:
В статье представлен теоретический и практический взгляд на проблему формирования языковой личности курсантов, обучающихся в юридическом вузе, в процессе освоения ими дисциплин гуманитарного и профессионального цикла сквозь призму концепта «языковая личность».
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА - БИЛИНГВА В ХУДОЖЕСТВЕННОМ ВУЗЕ
САННИКОВА И.И.1, ТИМОФЕЕВА Е.К.1
1 Арктический государственный институт искусств и культуры
Тип: статья в журнале - научная статья Язык: русский
Номер: 3 Год: 2014 Страницы: 244-246
ЖУРНАЛ:
КАЗАНСКАЯ НАУКА
Издательство: Общество с ограниченной ответственностью «Рашин Сайнс» (Казань)
ISSN: 2078-9955eISSN: 2078-9963
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE PERSONALITY, БИЛИНГВИЗМ И ПОЛИЭТНИЧНОСТЬ, BILINGUALISM AND MULTIETHNIC INTERACTION, ВУЗ КУЛЬТУРЫ И ИСКУССТВ, HIGHER SCHOOL OF CULTURE AND ARTS, ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННАЯ СОСТАВЛЯЮЩАЯ, VOCATIONALLY-ORIENTED COMPONENT, ДИАЛОГ КУЛЬТУР, DIALOG OF CULTURES
АННОТАЦИЯ:
Статья посвящена анализу особенностей преподавания языковых дисциплин в вузе культуры и искусства. В работе рассмотрена проблема формирования языковой личности в полиэтничной среде. Также особое внимание уделено профессионально-ориентированной составляющей в обучении языкам.
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В АСПЕКТЕ КОММУНИКАТИВНО-РЕЧЕВОГО ПОВЕДЕНИЯ
МАСЛОВА НАТАЛЬЯ ПЕТРОВНА , СТУДЕННИКОВА НАДЕЖДА КИМОВНА
1 Поволжская государственная социально-гуманитарная академия
2 Самарский государственный технический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (19) Год: 2013 Страницы: 79-85 Поступила в редакцию: 08.04.2013
УДК: 378.16
ЖУРНАЛ:
ВЕСТНИК САМАРСКОГО ГОСУДАРСТВЕННОГО ТЕХНИЧЕСКОГО УНИВЕРСИТЕТА. СЕРИЯ: ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ НАУКИ
Издательство: Самарский государственный технический университет (Самара)
ISSN: 1991-8569
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LANGUAGE IDENTITY, КОММУНИКАТИВНО-РЕЧЕВОЕ ПОВЕДЕНИЕ, ОБЩЕКУЛЬТУРНЫЕ, ПРОФЕССИОНАЛЬНЫЕ КОМПЕТЕНЦИИ, PROFESSIONAL, ТРАДИЦИОННЫЕ И ИННОВАЦИОННЫЕ ТЕХНОЛОГИИ, TRADITIONAL AND INNOVATION TECHNOLOGIES, COMMUNICATION BEHAVIOR, COMMON TO ALL CULTURES, COMPETENCES
АННОТАЦИЯ:
Рассмотрены вопросы развития языковой личности студентов специалитета и бакалавриата в рамках программ учебных курсов «Русский язык и культура речи» и «Синтаксис словосочетания, простого и осложненного простого предложения». Представлены разнообразные формы работы в студенческой аудитории в условиях использования как традиционных, так и инновационных образовательных технологий
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕ ФИЛОЛОГОВ НА ОСНОВЕ ПРИНЦИПОВ НЕЙРОЛИНГВИСТИЧЕСКОГО ПРОГРАММИРОВАНИЯ
ПИСКУНОВА ЕЛЕНА НИКОЛАЕВНАНаписать письмо автору1
1 Димитровградский инженерно-технологический институт Национального исследовательского ядерного университета «МИФИ»
Тип: статья в журнале - научная статья Язык: русский
Номер: 4 Год: 2013 Страницы: 233-240
УДК: 378.016 : 81 : 159.923.2
ЖУРНАЛ:
ВЕСТНИК ТВЕРСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ПЕДАГОГИКА И ПСИХОЛОГИЯ
Издательство: Тверской государственный университет (Тверь)
ISSN: 1999-4133
КЛЮЧЕВЫЕ СЛОВА:
ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, НЕЙРОЛИНГВИСТИЧЕСКОЕ ПРОГРАММИРОВАНИЕ, NEUROLINGUISTIC PROGRAMMING, ЛИЧНОСТНО-ОРИЕНТИРОВАННОЕ ОБУЧЕНИЕ, PERSONALLY-ORIENTED EDUCATION
АННОТАЦИЯ:
Цель данного исследования состоит в изучении принципов нейролингвистического программирования как одной из коммуникативно-педагогических технологий, применяемых в процессе формирования языковой личности студентов технических вузов. Для достижения указанных целей применен комплекс взаимодополняющих методов: методы аналитического исследования (теоретический анализ философской, психолого-педагогической и методической литературы, документов РФ в области образования, диссертационных исследований по изучаемой теме); метод наблюдения, комплексные опросники, психолого-педагогическое тестирование. В результате раскрыты эффективные принципы формирования языковой личности студентов, основанные на использовании технологии нейролингвистического программирования в условиях обучения в техническом вузе; конкретизировано содержание понятия «языковая личность студентов не филологов», проявляющееся в свободном владении способами построения коммуникативного процесса в современном обществе, а также представляющее речевое общение на ином качественном уровне в соответствии с современными коммуникативными потребностями и мотивационно-ценностными интересами личности и социума.
ированным характером современного образования, результатом
которого является формирование личности обучающегося.
Предметом данного исследования является процесс формирования
языковой личности студентов-нефилологов. Основная цель – изучение
эффективности использования приемов нейролингвистического
программирования в процессе формирования языковой личности студентов
негуманитарных вузов.
Как известно, личность человека формируется и проявляется в системе
социальных связей и отношений, т. е. в общении. Студенты в процессе
обучения вынуждены вступать в самые разнообразные по уровню и статусу
социальные контакты и отношения, т. е. постоянно осуществлять речевую
деятельность, продуктом которой является речь, которая в свою очередь
является реализацией языка как знаковой системы. Следовательно, значение
речевой деятельности и знаков языка в формировании студента как личности
чрезвычайно велико, так как только через них он может реализовать свои
социально-психологические функции. Языковая личность (категория, о
Вестник ТвГУ. Серия "Педагогика и психология". 2013. Выпуск 4. С. 233-240
Вестник ТвГУ. Серия "Педагогика и психология". 2013. Выпуск 4.
233
которой пойдет речь в данной статье) представляет единство языка и
индивидуального сознания и мировоззрения и проявляет себя не только через
предметную деятельность, но и главным образом через общение, которое
немыслимо без языка и речи.
В последние годы ХХ в. понятие «языковая личность» приобретает
особую популярность не только в обучении и образовании, но и во всех других
социокультурных сферах, так как оно связано со способностью человека
общаться, создавать устные и письменные тексты в соответствии с
конкретными коммуникативными задачами, извлекать информацию из
текстов, воспринимать речь в разных сферах общения. Можно сказать, что под
«языковой личностью» понимают совокупность особенностей вербального
поведения человека, использующего язык как средство общения. Кроме того,
как отмечает С.Г. Воркачев, языковая личность рассматривается как
национально-культурный прототип носителя определенного языка,
формируемый на основе мировоззренческих установок, ценностных
приоритетов и поведенческих реакций [3, с. 64].
По мнению Ю.Н. Караулова, структура языковой личности
представляет собой уровневую модель: первый уровень – вербальносемантический (семантико-строевой, инвариантный), отражающий степень
владения обыденным языком; второй уровень – когнитивный, на котором
происходит актуализация и идентификация релевантных знаний и
представлений, присущих социуму (языковой личности) и создающих
коллективное и (или) индивидуальное когнитивное пространство, т.е. этот
уровень предполагает отражение языковой модели мира личности, её
тезауруса, культуры; третий – высший уровень – прагматический, который
включает в себя выявление и характеристику мотивов и целей, движущих
развитие языковой личности [6, с. 45-50]. Следовательно, как пишет Ю.Н.
Маслова, кодирование и декодирование информации происходит при
взаимодействии трех уровней «коммуникативного пространства личности» –
вербально-семантического, когнитивного и прагматического. Концепция
трехуровневого устройства языковой личности определенным образом
соотносится с тремя типами коммуникативных потребностей –
контактоустанавливающим, информационным и воздействующим, а также с
тремя сторонами процесса общения – коммуникативной, интерактивной и
перцептивной [9, с. 118]. Ю.Н. Караулов сравнивает языковую личность со
«сквозной идеей», пронизывающей все аспекты изучения языка, разрушающей
границы между дисциплинами, которые изучают человека вне его языка. При
этом языковая личность является видом полноценного представления
личности, вмещающим в себя психический, социальный, этический и другие
компоненты, которые выражаются в её языке и дискурсе [6, с. 104].
В данном исследовании мы рассмотрим некоторые принципы
нейролингвистического программирования (НЛП), которые, согласно нашим
наблюдениям, лежат в основе процесса формирования языковой личности
студента в условиях обучения в техническом вузе. В настоящее время
основными направлениями нейролингвистического программирования как
коммуникативно-педагогической технологии являются постижение сущности
коммуникативного процесса, а также познание субъективного опыта, то есть
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понимание и открытие того, как человек думает, воспринимает себя и
окружающий мир. Нейролингвистическое программирование – это способ и
одновременно язык описания субъективного опыта человека, его
мыслительных, поведенческих и коммуникативных паттернов [1, с. 15]. НЛП
описывает стратегии поведения и помогает понять, как люди воспринимают
мир вокруг, как они общаются друг с другом, что, собственно, во многом и
определяет степень сформированности языковой личности.
В состав термина «НЛП» входят три понятия. Понятие «нейро» взято
из неврологии, его использование обозначает активную деятельность
нейронов мозга, возникающую, когда человек думает или действует.
Определение «лингвистическое» показывает значение языка как средства
кодирования мышления, благодаря которому мы можем не только
структурировать мысли, но и выражать их [10, с. 54-56]. Данные понятия
неразрывно связаны: по мнению Э. Сепира, язык, культура и личность
сливаются в единое целое; язык – это «символический ключ к поведению»,
потому что опыт в значительной степени интерпретируется через призму
конкретного языка и наиболее явно проявляется во взаимосвязи языка и
мышления [13, с.259]. Третье понятие, входящее в состав НЛП, – это
«программирование», оно заимствовано из информатики и вполне адекватно
используется при описании функционирования мозга, так как и мозг, и
программа ЭВМ действуют согласно записанной последовательности
операций [10, с. 54-56]. С точки зрения НЛП вся жизнь человека – это
постижение более или менее эффективных программ [10, с. 54-56]. Согласно
теории внутренней речи А.А. Леонтьева, внутреннее программирование есть
«неосознаваемое построение некоторой схемы, на основе которой в
дальнейшем порождается речевое высказывание» [8, с. 158], при этом
соотношение внутренней речи и внутреннего программирования выступает
как «соотношение конечного и промежуточного звена». Кроме того,
внутреннее программирование может развертываться либо во внешнюю, либо
во внутреннюю речь. Переход к внешней речи происходит по правилам
грамматического и семантического развертывания максимально обобщенной
смысловой программы; переход к внутренней речи также связан с
применением определенных программ [8, с. 158].
В основе реализации технологии НЛП в процессе обучения в вузе
лежат такие положения, как гармония и согласованность, гибкость, выбор,
открытость и толерантность, ориентированность на результат, точность и
позитивное видение мира [2, с. 39]. Как показывает анализ педагогической
деятельности, обучение гуманитарным дисциплинам в техническом вузе,
построенное на данных принципах, эффективно влияет на формирование
языковой личности студента. Рассмотрим некоторые из них.
Положение НЛП о гармонии и согласованности применительно к
обучению реализуется в следующем: преподаватель всегда помнит о том, что
студент представляет собой целостную систему, в которой внешнее поведение
воздействует на внутренние процессы и внутренние состояния и в то же самое
время внешнее поведение испытывает на себе влияние со стороны внутренних
процессов и внутренних состояний. Так, осознание своего «Я» (самосознание)
происходит при обязательном участии языка. Мировоззрение всегда требует
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языковой экспликации определенной суммы правил, законов, оценок,
ценностных ориентиров и т. д. [5, с. 98]. Для того, чтобы стать полноценной
языковой личностью, студенту необходимо четко формулировать свое
отношение к жизни, свои идеалы, объективно оценивать самого себя. В
формулировании целей и планов разных видов деятельности языку также
принадлежит определяющая и «главенствующая» роль [5, с. 99].
Гармония в педагогическом процессе – это состояние соответствия
между элементами всей педагогической системы. Гармония в познавательной
деятельности отдельного студента является результатом особого процесса –
согласованного взаимодействия поступков, мыслей и эмоций. Так, Г.-Г.
Гадамер отмечал, что «все феномены взаимосогласия, понимания и
непонимания… суть явление языковое. Я полагаю, что не только процедура
понимания людьми друг друга, но и процесс понимания вообще представляет
собой событие языка – даже тогда, когда речь идет о внеязыковых явлениях
или об умолкнувшем и застывшем в буквах голосе – событие языка,
свершающееся в том внутреннем диалоге души с самим собою, в котором
Платон видел сущность мышления…» [4, с. 43]. Так, понятие «гармония» в
НЛП описывает результат – это состояние безукоризненного соответствия
элементов систем; а «согласованность» иллюстрирует процесс кооперации
внутренних мыслей, чувств и внешних действий [1]. Можно говорить о
внутренней и внешней гармонии и согласованности обучения, если
выстраивать данный процесс в соответствии с его главными целями. Речь – это
одно из важнейших средств коммуникации, а любая коммуникация, как
известно, предполагает умение человека управлять своим поведением и
поведением собеседников. Когда удается этого достичь в обучении, то и
студент, и преподаватель начинают выстраивать стратегию сотрудничества, т.
е. у них появляется желание и возможность эффективно взаимодействовать в
ходе обмена знаниями, т. е. в обучении это проявляется в сочетании
вербальных и невербальных действий. Система «преподаватель – студент»
способна гармонично функционировать при согласованном взаимодействии
указанных элементов. Если внешнее поведение, внутренние процессы и
внутренние состояния соответствуют друг другу, мы говорим, что человек
действует гармонично. Таким образом, опираясь на теорию НЛП, можно
отметить, что процесс формирования языковой личности должен представлять
гармонично функционирующую систему согласованных элементов.
Следующее важное положение НЛП, реализуемое в процессе
формирования языковой личности, связано с понятием гибкости поведения и
мышления. В сознании человека процессы мышления и воображения
теснейшим образом связаны с речевой деятельностью, образуя специфически
человеческий вид мыслительной деятельности – речевое мышление. Развитие
речи тесно связано и с другими психическими процессами. Так, включаясь в
процесс восприятия, она делает его более обобщенным и
дифференцированным; вербализация запоминаемого материала (фиксирование
наглядно-чувственных представлений посредством соответствующих словопределений, слов-понятий) способствует осмысленности запоминания и
воспроизведения; чрезвычайно важна роль речи в организации и развитии
функций внимания, а также при регулировании человеком своего поведения
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[14, с. 58-60]. Будущим специалистам в стремительно меняющихся условиях
необходимо уметь быстро принимать решения, менять поведение в
соответствии с ситуацией. Использование методик НЛП позволяет учить
студентов искать альтернативные способы решения проблемных ситуаций
вместо повторения механически заученного способа, ранее уже кем-то
предложенного. То же самое касается и деятельности преподавателя. Так, если
педагог испытывает трудности в работе со студентами, то ему стоит изменить
стиль поведения и взаимодействия с обучающимся и стиль мышления, чтобы
получить позитивный результат. В подтверждение истинности данного
положения можно привести слова Г.-Г. Гадамера: «Понять связи и
подчиненности нашего мира. Понять друг друга в этом мире – это
предполагает критику и борьбу с косностью и отчуждением в той же мере, в
какой и признание, и защиту устоявшихся порядков» [4, с. 49]. Концепция
выбора, одна из составляющих НЛП, непосредственно связана с понятием
гибкости и побуждает студента и педагога думать в терминах альтернатив и
искать разнообразные варианты решения проблем, возникающих в самых
различных ситуациях.
Исходя из уровневой структуры языковой личности, предложенной
Ю.Н. Карауловым, можно сказать, что языковая личность студента
предполагает прежде всего сформированные умения вести диалог, беседу, а
такие формы взаимодействия опираются на принципы открытости и
толерантности (также являющиеся составляющими технологии НЛП) и лежат
в основе умения слушать и понимать другого. Здесь уместно вспомнить
высказывание
Г.-Г. Гадамера: «Реальность человеческой коммуникации в том, собственно, и
состоит, что диалог – это не утверждение одного мнения в противовес
другому, или простое сложение мнений. В разговоре оба они преобразуются…
Нравственная и социальная солидарность оказывается возможной только
благодаря общности, которая перестает служить выражение моего или твоего
мнения, будучи общим способом мироистолкования...» [4, с. 57]. Очень часто
возникают ситуации, в которых слушание становится основным фактором
успешных контактов, в первую очередь это относится к обучению и сфере
делового общения. Слушание осуществляется путем формирования и
формулирования мысли во внутренней речи, при этом внутренняя активность
слушания выражается в решении мыслительных задач вербальными
средствами, и именно слушание является условием говорения и письма [8, с.
89].
Исследования, проведенные в нашей стране и за рубежом, показали,
что специалисты инженерно-технического профиля, работники социальноэкономической сферы ежедневно тратят на слушание более 40 % времени, но
эффективность обратной связи в этом процессе не превышает 25 %. Такие
низкие показатели говорят о том, что даже среди специалистов достаточно
высокого уровня отсутствует культура слушания. Они «слышат», но не
«слушают», т. е. не вслушиваются в слова говорящего с желанием понять,
проанализировать, адекватно отреагировать [11, с. 110]. Применение методов
НЛП в обучении в вузе способствует формированию у студентов умений
выходить из собственной модели мира и наблюдать, что делают и говорят
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другие, а самое главное – формирует умения слушать. Слушание, как и все
виды речевой деятельности, мотивируется потребностями, психологическими
установками, задачами слушающего. Мотивы, потребности в получении
конкретной информации связаны с условиями ситуации, сферы деятельности,
в которую погружен человек [8, с. 98]. Умения активного, результативного
слушания, как и умения выразительной устной речи (говорения), грамотного
письма или быстрого чтения, следует формировать и развивать у студентов
неязыковых вузов в процессе всего обучения, используя для этого не только
учебное время, но и различные виды и форм внеаудиторной работы, например
тренинги, факультативные занятия, деловые игры, а также научноисследовательскую работу [12, с. 129], с применением техники НЛП.
В контексте формирования языковой личности студента в ходе
обучения в неязыковом вузе прагматический аспект НЛП, выражающийся в
ориентированности на результат, является важной ценностью. Технология
НЛП ставит на первое место достижение результатов и оперирует
конкретными и реальными терминами цели [7, с. 34]. Как считают
исследователи НЛП, в конечном счёте в любой деятельности всех интересует
лишь получаемый результат. Таким образом, в процессе обучения
преподавателю очень важно мотивировать студентов на восприятие учебного
материала, для этого нужно начинать любые виды учебной деятельности с
позитивного момента. Следующим этапом является демонстрация обучаемому
результатов его деятельности, т. е. нацеленность на результат, а именно показ
личностной и практической значимости, дает хорошие результаты в учебном
процессе.
Процесс формирования языковой личности студентов должен
проходить в атмосфере сотрудничества и доверия, в связи с этим
преподаватель осознаёт, что для эффективного обучения необходимо
настроить студентов на позитивное восприятие мира. Языковая личность – это
личность уникальная, творческая, способная мыслить свободно, наделенная
потенциалом к самоактуализации и самореализации. Так, одно из положений
НЛП опирается на утверждение, что в каждом из нас имеются все
необходимые ресурсы, и это не только вселяет доверие и оптимизм, но и
развивает позитивное видение себя и других [15]. Такая модель поведения
способствует сотрудничеству и творчеству в педагогическом процессе, что
является залогом его успешности и эффективности становления языковой
личности.
В заключение отметим, что формирование языковой личности
студентов-нефилологов – это многогранный и интересный процесс, который
требует инновационных подходов к обучению, к которым мы относим
технологию нейролингвистического программирования. Использование
принципов НЛП в обучении способствует развитию языковой личности,
владеющей способами построения коммуникативного процесса в современном
обществе, представляющей речевое общение на ином качественном уровне в
соответствии с современными коммуникативными потребностями и
мотивационно-ценностными интересами личности и социума. Безусловно,
использованием только описанных приемов не ограничивается процесс
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становления языковой личности, так как он охватывает многие аспекты
современной социальной, образовательной и духовной жизни.
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стратегии. Воронеж.: НПО «МОДЭК», 1995. 256 с.
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антропоцентрической парадигмы в языкознании // Филологические науки. 2001.
№ 1. С. 64.
4. Гадамер Г.-Г. Актуальность прекрасного. М.: Искусство, 1991. С.43-60.
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АСТ, 2007. 318 с.
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264 с.
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М.: Московский психолого-социальный институт: Флинта, 1999. 160 с.
8. Леонтьев А.А. Язык, речь, речевая деятельность. М.: Просвещение, 1969. 214 с.
9. Маслова В. А. Лингвокультурология: учеб. пособие для студ. высш. учеб,
заведений. М.: Издательский центр «Академия», 2001. 208 с.
10. Масюкевич Н.В., Кожуховская Л.С. Психология эффективного общения. Минск:
Соврем. шк., 2007. 384 с.
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2003. 615 с.
12. Пискунова Е. Н. Формирование лингвистической компетентности студентов: дис.
... канд. пед. наук. Димитровград, 2010. 231 с.
13. Сепир Э. Избранные труды по языкознанию и культурологии. М.: Прогресс, 1993.
С. 259.
14. Соколов А.Н. Внутренняя речь и мышление. М.: Просвещение, 1962. 247 с.
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2002. 320 р.
239
ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ СПЕЦИАЛЬНОСТИ "ТУРИЗМ" КАК КОМПОНЕНТ КЛАСТЕРНОГО ОБРАЗОВАНИЯ
КОШКЕНБАЕВА Р.К.Написать письмо автору1
1 ЧУ «Университет иностранных языков и деловой карьеры»
Тип: статья в журнале - научная статья Язык: русский
Номер: 4-2 Год: 2013 Страницы: 27-29
УДК: 378.14:812
ЖУРНАЛ:
МЕЖДУНАРОДНЫЙ ЖУРНАЛ ЭКСПЕРИМЕНТАЛЬНОГО ОБРАЗОВАНИЯ
Издательство: ООО "Научно-издательский центр "Академия Естествознания" (Саратов)
ISSN: 2618-7159
КЛЮЧЕВЫЕ СЛОВА:
ОБРАЗОВАТЕЛЬНЫЙ КЛАСТЕР, EDUCATIONAL CLUSTER, СОЦИАЛЬНО-КУЛЬТУРНЫЙ СЕРВИС И ТУРИЗМ, WELFARE SERVICE AND TOURISM, ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, PROFESSIONAL LANGUAGE PERSONALITY
АННОТАЦИЯ:
Цель статьи - рассмотреть такой частный вопрос лингводидактики, как формирование коммуника- тивной личности будущего специалиста, сквозь призму идеи создания образовательных кластеров. Обра- зовательный кластер - единица, объединяющая в себе работодателей (в частности, представителей соци- ально-культурного сервиса и туризма) и представителей профессионального образования: педагогических работников колледжа, института (бакалавриата), университета (магистратура) и PhD-докторантура. При- влечение специалистов производства (в данном случае, менеджеров туризма) для участия не только в об- разовательном процессе, но и в создании профессиональных стандартов - одно из условий реализации кла- стерного образования. Языковое образование является одним из важных компонентов профессионального образования. Следовательно, участие специалистов сферы социально-культурного сервиса и туризма (ме- неджеров туризма) в разработке коммуникативной профессиональной компетенции являет собой опреде- ленную необходимость. Мы считаем, что моделирование профессиональной языковой личности менеджера туризма может послужить методологической основой реализации идеи кластерного образования как формы социального сотрудничества работодателей и организаций образования.
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Кластер – термин, вошедший в терми- нологию системы образования из эконо- мики. Согласно словарям экономических
терминов, кластер – «группа компаний, которых объединяет территориальное сосед- ство и общность деятельности» [1], «гибкое
и свободное объединение предприятий по
территориально-пространственному принципу. […]. Образующие кластер предприятия могут быть связаны одной технологиче- ской цепочкой (вертикальная интеграция).
Они могут производить однородную продукцию различных серий и пользоваться
общей инфраструктурой, иметь доступ
к технологическим инновациям (горизонтальная интеграция)» [2, 294]. Если рассматривать кластер как идею интеграции целей
и деятельности организаций (предприятий),
которую можно применить в сфере профессионального образования (в частности, обучения туристскому бизнесу), то ключевыми
признаками кластера являются: 1) территориально-пространственное соседство ор- ганизаций (предприятий); 2) общность их
деятельности.
Проблема кластерного образования
на территории стран СНГ, в частности
Казахстана, рассматривается примерно
с 2005 года. Источником вопроса стал
дисбаланс между рынком труда и количеством специалистов, выпускающихся
по тем ли иным специальностям. В целях
устранения возникшей проблемы и упорядочения процесса подготовки профессиональных кадров с учетом спроса на рынке
труда, был поставлен вопрос правительством Республики Казахстан о необходимости разработки вопроса кластерного
образования.
Цель исследования, описанного в дан- ной статье – моделирование процесса фор- мирования языковой личности студентов
специльности «Туризм» в рамках одной
из задач кластерного обучения – описания
профессиональных компетенций будущих
специалистов. В качестве материала исследования по- служили статистические данные о запросах
потребителей социально-культурного сер- виса и туризма (СКСиТ), а также идея возможного участия работодателей в разработ- ке профессиональных компетенций. Цель исследования определила его методы – моделирование, анализ и синтез. Субъекты социально-культурного сер- виса и туризма взаимосвязаны, дополняют
друг друга и не являются конкурентами. Отношения, объединяющие их, строятся
на координате «Заказчик Потребитель
услуг». Так, с позиций владельцев туристи- ческих агентств (ТА) основными Заказчиками, а значит и источниками дохода, являются их непосредственные клиенты – туристы, владельцы гостинично-хозяйственного ком- плекса и зоны отдыха (ГХКиЗО).
Если данную схему рассмотреть с позиций социального сотрудничества организаций образования с организациями социально-культурного сервиса и туризма, то звенья структуры: «Клиент» → «ТА»
«ГХКиЗО» осложняются единицами «Организация образования» → «Студент-выпускник специальности «Туризм». При этом
в качестве потенциального «Заказчика»
выступает весь кластер СКСиТ, в качестве
«Исполнителя» – образовательное учреждение, а в качестве «Продукта» – специалист. В итоге образуется единый кластер,
состоящий из трех ядер: субъектов соци- ально-культурного сервиса и туризма, выступающих в роли работодателей; субъектов образовательных услуг, выполняющих
их заказ, и рынка, формируемого спросом
туристов. Таким образом, кластерное обра- зование имеет сложную ядерную структуру, формируемую субъектами, связанными
друг с другом разного рода отношениями:
рыночными, интеллектуальными.
Рассмотрим кластер профессионального образования. Мы считаем, что данный
кластер включает в себя три компонента:
колледж (среднее профессиональное образо- вание), бакалавриат (неоконченное высшее
профессиональное образование) и магистра- тура (высшее профессиональное образование). Все три компонента направлены на
формирование личности специалиста, в том
числе и языковой личности специалиста.
Выпускники колледжа в сфере социально-культурного сервиса и туризма,
чаще всего, занимают нишу обслуживающего персонала. Это происходит в силу
их возраста (19 лет) и диплома о среднем
профессиональном образовании. Однако
обслуживающий персонал имеет потенциальных работодателей во всех структурных
компонентах кластера туристского бизнеса. Известный лингвист Ю.Н.Караулов в моде- ли языковой личности различает 3 уровня:
0) вербально-семантический уровень (или
структурно-системный); 1) когнитивный
уровень (или тезаурусный); 2) прагматиче- ский уровень (мотивационный) [4, с. 35–37].
Рассмотрим «идеальную» модель языковой
личности выпускника колледжа по специ- альности «Туризм». Сразу оговоримся, что
представленные ниже модели носят гипотетический характер и построены на основе
общеобязательных стандартов специальности «Туризм».
На нулевом уровне, на котором проявле- ние личности в речи и письменном тексте
сведены к минимуму, необходимо владеть
формулами речевого этикета на родном
и иностранном (международном) языках,
наиболее известных идиом, имеющих эквиваленты в иностранном языке.
На первом уровне, когда проявляется уровень знаний личности, необходимо
знать термины, понятия и их лексическую
сочетаемость, в которых отражается структура и процессы, происходящие в компонентах кластера «туристский бизнес»
на этапе их исполнения, а также умение
выражать структуры, именуемые фоновыми знаниями. Согласно опросу, проведенному IPK International (International
Tourism Consulting, World Travel Monitor
Company) [3] среди иностранцев (в част- ности, британцев, корейцев и японцев), Ка- захстан имеет огромный неиспользуемый
туристский потенциал. Большое количество иностранных туристов в качестве места туристического отды- ха в Казахстане выбирает юрты, представляющие собой уникальное архитектурное
строение, сочетающее в себе прагматич- ность, искусство и философское отношение
к мирозданию у тюрков-кочевников, к которым относились и казахи. Юрта соот- ветствует всем требованиям кочевого образа жизни: мобильность, комфортность
и безопасность. Для иностранных туристов
юрта – это ещё и экзотика. Поэтому способность обслуживающего персонала доходчиво донести до клиентов суть символики
юрты, её строения, внутреннего убранства
и быта с позиций комфортного и экзотиче- ского отдыха свидетельствует об их профессионализме, а значит, ценности. На втором уровне проявляется коммуникативная культура языковой личности
персонала, которая состоит из таких ка- честв как лексико-стилистическая умест28
INTERNATIONAL JOURNAL OF EXPERIMENTAL EDUCATION №4, 2013
PEDAGOGICAL SCIENCES
ность речи, вежливость тона, точность, ясность и логичность речевого поведения.
Графически сказанное можно выразить
следующим образом:
0 – безличностный уровень – знание ре- чевого этикета и часто употребляемых идиом на родном и иностранном языках. 1 – личностный уровень – профессиональные и фоновые знания, изложенные
в адекватной языковой форме (знание тер- минов, сведений культурного характера
и служебных инструкций).
2 – личностный уровень – коммуникативная культура специалиста: лексико-стилисти- ческая уместность, вежливость тона, точность,
ясность, логичность речевого поведения. Предложенная модель, несмотря на ги- потетический характер, обладает потенциалом динамического роста. Независимо от
уровня полученных в колледже знаний и навыков выпускник обычно старается трудустроиться, а также продолжить обучение на
бакалавриате, так как по окончании ему бу- дет выдан диплом менеджера высшего звена. Главное, на наш взгляд, это практическая
деятельность молодого специалиста в сфере
социально-культурного сервиса и туризма, которая значительно приблизит качество его
языковой личности к указанной выше модели, и разовьет новые свойства. Речь идет
о модели профессиональной языковой личности менеджеров высшего звена, которую
целесообразно учитывать при описании профессиональных стандартов.
Модель профессиональной языковой
личности – эталон, в основе которой необходимо учитывать рекомендации как сотрудников сферы образования, так и специ- алистов сферы СКСиТ. Мы считаем, что для формирования языковой личности менеджера на когнитивном
уровне необходимо включить в активный
словарь родного и изучаемого иностранного языка студентов не только термины, но и номенклатуру должностей, процессов
и дел. Необходимы также страноведческие
знания: о привычках и суждениях иностранных гостей. Помимо компетенций репродуктивного характера необходимо фор- мировать коммуникативную компетенцию
в плане создания необходимой служебной
и нормативной документаци. Особенность второго – прагматического – уровня языковой личности менеджера
по туризму – это культура речевого поведения в конфликтных ситуациях.
Сказанное графически выгляди следующим образом:
0 – безличностный уровень – знание речевого этикета и часто употребляемых идиом на родном и иностранном языках.
1 – личностный уровень – профессиональные и фоновые знания, изложенные
в адекватной языковой форме (знание терминов, номенклатуры, сведений этно-и
кросскультурного характера, умение вести
и создавать документацию).
2 – личностный уровень – коммуникативная культура специалиста: лексико-сти- листическая уместность, вежливость тона,
точность, ясность, логичность речевого
поведения, культура речевого поведения
в конфликтных ситуациях.
Представленная модель имеет обощен- ный характер. Все, что касается вопросов
формирования культуры речи, то здесь ве- дущую роль играют специалисты сферы
образования, однако материал, над которым
они работают, постянно обновляется, как
обновляется ситуация в СКСиТ.
Следовательно, необходимость сотруд- ничества субъектов сферы образования
и сферы СКСиТ очевидна.
Работодатели, участвуя в разработке
профессиональных компетенций в рамках
государственного стандарта, влияют на со- держание профессионального языкового
обучения, которое реализуется в рамках
ТиПО и вуза на занятиях по дисциплинам:
«Профессиональный казахский язык»,
«Профессиональный русский язык», Про- фессиональный иностранный (английский)
язык. Выпускник, усвоивший образовательную программу и соответствующий требованиям профессиональных стандартов,
способен осуществлять трудовую деятельность, в том числе и коммуникативную, на ожидаемом со стороны работодателей
и клиентов профессиональном уровне. Возникает вопрос о методах организации сотрудничества работодателей и сотрудников
сферы образования. Безусловно, анкетиро- вание – один из наиболее популярных, ис- пытанных и удобных методов формирования иформационной базы о потребностях
работодателей. Однако речь идет о сотруд- ничестве, следовательно, взаимодействии.
Мы считаем, что проведение совместных
тематических конференций, посвященных
общим и частным вопросам определения
профессиональных компетенций, становится необходимым.
Список литературы
1. Интернет-ресурс: Кластер. http://dictionary-economics.ru/
2. Экономический словарь/А.И.Архипов [и др.]. – М.:
Проспект, 2010. – 672 с.
3. Интернет-ресурс: http://www.ipkinternational.com/
4. Караулов Ю.Н.«Русский язык и языковая личност».
Изд. 2-е, стереотипное. – М.: Едиториал УРСС, 2002. – 264 с.
5. Дмитриев М.Н., Забаева М.Н. Экономика и предпринимательство в социально-культурном сервисе и туризме. – М.: ЮНИТИ-ДАНА, 2006. – 399 с.
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ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ УЧАЩИХСЯ ПОД ВЛИЯНИЕМ БИЛИНГВИЗМА
ЧИКВАИДЗЕ АННА АЛИМОВНАНаписать письмо автору1
1 Кутаисский государственный университет им. А. Церетели
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 (266) Год: 2015 Страницы: 199-201
УДК: 81
ЖУРНАЛ:
ИЗВЕСТИЯ ВОРОНЕЖСКОГО ГОСУДАРСТВЕННОГО ПЕДАГОГИЧЕСКОГО УНИВЕРСИТЕТА
Издательство: Воронежский государственный педагогический университет (Воронеж)
ISSN: 2309-7078
КЛЮЧЕВЫЕ СЛОВА:
ИСКУССТВЕННЫЙ БИЛИНГВИЗМ, ARTIFICIAL BILINGUALISM, КОГНИТИВНОЕ РАЗВИТИЕ, COGNITIVE DEVELOPMENT, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, ЛИНГВОКУЛЬТУРНЫЙ КОД, LINGUISTIC AND CULTURAL CODE, ИНТЕЛЛЕКТУАЛЬНОЕ РАЗВИТИЕ, INTELLECTUAL DEVELOPMENT
АННОТАЦИЯ:
Данная статья посвящена проблеме формирования языковой личности под влиянием искусственного двуязычия. В работе утверждается, что билингвизм расширяет границы мышления и познания. Освоение нового языка приводит к дальнейшему развитию и обогащению единой языковой личности индивида в лингвистическом, когнитивном, коммуникативном аспектах.
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Всеобщая глобализация, политические и экономические изменения мирового масштаба
привели к небывалой миграции народов, к
столкновению и ассимиляции языков и культур.
Билингвизм становится весьма распространенным
явлением. По мнению специалистов, сейчас билингвов в мире больше, чем монолингвов. Можно сказать, что двуязычие стало нормой в современном
мире. Билингвизм представляет интерес с точки
зрения лингвистики, философии, психологии, этнопсихологии, социологии и физиологии. Согласно
определению У. Вайнрайха, билингвизм - это владение двумя языками и попеременное их использование в зависимости от условий речевого общения.
С позиций психолингвистики, билингвизм - способность употреблять для общения две языковые
системы [1, с. 19]. Теория лингвистической относительности предполагает, что люди, владеющие более чем одним языком, могут руководствоваться
разными структурами мышления при общении на
разных языках. Можно ли утверждать, что двуязычные люди действительно имеют доступ к двум
различным моделям мышления? Каким образом
происходит сосуществование различных языковых
миров в сознании одного человека? Представители
психологического подхода (Л. Щерба, Е. Верещагин, Ю. Дешериев), исследуя закономерности
функционирования различных языковых систем у
билингвов, утверждают, что при билингвизме возможны два вида взаимодействия языков в сознании
индивида: 1) языки образуют независимые системы
ассоциаций, не вступающие во взаимодействие;
2) языки образуют в сознании человека одну общую
систему ассоциаций, каждый элемент которой имеет эквивалент в другом языке. А. Залевская считает, что общая концептуальная система независима
от языка и что эта система действует по одинаковым принципам и у монолингвов, и у билингвов.
Приобретенные человеком знания о мире, выраженные в языковых формах, создают уникальную
лингвистическую модель мира. Различные языковые системы по-разному фиксируют содержание
культурного опыта и предоставляют различные способы осмысления действительности. Язык является
одновременно и способом существования культуры,
и фактором формирования культурных кодов. Поэтому каждый носитель языка является в то же
время и носителем культуры. Можно сказать, что в
случае билингвизма происходит межкультурная
коммуникация, взимодействие языков и культур,
но в пределах одной языковой личности. «Языковая
личность - вид полноценного представления личности, вмещающий в себя и психический, и социальный, и этнический и другие компоненты, но преломленные через её язык, ее дискурс» [2, с. 6]. В
лингводидактике принято считать, что обучение
родному языку направлено на формирование языковой личности человека, а иностранному языку -
«вторичной языковой личности» (термин И.И. Халеевой). Однако, на наш взгляд, языковая личность
билингва неделима. Освоение нового языка приводит к дальнейшему развитию и обогащению единой
языковой личности индивида в лингвистическом,
когнитивном, коммуникативном аспектах. Согласно
одной из существующих точек зрения, которая
представляется более правдоподобной, у билингва
199
формируется не две лингвистические картины мира, но в процессе изучения второго языка языковая
картина мира его собственного (родного) языка дополняется и расширяется новыми ксеноконцептами, новыми образованиями в виде интегрированных
когнитивных структур. «Подобное понимание позволило сделать предположение о гибкости и подвижности билингвального сознания, что обеспечивает его когнитивное преимущество по сравнению с
монолингвом, проявляющееся в его многомерности,
а также в приобретении новых когнитивных стратегий» [3].
С точки зрения условий возникновения различают естественный и искусственный билингвизм. В
данном случае нас интересует искусственный билингвизм, который формируется в процессе обучения в условиях отсутствия соответствующей языковой среды, ограниченного времени общения (учебная работа на уроке), речевой практики в основном
только в рамках программы, но при наличии системной презентации языковых явлений, целенаправленного профессионального совершенствования
учителя, который пользуется специальными методами обучения иностранному языку. Е.К. Черничкина определяет искусственный билингвизм как
«владение двумя лингвокультурными кодами», тем
самым подчеркивая тесную связь языка и культуры. Его характерные признаки: 1) асимметричная
коммуникативная компетенция в отношении двух
языковых кодов; 2) управляемый характер становления искусственного билингвизма; 3) специфическая коммуникативная траектория становления
искусственного билингва. Взаимодействие двух
лингвокультурных кодов приводит к возникновению и развитию процессов интерференции на уровне языка и культуры. Исследование проблем, связанных с искусственным билингвизмом (в частности взаимовлияния разных лингвокультур в пределах двуязычия) важно и для теории межкультурной
коммуникации.
Одним из актуальных вопросов изучения двуязычия является влияние билингвизма на развитие
языковой личности человека. В конце XIX - начале
ХХ века считалось, что родной язык играет чрезвычайно важную роль в формировании характера и
нравственного развития личности человека, поэтому
к билингвизму относились скептически. В 1928 г.
некоторые ученые высказали мнение, что при одновременном изучении двух языков у ребенка снижается уровень интеллектуальной деятельности. Также считалось, что двуязычие может вызвать раздвоение личности, нравственную деградацию. Негативное отношение к билингвизму изменилось с середины XX века.
В своей книге «In Other Words» Э. Биалисток и
К. Хакута (E. Bialystok & K. Hakuta) пишут о том,
что знание двух языков - «это больше, чем просто
знание двух способов говорения. Мозг человека, у
которого концептуальной репрезентации соответствует два лингвистических способа выражения, обладает способностями, отсутствующими у монолингва. Обогащающий эффект билингвизма может происходить именно из самой большой его сложности:
того, что структуры и концепты разных языков
никогда полностью не совпадают» [4, с. 97].
Обучение второму иностранному языку обычно
начинается в тот период, когда человек уже представляет собой более или менее сформированную
языковую личность в своей лингвокультуре. «Приобретение» еще одного лингвокультурного кода
влечет за собой расширение лексических и грамматических знаний, обогащение фразеологического
фонда, синтаксическое и стилистическое разнообразие речевой деятельности. Это дает возможность
большему речевому варьированию сообразно конкретному дискурсивному событию. Трансформации
в системе языковых знаний искусственного билингва проходят по следующему маршруту: идентификация инофонного языкового явления с вычленением дифференцирующих признаков; последующая
интеграция в существующую языковую систему,
языковую картину мира, сопровождаемая реструктурацией существующих знаний и системы в целом; творческая свобода (с известной степенью аппроксимации) использования данной модели, фрагмента знаний в ходе межкультурной коммуникации. Овладение новым кодом предполагает изменения как декларативных знаний (познание новых
языковых явлений), так и процедуральных знаний
(приобретение стратегий оперирования языковыми
знаниями).
У искусственного билингва восприятие лексики
и пополнение лексического фонда происходит с позиции более гибкой категоризации, имеет место
«приращение» культурных коннотаций. Перестраивание лексикона искусственного билингва осуществляется в направлении осознания семантической
подвижности лексем, изменения объема значений,
реструктурации и расширения ассоциативных связей, что влечет за собой увеличение объема памяти.
На уровне грамматики лингвистическим маркером
билингвизма является сосуществование различных
грамматических схем речепорождения [3]. Билингвизм способствует формированию более осознанного отношения к языку и развивает металингвистические способности учащихся (чувствительность к
деталям и структуре языка, распознавание многозначности, контроль обработки языковой информации, исправление грамматически неверных предложений), что позволяет увеличить скорость обучения и, предположительно, в дальнейшем облегчит
изучение последующего языка. «Металингвистическая компетентность (metalinguistic awareness)
предполагает осведомленность о форме языка, т.е. о
звуках языка (фонологическая осведомленность),
грамматических «правилах» (синтаксическая осведомленность) и грамматических маркерах (морфологическая осведомленность). Такая осведомленность является важнейшим компонентом когнитивного развития в силу ее связи с языковой способностью, с общей грамотностью (Bialystok, 1991)» [4,
с. 95]. По мнению К. Бейкера, знание двух языков
заставляет человека размышлять о языке как таковом, о его функциях, обращать внимание на особенности обоих языков, воспринимать его как объект наблюдений, а не просто как способ выражения
мыслей. Л.С. Выготский также считал, что способность передать одну и ту же мысль на нескольких
языках позволяет увидеть свой язык как одну определенную систему среди многих других. Можно
сказать, что билингв становится неизбежным исследователем языка.
Итак, как показывают современные исследования, билингвизм: 1) оказывает положительное воздействие на познавательную деятельность человека,
повышает внимание и организованность (Выготский, Биалисток, Кларк, Клейн и др.); 2) способствует работе мозга, повышает уровень интеллектуального развития учащегося (Выготский, Ламберт,
Пол, Биалисток и др.); 3) стимулирует творчество,
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И звест ия ВГПУ, № 1 (2 6 6 ), 2015. •Гуманитарные науки Филологические науки
способствует развитию дивергентного мышления,
которое позволяет рассматривать множество вариантных решений одной проблемы и вырабатывать
креативные идеи; 4) улучшает работу оперативной
памяти для хранения и обработки информации;
5) расширяет ментальные границы человека и его
когнитивное пространство; 6) развивает металингвистические способности учащихся (Биалисток,
Бейкер и др.); 7) расширяет коммуникативное пространство человека, что отражается в комплексном
характере его коммуникативной компетенции;
8) увеличивает выбор коммуникативных средств и
моделей поведения; 9) дает возможность более широко использовать эмоционально-оценочную лексику и т.д.
Посредством языков мы познаем мир во всем его
многообразии, т.к. каждый изучаемый язык открывает нам все новые способы восприятия, мышления
и познания. Усваивая новый для себя язык, человек одновременно познает и новый мир. Билингвизм расширяет границы нашего мышления и познания. В настоящее время необходимость билингвального образования признается большинством
исследователей. «В условиях билингвального обучения происходит не только усвоение определенного иностранного языка, специальных знаний и аккультурация личности - присвоение новой для нее
культуры, но и подлинный личностный рост обучаемых, развитие целостной личности, ее взаимосвязанных компонентов: мотивационного, волевого,
эмоционального, гностического и других» [5, с. 82].
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СПИСОК ЛИТЕРАТУРЫ: 1
1. Верещагин Е.М. Психологическая и методическая характеристика двуязычия (билингвизма) / Е.М. Верещагин. - М. : Изд-во Моск. гос. ун-та, 1969. - 160 с.
2. Караулов Ю.Н. Русский язык и языковая личность / Ю.Н. Караулов. - М. : Наука, 1987. - 264 с.
3. Черничкина Е.К. Искусственный билингвизм: лингвистический статус и характеристики : автореф. дис. ...
докт. филол. наук : 10.02.19 / Е.К. Черничкина. - Волгоград, 2007. - 29 с. -
(http://cheloveknauka.com/iskusstvennyy-bilingvizm-lingvisticheskiy-status-i-harakteristiki).
4. Емельянова Я.Б. Различные подходы к оценке влияния билингвизма на интеллектуальное развитие личности / Я.Б. Емельянова // Вестник Челябинского государственного педагогического университета. -
2010. - № 2. - С. 91-102.
5. Худобина О.Ф. Влияние билингвального образования на развитие различных компетенций у студентов /
О.Ф. Худобина // Вестник ВолГМУ. - 2005. - № 3 (15). - С. 81-82. -
(http://www.volgmed.ru/uploads/journals/articles/1244615703-2005-3-83.pdf
ЧТЕНИЕ ХУДОЖЕСТВЕННОЙ ЛИТЕРАТУРЫ КАК СРЕДСТВО ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
ПИРОГОВА ОКСАНА ЕВГЕНЬЕВНАНаписать письмо автору1
1 Московский городской психолого-педагогический университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 1 Год: 2014 Страницы: 231-235
УДК: 821.161.1
ЖУРНАЛ:
ВЕСТНИК ТВЕРСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ФИЛОЛОГИЯ
Издательство: Тверской государственный университет (Тверь)
ISSN: 1994-3725
КЛЮЧЕВЫЕ СЛОВА:
ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, SECONDARY LANGUAGE PERSONALITY, ХУДОЖЕСТВЕННОЕ ЧТЕНИЕ, HOME READING, ИНОСТРАННЫЙ ЯЗЫК, FOREIGN LANGUAGE, ФОРМИРОВАНИЕ КУЛЬТУРОЛОГИЧЕСКОЙ КОМПЕТЕНЦИИ, CULTUROLOGICAL COMPETENCE DEVELOPMENT, КЛИШЕ, CLICHE, УСТОЙЧИВЫЕ ВЫРАЖЕНИЯ, IDIOMS
АННОТАЦИЯ:
Положительное влияние художественного чтения на иностранном языке в процессе формирования коммуникативной культуры вторичной языковой личности.
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Чтению художественной литературы при обучении иностранным языкам
уделяется немало внимания. Художественная литература является
незаменимым средством формирования у обучающихся эстетического вкуса.
Как пишет Е. В. Вечканова, она способствует формированию социальных и
индивидуальных качеств обучающихся, под которыми понимаются
художественное воззрение личности, уровень гуманитарного образования, а
также правильные жизненные ценности [2, c. 140].
Использование художественных текстов неотделимо и от
страноведческого аспекта преподавания иностранных языков – ознакомления
обучающихся с миром культуры страны изучаемого языка. Посредством
использования домашнего чтения решается образовательная цель обучения
иностранному языку, а также основные речевые и лингвистические задачи.
Домашнее чтение при обучении иностранному языку является
первоисточником важной языковой и социокультурной информации, а также
сведений о современных реалиях страны изучаемого языка. Ценность таких
занятий очевидна, во-первых, потому, что обучающийся соприкасается не с
условно-учебным языком, а с живым, современным. Во-вторых, в процессе
работы над текстом для художественного чтения появляется возможность
высказать свое мнение на иностранном языке, дать оценку произведению,
событиям, героям и ситуациям, одним словом, применить полученные знания
на практике [1]. Возможность высказаться на иностранном языке как нельзя
лучше стимулирует обучающихся к его дальнейшему изучению, придает
уверенность в себе и снимает языковой барьер в обучении. Необходимо также
отметить, что посредством домашнего чтения можно значительно расширить
словарный запас и кругозор обучающихся, их память, внимание и умение
выражать свои мысли, а также мотивировать их к дальнейшему саморазвитию.
Важнейшей ролью домашнего чтения в обучении иностранному языку
является развитие культуры личности средствами литературно-художественного
компонента образования, который формирует у обучающихся представления о
культуре страны изучаемого языка, а через нее и о мировой культуре в целом.
Вестник ТвГУ. Серия "Филология". 2014. № 1. С. 231-235
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Понятие языковой личности заинтересовало лингвистов в конце XX-го
века, когда обучение иностранному языку повернулось в сторону обучающегося.
Личностно ориентированный подход в обучении иностранному языку также
подразумевал возникновение понятия так называемой вторичной языковой
личности.
Языковую личность определяют как носителя автономной языковой
способности, обеспечивающей производство собственных текстов, выражающих
идеалы, ценности, суждения, необходимые для решения какой-либо значимой
задачи или проблемы [4].
Понятие языковая личность основывается на понятии личности как
субъекта общественных отношений и сознательной деятельности, которую эта
личность выполняет внутри собственной культуры. Личность одновременно
выступает в двух ипостасях – продукта и субъекта культуры, творца и творения
одновременно.
Поскольку языковая личность обладает способностью создавать
собственные суждения, а также совершенствовать окружающую среду, ее можно
считать творцом культуры. Продуктом культуры человек считается априори.
Интеллектуальная составляющая личности становится главенствующей в
обучении благодаря тому, что именно интеллект в открытую проявляется в языке
и познается средствами языка.
Вторичная языковая личность подразумевает способность человека
общаться на иностранном языке, активно взаимодействовать с представителями
иных культур, представлять свою культуру на международном уровне.
Естественно, что она складывается на базе первичной языковой личности,
сформированной родным языком человека. Вторичная языковая личность
формируется после того, как человек овладевает глобальной картиной мира на
родном языке и вербально-семантическим кодом иностранного языка. В данных
условиях обучающийся получает возможность осмыслить новую
действительность в рамках иноязычного развития. Таким образом преподаватель
иностранного языка достигает одну из важнейших целей обучения иностранному
языку, а именно: привитие обучающемуся черт вторичной языковой личности,
благодаря чему он сможет стать действующим участником межкультурной
коммуникации.
Человек, изучающий иностранный язык, пользуется двумя языковыми
кодами. Билингв вольно или невольно старается использовать в родной речи слова
и выражения изучаемого языка, чтобы более емко обозначить то или иное явление
или понятие. Поскольку объем и структура понятий родного и иностранного
языков не совпадают, человек, свободно говорящий на двух языках, имеет
дополнительные возможности для точной передачи мысли.
В процессе овладения второй системой средств выражения мысли
языковая личность становится культурно и лингвистически более развитой. В
идеале вторичная языковая личность должна обрести самостоятельность и яркость
языковой личности-носителя.
Формирование вторичной языковой личности может строиться лишь на
развитии основных компетенций: лингвистической, языковой, коммуникативной и
культурологической. При этом под лингвистической компетенцией мы понимаем
теоретические знания об изучаемом языке, под языковой – практическое владение
им. Коммуникативная компетенция представляет собой адекватное использование
иностранного языка в соответствии с ситуацией общения, а также навыки
Вестник ТвГУ. Серия "Филология". 2014. №1.
232
правильного речевого поведения. Культурологическая компетенция включает в
себя экстралингвистические знания о стране изучаемого языка и вхождение в его
культуру, которые достигаются благодаря преодолению культурного барьера в
общении [4, c. 2].
Поскольку данная статья посвящена домашнему чтению при обучении
иностранному языку, далее хочется уделить внимание формированию
культурологической компетенции средствами художественной литературы.
Если говорить о формировании коммуникативной компетенции
вторичной языковой личности через анализ и изучение текстовой
деятельности, то нужно понимать, что в данном случае речь идет лишь об
условном преодолении культурологического барьера между собеседниками.
Какие бы типичные и широко употребительные выражения ни выбирались,
невозможно компенсировать отсутствие культуры и социума, в условиях
которых происходило бы формирование тезауруса инокультурного
коммуниканта [5].
Известно, что «высший пилотаж» владения иностранным языком – это
умение грамотно использовать фразеологические обороты и крылатые
выражения изучаемого языка. В этой связи на первый план выходит
погружение в языковую среду. Однако в настоящее время далеко не каждый
человек может похвастаться возможностью поехать в страну изучаемого языка
на стажировку или по обмену опытом. Заменить естественную языковую среду
призваны аутентичные аудио- и видеоматериалы, а также аутентичные
художественные тексты.
Это неудивительно, ведь, читая аутентичные тексты, мы встречаем реалии
страны и народа изучаемого языка на страницах произведений. Мы видим и
понимаем, какими вербальными средствами оперирует автор, какие сферы жизни
волнуют его героев, и как они это выражают. В художественной литературе
запечатлены те функции и свойства языка, о которых не расскажет ни один, даже
самый современный учебник.
А. Вежбицкая утверждает, что в большинстве случаев власть родного
языка человека над характером его мышления настолько сильна, что он не думает
об условных соглашениях, в которых принимает участие, также как он не
задумывается и о воздухе, которым дышит [3, c. 24]. Данное утверждение
невозможно оспорить, тем более что автор дает понять, что общаясь с носителем
языка, мы невольно начинаем понимать и принимать его образ мышления, а
значит и его культуру. Именно в этом и состоит цель обучения иностранным
языкам, как уже было сказано выше. Имеет ли значение, как мы будем общаться с
носителем – вербально или прочитывая его произведения?
Немаловажным является тот факт, что формирование вторичной
языковой личности невозможно при отсутствии устойчивых лексических и
грамматических знаний, умений и навыков. В данном контексте лексику и
грамматику следует называть фундаментом, на котором впоследствии будет
стоять гармонично развитая языковая личность.
Начать обучение иностранному языку следует с грамматики и лексики.
Будучи отработанными до автоматизма, они прочно закрепляются в сознании,
таким образом, предоставляя свободу выражения мысли на иностранном
языке. Когда уровень овладения грамматикой и лексикой иностранного языка
достигает более высокой отметки, обучающийся перестает задумываться о
233
соглашениях, которые упоминает А. Вежбицкая. На этом этапе на первый план
уже должны выходить общеупотребительные фразы, клише, устойчивые
обороты речи, используя которые, обучающийся смог бы приобщиться к
культуре народа изучаемого языка и почувствовать себя частью этой
культуры.
Важно также отметить, что выбору текстов для домашнего чтения
необходимо уделять пристальное внимание. Классическая литература на
иностранном языке вряд ли поможет сформировать вторичную языковую
личность, способную общаться с иностранцами здесь и сейчас, хотя мы не ставим
перед собой цель отказаться от изучения классиков. Вопрос отбора языкового
материала является важным этапом в работе преподавателя иностранного языка,
если мы хотим получить многогранную языковую личность, имеющую
представление о разных сферах науки, культуры и жизни вообще.
Художественные произведения современных авторов или переложения
классической литературы на современный лад как нельзя лучше справятся с
поставленной задачей. Если привести в пример обучение английскому языку,
можно сказать, что в настоящее время существует немало аутентичных
разноуровневых серий с разработанными заданиями для послетекстовой работы, а
также аудиоматериалами. Такими являются серия Macmillan Readers издательства
Macmillan или похожие серии издательств Oxford University Press, Longman и
Cambridge University Press.
Важно также отметить, что обучающимся необходимо читать как можно
больше текстов различных стилей: литературно-художественные, научнопопулярные, научные и газетно-публицистические. Если речь идет о
формировании вторичной языковой личности специалиста, то важно также
учитывать профессиональную направленность материала – подбирать такие
тексты, в которых присутствовали бы типичные ситуации общения, в которые
специалист попадает в процессе своей работы.
В качестве вывода можно сказать что, разнообразие литературных текстов
создает большие возможности для формирования вторичной языковой личности
посредством накопления и уточнения знаний о культуре страны изучаемого языка,
включая знания из различных ее областей, будь то литература, политика или
повседневная жизнь.
---
Список литературы
1. Балакирева М. Использование книги для чтения на уроках иностранного языка //
Приложение к газете «Первое сентября» «Английский язык». 1998. № 8. С. 15.
2. Булкин А. П. Изучение иностранных языков в России (социокультурные аспекты)
// Иностранные языки в школе. 1998. № 3. С. 16–20.
3. Вежбицкая А. Понимание культур через посредство ключевых слов. М.: Языки
славянской культуры, 2001. 288 с.
4. Вечканова Е. В. Учебное и досуговое чтение студентов-гуманитариев //
Бочкаревские чтения: мат. ХХХ Зональной конф. литературоведов Поволжья, 6-8
апр. 2006 г. Т. 4. Самара: Изд-во СГПУ, 2006. С. 140.
5. Сухих О. В. Критерии становления языковой личности // Мир через языки,
образование, культуру: сб. науч. статей. Пятигорск: ПГЛУ, 1997. С. 43-45.
6. Язык, сознание, коммуникация: сб. научных статей, посвященный памяти Галины
Ивановны Рожковой. М.: Диалог-МГУ, 1998. Выпуск 6. 116 с.
Вестник ТвГУ. Серия "Филология"
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УДК 378
ББК 74.58
Г 67 А. Е. Горковенко, И. В. Ерофеева, С. В. Петухов
г. Чита, Россия
ЯЗЫКОВАЯ КАРТИНА МИРА И ТВОРЧЕСКАЯ ЛИЧНОСТЬ В УСЛОВИЯХ ТРАНСГРАНИЧЬЯ
В статье рассматриваются особенности языковой картины мира творческой личности в трансграничном регионе (Россия – Китай – Монголия). Предлагаются рабочие определения категориям: трансграничье, языковая картина мира, личность в парадигме творчества. Обобщается опыт работы на различных экспериментальных площадках по развитию нелинейного мышления школьников и студентов (русских и иностранных) в полиэтническеом регионе.
Ключевые слова: языковая картина мира, творческая личность, креативность, ментальность, модель мира
A. E. Gorkovenko, I. V. Erofeeva, S. V. Petukhov Chita,Russia
Language picture of the world and the creative personality in the transborder condition
In the article features of a language picture of the world of the creative person in transborder region (Russia – China – Mongolia) are considered. Working defnitions are offered categories: transborder, a language picture of the world, the person in a creativity paradigm. The operational experience on various experimental platforms on development of nonlinear thinking of schoolboys and students (russian and foreign) in the transborder condition is generalised.
Key words: a language picture of the world, the creative person, creativity, mentality, world model
В настоящее время в российском обществе активизируется процесс восстановления духовных ценностей народов в их историческом развитии, что обуславливает, в том числе, и научную рефлексию относительно ценностей культурного наследия. Вертикальная глобализация, ориентированная на стирание культурных и этнических различий, ситуация информационно-психологической войны в условиях проницаемости государственных границ запускают активные механизмы трансформации духовно-исторического кода нации, что приводит к противоречи-
16
вым последствиям. С одной стороны, констатируется интенсификация межкультурного диалога, с другой, происходит размывание идентичности на всех уровнях ее существования. Наиболее ярко сфера воздействия представлена в пространстве текста. Текстопостроение – процесс сложный и неоднозначный. Творческая личность, будучи носителем определенного национального самосознания, вербализированного в языковой картине мира, нацелена на репрезентацию исконных смыслов; в результате текст предстает как средство передачи и хранения культурных ценностей, в адекватных условиях он призван аккумулировать национальную память. Но закономерности определенной социально-политической реальности, а также принципы вертикальной глобализации значительно корректирует традиционную философию. Сегодня перед учеными встают насущные проблемы выбора и обоснования методологии исследования концептосферы текста, а также научного формулирования моделей конструктивной работы с национальными ценностями в творческом процессе текстопостроения, начиная, например, с технологии позиционирования концептуальных структур и заканчивая возможными механизмами и эффектами воздействия на духовный мир потребителя. В условиях необходимости укрепления национальной безопасности социальная идентичность выступает и объектом ее защиты, и эффективным средством ее реализации. Это означает, что первостепенное значение приобретают сегодня вопросы, связанные с изучением аксиологии культуры, языковой (и наивной) картины мира народа, его исторического пути развития, национальных языков и литератур, фольклора, выявлением накопленных ими культурных традиций, изучением их специфики. Человечество полифонично и многогранно. Планетарной цивилизации мы интересны лишь в той мере, в какой сохранили самобытную культуру, вне национального бытия невозможно существование многоликого мира. Нельзя не учитывать и тот факт, что историческая память органически связана с человеком, его менталитетом и национальной картиной мира. Ее можно искусственно отодвинуть на периферию сознания, но полностью вытеснить нельзя. Категоризация мира, его восприятие и отражение в творчестве креативной личностью обусловлены ядерными константами отечественной культуры, чуждые смыслы глобальных информационных потоков не могут «заставить организм иметь других предков». Именно поэтому в современной науке активно формулируется проблема «расслоения» российского человека, воспитанного на базе чужой аксиологии, но все равно сохраняющего в глубине сознания традиционные ценности. Конечно, в процессе реформирования социально-экономической парадигмы языковая картина мира проявляет себя как относительно подвижная иерархическая структура, объединяющая некую совокупность
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ценностей и идеалов конкретной культуры. Но национальная модель мира допускает только такую формальную динамику ценностей, которая соответствует ее базовым структурам, а насильственные видоизменения приводят к аксиологической дезориентации. Ответ общества на проблемы и вызовы современной социальной реальности становится созидательным и конструктивным лишь при условии адекватной культурной артикуляции. Анализ культурно-исторической идентичности через языковую картину мира и характеристику творческой личности в условиях трансграничья направлен на закрепление населения на данной территории и адаптацию прибывающего населения, на сохранение ментальной аксиологии, что в целом способствует укреплению национальной безопасности России в трансграничном регионе. Результаты исследования, как представляется, могут быть использованы для решения таких теоретических проблем, как соотношение языка и культуры, языка и творческого мышления, языка и наивного мировидения, рефлексии и саморефлексии в языке. Изучение междисциплинарной проблемы – выявление особенностей языковой картины мира творческой личности в условиях трансграничья – базируется на ряде источников филологической, культурологической и психологической направленности, в которых содержится анализ двух центральных проблем данной поисковой научно-исследовательской работы: языковая картина мира и личность в парадигме творчества. Языковая картина мира. В последнее время в лингвистике наблюдается интерес к исследованию взаимодействия языкового потенциала, семантики текста с «фоновыми знаниями»; формулируется глобальная проблема соотношения языка и сознания в процессах текстопостроения и текстовосприятия. Важнейшее достижение современной лингвистики состоит в том, что язык уже не рассматривается «в самом себе и для себя», он предстает в новой парадигме с позиции его участия в познавательной деятельности человека. Ученые выделяют особую роль языка в жизни человека и социальной общности, язык воспринимается как когнитивный инструмент осознания мира, хранения и репрезентации культурного опыта и ценностей народа: Ю. Д. Апресян, Н. Д. Арутюнова, А. Вежбицкая, В. В. Колесов, Е. С. Кубрякова, В. А. Маслова, Н. Б. Мечковская, М. В. Пименова, А. Н. Портнов, Ю. А. Сорокин, Ю. С. Степанов и др. М. Бахтин утверждал, что «текст есть выражение сознания, что-то отражающего» [1, с. 311]. Мотивация интеллектуальных усилий в процессе творчества непосредственно обусловлена семантикой национальной картины мира. Известно, что характер мотивации влияет на вид и объем воспринимаемых знаний, вырабатываемые в процессе жизни мотивы генетически детерминированы и служат единственной наследуемой основой этнических и индивидуальных различий в интеллекте.
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Национальная модель мира автора текста селекционирует признаки действительности, согласно своим внутренним законам и принципам интегрирует и трансформирует весь массив воспринимаемого. Случайные признаки отсеиваются, фиксируются лишь наиболее характерные, наиболее информативные для носителя определенного менталитета. Текст обретает черты сверхтекста, отражающего языковое (общественное) сознание социальной общности. Создание текста и его интерпретация – результат когнитивной, а также социальной деятельности субъекта творящего. В дискурсивные отношения вовлечена определенная языковая личность, которую представляют автор и адресант произведения, демонстрирующие свой национальный и социальный – ролевой статус. В дискурсе когнитивной лингвистики проблема «существования языковой личности» рассматривается на трех уровнях: познавательном, поведенческом и ценностном, утверждается триединство «язык – национальная личность – культура» [3, с. 13, 94], языковая личность ассоциируется с человеком как субъектом в действии, который активно воспринимает, продуцирует и преобразовывает информацию, руководствуясь в своей мыслительной деятельности определенными культурными схемами и стратегиями. Основным средством организации языковой картины мира объявляется концепт – константа, категория, которая, будучи единицей коллективного сознания, непосредственно связана с типом национального мировосприятия. Личность в парадигме творчества. В научном дискурсе творчество объявляется важнейшим атрибутивным свойством человека и становится предметом актуальных научных исследований (Л. Термен, Э. Торранс, С. Медник, Б. М. Теплов, Я. А. Понамарев, Н. С. Лейтес, В. А. Крутецкий, А. Г. Ковалев, К. К. Платонов, А. М. Матюшкин, В. Д. Шадриков, Ю. Д. Бабаева, В. Н. Дружинин, Н. В. Хазратова, И. И. Ильясов, В. И. Панов, И. В. Калиш, М. А. Холодная, Н. Б. Шумакова, В. С. Юркевич и др.). Исследования психологов и педагогов в области творческого мышления многообразны и богаты по своему содержанию, однако работа далеко не окончена. Сегодня большое внимание уделяется выявлению механизмов творческой деятельности и природе творческого мышления. В рамках нашего исследования представляется целесообразным рассматривать творчество как «феноменальное свойство человека чутко улавливать потенциальные смыслы мира и претворять их в реальность с помощью собственного потенциала, особых умений и средств» [5, с. 23]. Несмотря на обилие позиций в трактовке категории творчества, одна идея является неизменной и универсальной: в качестве природного, врожденного, творческое начало в человеке противостоит техническому рационализму, технической деятельности конструирования.
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Несомненно, в отечественной и зарубежной психологии работы по проблемам творчества теоретически и эмпирически обоснованы, различия креатива личности анализируются как с количественной, так и с качественной стороны. Но, несмотря на большой объем исследований в данной области, которые ведутся вот уже несколько десятилетий, накопленные данные не столько проясняют, сколько запутывают понимание феномена креатива. Достаточно сказать, что еще сорок лет назад было сформулировано более 50 определений творчества, а к настоящему моменту их уже трудно подвергнуть научной статистической обработке. Одновременно приходится констатировать дефицит методик и педагогических техник стимуляции творческого мышления ресурсами определенной ментальности. Существуют и объективные трудности в изучении креатива вообще. Дело в том, что принципиальная спонтанность творческого процесса с использованием той или иной модели мира делает его практически неуловимым для естественнонаучных методов. Теоретические исследования в области языковой картины мира, творческой личности в условиях трансграничья легли в основу практической работы с российскими и иностранными студентами в Забайкальском крае. Нам представляется важным учитывать онтологическую реальность текста и его функционирование в различных концептуальных средах – учебной и экспериментальной, а также функционирование текста в полиэтничной среде, в культурном пространстве трансграничья. В данном контексте творческая личность, участвующая в процессах порождения и рецепции текста, становится уникальным явлением в формировании языковой картины мира. По указанному направлению в ЗабГГПУ успешно проводились научные исследования в области межкультурной коммуникации по проблемам: ● взаимодействия культур; ● развития дискурса современной массовой коммуникации с учетом сохранения национальной модели мира; ● активизации творческого мышления ресурсами национального мировидения (в рамках элективных курсов «Психология творчества», «Творческая мастерская», на базе экспериментальной площадки вузовской газеты «Твоя газета»); ● концептуальной и языковой картины мира, языковых процессов в условиях трансграничного взаимодействия, в частности современного состояния русской народной речи в условиях межъязыковых контактов на территории Континентальной Азии (НИЛ «Лингвистическое краеведение Забайкалья»); ● активных процессов в языке современной художественной прозы (НИЛ «Интерпретация текста»); ● разрабатывались инновационные технологии в обучении русскому языку (НИЛ «Лингводидактических инноваций»).
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Значительные результаты достигнуты в осмыслении явления трансграничья: определение сущности, структуры, последствий его формирования для современного российского общества и пр. Рассмотрение истории формирования трансграничья на территории схождения границ России, Китая и Монголии позволило проследить этапы и механизмы формирования идентичности в эволюционном плане. Успешно развиваются историческая и археологическая школы, изучающие эволюцию народов и культур, проживающих на территории современного трансграничья. Были проведены: международная научно-практическая конференция и симпозиум по проблемам трансграничья (2006 г.); международные научные конференции по проблемам интерпретации текста (2007, 2009, 2010 гг.), истории и культур кочевых цивилизаций трансграничного региона (2008), русского языка в современном Китае (2009 г. в г. Хайлар, г. Маньчжурия), буддийской культуры (2010 г., Чита – Агинское). Полученные результаты внедряются в образовательные программы разного уровня (магистратура, аспирантура, постдипломное образование) и используются в процессе подготовки научных кадров по направлениям: лингвистика (китайский язык), филология (русский язык как иностранный), востоковедение (с изучением монгольского и китайского языков), художественное образование, культурология, журналистика, связи с общественностью, которые также востребованы со стороны Китая и Монголии, направляющих для обучения своих преподавателей-стажеров, аспирантов и студентов. Были активизированы необходимые для продолжения исследований и закрепления научных результатов экспериментальные площадки: летняя филологическая школа, вузовская газета «Твоя газета». Летняя филологическая школа. Учебные занятия в Летней филологической школе проходили в период с 5 июля по 22 июля 2010 г. В расписание было включено 96 часов лекционно-практических занятий и 66 часов занятий по подготовке к олимпиадам (русский язык и литература, иностранный язык) различного уровня. Учебный процесс обеспечивали высококвалифицированные преподаватели НИИ филологии и межкультурной коммуникации ЗабГГПУ, в числе которых – 3 доктора филологических наук, 6 кандидатов филологических наук. Учебный процесс был организован по модульному принципу: каждый преподаватель имел возможность представить свой материал в системном изложении, что обеспечило целостность и завершенность восприятия. Кроме того, модульные темы были объединены общей идеей: доминирующее значение творческой личности в системе социокультурной динамики. Так, тематический модуль профессора Л. В. Камединой «Обретая смысл заново. Вчера, сегодня, завтра», включающий авторские разработки по проблемам поиска смысловой доминанты русской литературы и куль-
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туры, коррелировал с оригинальным курсом профессора Г. Д. Ахметовой «Мастерская писателя». Явные параллели просматривались в модулях доцентов Т. Ю. Игнатович «Топос и логос. Языковые трансформации к. XX н XXI вв.» и И.В. Ерофеевой «Технология массмедиа». На обширном наглядном материале слушатели школы имели возможность проследить за развитием языка от форм XIX в., сохранившихся в диалектах, до новейших активных языковых процессов, фиксирующихся в печатных и электронных СМИ. Тематика мастерских доцентов В. А. Сергеевой, С. В. Петухова, А. Е. Горковенко, Е. Н. Макаровой: «Творец-текст-читатель. Филологическое моделирование», «От Интернета к гипертексту: бесконечное творчество», «Русская дворянская культура», «Культура речи: от блога до этикета», «Литература в массовом сознании» имела общий знаменатель – развитие креативного мышления слушателей, активное включение в творческий процесс путем сознательной стилизации и моделирования образцов отечественной и мировой классики. Блок «Трансграничье в изменяющемся мире» был представлен модулями проф. Т. В. Воронченко, доц. С. И. Чугуновой, ст. пр. Л. А. Павловой. Слушатели школы имели уникальную возможность не только попрактиковаться в «бытовом» английском, но и «войти» в инокультуру, приобщаясь к практическому опыту преподавателей. Все занятия носили интерактивный характер. Преподаватели использовали формы активизации нелинейного мышления: тестирование, вербальное анкетирование, филологическое моделирование и стилизация, ролевые игры, мастер-классы. Кроме того, школа имела и профориентационную направленность по подготовке базового контингента абитуриентов, значительно способствуя повышению их образовательного уровня, демонстрируя абсолютную совместимость с учащимися любого образовательного учреждения системы среднего образования Забайкальского края (от СОШ Могойтуя, Тупика, Баляги, Улет, Хилка до школ города Читы, включая рейтинговые № 4, № 5, № 9). Вузовская газета «Твоя газета». Издание информационно-аналитического характера «Твоя газета» выходит в формате А4, тиражом 100 экземпляров, несколько номеров выпускается в цветной печати, остальные – в черно-белой. Редакционная коллегия «Твоей газеты» была сформирована на базе второго курса отделения журналистики филологического факультета ЗабГГПУ. Стержневым компонентом коммуникативной стратегии издания является определенная идейно-творческая концепция, смысловые составляющие которой демонстрируют социальную позицию редакционного коллектива. Именно диалог, как особая форма коммуникативной прак-
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тики (М. М. Бахтин), образует идейную канву общего текста изданий и определяет программу информационной политики газеты. В концептуальном поле «диалога» медиатекст предстает не только как «плоть общения», средство самовыражения, рефлексии (как со стороны автора, так и со стороны потребителя), но и вербальным пространством «диалога культур», в рамках которого возможно и когнитивное сосуществование и ментальное столкновение. В результате диалоговая модель активно представлена в общей организационной деятельности газеты и непосредственно в метатексте издания. Среди основных форм информационной политики используются: постоянные рубрики, подготовка спецвыпусков (посвященных проблемам науки, абитуриентам, выпускникам и т. д.), организация студенческих кампаний, опубликование крупных тематических материалов. Нашу аудиторию представляют студенты, преподаватели и другие работники вуза. Несмотря на относительно узкий сегмент, мы стремимся к универсальности, предметно-тематическая установка изданий ориентирована на освещение тех многочисленных проблем, которые волнуют нашего потенциального читателя. Информационное пространство газеты заполняют материалы, посвященные студенческой жизни, а также молодежной проблематике трансграничного региона: личностная и профессиональная самореализация, творческий потенциал молодежи, здоровый образ жизни, проблемы общепита, профессионального образования, философия субкультур, гендерная картина мира, молодежная музыка, хобби студенчества, чувство юмора современного поколения, кинематограф для молодых и т. д. Коммуникативная стратегия «Твоей газеты» была выстроена с учетом того факта, что газета является продуктом творчества и объектом исследования в рамках лингвокультурологического моделирования, нацеленного на реконструкцию языковой картины мира творческой личности в условиях трансграничья. Руководителями проекта (И. В. Ерофеевой, Ю. А. Поляковой) были созданы благоприятные условия для доминирования креативной практики над репродуктивной деятельностью. Несколько последних номеров газеты были посвящены исключительно проблеме «тайна и сущность творчества». Смешанный тип верстки, оригинальные композиции, яркий монтаж и разнообразное языковое оформление тематических материалов стали хорошей демонстрацией творческой активности студентов. Ключевой идейно-тематический аспект информационной политики издания – стимуляция концептуальных структур национальной аксиологии творчества, активизация способности творчески решать теоретические и практические проблемы в контексте активной трансляции традиций – нашел свое воплощение в постоянной рубрике «Диалог культур»,
23
в которой публикуются эссе русскоязычных студентов и студентов иностранцев. В информационном поле газеты активно артикулируется возможность сосуществования разных точек зрения, в том числе противоположных, на одну и ту же ситуацию, позиционируются уважительное отношение к отличающейся точке зрения и культурная вариативность регуляторов социального поведения. Тематические номера (день Победы, 23 февраля, 8 Марта и др.) выстраиваются, как правило, на основе информационно-очерковых материалов русских и китайских студентов, которые содержат обусловленную ментальными представлениями духовнонравственную рефлексию создателей текстов. На сегодняшний день «Твоя газета» стала своеобразной экспериментальной площадкой для активизации нелинейного, творческого мышления, одновременно вузовская пресса представляет собой интересное текстовое пространство для лингвокультурологического анализа наивной картины мира молодежи трансграничья. Полученные в ходе научно-исследовательской работы экспериментальные данные могут стать основой для формирования научного банка данных по изучаемой проблеме. Описание, классификация, анализ и обобщение экспериментального материала позволит увидеть различные аспекты языковой картины творческой личности в условиях трансграничья. Банк экспериментальных данных, собранных в процессе филологического исследования, может найти применение не только в собственно лингвистической и литературоведческой сферах, но и в гуманитарных науках в целом.
Список литературы
1. Бахтин М. М. Автор и герой. К философским основам гуманитарных наук. – СПб. : «Азбука», 2000.
2. Вайсгербер Й. Л. Родной язык и формирование духа / пер. с нем., вступ. ст. и коммент. О. А. Радченко. – М., 1993.
3. Воробьев В. В. Лингвокультурология. Теория и методы. – М. : РУДН, 1997.
4. Карасик В. И. Языковой круг : личность, концепты, дискурс. – Волгоград : Перемена, 2002.
5. Олешко В. Ф. Журналистика как творчество. – М. : РИП-Холдинг, 2003.
6. Язык и личность / под ред. Д. Н. Шмелева. – М. : Наука, 1989.
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Бернштейн В.Л., Новикова Е.Н.
Вестник Московского государственного лингвистического университета. 2009. № 557. С. 104-110.
ЯЗЫКОВОЕ СОЗНАНИЕ КАК ОСНОВА СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
Филонова Е.А.
Вестник Московского государственного лингвистического университета. 2009. № 563. С. 176-187.
АКСИОЛОГИЧЕСКИЙ АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ
Королева С.С.
Гуманизация образования. 2009. № 2. С. 105-109.
ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ЦЕЛЬ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ ОБЩЕСТВА
Халяпина Л.П.
Вестник Тамбовского университета. Серия: Гуманитарные науки. 2009. № 10 (78). С. 230-236.
ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ПОЛИЛИНГВАЛЬНОЙ ЛИЧНОСТИ В СИСТЕМЕ ВЫСШЕГО ЯЗЫКОВОГО ОБРАЗОВАНИЯ
Гурулева Т.Л.
Вестник Читинского государственного университета. 2009. № 4 (55). С. 37-45.
ТЕХНОЛОГИЯ СОПОСТАВИТЕЛЬНОГО КОНЦЕПТУАЛЬНОГО АНАЛИЗА В СИСТЕМЕ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
Халяпина Л.П.
Сибирский педагогический журнал. 2009. № 1. С. 184-193.
ЛИНГВОДИДАКТИЧЕСКОЕ ПРЕДСТАВЛЕНИЕ САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ
Пивкин С.Д.
Образование и саморазвитие. 2009. № 5 (15). С. 25-29.
ФОРМИРОВАНИЕ ЛИНГВОСОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ С ПОМОЩЬЮ ТЕКСТОВ КУЛЬТУРЫ
Кириченко E.А.
Мир науки, культуры, образования. 2009. № 7-2 (19). С. 12-14.
ТЕХНОЛОГИИ, ФОРМИРУЮЩИЕ БАЗОВЫЕ КОМПЕТЕНЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ
Митусова О.А.
Известия Южного федерального университета. Педагогические науки. 2009. № 10. С. 163-168.
ФОРМИРОВАНИЕ СТРАТЕГИЧЕСКОЙ КОМПЕТЕНЦИИ И РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БИЛИНГВА
Давер М.В.
Психологическая наука и образование www.psyedu.ru. 2009. № 3. С. 1-16.
СТАНОВЛЕНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ
Пивкин С.Д.
Научные исследования в образовании. 2009. № 12. С. 41a-47.
НОВАЯ НЕГРАМОТНОСТЬ: НЕКОТОРЫЕ ФЕНОМЕНЫ И ЯЗЫКОВАЯ ЛИЧНОСТЬ
Бушев А.Б.
Психолингвистические аспекты изучения речевой деятельности. 2009. № 7. С. 11-25.
ПИСЬМЕННАЯ РЕЧЬ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ СТУДЕНТОВ ГУМАНИТАРНЫХ СПЕЦИАЛЬНОСТЕЙ
Розина М.С.
Русский язык в современном мире. 2009. № 1. С. 374-378.
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<a href="https://www.elibrary.ru/item.asp?id=13568388"><b>"ЯЗЫКОВАЯ
ЛИЧНОСТЬ" КАК СТЕРЖНЕВОЕ СИСТЕМООБРАЗУЮЩЕЕ ФИЛОЛОГИЧЕСКОЕ
ПОНЯТИЕ</b></a><br/>
<font color="#00008f"><i>Бернштейн В.Л.,
Новикова Е.Н.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33412654">Вестник
Московского государственного лингвистического университета</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33412654&selid=13568388">№ 557</a><font color="#00008f">.
С. 104-110. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13502512"><b>ЯЗЫКОВОЕ
СОЗНАНИЕ КАК ОСНОВА СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Филонова
Е.А.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33409009">Вестник
Московского государственного лингвистического университета</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33409009&selid=13502512">№ 563</a><font color="#00008f">.
С. 176-187. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12609975"><b>АКСИОЛОГИЧЕСКИЙ
АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ
ИНОСТРАННОМУ ЯЗЫКУ</b></a><br/>
<font color="#00008f"><i>Королева
С.С.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33348456">Гуманизация
образования</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33348456&selid=12609975">№ 2</a><font color="#00008f">.
С. 105-109. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13021682"><b>ФОРМИРОВАНИЕ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ЦЕЛЬ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ
В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ ОБЩЕСТВА</b></a><br/>
<font color="#00008f"><i>Халяпина
Л.П.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33386787">Вестник
Тамбовского университета. Серия: Гуманитарные науки</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33386787&selid=13021682">№ 10 (78)</a><font color="#00008f">.
С. 230-236. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12885637"><b>ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ
ОСНОВЫ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ПОЛИЛИНГВАЛЬНОЙ ЛИЧНОСТИ В СИСТЕМЕ
ВЫСШЕГО ЯЗЫКОВОГО ОБРАЗОВАНИЯ</b></a><br/>
<font color="#00008f"><i>Гурулева
Т.Л.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33380834">Вестник
Читинского государственного университета</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33380834&selid=12885637">№ 4 (55)</a><font color="#00008f">.
С. 37-45. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=21359754"><b>ТЕХНОЛОГИЯ
СОПОСТАВИТЕЛЬНОГО КОНЦЕПТУАЛЬНОГО АНАЛИЗА В СИСТЕМЕ ФОРМИРОВАНИЯ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Халяпина
Л.П.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33950968">Сибирский
педагогический журнал</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33950968&selid=21359754">№ 1</a><font color="#00008f">.
С. 184-193. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=18055243"><b>ЛИНГВОДИДАКТИЧЕСКОЕ
ПРЕДСТАВЛЕНИЕ САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Пивкин
С.Д.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33758365">Образование
и саморазвитие</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33758365&selid=18055243">№ 5 (15)</a><font color="#00008f">.
С. 25-29. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13520319"><b>ФОРМИРОВАНИЕ
ЛИНГВОСОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
С ПОМОЩЬЮ ТЕКСТОВ КУЛЬТУРЫ</b></a><br/>
<font color="#00008f"><i>Кириченко
E.А.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33410272">Мир
науки, культуры, образования</a><font color="#00008f">. 2009.
</font><a href="https://www.elibrary.ru/contents.asp?id=33410272&selid=13520319">№ 7-2 (19)</a><font color="#00008f">.
С. 12-14. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12920668"><b>ТЕХНОЛОГИИ,
ФОРМИРУЮЩИЕ БАЗОВЫЕ КОМПЕТЕНЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Митусова
О.А.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33382415">Известия
Южного федерального университета. Педагогические науки</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33382415&selid=12920668">№ 10</a><font color="#00008f">.
С. 163-168. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12999919"><b>ФОРМИРОВАНИЕ
СТРАТЕГИЧЕСКОЙ КОМПЕТЕНЦИИ И РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
БИЛИНГВА</b></a><br/>
<font color="#00008f"><i>Давер
М.В.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33385786">Психологическая
наука и образование www.psyedu.ru</a><font color="#00008f">. 2009.
</font><a href="https://www.elibrary.ru/contents.asp?id=33385786&selid=12999919">№ 3</a><font color="#00008f">.
С. 1-16. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13082651"><b>СТАНОВЛЕНИЕ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ</b></a><br/>
<font color="#00008f"><i>Пивкин
С.Д.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33389337">Научные
исследования в образовании</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33389337&selid=13082651">№ 12</a><font color="#00008f">.
С. 41a-47. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=18833472"><b>НОВАЯ
НЕГРАМОТНОСТЬ: НЕКОТОРЫЕ ФЕНОМЕНЫ И ЯЗЫКОВАЯ ЛИЧНОСТЬ</b></a><br/>
<font color="#00008f"><i>Бушев
А.Б.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33820216">Психолингвистические
аспекты изучения речевой деятельности</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33820216&selid=18833472">№ 7</a><font color="#00008f">.
С. 11-25. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=26397030"><b>ПИСЬМЕННАЯ
РЕЧЬ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ
СТУДЕНТОВ ГУМАНИТАРНЫХ СПЕЦИАЛЬНОСТЕЙ</b></a><br/>
<font color="#00008f"><i>Розина
М.С.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=34252678">Русский
язык в современном мире</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=34252678&selid=26397030">№ 1</a><font color="#00008f">.
С. 374-378. </font>
</p>
<p style="margin-bottom: 0cm; line-height: 100%"><br/>
</p>
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<body lang="ru-RU" link="#000080" vlink="#800000" dir="ltr"><p style="line-height: 100%">
<a href="https://www.elibrary.ru/item.asp?id=13568388"><b>"ЯЗЫКОВАЯ
ЛИЧНОСТЬ" КАК СТЕРЖНЕВОЕ СИСТЕМООБРАЗУЮЩЕЕ ФИЛОЛОГИЧЕСКОЕ
ПОНЯТИЕ</b></a><br/>
<font color="#00008f"><i>Бернштейн В.Л.,
Новикова Е.Н.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33412654">Вестник
Московского государственного лингвистического университета</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33412654&selid=13568388">№ 557</a><font color="#00008f">.
С. 104-110. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13502512"><b>ЯЗЫКОВОЕ
СОЗНАНИЕ КАК ОСНОВА СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Филонова
Е.А.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33409009">Вестник
Московского государственного лингвистического университета</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33409009&selid=13502512">№ 563</a><font color="#00008f">.
С. 176-187. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12609975"><b>АКСИОЛОГИЧЕСКИЙ
АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ
ИНОСТРАННОМУ ЯЗЫКУ</b></a><br/>
<font color="#00008f"><i>Королева
С.С.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33348456">Гуманизация
образования</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33348456&selid=12609975">№ 2</a><font color="#00008f">.
С. 105-109. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13021682"><b>ФОРМИРОВАНИЕ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ЦЕЛЬ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ
В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ ОБЩЕСТВА</b></a><br/>
<font color="#00008f"><i>Халяпина
Л.П.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33386787">Вестник
Тамбовского университета. Серия: Гуманитарные науки</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33386787&selid=13021682">№ 10 (78)</a><font color="#00008f">.
С. 230-236. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12885637"><b>ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКИЕ
ОСНОВЫ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ПОЛИЛИНГВАЛЬНОЙ ЛИЧНОСТИ В СИСТЕМЕ
ВЫСШЕГО ЯЗЫКОВОГО ОБРАЗОВАНИЯ</b></a><br/>
<font color="#00008f"><i>Гурулева
Т.Л.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33380834">Вестник
Читинского государственного университета</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33380834&selid=12885637">№ 4 (55)</a><font color="#00008f">.
С. 37-45. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=21359754"><b>ТЕХНОЛОГИЯ
СОПОСТАВИТЕЛЬНОГО КОНЦЕПТУАЛЬНОГО АНАЛИЗА В СИСТЕМЕ ФОРМИРОВАНИЯ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Халяпина
Л.П.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33950968">Сибирский
педагогический журнал</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33950968&selid=21359754">№ 1</a><font color="#00008f">.
С. 184-193. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=18055243"><b>ЛИНГВОДИДАКТИЧЕСКОЕ
ПРЕДСТАВЛЕНИЕ САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Пивкин
С.Д.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33758365">Образование
и саморазвитие</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33758365&selid=18055243">№ 5 (15)</a><font color="#00008f">.
С. 25-29. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13520319"><b>ФОРМИРОВАНИЕ
ЛИНГВОСОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
С ПОМОЩЬЮ ТЕКСТОВ КУЛЬТУРЫ</b></a><br/>
<font color="#00008f"><i>Кириченко
E.А.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33410272">Мир
науки, культуры, образования</a><font color="#00008f">. 2009.
</font><a href="https://www.elibrary.ru/contents.asp?id=33410272&selid=13520319">№ 7-2 (19)</a><font color="#00008f">.
С. 12-14. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12920668"><b>ТЕХНОЛОГИИ,
ФОРМИРУЮЩИЕ БАЗОВЫЕ КОМПЕТЕНЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Митусова
О.А.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33382415">Известия
Южного федерального университета. Педагогические науки</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33382415&selid=12920668">№ 10</a><font color="#00008f">.
С. 163-168. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12999919"><b>ФОРМИРОВАНИЕ
СТРАТЕГИЧЕСКОЙ КОМПЕТЕНЦИИ И РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
БИЛИНГВА</b></a><br/>
<font color="#00008f"><i>Давер
М.В.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33385786">Психологическая
наука и образование www.psyedu.ru</a><font color="#00008f">. 2009.
</font><a href="https://www.elibrary.ru/contents.asp?id=33385786&selid=12999919">№ 3</a><font color="#00008f">.
С. 1-16. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=13082651"><b>СТАНОВЛЕНИЕ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ</b></a><br/>
<font color="#00008f"><i>Пивкин
С.Д.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33389337">Научные
исследования в образовании</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33389337&selid=13082651">№ 12</a><font color="#00008f">.
С. 41a-47. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=18833472"><b>НОВАЯ
НЕГРАМОТНОСТЬ: НЕКОТОРЫЕ ФЕНОМЕНЫ И ЯЗЫКОВАЯ ЛИЧНОСТЬ</b></a><br/>
<font color="#00008f"><i>Бушев
А.Б.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=33820216">Психолингвистические
аспекты изучения речевой деятельности</a><font color="#00008f">.
2009. </font><a href="https://www.elibrary.ru/contents.asp?id=33820216&selid=18833472">№ 7</a><font color="#00008f">.
С. 11-25. </font>
</p>
<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=26397030"><b>ПИСЬМЕННАЯ
РЕЧЬ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ
СТУДЕНТОВ ГУМАНИТАРНЫХ СПЕЦИАЛЬНОСТЕЙ</b></a><br/>
<font color="#00008f"><i>Розина
М.С.</i></font><br/>
<a href="https://www.elibrary.ru/contents.asp?id=34252678">Русский
язык в современном мире</a><font color="#00008f">. 2009. </font><a href="https://www.elibrary.ru/contents.asp?id=34252678&selid=26397030">№ 1</a><font color="#00008f">.
С. 374-378. </font>
</p>
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</p>
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ЯЗЫКОВАЯ ЛИЧНОСТЬ И "СВЕРХКОНЦЕПТОЛОГИЯ"
ХАРЧЕНКО В.К.Написать письмо автору1
1 Белгородский государственный национальный исследовательский университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 6 (177) Год: 2014 Страницы: 39-46
УДК: 811.161
ЖУРНАЛ:
НАУЧНЫЕ ВЕДОМОСТИ БЕЛГОРОДСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА. СЕРИЯ: ГУМАНИТАРНЫЕ НАУКИ
Издательство: Белгородский государственный национальный исследовательский университет (Белгород)
ISSN: 2075-4574
КЛЮЧЕВЫЕ СЛОВА:
КОНЦЕПТ, МНОГОДЕТНОСТЬ, ДОЛГОЛЕТИЕ, ПАССИОНАРНЫЙ, СЕМЕЙНЫЕ РОДОСЛОВНЫЕ
АННОТАЦИЯ:
Автор вводит понятие «сверхконцепта», анализируя на материале семейных родословных и разговорного дискурса такие концепты, как «сверхмногодетность», «сверхдолголетие», «сверхобучение».«Сверхконцептология» рассматривается как направление прикладной лингвистики в плане развития пассионарных качеств языковойличности.
---
менной прикладной филологии, как представляется,
может стать разработка оптимальных моделей воздействия на языковую личность, при
этом процедура выстраивания таких моделей в идеале должна базироваться не только на
словесной, но в большей степени на концептуальной, когнитивной основе, поэтому ключевым для интерпретации результатов настоящего исследования становится термин
«концепт».
Интенсивное развитие современной лингвистической мыслью как дискурсологии,
так и лингвокогнитивистики не может не вызывать восхищения. Отечественная лингвокогнитология продолжает отзеркаливать концептосферу языка, открывая всѐ новые векторы
приложения исследовательского интереса.
В орбиту научного поиска попадают не только значимые, пафосные, этически
нагруженные концепты: «правда», «совесть», «любовь», «труд» и др. (о концепте «труд»
см., в частности,[1]), но и концепты более узкие, эмоционально нейтральные: «внимание»,
«касание», «путешествие» [2]. Современными отечественными учѐными анализируются
не только позитивные концепты: «дружба», «качество», «успех» [3], но и негативные: «зависть», «агрессия», «глупость», «обман», «воровство», «жадность» [4]. Лингвистически
исследуются остро обсуждаемые в политике, весьма неоднозначные концепты, прежде
всего, концепт «мультикультурализм» [5]. Описываются концепты, ядро которых образуют имена собственные: онимы: «Печорин», топонимы: «Петербург», «Москва». Продолжается выпуск антологии концептов, насчитывающей уже восемь изданий [6]. Усиливается интерес исследователей и к анализу концептосферы в целом, начавшийся с классической работы Д. С. Лихачева [7] и в настоящее время приведший к разработке, например,
такого направления в изучении концептосферы языка, как динамическая лингвокультурология [8].
Представляя палитру состоявшихся исследований, говоря о концептах, мы, разумеется, в режиме лингвистики ведѐм речь об изучении вербализаторов, репрезентантов
того или иного концепта.
И ещѐ одно уточнение. Мы говорим об исследовании всего того, что в языке уже
представлено, то есть выделено, выражено, обозначено.
Основная часть
Теперь «опрокинем» вопрос: можно ли, помимо всего указанного, когнитивно исследовать то, чего в языке или ещѐ нет, или уже нет, можно ли когнитивно исследовать то,
что в языке может или должно быть.
Здесь фундаментальная лингвистика соприкасается с практической, прикладной
своей ипостасью. На постановку данного вопроса нас натолкнуто изучение лично собранного корпуса семейных родословных, насчитывающего уже около 1,5 тысяч единиц хранения [9]. В свободных сочинениях на тему «История моей семьи» чѐтко и системно просматривались некоторые исчезнувшие концепты. О некоторых из них мы писали ранее
[10; 11], ещѐ не выделяя в качестве особого когнитивного феномена такого терминологического понятия, как «сверхконцепт» – не «мегаконцепт», не «макроконцепт», не «базовый
39
концепт» (под ними традиционно понимаются весьма объѐмные, многослойные концепты, демонстрирующие объединение более частных концептов).
Под «сверхконцептом» будем понимать ментальное образование, реализация которого требует, с одной стороны, пассионарных стратегий поведения, максимальных усилий языковой личности, а с другой – требует особой, дополнительной, соответствующей,
национально значимой поддержки со стороны различных дискурсивных практик.
Мы насчитываем пять таких когнитивных феноменов: сверхмногодетность, сверхдолголетие, сверхтерпение, сверхпрофессионализм, сверхобучение. Друг с другом они, разумеется, тесно взаимосвязаны: сверхмногодетность невозможна при дефиците сверхтерпения, сверхпрофессионализм есть следствие сверхобучения, сверхобучение предполагает
сверхтерпение как обучаемого, так и обучающего. Возникает несколько вопросов:
1) открыт или конечен этот список; 2) насколько правомерно включать в этот перечень
«печальные», «роковые» концепты, такие как сверхсмертность мужчин в России. Впрочем, подобную проблематику можно рассматривать и в общем контексте желаемого сверхдолголетия.
Говорящие часто используют сложные слова с первым компонентом «сверх»
(сверхсложная задача), но при этом «имена» тех концептов, которые мы обозначили как
сверхконцепты, в коллективном бессознательном будто бы отсутствуют. Прежде чем переходить к конкретике, рассмотрим, на каком основании, на какой «социальногуманитарной» почве мы выстраиваем, «взращиваем» упомянутые сверхконцепты.
Выделение «сверхконцептологии» весьма актуально в свете национального характера русского человека. С одной стороны, это свойственная ему биполярность мышления:
«всѐ или ничего», «белое или чѐрное», что раскрывает в своей книге Ю. М. Лотман [12].
Своеобразной лакмусовой бумажкой этого стали весьма часто цитируемые строки Алексея
Толстого: «Коль любить, так без рассудку, / Коль грозить, так не на шутку…» или Н.
В. Гоголя: «Да какой же русский не любит быстрой езды?». Но, с другой стороны, загадочным парадоксом выступает, тоже национальная, склонность к апатии, к упованию на власти предержащие, перманентное обвинение обстоятельств, нежелание продолжать начатое, неумение завершать продолженное, нерадение заниматься обустройством жизни вокруг, о чѐм писали психологи Р. Бистрицкас и Р. Кочюнас [13], публицисты, в частности В.
Пьецух [14].
История знает немало примеров истребления целых слоѐв населения, в первую
очередь, как правило, элитных слоѐв, то есть лучших людей, и сейчас задача формирования высшего слоя общества, национальной элиты стоит особенно остро. В барометрически
чуткой художественной литературе последних лет наблюдается дефицит изображений героев, которые подчиняют себе обстоятельства, как, например, в романе Л. Жуховицкого
(1969 г).
Женька был оптимистом, и я всегда удивлялся, что с возрастом оптимизма у
нѐм не убывало. Он готов был хоть сто раз стучать кулаком в одну и ту же дверь,
причѐм в сотый раз так же энергично и уверенно, как и в первый. Бывали случаи, когда
он добивался своего через год, через полтора. Иногда не добивался – но такие дела он
просто не считал конченными и упорно верил, что истина всѐ равно победит…
(Л. Жуховицкий. «Остановиться, оглянуться…»).
Вычленение сверхконцептов актуально ещѐ и потому, что в современном сверхинформированном обществе удельный вес мифотворчества отнюдь не уменьшается. Появляются публикации о том, что наличие брата или сестры тормозит развитие ребѐнка
[15, с. 300], что экология сейчас такова, что долголетие нам только снится, что будущую
профессию надо выбирать как можно ранее, дабы не учить лишнего, что главное не знать,
а уметь находить информацию, что интерактивная доска – панацея в преподавании и т. д.
и т. п.
В этой связи прикладная лингвистика вынуждена переводить альтернативные высказывания в тексты, будь то нарративы, семейное родословие, опубликованные сентенции. Приведѐм примеры сентенций из нашей картотеки: Дети бодрят!; Если вы хорошо
выглядите, значит правильно живѐте! Мы стараемся выстрадать сегодняшний день,
забывая, что жизнь может так крутануть!
Лингвистика, обнаруживающая по крупицам исчезнувшие сверхконцепты и тем
самым взывающая к их реконструкции, открывает серию новых задач междисциплинар-
40
ного характера, что, однако, отнюдь не снимает важности и сугубо лингвистического анализа каждого из выделяемых сверхконцептов.
Итак, первый сверхконцепт – «сверхмногодетность», то есть десять и более детей в
семье. В условиях демографического провала в цивилизованных обществах (кстати, в английском языке отсутствует и само слово «многодетность»!) этот концепт приобретает всѐ
большую значимость, требуя анализа, языковой проработки, поскольку на языковом
уровне сверхмногодетность сопровождалась и должна сопровождаться особыми формулами поддержки. Среди таких, сейчас слабо артикулируемых клише пословицы (Бог даст
его, даст и на него; Крута гора – родины, да забывчива; Носи дитя, пока маленькое: вырастет – не поносишь), сентенции (После третьего ребѐнка их уже не замечаешь!), нарративы – рассказы об аналогичных случаях, семьях, историях.
Прабабушка Анна, очень рано оставшись сиротой, вышла замуж в семнадцать
лет. Ее никто не мог поэтому научить прясть и шить. За это ее била свекровь палкой.
Родственники ее мужа ненавидели ее, сиротинушку. Они не давали ей денег на одежду и
обувь, поэтому прабабушка Анна ходила загонять гусей зимой без обуви, голыми ногами по снегу. / Прабабушка Анна родила двенадцать детей, которые ей были опорой и
единственной отрадой в ее жизни (О.В.Н.).
Мой дедушка раненый попал в госпиталь, где работала моя будущая бабушка.
После выздоровления без обеих ног он не мог ехать домой, и его сопровождала медсестра Рая. Ей тогда всего лишь было 20 лет. Молоденькая, красивая, ничего еще не видевшая в жизни полюбила солдата без ног. Вышла за него замуж <…> Несмотря на все это
она родила семерых детей: 4 сына и 3 дочери, вырастила, воспитала, дала им образование. Дочери замужем, сыновья женаты, есть внуки и правнучка – моя дочь (И.Б.).
Дед моей бабушки, со стороны отца, Овчаров Андрей Никитич был женат на
крестьянке Вере. У них было 13 детей: Ирина, Матрена, Татьяна, Мария, Акулина, Анна, Елизавета, Тимофей, Федор, Прокофий, Иван, Василий, Семен (Л. А).
Кстати, причиной повсеместного появления дворовых фамилий становился
экстралингвистический фактор многодетности и сверхмногодетности, что обусловливало
возникновение целых сел, жители которых носили одинаковую фамилию.
Сейчас в родном селе около десяти семей с фамилией Удовиченко, причем далеко
не все родственники (У.А.В.). Вообще-то в селе Заячьем каждый второй носит фамилию
Никулин (Н.А.). Прощаясь с Репяховкой, хочу сказать, что там и по сей день каждый
четвертый двор – Семикопенко (С.Е.П.). Дедушка Резанов Василий Антонович родился в
селе Новенькое Ивнянского района. В этом селе много многодетных семей по 5-10 детей.
Фамилию Резановы носит половина села, там живет много наших дальних родственников (Р.Е.А.). А еще село тем замечательно, что почти все население его – по фамилии
Чуевы. Так что все жители села – родственники, братья и сестры (П.Е.). Семья Русиновых активно разрасталась, и спустя несколько десятилетий она образовала целую деревню, которая называлась Русиново (Р.И.Н.).
Для текста родословных информация о тождестве фамилий в том или ином селе по
идее не обязательна, однако имеет место, и вот почему. Тот факт, что человек может создать семью, не вызывает удивления в отличие от содержащихся в родословных фактов
создания целого рода. Фрейм «человек – основатель рода» из коллективного бессознательного к настоящему времени выветрился, но родословные свидетельствуют о реальном
его существовании в прошлом. Одна семья может создать «целую деревню» – сквозит не
только в подтексте, но в самом тексте сочинений. Родословные дают возможность пронаблюдать и то, как фамилия (или имя) «автора» большой семьи со временем становилась
топонимом. Многодетность, основательность, добротное хозяйство, авторитет главы рода
запечатлевались не только в памяти потомков и земляков, но и в географических названиях, «географической памяти». Все вышесказанное может внести некоторые поправки в
исследование происхождения названий деревень, часто приписываемых владельцупомещику, а отнюдь не рядовому крестьянину – основателю рода.
Разработка такого сверхконцепта, как «сверхмногодетность», естественно, предполагает отнюдь не моножанровый, но полидискурсивный подход, опору на – увы! – пока не
собранные максимы публицистического, художественного, религиозного, научнопопулярного стиля.
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Обесценивание сверхмногодетности постепенно привело к десятидетности, а потом
и к уменьшению до 7 − 8 детей (таков уровень в России конца XIX в.) (А. Антонов). А
книжные и телерадиосоветчики учат юных мамаш гигиене ребенка, учат, как с ними гулять, играть, то есть опять же учат давать ребенку, но не учат брать от него. Учат трудам
материнства, но не учат радостям (Т. М. Афанасьева). В современных условиях дети попрежнему эмоционально обогащают родителей. Однако для этого многим парам хватает и
одного ребенка (Ю. Шишков). «Дети – продолжение и расширение нас…»
(П. А. Флоренский.)
Второй «сверхконцепт», не менее актуальный, нежели предыдущий, – это концепт
«сверхдолголетие» – достижение и превышение 90-летнего рубежа. Прабабушки, реже –
прадедушки авторов семейных родословных при испытаниях раскулачиванием, голодом,
войной, оккупацией, послевоенным голодом, работой за трудодни, потерей близких, в том
числе детей, доживали до возрастного рубежа, который сейчас представляется недостижимым: 94 г., 96 л., 102 г.
Прапрабабушка награждена «Медалью материнства». Она умерла в возрасте
96 лет (А.А.К.). Он получал большую пенсию по тем временам, и мы, внуки, бессовестно
пользовались его добротой. Его совершенно не интересовали деньги, он никогда не
спрашивал, куда тратят его пенсию. Умер он легко в возрасте 99 лет, недотянув трех
месяцев до столетия, в твердом уме и на своих ногах (А.В. К.); У моей прабабушки по
отцовской линии Лисицкой Екатерины Григорьевны было двенадцать детей, но, несмотря на все трудности материнской доли, она прожила 98 лет. Я хорошо помню
этого милого, всегда приветливого человека... (Н.Н.Н.).
Здесь подключается весомый арсенал сведений естественнонаучного характера и о
том, что «клетка слышит», и о том, что отказ от долгосрочного планирования чреват «скукоживанием» земного бытия, и о ценности пассионарных стратегий. Лингвисту, филологу,
однако, важнее обнаруживать, с одной стороны, «сюжеты», нарративы состоявшегося долголетия, а с другой – формы и формулы поддержки духовного и физического «самостоянья» человека – языковой (подчеркнѐм: клетка слышит!) личности. Это может быть пословицы, афоризмы, цитаты.
«Счастье не по молодости, смерть не по старости»; «Умирает не старый, но поспелый», «Умирать собирайся, а крышу крой», «Мы все уходим слишком рано, не изжив своего земного образа, не осуществив себя до конца в деле, творчестве, любви, даже не осознав толком своего бытия. Наша смерть – это смерть детей, подростков, юношей, редко –
взрослых людей, никогда – стариков, кроме редчайших исключений» (Ю. Нагибин. «Ты
будешь жить…»).
Третий сверхконцепт – «сверхтерпение». Почти каждая родословная содержит
пример личного героизма, подвижничества, и важно, чтобы такие примеры работали не
только на потомков автора текста.
За малейшее неповиновение хозяин отправлял на двое-трое суток в подвал, где
вода доходила до пояса. Ночи, проведенные в этом страшном подполье (об угнанных в
Германию) не могли не сказаться на здоровье женщины. Через несколько лет после войны страшные раны начали появляться сначала на одной ноге, затем на второй. А потом была ампутация сначала одной ноги, а потом и второй. Так без ног и жила эта
мужественная женщина, чем могла, помогала своей старшей сестре и ее семье. Жалко
было смотреть на ее сухое маленькое тело, которое быстро перемещалось летом по
огороду, чистоте и порядку грядок могли бы позавидовать селекционные станции
(Е.П. К.).
Не раз молва людская хоронила его, но Валентина упорно шла в больницу, где он
находился больше года. И болезнь отступила. В 1963 году родился еще один сын Юрий
(Е.Б.К.).
День и ночь трудилась в колхозе с утра до ночи, после переезда в Волоконовку работала мастером засолки, была передовиком. Дома тоже никогда не сидела без дела, и
по сей день шьет, прядет, вяжет. «Бывало, не дождусь, когда воскресенье кончится (работать грех), чтоб снова за дело взяться, – рассказывает бабушка. – Соседи пеняли:
что ночами не спишь? У одной тебя на все село окошко светится!». Внучата подрастают в связанных ею носочках, жилетках, варежках (Е.С. К.).
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Об актуальности концепта «сверхтерпение» свидетельствует распространение в последние годы так называемого конфронтационно-невротического дискурса [16: 163-173],
снимающего с носителя языка и культуры элементарное чувство личной ответственности
за происходящее в его жизни и судьбе. Многолетние наблюдения над разговорными репликами, отражѐнные в электронной базе «Мозаика разговорной речи», свидетельствуют
о невостребованности самого слова «терпение» и о провале пословиц, сентенций, афоризмов и цитат с этим ключевым словом.
Четвѐртый сверхконцепт – это концепт «сверхпрофессионализм», то есть достижение такой высоты овладения профессией, которая кажется недостижимой. В родословных
нередко пишут о родственнике, например, механике, который по звуку машины догадывался о причине поломки, о печнике, талантливо рассчитывающем экономную и жаркую
печь, пишут о знахарях, способных излечить едва ли не любую хворь.
О других прадедах сведений сохранилось не так много. По отцовской линии Тонких Денис Илларионович, отец моей бабушки Татьяны, был лучшим в Купино плотником. Окна, двери, нехитрую деревенскую мебель делал для своих односельчан, был в почете у них всю жизнь (Д.Е.Б.).
Дедушка мой, Павел Иванович, работал кузнецом. Славный был мастер своего
дела. На своей наковальне умел и лошадь добротно подковать, и красивые салазки ребятишкам сделать, а уж ограды для могилок такие вырисовывал из железа, будто не
тяжелый молот, а волшебная палочка была у него в руках. За это дедушку все на хуторе очень уважали, называли его чудотворцем, брали содеянное им в руки и хвалы не было предела (П.Д.Б.).
А недавно он сделал тумбочку под телевизор. Трудился над ней почти два года,
так как она вся с резными узорами, и все это он делал тонко и профессионально. Кто
приходит в гости, всегда интересуется, где мы купили такую тумбочку, а, узнав, что
ее сделал папа своими руками, просят сделать такую же им (Н.П.А.).
Любил очень технику и всегда держал ее чистой и в исправленном состоянии.
Мама рассказывала, что когда его пригласили работать водителем в райисполком, возить председателя, то на его машину, на которой он работал на сахарном заводе, очередь выстроилась, каждый водитель считал за честь получить эту машину, так как
техническое состояние ее было как у новенькой. Дедушка своим опытом делился, не тая
никаких секретов. Дедушка и моего брата Андрея научил в десять лет управлять автомашиной, и, учась, еще в школе, брат помогал дедушке ремонтировать машину.
А сейчас уже по слуху может определить, где и какая неисправность (Н.М.Г.).
Чем ближе к настоящему времени, тем меньше самих «производственных» фрагментов, что симптоматично. Профессии, достижения в них стали «закрытыми», тем более
от потомков, выбирающих иную стезю. Здесь мы несколько расширяем зону поиска материала, привлекая записи разговорной речи и фрагментов биографического жанра.
[О враче санатория:] «Он меня всего обстукал – очень точно определил всѐ, без томографии!» (апр. 2011). [О враче на подводной лодке:] Отец рассказывал, как из-за того,
что надо было противогаз всѐ время носить, он натѐр себе на плече, началось воспаление,
врач говорит: не буду на тебя наркоз тратить! И так вскрывал, а отец удивился, что и не так
больно было. Так тот врач у кого-то из моряков по глазам определил, что глисты (февр.
2014). [О Н. В. Тимофееве-Ресовском] Преподавание занимало у него до пятидесяти восьми часов в неделю. То есть побольше девяти часов в день одного говорения. Из месяца в
месяц. Такой нагрузки не выдерживал ни один преподаватель. Кое-кто пробовал за ним
угнаться и быстро скисал. Он дразнил их: слабаки! недоноски! (Д. Гранин. Зубр).
Наконец, пятый сверхконцепт – это концепт «сверхобучение». Вариативность обучения, новые методики, технические возможности подчас перекрывают в сознании «рядового носителя языка», впрочем, не только «рядового», ценность проработки, дрессуры,
достаточного объѐма тренинга. Умение малолетки включить компьютер автоматически
воспринимается как знак развития, успеха. Вместо глубины и основательности знаний
возникает эффект скольжения по возможностям.
И напоминаю тебе: научись сперва прилежанию, а потом уже скорости (Леонардо
да Винчи). Чтобы знания переросли в способности, нужно знать, что воспоминание и повторение забытого так же важно, как пробуждение от сна... Постоянно поражает то, что
43
тема, всесторонне изученная, при повторении воспринимается на более зрелом уровне
(Ф. Карлгрен).
Принцип сверхобучения был использован в школе Бруно Бетельгейма и в Ортогенической школе Сони Шенкман при работе с трудными детьми. «Дело в том, что, поскольку учеба для этих детей сопряжена с большими психологическими трудностями, их знания
очень неустойчивы. Сверхобучение означает сверхтщательную проработку материала.
Учитель никуда не торопится, он переходит к новому материалу только тогда, когда старый абсолютно надежно усвоен. Сверхобучение – сверхнадежность. Конечно, оно требует
от учителя особого искусства – подавать много раз одно и то же под разными соусами. Одну и ту же задачу дети решают в тетради, разыгрывают в лицах, рисуют, поют и т.д.»
[17, с. 74].
В процитированной статье речь идѐт о запущенных случаях, однако ситуация в современной школе такова, что на проработку материала времени на уроках почти не остаѐтся. Родители вынуждены или нанимать репетиторов или самими становиться репетиторами, в таком случае путеводной звездой и может стать идея сверхобучения, но эта идея
когнитивно должна разрабатываться, изучаться, наполняться описанием механизмов,
привлечением формул аутоподдержки, вызовами посостязаться с Востоком и Западом в
плане настоящей учѐбы. Не случайно такой резонанс вызвала статья в «Комсомольской
правде», а теперь и книга Эмми Чуа, раскрывающая причины успеха в обучении [18].
Всѐ сказанное актуально. Идея, когниция сверхмногодетности в национальном сознании (и соответственно в структуре языковой личности) нужна, чтобы родить хотя бы на
одного ребѐнка больше ранее намеченного. Промысливание сверхдолголетия необходимо,
чтобы полноценно прожить дольше «среднего показателя по стране». Сверхтерпение актуально, чтобы достойно принимать едва ли не ежедневные вызовы жизни и судьбы.
Сверхпрофессионализм – чтобы за отчѐтами, показателями, рейтингами не упустить самого главного в профессии, стать профессионалом высокого класса. Наконец, под диктатом
идеи сверхобучения актуально озаботиться тем, чтобы дети не только учились, но и выучивались, как некогда дворянские дети. Анастасия Цветаева в своих воспоминаниях подробно пишет, как изучали с сестрой языки, как решали задачи «в пятнадцать-двадцать
действий», как вчитывались в классические тексты. «Мы видели только первые звѐзды;
когда над Ялтой опрокидывалось звѐздное небо – мы уже спали: надо было рано вставать,
повторять, повторять…» [19, с. 222].
Парадокс: сверхконцепты в структуре языковой личности нацелены на будущее, а
вербализаторы, репрезентанты их – в прошлом, в семейном родословии. Вероника Нуркова, кандидат психологических наук (МГУ), излечивает людей, заставляя «работать с прошлым», расспрашивая о детстве. Оказывается, человек не должен все богатство судьбы
сводить к одному какому-либо событию, прошлое его должно быть многовершинным, спасительным на разные случаи жизни. «Во-первых, прошлое должно быть как минимум доступно. Не надо от него загораживаться... Во-вторых, оно должно быть увидено как разнообразное, полное множества разных возможностей. Поэтому «гармоничные» отношения с
прошлым – это умение извлекать из него конструктивные темы и смыслы. Так его использовать, чтобы оно могло исполнять как можно больше функций» [20, с. 80]. О том, что у
человека весьма непростые отношения складываются с собственным прошлом, писал в
своей поэме «Валя» С. Н. Сергеев-Ценский: «Каждый человек более или менее плотно сидит в сундуке своего прошлого – сундуке сложном, со множеством ходов и выходов, дверок
и дверей, и вынуть его из этого вместилища – иногда большой, иногда невозможный
труд».
Дополнительным свидетельством возможности использования семейных родословных с уникальностью их сюжетов в качестве средства и утешения, и разработки пассионарных стратегий языковой личности может служить идея изоморфизма. «Если оптимизм утешающего в отношении перспективы базируется на личном опыте и исходит из
наложения на существующую ситуацию других, сходных с ней ситуаций, которые в свое
время благополучно разрешились, то мы имеем дело со стратегией изоморфизма. <...> В
качестве контекста для составления метафоры могут быть использованы эпизоды из жизни как самого утешающего, так и из жизни других людей, являющихся достаточно авторитетными для утешаемого» [21, с. 35 – 36] На наш взгляд, однако, степень авторитетности
аналога не так важна, как важен сам факт переживания подобного и даже худшего. Вот
44
почему сюжетика семейных родословных может дать дополнительный ценный материал,
в том числе, и для задач нейролингвистического программирования.
Выводы
1. Теория языковой личности предполагает исследование и индивидуальной, и общенациональной специфики иерархии концептов в сознании носителей языка. Некоторые
черты национального менталитета, прежде всего так называемая «бинарность мышления», отражают и соответственно позволяют выделить группу концептов, репрезентантами которых являются абстрактные имена существительные с префиксоидом «сверх»-. Полагаем, вербализацию подобных концептов в языке может исследовать отдельный, особый
раздел лингвокогнитологии, который можно условно, в рабочем варианте обозначить как
сверхкогнитология.
2. Группу концептов в рамках заявленного направления образуют такие концепты,
как «сверхмногодетность», «сверхдолголетие», «сверхпрофессионализм», «сверхобучение» и под.
3. Выявление репрезентантов подобных концептов может осуществляться теоретически в самых различных дискурсах: художественном, публицистическом, научном, политическом, эпистолярном, однакоо большую значимость при выявлении и исследовании
сверхконцептов приобретают такие дискурсы, как родословный, мемуарный, разговорный.
Исследование семейных родословный, собственно, и подвело автора к выделению сверхконцептов не как единичных феноменов, но как регулярных, системных в национальном
сознании.
4. Каждый «сверхконцепт», помимо, естественно, своих вербализаторов, репрезентантов, имел развитую «инфраструктуру», языковую поддержку, например, поддержку
через пословичный фонд многодетности, долголетия.
5. Полагаем, что сверхкогнитология имеет важное прикладное значение, поскольку
реально существовавшие, хотя и выделяемые, как правило, post factum, прежде всего на
материале семейного родословия, концепты могут срабатывать как образцы (долголетия,
профессионализма, обучения, etc.), поддерживающие пассионарное начало языковой
личности.
Список литературы
1. Токарев Г. В. Теоретические проблемы вербализации концепта «труд» в русском языке:
Дис. …д-ра филол.наук. / Г. В. Токарев. – Волгоград, 2003. – 472 с.
2. Шевченко Е. М. Вербализация концепта «путешествие» фразеологическими единицами современного английского языка: Дис. …канд.филол.наук / Е. М. Шевченко. – Белгород, 2009. – 182 с.
3. Машковой Е. В. Репрезентация фрейма «достижение успеха» глагольными лексемами современного английского языка: Дис. …канд. филол. наук / Е. В. Машкова. – Белгород, 2010. – 193 с.
4. Клевцова В. М. Репрезентация концепта «greed» (жадность) в современном английском
языке»: Дис. …канд. филол. наук / В. М. Клевцова. – Белгород, 2009. – 174 с.
5. Костина Д. М. Концепт «multiculturalism» в системе британских культурных ценностей и
особенности его вербальной репрезентации в современном английском языке: Дис.
…канд. филол. наук / Д. М. Клевцова. – Белгород, 2012. – 180 с.
6. Антология концептов / Под ред. В. И. Карасика, И. А. Стернина. – Волгоград: Перемена,
2005. – Т.1. – 352 с.; Т.2. – 356 с.
7. Лихачѐв Д. С. Концептосфера русского языка / Д. С. Лихачѐв // Известия РАН. Серия литературы и языка. – 1993. – Т. 52. – № 1. – С.3 – 9.
8. Кушнер О. Н. Эволюция русской концептосферы на рубеже XX − XXI вв.: вопросы динамической линвокультурологии: Дис. д-ра филол.наук / О. Н. Кушнер. – Тверь, 2013. – 407 с.
9. Харченко В. К. Личный архив семейных родословных: В 30-ти томах. – Белгород, 2013.
10. Харченко В. К. «Минус-когнитология», или Исчезновение концептов как вызов современной отечественной социолингвистике/ В.К. Харченко // Культурные концепты в языке и тексте:
Сб. научн.тр. – Вып.2. – Белгород: Изд-во БелГУ, 2007. – С. 33–41.
11. Харченко В. К. Концепты: исчезнувшие, исчезающие, не существовавшие /
В. К. Харченко // Colloqium – 2007: Международный сб. научн. трудов: Bergamo-Belgorod, 2007. –
С. 206 – 220.
12. Лотман Ю.М. Культура и взрыв / Ю.М. Лотман – М.: Гнозис: Издательская группа «Прогресс», 1992. – 272 с.
13. Бистрицкас Р., Кочюнас Р. homo Sovietikus или Homo Sapiens / Р. Бистрицкас, Р. Кочюнас
// Знание – сила. – 1995. – № 8. – С. 46 – 49.
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14. Пьецух В. Письма из деревни / В. Пьецух // Октябрь, 2001, № 11. – С. 107 − 145; Пьецух В.
День писателя: Рассказ / В. Пьецух // Новый мир. – 1999. – № 4. – С. 49 − 63; Пьецух В. Дневник
читателя / В. Пьецух // Октябрь. – 1999. – № 11. – С. 104 – 131.
15. Доброва Г. Р. Вариативность речевого развития детей в зависимости от наличия/отсутствия у них старшего сиблинга / Г. Р. Доброва // Проблемы онтолингвистики – 2013: Материалы междунар. научн. конф. СПб.: Изд-во РГПУ им. А. И. Герцена, 2013. – С.300 – 306.
16. Большев А. О. Наука ненависти / А. О. Большев // Нева. – 2012. – № 4. – С. 163 – 173.
17. Максимов М. Только любовь… Не мало ли? / М. Максимов // Знание – сила. – 1987. –
№ 7. – С. 71 – 77.
18. Эми Чуа. Боевой гимн матери-тигрицы / Эми Чуа. – М.: Corpus, 2013.– 115 с.
19. Цветаева А. Воспоминания. Изд. 2. / А. Цветаева – М.: Советский писатель, 1974. – 544 с.
20. Балла О. Искусство памяти: личная версия / О. Балла // Знание – сила. – 2004. – № 10.
– С. 78 – 82.
21. Ханский О. А. Вербальное утешение. Пособие для студентов по спецкурсам гуманитарных дисциплин / О. А. Ханский. – Тверь: Изд-во ГЕРС, 2001. – 80 с.
LINGUISTIC PERSONALITY AND «SUPER-CONCEPTOLOGY»
V. K. Kharchenko
Belgorod National
Research University
e-mail:
wera_kharchenko@mail.ru
The author introduces the term ―superconcept‖ to analyze the concepts ―super-large family‖, ―super-longevity‖, ―super-teaching‖. ―Superconceptology‖ is described as a branch of applied linguistics in the sense of
passionarity development of linguistic personality.
Keywords: concept, large family, longevity, passionarity, family history.
46
УДК 81.23
ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ОБЪЕКТ ИЗУЧЕНИЯ ПСИХОЛИНГВИСТИКИ
В.В. Доброва1, И.Г. Сысуева, Н.С. Кочеткова
Самарский государственный технический университет
443100, г. Самара, ул. Молодогвардейская, 244
E-mail: victoria_dob@mail.ru
Изучение языковой личности и, в частности, ее речевого поведения на иностранном языке с использованием
комплекса методов различных наук является актуальной задачей современного научного познания.
Исследование способности к изучению иностранных языков проводится с использованием методов
психолингвистики на основе сокращенных форм общения, с учетом личностных особенностей общающихся,
а также языковой культуры, семантики и элементов речи говорящих. Проведенное исследование позволило
утверждать, что существует зависимость между личностными характеристиками, коммуникативными
способностями участников диалога, мотивацией общения и появлением в структуре диалога на
иностранном языке различных типов сокращенных высказываний.
Ключевые слова: языковая личность, личностные особенности, речевое общение, сокращенные формы
общения, иностранный язык.
Психолингвистические описания проблем личности и ее проявлений в деятельности, в
частности в деятельности по порождению речевых высказываний, все чаще сегодня привлекают
внимание исследователей. Сегодня тенденция к переориентации науки на изучение природы
психической интеллектуальной деятельности человека и, следовательно, усиление роли
«человеческого компонента» приводит исследователей к осознанию важности задач всестороннего
изучения человека общающегося и говорящего. А значит, «языковая личность» становится
интегральным объектом целого ряда наук. Проблема выраженности характеристик личности в
смысловом содержании высказываний и в особенностях ее речевого поведения находится на стыке
психологии и лингвистики, поэтому требует всестороннего изучения человека общающегося и
говорящего с использованием комплекса психологических и лингвистических подходов. Именно
такой ракурс позволяет по-новому взглянуть на личность, ее речевое поведение в процессе
общения и тем самым раздвинуть рамки и лингвистического, и психологического подходов к ее
изучению.
Актуальность подобных исследований определяется несколькими факторами: во-первых,
возрастанием роли личности в современном обществе, а значит, повышением внимания к ее
свойствам, проявляющимся в разных видах деятельности и определяющим их успешность; во-
вторых, осознанием значимости общения, которое является базовой предпосылкой развития
психологических процессов, состояний и свойств субъекта, особым и необходимым способом
жизнедеятельности отдельного человека и общества в целом; в-третьих, пока еще недостаточным
исследованием взаимосвязей структуры, элементов и особенностей речи как средства общения, в
частности речевых высказываний, с личностными особенностями говорящего.
Поскольку речевое поведение является сугубо индивидуальным речевым проявлением
личности и связано с различными ее характеристиками, весьма актуальным является изучение
личности, выраженной в языке и через язык, т.е. языковой личности в совокупности ее
лингвистических и психологических характеристик. Именно человек в его способности совершать
речевые действия – «языковая личность» – стал единым объектом многочисленных сфер науки о
языке, человеке и его деятельности.
Несмотря на то, что языковая личность – общий объект исследования разных дисциплин,
каждая наука имеет свой предмет изучения. Так, предметом психолингвистики является языковая
личность, которая рассматривается в индивидуально-психологическом аспекте.
Само понятие языковой личности вырабатывалось на всем протяжении истории языкознания и
философии языка. Понятием языковой личности оперируют сегодня многие ученые. Наиболее полное
обоснование данного понятия звучит следующим образом: языковая личность понимается как
1 Доброва Виктория Вадимовна (к. психол. н., доцент), зав. каф. иностранных языков.
Кочеткова Наталья Сергеевна, доцент, каф. иностранных языков.
Сысуева Ирина Геннадьевна, преподаватель, каф. иностранных языков.
«совокупность способностей и характеристик человека, обусловливающих создание и восприятие им
речевых произведений (текстов), которые различаются: степенью структурно-языковой сложности,
глубиной и точностью отражения действительности, определенной целевой направленностью» [1].
Если говорить о структуре языковой личности, то существует концепция «трехуровневого
представления модели языковой личности», в которой выделены:
1) лексикон – вербально-семантический уровень, отражающий владение лексико-
грамматическим фондом языка;
2) тезаурус – лингво-когнитивный уровень, уровень картины мира;
3) прагматикон – мотивационный уровень – система коммуникативных ролей, мотивов,
целей, которые руководят личностью в процессе коммуникации, структура которых складывается
из специфических типовых элементов.
Все три уровня языковой личности тесно взаимосвязаны. Всякая личность характеризуется
своей суверенной иерархией смыслов и ценностей в собственной картине мира и тезаурусе.
Уровни развития языковой личности выделяются на основе системы социальных оценок
речевой деятельности, на основе сравнения речевого исполнения с представлениями об
«идеальном» речевом акте.
Учеными выделяются следующие уровни развития языковой личности:
1) уровень правильности, предполагающий наличие достаточно большого лексического
запаса и знание основных строевых закономерностей языка и позволяющий строить высказывания
и продуцировать тексты в соответствии с элементарными правилами данного языка;
2) уровень интериоризации, включающий умения реализовывать и воспринимать
высказывания в соответствии с внутренним планом речевого поступка;
3) уровень насыщенности, т.е. отражение в речи всего разнообразия, богатства
выразительных средств в области фонетики, грамматики и лексики;
4) уровень адекватного выбора, т.е. соответствие используемых в высказывании языковых
средств сфере общения, коммуникативной ситуации и ролям коммуникантов;
5) уровень адекватного синтеза, т.е. соответствие порожденного личностью текста
содержательным и коммуникативным задачам [2].
Психолингвистика утверждает, что каждый человек в своих коммуникативных проявлениях
неповторим. Речь человека можно воспринимать как его своеобразную визитную карточку. В устойчивых
индивидуальных особенностях речевой коммуникации человека проявляются практически все его
индивидуально-психологические характеристики.
На особенности коммуникации влияют пол, возраст, национальность, профессия, образование
и многое другое. Фактически принадлежность человека к различным социальным группам
(большим, таким как этнос, класс, и малым, таким как семья, группа друзей, рабочий коллектив)
отражается в стиле его коммуникации. Интересно, что носитель языка словно фиксирует в себе
черты «коллективных языковых личностей». Например, он может одновременно выступать как
языковая личность горожанина, языковая личность студента-филолога, языковая личность
двадцатилетнего юноши и т.п.
Таким образом, неповторимость языковой личности определяется уникальной комбинацией
социально-психологических характеристик.
В частности, в настоящее время активно изучаются гендерные особенности языковой
личности. Выявлено, например, что в речи женщин чаще встречаются деминутивы, экспрессивная
лексика, а в речи мужчин – жаргонная, грубая и табуированная лексика. Большое влияние на
становление языковой личности оказывает семейное окружение человека, общая атмосфера
семейных отношений.
Таким образом, «человек говорящий» предстает в виде многогранного, многопланового
объекта исследования, неповторимость которого определяется уникальной комбинацией
социально-психологических характеристик. Поэтому исследование языковой личности нуждается
в выделении оснований для классификации, в выделении типов речевого поведения людей.
Изучение особенностей общения, в частности речевого, довольно давно уже является
предметом специальных исследований психологов (Г.М. Андреева, А.А. Бодалев, А.А. Леонтьев).
В речевом общении проявляются все психологические закономерности общения в наиболее
характерном и доступном исследователю виде, чем вызван большой интерес к его исследованию.
Эмпирические исследования показывают, что основной разновидностью речевого поведения,
отражающего личностные характеристики говорящего, а также особенности личности как
конкретного носителя национальной и языковой культуры, является разговорная речь,
выступающая в форме диалога. Вместе с тем изучение реальных диалогов с учетом особенностей
структуры и элементов речи говорящих, а не только их семантики, практически не отражено в
современных психологических исследованиях.
Известно, что в реальном речевом общении можно обнаружить как полные формы
диалогической речи, так и весьма специфические с точки зрения психолингвистического анализа
существенно сокращенные элементы – реплики разного рода. Понятно, что эти реплики, часто не
имеющие смысла вне контекста самого диалога, несут в реальном общении значительную
семантическую нагрузку и составляют, таким образом, важнейшую социально-психологическую
компоненту межличностного общения.
В процессе наблюдения можно отметить в диалогической речи большое число сокращенных
по форме реплик, которые можно обозначить как реактивные монорематические высказывания,
которые, по сути, являются сокращенными по форме речевыми реакциями участников диалога, в
отличие от тематических высказываний классического типа. Однако с точки зрения
семантической наполняемости такие высказывания отнюдь не являются ущербными. Более того,
принимая во внимание тот факт, что речевая деятельность непосредственно связана с
индивидуальными и личностными особенностями субъекта, участвующего в процессе
межличностного общения, монорема может рассматриваться как специальная реактивная
(реагирующая) форма речевого поведения в системе межличностного общения.
Поскольку речевое поведение является сугубо индивидуальным речевым проявлением
личности, оно естественным образом связано с личностными, национальными, социальными
характеристиками участников диалога. Любой речевой акт с необходимостью соотнесен с
личностью говорящего, или, другими словами, любой диалог способствует актуализации
личностных характеристик его участников, т.е. личность, ее психологические особенности
раскрываются в диалоге [3, 190], детерминируют его содержание и развитие. По мнению С.А.
Агаповой, личностные характеристики участников речевого (диалогического) общения
представляют собой "переплетение индивидуальных, социальных, национально– культурных и
общечеловеческих особенностей" [4, 192].
Существуя в конкретном этносе, личность неизбежно является носителем того или иного
типа национальной речевой культуры, что влияет в той или иной степени на формы общения, а
также на его эффективность. Эффективность общения также, в известной степени, является
следствием комбинации мотивов коммуникации (реализующихся в мотивации достижения
успеха и мотивации аффилиации), направленности коммуникации и коммуникативных
способностей, которые характеризуют личность в процессе общения.
Для изучения особенностей существования и проявления форм рематических высказываний в
реальных диалогах нами было проведено специальное эмпирическое исследование, частью которого
стал описанный далее психолингвистический эксперимент. В эксперименте приняли участие студенты
высших учебных заведений России и Великобритании, которые были разделены на группы в
зависимости от уровня владения английским языком: группа I – люди с низким уровнем владения
языком; группа А – люди с высоким уровнем владения языком (родной язык – русский); группа В –
люди с высоким уровнем языковой культуры (родной язык – английский). Были изучены личностные
характеристики представителей данных групп и особенности реагирующего компонента диалога
(монорематических высказываний).
С целью описания особенностей личности как субъекта общения в качестве основной
диагностической методики определения психологических портретов мы выбрали опросник,
разработанный Д. Кейрси на основе концепции К. Юнга о психологических типах. В группах
русскоязычных говорящих дополнительно были использованы и другие психодиагностические
методики, решающие задачу выявления личностных характеристик субъекта рематического
высказывания более детально.
Сравнительный анализ данных трех групп позволяет говорить о том, что прямые ответы
чаще всего звучат в диалоге и реже всего на заданный вопрос мы получаем неадекватный ответ,
хотя следует отметить, что соотношение реагирующих компонентов в акте коммуникации у
представителей трех групп не одинаково. Так, у представителей групп В и I, находящихся на
противоположных ступенях овладения языком или уровнях языковой культуры, имеются значимые
расхождения по наличию прямых и косвенных ответов в акте коммуникации, что говорит о
взаимосвязанности языковой культуры и структурно-семантических особенностей сокращенных
форм общения (монорем), представленных прямым и косвенным ответом (табл. 1).
Таблица 1
Распределение представителей трех групп
по характеру реагирующего компонента диалога
Группа Прямые ответы Косвенные ответы Отсутствие адекватного ответа
Группа В 44,75 34,65 20,59
Группа А 49,33 28,63 22,04
Группа I 55,53 25,61 18,86
Сравнительный анализ данных из выборок представителей трех групп показал, что во всех
группах присутствуют выделенные типы темперамента, однако их распределение в группах не
одинаково. Однако, несмотря на наблюдаемую специфичность личностных характеристик членов
групп, наблюдается устойчивая зависимость между параметрами экстраверсии и появлением
косвенных ответов, параметром интроверсии и появлением прямых ответов в акте коммуникации,
а отсутствие адекватного ответа непосредственно связано с параметром импульсивности.
Дополнительные психологические обследования позволили обнаружить, что изученные
группы, имеющие разный уровень языковой культуры (данные русскоязычных групп А и I),
значимо различаются по параметру мотивации достижения успеха. Так, в группе А появление
косвенных ответов связано с мотивацией достижения успеха, а страх быть отвергнутым прямо
коррелирует с появлением прямых ответов. В группе I появление косвенных ответов связано с
развитыми организаторскими склонностями и стремлением к принятию окружающими, а прямые
ответы имеют отрицательную корреляцию с развитыми организаторскими способностями и
риском быть отвергнутым. Что касается стремления к самозащите и мотивации избежания неудач,
то представители обеих групп имеют средние показатели.
Говоря о коммуникативных и организаторских склонностях (табл. 2), необходимо отметить,
что представители группы А отличаются значительно более высоким уровнем коммуникативных и
организаторских склонностей по сравнению с представителями группы I, находящимися в
основном на среднем уровне по данным параметрам. При этом по коммуникативным склонностям
данные группы имеют значимые расхождения. Полученные данные подтвердили наше
предположение о том, что уровень языковой культуры представителей исследуемых групп
определяется уровнем коммуникативных склонностей. Данные корреляционного анализа всех
групп позволяют говорить о том, что коммуникативные склонности имеют положительную
корреляцию со стремлением к принятию окружающими, а также отрицательную корреляцию со
страхом быть отвергнутым.
Таблица 2
Распределение представителей трех групп (%)
по уровню коммуникативных и организаторских склонностей
Группа Коммуникативные склонности Организаторские склонности
Высший Высокий Средний Низкий Высший Высокий Средний Низкий
Группа А 38,71 51,61 6,45 3,23 19,35 48,39 29,03 3,23
Группа I 25,45 23,64 41,82 9,09 7,27 34,55 45,45 12,73
Сравнительный анализ данных по параметру аффилиации показывает, что все представители
группы А и большинство представителей группы I имеют средний уровень выраженности как
стремления к принятию окружающими, так и страха быть отвергнутыми другими людьми. При
этом по этому показателю значимых расхождений между данными группами не выявлено. Что
касается данных корреляционного анализа, то он показал, что в группе А страх быть отвергнутым
положительно коррелирует с появлением прямых ответов, а в группе I стремление к принятию
окружающими имеет положительную корреляцию с появлением косвенных ответов и
отрицательную – с появлением прямых ответов.
В целом полученные по всем экспериментальным группам данные позволяют утверждать, что
хотя три выделенные нами группы различаются по составу типов темперамента, мотивации
достижения цели, мотивации аффилиации, направленности и коммуникативным способностям,
можно выявить некоторые общие тенденции влияния указанных характеристик на особенности
использования сокращенных форм речевого диалога в реальном общении.
Проведенное эмпирическое исследование показало, что характеристики речевого поведения
представителей выделенных трех групп значимо отличаются друг от друга по распределению
семантико-синтаксических типов монорематических высказываний и в зависимости от степени
выраженности и состава личностных характеристик. Результаты корреляционного анализа также
позволили выявить значимые взаимосвязи между уровнем языковой культуры и типами
монорематических высказываний участников диалога.
Данные проведенного исследования дают убедительные основания утверждать, что
существует определенная зависимость между личностными характеристиками (экстраверсия,
интроверсия, импульсивность, рассудительность), мотивацией общения, коммуникативными
способностями участников диалога, с одной стороны, и появлением в структуре диалога
различных семантико-синтаксических типов сокращенных (монорематических) высказываний – с
другой.
Судя по результатам эксперимента, можно уверенно говорить, что особенности речевого
общения (в частности, тип и частота использования монорем как реактивных сокращенных реплик
в ходе диалога) определяются не только уровнем языковой культуры, но и личностными
характеристиками говорящих. Полученные в данном эксперименте эмпирические данные
позволяют утверждать, что структурно-семантические особенности такой мало исследованной в
психологии формы речевого диалога, как монорематические высказывания, зависят как от уровня
языковой культуры, так и от личностных особенностей субъектов диалогического общения.
Таким образом, все, что было сказано о языковой личности, дает основание трактовать это
понятие не только как часть личности в ее многогранном понимании в психологии в целом и
психолингвистике в частности, не как один из аспектов ее изучения наряду, например, с
«юридической», «этической», «экономической» личностью, а как полноценное представление
личности, отражающее психический, социальный, этический и другие компоненты, преломленные
через язык.
СПИСОК ЛИТЕРАТУРЫ
1. Карасик В.И. Языковой круг: личность, концепты, дискурс. – Волгоград, 2008.
2. Караулов Ю.Н. Русский язык и языковая личность. – М.: Наука, 1987.
3. Леонтьев А.А. Основы психолингвистики. – М.: Смысл, 2003. – 288 с.
4. Агапова С.А. Основы межличностной и межкультурной коммуникации. – Ростов-на-Дону: Феникс,
2004. – 288 с.
Поступила в редакцию – 14/III/2012,
в окончательном варианте – 26/III/2012.
UDC: 81.23
LINGUISTIC PERSONALITY AS AN OBJECT OF PSYCHOLINGUISTICS
V.V. Dobrova, N.S. Kochetkova, I.G. Sysueva
Samara State Technical University
244 Molodogvardeyskaya st., Samara, 443100
E-mail: victoria_dob@mail.ru
The study of linguistic personality and especially his verbal behavior in a foreign language with the complex of
methods of different sciences is the up-to-date task of scientific knowledge. The study of the ability to learn foreign
languages is conducted with the help of psycholinguistic methods on the basis of contracted forms of
communication, considering individual characteristics of speakers as well as level of their language culture,
semantics and elements of their speech. The carried empirical study allows to say that there is the dependence of
individual characteristics, motivation of communication, communicative skills of participants of communication and
presence of various semantic and syntactic types of contracted forms in the dialogue.
Key words: linguistic personality, individual characteristics of person, speech analyses, contracted form of
communication, foreign language.
Original article submitted – 14/III/2012,
revision submitted – 26/III/2012.
_________________
Victoria V. Dobrova, Head of Department of Foreign Languages, candidate of psychology, State Educational
Establishment of High Professional Education.
Natalya S. Kochetkova, senior lecturer, State Educational Establishment of High Professional Education.
Irina G. Sysueva, lecturer, State Educational Establishment of High Professional Education.
УДК 81’1 + 81’373 + 37.013.75 Н. А. Дерябина
ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА
Рассматривается ценность языка и речи для социальной манифестации личности в
контексте развития языковой личности в образовании.
Ключевые слова: язык, речь, ценность языка, языковая личность, речевая де-
структивность среды, языковой иммунитет.
Язык и речь являются основополагающими понятиями «жизненного мира»
человека. Благодаря понятию «жизненный мир» (Lebenswelt), которое впервые
встречается у Э. Гуссерля и активно разрабатывается Ю. Хабермасом, мы мо-
жем говорить о едином духовном гештальте, создаваемом людьми и для людей.
Язык как «субъект культуры», с одной стороны, медиатор, хранитель и транс-
лятор культурной традиции, с другой — показатель идентичности личности,
выступает в качестве объединяющего начала между поколениями, соединяя
индивидуумы, этнические группы, народы в пространстве коммуникативного
дискурса.
У Э. Левинаса «за коммуникацией мыслей, взаимностью диалога скрывает-
ся глубинная сущность языка» [6, 129]. Продолжая мысль этого автора, мы
подчеркиваем, что «язык является переходом от индивидуального к общему»
[Там же, 109], значит, при изучении концепта «язык» непременно совершается
переход от субъективных оценочных категорий к пониманию того, что язык
является инструментом и следствием социального взаимодействия.
Так проблема развития языковой личности четко обозначается на двух уров-
нях — личностном и социальном. В педагогике и образовании важно акценти-
ровать именно это двустороннее взаимодействие человека и среды: окружаю-
ДЕРЯБИНА Наталия Алексеевна — преподаватель кафедры иностранных языков Уральского
государственного университета им. А. М. Горького (e-mail: tasha_chaser@yahoo.com).
© Дерябина Н. А., 2011
109
щее пространство и личность связаны между собой посредством языка и речи.
В процессе неизбежной социальной интеграции личности создается «повсед-
невный окружающий жизненный мир, в котором все мы обладаем Dasein как
сознательные существа» [11, 202]. У Ю. Хабермаса понятие «жизненный мир»
приобретает социальные коннотации [Там же, 41]. Он пишет о том, что при
высказывании субъекта реализуются три вида контекста — повседневный, со-
циальный, личностный. Значит, язык связан с процессом коммуникации, вос-
производит культуру, участвует в социальной интеграции и задает параметры
социализации [Там же, 41–42].
Остановимся на понятии «коммуникация» (лат. communicatio — сообще-
ние, разговор; communicare — связывать, сообщать, передавать, делать общим),
содержание которого изначально нацелено на информационный акт, связан-
ный с действием и взаимодействием. Большой эвристический потенциал ком-
муникации как феномена всеобщей взаимозависимости людей раскрывается
через язык. И мы обращаемся к этому феномену, полагая, что развитие студен-
та как языковой личности, протекающее в современном образовательном про-
странстве, осложняется утратой традиционной ценности языка и культуры речи,
что, в свою очередь, приводит к значительному снижению уровня культуры
образованного человека и общества в целом. Язык как сложная семиотическая
система, выступая средством коммуникации, связи между поколениями, сим-
волом культурного наследия, нравственным ориентиром, непосредственно и
опосредованно влияет на развитие личности и общества в целом, отражая его
сущностную динамику. Язык через совокупность выполняемых функций обес-
печивает целостность всех подструктур человеческой психики. Исследуя раз-
витие языковой личности студентов вуза, мы рассматриваем следующие шесть
функций языка как базовые: экспрессивная (отражение эмоционального отно-
шения к высказыванию), апеллятивная (функция обращенности сообщения на
адресата), когнитивная (функция передачи информации), метаязыковая (функ-
ция формирования «кода» высказывания), фатическая (контактоустанавлива-
ющая функция, которая отвечает за поддержание контакта и успешность диа-
лога), фасцинативная (отражение субъективных переживаний в речи).
В образовательном пространстве вуза студенты и преподаватели получают
возможность разностороннего личностного и социального развития через реа-
лизацию функций языка. Индивид, попадая в среду, благоприятную или не
благоприятную для развития «Я-концепции» (self-concept в англоязычных ис-
точниках) или самости — «центрального архетипа личности» [14, 150], овладе-
вает представлениями о себе и своей социальной и персональной идентичнос-
ти. Иесли формирование, развитие и изменение Я-концепции обусловлено фак-
торами внутреннего и внешнего порядка, то языку как знаковой системе
принадлежит ведущая роль. А. А. Реан пишет о том, что обладание языком
приводит к возникновению новых возможностей, а именно к формированию
творческого мышления и личного ментального пространства [9, 98]. Тогда че-
ловек оказывается способным не только воспринимать реальность (что соот-
ветствует метаязыковой и когнитивной функции языка), отображать ее (экс-
прессивная функция), но и манифестировать себя в окружающем пространстве
Н. А. Дерябина. Языковая личность как педагогическая проблема
110 Педагогика. Образование
(фатическая, фасцинативная и апеллятивная функции). Это ориентирует наше
исследование процесса развития языковой личности студентов вуза, компетен-
тной в области языка и речи. Остановимся подробнее на ключевом понятии.
Согласно С. Г. Воркачеву, понятие «языковая личность», возникшее в пос-
ледние десятилетия в антропологической лингвистике, уже заняло в ней цент-
ральное место [2]. Более того, дало имя новой научной дисциплине — «лингви-
стической персоналогии» (В. П. Нерознак). Однако уточним, что термин «язы-
ковая личность» начинает активно использоваться в зарубежной психологии
в конце 80-х гг. XX в., когда при изучении концептов «мотивация» (motivation)
и «формирование личности» (identity development) американские исследовате-
ли (Джил Ноэм, Джеймс Марсия, Джон Снэри, Лорен Ли и др.) связывали
язык и языковые компетенции индивида с уровнем его духовного развития.
Что касается отечественной антропоцентрической лингвистики, понятие
языковой личности как «личности, способной совершать речевые поступки»
[1, 59] было введено еще раньше, в 1930 г., В. В. Виноградовым, когда он
исследовал интеракцию художественного образа и образа автора. Термин «язы-
ковая личность» понимался им в литературоведческом аспекте, и он не дал
четкого определения этому понятию, однако подчеркнул: «Языковое творче-
ство личности — следствие выхода его со всех конкретных кругов, которые
сужаются, тех коллективных субъектов, формы которых оно в себе носит, твор-
чески их усваивая» [Там же, 60]. Со второй половины 80-х гг. эту проблему на
материале русского языка, в частности языка художественных произведений,
разрабатывает Ю. Н. Караулов.
Проводя анализ научной литературы, мы встретили различные интерпрета-
ции понятия «языковая личность»: «речевая личность» (Г. И. Богин), «комму-
никативная личность» (С. А. Сухих, В. В. Зеленская) и др. Также понятие
«языковая личность» разрабатывается О. Каменской, Т. А. Толмачевой, В. П. Ко-
нецкой, которые сходятся в главном — это личность, существующая в опреде-
ленной социокультурной среде. Конкретизируем позицию В. П. Конецкой, при-
нимая во внимание, насколько она продуктивна в педагогике и образовании.
Для В. П. Конецкой в социологии коммуникации важным является вопрос,
в какой степени понятие языковой личности коррелирует с понятием личности
как члена социальных структур различных типов. И поскольку языковая лич-
ность участвует во всех типах коммуникации, постольку при ее описании необ-
ходимо учитывать не только индивидуальные характеристики, но и нормы ре-
чевой деятельности той или иной социальной группы. В связи с этим встает
вопрос о соотношении «индивидуальной языковой личности» и «коллектив-
ной языковой личности», т. е. индивидуальных речевых характеристик и норм
социальной среды.
В современных зарубежных исследованиях по педагогике и психологии Д. Май-
ерс, Д. Мацумото, А. Менегетти, А. Вулфолк и другие используют термин «self-
concept» («самость», «Я-конструкт», «Я-концепция»). Язык и речь авторы выде-
ляют в качестве посредника между культурой и социальной средой.
Приведенные нами определения языковой личности принадлежат различ-
ным областям познания — языкознанию, литературоведению, социологии, и
110
111
это свидетельствует о междисциплинарной сущности данного понятия, кото-
рое изучается в контексте межкультурной коммуникации. Мы же, подчеркивая
необходимость исследования этого понятия в педагогике и образовании, опре-
деляем его следующим образом: языковая личность — субъект общения и дея-
тельности, способный существовать в социокультурном пространстве дискур-
са, участвовать в его формировании и изменении, а также контролировать
поступающую извне информацию. Развитие языковой личности индивида мы
связываем со способностью человека рефлексировать собственное речевое по-
ведение как ответственное (или безответственное), поскольку слово — это по-
ступок (М. М. Бахтин). Языковая личность и ее речевая культура в основном
формируются в образовательном пространстве школы и вуза. Поэтому считаем
важным подчеркнуть психолого-педагогический аспект проблемы, поскольку
именно в речи человек «проговаривается» (М. Хайдеггер), т. е. выражает свое
отношение к окружающему миру и к себе. В речи проявляются его интеллекту-
альная культура и духовно-нравственные ориентиры. И здесь уместно сказать
о стремительном нарастании источников деструктивности речевой среды. Не-
посредственно это касается и образовательного пространства вуза, которое от-
ражает нарастание речевых девиаций в виде инвективы (позднелат. invectiva
(oratio) — бранная речь, от лат. invehor — бросаю, нападаю), сквернословия,
ненормативной лексики, в том числе сленга, табуированной лексики, все шире
используемых в системе социальной коммуникации. Сквернословие как эмо-
ционально насыщенный психологический и социокультурный феномен причи-
няет психологический вред личности, так как имеет в своей основе обесцени-
вание отношений между людьми, проявляющееся в обесценивании языка. Это
позволяет современным исследователям говорить о смене парадигмы общества
и личности, которая «позволяет более активно проявляться индивидуальности
во всех аспектах, в том числе и в языковом», — пишет В. Г. Костомаров в книге
«Языковой вкус эпохи» [5, 49]. Он отмечает, что «литературный стандарт ста-
новится менее стандартным» [Там же, 5] и «в языке, как и во всем, изменилась
норма дозволенности» [Там же, 69].
В педагогике и образовании мы исходим из понимания ценности как «абст-
рактного идеала», задающего имплицитную рефлексию отношения личности
к окружающему миру (Э. Дюркгейм, В. П. Бранский, Э. Гидденс и др.), и свя-
зываем его с непосредственно переживаемым людьми отношением к культуре,
отражением индивидуальных потребностей личности в духовно-нравственной
манифестации и саморефлексии [10, 6].
Поскольку ценности составляют основу социализации и воспитания лич-
ности и современное образование имеет гуманистическую направленность, по-
стольку мы можем говорить о языке как аксиологической категории, обус-
ловливающей педагогический потенциал образовательного процесса в целом
и в изучении родного и иностранного языков в частности.
В условиях глобализации и поликультурности возрастает роль коммуника-
ции как возможности манифестации личности в масштабе мирового сообщества,
поэтому объективно существующая ценность языка как средства общения не
вызывает сомнений. Она стимулирует рост мотивации к изучению языков,
Н. А. Дерябина. Языковая личность как педагогическая проблема
112 Педагогика. Образование
прежде всего иностранных, и тогда встает вопрос о субъектно существующей
ценности у обучаемых. Значит, если аксиологическая функция образования
связана с актуализацией личных потребностей обучаемых, то мы должны ис-
следовать аксиологический потенциал образовательного пространства вуза и
языкового образования в нем. Исходя из определения понятия «потенциал»
(лат. potentia — скрытая возможность, мощь) как нереализованной способно-
сти к улучшению, развитию или достижению желаемых результатов, отнесем
к ценности языка приобретение личностью языковых компетенций, что если
и реализуется в образовательном пространстве вуза, то частично и пока не
столь целенаправленно. И тогда встает истинно педагогическая проблема ан-
тропологической соразмерности современного образовательного пространства,
в котором ценность языка вступает в явное противоречие с все более домини-
рующей экранной культурой, наступающей на книжную, теснящую ее. И если
учесть, что в СМИ (на радио и телевидении, в печатных изданиях, в Интер-
нете) широко распространены речевые девиации в виде инвективы, табуиро-
ванной лексики, что они встречаются в речи даже образованных людей (к ко-
торым мы относим преподавателей и студентов), то можно говорить о про-
блеме нарастания источников деструктивности среды в целом и речевой —
в частности.
Остановимся на одном из ключевых понятий актуализированной нами про-
блемы — речевой деструктивности. Согласно словарному определению, дест-
рукция (лат. destruction — разрушение) — это нарушение нормальной структу-
ры, которое может происходить под внешним или внутренним воздействием и
может быть направлено вовне, на внешние объекты, или внутрь, на самого себя
[8, 208]. Этот термин мы встречаем в работах психологов А. Адлера (понимавше-
го под деструктивностью «агрессивное влечение»), В. Штекеля (писавшего о
«проявления ненависти и наличии внутренней тенденции к смерти»), К.-Г. Юн-
га (утверждавшего, что либидо содержит в себе силы, направленные как на сози-
дание, так и на разрушение).
Проводя анализ сущности деструктивности, мы обнаружили, что речь идет
о критерии антропологической соразмерности (несоразмерности). Поэтому ре-
чевая деструктивность среды определяется нами как наличие антропологичес-
ки несоразмерных речевых конструктов, обусловленных несоответствием экзи-
стенциальных потребностей человека в самоактуализации и самовыражении,
затрудняющих развитие языковой личности в целом. Основную же причину
обесценивания языка, снижения ценности уровня культуры речи, как мы уже
говорили, связываем с обесцениванием человеческих отношений, т. е. относим
к экзистенциально- антропологической проблеме. Подчеркнем, что в нашем
исследовании речь идет о целенаправленно организованном процессе развития
языковой личности в образовательном пространстве вуза. Отмечая явные дос-
тоинства современного образования (соответствие количества учебных заведе-
ний и специальностей потребностям обучаемых, возможность выбора предме-
тов в образовательной парадигме, доступность разнообразных информационных
ресурсов и т. д.), современная педагогика должна определиться и в отношении
нарастания источников деструктивности речевой среды, затрудняющих «путь
113
к языку» (М. Хайдеггер) в процессе самоактуализации в общекультурном и
социальном пространстве, принятия языка как аксиологической категории,
раскрывающей интеллектуальный, культурный и духовно-нравственный по-
тенциал личности. В условиях динамичных социокультурных трансформаций
педагогическая проблема развития языковой личности связана с развитием
способности успешно существовать в социокультурном пространстве дискурса,
контролировать свое речевое поведение и тем самым противостоять речевой
деструктивности среды. Это требует создания адекватной педагогической мо-
дели развития языковой личности, предполагающей реализацию педагогичес-
кого потенциала образовательного пространства вуза при соответствующих
педагогических условиях. При этом полагаем, что важно развивать в человеке
способность нести ответственность за свое речевое поведение. Для этого необ-
ходимо осознавать значимость языка в формировании и изменении «жизнен-
ного мира» личности. Так встает педагогическая проблема развития в образо-
вании языкового иммунитета, который мы определяем как способность индивида
противостоять речевой деструктивности среды, сохраняя свою идентичность
и духовно-нравственную целостность.
Стремясь донести до студентов вуза эту проблему, мы в качестве дидакти-
ческого средства на занятиях иностранным языком используем тексты о языке,
мышлении, речи в оригинале, на родном, и на иностранном языках. Например,
мы использовали фрагменты из произведений Э. Тоффлера, Д. Кристала, Э. Се-
пира, Р. Адлера, Д. Кэмерон на языке оригинала (английский), которые сту-
денты переводили на русский язык. Безусловно, это трудоемкий процесс, и не
все студенты сразу понимают его смысл и назначение, поэтому с недоверием
относятся к таким заданиям. К тому же они требуют определенного уровня
владения языком — не только английским, но и русским. Однако в ходе обуче-
ния мы отмечаем нарастание уровня мотивации студентов к овладению новы-
ми языковыми компетенциями, выраженное в стремлении сделать более адек-
ватный перевод, правильно интерпретировать основные понятия, используе-
мые автором. Вследствие осмысленной работы с текстом студенты смогли не
только верно истолковать авторскую модальность, но и отразить в переводе
свою субъективную оценку описываемых явлений.
С русского на английский обучаемые переводили тексты таких отечествен-
ных авторов, как Н. А. Бердяев. М. М. Бахтин, Л. С. Выготский, Ф. М. Досто-
евский, А. Н. Потебня. Для более точного подбора эквивалентных конструкций
на английском языке студентам необходимо было вначале самим прийти к по-
ниманию основной интенции автора и прочувствовать каждое используемое
слово в тексте. Таким образом, овладевая методом герменевтического анализа,
студенты приходят к пониманию сущности концептов «язык», «речь», «куль-
тура речи», что помогает рефлексии их речевого поведения.
По нашей оценке, некоторые студенты блестяще справились с таким зада-
нием, как перевод заголовка статьи Р. Адлера «Culture and self-concept»: на-
пример, первокурсники-социологи предложили перевести его как «Актуа-
лизация личности в культурном пространстве». Второкурсники-математики
остановились на таком переводе фразы Э. Тоффлера («Шок будущего»): «Язык,
Н. А. Дерябина. Языковая личность как педагогическая проблема
114 Педагогика. Образование
как, впрочем, и современное искусство, теряет свойство стабильности» (англ.
«Language, like art, is increasingly becoming a fad proposition»).
При переводе с русского языка на английский мы столкнулись с тем, что
студенты часто бессознательно начинают развивать мысль автора. Так было
при переводе утверждения А. Н. Потебни о том, что «язык является необходи-
мым условием мысли» («Мысль и язык»): студент-историк 2-го курса исполь-
зовал прилагательное ‘immanent’ (англ. имманентный) — «language is an immanent
compulsory reason for a thinking process».
При интерпретации отрывка из произведения «Мышление и речь» Л. С. Вы-
готского («Слово напоминает о своем значении так точно, как пальто знакомо-
го человека напоминает об этом человеке или внешний вид дома напоминает о
живущих в нем») студенты философского факультета удачно создали прагма-
тическую адаптацию исходного текста: «The word resembles its meaning exactly
the way clothes remind us of some person we know or the way the house exterior
resembles its inhabitants».
Наш опыт показывает, что при изучении первоисточников философской,
психологической, культурологической, филологической направленности о языке
и речи студенты начинают задумываться о своем отношении к языку как уни-
версальному средству коммуникации. Язык осознается как определенная зна-
ковая система (произвольные и условные знаки); социальная речевая деятель-
ность; индивидуальный речевой акт, реализующий языковую способность и
языковые знания (Ф. де Соссюр). В результате у студентов изменяются цен-
ностные представления, они учатся противостоять воздействию речевой дест-
руктивности среды.
1. Виноградов В. В. О художественной прозе. М. ; Л., 1930.
2. Воркачев С. Г. Лингвокультурология, языковая личность, концепт: становление ант-
ропоцентрической парадигмы в языкознании // Филол. науки. 2001. № 1. С. 64–72.
3. Гуссерль Э. Кризис европейский наук и трансцендентальная феноменология. СПб.,
2004.
4. Караулов Ю. Н. Русский язык и языковая личность. М., 1987 С. 36–40.
5. Костомаров В. Г. Языковой вкус эпохи: Из наблюдений над речевой практикой
масс-медиа. М., 1994.
6. Левинас Э. Избранное: Тотальность и бесконечное. М. ; СПб., 2000.
7. Майерс Д. Социальная психология. СПб., 2002.
8. Новейший философский словарь / сост. А. А. Грицанов. Минск, 1999.
9. Реан А., Бордовская Н., Розум С. Психология и педагогика. СПб., 2000.
10. Сластенин В. А., Чижакова Г. И. Введение в педагогическую аксиологию. М., 2003.
С. 5–7.
11. Хабермас Ю. Моральное сознание и коммуникативное действие. СПб., 2001.
12. Хайдеггер М. Бытие и время. СПб., 2006.
13. Эриксон Э. Идентичность: юность и кризис. М., 1996.
14. Юнг К. Аналитическая психология // История зарубежной психология : тексты /
под ред. П. Гальперина, А. Ждан. М., 1986.
Статья поступила в редакцию 28.04.2011 г.
ЯЗЫКОВАЯ ЛИЧНОСТЬ СТУДЕНТА И МУЛЬТИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ ПОСРЕДСТВОМ ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ
Исаев Евгений Анатольевич
1 Елецкий государственный университет им. И.А. Бунина, 399770, г. Елец, Липецкая обл., ул. Коммунаров, 28, Елец
Статья прослеживает особенности формирования языковой личности в контексте глобализационных процессов в мире. Мультикультурноая самоорганизация отличается способностью студентов наращивать диалог культур в их профессиональной деятельности и считается образование триединого человека, возникающие в результате интеграции кросс-культурной языковой сфере личности, глобальной отношение к иностранной культуре и культурного самоопределения. Включение термина "языковая личность" в процессе преподавания иностранного языка позволяет интегрировать синергетические возможности языкового обучения возникают динамику поликультурной самоорганизации, которая обеспечивает гуманизацию национального и языкового родства. Автор рассматривает процесс обучения иностранному языку в качестве механизма, который позволяет мобилизовать и структурировать качества языковой личности. Исследование показывает, межкультурного подхода в качестве основного один; в нем можно использовать инструментарий деятельности, которые помогают реализовать идею мультикультурной самоорганизации студенческой языковой личности в обучении иностранным языкам.
дальше на английсом языке
STUDENT’S LINGUISTIC PERSONALITY
AND MULTICULTURAL SELF-ORGANIZATION THROUGH
FOREIGN LANGUAGE TEACHING
E.A. Isaev
Abstract. The article traces the features of linguistic personality’s formation
in the context of globalization processes in the world. Multicultural selforganization is notable for students’ ability to build up the dialogue of cultures
in their professional occupation and considered to be a triune person’s education, arising as the result of integration of cross-cultural linguistic personality’s sphere, global attitude to foreign culture and cultural self-determination.
The inclusion of the term “linguistic personality” in the process of foreign
language teaching enables integrating the synergetic capabilities of linguistic
training to arise the dynamics of multicultural self-organization, which provides the humanization of national and language relationship. The author considers the process of foreign language teaching as the mechanism, which enables to mobilize and structure the qualities of linguistic personality. The study
shows intercultural approach as the main one; within it one can use the toolkit
of activities, which help to implement the idea of multicultural selforganization of student’s linguistic personality in foreign language teaching.
Keywords: globalization; integration; student’s linguistic personality; multicultural self-organization; foreign language teaching; intercultural approach;
toolkit of techniques; activities.
Introduction
Modern society is undergoing the process of globalization, the integration of Russia into global political, socio-economic community. These trends
lead to the increase of professional intercultural communication, to the elimination of national boundaries, to the emergence of cultural unification, and
also to the emergence of the united multicultural environment. The country’s
education system, which updates all its subcomponents, sharply reacts to the
changes. According to normative documents (the “Law on Education”, “National Doctrine of Education until 2025”, State Program “The Development
of Education for the years of 2013–2020”, FSES (FGOS) of the third generation), modern society needs highly qualified, competitive graduates who can
speak foreign languages, who are ready to participate in intercultural communication, showing the competence to organize dialogue of cultures [1].
It leads to the necessity of the development of student’s linguistic personality, multicultural self-organization in the educational process.
Linguistic Personality: Theoretical Background
Philosophy considers personality as an internal unity with social qualities, which are developed in the process of historically concrete occupation.
Student’s linguistic personality 97
This unity also includes values focused on the reproduction, recreation, selfsupport and the maintenance of the world. The problem of the personality in
philosophy is first of all a question of human’s place in the world, “what can
a human become, if he or she is able to make him- or herself, develop his or
her own life” (A. Gramshi) [2. P. 43]. Psychology worked out the idea about
the multiplicity of existence forms of a personality as person’s system quality, a subject of self-awareness (I.S. Kon, S.G. Yakobson), communication
(A.A. Bodalev, G. Mid), and an objective activity (A.G. Asmolov,
P.I. Zinchenko, D.A. Leontiev). Linguistic studies finding out “human factor” in language lead to the concept of “linguistic personality”. This concept
has been studied for the last thirty years; it was represented for the first time
by V.V. Vinogradov, who considered linguistic personality as individuality;
although some notions on this question we can find in the works of linguists
of the XIX–XX centuries linguists.
Today the appeal to the theory of linguistic personality is caused by
the humanization of all sciences. Special attention to the human, his / her
problems make homo loquens the main object of study in modern linguistics.
It is impossible to cognize the language itself not referring to its creator,
speaker, user, i.e. to the human, to the concrete linguistic personality. By the
way, linguistic personality is considered to be “not the part of personality’s
multifaceted understanding, but the kind of its full presentation including
psychic, social, ethic and other components refracted through its language
and discourse” [3. P. 7].
In the Russian science of language the problem of linguistic personality was investigated by Yu.N. Karaulov. Linguodidactic approach to linguistic personality is ascended to G.I. Bogin’s ideas. Generally, the analysis of
the works shows, that this concept is understood as 1) an ability of the
speaker of relationship and conscious activity to take part in the communication; 2) a human, who carries out the totality of language means in the
speech. We think, that it is necessary to use an integrate view on the personality as the subject of multicultural interaction. Such personality has got conscious sensibility, accepts other cultures with their texts, speakers, values of
national culture as his / her wn, interrelates itself and its nation. The personality works out its own vector of the activity during the interaction with multicultural milieu; the objective activity is expressed in the methods of the
relationship with micro- and macro environment of culture as “the world of
impersonate values” (N.Z. Chavchavadze) [4. P. 25]. So, in today’s more
and more interconnected world the linguistic personality requires its own
multicultural self-organization, the ability to begin the dialogue of cultures.
As we know self-organization is a process by which the internal dynamics of a system generate system-wide patterns. G.H. Eoyang points out
three conditions for self-organizing in human systems. They are significant
difference, container and transforming exchange [5. P. 11]. Multicultural
98 E.A. Isaev
self-organization is a process of self-contained mobilization and structuring
of abilities, skills, and qualities by linguistic personality to make dialogue of
cultures professionally. In terms of the activity multicultural selforganization of linguistic personality requires to be studied as “absolute sequence of different dynamic processes (self-observation, self-determination,
self-analysis, self-regulation, self-motivation), when the restricting of the
components of the system, the introduction of new elements for a better condition are required under the influence of different circumstances” [6.
P. 154]. In terms of the result multicultural self-organization of linguistic
personality is a quality, which is expressed in the development of crosscultural sphere of linguistic personality, global attitude to culture and its cultural self-determination.
The implementation of the concept “linguistic personality” in the process of foreign language teaching leads to the appearance of such concepts
as “secondary linguistic personality” (I.I. Khaleeva [7], N.D. Galskova,
N.I. Ger [8]), “cultural and linguistic personality” (V.P. Furmanova) [9],
“multicultural linguistic personality” (V.V. Safonova) [10], “ethnic linguistic
personality” (E.S. Shoisoronova) [11]. The researchers add to this paradigm
some other notions: “communicative personality” (I.V. Sentenberg) [12],
“vocabulary personality” (V.I. Karasik) [13], “emotional linguistic personality” (V.I. Sha-khovski) [14] etc. We, following the ideas of V.N. Kartashova, take the attitude, that “all interpretations in a varying degree draw attention to linguistic personality that studies a foreign language in the modern
multicultural milieu” [15. P. 13], which develops ideas and personal qualities, which are necessary for the communication with people of different nations and for creative realization of future professional activity. As far as
from the point of synergetic view self-organization is a self-organizing system in the culture, the ability to the cognition, reflection, self-reflection,
manufacture of attitudes and also self-determination in the variety of cultures
is also customary for linguistic personality.
Foreign Language and Multicultural Self-Organization
Foreign language teaching is a special didactic mechanism, which
provides multicultural self-organization. Foreign language teaching has a big
educational opportunity for the harmonization of intercultural communication, making the dialogue of cultures, the development of global thinking
and the ability to cultural self-determination – the elaboration of internal attitude to people, values and the multicultural world in the whole. Only learning a foreign language leads to the human’s development through the acquisition of a language as the means of informational exchange with the world
for the purpose of the world’s and self-transformation in the process of selforganization. This process refers to the human and his or her culture and is
Student’s linguistic personality 99
directed to the trainee’s personality (M.M. Bakhtin), where language “plays
not only the role of science transmission, but the means of intellectual activity” (V.P. Zinchenko). Because of the necessity of humanization of intercultural communication the purpose of foreign language teaching is the development of a linguistic personality as a subject of intercultural interaction
who obtained during the foreign language education a certain set of competences, ensuring a certain set of values, personal qualities, creative thinking,
universal methods of the production of private intercultural world seeing.
Implementation of Intercultural Approach
at Bunin Yelets State University
As a result, a certain set of techniques is necessary for achieving the
goal. The methodological analysis proves that the implementation of intercultural approach provides the multicultural self-organization of student’s
linguistic personality, because according to C. Kramsch, culture “is always
in the background, right from day one, ready to unsettle the good language
learners when they expect it least, making evident the limitations of their
hard-won communicative competence, challenging their ability to make
sense of the world around them” [16. P. 11].
Nowadays, it is a widely known fact that teaching and learning a foreign language cannot be reduced to the direct teaching of linguistic skills
like phonology, morphology, vocabulary, and syntax. The contemporary
models of communicative competence show that there is much more to
learning a language, and they include the vital component of cultural
knowledge and awareness. In other words, to learn a language well it usually
requires knowing something about the culture of that language [17].
Furthermore, culture is a very broad concept, so to get to know a given culture means to gain extensive knowledge. According to Z. Chlopek,
clearly, if learners of English as a foreign language are to become successful
intercultural communicators, it is essential to provide them with a thorough
and systematic intercultural training, and not only with the culture of main
English speaking countries. Students learning English as a foreign language
will benefit by gaining solid knowledge of different world cultures, and they
must also develop the ability to compare their native culture to other cultures, to evaluate critically and interpret the results of such comparisons, and
to apply this knowledge successfully in both verbal and non-verbal communication, for both transactional and interactional purposes. Since “culture in
language learning is not an expendable fifth skill, tacked on, so to speak, to
the teaching of speaking, listening, reading, and writing” [16. P. 1], it is of
paramount importance that cultures, not simply chosen cultural aspects, are
dealt with during English as a foreign language lessons. Successful international communication is a sufficient cause for introducing the intercultural
100 E.A. Isaev
approach into English as foreign language classrooms. However, there is
another good reason. In many countries, there is still much intolerance towards and prejudice against other nations and cultures. Intensive intercultural education seems to be a good way to sow the seeds of tolerance, acceptance, understanding, and respect [18. P. 12–17].
It is important to mention, that both native (P.V. Sysoyev [19] etc.)
and foreign (Z. Chlopek [18], C. Kramsch [16]) trainers and scientists are
working out the toolkit for the implementation of intercultural approach. The
practical training of students of the faculty of physics and engineering of
Bunin Yelets State University has proved the efficiency of using some of the
following activities [Ibid] for growing the dynamics of multicultural selforganization of student’s linguistic personality. Three general groups are
described below.
Group one (the aim is to help students look at their native culture at
the conscious level and perceive it from the objective point of view):
Activity 1. The teacher writes the word CULTURE in the middle of
the board and encourages students to brainstorm different associations they
have with the term. All ideas are written down, followed by an in-class discussion of different cultural dimensions. Next, students work in groups and
categorize different aspects of culture in the form of a mind map, ideally on
big sheets of paper.
Activity 2. Students compare their observations and then try to step
back and look at the collected data critically and reflectively from the objective point of view. This is followed by a whole-class discussion.
Activity 3. Students invent alternatives to existing manifestations of
their own culture. They may come up with such ideas as: (1) instead of shaking hands with people, you might jump three times, and (2) nodding the head
could mean “no” instead of “yes”. Then, each group prepares a sketch showing new manifestations and the others must guess what they stand for.
Activity 4. Students are asked to discuss in groups the following question: “Which aspects of my own culture may seem weird to a foreigner?”
Then, they read or listen to descriptions of their native culture given by representatives of other cultures, which can be printed out from the Internet or
recorded from a TV program.
Group two (the aim is to widen learners’ perspectives by getting them
to know cultures of the English-speaking countries and to compare those
cultures to their own):
Activity 1. The teacher prepares copies of excerpts from literature.
Students read the excerpts in groups and decide what would be different
if a given novel, short story, or poem was written by an author from their
native culture.
Activity 2. The teacher hands out transcripts of real-life conversations
copied from newspapers or magazines, printed out from the Internet, or rec-
Student’s linguistic personality 101
orded from TV and transcribed. Next, the teacher explains how to analyze
the text, both the content and the structure. Students work in groups and note
down different cultural aspects and decide how much they resemble or differ
from their own culture.
Activity 3. The teacher hands out copies of pictures showing people
using various facial expressions and body language. Then the teacher provides them with a multiple-choice quiz, where for each picture only one description is correct.
Activity 4. In this activity students have a British Christmas party (or
any other holiday party). Ideally, it should follow a lesson introducing
Christmas customs observed in English-speaking countries. The teacher and
students dress up and bring props for the party (e.g., Christmas ornaments,
mistletoe, Christmas pudding, stockings, small gifts for others, a recording
of the Queen’s Christmas speech, and CDs with carols).
Group three (here students expand their cultural knowledge by learning about all cultures of the world):
Activity 1. The teacher prints out a few pieces of information about
one culture. First, students brainstorm what they know about a given culture.
Then, they divide into teams and each team member receives a different text.
Next, learners regroup so that all students with the same text form a new
group; they read their texts together, helping each other understand the content. Then they discuss what is new for them. Next the teacher tells students
to return to their original teams and share what they have learned with the
rest of their team so that at the end of the activity each team member has all
the information.
Activity 2. The teacher hands out copies of the English version of a
newspaper. In pairs or groups, students look at a story, ad, or other text
and compare and contrast its structure and content with a similar text
in their native newspapers.
Activity 3. Students watch a fragment of a film that vividly shows
some aspect of a foreign culture, possibly leading to some kind of misunderstanding or conflict. Students work in groups and try to decide what the
characters in the film or conversation should have known and done in order
to avoid the conflict; all ideas are discussed in a class forum.
Activity 4. The teacher and students bring real-life objects connected
with a particular culture into the classroom, such as figurines, foodstuffs,
clothes, jewelry, masks, musical instruments, and tapes or CDs with traditional music. The class discusses the uses and symbolic importance of these
cultural artifacts.
Conclusion
Multicultural self-organization is considered to be an important ability
of the future specialist’s linguistic personality. Just foreign language teach-
102 E.A. Isaev
ing provides the synergetic process in the person’s consciousness, acts as the
means of the development of self-evaluation skills, self-presentation, and
self-improvement. Student’s linguistic personality is an active subject of the
learning process, which independently creates and predicts the borders of his
or her own future professional advancement.
The idea of synergetic formation of a linguistic personality is a
brand new approach in the pedagogic experience and conceptual foresight
of the results of specialists’ professional development, also an important
mechanism of the control of communicative competence. The pedagogic
space of the institute amounts to the integral culturalogical environment,
including different elements of communicational culture, behavior, culture of native and foreign languages etc., which act as subsystems of the
pedagogical process of the specialist’s development. The intercultural
approach, which implements the principle of foreign language teaching
“native culture – culture of learning foreign language – cultures of the
world”, provides and makes actual the internal person’s abilities to increase the professionalism. So systematic intercultural training is a precondition for educating a new generation of young people who will not
only tolerate, but also understand, accept, and respect people from different world cultures, will communicate with them successfully, and will
learn from them through that communication.
References
1. Gural’ S.K., Smokotin V.M. Jazyk vsemirnogo obshchenija i jazykovaja i kulturnaja globalizatsija // Jazyk i kultura. 2014. № 1 (25). Р. 4–13.
2. Gramshi A. Izbrannyje proizvedenija. M., 1959. V. 3. 564 s.
3. Jazyk i lichnost’ / pod red. D.N. Shmeleva. M., 1989. 216 s.
4. Chavchavadze N.D. Kultura i tsennosti. Tbilisi, 1984. 171 s.
5. Eoyang G.H. Conditions for self-organizing in human systems. 2001. 181 p.
6. Khaljapina P.L. Metodicheskaja sistema formirovanija polikulturnoj jazykovoj lichnosti
posredstvom Internet-obshchenija v protsesse obuchenija inostrannym jazykam : dis. ...
d.p.n. S.-Peterburg, 2006. 426 s.
7. Khaleeva I.I. Vtorichnaja jazykovaja lichnost’ kak retsipient inofonnogo teksta // Jazyk –
sistema. Jazyk – tekst. Jazyk – sposobnost’. M., 1995. Р. 277–285.
8. Galskova N.D., Gez N.I. Teorija obuchenija inostrannym jazykam: lingvodidaktika i
metodika. M., 2008. 336 s.
9. Furmanova V.P. Meshkulturnaja kommunikatsija i problema integratsii v jevropejskuju
kulturu // Finno-ugorskij mir. 2013. № 1 (14). Р. 76–82.
10. Safonova V.V. Kulturno-jazykovaja ekspansija I jeye projavlenija v jazykovoj politike i
obrazovanii // Inostrannyje jazyki v shkole. 2002. № 3. Р. 22–32.
11. Shojsoronova E.S. Jazykovaja lichnost’: etnicheskij aspect: na material burjatskoj jazykovoj lichnosti : dis. … k.f.n. Ulan-Ude, 2006. 190 s.
12. Sentenberg I.V. Jazykovaja lichnost’ v kommunikativno-dejatelnom aspekte // Jazykovaja
lichnost’: problem znachenija i smysla. Volgograd, 1994. Р. 14–24.
13. Karasik V.I. Kulturnyje dominanty v jazyke // Jazykovaja lichnost’: kulturnyje kontsepty.
Volgogra, 1996. Р. 3–16.
Student’s linguistic personality 103
14. Shakhovskij V.I. Jazykovaja lichnost’ v emotsionalnoj kommunikativnoj situatsii // Filologicheskije nauki. M., 1998. № 2. Р. 59–65.
15. Kartashova V.N. Formirovanije lingvogumanitarnoj kultury v protsesse podgotovki uchitelja k rannemu inojazychnomu obrazovaniju : dis. … d.p.n. Jetets, 2002. 546 s.
16. Kramsch C. The cultural component of language teaching // Language, Culture and Curriculum. 1995. № 8 (12). Р. 83–92.
17. Council of Europe. Common European framework of reference for languages: Learning,
teaching, assessment (2001). URL: httpwww.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf (accessed: 19 June 2014).
18. Chlopek Z. The intercultural approach to EFL teaching and learning // English Teaching
Forum. 2008. № 4. Р. 10–19.
19. Sysojev P.V. Blog-tekhnologija v obuchenii inostrannomu jazyku // Jazyk i kultura. 2012.
№ 4 (20). Р. 115–127.
ЯЗЫКОВАЯ ЛИЧНОСТЬ, ПРОБЛЕМЫ ЕЕ СТАНОВЛЕНИЯ
ИВАНОВА АННА ПАВЛОВНА1
1 Бузулукский гуманитарно-технологический институт (филиал) ОГУ
Тип: статья в журнале - научная статья Язык: русский
Номер: 8 (16) Год: 2015 Страницы: 124-127
УДК: 80
ЖУРНАЛ:
ПОТЕНЦИАЛ СОВРЕМЕННОЙ НАУКИ
Издательство: Общество с ограниченной ответственностью "Максимал информационные технологии" (Липецк)
ISSN: 2312-1939
КЛЮЧЕВЫЕ СЛОВА:
ПОЛИЯЗЫКОВАЯ КУЛЬТУРА, MULTILINGUAL CULTURE, ЯЗЫКОВОЕ ПРОСТРАНСТВО, LINGUISTIC SPACE, ИДЕНТИФИКАЦИЯ, IDENTITY, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC IDENTITY, СТРУКТУРИРОВАНИЕ, STRUCTURING
АННОТАЦИЯ:
В статье рассмотрены основные проблемы становления языковой личности как необходимого элемента успешной социализации в современном обществе. Определены условия необходимые для гармоничного развития языковой личности, а именно идентификация личности в языковом пространстве и использование структурированного подхода в процессе изучения иностранных языков.
---
Abstract. The article describes the main problems of linguistic identity formation as an
essential element of successful socialization in modern society. The conditions for the harmonious
development of the linguistic personality are defined, especially the identification of the individual
in language space and structured approach using in the process of learning foreign languages.
Keywords: multilingual culture, linguistic space, identity, linguistic identity, structuring.
Введение. В современном обществе с каждым годом возрастает необходимость в
изучении иностранных языков. Кроме того, интеграционные процессы и глобализация
определяют формирование образованного общества, где знание иностранного языка
(нескольких иностранных языков) является необходимым условием усиления
сотрудничества между нациями. Человек, знающий иностранный язык, или, владеющий
несколькими иностранными языками становится участником культурного, политического,
экономического полилога. Цель обучения иностранным языкам в данном контексте
заключается в формировании языковой личности, готовой к активной и продуктивной
жизнедеятельности в поликультурном обществе.
Изначальное обращение к языковой личности связано с именем немецкого ученого И.
Вейсгербера. Сама модель «языковая личность» была разработана российским филологом,
лингвистом Г. И. Богиным, включала аспекты языка, основные виды речевой деятельности
и уровни готовности к ее выполнению, при этом человек рассматривается как личность
способная «производить речевые поступки, создавать и принимать произведения речи» [1:
31]. Значительный вклад в разработку данного понятия внес другой российский ученый Ю.
Н. Караулов, который определил языковую личность как человека, обладающего
«способностью создавать и воспринимать тексты, различающиеся: степенью структурно-
языковой сложности, глубиной и точностью отражения действительности, определенной
целенаправленностью» [4: 7]. Ю. Н. Караулов разработал трехуровневую модель языковой
личности, в которой первый уровень (вербально-семантический, семантико-строевой,
инвариантный), отражает степень владения иностранным языком; второй уровень
(когнитивный) определяет «актуализацию и идентификацию знаний и представлений,
присущих языковой личности и создающих коллективное или индивидуальное
когнитивное пространство»; третий уровень (прагматический) обеспечивает в анализе
языковой личности «закономерный и обусловленный переход от оценок ее речевой
деятельности к осмыслению реальной действительности» [3:163]. Соответственно второй
уровень модели языковой личности предполагает отражение языковой модели мира
личности и ее культуры, третий включает в себя выявление и характеристику мотивов и
целей, определяющих развитие языковой личности.
Становление языковой личности представляется сложным процессом. Для успешного
изучения и использования иностранного языка необходимо осмысление, анализ и
сравнение концептуальных систем различных культур в целях становления
формирующейся языковой личности. Основной проблемой становления языковой
личности в современном мире выступает идентификация себя в определенном языковом
пространстве, потому что необходимо не только говорить на иностранном языке, но и
воспринимать окружающую действительность, как сами носители языка. Соответственно
процесс развития языковой личности невозможно представить без существования
языкового пространства – области, в которой личность может максимально эффективно
реализовать полученные навыки в процессе взаимодействия с представителями различных
культур. Однако, деятельность личности в языковом пространстве возможна лишь при
наличии индивидуальной полиязыковой культуры – «совокупности разнообразных
языковых концептов, вербально отражающих индивидуальный познавательный опыт,
миропонимание и мироощущение человека» [2: 204].
В процессе изучения иностранных языков возникают лингвистические и культурные
противоречия. Лингвистические противоречия исчезают самостоятельно в процессе
углубленного изучения языка, культурные – являются потомками национальных привычек
и стереотипов, их преодоление возможно лишь при условии приобщения личности к
ценностям культуры, трансляции социального и индивидуального опыта, выработки
гуманистического мировоззрения. Для предотвращения данной проблемы развитие
языковой личности должно происходить без опоры на родной язык. При этом изначально
присущие данной личности языковые и культурные ценности не должны иметь
подчинительного характера по отношению к зарубежным, как и наоборот, то есть
становление языковой личности не должно проявляться в культурно-личностном
перерождении. Идеальной позицией будет являться равноправие соотносящихся в ходе
развития личности языковых и культурных ценностей. Структурированный подход в
формировании языковой личности проявляется в полноценном использовании
специфических элементов иностранного языка, не имеющих структурных аналогов в
родном языке. Российский педагог Соловова Е. Н. отмечает, что языковая личность
«существует в пространстве собственной культуры, отраженной в языке, формах
общественного сознания, поведенческих стереотипах и нормах, предметах материальной
культуры и т.д. Определяющая роль в культуре принадлежит ценностям нации, которые
являются концептами смыслов» [6: 238]. Языковая личность усваивает общие стратегии
ориентации в языке и культуре, проявляется в формах общественного сознания на разных
уровнях (научном, бытовом и др.), в поведенческих стереотипах и нормах и т.д.
Выводы. В современном обществе формирование языковой личности становятся
популярным и необходимо использовать данную возможность для подготовки
подрастающего поколения к активной жизнедеятельности в многонациональном обществе,
умением жить в согласии с представителями различных культурных групп. Становление
языковой личности представляется социальным явлением, содержание которого связано со
«способностью вступать в эффективное взаимодействие с несколькими культурами,
используя богатую палитру языков, к продуктивной жизнедеятельности в поликультурном
обществе» [5: 230]. Интерпретация языковой личности, также как проблемы ее
формирования не являются раз и навсегда устоявшими, возможно их изменение под
влиянием институциональной среды.
---
Список литературы
1. Богин, Г.И. Модель языковой личности в ее отношении к разновидностям текстов:
автореф. дис. … д-ра филол. наук / Г.И. Богин. – JL, 1984. – 36 с.
2. Буланкина, Н. Е. Концептосфера современного полиязыкового образова-ния:
Элективный курс. / Буланкина Н. Е. – Новосибирск: Изд-во НИПКиПРО, 2009. – ISBN: 978-
3-8484-8512-3
3. Караулов, Ю. Н. Русский язык и языковая личность. / Ю.Н. Караулов. – М.:
Издательство ЛКИ, 2010. – 264 с. – ISBN: 978-5-382-01071-7
4. Караулов, Ю.Н. Национальные образы сознания в ассоциативной структуре слова
// Национальный менталитет и языковая личность: Сб.науч.тр. / Ю.Н. Караулов. – Перм.
госуниверситет. Пермь, 2002.
5. Соколков, Е.А. Методология культурного самоопределения формирующейся
личности специалиста-гуманитария. Опыт философского осмысления. / Е.А. Соколков,
Н.Е. Буланкина. - М.: Университетская книга, 2011. - 232 с.
6. Соловова, Е. Н. «Методика обучения иностранным языкам». Пособие для
студентов пед. вузов и учителей. / Е. Н. Соловова. – М.: ACT: Астрель, 2008. – 238, [2] с. –
ISBN 978-5-17-048998-5 (ООО «Издательство ACT»). – ISBN 978-5-271-18996-8 (ООО
«Издательство Астрель»).
ЯЗЫКОВАЯ ПОЛИТИКА ИННОВАЦИОННОГО УНИВЕРСИТЕТА КАК УСЛОВИЕ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
МИРОШНИКОВА ОЛЬГА ХРИСТЬЕВНА1
1 Южный федеральный университет
Тип: статья в журнале - научная статья Язык: русский
Номер: 11-2 (53) Год: 2015 Страницы: 123-125
УДК: 81'272
ЖУРНАЛ:
ФИЛОЛОГИЧЕСКИЕ НАУКИ. ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ
Издательство: Общество с ограниченной ответственностью Издательство "Грамота" (Тамбов)
ISSN: 1997-2911
КЛЮЧЕВЫЕ СЛОВА:
УНИВЕРСИТЕТСКИЙ ДИСКУРС, DISCOURSE OF UNIVERSITY, ЯЗЫКОВАЯ ПОЛИТИКА УНИВЕРСИТЕТА, LANGUAGE POLICY OF UNIVERSITY, МУЛЬТИЛИНГВИЗМ, MULTILINGUALISM, ПОЛИКУЛЬТУРАЛИЗМ, MULTICULTURALISM, ИНТЕРНАЦИОНАЛИЗАЦИЯ ОБРАЗОВАНИЯ, INTERNATIONALIZATION OF EDUCATION, ЯЗЫКОВАЯ ЛИЧНОСТЬ, LINGUISTIC PERSONALITY, ПОЛИКУЛЬТУРНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ, MULTICULTURAL LINGUISTIC PERSONALITY
АННОТАЦИЯ:
В связи с процессами глобализации экономик и культур важным фактором социального развития является формирование поликультурной языковой личности, что в условиях современного университета достигается посредством разработки и целенаправленного проведения языковой политики, базирующейся на принципах мультилингвизма, поликультурализма, интернационализации образования. В статье на примере Южного федерального университета описываются принципы и пути реализации языковой политики инновационного вуза в поликонфессиональном полиэтническом регионе.
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Формирование языковой личности рассматривается в настоящее время как необходимый компонент
научно-гуманитарной подготовки будущих специалистов в высшей школе, средство гуманизации и гуманитаризации высшего образования, основа для осмысления индивидом языковой картины мира.
Современное языкознание антропоцентрично. Категории языковой личности (Г. И. Богин [2], Ю. Н. Караулов [10]) и вторичной языковой личности (И. И. Халеева [17]), вошедшие в научный обиход в 80-90 гг.
ХХ века, относятся к базовым концептам коммуникативной лингвистики, лингвокультурологии, лингводидактики, прикладной социолингвистики. Исследованию языковой личности посвящены работы А. Б. Бушева [3],
А. А. Ворожбитовой [4], Е. И. Головановой [5], Н. А. Дерябиной [6], Г. В. Елоховой [8], О. Б. Сиротининой [14],
Т. В. Чернышовой [20] и др.
Согласно определению В. И. Карасика, языковая личность выступает как «обобщенный образ носителя
культурно-языковых и коммуникативно-деятельностных ценностей, знаний, установок и поведенческих реакций» [9, с. 363]. При этом если до недавнего времени основной задачей профессионально-ориентированной
межкультурной коммуникации являлось развитие речевой и коммуникативной культуры обучающихся,
то в последние годы заговорили о необходимости формирования «профессиональной языковой личности»
(Э. В. Акаева [1], Л. В. Кушнина и М. С. Силантьева [11], Л. А. Чернышова [19] и др.) и «поликультурной
языковой личности» (С. Ю. Стрелкова [15], М. М. Фомин [16], Л. П. Халяпина [18] и др.), готовой ответить
на многочисленные вызовы постиндустриального общества, обусловленные процессами экономической
глобализации, тотальной информатизации и интеграции науки, культуры, образования и бизнеса. Поликультурная языковая личность в наше время, как справедливо отмечает М. В. Румянцева, – это «личность, способная идентифицировать себя не только как представителя своей национальной культуры, но и в качестве
гражданина мира, воспринимающего себя субъектом диалога культур и осознающего свою роль, значимость, ответственность в глобальных общечеловеческих процессах» [13, с. 278].
© Мирошникова О. Х., 2015
124 Издательство «Грамота» www.gramota.net
Новые социокультурные тенденции не могли не затронуть современного университета, выступающего
в авангарде социальных перемен. Болонский процесс, формирование европейского пространства высшего образования, расширение миграционных процессов, развитие академической мобильности стали теми факторами, которые обусловили необходимость разработки языковой образовательной политики университета [7]
в контексте языковой образовательной политики региона и общегосударственной языковой политики, направленной на сохранение языкового многообразия, становление гражданской и национальной идентичности.
Университет в обществе знания становится мультилингвальной корпорацией. Базовыми принципами
языковой политики инновационного (или инновационно-предпринимательского) университета являются поликультурализм, многоязычие, интернационализация образования. Важными направлениями языковой политики при этом становятся:
1. лингвокультурная подготовка специалистов и владение современным университетским дискурсом;
2. опыт экспертной и проектной деятельности в моноязычной и полилингвальной среде;
3. опыт межкультурной и поликультурной коммуникации в сфере профессиональной деятельности (монои билингвальный);
4. опыт разработки и сопровождения инновационных проектов в полилингвальной среде;
5. владение приемами речевой коммуникации в широком спектре ситуаций: организации полевого исследования, представления и защиты результатов проделанной работы и др.;
6. участие вуза в деятельности международных и межуниверситетских научных и образовательных организаций.
В контексте формирования языковой личности большое значение имеет организация процесса иноязычной подготовки в системе непрерывного многоуровневого образования, что предполагает разработку программ дополнительного профессионального образования не только для студентов, но для профессорскопреподавательского состава, управленцев, сотрудников и всех, кто изъявляет желание обучаться на базе
разрабатываемых университетом проектов. На этой интегративной основе формируется поликультурная
языковая среда университета как часть общего университетского дискурса.
Важным аспектом языковой политики вуза и основой формирования вторичной языковой личности является обеспечение оптимальных условий для билингвального и мультилингвального образования. Изучение иностранных языков и русского языка как иностранного в широком поликультурном контексте позволяет
познакомиться с иными способами мышления, иными способами мировосприятия, посмотреть на окружающий мир под другим углом, развивать поликультурное мышление.
Опишем концептуальные принципы и опыт по формированию поликультурной языковой личности,
накопленный в Институте филологии, журналистики и межкультурной коммуникации Южного федерального университета (ЮФУ). Состав студентов университета многонационален и ежегодно расширяется как
за счет укрепления международных связей вуза (университет сотрудничает с зарубежными партнерами
из 39 стран мира, ежегодно принимается свыше 800 иностранных студентов и магистрантов, а также свыше 400 специалистов и стажеров), так и в связи с притоком студентов-мигрантов, большая часть которых –
представители Северо-Кавказского региона.
ЮФУ является членом ряда международных межвузовских организаций, в том числе Европейской ассоциации университетов (EUA), Европейской сети университетов непрерывного образования (EUCEN), международной некоммерческой организации студентов AIESEC и др. На базе Института филологии, журналистики и межкультурной коммуникации действуют Центры международного сотрудничества (Испано-Российский
центр языка и культуры, Центр польского языка и культуры, Центр немецкого языка и культуры, Центр ЕС
на Юге России и др.). Практически на всех языковых кафедрах ЮФУ реализуются многоуровневые программы дополнительного профессионального образования, такие как «Переводчик в сфере профессиональной
коммуникации», программы довузовского образования, программы переподготовки специалистов, курсы
обучения академическому письму, коммуникативным искусствам, бизнес-этикету и др., способствующие
обеспечению карьерного роста и социальной адаптации личности (в том числе студентов-мигрантов).
В процессе международного сотрудничества происходит позиционирование положительного имиджа университета, осуществление рекламной и PR-деятельности, разработка общеуниверситетских международных проектов, участие в программах стажировок, научных семинарах, конференциях, тренингах, уникальных этнокультурных проектах (например, «Этнолингвистика и диалектология народов Юга России» и др.), что помогает сохранять и преумножать полиэтнические традиции региона. В процессе различных дискурсивных практик происходит формирование важнейших компонентов поликультурной языковой личности: интерпретативной культуры [4], кросскультурной толерантности, способности владения концептосферами разного уровня [18] и др.
В последние годы проводятся исследования, цель которых – определить потребность в специалистах со знанием иностранного языка на региональном рынке труда, а также исследовать мотивацию обучающихся к изучению иностранных языков. Так, в результате проведенного автором анкетирования студентов и магистрантов
естественных факультетов ЮФУ были выявлены наиболее востребованные иностранные языки, а также языки,
которые студенты хотели бы изучать в процессе реализации программ дополнительного образования (немецкий, испанский, французский, китайский, японский, итальянский и др.) [12]. Данное направление исследований имеет большое практическое значение, позволяя учитывать индивидуальные запросы личности, предпочтения и склонности при выборе изучаемого языка, а полученные результаты помогают корректировать работу
кафедры иностранных языков, осуществлять дальнейшее планирование и научное прогнозирование.
ISSN 1997-2911 Филологические науки. Вопросы теории и практики, № 11 (53) 2015, часть 2 125
Комплексная реализация всех перечисленных компонентов позволяет в рамках университетского дискурса формировать поликультурную языковую личность – высокообразованного специалиста, конкурентоспособного на рынке труда, толерантного, инициативного, обладающего высоким духовно-нравственным
и культурным потенциалом.
Таким образом, в условиях постиндустриального общества формирование поликультурной языковой
личности должно стать интегральной составляющей стратегического развития инновационного университета, способствующей интеграции международного и поликультурного компонентов образовательной политики вуза, плодотворному международному и межкультурному взаимодействию, достижению этнической стабильности региона.
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Список литературы
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8. Елохова Г. В. Речевой портрет как характеристика языковой личности человека // Вестник Хакасского технического
института – филиала ФГАОУ ВПО «Сибирский федеральный университет». 2011. № 32. С. 168-170.
9. Карасик В. И. Языковая личность: аспекты изучения // Язык и культура: материалы II Междунар. науч. конф.
(г. Москва, 17-21 сент. 2003 г.): тезисы докл. М., 2003. С. 362-363.
10. Караулов Ю. Н. Русская языковая личность и задачи ее изучения // Язык и личность: сб. ст. / АН СССР, Ин-т рус. яз.;
отв. ред. Д. Н. Шмелев. М.: Наука, 1989. С. 3-8.
11. Кушнина Л. В., Силантьева М. С. Языковая личность переводчика в свете концепции переводческого пространства // Вестник Пермского университета. Серия: Российская и зарубежная филология. 2010. Вып. 6 (12). С. 71-75.
12. Мирошникова О. Х. Молодой специалист на рынке труда: исследование мотивации к изучению иностранного языка
в вузе // Наука и образование в жизни современного общества: сб. науч. тр. по материалам Междунар. науч.-практ.
конф. (30 дек. 2014 г.): в 12-ти ч. Тамбов, 2015. Ч. 2. С. 121-122.
13. Румянцева М. В. Необходимость формирования поликультурной языковой личности в процессе иноязычного образования // Интеграционные процессы в образовании: проблемы и перспективы: материалы Междунар. науч.-практ.
конф. (27 января 2012 г.). Костанай: Изд-во Костанайского гос. пед. ун-та, 2012. С. 278-281.
14. Сиротинина О. Б. Языковая личность и факторы, влияющие на её становление // Термин и слово: Межвуз. сб., посвящённый 80-летию профессора Б. Н. Головина. Нижний Новгород, 1997. С. 7-12.
15. Стрелкова С. Ю. Формирование грамматикона поликультурной языковой личности // Вестник Балтийского федерального университета им. И. Канта. 2010. № 11. С. 60-67.
16. Фомин М. М. Проблема формирования поликультурной языковой личности // Вестник Северо-Восточного федерального университета им. М. К. Аммосова. 2007. Т. 4. № 2. С. 82-84.
17. Халеева И. И. Основы теории обучения пониманию иноязычной речи (подготовка переводчиков). М.: Высшая школа,
1989. 240 с.
18. Халяпина Л. П. О разработке методической системы формирования поликультурной языковой личности в процессе
обучения иностранным языкам // Вестник ЮУрГУ. Серия: Лингвистика. 2006. № 6 (61). С. 84-89.
19. Чернышова Л. А. О профессиональной языковой картине мира // Вестник Поморского университета. Серия: Гуманитарные и социальные науки. 2009. Вып. 7. С. 251-257.
20. Чернышова Т. В. Тексты СМИ в ментально-языковом пространстве современной России: дисс. … д. филол. н. Барнаул,
2005. 577 с.
ЯЗЫКОВОЕ СОЗНАНИЕ КАК ОСНОВА СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
В настоящее время понятие «языковое сознание» широко используется в различных областях знания: лингвистике, психологии, этнографии, культурологии и многих других. В области традиционной лингвистики языковое сознание исследуется с позиций правил употребления языка, нормы, упорядоченности языковых единиц в сознании. Однако на современном этапе, когда коммуникативное, антропоцентрическое направление в лингвистике стало доминирующим, повысился интерес к языку, функционирующему в условиях реальной коммуникации и находящемуся таким образом в непрерывном движении, в отличие от абстрагированного от «носителя» «мертвого языка», представленного в различных словарях. По мысли Г. Флобера, «словари, как часы: самый плохой лучше, чем никакой, но даже самый лучший никогда точно не показывает». Все языковые величины, с которыми мы оперируем в словаре и в грамматике, могут выводиться лишь из процессов говорения и понимания, что Л. В. Щерба назвал «языковым материалом». Поэтому на первый план выдвигаются вопросы описания и функционирования языка как реальности психики. В связи с различиями истории и условий жизни народов, спецификой развития их общественного сознания путь от внеязыковой реальности и далее к словесному выражению у разных народов неодинаков, что закономерно приводит к различиям в языковой картине мира. Идея о необходимости целенаправленного овладения в процессе обучения иностранному языку спецификой языкового сознания, характерного для носителей данного языка, была выдвинута и научно
обоснована в исследованиях П. Я. Гальперина, О. Я. Кабановой, Н. Н. Нечаева, Г. И. Резницкой и др.1 Позиция, позволяющая раскрыть сущность языка, в последовательной форме выражена в концепции языкового сознания, выдвинутой П. Я. Гальпериным. Под «языковым сознанием» народа – носителя данного языка П. Я. Гальперин подразумевает совокупность языковых значений, представляющих собой систему исторически сложившегося, специфического для данного народа преломления «внеязыковой» действительности, выделения в ней определенных сторон, характеристик, которые в других языках не выделяются или выделяются иначе. Исходя из «деятельностного» рассмотрения языка, П. Я. Гальперин указывал на необходимость различать познавательное и языковое отражение действительности, что является следствием анализа соотношения познания и речевой деятельности. Иными словами, недопустимо отождествлять языковое сознание и когнитивное – содержание первого составляют значения, содержание второго – понятия, которые, в отличие от значений, неоднозначны и разносторонне воспроизводят черты объектов. В процессе познавательной деятельности понятие свободно дополняется ранее неучтенными свойствами объекта. Что касается значений, такое дополнение значений невозможно, оно только мешает основному назначению речи – однозначности ее сообщений [2]. Когнитивное сознание является продуктом познания вещей (объектов, каким может быть, в частности, язык), служит средством ориентировки действий с этими вещами, стремится к полноте отражения объектов и поэтому открыто для дополнений и даже для изменений. В качестве критерия когнитивного отражения выступает «практика как согласование фактических результатов процесса – с тем, что ожидалось». Иначе говоря, достоинством когнитивного сознания является проверяемая практикой истинность, в том числе лингвистическая. В то же время языковое сознание и когнитивное настолько тесно взаимосвязаны, что подобное разделение правомерно только при постановке той или иной задачи, например при анализе содержания определенной категории. С этой точки зрения, идея о языковом и когнитивном сознании трансформируется в идею об интегрированном
характере сознания, поскольку когнитивное сознание «пронизано» языковым, а языковое – понятийным. Действительно, при образовании понятий об объектах мы стремимся выявить и определенным образом упорядочить их различные свойства, что закономерно влечет за собой необходимость использования языка. В отличие от когнитивной, речевая деятельность является практической, поскольку здесь на первый план выступает задача выявить и указать то, что дано в конкретных условиях, в сообщении о каком-либо факте. Однако при передаче своего понимания чего-либо всегда можно проследить связь конкретных языковых значений с общим понятийным аппаратом. В последнее время в специальной литературе, посвященной исследуемым вопросам, появилось понятие языковой и культурной (или социокультурной) картин мира. Как отмечает С. Г. Тер-Минасова, картина мира, которая окружает носителей языка, не просто отражается в языке, но формирует язык и его носителя, определяет особенности речеупотребления. Именно поэтому без освоения культуры народа, говорящего на определенном языке, невозможно изучать язык как средство общения. Суть соотношения культурной (понятийной, концептуальной) и языковой картин мира сводится к различиям в преломлении действительности в языке и в культуре. Было выдвинуто предположение, что концептуальная и языковая картины мира соотносятся друг с другом как целое с частью. Иными словами, языковая культура является частью, хотя и самой существенной, культурной (концептуальной) картины. Однако следует говорить не о соотношении часть – целое, язык – часть культуры, а об их взаимопроникновении и взаимосвязи. Действительно, культурная и языковая картины мира находятся в состоянии непрерывного взаимодействия и восходят к реальному миру, окружающему человека. Национальная культурная картина мира первична по отношению к языковой, однако именно язык реализует, «вербализует», по выражению С. Г. Тер-Минасовой, национальную культурную картину мира, хранит ее и передает из поколения в поколение, находясь при этом в непрерывном изменении. В этом смысле наглядным примером является слово – основная единица языка и важнейшая единица обучения иностранному языку. Слово пропускается через сознание человека и в процессе отражения
приобретает специфические черты, присущие данному национальному общественному сознанию, обусловленному культурой конкретного народа. Путь от реальности к слову лежит через понятия, имеющие разные формы языкового выражения в тех или иных языках, что обусловлено спецификой социокультурных и природных особенностей жизни данного речевого коллектива. Поэтому при изучении иностранного языка на первичную картину мира родного языка накладывается вторичная картина – картина мира изучаемого языка. Взаимодейстие первичной и вторичной картин мира является сложным психологическим процессом, предполагающим сопоставление и дифференцировку изучаемых явлений, иными словами – «переосознание», то есть осознание того, как то же самое предметное содержание осознается носителями изучаемого языка. Языковое сознание является нормативной системой, которая конструируется в процессе речевой деятельности, изменяясь в зависимости от целей коммуникации, что соответственно влечет за собой изменения в плане выражения. Однако применение тех или иных формальных структур языка обеспечивает однозначность сообщения. Как отмечает О. Я. Кабанова, специфика каждого национального языка заключается в том, что в нем закреплен и проявляется особый для каждого народа способ фиксировать отраженные в процессе человеческого мышления предметы, явления и отношения реального мира, который (способ) обнаруживается в нормах языкового употребления. Языковое сознание, являясь способом отражения действительности, проявляется в грамматических значениях, присущих любой грамматической категории. При этом содержание языковых категорий обнаруживается не во внешних грамматических формах, а прежде всего в грамматических значениях, т. е. в элементах языкового сознания. Языковое сознание чужого народа у человека, живущего вне соответствующего языкового окружения, формируется особенно трудно. По мнению Г. И. Резницкой, двойственность природы языка, о чем говорилось выше, выступает в обучении таким образом, что, во-первых, осознание любого предметного содержания осуществляется посредством языка, и что, во-вторых, – существует действительность самого языка, которая требует раскрытия и осознания в процессе обучения. Применительно к процессу обучения иностранному языку
основными вопросами, которые должны стать наиважнейшими, являются следующие: выявление языкового сознания (общеязыкового и конкретного языка) и моделирование деятельности формирования языкового сознания. Что касается решения проблемы овладения в процессе обучения иностранному языку спецификой языкового сознания, характерного для носителей данного языка, то в этом русле был выполнен ряд теоретико-экспериментальных исследований, в которых системное представление материала осуществлено на основе концепции языкового сознания, а его усвоение – на основе теории поэтапного формирования умственных действий.1 Так, в исследовании Э. В. Маруги было показано, что сформировать речь на иностранном языке возможно только посредством предварительного усвоения специфики языка, поскольку язык своеобразно отражает объективную действительность, является способом ее понимания, средством сообщения об этой действительности, хотя в современной системе обучения иностранным языкам зачастую имеет место тот факт, что основной упор делается на заучивании грамматических форм, а не на их различии в языковом сознании. Напомним, что значение представляет собой смысловую сторону языкового знака – среднее звено между языковым знаком (формальной структурой) и той частью «внеязыковой» действительности, которая этим знаком обозначена. Связь между языковым знаком и объектом опосредуется значением. Языковой знак является не признаком, не символом и не сигналом внеязыкового объекта, а средством сообщения о нем. В связи с тем, что прямой связи между знаком и его объектом нет, без учета этого собственно лингвистического значения нельзя ни правильно понять язык, ни разумно построить речь на иностранном языке. Языковые значения, по мысли П. Я. Гальперина, отражают языковую действительность «пристрастно», с указанием тех обстоятельств, которые узаконены в языке и обеспечивают однозначность сообщения. При этом следует учитывать тот факт, что выбор надлежащей формальной структуры языка диктуется не только и не столько предметным содержанием замысла, сколько обстоятельствами речи,
которые в разных языках учитываются по-разному и которые должен учесть говорящий, то есть при построении речи на иностранном языке необходимо прежде всего учесть фактические обстоятельства намечаемого сообщения и соотнести их с той грамматической формой (изучаемого языка), значение которой отвечает этим обстоятельствам. Прежде чем реализовать замысел в речи, говорящий, следовательно, должен сориентироваться не только в предметном содержании ситуации, но и в языковом сознании. Будучи способом и орудием познания, язык одновременно содержит и специфическое языковое отражение действительности в идеальной форме, закрепленное в собственно языковых значениях формальных структур каждого конкретного языка. Эти значения и раскрывающие их способы деятельности должны стать подлинным предметом осознания при сопоставлении родного и изучаемого языков. Все это указывает на то, что процесс обучения иностранному языку должен быть основан на сопоставлении с родным языком и культурой. Все тонкости и весь спектр вопросов межъязыковой и межкультурной коммуникации становятся особенно наглядными при сопоставлении иностранного языка с родным и чужой культуры со своей, привычной. Поэтому только с уровня знания, по крайней мере двух языков и двух культур, открываются некие скрытые свойства и соответственно скрытые трудности, которые не видны с уровня одного языка. В этом смысле вся система родного языка должна являть предмет подлинного осознания, что приводит к тому, что родной язык становится основным помощником при изучении иностранного. Концепция языкового сознания, выдвинутая П. Я. Гальпериным, теория речевой деятельности позволяют решить также проблему опоры на родной язык. Действительно, в связи с тем, что содержание мысли, подлежащей сообщению, для всех людей и народов одинаково и является общим звеном разных языков, это становится постоянным источником их интерференции. Выделение языкового сознания как относительно самостоятельной смысловой стороны формальных структур означает разделение и соотнесение внеязыкового, познавательного содержания мысли и ее языкового выражения, что принципиально исключает интерференцию родного и иностранного языков: от познавательного содержания мысли связь идет не к безразличным
к нему знакам языка, а сначала к его преломлению в языковом сознании народа, говорящего на данном языке, и лишь затем – к формальным средствам его выражения. При этом система родного языка выступает как вспомогательное средство при формировании речевого действия на иностранном языке. Так, в исследовании Г. И. Резницкой было показано, что изучение действительности родного языка, его осознание требует раскрытия отношения формы и ее значения, формы и ее функции. При освоении иностранного языка для «переосознания» характерна противоположная направленность этих же отношений: от значения к функции форм родного языка – к значению и к функции форм в изучаемом языке и только затем – к самой форме. Как отмечает Г. И. Резницкая, специфическое языковое отражение действительности на уровне слова выражается в системе его значений, образующих эту «внутреннюю форму». Поэтому для овладения языковым сознанием на уровне лексики изучаемого языка необходимо систематически раскрывать всю систему значений данных лексических единиц, что является сложнейшей задачей, поскольку в результате подвижности и изменчивости языка в процессе долгой жизни слова внутренняя форма претерпевает значительные изменения (по выражению А. А. Потебни, «стирается» и забывается подобно тому, как стирается от долгого употребления нарезка монеты). Согласно Концепции лингвистического образования, разрабатываемой в МГЛУ под руководством И. И. Халеевой, освоение любого иностранного языка как специализированного вида речевой деятельности объективно является прежде всего процессом становления определенной системы представлений, стоящей за формальными структурами языка и в совокупности составляющей языковое сознание носителей конкретной «инофонной» культуры. Применительно к процессу подготовки специалиста в системе высшего лингвистического образования как переводчика, преподавателя и т. д. решение задачи овладения спецификой языкового сознания тем более важно, что профессиональное владение иностранным языком понимается как приближающееся к тому уровню, который характерен для образованного носителя этого языка, т.е. для природного «инофона». Таким образом, по выражению И. И. Халеевой, речь идет не только (а порой
даже и не столько) о межязыковой, но и об интерлингвокультурной коммуникации. Иными словами, в случае профессионального лингвистического образования, осуществляемого в рамках подготовки по специальностям, входящим в направление «Лингвистика и межкультурная коммуникация», речь должна идти о формировании у студентов целостной, концептуально осознанной и осмысленной системы «вторичной языковой личности». При этом особое значение имеет выявление и создание условий, при которых процесс раскрытия специфики языкового сознания приобретает не только осознанный и систематический, но и целенаправленный и творческий характер, поскольку это и является, в частности, одним из сущностных условий качественного выполнения профессиональной деятельности такого специалиста. Вместе с тем на практике во многих случаях цели, связанные с овладением навыками речевого общении, занимают центральное место, что влечет за собой неправомерное отождествление конечной цели и способа ее достижения: практическое использование языка в сфере профессиональной деятельности переносится на процесс обучения языку. В результате, существенные свойства и отношения предмета усвоения, на которые необходимо ориентироваться студенту в процессе выполнения и освоения действия, остаются глубоко скрытыми. Второстепенный материал занимает место существенного, «скрытость» предмета деятельности деформирует учебный процесс. Деятельность «дробится» на отдельные, не связанные между собой фрагменты, предметы которых приобретают в сознании студента гипертрофированный вид. При сложившейся системе обучения иностранному языку скрытыми остаются все основные условия, обеспечивающие полноценный процесс обучения, о чем свидетельствует наличие характерных признаков так называемого «первого типа учения».1 С точки зрения Н. Н. Нечаева, при характеристике особенностей языкового моделирования «внеязыковой» действительности, которое объективно осуществляется в процессе речевой деятельности «носителей» языка и которым, собственно, и должны овладеть изучающие этот язык, языковое сознание может быть рассмотрено, по крайней
мере, на трех уровнях: национально-культурном, социокультурном и индивидуально-психологическом. На наиболее общем – «национально-культурном уровне» – языковое сознание связано с «национальной» картиной мира, которая проявляется в различных аспектах языка: в его фонетике, лексике, грамматике, стилистическом строе и в той или иной степени присуща всем носителям данного языка. На «социокультурном уровне» языковое сознание представлено в виде системы значений так называемых «социальных языков» или «социальных диалектов», которые сосуществуют в рамках единого национального языка и которыми овладевает человек, входя в различные социальные контексты и осваивая различные социальные роли. «Индивидуально-психологический» уровень существования языкового сознания связан с речевой деятельностью конкретного индивида в конкретных речевых ситуациях, когда говорящий владеет широким спектром значений разноуровневых единиц языка и применяет их, исходя из целей и задач коммуникации. Таким образом, конкретные акты речевой коммуникации носителей данного языка являют своеобразный «сплав» и способ существования и развития языкового сознания на всех уровнях, и именно в этом контексте индивид выступает как языковая личность. Выделение языкового сознания как относительно самостоятельной смысловой стороны формальных структур языка и специального предмета освоения с психологической точки зрения означает, что от «внеязыкового» содержания мысли изучающий иностранный язык должен переходить сначала к специальному исследованию и осознанию его специфического преломления в системе лингвистических значений, являющихся «единицами» языкового сознания народа, владеющего данным языком, и лишь от него – к соответствующим формальным средствам выражения этого содержания. Поэтому в процессе целенаправленного обучения иностранному языку необходимо последовательно раскрывать всю систему особенностей осваиваемого языкового сознания. Только в этом случае языковые средства могут быть адекватно использованы учащимися как средства подлинного осознания соответствующей «внеязыковой» действительности и соответствующей профессиональной деятельности.
Следует подчеркнуть необходимость использования сознательно сопоставительного метода, основные принципы которого были сформулированы Л. В. Щербой. В основе этого метода лежит, во-первых, органичное соединение лингвистических знаний и речевой практики, опирающееся на осмысление и освоение правил речевого действия, а не на механическую выработку навыка, во-вторых, сознательно привлекаемая и осознаваемая учащимися опора на прошлый лингвистический опыт и, в-третьих, организация специального выявления лингвистического своеобразия иностранного языка по отношению к известным явлениям родного языка, то есть последовательное сопоставление родного и изучаемого языков. Такое сопоставление должно быть подготовлено до начала непосредственного процесса отработки необходимых умений и навыков и охватывать различные стороны его организации, включая отбор теоретического материала, особую направленность его изложения, подготовку дифференцированных упражнений и т. д. Профессиональной коммуникации на иностранном языке как конечному результату его изучения в вузе должны предшествовать этапы, связанные с овладением необходимой системой собственно языковых значений соответствующих формальных структур изучаемого языка. С точки зрения теории планомерного формирования, здесь необходима полная и обобщенная система ориентиров, которая должна быть для учащихся объективирована. При этом важнейшим требованием является соблюдение принципа структурирования материала на основе его системного анализа при обязательном сопоставлении и дифференцировке как внутри изучаемого языка, так и между явлениями родного языка и изучаемого иностранного. Напротив, отсутствие системного сопоставления материала препятствует подлинному раскрытию действительности изучаемого языка как необходимому этапу его использования в качестве средства осознания определенного предметного содержания. Итак, с позиции концепции языкового сознания в процессе формирования вторичной языковой личности сопоставление языкового материала, его внутри- и межъязыковая дифференцировка должны быть направлены на выявление собственно лингвистических значений его формальных структур. Эти значения и раскрывающие их способы
действия должны стать подлинным предметом учебной деятельности будущего специалиста, обеспечивая в последующем полноценную деятельность в сфере межкультурной коммуникации.
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
iVBORw0KGgoAAAANSUhEUgAAAXcAAAC/CAYAAAAFDJyTAAAb1klEQVR4Ae2dz8sV1R/HLfwjWgSBtMqE4FsUtMhcCJFgBOqmhUiJiIaaWKagQhsXFoEQWsiDRAsNFH2oVvUIkhuJFkkrERRBWigpKOJivrzGzn3OM8/Mfe7cmTk/3weGe+/8OOdzXp/Pec+5M2fOLCuUREAEREAEkiOwLLkaqUIiIAIiIAKFxF1BIAIiIAIJEpC4J+hUVUkEREAEJO6KAREQARFIkIDEPUGnqkoiIAIiIHFXDIiACIhAggQk7gk6VVUSAREQAYm7YkAEREAEEiQgcU/QqaqSCIiACEjcFQMiIAIikCABiXuCTlWVREAEREDirhgQAREQgQQJSNwTdKqqJAIiIAISd8WACIiACCRIQOKeoFNVJREQARGQuCsGREAERCBBAhL3BJ2qKomACIiAxF0xIAIiIAIJEpC4J+hUVUkEREAEJO6KgYkJ3L59u1i7dm2xfPnyLJerV69OzEo7zhO4e/dusW3btqxiJoRYkbjPx6C+NRCwG+fRo0cb9kp79fXr10fixHelyQggcnQGEHc6BzmkUGJF4p5DtHWoI8J+8ODB4uTJk8WDBw865JTGoXfu3Ck+/PDD4tKlS8XDhw/TqNQAtYDNhQsXinXr1hX37t0boITws/QdKxL38GPEq4X0uBB2Cdm8Gy5fvlzs2LGjuHjx4vxKfVtAADY7d+4s6BzknHzGisQ958hbou78jeYvtXrsC0E9fvy42L9/f7F3716d9BaiKX/dv3+/ZDMzM1OzdbhVZ8+eLY4cOdJ6OX36dIHNQySfsSJxH8KjieRJr53FRzKN9Nq1a43Fm31o1K4TPVPYhHDjzHXdlyrPFxsj7nRITGyYz+q6VatWjfbhH8YPP/wwmMD74iFxXypSM95Og/B1E4xGuWbNmmLTpk21HqAhmwbrQ9xN79RH2bVAAlqJ73z+qyEuqqm6zo6roS+d+IoViXs1CvR7RKDaIEYbHH1BJLCh2nv/559/infeeafc5siU2mKwT+K+GA1cWHyluritrrPF/cmTJ8WBAwcGtdlHrEjcfUVgBOVWG4Rrk2kQDL2s2tG03od9EvfF1PEPi69UjRfsqK6zxZ17Srt27RrUZni4jhWJu68IjKDcaoNwbbJpENhhX9u217u2yS7P2GGv0/eiFEnY+Ep1cVtdZ4v78ePHBx+H7yNWJO6+IjCCcqsNwrXJpkGYB2Eon3sA3MikF+TbPuw5c+ZM8dtvvxWHDh3S8h+D1atXF4cPH3YdLqPy6uKiug5xZx0LT10PfW/JxPLISAdfJO4OIMdaRLVBuK6H3SCw5d9//y2HIPIXmr/SPu3766+/SmF//vnni2XLlmmpMOBk5yvVxUV1nd1zd2GnHcsuyqMMibsr0hGWU20QrqtgN4gtW7aUD8V89NFHxfnz50tTfNuHEZ9++mnx7LPPFh9//HHWPfc9e/YU//vf/0YnuRh67i7j2Y5lV+VK3F2RjrAc3+JpN4gbN26UwyJ37949epzdt31zc3OluHOZiH8TQz4ME3L48KAO4m7+wbz99tuD3pxsYsGlOmKGuOAT/7DY6/jOYo9zb8qvz/WUqRuqfRJVXp0I+BRPGoMZ5853kmm81QbrutEYqKbBcr2W7zwMgy25TdXA07pG2LkcAwvjM8PKxaeJD1O+Le5mXd2nC9so13WcqufuwrORluFT3GkI9gLCW7dulWPeGfdub7ty5YoXwtUGy3V4evDMxfPo0SMvNrkslPoaYX/ppZfKexCUbwTUpS2hl1WNFRf2StxdUI60DMTdHoIYaTUGMdsetWMXwERZCDzD61JOCLvprSPsdkLIuFSV+6RhhklTrJjtQ31K3Icim0C+9hDEBKrTaxXGCRiixlS3qc77zlS+K1asKMWdm6gIvZ18iZltQ0jfx8XKkHZK3Iekm0De9N6Zl1ppnsAkTzSaFza4GEM9b9nw33766adRj/2tt95qLBBBS/3fS2PlrQ2TxIq1e69fJe694kwvM0SKl1MwuRKjInJPNFZeXoJwTXLZYXZ2trxMAz/mMIk5MRWEuRRz7NixsVWBjeGUw/2HOhhtY6Uujy7rJO5d6GVyLG8d4uUU3DxDpHJMiBW9UXM9fdIRMZwQz507NxL4WNnRSzfCzhO5kyTEjWvv+/btK19sMtSc6ZPY4nKfaWOlbxsl7n0TTTA/hIw5qZnGlcaKyLlceCAGYeHTZbl2WYi6qfskPXY7DOBnBL7tsXY+Pr4jyDyoBX9unE4q7MZWrr/TKYAd8WMzTfV7l1gx3Pr4lLj3QTGTPGjoPKjjulEacV+5cqXzsu26IlTTJgSeSzk0fPKMQeSx2e6xTztyynQObJYuvxM3zzzzjNPY6RIr08ZY9TiJe5WIfgdJgJ7jhg0bgrRtUqNC+bs+ib1cTrKFvW2PfZIyXO1D3BA/uaX8apybhxOpbwriblxhbrTxsBPfQ0sMbTQTonEp5ubNm6GZ2MoeiXsrXNpZBNwSSEncIYeoc4mGJSSBp4cOaxautaeQJO4peFF1SJZAauKOo7hMg7iHMh7c3DhNSdjhLHFPVhZUsRQIpCju+AWBD+Fp1kkfTooxliTuMXpNNmdDIFVxx4E8AczLIxD5H3/80enDYlxP57o6fLnOXp1KIIUAk7in4EXVIVkCKYu7cZq5TMOYeIYPukhG2BkZk6Kww1Di7iKSVIYITEkgB3EHDU8Acx0egR9yugcm/4IpC8Lu6mQypfs7HSZx74RPB4vAsARyEXcX0xX88ccfI2Gn5576tAAS92HbpnIXgU4EchF3ICHwvIDk1KlTxczMTPHLL7/00osnX96UZMaw+3yJdadgaHmwxL0lMO0uAi4J5CTuNte+rsMj7Kk8cWrzmeS7xH0SStpHBDwRyFXcwd31OjzznJgbp3BM9cZpU2hK3JvIaL0IBEAgZ3Hvch2ep195WxL8WGKeI2baMJS4T0tOx4mAAwI5izt4Efhff/212Lx5czkmfpJX+HHj9NVXXy1FHYHLrcduwlLibkjoUwQCJJC7uNsuMa/wG/f6w5SfOLVZTPJd4j4JJe0jAp4ISNwXgkfgeaKVG67V9P33348uw+QyIqbKwP4tcbdp6LsIBEZA4r7YIeblH7bAnzhxYiTsjI5R0hOqigERCJqAxH2xe6rTBm/dunUk7Oqxz/NSz32ehb6JQHAEJO71LqHX/vXXX5evkYMRy5kzZ+p3znStxD1Tx6vacRCQuC/2E/PBMEeMeTiJIY+vvfZaUC//WGy1+zUSd/fMVaIITExA4r4Y1dzc3OgyDA8p8bASk47x+r6UJwJbTGL8Gon7eD7aKgJeCUjcF+JnqOOLL744Enczhr2v6QoWlhb3L4l73P6T9YkTkLjPO3j//v0jUa+7cYrQmx78o0eP5g/M9JvEPVPHq9pxEJC4P/XT+vXrxwq78SaXaLZt21YsX768uHr1qlmd5afEPUu3q9KxEMhd3BHraeaI4SlWBH7c06yxxMC0dkrcpyWn40TAAYGcxZ3x7K+//vqox9528q9xT7M6cJ33IiTu3l0gA0SgmUCu4s7kX88991wp7IyI4YXW06TZ2dnyOjzTBz958mSaLKI9RuIeretkeA4EchR3Hkai3ixdpxJgVsmzZ88WO3bsKA4cOFAOm8whbqijxD0XT6ueURLIUdyNKNWNiJnGibwr9eLFi8W+ffvKm632nDTT5BfLMYZjLPb2ZeeyvjJSPiIwJIHcxN08ddq1x17nk+qcNHX7pLRO4p6SN1WX5AjkIu6///57+Uo8rq8fO3ZsMD8i8Mwqefjw4eSnK5C4DxZGylgEuhPIQdy7jIiZlnDdtMHT5hXqcRL3UD0ju0SgKMqbijTSFBNPlHLyYqHH3naoYxcmXHc3DzsdPXq0S1bBHitxD9Y1MkwE0hV3Hk5asWLFSNzNHDGufY7Iv/vuu8Uk72Z1bVvX8iTuXQnqeBEYkECql2XMjVPq57LHXucqnmJ99tlna1/dV7d/LOsk7rF4SnZmSSA1cTc3TkOrFwL/+eefT/2wVIjBKXEP0SuySQT+IxCaCHZxDD106sPS1xj2LvZUj2Uu+FOnThU///xzEvPCS9yrHtZvEQiIQCribi7DcOM05HTp0qVi+/btBdMLM2VBzEni3oP3uDl05MiRsQvjalmW2i/U7YiMsY2n/XjqL5dEXU+fPj2qv+Hg4hPuK1eu9FK2qR/xPW2iN4ygUw+WEHvsdt2wl/hevXp1KfJdnmbl5GAY+vgkbux269IG2osvjejlCVUc/8UXXxRr164tGE7FHBZNC/NlsDRtD3n9rVu3ynkqsJ95tXkhAp/nz5+320Vy33nghVe3UddPPvnEi+8QRnpgvuKD8eDE96ZNm1pPn8vkX0bY+fQ1ImaawGROmm+//bZYt25dce/evVZZcP0eXh988EEZP7589+WXX5YnUx/l015oN7Qf2pHL1FnczaPMBH+OiRMbgZ/iEDLjzxwedDF1Xeqz7fS59NBNbx1hjzW1rXcO7WJSX8KCjqBrjews7vTUMdz1WWlSsC72o4eS6htveIsPJy8CVOkpARopD/4sdZnGvnE6xBwxrv0x6UkeLvBxLWauebQpz5zsXL4Vq7O4q+E/dTE9GwQ+tZT7W3zq/Gn+rXLttimdOHFi1GNPQdipJwI1ydOscMm9w1cXF6YTWLdtiHWdxJ1eO9fa+04EkX197O+//x4VwXVvexvfSdV1db+H7n1yTTal6+/4lzr1nXhpM3nTMeCa7Pvvv1/etPvzzz9HRbF+1apVxSuvvDJad+XKlXId69luEscxsoN8WI/NXOcdJ77m2Gk/uVGG0NmxSV5co7ZfYD3k5F/T2t71OE5uDIqgZ179xw4PuMDHZaK943s6I3zaywsvvFD+/uqrr0qT6vYlpqpxNYT9LjWik7gDsm/BNL0D5pymcdJQaLimnGvXrpXr16xZUzrMNGA+7XX8xsGs47uZw3qpv9JdHErelJlKwr9982LkwDfffFP27IxPGZlx7ty5cp1dHqM1EAqT2G/v3r0LRJv96SVyPNtJxg8mNszxfX5SD2xBKEyy54jhOrvvJ06NXUN8mn8v1R46PODia4QIMVtNTW3S3pdYGTJejE0mNs3vIT87i3ufxtHYCRY7YGiw3Glmnd3wcYTdsLCjuo7txmEmGG2x6NN2k1dTIJntMX3awd+X3Qj2zp07Rydrk6/xs+0fBIKRBuYkwPVKtpOHSfwmPoywm/W27826vj+r8WZGxCDsjKhKPZn2avN3wX0c17qYbWqT9r740mjFuPz72NZkTx9523kEJe5GxE1jNobWCXO1YbFvdV010MjXdqjJv89PV47r0+amvIZghY9mZmZqi8TP1TJNTHBix5/VXiH7c1w18Q9vbm6uurrX3ybeLly4UL4Gz4yKSbnHXgVImzIPO3HSrba56v5D/67GD+U1tUl7X3zJ4iI12dN32UGJO5Wua6hUutrwTcOygVTXVQPNxQ0NV46z6z3Udzv4+yqj6qNqvtUy8TvXdrlWWfUnx1b3r+Y35G/q8t57741unL7xxhtRjWHviw3X2Tlh848MX8HFV6qLh6Y2ae+Lza7sbrKnb2bBifu4CladQWO3E86x19liYIR96KFIrhxn13uo7zbvvsqo+qiab1OZrP/ss88WNcCm/av5DvHbTCVAjz2VETFdOPHvCn+4Esk6W+vioalN2vtisyu7m+ypq0+XdcmLOw40y9DCjiNMWal8dgmuumNpQE3jn80JuO44fEfv3b7vYnhznI9kxJ1pclPxdx/1cCWSdT7H/mpqElN7X4l7hZoNp7Jpqp84oelJz+o4cpxh99IpsLrO7rlPZdAUBzUF0hRZeT+kb/9SIcQZka76mWu3DI1sOgGzfx1b9q971sLF5YFqvHl3WAAG+GhzdrXrYrYubur0BH+6SHX2DFFuUD13emA0VBomY6FJjBuenZ0t19uCUNewqut8BJorxw0RDNU86xpKdZ9pfjNHCQKPn/GRuV7LjUk7cVOU7ezH/k09dI7jei/5mP0PHjzYeP/GLqPL92q8dckrlWN9tDnYmVghZrGBZyLMujfffHO0Dp/RRlln9IT9WcfC96GTK40IStyBSg+O4W1txrnjMBbGtDO64saNG+VvIJpx7jjaRXLlOBd1GUrcsZ0evPEbn4y0qA5nZLSL2ad6OcauP8dxvNmXT+Jo6EQ5LsRg6Hr0mT884OI62bFi/LLUOmMj+9uLWT/UpyuNCE7cAVpt+PZ80oi07Qj7++7du4utW7cWW7ZsKU8Q9jaJe/tQHVLc21sT3hHEl8R9oV98iftCK8L+FY24u+ghTeoq/u7z1xxRGtfTmzS/tvtRpivHtbVtmv19cZzGVtfH1D2h6tqGEMtD3KvPIoRopy+bXGpEp567eTrQF6imcn31OEPl0cRpqfXUh0VpMQEuA8Gm6Qbw4iPyWAMPuMBHaTEB2HDp2EXqJO702nmIo+nBIxcVqCvDx19lM4wvNBZ1fCZdh385UbZ9ScOk+ce6Hzf7uSfEvEfc8FeaJ2AmToOPGRQxvzXvb7Qj2pMrjegk7rhK87kX5SgOnJZiL65pqGHOzZTRO/TAfFz6i4E7XOADJ6WnBOgojRvqOwSnzuLOWYhJvXJ1pHGaGVY1hJN854lv8TF1zT3h57px9blzqdY/h3ZRrXPTb1j40MjO4k6FOFMzDjnV3muT0xgtQZ3595JyIjjpieVQ1yY/IurUnyXlE3lT/adZb5ihDbn+y0EbiBnaj+vOUS/ibhyPMxktMm5hHo6NGzeO3Wfc8aFsow7cGHHtMMPaxyd15eUsvnxgXrrgq3yJ+nRRxwtsfPmMDtiePXvKl4vw6doO2osvjehV3KdzvY4SgckI0DCVRKAtAV5SzpJbkrjn5vGI6ytxj9h5Hk3nxSkSd48OUNEisBQBiftShLS9joDEvY6K1olAQAQk7gE5IyJTJO4ROUum5klA4p6n37vWWuLelaCOF4GBCUjcBwacaPYS90Qdq2qlQ0Dino4vXdZE4u6StsoSgSkISNyngKZDCom7gkAEAicgcQ/cQYGaJ3EP1DEySwQMAYm7IaHPNgQk7m1oaV8R8EBA4u4BegJFStwTcKKqkDYBiXva/h2qdhL3ocgqXxHoiYDEvSeQmWUjcc/M4apufAQk7vH5LASLJe4heEE2iMAYAhL3MXC0qZGAxL0RjTaIQBgEJO5h+CE2KyTusXlM9mZHQOKenct7qbDEvReMykQEhiMgcR+Obco5S9xT9q7qlgQBiXsSbnReCYm7c+QqUATaEZC4t+OlvZ8SkLgrEkQgcAIS98AdFKh5EvdAHSOzRMAQkLgbEvpsQ0Di3oaW9hUBDwQk7h6gJ1CkxD0BJ6oKaROQuKft36FqJ3EfiqzyFYGeCEjcewKZWTYS98wcrurGR0DiHp/PQrBY4h6CF2SDCIwhIHEfA0ebGglI3BvRaIMIhEFA4h6GH2KzQuIem8dkb3YEJO7ZubyXCkvce8GoTERgOAIS9+HYppyzxD1l76puSRCQuCfhRueVkLg7R64CRaAdAYl7O17a+ykBibsiQQQCJyBxD9xBgZoncQ/UMTJLBAwBn+J+8+ZNY4Y+IyMgcY/MYTI3PwI+xT0/2unUWOKeji9Vk0QJSNwTdezA1ZK4DwxY2YtAVwIS964E8zxe4p6n31XriAhI3CNyVkCmStwDcoZMEYE6AhL3OipatxQBiftShLRdBDwTkLh7dkCkxUvcI3WczM6HgMQ9H1/3WVOJe580lZcIDEBA4j4A1AyylLhn4GRVMW4CEve4/efLeom7L/IqVwQmJCBxnxCUdltAQOK+AId+iEB4BCTu4fkkBosk7jF4STZmTUDinrX7p668xH1qdDpQBNwQkLi74ZxaKRL31Dyq+vRK4P79+8XFixeLI0eOeFtWrVrlrezLly/3ylOZuSOwcePG4tChQ+4KDKSkZYHYITMCJoCw7d27t9i2bVuxf/9+bwLr68Ri6k75t2/fDthT4Zrms3Pw8ssvF6tXr/Yat3SMHj586NRBEnenuOMr7O7du8X27dtLUfcRoCEQQ5hOnz5d7Nq1qzzBPXjwIASzorHBd+eAnrtPcTedAzpGLjsHEvdomoh7Q69fv16sW7eumJ2dLR4/fuzegMBKRNSPHz9eHDx4sOCkp7Q0gTt37hSbN28uZmZmiqtXr2YZR/TYqft3331XrF27trh3797S4HrYQ+LeA8RUs1i+fHmBwCstJIDAc4lGaTwBYocYQuCVnhKACQLvogcvcVfU1RIwDbN2o4eViETT4noUzdmzZ8vLMy4aqAfUvRWJX3x1DvhnxT0iO2aOHj0axEnZVedA4t5bKKeVEQ2Tv5IhJUS1rsfsWtyNcNTZEhIvn7Zw4qOH6ishoNwjMZfPiGWEPgSfueocSNx9RV/g5boWzElwNIn7JMf2vQ8iEYJQ9F2vvvKDDQLrI9FDP3z4cFG98R1K/GAXJ56h40fi7iP6IihT4j7eSRL3pfkgpj4SPfSqsGPHtWvXirm5OR8mLSrTRfxI3Bdh1woISNzHx4GLxjnegrC3wsenuIdNpyh77TAaMknch6Qbcd4S9/HOk7gvzUfi3szIRfxI3Jv5Z71F4j7e/VzTXblyZbFhwwYtNQyWLVvmtefuaiz5+Chp3ipxb2ajLQMTkLiPB+yicY63IOyt8PHVc2dkDA/fmZEyhpSrIYimvHGfLuJHPfdxHsh4m8R9vPNdNM7xFoS91ae4Q6Y6FJLx9nWC74uii/iRuPvybuDlhibu9sMofPfVKzRuc9E4TVkxfvoWd/Msgh03vh6oqvOfi/iRuNeR17ogR8uE5BYXjTOk+ra1xbe4t7XX9f4u4kfi7tqrkZRHz716zTIS0wc3k0nUzNTHgxcWaQES9/GOk7iP56OtAxI4efJkOTfHgEVEmzU37Ji3hCmQleoJIF7EkNJiAswSyTTAMBoyqec+JN2I86bXzvVK9d4XO5Hpa2mczPOuVE+AEx8nQKXFBFx1DiTui9lrzX8EaJzMgVH3KHeukDjZ7dy5U732JQKAE9/69evVOajh5KpzIHGvga9VTwkgZAwpq5uEKUdGzEvOcLoLFy44f2VajLzPnz9f8gr9gSKXbM3LS1y8k1fi7tKzkZbFLHtcoqEnn+NlGjN9LQz4S600OYHQxpdPbnn/eyLsxJCrl5dI3Pv3YZI5InCIO8GZ48IJTmk6AuoczLcdl50Dift08aqjREAEWhDIvXPg41+vxL1FgGpXERABEYiFgMQ9Fk/JThEQARFoQUDi3gKWdhUBERCBWAhI3GPxlOwUAREQgRYEJO4tYGlXERABEYiFgMQ9Fk/JThEQARFoQUDi3gKWdhUBERCBWAhI3GPxlOwUAREQgRYEJO4tYGlXERABEYiFgMQ9Fk/JThEQARFoQUDi3gKWdhUBERCBWAhI3GPxlOwUAREQgRYEJO4tYGlXERABEYiFgMQ9Fk/JThEQARFoQUDi3gKWdhUBERCBWAhI3GPxlOwUAREQgRYE/g9BrOBQifJx6gAAAABJRU5ErkJggg==
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
iVBORw0KGgoAAAANSUhEUgAAAzcAAAICCAYAAADyETNwAAAgAElEQVR4nOzdeVjP+f74/6+Zs8xn5jhz5swZMxjGTlkSskUopVRatEqSJVpkq4hUhmTNFiaFDNIiKSWKNkWUJNpo37TQrs1y//71fl0cc875/H7X+V6fz+U8b9f1/kPv3u9e23N5PJ+P59P/QRAEQRAEQRAE4RPwf/6nD0AQBEEQBEEQBOHfQQQ3giAIgiAIgiB8EkRwIwiCIAiCIAjCJ0EEN4IgCIIgCIIgfBJEcCMIgiAIgiAIwidBBDeCIAiCIAiCIHwSRHAjCIIgCIIgCMInQQQ3giAIgiAIgiB8EkRwIwiCIAiCIAjCJ0EEN4IgCIIgCIIgfBJEcCMIgiAIgiAIwidBBDeCIAiCIAiCIHwSRHAjCIIgCIIgCMInQQQ3giAIgiAIgiB8EkRwIwiCIAiCIAjCJ0EEN4IgCIIgCIIgfBJEcCMIgiAIgiAIwidBBDeCIAiCIAiCIHwSRHAjCIIgCIIgCMInQQQ3giAIgiAIgiB8EkRwIwiCIAiCIAjCJ0EEN4IgCIIgCIIgfBJEcCMIgiAIgiAIwidBBDeCIAiCIAiCIHwSRHAjCIIgCIIgCMInQQQ3giAIgiAIgiB8EkRwIwiCIAiCIAjCJ0EEN4IgCIIgCIIgfBJEcCMIgiAIgiAIwidBBDeCIAiCIAiCIHwSRHAjCIIgCIIgCMInQQQ3giAIgiAIgiB8EkRwIwiCIAiCIAjCJ0EEN4IgCIIgCIIgfBJEcCMIgiAIgiAIwidBBDeCIAiCIAiCIHwSRHAjCIIgCIIgCMInQQQ3giAIgiAIgiB8EkRwIwiCIAiCIAjCJ0EEN/8PvX37ljdv3kivt2/f8u7du//pwxIEQRCE/1XevXvH27dvP3j9Vnv57t27j9pV2Uv2s9evX0uv/6/tr+w4ZN/z/mf/0fG8/5n3j+m3juf94xL9gf///v769vT00NPTw+vXr//p/RL+M4jg5v+h169f09HRQUdHB52dnfT09IjCJgiCIAh/5+3bt7/ZSf17b968oauri87OTrq6uqTf7enpkX7+6tUr6dXR0UFXV9c//L7f+v7u7m7pezo7O/9pMCLrRL9+/Zquri7pb8n+/ffHI3t1dXX9t45H+G2vX7+ms7OTjo4OXr16RVtbGy0tLbx69Yqenh4RPP6HE8HNv1FXVxfNzc2Ul5eTnZ3NnTt3uHnzJjdv3uTWrVvcuXOH7OxsysrKaG1tpbu7WxQ+QRAE4T9ee3s7ZWVlPHr0iHv37pGTk0NTUxNv376lp6eHpqYmnj17RkZGBomJiSQnJ5OTk0NhYSFPnjwhMzOT5ORk4uPjiYuLIz4+nvj4eG7evEliYiJ3794lNzeXqqoq2trapBmWN2/e0NnZSUNDA4WFhWRmZnL79m1u3bpFfHw8t27dIiUlhYyMDPLz86murqa9vV0Kltra2qioqCA3N5eMjAyys7MpKSkhLy+PlJSUj45H9kpOTub+/fsUFhbS0NBAR0cHb968+Z++Df9rdXZ20tTURFlZGdnZ2dy7d4+UlBSSk5NJTEwkMTGRpKQkCgoKRP9KEMHNv1NDQwO5ubmEhITg6urKypUrMTExwdjYGBMTE1atWsXWrVsJDg7m6dOnNDY2ispMEARB+I9XXV3NlStX8Pb2Zv369ezevZvc3Fx6enpoaWkhJyeHX375hbVr12JmZsayZcs4ePAgp0+fxsfHB1dXVywtLdHX18fQ0FB6LVy4EBMTE2xtbdm3bx9RUVGUlJTQ0dEhZVfU1tZy584dfH19cXJywtraGhMTExYuXIixsTGLFi1i7dq1HDp0iGvXrlFWViYFOKWlpYSHh3Pw4EHc3NzYs2cPISEhHDt2DGtra/T09DAwMPjgmAwNDVm8eDEODg74+vqSnp5OTU0NXV1d/9O34X+turo6Hj9+zMWLF9m6dStr165l5cqVLFu2DCsrK1auXIm9vT0XL16kpqaGtrY2Edz8BxPBzb9BT08P7e3tZGRkcOrUKVxcXDAwMEBPT0+qXBcuXCj9zMXFhQsXLvDgwQNevXpFd3c3HR0dvHz5koqKCl6+fElPT4+UNyqbfpW9/+LFC7q7u6Vp156eHl69ekV9fT2lpaWUlZVRWVlJY2PjB9OzXV1dtLS0UF9fT3l5OU1NTdKU+vvf09DQ8MH7r1694sWLF9TV1VFTU0Nra6t07u/evaOtrY3a2lqeP38uvS/7+fPnz6msrKS0tJSSkhKKi4ulV3l5Oc+fP6e5ufmD85GlBTQ2Nkqfff/3W1paPkoxkI2g1dfXU1lZSUlJCdXV1bx8+ZKOjg7p9968eUNLSwvPnz+nqqpKuk7vpx7Ivqe6uprKykrpO2TpBXV1dVRVVdHa2iqN/v0jb968ob29nZcvX/L8+XOeP3/Oq1evPni/ra2NhoYGKioqKC0tpaqqihcvXtDZ2fkv87y7u7t58eIFlZWVVFRUSJW67Pr09PTw8uVLqqurpfdbWlro7u6WRi3b29ul73j/3tTX19PW1iY9Q52dnTQ3N1NTU0NlZSV1dXXU1tZSXl7+0XHLnt2enh7p/KqqqqR7WVRURFFREWVlZdTV1fHixQvq6+upq6ujvr6e5uZmenp6pPPt7Oykvr6empoa6urqpPc7Ojqk566pqemj0U9Zx+X58+e8fPmS9vZ2KU9bNtNaXV1NWVkZxcXFlJWVSc/k35dBWRmVnYfsHIqKiqTP1tbW0traKqXCNDc3U1VVRX19PZ2dnf8yVaK7u5vW1lbper18+fKD85GVUdn9kr3f0dEhlVFZGfnvpLy0tbVRXV1NbW0tL1++5NWrV9I5v337ltbWVmpqaigvL6e4uJiamhqam5ulZ/NfefPmjTTqXllZSVlZGUVFRdLz097eLpV52bNaXl5OTU0NL168oLq6mtLSUsrLy6msrKSpqUl6Ht8vC7IUoBcvXlBWVkZZWRnl5eXS8/j69esPfr+jo4PGxkZqamqke19UVERJSQnl5eXSMyZLHero6KCpqYna2lqp7Mu8ffuWrq4uWltbqauro7KyktbW1g/qpLq6Ourq6j4q+7K6qKamhtra2t+sG+rr66moqPigTuvs7PyX1/7946qtrf3oPMvKyqiurpau0ft/V1Znya7/+2W2uLiY0tJSqqurpbpEtu6hpaVFqhN+6/cbGxuloOLvFRcXc+zYMaysrFBVVcXa2pr09HQaGxvJysrizJkzWFlZMWvWLFRVVVm8eDEHDhzg8OHD2NraMn/+fCZNmsTkyZNZsGAB5ubmmJubY2xsjK6uLgsWLMDExIRt27aRkJAgzcBUV1eTkJDAkSNHWLZs2QfByMKFC9HT00NTUxM9PT2sra3Zv38/6enp1NXV0dnZSXZ2Nrt27WLFihUsWrSINWvWcPDgQdavX8/YsWORk5NDS0sLU1NTzMzMMDMzw8TEBF1dXebMmYO1tTXHjx8nLS2N5uZmqW5qamqiqqqK6upq6uvref78ufRsV1ZW8uLFC7q6uj6qU2R1SF1dnXTPi4uLqaqqorGxkVevXkn3qry8nPLycqqqqmhqapLq+cbGRulvyo5JVsdUVVVRXFxMXV2dlHb3fhtWUlLyQZ0oK8vt7e0f1Envt/MVFRXSudXX19PR0SGl8cv6P/fv38ff3x8nJycWLFiApqYmc+fORV1dHQ0NDczNzXF0dCQ0NFSqz5qamqirq6OiooLm5uaPrlN7e/sH/aH311fJ2hdZv6qkpISSkhJqa2tpa2uju7v7o2f4/f5SVVWVVNYqKipobGyku7ubV69eSe2O7DqVlJRIfTfZ9ZOV0fr6eqlcVVZWSvdDpDT+cyK4+TdoaWmhrKwMf39/dHV1mTdvHgYGBmzevJnz588THBzM+fPncXV1Zd68ecyfPx8TExP8/f2pq6ujsbGR58+fk5mZSXh4OJmZmVKj8e7dO9rb26mrq5Pev3//vtQhf/fuHS0tLVRWVpKamsr58+cJCQnhypUrPHz4kJaWFrq6unj37h0vXrygsLCQ27dvc+nSJR4/fixVjLLvqaqq4u7du4SGhkrvV1ZWcu/ePZKTk7l+/TpFRUXSub99+5bi4mISExOJj48nNjaWoqIi3rx5Q3FxMbdu3SIyMpILFy5w9uxZTp8+zenTpwkMDOTSpUvEx8eTl5dHU1OTdD6yTuHDhw+JjIwkKCiI06dPExYWRnx8PIWFhbS3t3/Q+e3p6aGkpITU1FQiIiI4e/Ys165dIzMzk+fPn0u/19XVRWFhIbdu3SIqKkq6TrKOVldXF8XFxdy+fZuYmBgiIyPJysqSOtWVlZWkpKQQHR3N06dPpfzqf6Srq4uKigoePHggpShWVlZK73d2dlJaWsrdu3e5fPky586dIzo6mnv37lFXV/dPg5u3b9/S1NTE/fv3iYyMJDw8nOvXr1NcXCyNKra0tJCVlcW1a9e4fPkysbGxFBYWSgFlR0cHFRUVZGRkEBERQWBgIIGBgYSFhZGWlkZxcTFtbW10dXVRX19PXl4eN27cIDIykuTkZBISEggNDeXChQtERUWRnp5OfX39BykbxcXFpKenc/XqVS5cuMDp06fx9/fH39+f4OBgkpKSSE9P5/bt26SkpJCWlkZeXt4HHci6ujpSU1O5ceMGSUlJPHnyROp437x5k7i4OHJycj4a/aypqSEhIYH4+HgyMzMpKyuTAo+XL1+Sm5tLTEwMQUFBBAYGEhISQnx8PE+ePJGCaFkZrK6uJisri6ioKC5cuMCpU6ek8wgMDCQ4OJiEhASePXsmBVN5eXlcvXqVtLQ06uvr/2WefWNjI0+fPuXOnTtERUWRlZX1QXDe2tpKZWUl9+/fJyIigszMTDo7O3n+/Dn3798nJSWFW7duUVBQ8JuN798rLi4mNjaWhIQEMjMzqayslIL8np4enj17xo0bN7h06RKBgYHExcWRl5dHfX39f6tx7erqoq2tjZycHKksBwQEEBERQUpKCmVlZR8MvDx48IDQ0FDi4uK4d+8esbGxnD9/ntDQUCIjI8nJyaG1tfWDeyzrUDQ0NHDv3j1CQkIIDg4mNDSUjIwM6uvraW9vl37/zZs3VFdX8/DhQ+Li4rh48SKBgYEEBARw7tw5wsLCSE5OJi8vjxcvXvD69WueP3/O48ePSUxMJDo6+oM68PXr17x8+ZKioiKSkpKIjIykqKiI7u5uiouLSUtLIykpiZSUlA/KfldXF/n5+dy6dYu4uDgSExM/er+4uJjU1FSpbpDVaXV1df/y2suCxWfPnpGQkPDBeZ49e5aQkBBiY2OlayTT2dlJeXk5mZmZxMbGEhQUxJkzZ/D39ycgIIDAwECCgoK4du0a+fn5NDY20tXVRXt7OwUFBVKdEBAQQEBAAKdPnyYoKIiYmBiys7M/GuCRefbsGfv378fIyIjJkydjZmZGamoqRUVFHDt2jEWLFjFu3DgmTZrEunXrCAwM5Pbt24SHh7NkyRKmTp3KzJkzWbp0KWfOnCEhIYGEhASuXLmCr68v9vb2KCkpoaGhwbFjx7h//z51dXVkZGTg5uaGvr4+s2fPxsTEhN27d3P27FnpPNzd3bG2tkZDQ4OVK1dy+fJlCgsLaWlpITU1FTs7OwwMDFi6dClOTk7s27ePVatWMWjQIGbOnMmxY8eIjY3l5s2bxMfHExMTg7e3N2pqaqioqGBqasqxY8eorq6ms7OTFy9e8PjxY6Kjo4mJiSEtLY34+HiCgoK4ePEikZGRZGRkSAHO+2WxubmZoqIiUlJSpHrtzJkzREdH8/DhQyorK3n16hUFBQVcunSJ0NBQoqOjycnJkQaRHj58SGpqKjdv3iQvL4+uri5qampIT08nKiqK06dPk5SUxMuXL6mvr6e4uJg7d+4QHh7OuXPnPnhOYmNjuX//PhUVFR+0lbIg6uHDh4SHh0vlNi0tTRokffv2Le3t7dTW1hIQEICOjg7q6urMnTsXHR0dTExMsLKyYtWqVRw6dIi4uDgKCgqkOjE3N5eUlBQuX75MXl7eB22pLMUtLS2N0NBQcnJypPb83bt3UvuSlpZGUFAQ586d4+zZsyQmJlJcXExjY+NHz7Csv5SRkUFUVJRUp4SHh5OdnS0FrHl5ecTGxuLv78/p06c5e/YsQUFBhISE8Ouvv35QRtPS0igoKCAxMZErV66Ql5f30YCN8DER3PwbyDq8mzZtYtiwYaiqquLq6kpISAj5+fkUFRVRUFDAxYsXcXR0REtLi1GjRuHi4iK9//jxY86fP8/atWs5f/681AC8ffuWhoYG8vPzOX/+PI6Ojpw7d04atW1rayM7O5tLly5x6NAhXFxccHV1xd3dnVOnTpGQkEBxcTE9PT1SsHHs2DHs7e2JiIiQRkhev34tFcqTJ09iZ2dHVFQUr1+/JjMzk1OnTuHj44OHhweJiYlSMFRRUcHly5fZtm0b27Ztw8PDg6SkJHp6ekhISGDnzp24uLhgZ2fH2rVr2bhxIxs2bGDjxo04Ozvj5ubGhQsXyMzMpKamhtevX1NWVsbt27c5c+YMHh4euLq64uzszObNm/H09OTixYtS0PLmzRspaLty5Qr79+/H3d0dZ2dnduzYga+vLzdv3qSsrIyWlhba2tq4ceMG3t7euLi4sGHDBs6ePcv9+/eprq6mqamJGzdusHfvXjZv3oyzszPBwcE8evSI/Px8srKy8PX1xdXVlfj4eGkk8v0dct6vQFtbW7l//z7nz5/Hy8sLLy8vMjMzef36NY2NjdJxHzx4EHd3d1xcXNi+fTvHjh3j5s2bFBcXSyNO73+vbLS7oqKCM2fOsGHDBtasWYOHhwfXr1+ntLSUly9fUlxczJkzZ3BxccHR0ZGff/6ZW7duUVlZSUNDAyUlJcTExHD8+HG2b9+Ok5MTGzduZMuWLezdu5eQkBAKCgqoq6ujsLCQ2NhYdu7ciZOTE3v37sXHxwd3d3c2b96Mm5sbhw8f5saNGxQWFkqjh8nJyQQEBODq6oq9vT3r1q1j48aNbNy4ES8vLy5evEhoaChHjx7Fx8eH48ePc+3aNWpra2lvb6eiooJbt26xZ88etm3bxoEDB7h69Sq1tbXk5OSwe/duduzYQVhYGA8fPpRG4N68eUN2djZ79uxhx44dnDt3ThoJrqmp4fbt25w7dw4vLy9cXV2lsuPh4cGZM2fIyMigurqarq4uGhoaePjwIUFBQWzatAkHBwfWrVvH+vXr2bBhA2vXrsXOzo79+/dz8+ZNcnJypGvr6urKL7/8InUEZbNmv/W8lJeXc/PmTX755RecnJy4cOGC1MGWdcrT09Olex4UFERLSwuPHz/mzJkz+Pj44OXlxbVr16R1Bf9sp6jk5GS2bt3K3r17OX/+PFlZWXR3d1NXV0d2djZhYWF4eXmxdetWnJyc8Pb2JiAggKSkJJ4/f/4PUz9ko7LFxcUkJSVx+vRp3NzccHFxYf369bi6urJ9+3aio6Opra2VXsHBwdjZ2eHu7s6RI0fw9vZm27ZtbNmyhc2bNxMQECB1LmQLzzs7O8nPzyc2NpYTJ07g6uqKq6srW7Zs4cSJE0RHR5OXlyctNO7p6SErK4sLFy6wc+dOVq9ezZo1a6Qy5ODgwMGDB7l69SrPnj2ju7ubJ0+eEBERwb59+9i0aRMJCQnSovHOzk6ePXvGzZs38fHxwcXFheTkZF69ekVSUhK+vr7s37+fQ4cO8eDBAykYktXpbm5uuLu74+Pj89H7ERERUp3m4uLCzz//zPHjx0lISJDWbv4jHR0dlJSUkJCQwP79+7Gzs8PR0ZF169bh4OCAo6Oj1E7k5+dLn2tubiY9PZ1ff/0VDw8PbG1tWbt2LRs2bGD9+vWsXbsWe3t7PDw8iIuLk2Y7Zeezfft2tmzZgrOzM5s2bcLJyYk1a9bg5uYmdSJ/q2P49OlT9u3bh4GBAQoKCsybN08aBLOyskJJSYmJEydiYmJCYGAgjx49kmZdFi9ejKKiIjNnzmTVqlVcvnyZR48e8ejRI5KSkjhz5gx2dnYMGzaMiRMnsn//flJSUigqKiIqKgp9fX2UlJQwMDDA3d2d69evk5ubS0lJCY8ePeLq1ascPnyYNWvW4OnpSVxcHEVFRbx8+ZLY2FgMDQ3R0NBg3bp17Nq1i0OHDmFjY0P//v2ZNWsWv/76K/fu3SMrK4vMzEzu3LnDgQMHmD59OgoKCmhoaLBnzx4qKipoaWmhuLiYyMhI6bn38fFh3759bNu2TXq+fX19iYuLo7CwUNr4oLm5mUePHhESEsLBgwfZsmULTk5ObNiwAQ8PD44cOUJMTAzFxcUkJCRIdeq2bds4d+4cubm5pKWlce7cOY4cOYKXlxehoaE8e/aMxMREjhw5goeHB05OTgQFBVFTU0NhYSEJCQn88ssvODo64uDgwPr163F0dGT16tV4enoSEBDAvXv3pODh/TITEBCAm5ubdF5Hjx4lIiKCR48eSTMrz549w9PTk4EDBzJ27Fjmzp2LoaEhS5cuZenSpVhZWbF//37i4uJ49uwZb9684enTp1y7do0jR47g6OjI1atXpb7OmzdvpH7G8ePHsbOz48qVK9LGBE1NTTx48ICwsDCpX+Xs7Cy1e2fPniUtLU0aFJUNNMrqfFlfad26daxbtw5nZ2dOnTpFSkoKd+7cIS0tDT8/P6ntcHBwwM7ODltbWxwdHdmwYQNbtmyR2sebN29y8OBBNm7cSExMDC9evODVq1f/sN8hiODm3yInJ4eAgAAWL15M//79sba2Ji0tjYqKClpbW2lvb6etrY2nT59y69YtHB0d6dOnD0uWLCExMZG0tDRu3brFpk2bkJOTY/PmzRQVFUmpJRUVFdy+fZvNmzczcuRINm3aREFBAaWlpZSWlnLq1ClMTEykaXR9fX10dXWxsLDAzs6Oy5cv8+rVKyltbunSpQwZMgQvLy9evHhBW1sbnZ2dPHr0iNDQUFauXMngwYM5cOAA3d3dREZGYmtri6GhITNmzOD06dO8ffuWgoICIiMjsbOzY+TIkYwfPx4VFRXOnj1LV1cXfn5+zJo1CyUlJcaNG8fcuXMxMzPD1NQUIyMjZs6cydixY7G2tubYsWPSKPS1a9dwdXXF2toaXV1dTE1NsbS0ZN68eUydOpUlS5awe/du0tPT6erqIiMjgzNnzuDo6Ii6ujr6+vqYmpqio6ODtrY2W7ZsISQkhMLCQl6+fImvry+ampooKioyevRobGxsOH36NFlZWZSXl7Nv3z5UVVVRUFBAUVGRbdu2cePGDWnGxsrKiilTpnDs2DEpiOjq6qK7u/ujdLkXL15w+fJlNm7ciJqaGmpqakRGRtLe3s6jR48ICgrC3t4eDQ0NDA0NMTY2RkdHB0NDQ1xcXDh79iwFBQUfpR7IpusfP36Mg4MDcnJyDBs2jJkzZ+Lt7U1CQgL5+fkkJyezfPlyRo0axdChQ9HQ0CAwMJAnT56Qm5vL9evX2bhxI/r6+piYmEhpHDo6OsycOZNFixYRHh7O48ePpYZAS0uLsWPHoqmpiZmZGZaWlpiYmDBnzhw0NTVxcHDg9OnT0jR+YGAgtra2TJkyhfHjx6Onp4eVlRVWVlZs3LiRkydPcvDgQRYvXsyCBQtYsmQJhw4dktLjIiIi2LRpEzNmzGDSpEkYGhpy4MABiouLuXnzJjo6OqipqbFt2zaioqKoqqqSdi2KiYlBS0sLVVVVnJ2dCQsLk2YiPTw8sLKywsjICBMTEywtLVmwYAGTJ09m4cKF7N+/n4SEBGmELzo6ms2bN6OkpISSkhKGhoZYWFiwePFi5s2bx6hRozA0NOTEiRPcuHGDzMxMDh06xJQpU1i+fDkJCQmUl5dLKQ2yhvb9+5qTk4Ofnx/Lli1jzJgxODk5UVpaKs02PXnyhIsXL+Lg4MCYMWPYunUr9fX13Lx5EwcHBwwNDVFTU8PHx0eaKXp/NPLvBQYGMmnSJHR0dHB2diYmJobOzk7u3LmDt7c3q1atQltbGz09PUxNTdHX10dDQwNPT08SExMpLS39zXWDso7W5cuXsbOzw8TE5IPR1jlz5jB69GgpEMjOzqa0tBQPDw8GDx6MkpKSlMqzcuVK9PT0UFZWRl9fH1tbWyIiIqTdkRoaGjh//jzW1taYmZl9kFZkbGyMpaWlNCAkm8m+evUqGzZsQENDg6FDh6KqqoqFhQUzZsxg+PDhGBsb4+3tzd27d+ns7OTWrVt4eXmhp6fH+PHj8ff3p729nY6ODpqbm0lLS8PX1xcjIyMmTZrEuXPnaG5u5syZM1hYWLBgwQKMjY25evUqHR0dZGVlERgYiIWFBaNGjUJJSQljY2NiYmJob28nMzOTwMBA7O3tUVdXx8DAABMTE+lebN26lZCQEJ4+ffoP26XW1lYyMzPx9/fH0NAQOTk5NDU1MTY2RkVFRQoGVqxYQXJysvS52tpaQkJCWLt2LSoqKowePZr58+ezePFiTExM0NLSQkFBgTlz5uDn50dWVhb3798nJCQEc3NzJk2ahL6+PsuXL2f16tVYWFgwefJkZsyYIQUO1dXVHx1vUVERBw8exNjYmLFjx6KgoIC1tTXLly9nzJgxjBkzRqqrc3JypPTIu3fvsnz5chQVFaW/7eXlxZkzZzhz5gyHDx9m06ZNGBoaMmTIEGbNmsWpU6e4f/8+WVlZnDx5ksmTJzNt2jQOHDjA7du3P2i7m5ubef78OU+fPiUzM5OcnBxqa2tpbGykoaGB4OBgVFRUmDNnjjTjc+rUKezt7RkwYACKioq4ubnh5+cnzfYeO3YMW1tb5OTkUFRUZPHixfj7+1NTU0N9fT0ZGRns3buXadOmoaioiKamJiYmJixdupSFCxeioqKCjo4Otra2/Prrr9LncnNzCQwMxNLSEgMDA8zNzaX2VlNTE2VlZRwdHYmJieHcuXNs2rSJRYsWoaqqio2NDf7+/hw4cAAHBwdMTU1RVyuRojUAACAASURBVFdn3bp1hIWFsWvXLrS1tdHW1mbRokX4+flRUVHB3bt3+eWXX7C2tmbUqFFMnz4dc3Nz1NTUGDZsGLNmzWLlypWEhoZKO8XV19cTHh6Ora0t5ubm6Ovro6+vj4GBAcbGxpiamuLv7091dTXFxcVkZWWxfv16/vznPyMnJ4euri7m5uYsW7YMHR0dJk2ahImJCVu3biUuLo6enh7S09M5fPgwixYtYsiQIezevZu2tjapLs3MzJRSHQcPHsy+ffukNN3c3FwOHTokpTPKlhgYGxujra2Nuro6O3bsIDk5mbKyMl6/fk1OTo40gK2srIyWlhYmJiZoaGigrKyMmZkZmzdv5vTp08THx7N3716pzVNRUWHcuHEMHTqU2bNns2jRImxsbNi4cSMHDx7k1KlT0sylrO2TzdrJ+h1i/faHRHDzb3D//n327t2Lvr4+P/zwA+vXr6e2tvajDmlrayvV1dVs376dr7/+GkNDQ65evUp8fDzR0dGsWLGCL7/8khUrVlBQUEBzczNv376ltLSUmzdvsnLlSr744gtsbGzIz8+XRqWcnJwYOnQo48aNY/bs2SgrK0sdMCUlJQ4cOEBDQwO3b9/m2LFj6Ojo0KtXL0xNTYmMjCQ2Npb4+Hj8/PykTuRnn32Gu7s73d3dBAUFYWxszIwZMxg2bBh79uyhtraW6OhoPDw80NDQ4Ouvv+b7779n6NCh+Pr60tXVxb59+xg+fDj9+/fnu+++Q0FBAU1NTTQ0NJgzZw7Dhg3jz3/+M7q6ulIec2dnJxEREVLlqqGhgYGBAaampkyYMIHvv/+eKVOmYGVlRUxMDG1tbYSFhbF69WrmzJnDkCFDmDJlCurq6igqKjJq1Cj09fXZtm0baWlpNDQ04OXlhYKCAj/88APffPMNWlpaeHp6EhUVxd27d1m/fj2jRo3im2++4dtvv8XOzo6IiAji4uIIDQ1FU1OTb7/9FhsbG4KCgoiOjiYhIYHExERSU1PJycmhvLyc1tZW6uvrOX/+PMuWLUNeXh55eXkuXrzIixcviIyMxMXFhVmzZjF48GCmTZuGmpoaEyZMkK6Vk5MTqampUl67jCy4efDgAaampvzpT3/iyy+/ZNiwYdjZ2REYGCilMcyfP5+vv/6a3//+98jLy3PkyBEePnwojUja2dl9FFxNmzaNH374gYkTJ+Lr60tqaipxcXHs2bMHBQUFvv/+e7S1taURWScnJwwNDZk9ezZz5sxh3bp1ZGZmkp+fz+HDhzE2NmbQoEGMHDkSGxsbdu7cyc6dO/H19SUqKopjx46hpaXFxIkT0dLSYuvWrdy+fZukpCR27NjBggULGDhwIP3790dZWRl3d3cKCwu5evUqkydPZsiQIejr6+Pu7k5YWJiUArh9+3aGDh3KiBEjWL58Ob/++itlZWWkpqbi5OSEsbExCxYskIK7mTNn8t133zFu3Djp/tbV1VFUVCQF/t9//z1jxoxhzZo1bN++nZ9//pmFCxfy17/+lalTp+Lt7c3ly5e5c+cO27dvp1+/fkyfPl1aaHzjxg1pZ5/79++Tn59PbW0tPT09ZGZm4uPjg66uLr1790ZLS4sLFy5Iuy0FBATg7OyMqqoqvXv3xs7OjtraWmJiYrCwsGDq1KkMHDgQKysrrly5IqXmpKSkkJ6eLs3CyUYbjx49St++fVFSUpI6IK2trQQHB0vPwdixY5k6dSrq6upMnDiRgQMHYmZmhp+fHxkZGb+ZHiFL09q9ezeKiorMnTsXCwsL7O3t2bp1K0uXLv2gg/DgwQMKCgqwt7enV69ejBo1CgMDAxwcHPD29sbBwQEDAwNUVFQYP348+/fvl9Y+5eXl4e7uzujRo5kwYQLTp09HWVmZGTNmoKioyNixY/Hw8ODBgwc8f/6czs5OLly4gJmZGRMmTKBPnz5SHTFr1ix69+7N7NmzcXZ2JiEhgY6ODmJiYnBxcWHy5MnSdb9x4wZxcXHExMRw8OBBVqxYgYKCAn379uXEiRM0NjZy5MgRNDQ0mDJlitSpLi4u5uLFi6xbt45p06bxl7/8hR9//BEVFRXCwsJobGwkLCyMNWvWMGvWLIYMGcLUqVNRU1OTBmQWLFjAtm3buHv37j8ctW1ubiYpKQlvb2+mTZtGnz59MDU1xcnJCU1NTeTk5Bg1ahTa2trExsZKn6uursbf359FixYxcuRIBgwYgIWFBdu3b2fz5s0sXrxYKlP79u3jzp07JCQkcOzYMaZPn06fPn3Q1NRk9erVODo6Ym5uzqBBg/jpp59wcHDg8uXLlJeXf3S8xcXFHDlyBBMTE0aPHs2QIUNQU1NDVVWVvn37MnLkSNauXUt4eDgVFRXSeWdmZrJq1SoUFRUZM2YMKioq2NjYsGXLFrZs2cKGDRuwsbHB3NwcbW1tHB0diYuLIzc3lzt37rB3717k5OSYMWMGYWFhVFVVfZAKKiObjZTNvLa1tVFWVoafnx+KiorMmTOHgIAAKc3V0dGRgQMHMmLECJYuXcqmTZtwdXVl8+bNODk5SeeppKSEhYUFJ06coLS0lIqKCtLS0ti6dSs//vgjP/30E7q6utjZ2eHp6cm6deswNDREVVWVadOmsXnzZqnNefToEX5+fhgaGqKlpYWxsTGGhobMnz+f8ePH85e//IX58+dz+vRpLly4wNGjR9m0aRNmZmYsXrwYe3t7zM3NmT17NuPGjeOnn35CVVWV9evXs3LlSrS1tbGysmLbtm1cuXKFuro6EhIS8PT0REtLi2+//RYVFRW2bNmCgYEBffr0YfTo0ejq6nLq1Cna29tpaGjg8ePHeHt7M3HiRBQVFZk6dapUZidOnMioUaPYtGkT2dnZ0s5o9vb2/PGPf0RJSYm1a9fi6emJj48Pa9euRVdXFy0tLdTV1fHz86OlpYXExES8vb2ZO3cuvXr1YtGiRcTGxkp16bFjx1izZg1Tp07ld7/7He7u7rx69Yrs7Gyprh82bBg6Ojps3LgRFxcXNm/ejJ6eHvLy8ixatEh6/ru7u4mKisLR0RFtbW3Gjh2LiYkJbm5u2NvbY2lpiYODA+7u7gQHB3P//n0uXLiAp6cnNjY2aGlpMWTIEP74xz8yb948PD092bNnD0eOHMHf358TJ06grq7On/70J5YsWSKlgcv6Hbdv35YGiN5fO/SfTAQ3/wbp6ens2rULPT09+vXrx8aNG6mvr/8olUi2IHnXrl18/fXXGBgYcOXKFeLj47l+/To2NjZ8+eWX2NjY8PTpU2nmpry8nKSkJFatWsUXX3yBnZ0dpaWlpKSkcOLECRYuXEjv3r0ZPHgwysrKTJkyBUVFRUaMGEH//v1xdXWlqKiI5ORkAgMDMTQ05LPPPmPEiBFSx87Q0JC5c+eipKTEgAED+MMf/oCnpyfd3d2EhoayePFiKWBwc3Pj9u3beHt7o6Ojg7KyMqNHj2bkyJGMGjWK48eP09XVxaFDhxg3bhyDBw/m+++/Z/To0cyaNYuZM2cybdo0hg0bxvfff4+1tTUXL14kNzeX7u5uUlNTOXLkCK6urixfvpzly5ezZMkSlJSU+O677xgzZgy6urpcunSJpqYm9u/fj5KSknS+CgoK0qzQsGHDmDp1Kubm5sTExNDQ0MDu3buZNGkSgwcPpn///qirq+Po6MjRo0c5f/48q1evZuLEiXz33Xf87W9/w8HBgcjISG7dusXly5eZP38+X3zxBePGjUNbW1saVTUzM2P58uV4eXkRFhbGs2fPqK+vJzg4GFtbWyZOnMiECROk2QMfHx80NTUZOXIkP/zwA+PHj2fGjBmMGzeOkSNHMm7cOIyMjIiOjv5ojZEsuMnKysLCwoLvvvuOvn37oqCggJWVFV5eXpw8eZIDBw6gp6fHkCFD+NOf/oS8vDyHDx/m0aNHFBUVce/ePXx8fHBwcMDe3p4VK1ZgZGSEsrIyffr0YcyYMezbt09aF3DgwAHGjx/PmDFj2LNnD0lJSdK254GBgaxdu5YJEyago6NDfHw8OTk5HD16lMWLFzN69Gg0NTUJDQ2lsLCQwsJCSkpKeP78OTExMRgZGTFlyhT09fVxcnLizJkz+Pr6YmVlxYwZMxgxYgTy8vLMmTMHT09PKU1u1qxZ9O3blxEjRjBlyhS0tbWlTTymTZvGN998g7y8PHZ2dgQHB1NVVcWTJ0/45Zdf2LJlC/b29ixfvhwrKyvmzJnDd999x8iRIzExMcHPz4+amhqKi4u5dOkSq1atkgK72NhYCgoKKCgoYN++fQwaNIjp06fj7e3NlStXuHfvHjt27KBfv37069cPFRUVdHV1MTIywtTUFHNzc9avX8+RI0dISkqipaWF7OxsTpw4gZGREV9//TWDBg1CU1NTmolQV1eXnt0///nPODo6UltbS1xcHKtXr2b69Ol8++23jBkzRgrYZLNSNjY2HD58WFrr8vr1a06cOCGNZjs6OnLp0iUaGhrw8fHhp59+YsCAAYwYMUIa5R8zZgz9+vVDXV0dZ2dnYmNjP3guZcrKykhMTMTW1pZvvvkGKysrae1Rbm4u6enpxMXFkZWVRUVFBU+fPuXx48fY2trSq1cvdHV1OXnypJR2c/v2bUJDQ7GwsOCbb75hw4YNPHz4kDt37hAXF8fSpUvp3bs3Q4YMYfLkyUyePFmqEwYMGICtrS1RUVE8ffqUzs5Ozp49y8KFC5k9e7Y0Yv/gwQMcHBzo378/8+bNY9OmTSQmJtLR0UFcXBzu7u5Mnz6dP/zhD4wbNw4DAwNpkxgVFRXGjh1Lv379GDRoECdPnqSxsZHjx4+jq6uLqqoq8+bNY9++fcTExLBlyxY0NTWZPHkycnJyyMvLo6amRnh4OLW1tezZswdlZWWpTpPVDWPHjmX48OEoKSlJnbV/9P+3NDY2cuPGDTw8PJg+fTqjR4+W7r+npye6urpMmTIFHR2dj4KbgIAAlixZwvjx45k8eTJ+fn7SVsdnzpxh5syZjBgxQhqUSkhI4Pjx46ioqDB48GAsLS3Zvn07Xl5e2NvbM3LkSAYNGoSjoyNXrlyhoqLio+MtLi7m6NGjmJiYMHLkSAYOHChtHjBo0CCGDx+OkZERPj4+5OXlSeedmZmJra0tioqKDB8+HEVFRfT19aXZ4WXLlrF69WopTfHGjRtUVFRQUVFBamoqO3bsYOTIkaioqBAREUFtbe1v7lr2/n8y+u7dO16+fEl2djZ79+5FXl4edXV1Ll++TFpaGmFhYVJwM3DgQHR1dbGyssLa2pply5axdOlSDA0NmTlzJjNmzGDevHl4eHiQlZXFs2fPuHv3Lh4eHgwYMIDp06dz6NAhqT5NTU3l4sWL2NvbM2zYMMzMzIiLi+Pp06eUlZURGxuLm5ublOpkZWWFgYEB48eP56uvvkJNTY0TJ06QkJBAXl4e9+7d48qVK2zbtg1VVVXk5eX58ccf+e677/j666/58ccfGTduHGZmZuzevZvw8PAP1jcmJCTg7OyMtra2FIBmZGSwf/9+Jk6ciLKyMgYGBpw+fZr29naKioqIjo5m9erV9OnTh59++omJEydK5VZOTo6+ffuyfPlyYmJiuH37NhkZGaxZs4Y//vGP6OvrExQUREpKipQNc+rUKSwsLPjhhx9wdXWlvLycW7du4evri7a2Np999pk00CmrS1VVVRk/fjwDBgzgq6++wsvLi56eHmJiYli3bh3z589n1KhReHh48PjxY548eUJOTg579uxh7ty5zJ07l/nz53Px4kU6Ozs5fPgwkyZNYu7cuZiamuLn50deXh6PHj0iIyODu3fvcvfuXYqKiqTNkp48ecLly5fZuXMnM2fOpHfv3ri6upKfn8/Tp0+luu/8+fNoa2vz+9//ntGjR6OtrS3V72ZmZixdupSff/6ZoKAgHj9+/C/XAv8nEMHNv0F2djbHjx9n0aJF9O/fnxUrVkiLFWVTht3d3VRVVZGRkYGzszN/+9vfWLRoEfHx8SQlJX0Q3KxcuVKauZGtQUlMTMTGxoYvvvgCe3t7KTd/z549zJs3j9/97nfIy8tLaV+GhobMmjULeXl5PDw8ePbsGcnJyVKj/tlnnzFy5MgPdnRTV1dnypQpDBw48IPgJjw8HGtra9TV1ZGXl8fS0hIfHx+cnZ2xtLRk4cKFaGlpoaSkxMiRI6Xg5vDhwygoKCAvL8+oUaPQ0NCQOpHm5uYoKSnRr18/rKysOHv2rLSg8fr167i7u7Nu3TpWrFjB+vXrcXZ2Rk1Njb59+zJq1Cjmzp1LcHAwjY2NeHh4MGTIEAYPHszw4cPR0NDAysoKXV1dZs+ezbx587C0tOTatWs0NDTg7e0tpcopKCigpaXFsmXLWLt2Lc7Ozixbtoz58+czePBg+vTpw5o1a4iMjCQhIYGIiIjfDG5kI2Xq6uosXLiQjRs3kpSURE1NDSEhITg6OjJ16lSUlJS4dOkSZWVleHp6MmXKFIYMGcKgQYOYN2+eNE2tqqoqpYXJ1k/8s+Cmf//+jB07FlVVVczNzbGzs2PDhg3SyKmKigp9+vSRZm4ePXpEXl6eNOq2fPly1q9fz8aNG7GxsWH+/Pn07dsXeXl5vL29iYuLIy4ujoMHD6KoqIiioiJ+fn7S5gQ1NTXExcWxdetW5OXlmTlzprSA2NfXlyVLlqCgoICxsTHp6ekflaG0tDQWL16MkpISampqmJub4+TkxObNm7G3t8fExEQK3NXU1KSZm9jYWGbPni09F9OmTUNHRwcjIyMpSPvb3/7G2LFjcXR0JCQkRNpAwdvbW8oRX7t2LU5OTujr69O3b1+GDRuGnp4evr6+0q4378/cmJqakpubK42QnTt3jhEjRjB9+nR2797NlStXuH//Pjt37qR///4fBDcLFy5kwYIFqKuro62tLS0mrqys5MGDB/j7+2NmZsY333zDkCFD0NLSksqohoaGNFPVu3dvKbiJj4/Hzs6OGTNm0KdPH8aOHYuenh7GxsYYGxujqanJtGnTsLS0ZO/evSQlJdHZ2Ymfnx8jRoxATU2NDRs2EB4eTl1dHTt37uSrr76iX79+UsBoZWWFtrY2kyZNYuHChWzatInr16//ZnDz7Nkzrl27hqWlJZ9//jkrV67k4cOHVFdXS2t68vPzpd3ySkpKyMnJYfXq1fTq1QsTExMuXbrEkydPeP36NRUVFdy5cwdra2s+//xzVq9ezb1796QF48bGxvTq1Qs5OTn09fUxNjbGzMyM2bNno6CgwIYNG4iKiiI/P5/m5maOHz8uXX8LCwuuXLlCc3MzHh4eDBo0CC0trQ+Cm/j4eDw9PZkxYwZffPEFCgoK0j0xMDCQ/s77wU1TUxMnT56U6uLp06ezatUqvL29WbduHYsXL0ZPT485c+YwadIkVFVVuXTpEjU1NWzduhU5OTmpTpPVYbI6be7cuSxZsoTr169/FNzIBtVkAyuOjo5SkHDlyhWqqqo4fvw45ubmzJgxQwpuZJ33qqoqTp48iaWlJRMmTGD27NlER0fT09PDixcviIuLY968eQwfPpx9+/Zx79490tPTuXDhAgsWLEBOTg49PT3s7OxwcXFh2bJlDB06lMGDB7Nu3TqioqI+2DhBpqioiMOHD2NkZIScnByjR49m+fLlbNiwAWNjY2kh+apVq7h69SoVFRXSLqU2NjbSjLeamhqOjo7s2LGDHTt2sHv3bo4ePUpoaCiZmZlUVVVJi/YzMzPZt28f48ePZ9q0aRw9epSMjAwaGhqk2XLZLmGlpaVSvSmbzY2Li8PNzU0aTLh16xYPHz7k0qVLODg4MGDAAOTk5LC3t2fnzp14eXmxa9cudu3aJQUgCxcuZPLkyaxYsYJr166RlZUlDYwMHDiQOXPmSKnEbW1tVFVVkZycjLOzM3379kVHR4eYmBiePHlCfn6+NOu3atUqnJ2dWbt2LcuXL0dZWZkvv/ySOXPmcOLECe7du0draytFRUVcvXoVNzc3KV30p59+4ocffuCvf/0rP/30EwoKCpiamuLl5UVsbCwNDQ3STm3Xrl1j2bJlaGtrM3v2bA4ePEhTUxPnz59HRUWF2bNnY2hoKAU3+fn50kDFf/3XfzF06FC0tbUxMjLC3NycuXPnMmbMGOzt7bl69SqpqalkZ2ezfv16/uu//gsTExMiIyPJz8+np6eHgoICrl69iqWlJb///e9Zs2YNJSUl3Lp1ixMnTrBgwQJ+97vfIScn98EueHPnzmXChAkMHDiQL7/8Ei8vL968eUN4eDiWlpaoqKgwbNgwfHx8pDVNr169IiAggHnz5kkZMgEBAXR2drJr1y4GDRrErFmzWLZsGVFRUR/sFlpaWkp+fj4NDQ0f7HaamZnJyZMn0dTU5Ouvv2b//v3SjpCy9X7BwcHo6upK2Rey4EbW95KtQbK3tycqKuqjXWL/E4ng5t+gpKSE2NhYHB0d+fHHH9HU1OTgwYMkJyfT1NQk5e3KpkkNDQ0ZMGAAa9askaL66Oholi9fzpdffsny5ct58uSJlFNZVFREfHw8K1as+GDmJiEhAR8fH7S1tfnDH/7AvHnzOHLkCMeOHZOmm83NzQkICKCqqoqUlBT8/f3R09Pjs88+Q19fn19//ZXg4GDCwsLw8fGRUiV69eolpaVFRERgY2ODsrIy3377rdSpd3V15fz583h7e2Nra8ucOXMYNGgQR44coauriwMHDiAnJ4eSkhLq6ups2bKFsLAwLly4wMmTJzEyMuKHH35AR0cHT09PUlJSaGtr4/Dhw0yfPh01NTX09fVxc3Pj5MmTmJubM2TIEEaPHo2qqqoU3Pz888+MGjWKcePGMWPGDFxcXDh37hx79uzByckJZ2dnfv75Z+7cuUNDQwM///wzEyZMQEVFRdq5zsLCAnV1dWbMmMGSJUtwcHBg4sSJ9OvXjzVr1hAREcHNmzcJDw9n/vz5/PWvf2Xx4sUcP35c2o3Gw8ND2rVn2rRpnDt3jpKSEoKDg1m3bh1Tp05l4sSJhIWFUV5ezs6dO6Wc9kmTJrFp0yZOnz7Nvn372LJli7Tg986dOx9tn/r3aWkDBgxAQ0NDWv+ip6cnjSytWrWKpUuXMnToUEaPHs3x48fJysoiOTmZX375BU1NTSZOnMiqVavYsWMHnp6eLFu2jCFDhiAvL8+ePXukNC9ZcCMvL8+OHTtISUmhpqaGkpISQkJCpFHa2bNnExsbS05ODr6+vlhaWjJ27FgWLlz4m8HN3bt3sba2RkFBgREjRjBu3DjU1NSws7OTZnAsLCxQVVVFTU2NLVu2UFBQQExMDNOmTWPo0KEsWLAAFxcXTp06xaVLl7h06RKbN29m1KhRKCgo4OjoSFBQEMXFxVKQOn36dMzMzHBxcZG2lB00aBDDhg1DX19fCm6ePn3KhQsXWLp0KX369MHY2Jjs7Gw6Ozvp6enh7NmzDBs2jGnTpknBjayD0r9/fyZNmsTWrVs5ceIEFy5c4MiRIzg7O7NgwQKGDx+Ora0tDx8+JC0tTUoJ+vbbb1FXV+fEiROEhIRIi1tlndWvvvoKW1tbamtruXHjBitWrGDWrFkMGzYMc3NzTp06RXBwMMHBwWzcuJHJkyczdepU5s6dy/Hjx2ltbcXPz4/hw4dLqYTh4eE0NDSwa9cuevfuzejRozE3N8fDw4Nz587h7e3NypUrpXNJT0//zRFCWedCFowsWrSIGzdukJubS3NzM9nZ2YSHh5OamsqzZ88oLCwkNzcXOzs7evXqhaamJocOHSI1NZWOjg5pQb+JiQmff/459vb2PHz4UNrV0NTUlM8//xx1dXV27tzJ4cOH8ff3l9Kojh49Ko2aVldX4+XlhaKiIsbGxri5uZGQkMDLly9xc3Nj4MCBzJs3DxcXFym4uXHjBtu2bWPGjBn85S9/YdmyZdKObEFBQezcuZOlS5cyduxYKS2tqamJgIAAjIyMUFRUpH///igpKWFkZMTOnTv59ddfcXd3Z9GiRSgrK6OsrExoaCg1NTV4eHgwfvx4xo4di7KyMps3byYwMJA9e/awadMmNm7cyI4dO0hPT/8oBUW22Ujl/2XvvKOyuvP8f2b3bMnsbs627JnZye5kfjObmU2bbMokjtEYW6yIscSKokFRiQpRUVAUREWKVBFsdBGkVwFFykORItKLdCkP8MBD7/D6/TF7vwMGZ2d2o7PZfN/nvI4H7/Pc597vvfd7v+9v+XwePxZTQpcuXYqenp4IAODk5MRnn33Gr3/9a2FuJiYmGBsbo6GhAXd3dzZs2MBbb73F3LlziY6OFhGzoqOjWbhwIT/72c84d+4cOTk5VFVVkZqaiqGhoXiGlXV5ixYt4gc/+MF/aW6UaGmfffYZb7/9NkuWLOHGjRvk5OQQFhbGqVOnmDt3rli7Ex8fT0tLC/fv32fbtm289957LFq0CGNjY+Li4sTocFVVFTU1NSJgjBKSva+vj9raWry8vJg3bx5vv/02enp6XLx4cdqaHrVaTU5ODjdu3BCBH5TIjspaz/fff5/t27eTm5tLWVkZQUFB7N69W8wMiIyMFMejoLz3TU1N+fnPfy6mVN25c4f79+9z7tw5fvzjH/Phhx+KUXIleE5oaKgYRdbV1eXevXsUFBRw584dTpw4wdtvv82CBQswNTUVdfqqVat48cUXWbBgAVevXiU3N5fOzk7u3LmDsbEx+vr66Ovrs2bNGj755BPeeecdUTcYGhqir6+Prq4utra2lJaWihDiN2/eZOnSpSxbtgw9PT18fX3RarV4e3sza9YsPvroo2nmRgmis23bNl544QV+/etfY25ujqOjo4hMt3nzZuzs7ISxqaiowNTUlL/5m78Ro7r3799nYGCA+/fv4+Hhga6uLn/xF3+BiYkJjx8/5u7du7i4uLBixQr+/M//nLVr1xIYGCjqUltbWwwNDXn//ff50z/9U06dOsX4+DhRUVHs3buXPH1ZsgAAIABJREFUefPm8c///M9YWlrS3NxMW1sbHR0dODo6MmvWLGbPns2CBQvw8/NjaGgIBwcHXn/9debMmcOaNWsIDAykr6+Puro6cnJyuHfvnog2O9XcZGdn4+bmxqJFi3jxxRc5d+6cWBs4MjJCUVERAQEBLF++nO9///usXbsWNzc3vLy88PX1xcrKih07djB79mzeeust7O3tqampQavVfkMt3G+npLn5BqTRaCgtLcXFxYWFCxeyfPlydu7cia2tLTExMdy+fZuYmBhsbW3ZtGkTq1atYtmyZTg7O/P48WOKioqIiopCX1+f73//+yxfvhwfHx+io6O5c+cON27cwMHBQTyk69evJzY2lujoaG7evMmuXbv413/9V3R0dDh79iy2tracP38ec3Nz9u3bR3BwMBqNBpVKhYeHBzo6Ovzpn/4pe/bsobS0lEePHlFbW0tCQgJubm4sW7aM733ve5w4cYKRkREiIiIwNDTkgw8+4C//8i957bXX0NHRwcXFRUR5O3z4MIsXL+Zf//VfcXZ2Znh4mAsXLvDaa6/x3nvvMW/ePExMTPDy8uLy5cs4OTmhq6vLj370I1auXDnN3NjZ2YmQn3PmzGHv3r3Y2tqyceNGsch//vz5+Pv709HRgaenJ6tXr2bhwoXMmzcPY2NjLl26hJWVlWgEeHp6UlhYSEdHB5aWlmKR5pYtW9i9e7cwbz//+c/Zs2cP9vb2zJ8/n5dffpn9+/cLc6NMS/u7v/s7NmzYgKOjI56ennh4eHD06FExj/+9997D29tbmBtjY+Np5qa1tRUvLy/09fXFOikTExNcXFw4ffo0ZmZmnDhxAjc3Nx4+fPg719ysX7+eV155hc8//xwTExO2b9+Ojo4Os2bNYv78+ZiZmXH8+HHefPNN3njjDdzd3cnPzyc5ORlnZ2dmz57NT37yE9asWYOJiQmmpqbs2LGD119/nXfffRdra2uxNuvChQu8/fbbvPLKKxgYGHDx4kXCw8O5efOmaKjNnTuXHTt2kJGRQUlJCa6urmzevJk33njjqeYmOzubL774QjQOX331VVasWCFMaVxcHHv27GHx4sUsWLCAY8eOUVFRQUxMjJjKsGvXLq5evUpeXt60YBvvvfce77zzDl9++SUBAQFiFObjjz/m9ddfZ9GiRezcuRMrKyt27drF66+/zi9/+UtWr17N6dOnxXTEEydOiCl+O3fupLi4mMHBQUZGRv5Lc/POO+8IA3Xt2jVsbW05cOAAS5Ys4cc//jEGBgY8ePAAlUqFp6cnmzZt4qWXXmLz5s1kZmaKXAh37tzBxcWF1atX89d//dcYGhoKc2NgYCDMzbp164Tx9vb25ssvv+Ttt9/m3Xff5ZNPPsHNzU2Ym1dffZVPPvmE/fv3ExYWhlar5cqVK7z//vvMmzePDRs2YGpqyqVLl7C0tBSjD8rIykwLWdVqNYWFhRw/fpx/+7d/Y82aNZw7d45r164RHR2Nh4cHx48f5+bNm5SWllJWVkZ5eblYc/Phhx9y4MABMX3m+vXrnDx5El1dXX7+859jbW1NTU0NJSUlZGdnc/DgQV555RV0dHQwMzPj3LlzODs7Y2Zmxp49e/Dx8aGkpISMjAwiIyPR19fnX/7lX1i4cCFffvklly5dEr2///RP/8T777/Pli1bCAsLo6uri/j4eE6ePClGQC0tLUWOivLyckJDQ7GwsBBrW9zd3enu7ub69eusW7eO119/nb/927/lvffeQ09PDz8/Px48eIC7uzs7d+5k7ty5zJo1i6CgIDo6Orh8+TLr169n/vz5fPzxx5iYmODm5oalpaWIqOjp6UlxcfHX1twMDw/T0NBAQkIC+/bt41e/+hWzZ89mzZo1ODs7ExwcjJGRER999BGvvfaaCAJTW1tLcXExcXFxHDlyhMWLF4sIYklJSQwPD9PU1ERERAQLFizgpz/9KadPnyYlJQWVSkVwcDD6+vpicb6y7kZfX1+M3Bw4cIDIyMgZp6U9evQIOzs7PvvsM959913WrVuHSqViYGCAhoYGIiIi2Lp1Kx9//DEbN27ExsaGBw8ekJKSwpYtW/jggw9YtWoV1tbWlJWV/ZfvbSUvUlJSEkZGRixdupSlS5eya9cuLl++TExMDImJiYSEhODo6IiJiQnr16/n0KFD3L59m7i4OM6dO8f27dv5+OOPOXDgACUlJTx69IigoCARLW3OnDlcv36d1NRUUlNTSUtLIy0tjdjYWHx9fTl48CBvvvkmOjo6eHt7i7V4Z8+e5cc//jGvv/46e/bswdXVldjYWPz9/bGwsGDjxo28++677N+/n4KCgmkBYl555RX+4z/+g507d3Lo0CGOHTvG6tWrxZRLV1dXkXLAzc2NpUuXsn37dpydncW+laA627Ztw8vLC3Nzcz755BP27NlDYGAgCQkJpKamcvLkSbEub926dVhbW4ugQK+99hpvvPEGc+bMwdbWVkxBzcjIwMzMjFdffZXFixdz6NAh0Slx4sQJDAwM8PDwoLCwUBhTZ2dn3n//fVatWoWJiQnu7u4kJCRw6dIlDh48yOrVq3nnnXdwcHBAo9Fw79490fn7l3/5lxw4cEAY3draWmJiYjh//jyLFi0S7Z3h4WFUKpUIRPDqq6+yZ88ebt68SWhoKOHh4eJdvnbtWkxMTEhMTBRrkzds2MDy5ctZuHAhp06dEtfYycmJS5cu4evrS1FR0TRzk5WVJdqOL774ImfOnBGpPmYyN7q6ujg4OODh4cGVK1cwNzcXsx5+8YtfcP78eaqrq6W5+WMfwP8FKUmzVCoV9vb27Nq1iwULFojF8KtXr0ZXV5dPP/2UuXPnYmBggJubG+np6fT19VFeXk5kZCTbt2/n+9//Pj/5yU/49NNPxZSxpUuXirnMf/Inf8K7777Lvn378PLyori4GFdXV5YsWcKCBQvEXNBFixaxbt06du3aRUhICH19fWRlZeHu7o6Ojg5/9md/hqmpKVqtlr6+Pvr7+8nPz+fGjRusWbPma+ZGiXaljBDZ2NiISFLh4eEcPHiQhQsXThu5cXFxEYv6lfUIurq66OjosGzZMv7jP/6Dn/zkJ+jp6XH58mUKCgoYGBjAy8sLXV1dsZbnk08+EeWgTO+YP38+165do7m5mXv37uHu7o6+vj7vv/8+n3zyiYiHv2TJEkxNTblx4wZlZWXC3LzzzjusXLmS3bt3Y25ujqWlpYgCdOrUKYKDg9HV1Z1mbu7evUtERATLly/nhRde4M0332Tp0qXo6OiI6SJKroVNmzYRExNDU1MTwcHBYuRGmZamRDK6du0aenp6/OpXv2L+/PliiHnlypUYGxtz7do1SktLZ5x6MtXc/OxnP2PHjh1YWVlx6NAhduzYwaeffoquri7Ozs64uLjwq1/9ijfeeAM3NzcKCgq4f/8+fn5+6Orq8otf/IIPP/yQTz/9lM8++0xEDVPCmiujIba2trz99tu89NJLfPzxx2La08qVK5kzZw6LFy9m3759XLt2TYRAd3FxYePGjbz55ptPnZaWnZ3Nrl27eOutt/jhD3/Ihx9+yOnTp0lMTBSjjnv27BH3t7m5+TRz89Zbb/HVV18RFhZGfX29iMoTGhrK7Nmzee+994S5qaur4/bt22zZsoVZs2bx7rvvMmfOHHR1dVm+fDm//vWvxT1nYGDA0aNHxbSOd999l1mzZmFhYUF1dbXoXfPx8eHVV19l9uzZwtzk5uaKaWk//OEP+eijj1i6dCm6urosWbKEOXPmMHv2bObMmYOVlZVYA3Xp0iU2bdrED37wA3bt2kV1dTX9/f1isau/vz9btmzhxRdfFOZGaaDNmTNHBDxYsWKFqH/mzp3LL37xC5YuXSqmaA0MDHD58mV+8Ytf8Mknn2BkZER4eDj9/f3cu3cPc3NzNm7cyK9//WvmzZvH8uXLRT1z/PhxEhMTqampmdHcKEkyg4KCRGLEjz/+mEWLFrFixQqWLl3K4sWLcXBwoKSkhLKysmkBBX72s5+xZMkSEZFu2bJlzJo1C11dXQwNDQkPD6e3t1eE9b5y5Qpr165l6dKlzJs3j0WLFrF06VJWr17Nli1b8Pb2prKyEk9PTzZv3swvf/lLXnjhBV555RURgGTVqlX8+7//Oy+88AIvvfQSb775Jk5OTiJSnrW1NQsWLOBHP/oRzs7O9Pf3i2SXKSkpXLhwgXnz5k0zN15eXqxfv57XXnuNf/zHf2TDhg1cunSJnJwcmpqaxPOv3AtBQUH09/eLunrr1q28//77zJ8/n2XLlonOsyNHjuDv709FRcXX1nZ2dnYSGRnJ4cOHmTVrFn//93/Pyy+/zGuvvSb2owQ++Lu/+zteffVVzMzMCAwMFJGy5s6dK9aRHD58WITxfdLcWFhYiMa/kZGRWFNpbm7OrVu3yMzMJDg4WLy/fteam0ePHuHg4MDatWunmZvx8XEGBgYoKyvj8uXLGBoainw0YWFhREREsGXLFj766CNWrVqFlZXV72VuJiYmRLjy0NBQTpw4wcqVK8WIvrIWdcWKFcybN48FCxawevVqTp48iUqlIi4uTjSqly1bJqZ/19TUiCA3L7/8Mj/60Y9YuHAha9asEdNl165dK7736aefsnDhQkxNTVGpVJSWlpKTk4OVlZUIojJ//nw+++wzPv/8c1auXMlHH33E8uXLMTQ0xMfHRySczsrK4syZM/zqV7/izTffZM6cOSxbtox169axePFifvnLX6Kjo8PJkyexs7PD3t6e3bt388EHH3Do0CER/nhqUtSjR49SXFyMr6+vmNZlYGDA7t27MTAwYO7cufzt3/4tP/zhD0VAByW09j/8wz/w93//9/zgBz9g9+7dpKWlUVlZSUtLC4GBgWzZskVMZ1uwYAFLliwRU3fd3Nyoqqqio6NDTA01Nzdn8+bNzJ07V+QTXLJkCXPnzkVPT49Tp06RlJTE0NAQaWlpnD9/nmXLlvHXf/3XnDhxQkTAGxgYIDs7mytXrqCjo8P3vvc9zM3NRZCI/Px8EYxg8eLFYmRKiZQ2f/58Tp48SVJSErW1tWKKuLe3txgNmj9/PitXrmTx4sXMnz+fvXv34uLiQm5u7h9kbpQImStWrODP/uzP+Pd//3c+/fRTVq5cyapVq5g/fz4ffvihuP99fX1pbW2dltvruyhpbr5BNTU1kZ6ejoeHh4iQsX79etEA1NPTY8+ePbi7u3P//n2amprEfPL09HTOnj0rsu2uXr1aVIarV69GR0dHrFFRFua7uLjQ3t7OvXv3OH/+PAcOHBBrbjZs2CDCCKpUKoaHhyktLSUsLIyjR48yf/58rl69KhrNk5OT1NfXi56YOXPmcPXqVUZHR0lPT8fBwYHdu3eLh1rJwTI+Pk5GRgZOTk4cPHhQzJUfHR0lNDSUL774QoQPXbNmDZs3b2bTpk1s2rSJzz//nE2bNuHg4CDyNgwPD5OSkoKdnR379++fthhayY+xf/9+Dhw4QEREBC0tLTx69Ej0QBkYGKCnp8fGjRvZunUru3fvxt3dnfT0dJHh3MvLi507d3Ls2DEcHR3x8/MjODiY48ePs2vXLgIDA8nJycHCwoLPPvsMJycn0tLSyM/PJz09nSNHjjBv3jx0dHTYsGGDOB8l4sxXX30lDIRGoxEjJIaGhuzatYuUlBRGRkbEdAcXFxcMDQ3R09Njw4YNIoS3i4sLSUlJ0yIDKVLMTWVlpehps7OzEwlPnZycMDMzE7lEYmJi2LNnD3p6eoSEhFBVVSWmkpw5cwZ9fX22bt2Kvr6+WH+yf/9+jh49ipubGwEBAQQHB2Ntbc1bb73FP//zP7Nq1Sp27drFli1b+Pzzz1m/fj379+/H29tbTHlobGzk1q1bnDp1im3btmFhYUFpaenXnp3S0lJsbW3Zvn07q1evxtjYmNjYWOrq6ujv76ekpAQHBwcOHDiAsbExV65coaGhgYyMDHbt2oW+vj4eHh5kZWVNy6GRmZmJkZERBgYGODo6kpSUhFqt5uHDh7i4uIi1D8oInnLuR48exdzcnOPHj4uIN6tXr2bTpk0cOnSIoKAg1Go1Y2NjjI6OEh8fz6ZNm9i7dy8BAQGkp6dTUVGBr6+vyIGxdu1acX2VEK27du3C3NxcrHWpqKggPDwcS0tLdHV1uXDhwrQ52o2Njdy7d4+zZ8+yZMkS7O3t6ezsJC8vD2dnZ/bt2ycM98aNG9m8efO0Z06J1lNYWCgi/GzZsoX9+/dz4cIF0tLSxFTY+Ph47O3t2b59u7i/t2/fzp49e7h69SpFRUW0tbXNuJh9YmKC8fFxCgoK8PX1xdzcXERu0tXVFeXt5+dHXV0dlZWVlJSUiIACv/zlL9m6dSt6enro6emJdYTHjx8nMDBQJBhWcmaoVCrc3Nw4fPgwGzduZMOGDWzcuJEDBw5w9uxZEhMTaWxsxMrKitdee42f/exnIgCL0mBTFhkrU8heeuklLCwsKCsr4969e/j5+WFsbMyaNWuIiIgQ12Rq3Xrw4EF0dHQICwujr6+PuLg4LCws2Lp1K6tWreLChQtkZmbS3NxMT08P8fHxnD59mn379rF3716Sk5MZGRmhubmZrKwsnJ2dp9VpW7ZsEe+Q1NTUGUMqt7a24ubmJqI6/eAHP+CDDz5g5cqVwuwuXbqUWbNm8cMf/pCXX36ZL774AicnJ86cOcNXX33F559/zpo1a4TpUZKStre3k5aWxsGDB0W43vj4eNzc3MSIr7GxMVFRUSLseVlZGYcPH2b9+vWiLlWr1TO+P2/evMmJEyf44osvOHHiBEVFRWJ7Z2cn9+/f5+rVqxgYGGBkZER0dDSJiYlYWVlhZGTEsWPH8PLyoq6u7vd+b/f09Ii0BidPnmTnzp1s2rRJvLeV4CQ7d+7EwsKCwMBAKioqyMrKElOfzczM8Pf3p6WlhZaWFu7du4e9vb1Y27Fq1aqvmZt169axfv16du3ahYWFBcHBwdTX11NfX092djYWFhb8y7/8C//v//0/1q1bJ+roDRs2sG7dOg4dOoSvry+5ubkiN8ujR4+4desWJiYmbNu2jc2bN2NgYCDyyynRLV1cXHB1dcXe3h4zMzO++OILrl+/TmdnJw8ePMDFxQVTU1MMDAzw8fFBq9UK43To0CEOHjwowp4rEVHffvtt0aGidDTMnj2bn/70p7zwwgusXbuW8PBwysvLRTj0K1euYGZmxubNm9mwYQMbNmxgz549nDhxgsjISNFIn5ycFOv4lBDKSojrjRs3oqenh729PUlJSdTU1DAxMUFRURF+fn4cPnxY5ExS3qPK/m7fvo25uTlz5szB09OT/v5+enp6xGitlZWVSIOhYGBggJmZGZGRkTQ3N4tko8potaenJwYGBmzatEnULZ9//jmWlpbcunWL8vJycQyjo6OUlpYSEhKCsbExS5YswdfXV0xLGx0dpa6uTqQK+fjjj1mxYoUISKOU26ZNmzh48CAODg6oVCp6e3t/ryTO/5clzc03KGXhYXV1NTk5OSQlJREaGirm/ytZ0pXstoODg0xMTNDb20tTUxM5OTkiU+9MmJmZ8emnn/LBBx/w+uuvY2trS29vLx0dHTx69IiMjAzCw8MJDw8nIiKCjIwMkWhsYmICjUZDVVUV6enp3Lp1i+Li4mnmpru7W/T+BAcHiwaEktxTmZaVl5cnsn5PTEzQ3NxMfn4+KSkpxMTEUFVVxfj4uEjSFR0dTXBwMLdu3RKEhISIaXclJSV0dHSIpKXKvOL09HTCw8OJjIwkNjaWzMxMSkpKROjR8vJyOjs70Wq1dHZ2UlFRQXp6OnFxcYSGhhIXF0daWhoVFRVoNJppuUISExNJT08nPz+fqqoq6urqyM3NFYnd2tvbycrKElnim5qaUKvVYhRhpvMJCwsjNjaW+/fvizmvQ0NDNDY2kp+fL7JTK2ZleHiYzs5OkZFeOe6YmBhSUlIoLy+nvb2dwcHBGZN4TkxM0NXVRWZmJrGxseTm5oroXSUlJeTm5pKfn09DQwP19fUkJycTHx9PZWUlXV1d9PT00N7eTnFxMSkpKURHRxMZGcm9e/fIzs4mJyeHvLw88vLySE9PJywsjOPHj4upBjY2NsTFxYl7Li4uTkyh0mq1YkSzsrKSzMxMbt++TUZGBhqN5mvPjkajIScnh8TERLGfpqYmBgYGGBsbo6Ojg7y8PFJSUkhJSRGZ6pubm0lKSiIhIUEk9RsaGhL7bWlpITk5mcTERPLz88WojpLFOzs7W5x3fHy8CKmZn5+PSqUS342JiSEkJERkdK+vrxfP7/j4OLW1tcTFxXH37l3Ky8tpamqis7OTsrKyp97/4eHhJCcnU1RUJBY5KxnlMzMziYyMJC8vj4GBAXH9e3t7aWxs5P79+4SHh5Ofn8/g4CBqtZqCggLu3r1LaGjotN8JCQkhMjKS27dvk5eXJ/K9TExMUFNTQ3x8PMnJyWLb2NgY/f39tLW1UVxczN27d4mJieHWrVskJCSQnZ1NdXU13d3dDA8PzxiGWDne7u5uEcAhJiaGsLAwgoODSUxMFOXY398veksNDAz43ve+x+rVq0WG7sjISKKiooiJiRELwnt6esQzMD4+LhLWKs9sREQEYWFhqFQqqqqqaG9vp6urC3Nzc1566SVmzZrFli1bOHv2LLdu3SI4OJjAwEAx9W7OnDm8+OKLojdbWaytPCdT582PjY2h0Wh49OgRKSkpREZGiuSftbW1ZGZmkpCQQGxsLMXFxXR2djI0NMTw8DB1dXVkZ2dz9+5d7t69K+oGZcF7eXm5WFcUGhpKbGzstDpt6r2uqKmpCRsbGxYsWMD777/PnDlzRIj04OBggoKCCAwMxN7enjlz5vDyyy+zdetWnJycxHsqIiKCqKgocnNzaWxspK+vj7GxMQYGBmhqaiIlJYXY2FgKCwtF/ZWUlMSdO3fIzs7m8ePHImmqRqMhNTWVmJgYUZfO1Kus1BUZGRkkJSWJNZKKRkZG6OrqEhGylHDOSv2SnJyMSqWipKSE7u7u3/u9rSz6bmlpobS0FJVKJco7ODhY1MmpqakUFxfT1NQkPp+VlUVycjKZmZlUVlaK0Tylzo+Ojn7q+zw0NJTIyEhSUlIoLi6mublZlG96ejrHjh3j5ZdfZvbs2bi6uhIWFkZ4eDhRUVHExsaSnZ1NfX09Wq1WdLIov628r5V6OT09nfv375OXl0dOTg6ZmZmkpaWJUMJK5LHh4WHa2tp48OABaWlpooyVRMbFxcVkZGQQHx/P4cOHefXVV3njjTdYtGgRJiYmoqMwKCgIb29v3N3dWbduHX/1V3+Fjo7OtGhe3d3d1NfXk5OTQ2xsLBEREYSGhpKSkkJpaSktLS0MDQ2JHF39/f2o1WpRJyn1amxsrPiOEuZ+cnKSjo4OysrKSEtLIywsjNLS0mnmRqvVUldXJ6ZUFhUViVDfStATpU0RFhYm6tXU1FTKysq+dnzKOSltsbi4OIKCgoiIiCAxMVEEVOnt7RXHoCQhVzoaw8PDKSsrE9HOxsfHRbJ0JWLkk++S0NBQoqOjycrK4tGjRyLpswwFLfWNS+lNVCJk1NbWUldXNy0Cy9QGwejoqJjG0dzcTH19PTU1NVRXV4t53bW1tURHR2NtbY2RkREbNmwQC9kUdXd309DQQENDA42NjWi12q/NxVbMUFNTE93d3dOyl4+MjDAwMEBnZ6doQExMTIj/a29vp6WlZVpW7MnJSXHs7e3t07KWK9mFlXOqra2ddk7Nzc1PjeoxPj6OVqulsbGRhoYG0SBTHva2tjYRrEHJO6Ccn7LAvbW1VRiMqfvt6elBrVbT0dGBVqtlYGBANMSVz4+OjtLZ2SkWoQ4ODjI0NMTg4CAdHR08fvx42nWqqamhvr6e5uZmcf5K5TUwMEBXVxdtbW20tbUxMDAgjmdiYkK8lFpaWqirqxPlMlPDZWq5K9dMo9HQ2tpKV1cXfX19YkpWb28vvb294rjb29tRq9WiV0fJXj80NIRWqxXn1N7eTm9vL4ODg/T39wuzmZSUxPnz55k3bx7Lli0T+Srq6upoaGhArVbT09MzrcdodHSU3t5eNBoNarUajUYzY4+SYvTa2tpob2+np6dnWhSu4eFhcY+1t7fT3d0tnpu2tjbUarW4TlOnSQ0NDYnz7urqor+/Xzx/Sq6KpqYmGhoaaG5upquri5GREXGdm5ubhTmsr69HrVaLsNzKczMxMUF/fz+tra3Tyk65p1pbW2loaKC2tlbcL7W1tdTX14s6YeozqJSXcjzKy1Pp6VOeR+XenHoN29raxHVUnrXq6moaGxtpb2+nr69v2ktPaTAojX+lg0GREr5eSaanVqtFo/UPyYjd19dHa2srjY2N1NbWfq0ubG1tpbCwkMOHD/OjH/0IExMTsrOzKSkpoaGhQXQu9PX1PfU3JiYm6O7uFtdTafhNPRdPT08+/fRTDh48iKenJ8nJyeK6PHr0SBjEY8eOsXjxYlxcXERDRslb1dLSMu0ZV+qevr6+advHx8fF86Pc11OffWW7Urc+uX1qndbc3ExtbS0tLS1fq9OeVFtbG97e3iIUsJmZGXFxcdPq4JqaGjIyMjh69Chr1qzBysqKW7duCfPR2Ngo6rKpz8vY2JioS5T6VavV0tLSwuPHj8X9PzIyMm1kSykX5RmdKQjF1Lqira1NJEd+UlP3p9Fo6OzspKOjg/b2djQazdfqoN9XilFWjEtdXZ2o11tbW0Wdo2hq3dLZ2SnqFsUEarXaac/+1Oexurqauro6Hj9+TGdn57T9trW1ifQS7733Hps3bxYh0Wtra3n8+LGox2eaEqpcI41GQ319veho6evrY3h4mJ6eHlpaWmhsbBTn1tPTw9DQkDDWSl2r1OnKu0KphxsbG/H19WX9+vXs2LFDjEpUVFSIcy0rK+Phw4c4OTmxePFijhw5QkJCAtUSV2mUAAAgAElEQVTV1dOuv3J/NzY2UvefSbGVe26mOubJOqmlpUUEf3hae0cZKZ1qbkZGRsTz+WR7SJFigpSyqvvPPDJPO7ap+1Wr1dTU1NDU1IRGo5n2bD/5eSWimmJ+prbLlPecRqP5WrtDuY+ampqmmSYpaW6eiZRKUjELClMbMVNvQOXzo6OjItyg0gOkoCyqzM/PJzU1lbi4OBHrX5HyECg82QBRXk5K403ZPvUlrRz31O3K/w0PD4ueCkXK9tHR0WnblR5N5f+UMph6Tsqc0pkq6KkP9ZPno/yWkuF9aiNTMZZK6EYlpOKT+1XWSijble9O/XtkZGTaPhSU8nnyfJTfnNoYfbJ8lPCZU49npuN+WrlM/Z7y3anHqfT2KC/ZqX9PzVY/9T5Ujk85p6m9Rsr90t7eTkFBAQEBAezdu5evvvoKlUpFd3f3tKzPSqN/pntOKfOnTWNSPvO0/UwtQ2X71PNSrtPUe/7J7U9eG6UhoJjXqftVylUpl6llM7X8lP0ovfFK2U29rk/eL0+rE6aW19TjmekZVbY/eY/NdG8q10c5f0XKM/q7yk/5rf7+fnH/Pi1x5NP0ZDk8ed5dXV3U1NTg5ubGihUrcHFxoaKigpaWFnF9/qvcDU/WGYoJm3oMRUVFhIeHo1KpqKioEGZNKafu7m7a2trIysoiNDSUBw8eiIbr1PrsyftIuW4z1YFT7+uZgoL8ru2/T532pJT1KcooZ3Z2No2NjV+rg9va2sSo7/3790Wv79TnYabzVJ4p5ViU99bUa/TkPTv1809LMPiH1BXK/qb2tE+t0/87vdZPPstKWU0t96n7nVq3KCkfppbR1HJ52jtd6QSZut+uri7Kysrw9fVl+/btnDp1ivz8fNE58bRneWr5TG1/KL+hXJcnj2vqdZnpfTW1naB8f3BwkMrKSjFanZubS21tLT09PeJce3t76e7uprCwkNDQUJFfS6vVTjvfmeqGqffck3qyTnry+Ge6n6bWlTPVtU+2h6beE1PfjVM7dp5mbqbWBUrd+7vaOU8e59Oeud/V7lA6DKS5+a2kufkWSemJ6OzsFD033/WhR6nno4GBATFl0dfXl8DAQDH15nc1tKSkfh8po7x37tzhwoULYm3U7xqp+UOljOwoI2JPdtQoUkaNm5qaxPTKb9M9Pj4+LnqsNRoNWq12xhGQ0dFRurq6po1qzpSzSOr5ShnFV8LCR0RE0NDQwMDAwP+q+1AZnejo6Jg28vOklGn3ylR2xbxIST1LSXPzLdKTPVtP67mRkvqmpSSzUzIrK/Pm/9AefCmpmaT0THZ0dFBTU0N7e/s3nmVb6YX9r0YQnvzct+0enzoi9LtGMqaOhk4dBZf640qZZtrZ2UlDQwOtra1iuu3/pvtQGbmaOgNipuNTRmaUToJv2/Mk9e2UNDfPQMr8SCWzuTJvVyKRSCQSieRZUPefa3yVNafKaJw0E1LfNUlz8wykVqvJz88nLi4Ob29v/Pz8ROSiqVEuJBKJRCKRSP6nKFHYbty4gb+/P8nJySLS3f+m6WxSUs9D0tw8A1VWVhIaGsqlS5c4c+YMrq6u3Lhxg8DAQAICAiQSiUQikUi+Mfz9/fHz8+PixYtYWVnh4+NDYWEh7e3tci2V1HdO0tw8A+Xm5mJvb4+VlRWnT5/Gx8eHjIwMMjMzSU1NlUgkEolEIvnG8fb2xsTEBAcHB1JTU6mvr58xoISU1P9lSXPzDJSRkYGlpSUnT57E3t6eqKgoampqqPvPTNwSiUQikUgk3xRVVVVUVVURHh7OoUOHOH/+PHfu3KGmpkaaG6nvnKS5eQbKysrC2tqa8+fPc+3aNTIyMuju7qa3t5euri6JRCKRSCSSbwytVkt3dzdpaWlYWVnh4uJCcnKyNDdS30lJc/MMpGQXdnBwwM/Pj9zcXBFWdKZkXhKJRCKRSCT/XZRkjtnZ2Zw7d46LFy+SkpJCbW2tNDdS3zlJc/MMpJgbe3t7fHx8uH//vshe3tvbS09Pj0QikUgkEsk3Qm9vL319fWRkZHDmzBnc3NykuZH6zkqam2egqebG29t7mrnp6emhu7tbIpFIJBKJ5BtBMTgqlUqaG6nvvKS5eQaS5kYikUgkEsnzQpobKanfSpqbZyBpbiQSiUQikTwvpLn5jSYnJ5mYmGB8fJyxsTHGx8eZnJycxsTEBBMTE9O+M5WZ9jnTPsbHx8XvTN3fk8eiHMf4+PhTP/e79iP1h0uam2cgaW4kEolEIpE8L6S5+Y3Gx8cZHR1laGiIwcFBRkZGhKlQTMTo6ChjY2PiO/8dczM2Nsbw8LD4nZkSpU5OTjI6Osrg4KBoA0793amfGxkZYXBwcMbtUn+4pLl5BpLmRiKRSCQSyfPiu25uuru7aWhooKKiggcPHvDw4UMKCwupqamhra2NmpoaioqKKC0tpaKigkePHlFXV0dnZyejo6P09/fT2dmJWq2mqamJnp4exsfH6ezsnPa5jo4OampqKCsro6CgQPxOYWEhxcXFtLW1MT4+TktLC0VFRRQVFVFYWMjDhw8pKCigtLSUmpoaurq6GBsbo7Ozk/r6eiorKykpKaG0tJTKykpaWlro6+tjZGTkj12030pJc/MMJM2NRCKRSCSS58V33dxUVFQQERHB1atXsbGxwcnJCQ8PDyIjI8nJySEoKAgbGxsuXryIr68vN27c4NatWxQUFNDf38/jx48pKioiIyOD27dvU1VVxfDwMIWFhYSGhlJUVER/fz/5+fkEBgbi6emJnZ0dLi4ueHh44OjoiJ2dHRkZGQwNDZGcnIytrS3Ozs54eHjg4uLChQsXuHTpEv7+/hQVFTE4OEhhYSFhYWHcuHGD69ev4+npiaenJ3fv3qWurg6tVvvHLtpvpaS5eQaS5kYikUgkEsnz4rtubu7fv4+zszM2NjacOnUKV1dXbty4QWxsLGlpabi4uLBjxw7OnTtHSEgI3t7euLm5ER8fT1VVFeXl5ZSUlBAbG4uHhwd3796ltraW+Ph4XF1dyczMpL+/nzt37nDu3DlsbGywtbXF09OTgIAATp8+jaGhIdHR0fT19REUFIShoSHnz58nICAAT09PHBwcOHPmDKdPnyYtLY2BgQHy8/O5efMmvr6+eHp6Ym1tjampKdeuXUOlUvH48eM/dtF+KyXNzTOQNDcSiUQikUieF991c5OSksLJkydxdHTEx8eH9PR0mpqaqKioICcnB0dHR9asWcPly5dpaGggISEBZ2dnfH19iYmJ4cGDB6jVaqKiojh58iRXr14lLi6O69evY2tri0qlYmRkhJiYGA4fPszFixeJjY3lwYMHNDQ0cOXKFbZt20ZISAhdXV34+Piwfft2AgICaGho4MGDB9y+fRtHR0dMTExITExkeHiYqqoq7t27x927d4mNjcXW1hZDQ0Osra3x9/enpKTkj12030pJc/MMJM2NRCKRSCSS58V33dzcuXMHU1NTnJ2dCQsLo7S0lImJCVpaWsjPz8fR0RFdXV18fHzo6+sjLS0NR0dHLl++TEBAAPn5+fT39xMfH8/x48exsrLCxsZGTCXLy8tjbGyMyMhIjIyM8PT0JCMjg8bGRkZGRvD392fz5s0EBQWh0Wi4fv06W7duJSIiguHhYRobG8nOzsbV1RUjIyPi4+MZGBigoKCAsLAw4uLiiIuL4/Tp02zevBlTU1M8PDwoKCj4Yxftt1LS3DwDSXMjkUgkEonkeSHNzR2OHDmCo6MjISEhwty0trZSUFCAi4sLa9euxcfHh66uLu7duyfMTWBgIIWFhYyNjZGSksLZs2fZv38/n3/+OdbW1kRHR1NZWcnY2Bjh4eHs2bOHS5cuoVKphLnx8/Nj48aNwtxcu3aNzZs3ExYWxtDQEPX19WRmZgpzExsbi1arJTo6GktLSzw8PAgICODQoUPo6OhgYmIizc3/QNLcPANJcyORSCQSieR58V03N2lpaZw+fZrLly8TExNDZWUlExMTqNVqHj58iIuLC6tXr8bJyYmHDx8SHR2Nu7s7wcHB3Lt3j9raWiYnJ3nw4AFeXl4YGxuzePFi7OzsKCgooLW1lbGxMeLj4zl69Cg+Pj7k5OTQ3NzMyMgIISEh7N27l8jISDo7OwkMDGTfvn3ExcUxNDTE48ePyc3N5dq1a5ibm3Pnzh26urqIiIjg+PHjODk5cfXqVY4cOcKmTZs4ceIEvr6+clraf1PS3DwDSXMjkUgkEonkefFdNzcPHjzgypUrhIaGkpaWRn19vTA3hYWFODo6smzZMg4fPoyPjw8+Pj74+vqiUqloaWmht7eXyclJ6uvrSUtLw9ramuXLl3Pt2jU6OztFDhqVSoWzszPR0dGUlJTQ3t7O6OgoSUlJnD17lpSUFLq7u4mPj+fcuXOkp6czPDyMWq2mtLSU8PBwXF1dyc7Opqenh7t37+Lk5MTFixe5dOkSp0+f5siRI1y8eJGYmBiqq6v/2EX7rZQ0N89A0txIJBKJRCJ5XnzXzU19fT337t0jNzeXiooKOjo6mJycFNPSnJ2d+eyzz7C0tCQiIoKEhARSU1OpqalheHiYwcFBBgYGqKioIDExEScnJ/bu3Ut0dDSjo6OMj48zPj5OVVUVCQkJFBQU8PjxY5EPp6SkhKioKMrLyxkYGKCwsFBMZxsdHaW7u5umpiby8vJISkqiurqawcFBSktLiY+PJz4+nri4OEJDQwkMDCQpKYmHDx/S1tb2xy7ab6WkuXkGkuZGIpFIJBLJ8+K7bm4GBwfp7Oyku7ub/v5+RkZGmJycpLm5mdzcXC5dusSOHTsICAhArVbT0dFBV1cXAwMDjI+P09PTQ2trK8nJybi7u+Ph4cGVK1fIz89nYmKCyclJJicn6e/vp6Ojg56eHoaGhhgbG2NycpK+vj7a2tro7+9nfHyc3t5e8ffExASjo6MMDQ3R3d2NRqMRv9vX10dHRwcdHR20t7ejVqtpaWlBo9HQ29srk3j+NyXNzTOQNDcSiUQikUieF991c/M0dXR0UFZWRlRUFPb29qhUKiYnJ6d9ZnJyku7ubhobG0lOTuby5ctERESQmZkp88x8SyXNzTOQNDcSiUQikUieF9LczKyBgQE6OjqorKwkMzOThoaGGc1NT08PTU1N5OfnExcXR1FREVqtlqGhoT/SkUv9TyTNzTOQNDcSiUQikUieF9LczKzR0VEGBwfRarW0traKwAFTNTk5Kaa11dfXU1JSIte6fMslzc0zkDQ3EolEIpFInhfS3MysiYkJxsfHGR0dZXh4WKyRmarJyUnxmcHBQfr6+uRal2+5pLl5BpLmRiKRSCQSyfNCmhspqd9KmptnIGluJBKJRCKRPC+kuZGS+q2kuXkGkuZGIpFIJBLJ80KaGymp30qam2cgaW4kEolEIpE8L6S5kZL6rf5PmRslydKT/L7b/9D9PU3S3EgkEolEInleSHMjJfVb/Z8zNxMTE9OYydw8bftM+/tDPq9ImhuJRCKRSCTPC2lupKR+q2+1uZmYmGBsbIyuri6qq6spLy+noqKCqqoqHj16hFqtZnh4WJgUxVw0NzdTWVlJaWkppaWllJSU8PDhQ+rr6xkYGECr1dLQ0MCjR4+oqKigvLyc8vJympqa6O/vZ2RkhLGxsaeSmZmJtbU1dnZ20txIJBKJRCJ5pjzN3FRX19DXP8jw8DgDg6O/Zegb4j/3NzQ8xujoOOPjEyK08sjICL29vXR0dKDRaOju7mZwcJDJyUlGR0fp7+9naGiIsbExBgYG6OzspL+/n4mJCRGWuauri9bWVjQaDX19feLzvb29tLW1oVaraW1tpbW1FbVaTW9vL+Pj46I91tfXR0dHh/jtkZERJiYmRHtMq9XS2dmJVqulp6dHtBmHh4fp7e0VfyvHMzAwQH9/v/huX1/ftBDTY2NjDA0N0dvbS1dXF0NDQ2J/fX19aLVaNBoNAwMDooyU9uHo6Cjj4+NMTk4yMjIifq+vrw+NRiPOUTlv5XxHR0cZGhqir6+Prq4u2tvb0Wq19Pf3Mzo6KvanlLHy3ba2NlEug4ODomwVKZ37yjkNDAyI/Smhs4eGhhgcHGR4eJihoSG0Wi3t7e3ieg8NDYmBgYmJCYaGhujp6aGjo4O2trZpx/lN6lttbsbGxhgcHKSkpAR/f38uX76Ml5cXfn5+BAYGkpmZSXd3tyjY7u5uamtrSU1NxcfHBw8PD9zd3XFycuLcuXOEh4fT2tpKeXk5UVFR+Pv7c/36da5du8a1a9e4e/cuLS0t9PT0MDAwMCODg4OkpqZy6tQpzp8/L82NRCKRSCSSZ8rTzE1lZTWarj402iFa2vppVvfT0tZPa/s3Q0vbb9B0DdDbP8LwyNi0zuS6ujry8vJ4+PAhFRUVtLW1MT4+Tm9vL01NTaKh39zcTGFhIY8fP2Z0dJTe3l7UajWlpaWkpqby8OFDGhoa6OjoYGBggLq6OrKzs1GpVKSmppKenk5GRga1tbWiwT0wMEB9fT15eXlUVVWhVqvp6elhdHQUjUZDTU0N5eXlFBUVUVZWxqNHj9BoNExOTtLV1UVdXR1arZbJyUlxPC0tLTQ1NVFTU0NZWRmNjY10dnYK0zYwMIBGo6Guro6SkhLa29uZmJgQneZlZWUUFBTQ3Nwsyqijo4Ouri56e3uF+erp6UGtVtPc3Ex9fT0FBQWkpqaiUqnIyspCpVKRkZFBXV0d/f39dHR0UF9fT3FxMTk5OZSVlfH48WNh9pSO/aKiIlQqFSqViuzsbFEuarWa9vZ2BgYGRBtbMWuDg4O0t7fT3NwszKdi1jQaDWq1ms7OTjo6OigvLyc3N5eHDx9SWVmJRqMRpm10dJSOjg6qq6vJz88nOzubsrIyMXDwTepbbW56e3tpaGjg9u3bWFtbY2lpiaurKz4+PoSGhpKXl0dvb68wN319fTx+/JicnBzCw8O5du0aDg4OnDt3jtOnT3Pz5k0ePXpESkoKjo6OnD9/HicnJzw9PfH19SUlJYWWlhYaGhooKioiNzeXrKwsMjMzyczMJDs7m5ycHK5fv87u3bs5ceIEPj4+5ObmSnMjkUgkEonkmfCkubl48SJpqamUlFRRXd9JSVUnmfktqPKaycxvIevB/4zM/yQjv4WM/GaKKjpobOlF2zPMxMQEXV1dVFVVoVKpCA0NJTg4mODgYNLT06mrq6OgoIDExETu3btHVlYWKSkp3L59m4KCAtrb26moqCA1NZW4uDhCQ0NJTEwkKytLNJqTkpK4cuUK/v7+REZGcuPGDTw9Pbl9+zaVlZUUFhaSnZ1NbGwsvr6+hISEEBcXR25uLnV1dWRmZnLr1i3i4uJITU0lKSlJbK+vryc3N5e4uDgqKysZHh6mpKSE6OhoEhISSE5OJjQ0FC8vL2JjY8nLy6OlpYWxsTHq6+vJzMwkNDSUy5cvk5aWRlNTEzk5OURGRhIUFIS/vz9JSUkUFBSQm5tLdna2aEdWVFTw+PFj7t+/T2xsLJmZmRQWFpKcnExISAjXr1/Hzc0Nf39/4uLiKC4uprW1laKiIpKTk4mKiiIwMJCgoCCioqIoLy9Hq9VSVVVFRkYGUVFR+Pn54e3tja+vLzExMaSkpJCUlMSdO3coKSlBrVaj0WjQarX09vbS3t5OZmYm0dHRwoCWlpaSk5NDZmYmGRkZFBUVUVRUREJCAjdv3iQgIICQkBCysrKora1Fo9HQ3t5OVlYWYWFhBAUFcfPmTcLCwkhJSaG5ufkb9QffanPT3NxMWloaly9fxtjYGAsLC3x8fLh79y6lpaWo1WpGRkbEtDTFgXZ1ddHc3ExWVha+vr5cv36dGzdukJCQwMOHDwkODsbY2Jjjx49z5coVYmJiyM3Npbq6mq6uLvLy8rh+/Tr29vZYWVlx6tQpLC0tsba25uzZsxgaGrJgwQKMjIzw8/PjwYMH0txIJBKJRCJ5JjxpbtwvXiQjPZW8B+VkPmgmOrmOq0EleN4o4mpQMdeCS/5HXA36DZdvFuMZWETEnRryS9poUvcxNjZBfX09d+7cISAggAsXLmBhYcGBAwdwcHAgKiqKa9eucerUKSwsLLC0tMTJyQkfHx8SEhIoLi4mKioKOzs7Ll68iL+/v2iwh4aGEhUVxYULFzA0NMTGxoaQkBDs7e0xNDTk/PnzwlicOXMGc3NzTExMMDY2xtjYGFdXV2JjY3F0dGTPnj04OTkRFxeHl5cXNjY2XL9+nejoaDw9PbGysiIpKQmtVktQUBC7d+/G3NwcOzs79u/fz/r16zEzM8PLy4uCggKGhoZQqVQ4OTmxb98+Vq5cia2tLcnJyVy8eBFjY2MOHjyIsbGxOGd3d3c8PT1xcHDg7NmzBAQEkJSUxIULF/jyyy+5fv06KpWKmJgYvL29OXz4MBs2bMDGxobo6Ghyc3PFbCNXV1fs7e05ffo0xsbG7N+/n4iICKqrq0lISODKlSs4OTlx5swZLCwsMDc35+zZs9jZ2XH8+HHMzMzw8/MjIyODgoICKisraWpqorKyEldXV3E8iYmJeHl54eDggJOTEx4eHoSEhBAVFYWHhwdWVlZ89dVXmJiY4ObmRkxMDMXFxZSUlODu7o6xsTFWVlacP3+ekydP4uTkRFFR0TfqD77V5qa1tZWMjAxu3LjB+fPncXV1JTQ0lKSkJFQqFZWVlfT19Yk5jMqcv8HBQTQaDTk5OXh5eREUFERmZiZFRUWUl5cTGxvLuXPncHJyIigoiNjYWO7evSuGEh88eMCtW7e4evUqbm5uuLi44OrqysWLF/Hw8ODIkSOsXLmSgwcP4uvrK82NRCKRSCSSZ8ZM5kaVlsrDwkoKy9tQ5bUQdaeG8IRqIpNqiLrzPyMy6TdEJNUQnlhNak4TFTVdtHcOMj7+G3Nz9+5dMcJx5swZDA0NOXbsGE5OTpw8eZK9e/fyxRdfsH37dqysrLh58yZxcXGkpaXh7e2NmZkZHh4e3L17l8TERKKjowkODsbX15fTp0+zc+dOnJ2dUalUeHh4CPPh4uKCubk5O3fuZP/+/ZiZmWFiYsLevXuxsbEhMDAQCwsL1q5dy4ULF8jKysLPz49Tp05hZ2eHu7s7J06cYNeuXXh7e1NaWoqHhwfbtm3DyMiII0eOsG3bNlasWMGXX36Jg4MDkZGRFBQUEBgYyKlTp9i2bRsLFy7k8OHDXL9+nePHj6Onp4eRkRHHjh3jxIkTWFlZcfbsWWxsbDA1NcXIyAhnZ2eCg4M5fPgwq1evxtXVlZycHDIyMoiPj+fYsWPo6Ojg7OzM/fv3KSwspKCgAH9/f06fPo2trS3nz59HX18fXV1drly5Qn5+PoGBgdja2uLk5ISLiwtnz57lxIkTmJubc/jwYb744gv09fVxdHQkMjKSW7duERISwr1790hKSuLYsWOsX78eOzs7goKCsLW15ciRI5ibm2Ntbc2lS5fw8fHh4sWLnDlzhr1797Jt2zbMzMy4cuUK2dnZPHz4EBsbG7Zu3crBgwcxNTVl3759WFhYkJub+436g2+1uenu7qa6upr79+9z+/ZtYmNjuX37NkFBQbi5uREVFUVzc/O0BU3KXMrKykri4uK4cOECYWFhNDU10dXVhVqtpri4mISEBOLi4khMTOTmzZs4OTkRHBxMcXEx1dXVVFdXTwtKUFpaSllZGRUVFQQFBXHgwAEsLS3x9vaW09IkEolEIpE8M2Zac5OakkJVVTWd2n60PcO0dw7Srhn4zb/fKANoe4bpHxxlZPQ3nclqtZqHDx+Sn59Pfn4+N2/exMLCgiNHjnDo0CH279/P7t270dPTY926ddjY2JCSkkJycjJxcXFcvnyZ48ePEx4eTltbm1gOkJiYiLe3N3Z2dpiamhIREYFGoyEhIUGMBJ06dYq9e/fy2WefcezYMXx9fXFzc8Pa2hp3d3eCg4OxtLRkw4YNeHt709raSmJiIhcuXMDGxgYrKyuMjIzYsGEDZ8+eJTIykosXL2Jubo6pqSlfffUV+/btw8DAgGPHjmFnZ4ejoyOurq7Y2dmJkZMdO3bw1VdfYWVlhbGxMbt27eLMmTP4+Phw6dIlHB0dsbe35+zZsxw6dAhDQ0McHBy4ceMGBw8eZMWKFXh6evLo0SOam5tpbGzk4sWL6OvrEx4eLtYF5ebm4uXlhaWlJVeuXCEgIABDQ0MWL16Mo6MjqampXLt2jXPnzuHn50dcXByBgYFcunRJHKu+vj56enrY29tz48YNrK2tMTExwcHBAXd3d4yMjNi0aRN2dnYEBARw7tw5vvrqK0xNTbGwsMDe3h5PT0/8/Py4fv06R48eRV9fn/3792Nra0tGRgZlZWU4ODiwbds2DA0NMTIywsDAgOPHj0tzM1U9PT3U1NTw4MEDUlNTSU5OJjk5mYCAAKytrQkICKChoYGenh56/j979/0dZ3nn//8f+PyS3eyeTchJ22zaJiEbNpwNsCSck7DJLjlJ6BAgkJgA+WKwIYCL3ItsyZYs2+q992qVUe+9zYx6nZGm9/ueajU/vz9IGplNsiEgWTZcr3MeB8d4NPeokHn5fV/XJcv4/X5WV1fRarXU1dWRk5NDbGwsDQ0NwU0CrFYr4+PjwR+ylpYWsrOzOXnyJKmpqQwODrK4uIgsy3i9Xtxud5DH48Hr9dLc3MyxY8c4d+6c2FBAEARBEIQddbttBW0ymRgcHKSzs5PW1laysrI4ffo0Z86cITw8nBMnTvDuu+/y3nvvcfDgQeLj42loaKClpYXW1lays7M5e/YseXl5qFQqhoaG6OnpQaFQkJubS1xcHOfPn6elpYWVlRV6enqIjIwkIiKCS5cucfToUfbu3Rt8Q5+UlMSVK1fIysqisrKSU6dO8eijjxIVFYVSqaS8vJzLly8TExNDQkICBw4c4JlnniEsLIza2loKCgpITEwM3sIVEhLCkSNHgrfThYWF8d5773Hx4p2ZcbQAACAASURBVEVSU1MJCwvj4MGDnD9/npiYGE6fPs0777xDREQEWVlZZGRkkJ6eTnx8PFFRUcG137m5uTQ3N3Pu3Dl++9vfBt/HulwuJEkiOzubt99+m+bmZlZWVjCZTAwNDZGamsrRo0eJj48nJyeH/fv389hjjxEZGUlNTU3w81VRUcHQ0BB1dXVkZ2dz6dIlQkJC+MMf/sDLL7/M+fPnSUxM5NChQ7z22mucO3eO2NhYDh06xP79+8nMzKSpqYmMjAwuXLhAaGgooaGhREZGEhsbS2pqKklJSRw5ciQ45YqMjKSzs5OJiQmSk5M5ePAgp0+fJjQ0lAMHDhAaGsrw8PC2fv/d0eXG4XAwOjpKe3t7cGrT2tpKQUFB8N7FhYUFLBYLWq0Ws9lMIBBgeHiY6OhoYmNjKSkpQalU4vP5cLvdLC4u0t/fT3l5OVVVVbS2tpKXlxds24ODg8Fp0M3bDa6srLC6usrq6ipdXV3BH2BRbgRBEARB2Em3W7lZWFigubmZvLw8YmJiCAsL48SJEyQlJdHY2Eh+fj4RERGkpqZSXV0dXGy/vsPbFLW1te+77T85OZm8vLzgmpucnBzi4uLo6elhZWWFwcFBEhISyMrKoqKigry8PFJSUoiJiSEyMpKYmBiSkpIoKyujvb2dM2fO8PDDD/Pmm28SHx9PdHQ0UVFRlJaW0t/fT3R0NL/97W9JSUlhcnKS/v5+GhsbycrK4uLFi8FJTXFxMe3t7URHRwfXpPT29pKbm8uFCxcoLCyko6MjuHziwoULREVFkZ2dTU1NDUVFRcEdfktLS1Gr1ZjNZsrKyggNDaW6uhqtVovdbsfhcFBSUsKZM2fo7u5mZWUFu93O2NgY6enpHDp0iIsXLxIXF0dISAh79+4lOjqa0tJSYmJiiIiIoLm5Ga1WS2dnJ0VFRaSmpnLp0iUOHz7Mvn37OHv2LJcvX+b48eOEhISQlJRESUkJsbGxXLlyhZ6eHsxmM4ODg1RWVpKZmUlMTAxxcXHExsZy+fJlwsPDOXbsGIcPHyYsLIy0tDS6u7uZmJjg2rVrpKenU1lZGSxd8fHxjI+Pb+v33x1dbiRp67a06upqqquraWhooLKykpycHFpaWrBarWi1Wtrb21GpVDidTlQqFWlpaRQUFNDb28vi4iJLS0t4vV7MZjMqlYrq6moqKyupr6+nvLyczMxM6urqgpsK3LwX+P+OOMRTEARBEIRb5XYrNxaLBaVSSWNjI0VFReTn55Ofn09bWxvz8/MMDw+jUCjo6elhdnYWpVJJS0sLo6Oj2Gw2xsbGqKuro7S0lOzsbMrKymhoaKCzs5OhoSG6urpobGxkZmaG1dVV5ufnaWxspLu7m5GREYaGhujt7aW+vp6ioiKqqqpoamqip6cHlUpFdHQ0zz77LKdOnaK4uJjy8nIqKysZHh7GbDbT1NREbGwsbW1t2O129Ho909PTdHd3U11djUKhCO54ptFoqKurIyEhgdbWVvR6fXC3taGhoeBfmldWVlJWVkZJSQltbW2MjIzQ399PZ2cn/f39jIyMYLVaWVpaYmRkhOrqalQqFVarNXiH0OZfvm++bo/Hg16vp6WlhaysLEpKSqisrCQvL4/MzExqa2vp7u5GoVBQWVnJxMREcCe73t5e2traUCgUFBQUkJaWRmFhIWVlZRQUFFBYWEhraytDQ0M0NzfT1NSETqdjaWkJs9nM+Pg43d3dNDQ00NDQQG1tLeXl5RQUFJCXl0dBQQGVlZW0tbUxNTWFTqdDqVTS29vLxMQEU1NTwbuuxG5pN+X69evBL1JzczPV1dVUVFTQ0tLC+Ph48BDPzVZbWVnJ4uIic3NzdHV1oVQqMZlMwU0HNg9p2tzKr7a2NvgDNTQ0hFarxePxBA8x+ksR5UYQBEEQhFvldis3S0tLwQM0jUYjRqMRs9mMy+XC7/fjdrvfd7Dn5gGXmwele71eHA4HJpOJxcVFTCYTDocDSZJwu91IkoTT6cTn83Hjxo3gTriSJOHxeHC73cEzZAwGAxaLBYfDgcFgYG5ujpKSEo4dO8a1a9eCZ7zYbLbgWTNOpxO9Xo/L5WJ5eZnr16/j8/mQJAm73R6cpLjdbvx+f/Bju1yu4Hs9u92O2+1+38GVJpMJg8GAw+HA4/EE3xPKsozH4wmec7N5hszm723eIbT5cTZf9+rqavC9sNFoDB5ouvnrzc+Z3W7HZrMFD8z0+XzBg0jtdjsWiwWj0YjBYECv12M0GoOHbG4eSLp5KOna2lrwayRJEg6HA4fDETzz5ubHb57hs3lg6+bXxev14vP5cLlcOJ3Obf8evaPLzeYXdXOdzODgIL29vUxOTgY/WWtra8zPz1NRUUFraysmkwmr1crCwgJmsxm/3x88WXZtbY3V1VWcTiezs7OoVCq6u7uD+35vlqC/FlFuBEEQBEG4VW63crOZzdv3N3et/TCP3zwEcjsev3ng5dDQEOXl5UxMTAQ3nNrpbJaRzeu53T7+5pEpS0tLH/rxf+75Nzfz2nQrckeXm81CstkgNxuhz+djeXk5+A0rSRJzc3Po9Xo8Hk/w9NrNL+D//sRvTnA8Hg+SJAX/JuGD/nCJciMIgiAIwq1yu5abj/rGdvN93nY9fvPNt9vtDk4ybtWb7puPJNmJ5/uoH3+nHi/KzQ5laWkJt9sdHMd92L8B+KAR5UYQBEEQhFvlz5Wb5pZm5ubndrXciIjsRj4R5WZtbS04Fv0ofwPwQSPKjSAIgiAIt4ooNyIiW/lElJtbHVFuBEEQBEG4Vf7SbWlTc9M4fC6cSxLmgA1zwLrxz+3lWHLhWfGxtLYcXA6g1WrR6XRYrVZ0Oh0zMzOYTCYCgQB2ux2NRsPk5CRqtZq5uTksFgtWqxWr1YrZbMZgMCDLMjdu3ECWZRYXF9Hr9ZjNZrRaLePj46hUKvr7+1EqlYyPj6PVarFarSwuLjI1NcX09HTw4PW5uTnsdjvLy8vIsozJZGJ2dha1Ws3ExASzs7PY7XZWVlaCGxps7uymVCpRqVRMTU2xsLCAVqtFq9UiSdKfvAdcW1vDZrMxMzOD0+nkxo0bweUTFosFjUaD2WzG6XSyuLjI5OQkExMTTExMsLCwENwwYHOrZ41Gw/T0NOPj44yPjzM1NYXT6dyFd7d3TkS52YGIciMIgiAIwq3yv8tN9NVo2lraGJ0ZZ05aYEyeods2RKdtgC7bIN1BQx/S+uO7bIN02gZRS5Ms+oxIy25Wb6wxMzNDeXk5tbW19PX1BQ+N7OjowGazoVKpKC0tJSUlhUuXLlFQUEBPTw/9/f309/fT1dVFc3Mzs7OzrK6uMjs7i0KhoLGxka6uLsrLy0lISODChQscOXKEsLAw4uLiKC8vp6+vj+rqatLS0sjKyiIvL4/8/HwKCgoYHh7G6/UyOztLe3s7+fn5REZGkpiYSF5eHkqlEr/fj8FgYGRkhOLiYkJDQwkLC+PixYvBnXfLy8spLy9namrqT94DLi8vMzg4SE5ODqOjo6ytrSHLMjqdjp6eHsrKyujq6mJ8fByFQkFycjKJiYkkJiZSWVnJ4OAgRqMRv98f/DxlZGQEz4RJT09ndHR0F97d3jkR5WYHIsqNIAiCIAi3yv8uNzHRMbS3tqOcVqN2TNBhH6BMX0/JYg2lulrK9HUb6j+k9ceX6hSU6BS0WnqZkOewBhysrK3S3d3N2bNnOX/+PDExMaSmppKbm0t9fT0qlYqamhpiY2OJj48nNTWVjIwMsrKyyM3NpaCggOTkZCIiIiguLkatVlNcXMzJkydJSkqiqamJqqoq8vPzOX36NM8//zzHjx8nNzeXqqoqWlpaSElJ4dChQ8TGxlJVVUVmZmbwkM6BgQGqq6tJSUkhNTWVtLQ04uPjiYqKoqamhpmZGYaHh2lrayMpKYn33nuPEydOEBYWFjy8Mzw8nLNnzwYLzsTEBOPj48FJVUlJCYcPH6agoAC1Wk1nZyfV1dWkpqZy8eJFiouL6ezsJC8vj4sXL3L69GmOHj1KZGQkmZmZqNVq3G43NTU1nD17ljNnznD69GkOHz7M0aNH6ejo2O23urd1RLnZgYhyIwiCIAjCrfLnyk1HazuD08P02pTUWFpImy8iaTaP1LkC0uYLNxR9SOuPT5nLJ3kun0pDI8OucYx+Kytrq1RWVvL888/zxBNP8MwzzxAeHk5HRwfNzc2Ul5eTmppKeHg4JSUlTE5OUl5ezvHjxzl58iTnz59n//79PPXUU7z99ttER0ezf/9+Hn74YY4fP05bWxtqtRqNRkNSUhKPP/440dHRzM3NoVKpaG1t5dKlS7zwwgukpKSwuLhIVVUVZ86c4eLFi0RHRxMaGsrBgwcpKChgZmaGiooKwsLCSEtLo7q6mpqaGqqrq0lKSuLkyZPExMSQl5fHpUuXOHjwIH/4wx+CpSotLY2kpCQSEhKoq6tjZGSES5cu8eSTT/Lee+9x5coVQkNDOXToEG+//Tb79u0jLi6O2tpasrOziYqK4sSJE+zfv5833niDt99+m/r6epxOJ6mpqbz00ku8++67nDlzhtdff52XX34ZhUKx2291b+uIcrMDEeVGEARBEIRb5S/dlqaaGWHCNcuAa4QGcye1pjbqTe00mDs2dH5I64+vN7VTZ2qjz6FizruIY0lidW2N8vJynnzySR599FGee+45Lly4QGtrK/X19RQVFREXF8epU6fIz89nbGyMwsJCDhw4wMGDBzl+/Dh79+7l6aefJiQkhOzsbA4cOMCPf/xjjh07RltbG3Nzc/h8PnJzc3n00UdJSUnB4/Gg0Wjo6uoiPDycX/ziF1y5coXp6engoZ2hoaFERkZy/Phx9u3bR1ZWFpOTk8HJUHx8PKWlpeTl5ZGenk58fDyXL18mKyuLyspKoqKiePPNN3nxxRd57LHHeO+994iLiwuWpc1b444dO8bjjz/O0aNHycjI4MqVK5w6dYq3336bV155hfPnz5OTk0NCQgIREREcPXqUN954g5deeokXX3yR8vJy7HY7KSkpvPjii7z33nucOXOG3//+9/z617+msrJyt9/q3tYR5WYHIsqNIAiCIAi3yl/aLW16bhqXT8a94sW5JO0Y97IH/2qA5bX1Q9Grqqp48cUXefXVVzl+/DixsbGUlpZSUVFBZWUlCQkJHDlyhJiYGKqqqkhKSuLIkSMcPXqUU6dOERISwrvvvktOTg4zMzOkpaXx/PPPEx4eHjy/Z2VlhcLCQp544gkyMjJYWlrCYDAwMDBAeHg4P/3pTzl27BgKhYLExEQOHz5MREQEGRkZXLhwgXfeeYeYmBhqamqIj4/n8OHDxMfHB29ZCw0NJSYmhuzsbEpLS6mpqeHy5cvBEvLUU09x8uRJ8vLyOHPmDK+88gqHDh0iLCyMt99+m9/97ndkZGQwOTlJR0cHJSUlnDt3jldffZUjR44QERFBeHg4586dIyQkhH379vHiiy/y3HPPUVJSgt1uJy8vj7feeoujR49y+vRpXn75ZZ599llRbv5KRLnZgYhyIwiCIAjCrXK7bQXd3d1NaGgoV69epaSkhGvXrlFdXU1LSwuDg4Ncu3aN6OhokpKSyM3NJSsri/T09ODam/T0dJKTk+ns7MTtdtPa2sr58+fJy8tjaGgIo9HI2toazc3NhISEoFAoWFlZwWAw0NfXx4ULF3jkkUcICQmhpKSEzMxMYmJigmtdysrKSEhIID09nby8PFJSUrh69SoVFRUMDQ1RVlbGlStXKC4upquri+7ubrq7uyksLOTSpUucOnWKgwcPcuXKFQoKCoiKiiIkJCQ45bl69Srnz5+npaUFSZLQaDQMDAyQn59PeHg48fHxZGdnk5iYyOXLl4mIiCAsLIwTJ05w4sQJmpqasNvtNDQ0EBsbS1ZWFoWFhURERHDixAk6Oztv+df0ToooNzsQUW4EQRAEQbhVbrdyo9VqaWhooK+vL7jdcW9vb3Ab46mpKRobGyktLSUzM5Pa2lpGRkYYGxtjdHSU4eFhenp60Gq1LC8vMz8/T1NTE0NDQ+h0OiRJYm1tjenpaSorK5mYmGB1dZXFxUW6urqIiIjgiSee4Pjx45SWlqJQKGhubmZychJJWt+menh4mJqaGtLT0ykpKaGhoYHx8XFcLhfDw8NUVFSgUqlwOp0YjUbm5uZQKpW0tbUFNzTIzc0lOzubrKwssrKyaG9vZ25ujr6+Purr65mdnWV5eRlJkjAYDCiVSpqamujr60OlUlFbW0tWVhYFBQWUlpZy7do16urqmJiYwG63MzY2RmdnJ1NTUxiNRgYGBqivr0ej0dzyr+mdFFFudiCi3Ag7QZYl3BtkefevRxAEQbg9/KVzbubn53el3LhcLubm5oLn2jgcDjQaDTabjZWVFRwOBzMzMwwNDdHa2srY2BgOhwOn04nD4cBisaDX65Gk9RLjcrnQaDSYTCZkWSYQCHDjxg3sdjvT09PYbDbW1tYwm82oVCry8/M5ceIEWVlZ9PX1MTo6ytzcXPDcGZ/Ph9VqZXR0lObmZgYHB5mZmQlen9FoRK1WYzabWV1dxefz4XA4MJlMLCwsMDU1hVKppLe3l7a2Nrq6uhgYGGBhYQGfz4fJZHrf8y0tLeHxeDCbzWg0GoxGI1arlYmJieBj1Wo1k5OTzM3NYbVa8Xg8WCwWdDodsiyzsrKC1Wplfn4el8t1y7+md1JEudmBiHIjbDdZlvB4JHxeGZ9XxusRBUcQBEFYd7uVm5WVFQKBAEtLS6ytrbG8vEwgEGB5ef2Qz+XlZfx+Px6PB0mS8Hq9LC8vs7KywvLyMktLS1y/fp2VlfU1PDd/vJWVFdbW1t73cTY/7uZ5MkqlksbGRsbHx5FlGa/XSyAQCH681dVVlpeX8Xq9uFwuPB7P+z7O5qGbS0tL7/vzS0tLBAIBfD4fHo8Ht9v9vs9/IBBgdXWVpaUl/H5/8PnW1taCv7/5OpaXl/H5fMHHer1efD5f8PO0+edv/jxsfh5XVlZu+df0ToooNzsQUW6E7SBvTGhcLhcOpwurzYHZYsdidWC1OXA4Xet/ThJFRxAE4ZPsdis3u5VAIIAkSZjNZrRaLS6Xixs3buz2ZYnc4ohyswMR5UbYDh73OqfThclsZ3bexNikgfFpIzPzZkwWO5K0fpuax7371ysIgiDsDlFu1rO2tsbKykpwQrI58RD5ZEWUmx2IKDfCR+Zy4XA4MRhtjE4a6B3S0tE3T2vPHO1983QNahkcWWR82ojeYMPpdOJyuXb/ugVBEIRbTpQbEZGtiHKzAxHlRvgoZFnC5XSh09tQjukpq50gtVBJbsUIJTXjlNVOUFo7TkHlGBV1kyhHdRhNNhwOp7g9TRAE4RNIlBsRka2IcrMDEeVG+CjcbgmbzcHwiI6almnyr42SU6amunmKps5ZalqmKVGMk16sJrNYTWPHLGNTBixWO16vLAqOIAjCJ4woNyIiWxHlZgciyo3wUXg8MgaTnermKZLzlZTVTtDeO8/krBHNgoV+5QI1zdNklY2QnK+ksGqM1p459EYb1wMevB7xPSYIgvBJIsqNiMhWRLnZgYhyI3xYsiTh9boxGO1U1E8Smz1Ecc047X3zzMyb0CxaaO2ZJ6dslMjkfk5f7SIyuY+cshGGRnRYrQ6cTheS5MLtXi9KbrfYTU0QBOHjTJQbEZGtiHKzAxHlRviwNsuNcWNyk5g3TG7FCDUt06jGdKgn9BRWjnE+toc3TzTxu/dqefNkE+dieiivm0Q9rkdvsCFJLnw+mesBNz6fjEeciyMIgvCxJcqNiMhWRLnZgYhyI3wUbreM1eqgV6nlWsMkxTXjlCjGaeqcpalrjqySESIS+zh6sYP3zrVyIqqTyMQ+0gpVlCkmaOiYpWdIw8iEnnmtGYPJht3hYH2aI+Nxy7jdYm2OIAjCx4UoNyIiWxHlZgciyo3wUcjy+tk2OoONkQkDNS3T5JaPkFcxSm75KFklI6QXqUgvUpFRrCa/YpScshGupA9wLraHc3HdRCb3kV6koqpxisGRBRZ0FpxOF36fm4DPjd/nxiumOYIgCB8LotyIiGxFlJsdiCg3wnZwOJ3ojTaGR3W0dM/R0D5LXesMDe2zNHfN0dmnoXdIy6B6ke7B9SlPZukICblDxGQOEp8zRHqhihLFOPXtM/QMahmZ0DOnMWMw2rDZHLhcLmRZ2pjmiLIjCIJwJxLlRkRkK6Lc7EBEuRG2hezCJbmwOxyYLXYWdFbmtRa0i1Z0ehsWiwOnw4lLcuFwOjGa7czMm+lTLqBomSarVE10+gAXEnoJi+8lKnWA1EIlVY1T9A4vMKc1Y7c78XhkAn6xNkcQBOFOJcqNiMhWRLnZgYhyI2wHWV7n8Ui4N25Vs9tdOBwuXE4XblnC55Xx++SNYiLjdLhY1FsZmzTQ0TdPVdMk+ddGSS1UkZg7TGLuMJklaoqqx6hpmaajX4NyTM/s/MY0x76xNkdeX/uzuTZHvg0+H4IgCMKfJ8qNiMhWRLnZgYhyI+wIlwvJddOvpa0CtDltkaX133e5XDgcTsxWO5pFC+pxPU1dcxRVjRGfM8TFxF7OxfVwMamPlHwlFfWTDCgX0C5acDicG6Vpa22OW0xzBEEQblui3IiIbGVHy83q6ipLS0v4/X68Xi8+n4/r16+zsrLC6uoqa2tr3LhxYycvYVciyo2wU2Tp/56iyNL6+hmvZ32a4/XKuCQXJrOdyVkTfcNaalunKagaJbVIRULuMEm5w2QUqympGae+bYbuQQ3qcT0z8yZ0BhtWmwOXy4k7uDZHTHMEQRBuJ6LciIhsZUfLzdLSErIsY7VaMRgMmEwmXC4XPp+PpaUlVldXRbkRhB0gSzdPdNYP9XRJ65sUWG0OFnQWRicNtPXNU1w9TmLeMJHJ/VxI6OVKaj+pBUquNUzSPahlZt6E1ebA45YI+Nz4fG68HllMcwRBEG4TotyIiGxlW8vNjRs3WFtbw+PxsLi4yMDAANeuXSMjI4Po6Giys7Pp6OhgYGCAjo4OlEolJpMJr9fL6urqdl7KrkaUG+F2s752R8bnXSfLEmarg1mNmX7lAnXtMxRVj5NZoiIlX0lKgZKsMjVFNeMoWqbp6NMwPKpjatbEgt6K2eLA6XQhSxJu98ZERxabEQiCIOwGUW5ERLay7eVmdXUVnU5HfX09ERER/OY3v+Ghhx7iW9/6Fo888ggXLlzg6tWrHDx4kMuXL9Pd3Y3RaPxY/fCJciPcrjZva5NlCWljquN0urBaHSzorYxNGejonaeifoK0IhVX0ge4mNTHpZR+kvOVlCjG6ejXMDFjxGS245Yl/P6N3da869tJ7/ZrFARB+KQR5UZEZCvbWm6Wl5fxer10dXVx/PhxXnjhBR577DHuu+8+/vEf/5Hvf//7HD16lMOHD/M///M/7Nmzh5ycHNRqNR6PZzsvZVcjyo1wJ3jfNMezPs2xWB3MacwMjSzS1DVHWd0k2eWjpBWqSC1UkVWqprhmnJqWadp75xlSLzI5Y0S7aMFktuNwOIPrfsTZOYIgCLeGKDciIlvZ1nLj9/uxWCxkZ2fz4IMPcs8997Bnzx6efPJJvvjFL/If//EfHDt2jL179/K1r32NBx54gFOnTtHQ0IDD4djOS9nViHIj3En+3DTH5XJhs68fIrq+EcECNc3T5JaPEJc9RFTqAJfTBkjIHaawaoymzllGJwwYjFZkSSLgdxPwu/H7xDRHEARhp4lyIyKylW0vN1arldzcXB566CHuvvtunnzySf7rv/6Lz3zmM3z961/nueee41e/+hVf/vKXeeihh7h48SIdHR24XK7tvJRdjSg3wp3qz63NsdqdLOgsqCf0dPRpqG6aorBqjKwSNamFKtKLVOSWj1BRN0lT5yz9ygXGp41oFi0YzXbsDieSdNPaHDHNEQRB2Fai3IiIbGVby83m7mgKhYIXXniB+++/nwceeIBvfOMb/L//9//41Kc+xTe/+U3uvvtuvv71r/P000+Tl5fHxMQEXq93Oy9lVyPKjXCne/+W05u7rbmwO5yYLXbmtWaGRxapb5shu1TN1fQBwuJ6CY/vJSZzkNzyEeo7ZlGO6dEZrEiShN8nB6c5Xo8oOIIgCNtFlBsRka1sa7lZWVkhEAgwOjpKSkoKISEhvPrqqzz22GP86Ec/4qGHHuKRRx7hueee44033iAmJob+/n4sFgtLS0vbeSm7GlFuhI8TWZbwuKXgNMfjkXE6nOj1VsYm1zcgqGyYIqd8hNQCFcn5w6QVqsitGKV8Y5rTO7zA6KSeOa0ZvXHz7BwXblnCfdPZObv9WgVBEO5EotyIiGxlR7aC3rw9TaVSUVJSQnx8PBEREYSHhxMREUFOTg4DAwPodDrcbjfLy8usra1t56XsakS5ET6Obp7myJvTHJcLh8OJyWJnTmtmSK2jrm2G/IpR4rIGiUzuIyKpj+jMQbJK1VQ3TdGnXGBWa8Zud+Lzyvj9bvx+Nx4xzREEQfhQRLkREdnKtpab1dVVlpaWsFgsqNVqGhsbycvLIzk5mbi4OKKjo7l8+TLp6enU1tYyNDTE4uIikiSxsrKynZeyqxHlRvi4kyUJtyzh9dw0zXGub0AwPmWgZ1CDomWawqoxMorX1+akFarILhuhuHp9t7WOPg3KUR3TcyZ0Buv7pjmejWmOODtHEAThrxPlRkRkKzuy5mZgYICYmBhOnjzJ2bNnCQ0N5fz585w9e5bjx49z5MgRDh8+THR0NE1NTczNzeH3+7fzUnY1otwInyTBaY7sQpJdSC4Jp9OJxepAu2hBOaanpWuOwuoxEvOGuZjYx/m4HiKS+kjMG6a8boKuAQ2zGjM2mxOfR+b6xjRHnJ0jCILw14lyIyKylW0vN5Ik0dLSwoEDB3j66ad57LHHePTRR3n88cd5/vnnef3119m/fz/79+8nIiKC2tpapqen8fl8cj6rAQAAIABJREFU23kpuxpRboRPIlle3xHNtzHN8XpkXC4XBpONqVkTfcoF6ttnKKoeJ6NYTVLuMIl5w2QUqyisGtuY5swzPKpjatbIgs6K2WLH6XRtfOyNs3PENEcQBOF9RLkREdnKjkxu6urqePnll/n3f/93PvvZz/KpT32KT33qU3zrW9/iySef5I033uDw4cPEx8cHf/hEuRGEj4f3rc3ZnOZsrM+x2h0sbmxE0NYzT4linMS8YS6l9BGW0ENk8vo0p7h6nPbeecamDJjMdmRZwu9bPztHTHMEQRDeT5QbEZGtbPtuaX6/n+HhYS5fvswrr7zCww8/zHe+8x3uuusuvva1r/GTn/yEPXv2cOLECXJychgaGsJsNn+sfvhEuRGEdZvTHI9HxueT8W6cnWO2OJidNzGoXqCxY5bS2gkyy9SkFCpJzleSXqQir2Lr7Jy+4QXGp4xoFiyYLHYcTuf7pzlitzVBED7BRLkREdnKtpabtbU1VldXcTqdTExMUFtbS0xMDHv37uWhhx7innvu4d577+XJJ5/kzJkzVFZWotVq8Xq9rK6ubuel7GpEuRGEP7VZPmRZQpI3dlxzrZ+dozfamJgx0jWooaJ+krQiFZHJfYTG9nAutoer6QPkXhulsXOO0SkDBpNtfZrjd2+cnePG4775bB5BEIRPDlFuRES2siOTm5mZGcrLy7l69SrHjh3jpZde4oc//GHw8M777ruPZ599lvDwcLq6ujAajR+rHz5RbgTh/ybftNOaz7c+dbHaHMwvmFGO6mjtnqO8boLs0hGS8oZJzB0ipUBJbvkoFfWTNHXN0q9cYGzKwJzWjMFow253Irlc65MisTZHEIRPEFFuRES2sq3lJhAIYLfbqampCd6S9uMf/5j777+f7373u3z1q1/lrrvu4rOf/Syf//zn+eUvf0lycjLDw8O43e7tvJRdjSg3gvDByNJ6AVlfp7O+NkfaPDvHbGNmzkTfsJbqpikyilVcTR8gPL6XC4m9xGQOklOuprZlikH1Ags6K06nC79PXp/meGW8YpojCMIngCg3IiJb2fYNBVwuF52dnZw5c4a9e/fy5ptv8sYbb7B3715eeeUVfvOb3/DrX/+aZ555hsOHD3Pt2jWmpqbEhgKC8AknyxIet7Q+zfHKeNwSdruTBZ2FkQk9Hb3zVDVOkXdtlPRiFSkFSlILlWSWqCiqHkPRMk1HvwbVuI4ZjQm9wYbN5lif5tx0do6Y5giC8HEjyo2IyFa2/RDPQCCAwWCgp6eHxsZGmpqaaG5upr29nfb2dlpaWmhubqahoYHe3l40Gg1Op5Pl5eXtvJRdjSg3gvDh3bzbmiS5gmtzXE4nZoud+QUzw6OLNLTPklsxypW0Ac7F9XDmahcXk/pILVRyrXGSftUi81oLTqcLn3djmuN34/WIgiMIwseLKDciIlvZ1nKzvLyM1+tlbGyMnJwcrly5QlRUFJcuXeLSpUtERUVx5coVrl69ytWrV8nPz6e/vx+9Xk8gENjOS9nViHIjCNsjOM3xyPh969Mcp9OJ3mhlYtpI96CWqqb1aU5KgZKE3GGS8ofJKFFTVDOOomWazn7Nxtk5JhZ0VixWR/DsHDHNEQTh40CUGxGRrWz7mhubzUZlZSUvvfQSDz74IA888AD33nsvd999N9/97ne59957+cEPfsD999/Pnj17yMzMFGtuBEH4q/707BwJp9OF1epEs2hBNa6nuWuW/MpR4nMGuZDQy/m4HiKS+0jKG6ZUMU5H3zxTcyYsVgdejxzcac3rkcXaHEEQ7lii3IiIbGXbJzeyLNPf38/ly5d599132bdvH7/4xS/4whe+wJe//GUefvhhXnjhBfbt28eVK1doampibm5OrLkRBOED2Tw7x+tZPzfH65FxulwYTXamZo30DWupb5umuGaMzFI1SfnDJOUNk1qgJLdifbe15q45BlWLTM4YWdTbsFoduFxb0xyPmOYIgnAHEeVGRGQr21puNnPjxg1u3LiB3+/HYrGQnJzMv/7rv3LPPfcQGhpKa2srDoeDtbU11tbWgn/+4xJRbgTh1nJvbC0d8LlZvu4h4HcjyxILeiv9qkUq6ieJzRrkTHQ3B8PaOBLRQXh8L5klalp65pmcMWK3O/F53SwFPFz3e/B53LjFz6sgCHcAUW5ERLay7RsKLC0tYbVaGRkZob29HYVCQUhICF/60pf42te+xmuvvUZsbCz19fWMjIyg1+uRZVlsKCAIwocmS1sFx78xzZFlCZPFzozGzIBqkYb2GUpqxkkvUpGUN0xCzjDpRSoKq8epaZmivXeewREdk9NGtItWLBYHTsfGNMcjb52dcxu8XkEQhJuJciMispVt3wra7XajVCpJTEzkxIkTHDhwgF/+8pf8wz/8A//0T//EQw89xEsvvcShQ4dITk6mo6MDrVaL3+/fzkvZ1YhyIwi7Z2ttjoS0wbVxdo7eYGNy2khnv4ZSxQSpBSqiUvu5mNTLxaQ+EnKHKaoao61nnuk5ExaLA69XJhBwE/C78XnXC85uv0ZBEISbiXIjIrKVbS83kiTR09NDeHg4b775Jn/4wx946qmnuP/++3nggQf4xS9+wYsvvsibb77JlStXaGtrQ6vVfqTd0lZXV7l+/To+nw+3243b7cbj8RAIBP7sbW+rq6ssLy/j9/vxeDzBx2z++bW1NVZWVggEAng8Hvx+PysrK8GP9dciyo0g3B42py7ejbNzZEnCarUzpzUzNLJIS/ccFQ2T5F0bJa1IRWqhioxiNQWVY1Q1TdHaPc+gepGJGSPaRQsmsx2Hw/kna3PENEcQhN0kyo2IyFZ2pNx0dXURGhrKG2+8weuvv87evXvZt29f8EDP/fv38+677xIbG0tvby8Gg+Ej/fBdv34dSZKwWCwsLi6ysLCATqfD4XCwvLz8J+VmaWkJj8eDzWZDp9OxsLDAwsICDoeDlZWVYPFxOBzo9XpsNhuBQICVlRVRbgThDiUHuYI7rjkcTkwWO9PzJnqHF6hqniKjWM3VjEHC4nuISOojLnuQgsoxWrrnGJnQYzTbkGWJgH99muP1iGmOIAi7S5QbEZGtbGu5WVlZwefzMTMzQ2VlJdnZ2WRlZZGXl0dJSQnFxcXk5+eTnJxMREQEcXFxlJWV0d7eHlx/87f8EK6srOD3+9FqtXR0dNDU1ERbWxudnZ309PQwOzuL3+8PTlw21wTpdDq6u7tpbW2ltbWV9vZ2Ojo6GBsbw2q1otFo6O/vp7W1lfr6elpbW+nt7WV2dhaPx8P169e5fv06gUAAv9//J1pbWzl58iRhYWGi3AjCbWZ9miPh865PdNxuCavNgVZnQT2hp71vnqqmKXIrRkkvVpFSMEx6sYq8a+s7rTV2zNIzpGV00sCc1oLRZMduv2ma41n/mGK3NeEvkSUZj+TGI3nwyBskN25JbEkufDii3IiIbGVby82NGzdYW1sLvol3Op04HA6cTiculwun04ndbketVlNUVERcXBwRERFcuXKF9PR02tracLlcH/j5/H4/VquVtrY2Lly4QFhYGMnJyWRnZ5Ofn09PTw+yLAfLzeZ1dXV1cenSJS5evEhCQgJpaWlkZGSgUCgYGxujsbGRq1evEh4eTnh4OBcvXiQiIoKqqiqMRiMul2vjHn4HNpvtTygUCg4fPszZs2dFuRGE29T730S6gmt0XC4XJrOdmXkzfcoFqpsnySpVcyV9gAuJfZyP6+FqxgDZ5SPUt88yOqFHb7hpmhNw4/etF5zdfo3C7ckreQjIfgJygOvudQHZj0/y4JbE/0cIfztRbkREtrLtkxu/38/s7CzV1dXk5eWRn59PQUEBhYWFFBQUkJeXR1RUFPv27WPPnj3s2bOHP/7xj1y8eBGFQoHdbv/Az+dwOBgdHaWwsJBDhw5x9OhR4uLiyM/PR6FQMDo6itfrDZYbWZbRaDSUl5dz+PBhjh49ytWrV8nOzubatWs0NDTQ3t5OYWEh4eHhREdHU1hYSFJSEidPniQ9PZ3h4WFUKhW9vb00NzdTU1NDTU0NCoUChUJBbW0tkZGRvPDCCxw4cID09HT6+/tFuRGE29jNa3P8G5sG2OxOtDoLIxN6Ovo1VDdPUVg1RnqxitRCJWlFfzrNUU/omdGY0Bus2OzrZ+d43NLGNEecnSOsl2ezw8yCTcecVcu0ZY5Z6zzzVg1GuxG7c+PMJVFyhL+BKDciIlvZ1nITCASwWq2UlZXx1FNPce+99/KDH/yABx54gAcffJD//M//5L777uPb3/42n/nMZ/jiF7/IvffeyzPPPMPJkyeprKzEZrN94OfT6XTU1dURExPDH//4R44ePUpSUhIKhYLx8XGsVitLS0vBNTdms5ne3l5SU1PZv38/hw8fJj4+nurqakZHR+nt7aWiooLU1FQiIyOpqKhAr9fT0tLC6dOnuXLlClVVVRQXFxMXF0doaCjvvvsu77zzDgcOHODQoUMcPnyYF154gfvvv59XXnmFjIwMhoaGRLkRhDuELG3eUuYK/trpdGGzOdAuWFCP6WjqnCWvYpS47GHCE/q4kNDH5dR+MorVVDVN0a9cYEFnwel0EvDLXA+48fvceDzi5/+Tzu60M2GZpkPXS622lfK5OirnG6jXtqIyjaG3G3G4nHglj7hFTfjARLkREdnKtpYbn8+H0WgkPT2dH/zgB3z5y1/mRz/6EY8//ji/+93veO2113jllVd4+OGH+fu//3u+8IUv8Ktf/Ypjx45RWFiIUqnE7XZ/4OezWCz09vZSXl5OcnIyWVlZVFdXo1AoqKqqYmBgAKfTyfLyMmtra9jtdsbGxlAoFCQkJJCRkUF1dTX19fXU19dTXFxMYmIiV69e5dKlS9TV1eF2u+np6eHUqVNERUVx7do1FAoFlZWVFBQUkJKSQnJyMqmpqaSlpZGens6RI0f45S9/yf79+8nIyGBwcFCUG0G4w2yuofFurM3xetZvtTWYbEzOGOkZ0lLXNkNR9ThZpSOkFihJK1SRVaqmpGacutZpugY0qMd1zMyb0BtsWGxOXK6tSZFHrM35RJAlGYfLyZxVw4BeScNCG2VzCirnG6nRNFMxV0/ZnIJqTRMtC11MmGewOmw4nU4xwRE+EFFuRES2su3lRq/Xk5SUxLe//W2+8Y1v8NprrxEdHc21a9dobW2lra2NM2fO8JWvfIXvfe97nDx5ktraWnQ6HX6/n9XV1Q/8fB6PB51Ox/T0NGNjY4yNjTE+Pk5lZSUnTpwgLS2N+fl5fD4fq6ur+Hw+rFYr8/PzjIyMMDo6yvT0NPX19Vy6dIkzZ85w6tQpzp8/T1RUFI2NjcFyc/LkSS5fvoxCoUCtVmM0GjGbzRgMhj9RWVnJe++9x+nTp0lPT6evr0+UG0H4GJBlV5AkubBaHSzorKjG9TR3zVFcNUZ89hCXkvsIi+/hStoA6UUqKhun6FcuMqu14HC68Ho2zs7xbRSc2+C1CTv4fSPJWJxW2hd7yZosJmUyj9TJAmo1rfTrldRr2ymarSRuPIuro6k0aNuZs2ixOmx4JM+uX79w+xPlRkRkKztWbr7zne/wpS99iV/96le89dZbhIWFER8fT0ZGBvv37+fzn/8899xzD2fPnqW5uRmbzcbq6uoH2mp5M7IsMz8/j1KppKOjI7hTWkFBAadOnSIrKwutVovNZsNgMLCwsIBGo0GtVtPe3k5bWxvd3d2UlpYSGRlJZGQk8fHxwc0EsrOz6enpoaioiGPHjpGQkEBPTw+Li4v4/X6WlpaCO6fdrKOjQ+yWJggfQ7Is4XZLeD3ra3M8bhmXy4XBaGNq1ki/coHG9hnKayfIKVMH1+dklY5QXDNOTcs07b3rZ+dMzhpZ0FmxWB04nS7c/+vsnN1+rcI2fc9IMnanA61tkar5BqJH08mcKqZ0VkG9to1OXT99eiVdugEyp0u4NJJE6VwN/QYlOpsBr+QV0xvhrxLlRkRkK9tebgwGA6mpqdxzzz18+tOf5l/+5V+45557ePDBB/n5z3/OCy+8wE9+8hP+7u/+jrvvvpuQkBCqq6uDZ92sra194Oez2+2oVCoUCgUpKSkkJSWRnZ1NWloaMTExVFdXYzKZWFhYoLu7m46ODvr6+lAoFKSmppKUlERGRgapqanEx8eTm5tLQ0MDOTk5nDp1ijNnznD58mXOnz9PSEgIWVlZTE9P43K5gmfebB76eTNxzo0gfPxtTVtc71un43Q40RusTEwbaOudp6hqjMTcYS4m9hIW38OFxF4Sc4cpqRmns1/LrNaM1ebE75W5vnl2jlcUnI8DWZKRJRmjw8yoaZL86WtEjCRSPldHr36Yem07Ck0rM5Z5bA47ddpW4sYzyZ4uRaFtZsY6j0+UG+EDEOVGRGQr236Ip9PppLW1lZCQEF5++WVef/119u/fzzvvvMNbb73F66+/ziOPPMJdd93FV7/6VR5//HGOHz9OUVERKpUKj8fzgZ/P7XazsLBAf38/165do6SkhIqKChQKBU1NTYyOjiLLMrOzs1RVVVFXV4dKpaKnp4eqqirKysooKyujurqapqYm+vv7mZ6epru7m4KCAjIzM8nMzCQ7O5u8vDw6OzuxWq0EAoH/s4SJciMInyxueX2a4/XK+LwyksuF2WJnZt7EgHKBxs5ZymonyC0fIa1QSVqhkowSNYVV41Q3T9PWM8+QepGJaSPaRQsmsx2n07V1ds7GNEfcvnZnkSUZWZaxOm3MWOYpnVUQOZJI3HgWKRP5xI1nkzyRT6eun2nzHCWzNVweTSV/poLWxW40tgV8sig3wl8nyo2IyFa2tdysra2xtLSEzWZjYmICpVLJyMgIarU6OGGJiorixRdf5Jvf/Caf+9zn+MpXvsIPf/hDXn75ZVJTUzEajR/4+TYP5bTb7UxNTaFSqRgYGGBqagqHw0EgEGB1dZXJyUlycnKorq5Go9Gg1+uZnZ1ldHSU/v5+JiYmsFqtuN1uAoEADocDjUYT3EFNrVaj1WpxOBwsLS0Ft5b+SxHlRhA+6VzBMiLLLuwOJyaznakZIz2DGiobJ0ktVHE5bYBzsT1EJvURnz1EcdUYbT1zjE0ZsFgcyLK0Ps3xufF61reo3v3XJvwtNv+bb3KYqde2cnk0hT8OnOHFzrf5/3qPcGToIllTJdRpWkkYz+a8KpayWQVq0xgGuwmvKDfCByDKjYjIVnbsEE+3243JZGJqaoqhoSF6enpobGykpKSEiIgIfv/73/Pcc8+xZ88e3nnnHS5evEhNTc3fdM7NZjYLiclkQqfTYbfbWV5eDv57o9FIR0cHSqUSh8MRPGDUYrGg0+mw2Wxcv349uOZnaWkJt9uNzWZDp9NhsVjwer3BYvPXIsqNIAibO6L5N3Zac8sSFqsDzYIZ1biOtt55KhsnyS0fJaNYTUqBiswSNfnXRrjWMElT5yy9Q1rGJg3May2YLHYcDuf71ua4ZbHb2u1OlmU8sgeb04ZC00KYOo69fcf4dcebvNV/ijB1LGmThZTNKsidLid3upxu3QCLNh02px235N711yDc/kS5ERHZyraXm82Cs7q6itFopL29nZKSErKysigrK6Ovr4+Ojg6Ki4spKyujra2NwcFBRkZG0Ol0BAKBv/l519bWWFlZYXl5meXl5eB6mM1cv34dl8uF2+0O/vtNm/97cxqzaXV19S/++78WUW4EQdgk3/RPWZKChcTlcmE02ZiZN9EztEBl4zQZJWqi0voIT+zlfFwP0ZmD5JaP0NQ5y/i0AaPZhsctEfC5ue53rx846t791yj8ZW5Zxi97cTjtVMzXc3w4kr19x3i55wChqmgyJovIniqlcKaSJm0HSuMoOpse2SUjuXb/+oU7gyg3IiJb2fbb0lZWVjAajXR3d5OXl0dYWBh//OMf+d3vfsfhw4cpKiqisLCQCxcukJCQQHt7O9PT08HpyMrKynZe0vuu628tKR82otwIgvDnbE5zNtfmyLKEzeZAs2hFPW6gvU9DdfMUhVVjZBSrSStSkV6oIr9ilIr6CRo3pjkj43rmNGYMRht2hxNJcm1Nc8Rua7cNj+TGLblZsC3Spx8iaSKXw4PhhKvjSJrIpVrTSK9uiG7dAL36ISbM0+jsBuxOOx7JLdZYCR+YKDciIlvZ1nKzsrKC3++np6eHY8eO8cwzz/DTn/6U733ve3zmM5/hvvvu4/jx44SEhPDzn/+c3//+9xQUFAQX/v+1tSwfNjdPZG62UxHlRhCED2J9Xc76NtBut4TT5cJmc6LRWlCN6mlonyG7dITojEHOxfYQntDD5bR+skrV1LZOM6ReRGew4nK5uO7fmOb43HjENGfXyZKEX/bhltx06vpJnsjj5PAlDgyEUj5bi8a2gM1pxyt5kKX1LcWljd3VxMRG+FuJciMispVtLTfXr1/H6XRSUVHBE088wf3338/Pf/5z7r//fj796U/zne98h7feeotXX32V7373u/z3f/83MTEx9Pb2IknSdl7KrkaUG0EQPqjNaY7Puz7R8XpkHA4nBqONiWkD3QNaFC3TFFSOkVWqJrVQSXqRiuyyEUpqxlG0TNPRp0E1qmN6zoTOaMNqcyBtlCaPR5ydc6u5JTce2Y3RbmLEOEH2dCknlVFEjCSSPlnIkEGN7JLxyV4Csh+/7MMre/HIHrHGRvhQRLkREdnKtp9zYzQaSU1N5Xvf+x7f/OY32bNnD08//TRf+tKX+O53v8vrr7/Os88+y1133cX3v/99Tp06RWNjIw6HYzsvZVcjyo0gCB+FLLs21ua4kCUXFqsDrc6CckxHY+csBZVjxGQMciGhl9NXuohM7ic1X0ll4yT96gXmF8y4JBc+r8z1wPpuax6PKDi3ynpZ8aAyjlE0U8Up5WX29h0le7qEMdMkZocFv+THszG1EbefCR+VKDciIlvZ9smNw+GgsrKSX//61/zkJz/hmWee4eGHH+Zzn/sc//zP/8zPfvYzfvazn/Fv//ZvPPXUU6SlpaFUKnG73dt5KbsaUW4EQfgo1s+3WT87x+9d3xXN6XSiN1qZnDXSN7xAfdsMJTXjZBSrSCtUkVagIqdshOKacWpapmnrm2doZJHJWSMLOisWqwOn04XHvTHNEWVn27klGbckY3Va+f/Zu8/oKut0/ePrvDv/M6eMzqw1zaMu+1EcxTaOHj1zHFR05jgW7A3rOHYZQekgEGogEAKEAKEkQCANkpBCCOmN9Oz0ZCc7O2X3/ZRd0uD7f5GydWacGZ0NAbyvtT4vRJL8wlpheXk/z/1rs3aQ0H6M1bVbWV27hU2GXeR3l2J1jj5G6JHLOUUQSbmRSAIJarkZGRlhYGAAg8FAZGQk7733Hg8++CA33HADl156KZdccglXXnklv/jFL3jqqadYuXIlZWVl2Gw2BgcHg3mUSY2UGyFEsKgT3Giqe6KQOF1uuntsNLT0UlBmJCm9kZ0Ha1i3vZw1kWWs3V7GjoPVJGU2UXSqi7ZOC1abE793dJoz4NfweKTgBJNP9eBVPbRa28nqyiWkdjNvl8xlW2MMxeZTmOzmifdw3IqC+zw4s7g4SLmRSAIJ+ra0kZERrFYrZWVlHDx4kJCQED766CNmzpzJK6+8wltvvcX8+fOJjIzkxIkT9PT04PP5GBkZCeZRJjVSboQQwaYqo0sHPGPb1jweFbfbhcXioN3YT1VdN7nFHSRnNnPgqIFdh2vZHV/L3qQ6Dqc1kHqimdySDipqTTS29tJlttJvceByjRYmjz6+bU3uzvl7uBX3BE1R0RUNl9tJt72H9M4cNhp2EVK7mZCaCDI6T2Kyd+N0OfGOXcop5UYEk5QbiSSQs3LPzfjWNJvNRnt7OzU1NRQVFVFQUEBxcTEGgwGLxYLH42FoaOisbUmbrEi5EUKcC1/etKaqCk6ni75+B42tfRSd6uLo8SZ2HqphU/QpQiKKCY0qI2JfJYfTGsgvM9LY0ofN5kRTFQYHNPw+Da/cnfN3+XK58Sg6XsWD2d5DeU81G+p38PuSeWyo30m68SRt1g58ihf9S8sCpNyIYJJyI5EEclbKjcfjoaenh4qKCpKSkoiOjiYiIoLw8HC2bNnCoUOHKC0tpbOzE03TJu6fuVgi5UYIcS6MXwrqGdu2pmujL6dbrA46uqzUGMzklxlJO9HCwaP17E2oY2dcNfsS64hLNZCa3UxOUTtl1SYaWnro6LLQbxm9O2e8NE1Mc86D7/d84lbcqGPv2ChuBavTRn53KbubD7GmditLqjeQ2J5OU38bVqdt4nG0yT63uDhJuZFIAgl6uTl9+jT9/f0UFBSwZcsW3njjDR599FEeeOABfvWrX/HrX/+amTNnsm7dOtLT0zGbzfJYmhBCBMl44RndtqagKG4sFicdXRbKqkykZjezL7GOTbtPEbqjjNXbStkSU8n+I/WcKGzD0NxDT58NXVPweVUGxqc58qjaV4xPbHyqB7vLTqulnZ3NB/mkfCnr6iKJa0uhvq8Rj+JBkws5xVkm5UYiCSTol3h6vV7Ky8tZvnw5r732Gk8//TQvvvgiH330ER9//DFvvfUWr7zyCs899xxLliyhoKCAvr6+i+qHT8qNEGIyaeroxMXjGZ3oqKqCw+Gi02SlrrGHolOdZOS1jm5bS6xjd3wtuw/XcOBoPcmZjRwvaKOksou6xh46Oi309tlxOl0oSuDeHO07dneO+0tGFzyMTm0cbgeneqs53JZKaH0UC6vWcbDtCNV99fQ6+mRiI84JKTcSSSBBLTd+vx+Hw0FcXBz/8z//w80338zTTz9NSEgI2dnZnDx5kn379vHBBx9w3XXX8dBDDxEdHU19fT26rgfzKJMaKTdCiPOJqgbuztHGpjlOl5vObivV9d1k5rWyN6GWzXsrWLm1hLWRZYTtLCc2uZ7jBW3UNJjp63fgdiuj9+b4NHxeDf079G7Ol8vN6AIBHZfbRZfdREyATcA8AAAgAElEQVRrIrMrVrCsZhPbGmMo760eu5BT7rAR54aUG4kkkLNSbmJjY7nzzju58sorefDBB5kzZw4JCQkkJSURFhbGCy+8wI9+9COmTp3K4sWLiY+Pp7i4mObmZvr7+yfew7lQI+VGCHG+UcemOd6xaY7Ho+JwujD32mho6aG4opPMvFYS0huJTa5nV1wNexPq2H+knuSsJo4XtFNU0UVNg5mWjn7MvXZsNieKEtjidjFPcwIv/6voqobb7aa2r4GjxizW10cxpyKEHU0HyO0uodNuwq/6vrJAQIizScqNRBJI0MuN0+nkwIED3HPPPVx22WXcdtttPPfcc6xatYpVq1bx7rvv8qtf/YpLLrmE6667jpkzZ7JkyRLCwsKIi4ujrKyM7u5u/H5/MI92TiPlRghxIRid5rjRNDeq5sbudNHT56Cm0Ux2QRsHjxqI2FPJ+p3lrN5WSvjuCqIP1ZCa3UxFjQljlwVFUfB6VAb9Y9Oci/Ry0PHH0TRFQ1c1bC4bie3pLKhax4Kqtayo2US2qQCHa7Tw6Yoml3SKc0bKjUQSSFDLzcDAAC6Xi5SUFJ599lnuuecepk2bxjPPPMOHH37IBx98wKuvvspvfvMbbr/9du677z6ef/55fv/73/Phhx9OLBloaWnB6/UG82jnNFJuhBAXAnVsI5rHo+L1jk5e3G6Fnj47za19lFebyM5v48jxJg4cNbAvsY7dh2uITa4jPq2BYzkt5JUaqaztprmtl65uG1abE5fLjT62aU3XLp5lBOOFpc1mJK+7hC0Ne/msYiWbDbs52pFFo6UFj6JLsRHnnJQbiSSQoJabwcFBXC4XBQUFLFmyhLfffps333yTl156iSeeeIInn3ySF198kddff53f//73vP766zz77LM8/vjj/N///R8fffQRsbGxVFdXX9Dv4Ei5EUJcqFR1dBIz4NMY9OsM+nVcLhfdZhtlVV0kZTQSub+K5ZuLWRJWxKL1hWyKPsWBI/XklXTQ2mHBanMy4NMY8OsM+HW8Hu2CfmRNVVQ0VcOneVEUhcyuXFbXbWFh1ToWVoWS3VWAOnaRp0cZfddmss8svluk3EgkgQR9W5rH46GtrY3U1FR27NjB+vXrCQ0NJTw8nI0bN7Ju3To2bNjA1q1b2b59O5GRkWzdupWIiAgOHTokj6UJIcQkG3+HZvz9HLfbhcXqoM3YT2WdiZPF7RzJGp3mRB+qYU98LfsS64g/1kDaiRZySzqoqDXR1NqHyWzFYnXgdrtRx+7kGZ/mXCgv2+uKjqZqmOxmTvXWEN18iEVV69hk2EVcawq1fQ3oioamaLJEQEwKKTcSSSBn5Z6bwcFBdF2nq6uL/Px8ysrK6Onpoauri7KyMkpLS6mrq8NoNGKz2XC73bjdbjRNw+fzMTQ0dEFf6inlRghxcXFPPMKmawoupwur1UlzWx8lFV2kZDcTfbiW8D0VrNpayoZd5WyLqSQpo5GiCiPN7X3YHU40VWHQr+H3aqMLCC6QSY5X8aKrOqU9VUQ3H2JpdRizypcS35ZKp82E3WnHO3afzWSfVXw3SbmRSAIJarkZGRnB7/djNBo5duwY0dHRhIeHc+TIEaxWKz09PWRnZ7Nnzx5CQ0OJiYmhrq4Oh8PB0NBQMI8yqZFyI4S42IxPXbweFc/YI2YWq4NOk5Xaxh4KyztJz23lcFoD+4/UszehloNHDSSkN5B+cnSac6rGRENLL50mKxarE5fTNfZuzvi2tcn/Pr9MUzR0RafPYaGhv4X9rUdYWh3GmrptbG+MpbSncnQi5VZkM5qYVFJuJJJAgr5QwO12k5aWxssvv8wDDzzAY489xqpVqzAajbS0tBAdHc3bb7/NzTffzGOPPca+fftoaGjA4/EE8yiTGik3QojvgvFpjqaN3p9jtTro7LZSWddNVv7otrUt+yrZGH2K0Khyog5UE5diIL/USEt7PxaLA69Hwe9VGfTrExeOTvb3Nc6nePEpXgx9TSS1Z7CsZhNvlc5lR/NBqr5ySaeKW3HjVtyTfmbx3STlRiIJJOjlxul0Eh8fz0MPPcTNN9/MtGnT+Oyzz8jIyCAjI4OwsDCef/55fvrTn3LfffexdetWqqqq0DQtmEeZ1Ei5EUJ8F4zfneMZezdHVRQcDhcms5XG1l7KqrvILmzn6PFm4lIaOHCkntikehLSGyfezSmv6cLQ3IOxy0pvnx2H04WiKOjj7+ZoyjkvPKMTGw27y4HR1sWRjkxW121jVe0WQuujyDYV0Oew4HK78KgeVCk3YpJJuZFIAjkr5ebgwYPcd999XH/99UyfPp333nuP9evXs2nTJpYtW8YzzzzDj3/8Y+655x42bdpEeXk5qqoG8yiTGik3QojvIlVRUJXRu3P0sVLidrsx9dhoaOnjZHEHcSkGog5Usy6qjI3Rp4jYV0lcqoEThR3UNvTQ1+/A7VYY8Gv4fRpez7l/XM2rePCpXjpsXeR1l7C2bhtvlnxGRMNeCszldE1c0qlPfIyUGzGZpNxIJIEEtdwMDQ3h8XgoKSlh6dKlvPHGG7z66qu8+eabfPjhh3z88cd88MEHvP7668yYMYO5c+eSlZVFV1cXPp8vmEeZ1Ei5EUJ8V6lK4O6ccU6ni75+By3tfZTXmMgpaufI8SYOpxmITa7nwFEDh9MaScluJrugneKKLqoNZlo7+unps2OzOwOfVz970xxtbOOZy+Wi19FHVlc+EQ17WF27hRW1m0kznqDL3o3D5cCremWBgDhvSLmRSAI5K9vSnE4nDQ0NxMfHM3/+fF555RUef/xxHnvsMWbMmMGsWbPYuXMnRUVF2Gy2C3472p9Gyo0QQgSMTnMC7+c4nC76+u0YmnvILzWSmNFI1MFqwndXsC6yjIg9lew6VEvayVaq6s10dVvRVAWfR2XQr+Hznp1pjkfx4FN99Dr6qe4zsNmwh7dL5rK+LopU4wmarW34Va8sDxDnHSk3EkkgQS034xkYGMDlctHY2EhaWhp79uxhy5YtREREEBkZSWJiIpWVlfT09FyUP3RSboQQIkBVRhcOjG9b07TRx9V6++y0Gfupqusmr9TIsZwW4tMa2J9cz+7DtRw4aiAps4ms/DaKK7qoMZhpae+ju8eG1e7E5XKha+oY5VuvllYVdXQK41axuRwUdpezu/kQa+q2sbAqlPi2NBotrfQ7LWMLBKTciPOLlBuJJJCzUm7OnDnDyMgIg4ODeDyeP/sPel3XGRgYYHh4mDNnzpyNI0xqpNwIIcTfMHap53gpUVWFvn477cZ+iso7iT/WyI64akJ3lLNhZzkboyvYm1BLSnYzZdVdGE0W7A4nfp82RsWjf7uz6IqGV/Fgdzlot3YS3RTH+2ULCandzN6WBGr6DHhVj0xsxHlLyo1EEshZKTff9Ui5EUKIv218mjO6bU3D7XZjszlp77SMTXM6SD3RQkJ6IweOGjhwxMCBo/UkZgS2rY3fndPVbaXf6hi9d2bs804Up79yBlVRR0uLy01Vbx3xbWmsr9/O5xWr2NeSwKmeGsz2HpnYiPOalBuJJBApN2chUm6EEOLbcE/cnaNrCi7XaNlp7bBwqtbEsZxW9sTXEr67ghURJYRuLydibyXxaY0UlBlpbu/D6Rzd1Dbo1/B7R6c5X/e42nix0dwqVoeVw20pzKkIYWn1BsLqd1JsPoVH0dEVDVWRv7vF+UvKjUQSyFktNz6fD6vVSnd3N0ajke7ubhwOx8QPos/nY2Rk5GweYVIi5UYIIb4dVR2948brGbvnRlWw2px0ma3UN/VSXNFJRm4rh1IbiEmqJ/pwLTGJ9cSlGEg70UJeiXFimmPsstBvseN0uMYWGqjouoqmqWiqiq7oqIpKs6WN7M58Nht2M6cihMjGWLK7Cmi3Gf9s5bMQ5yMpNxJJIGe13DidTmpqasjNzSU9PZ28vDwaGxvp7OycKDqDg4Nn8wiTEik3QggRHKqqTLybM744wGpz0tltobzaRFpOC3sT6tiws5z1O8oJ3V7OjoPVHEprILekg8bWXvr6HHh0FZ9XY8Cv4/PqeDUdr+rBrShkduWxqnYLS6o2sLh6PZmdudhdDtzK6HpomdqI852UG4kkkKCWm9OnTzM8PIzVaqWiooKEhATWr1/P559/zh/+8AcWL15MfHw8ycnJ7Nq1i+TkZBobG3E6nQwNDQXzKJMaKTdCCBE8o+Vm/N0cFVVVcDhcdHVbqW8OTHOOZDURl2LgwJF6YpLriUsd27aW10bRqU5qDD20Gy3097lQnBqdNhPl/VXsbj3Ewuq1RDTuIakjHUN/E7qiS7ERFwwpNxJJIEEtNyMjI/j9fqqrqwkLC+PNN99k2rRp3Hjjjfzwhz/kF7/4BQsXLmTBggU88cQTvP/++yQmJtLc3IzH4wnmUSY1Um6EEOLsUdXR92h0bfQRNlVVcLldmMw2DM29ZBe2EZNcz+Y9FazYXMKqrSWE7ihjX0IdWbltGAz9WPsUCk3lRLcfYFVDOHNrQjjamUmvsw+Xy4lnrNxM9vcqxN9Dyo1EEkhQy83g4CAul4v09HReffVVpk2bxu9+9zvuvfdefvjDHzJ16lTmzJnD+++/z2233cZvf/tbNm/eTGlpKYqiBPMokxopN0IIcXZ9eZrj8ah4dHXsclAHTW19lFV1cTy/jYT0xol7c2ISDBxMaiQ+u4bEklI2FB/g06K1LCvbRkTVAYq7qlAVFY+m4dd1PJqG+i3vzhHiXJJyI5EEEtRy4/V66e3tZdeuXUydOpUpU6bw7rvv8sorr3D11Vdz1113MWfOHF5//XUuu+wybr/9dhYtWkRWVhYOhyOYR5nUSLkRQohzb7zwjL+b43C46OmzU9fYQ16JkYSUFrbvqWPp3mP8IWY7Tx9YyiOHP2Lp8T0cK6+mudOMT/Uy4PEw6NfxeTV07a+vkhbifCDlRiIJJKjlZmBgAKfTydGjR3n22Wf51a9+xTPPPMO0adP48Y9/zFVXXcVvfvMbHnnkEaZMmcITTzxBVFQUlZWVqKoazKNMaqTcCCHEuaeObUTzjG1b09TRddJ9fS46jHYKKts4eKKcpcf282ryCt46sob3j2xizdEU9h+t41hOK4VlJqrrzDS39WEyW7HanLhd7q+UJpnmiPONlBuJJJCgv3MzMDBAVVUVa9as4aWXXuKee+7hyiuv5P/9v//Hv/zLv/CTn/yEKVOm8Otf/5q5c+eSn59Pf3//RfXDJ+VGCCHOH17dx4B3kFZ7B8e78lhdt5WZhbNZmhfFrhMn2XKohA1bq1i79RRrIkvZGVfNkaxmSqu66OiyYHe48Pu0MSq6PvnfkxBfJuVGIgkk6NvSRkZG6O3tJTc3l+joaJYsWcJ7773HSy+9xIsvvshrr73G7Nmz2bhxI2lpaXR2dqLrOsPDw8E8yqRGyo0QQkw+TVHxqDouxUWvu4/j5lw2N+1ifUMka+u3kdiYzammDvLK20nP7iA+tYm9ibXsS6wjJqmew2kNHM1u5mRJBxW13TS2jk5z+q0OXO7RC0c9+ug0R1Pl8TUxeaTcSCSBBLXcnDlzhjNnzjA8PIzf78dqtdLQ0EBZWRm5ubnk5ORw8uRJqqursVgs+Hw+hoeHOX36NGfOnAnmUSY1Um6EEGLyeRQdv+qj295DeW81mxp28UbJHDYZdpFjKqTD0YXfM4CqaNjsLlra+ymp7ORIVjNRB2sI3VHOF+HFhEaVsX1/FcmZTRRXdNHS0Y/D6ULXFAb9Gn6vikcfLTiT/T2L7yYpNxJJIEEtN8PDw3i9Xjo6OkhPT2ffvn1ERkYSHh5OWFjYhK1bt7Jv3z4yMzNpaGjAYrFcVJd5SrkRQojJoyoquqKjuBVsLht53aVENe1nXV0kX1SHcaQjkzabEZvbjt/jw6PrqKqCxeqk02ShtqGH/LJO0nJaiEs1EJtcz76EOvYn13MopYGU7GZOFLVTVm2ioaWXTpMFi9WBy+VCG79sVFel7IhzRsqNRBJIUMuN3+/Hbrdz7Ngx3nrrLR588EEeeughHn74YR555BEeffRRHn30UR5++GGmTZvGO++8Q0xMDNXV1WiaFsyjTGqk3AghxOTRxyY2NpedNms7O5vjeKd0HmvrtpHQfgxDfxM+1fuVe2zG787x6KOPmmmagtXmxNhlobzaxLETLew+XEtoVBmrtpaycmsp22KrOJzWQEG5kdaOfqxWJ16Pit+rMeDT8OiqPKomzgkpNxJJIEG/58btdlNcXExISAgffvghH330EZ988glz5szhs88+47PPPuPTTz9l1qxZhIaGcvz4cdra2vB6vcE8yqRGyo0QQpx7qjL6no2iqLhcLsp7qjnYdoQwww4WVq0jrvUodX2N9Dr68P5JuVGUsYtBdRXv2LY1RVGw2510dlsxNPVSfKqTjJOtJKQ3EpNcz76kOmKS6og/1kBqdjM5he2UVnZhaOqls8tKX78Dp9OFqowWJo8+NtH50sY1t9uNorhHz68qo//uPPizFBcWKTcSSSBBfyzN5/NhNBrJysri8OHDxMfHk5SURGpqKseOHSMtLW1CYWEh7e3tOJ1OhoaGgnmUSY2UGyGEOPc0RcWj6DjdLsz2Xva3JvPJqaWE1Iazo+kAFT21+BTv6CNrf+/nVL/6mJnT6abTZKXaYCYjt5V9iXVE7K1g9bZS1m0vY1P0KQ6lNJBX0kFjSy8WmxNVVRj06wz6dQZ8Gl5vYOOa0+UeKzgKuq5MrLCe7D9LcWGRciORBBL0bWlDQ0O4XC7a2towGAwYDAbKysrIyMggNjaWjRs3EhYWxvbt20lPT6ejowNVVWVbmhBCiG9NVVR0VUNTNOr7m0g1ZhPeEM3cylXsbj5EsfkUXbZufKrvzyY2f/XzjpWb8cmLpqnY7S66e+00tPRRWtVFdmEbyVlNHEwxsC+xdvTdnNQGjh5v5nhBOyWVXdQ19dJmtNDVbaW5vY+6RjNVBjOnarsprzFxqtZEQ2svXd1WbDbnpP95iguLlBuJJJCzsi3t9OnTDA8PMzQ0xNDQEJ2dnaSkpLBq1SpefvllXnzxRWbNmkV0dDStra2yCloIIcS3pioKuqKhqxqKWyGt8wSLq9ezrGYja+q2cdJUjOpWUd0aqvKP/x2sqgraxGNmCg6nC3OfnZqGHk4UtXHgaD2b91ayNqqMlVtL2RJTRewRAxm5rRSWGzmW08KhNAMHUw3EHqlnT3wte+JrScluprSyi65uqzyaJr4RKTcSSSBBLTd/mvGSU1payueff85zzz3HjBkzeOyxx3jwwQf54IMPOHr0qLxzI4QQ4lvTFQ2PqtNh66Sou5ydTQeYW7mayMYYMjtzaba04VU832hi89eMvhszWm7GHyNzutyYe+20tPdxqsbEiaJ2jmY3E5dqICapnujDtUTur2Lz7gpCo8pZu72UXYdqSExvJCW7mbScFuKPNRJ/rIHSqtGCY7M70bTJ//MV5z8pNxJJIGe13Iy/g3P48GHuuusurr32Wp588kkefPBBfvSjH3H33XezYsUKTp48idPpPJtHOaeRciOEEOeGqqh4FA9e1UNBdxmbDbtZXr2JeZWrSTNmY3fZUdxudEUPytTmL59hlEcbLTseTcWtuOnps9PU1svx/DZ2Hapl/roCXpudyRufZfLB0hNsjaniREE7VfVm6pt6iUttIGzXKZIymjhVa8Lca8PjCSwfEOLrSLmRSAIJ+js3w8PDqKpKd3c3TU1N1NTUEBoaynXXXccVV1zBjBkzeOihh7j00kuZOnUqCxcuJCsrC4fDEcyjTGqk3AghxNmnKxpexUO3vYfqvnpiW5NYXL2eCMNuDrelUtNnQFdG38M5W8VmnKqMvpvjHdu2pusqLrebfquD+qZejhe0sXHXKWYtz2VBaAFrt5cSl9pAcUUnbUYLJrON5KxmNkaf4lBqA4XlRrrMVrxeVaY34m+SciORBBLUcjMyMoLP58NkMpGfn09SUhL79+/no48+4vLLL+fKK6/kmWeeYfr06Vx66aXceuutzJ8/n4yMDCk3QgghvhGv4mFA9VPVW0dMSwIrayP4qHwJh9tS6Hb0YHc58Ch60B5H+6b0sTtznE4XHV0WkjIaCd1RTvThWo5kNXGyuINqQzd9/XYcTheZ+W1sjakkLqWBnKJ2jCaLlBvxd5FyI5EEEtRyMzQ0hKqqVFZWsnXrVhYuXMhnn33GCy+8wNSpU7n99tt5/PHHmT59OjfddBO//e1v2bBhAwUFBbjd7mAeZVIj5UYIIc4eTdHwqB76nRZaLO0ktB9jRc0mNtbvZFfzQUrNlRPrlUeLzeT8vatpo9McRVHotzjIK+lgX2IdMUn1xB01kH6ylYJyI+XVXZRVd5GQ3sjOuBoyclupbTDT229H1+WxNPG3SbmRSAIJarkZGBjA4XCQmZnJu+++yyOPPMLDDz/Mww8/zPTp07/i4Ycf5v333+fAgQPU1taiaVowjzKpkXIjhBBnj1f1MKj5abS0kmbMZm1dJO+UzGV38yEMlmb6HP34lNGVz25FwT3J51VVBZfLRV1jD+knW4lNqmf7/moOpzaQeqKZgykGog/XsDOumpikOsqqu+i3OHC5XF+58FOIryPlRiIJJKjlZnBwEFVVOXXqFBs3bmTevHnMnTuXhQsXsmzZMpYtW8bixYtZuHAhixYtYtu2beTl5dHZ2YnP5wvmUSY1Um6EECI43F8yfkmn3eXAZDeTZjzBurrtbKjfQbghmpOmIixOKy63a2KBwPlSbtxuN91mG4bmHgrLjWTktnGisJ2c4nYy8lo5ltPCicI2Siq7aO+y4HS5cLvdUmzE30XKjUQSSFDLzfDwMH6/H7PZTGFhIRkZGWRkZJCdnU1BQQH5+fnk5OSQlZVFRkYGxcXFtLe343Q6GRwcDOZRJjVSboQQIji+XG48is6g6qfT1k1R9yk2GqJ5o+Qztjbso6ynEpOtmwHVh0fR/+zjJ/37cLvRVAVVddNvcdDeaaW+qZeK2m6qDWYaWnrp7rXhcrtRxn6forgn/dziwiDlRiIJ5KxMbqqqqti2bRtLly5l0aJFzJs3j08//ZRPP/2Uzz//nPnz57No0SK2b99Ofn7+Pzy58fl82Gw2enp66OzspLOzE5PJhMPhYGhoaOJy0fELRn0+H3a7nd7eXjo7O+nr60PTNAYGBjh9+jR+vx+Xy0V/fz9dXV0YjUaMRiNWqxW/38/w8DBnzpz52vOUlpaycuXKr5Qbn88n5UYIIb4htzK67llXdFxuFxanlZyuIrY07GN9/Q5W1W7lmDGHbrsZh8uBVw3efTbBpqmj7+E4XS6sVifmXhudJisms43ePjt2pxNVVSZM9nnFhUPKjUQSSFDLjd/vx2azkZKSwsyZM7n33nu58847ue6667j00kv5wQ9+wFVXXcXNN9/MnXfeyeuvv86ePXuoqqr6h965cTqd1NfXU1xcTHZ2NtnZ2eTm5tLU1ITX6/1KsRkZGcHhcNDY2EhpaSnZ2dmUl5djNptRFIWRkRHcbjft7e1UVFRw4sQJMjMzyczMpKamBpfLxcDAwF8tN2VlZaxatYrQ0FApN0II8Q8Yn9gMqD76nRYa+luIajzAW8Wfs75+B8eMJ2m2tOH/k4nN+W10iqONXQaqa+rEVGfyzyYuRFJuJJJAgr4tTdd16uvr2bdvH6GhoaxevZqXX36Zn/zkJ1x++eU8/vjjfPzxx6xYsYKYmBjKysowm834/f5v/PX8fj9Op5Oqqir279/P3r17SUhIIC0tjezsbBoaGr5SbrxeLzabjfr6ejIyMkhOTiYpKYnExESSkpIoKirCZDJRVVVFUlIScXFxHD58mMTERFJSUqioqMDhcEwUFJfLhcPhmOB0OnE6nRw/fpyFCxeyatUqKTdCCPENfPkxNFVRJ6YwLreL0p5K9rUksLF+F0urw0hoP0aTpY1+p+W8ntj8JeqXyo02UW4m/1ziwiTlRiIJJKjlZnw6MjQ0hM/nQ9M03G43MTExTJkyhbvuuovQ0FAKCwvp6+vD5/MxODjIyMjIX52EfF1cLhctLS3Ex8czZ84cFi1axJ49ezhy5AjHjx//s3LjdDppamoiIyODyMhIIiMjiYmJYdOmTXz22Wds3ryZgoICDh06xKJFi1i+fDnbt29n//79JCcnc+rUKWw2G1arla6uLtra2mhubp7Q0tJCa2srhw4d4pNPPmHp0qXs3r2b8vJyKTdCCPF3+OoCgdFLOh1uJ92OHva3JvNB2SJW123lQGsyNX0GfKoP/QIqNUKcDVJuJJJAgr5QwOfz0dHRQUZGBgcOHGDv3r0Tl3hec801vPrqqyxfvpxdu3aRmZlJQ0MDVqv1Wy0UsFqtVFZWEhsby7x581i8eDHbt28nISGBnJycicfSTp8+zZkzZ/B4PPT399PY2EhhYSEFBQWUlpZy+PBhli1bRkREBJmZmcTExLBo0SKWLVvGli1biI2NnZjcWCwWmpqaOH78+MQlpfv37+fAgQMcPHiQuLg4li9fztNPP82nn37Knj17qKiokIUCQgjxdxh/+V9VVFRFRXEr1PQZSOpIJ6JhD4uqQtnfmkxVbx3djp4LbmIjxNkg5UYiCSTo79zY7XYyMjJ49913mT59Ov/7v//LTTfdxPe+9z3+7d/+jauvvpo77riDBx54YOKem7q6um/1zk1vby/5+fns3buX5cuXT/xAx8XFkZeXR2tr61fKzenTpxkeHmZoaIiBgQF8Ph+qqlJWVsaWLVuIiori6NGj7Nmzh+XLlxMSEkJ4eDixsbGkp6dTVVVFf38/hYWFhIeHs3jxYmbNmsWsWbP49NNPmT17NnPmzOHFF1/k7rvv5u2332bv3r1UVVVJuRFCiL9DYIGAhuJWsLnsHOnI4PPKlaysjWBLw16KeyrxKh6Z2AgxRsqNRBJI0C/xdLvdFBUVERISwvvvv88773uNvtkAACAASURBVLzDa6+9xnPPPccLL7zAG2+8wTvvvMOHH35IaGgoWVlZtLW14fV6v/HXs9vt1NbWcvLkSY4cOUJqaio5OTkcPXp0YjLU398/sQVtnMfjwWKxYDQaMRgMlJSUkJmZycmTJ6moqCA3N3fiPZuTJ09y9OhRduzYQUpKCgaDgaqqKk6ePMmxY8dITEyceGcnOTmZI0eOsHr1al544QXmzJkjkxshhPgGxouNR9FptrRxvCuf7U2xzK9aQ3TzIfK7S2m3deJVpdwIMU7KjUQSSNAXCng8Hpqbm0lMTGTXrl3s3LmTmJgYkpOTSUlJISkpifj4eA4dOjTxWJrFYvlWP3y6rtPT00NXVxfd3d309/fjdDrJzs5mzpw5bN68mZaWFjRNY2RkZGJbms1mmyhFSUlJ5OXlYTQa6e/vx2q1YjabaW9vp6enB1VVyc3NZdGiRYSHh3Py5Ena2trQdZ2BgYG/KD8/n2XLlrFmzRq550YIIb4BbazYeBUPJ7oKCamNYEXNJpbXbOK4KR/FPb5oQEU9D84rxPlAyo1EEkhQy83IyAiDg4PYbDYMBgMVFRVUVFRQVFTE8ePHiYuLY9OmTYSFhREZGUlaWhrt7e0oisLQ0NA3/nqqqmI0GicmKTk5OeTn55OYmMiGDRtISEjAbDbT19c38dK/0WgkPz+fqKgoNm7cyKZNm4iJieH48eNUVVVhNBqpr6+f+HwFBQXEx8ezYcMG4uLiqK2txWKx/NXz/qV7bqTcCCHEX6crGj7VS5fdRFlPFXub41lQtZZtjTGkdZ6gwdKCR9HRFU2KjRBfIuVGIgkk6NvS/vTdlqGhIcxmMzk5OURERPDuu+/yhz/8gaVLl3L48GFMJhN+v5+RkZFv/PVcLheNjY2kp6cTHh7O2rVrWb9+PTt27CApKYnKykrcbjetra0Ta59PnDjBtm3beOONN3jjjTeYPXs2y5YtIywsjISEBGpqajhx4gTbt29nw4YNrF27loiICGJiYigoKKC/vx+Px/NXzyvlRgghvjmv4mFQ9VPWU8m2xn2E1GxmdsUKkjsysbvsuN1uPIqOpsjfo0J8mZQbiSSQoJabP834WuiysjIWLlzISy+9xHPPPceTTz7Jb3/7Wz799FOOHTtGR0cHPp/vG39+r9eLxWKhoaGB3NxcsrKyyMrKorCwEIPBQG9vL36/n46ODlJSUsjIyKCqqorc3FxiY2OJjY0lKSmJtLS0icmN2WympaWF4uJiTpw4QUZGBrm5uVRWVtLZ2Ymu6wwNDXH69OmvPVdpaSkhISFSboQQ4u+gjU1s+hz9NPa3cLgthcXV6wk3RLO/NZmK3lo0RUNTtNENaufBmYU4n0i5kUgCOavlZnh4GK/XS1xcHHfccQdXXnkl06dP57777uOHP/whd999NytXriQ3NxeXy/WNP//4lGhwcBC/34+uj95OrWnaV+7PMZlMZGVlUVRURE9Pz+j//fN40HUdVVVxu90TvzY0NMTIyAhDQ0N4vV4URUHX9a98vnFfFyk3Qgjx9/MqHoa1IRr6W0huT2ddXSTvlM1nX0sCHbZOrC4bXmV05fP4HTiTfWYhzidSbiSSQIJabsZf2P/yNrLGxkY2btzI9ddfzxVXXMFTTz3FQw89xA9+8ANuu+02Fi9ezPHjx3E6nf/Q1x1/FG5wcPDPJivjj6Z1dXWhqupEURkvMYODgwwODjI8PPyVjxt/h+hPf/1vRcqNEEL8bZqi4lU82Jw2Ou3dpBqzWVO3lU2GXUQ2xVLQXYbD5cDtdo/dZaNKuRHiL5ByI5EEclYWClgsFqqrq8nJySE1NZW5c+dy5ZVXcs011zBz5kyefPJJfvSjH3HbbbexYMECMjIycDgc3/rrfnma8pcmK+Ola3xj2tf9/j/9uK/79b8VKTdCCPG3eRSdIXUAo62T3O4SNhp28VbJHKIa91Pb10CPoxe/4kNzByY2Um6E+HNSbiSSQIJabgYHB9E0jerqaiIjI1m8eDFz587lhRde4KabbuKWW27hd7/7HQ8//DDXX38906dPJzQ0lPz8/G/1WNr5Gik3Qgjx9TRFxaPoON1O+h0WTpgKCG/YTZhhJxvqozjelU+fox+ny4lH0VFlYiPEXyXlRiIJJKjlxu/3Y7fbSUtLY+bMmdx///3cc889/PKXv+Tuu+/mnnvumfCLX/yCmTNnsnv3bqqqqlBVNZhHmdRIuRFCiK/nUXQGVT+9zj5q+xuIatrPW6Wfs8kQTZ6phA5bJ4OqH4+iT3yMlBshvp6UG4kkkKBPblRVpaqqii1btrB48WLmz5/P/PnzWbBgAQsWLJj45/nz57NlyxZyc3Pp7Oz8VtvSztdIuRFCiD+njk1s3G43Nqed/O5StjfFEmbYycq6CI4aj9Nh68LqtOFVPWPv2Uz+uYU430m5kUgCOSvv3NjtdpqamqioqKCkpISioiIKCwspKCj4iurqarq7u1GUb3eJ5/kaKTdCCPHndEVjQPVhddlotXaws+kgM4tnsbI2gmRjJg2WZga0r05shBB/m5QbiSSQoE9uFEWhtLSUtWvXMnv2bObOncuCBQtYvHgxS5YsYcmSJSxevJjFixcTGRlJfn6+TG6EEOIi9OVHyUbvqFFQ3G7KeqrY2xLP+voo5lWuZn9rMgZLM72OfpnYCPEtSLmRSAIJarnxer309fURHR3NHXfcwaWXXsrll1/ODTfcwM9//nOmTp3K1KlTufXWW7n11lt54YUX2LFjBxUVFfLOjRBCXGTGy83o42geXG4Xfc5+DrYe4Z2yuSyp3sD2xljKeqoY0PzoimfSzyzEhUjKjUQSSNDLTW9vLzt27GDKlClceeWVzJgxgz/+8Y+EhISwfv161q9fT2hoKKGhocTExFBaWorZbMbv9wfzKJMaKTdCCDFKVVQ0RUNXder6G0nuyGCTIZrZFSvY2RRHibmCTpsJn+aTiY0Q35KUG4kkkLNSbqKiorjpppu4++67iYiI4NSpU9jtdvx+/1d8+YLMb3KPzPkeKTdCCKGgKqPv2WiKhqaqpBmzmVO5kkXV61lZG8EJUxEeRR/9PaoUGyG+LSk3EkkgQS03Ho+Hnp4etm/fzk033cS1117Lm2++ydq1a9m3bx/x8fHEx8eTmppKXl4eDQ0NuFwuBgcHOX36dDCPMqmRciOEEAq6ouJVddqsHeR2F7O9MZbZFSvY0riXrK48mqxteFUP+thdNpN9XiEuVFJuJJJAgl5uzGbzRLn5j//4D2688Ubuv/9+HnvsMWbMmMGMGTN46623WLx4MQcPHqS9vR1d1xkZGQnmUSY1Um6EEN91qqLgUTR8qoe87hLW1G1lSfUGPqtYydGOLFxu1+hkR9XlcTQh/kFSbiSSQM7KJZ4ZGRm89957PPXUU7zyyiu8/fbbfPDBB3z44Ye8//77vP3227z88sssWbKEEydOYDKZ5J0bIYS4SOiKhk/1YrKbKe+pZm9LPJ9XrGKTYRcJ7WnU9BnQFQ1d1VAVVaY2QvyDpNxIJIEEtdwMDQ3h8XhoaWkhOTmZnTt3EhkZyZYtWwgPDycsLIx169bx/vvvc9999/Hcc8+xc+dOqqqq0DQtmEeZ1Ei5EUJ8l3kVD0PaIBW9dUQ1HmBpdRjvlM5jf2sSfY5+XG7X6Ls28p6NEEEh5UYiCeSsXuJZXl5Ofn4+OTk5ZGdnk5WVxbFjx9i1axfz5s1j5cqVHD16lIaGBnRdD+ZRJjVSboQQ30WaouFVPfQ5LTRZWjnUlsrCqlDW1W1n19hmNMXtntigpirqxD04QohvT8qNRBJIUMvNmTNnOHPmDKdPn2ZkZASPx4PVaqW3t5fe3l7MZjMmk4n6+nqys7PJzs6mvLwco9GI1+sN5lEmNVJuhBDfRZ6xiU2jtZUjHZmsqt3CzOJP2d64nyZLGxaHFZ/iRVO0iTtwpNwI8Y+TciORBBL0yc3AwAAdHR2kpqYSGRnJypUrWbp0KV988QUrVqxg1apVLFu2jM8//5ywsDBycnIwGo34fL5gHmVSI+VGCPFdMj6xsbscmOxmUjuzWVG7mTV1W9lo2MWJrkKsThtul3tiM5qUGyGCR8qNRBJIUMvN4OAgqqqSmZnJ66+/ztSpU/nxj3/M97//fS699FJ+8pOfcPXVV3P99ddzww038PLLL5OcnExHR4eUGyGEuED5VC8j+hAmu5ki8yk2GHbwXOH7bDBEUd5bg9nRy5A2iFf1TvpZhbgYSbmRSAIJarnx+XxYrVbi4uJ4+OGH+fnPf860adN45JFHePDBB/nNb37Ds88+y4MPPshVV13Fo48+ys6dO6mtrZWFAkIIcYFRFRWPouNyu7E6reSYigg3RLO2bhsrasI52pFJl92Mw+XAq3pk5bMQZ4mUG4kkkKDfc9Pd3U1kZCRTpkxhypQpzJo1i5UrV7JgwQKWLl3Khg0bePvtt7nsssu46667WLNmDYWFhbjd7mAeZVIj5UYI8V2gKzoDqp9+pxWDpYntTft5pWgWK2sjSDVm02RpZUD141U8k35WIS5mUm4kkkDOyj03R44c4fnnn+fFF19k69atxMfHc/DgQTZv3szs2bN56qmnuOWWW5gxYwYxMTEYDAbZliaEEOc5t+LGrbhHL99UNBRFxeV2UWKuZGfzQULrt7OwOpSDbUdpsrTR77TgVb1jv3fyzy/ExUrKjUQSSFDLzfDwMF6vl1OnTrF69WrWrVtHdnY2tbW1GAwGYmNjefbZZ7nvvvuYNm0as2fP5uTJk/T19cklnkIIcZ4bLzeaouJTPDjdLrodvcS2JvNmyecsqd7AnpbDVPTWMqgN4FO9ckGnEOeAlBuJJJCzsi2ts7OTY8eOkZKSQllZGY2NjbS1tZGXl0d4eDghISGsXbuWQ4cO0dTUhNvtZmhoKJhHmdRIuRFCXKzG76jRFI2avgYOt6ex0bCLzypWsbv5EKd6qzHZzfhUL7qqT/p5hfgukHIjkQQS1HJz+vRphoeH0TQNs9lMa2srjY2NtLS0YDKZMBqNGAwG6urqMBgMdHZ2oigKAwMDjIyMBPMokxopN0KIi9H4AgFN0XC53RztOM6sU8tYWBXK+rod5JlK8KkevIpHJjZCnENSbiSSQIJaboaGhtA0jZqaGnbs2MGKFStYsmQJCxYsYN68ecybN4/58+ezaNEili5dyo4dOygqKsJkMsljaUIIcR5TldH7bDyqToulnayufLY1xjCnYiVbG2PIMRXRau3Aq3rQFZnYCHEuSbmRSAI5K6ugExISeOKJJ7jxxhu59tpr+dnPfsa///u/8/3vf5/LLrts4q6bGTNmsG3bNsrKylBVNZhHmdRIuRFCXGw0RUUfKzc5piKW14SzqHo9C6tCSTFm41bc6IqGruoytRHiHJNyI5EEEvTJja7rGAwG9u3bx7p16wgJCeGll17iZz/7GVdeeSWPP/44H3/8MSEhIcTGxlJWVobZbJbJjRBCnKc0RcOreOiwdZLfXcqupjg+r1xNeEM0RzuyqO1vRFNVdFWTYiPEJJByI5EEEtRyc+bMGc6cOcPp06cZGRnB5/PhcrnYu3cvU6ZM4c4772Tt2rUUFhbicDgYGRnh9OnTEx93sUTKjRDiYuJRdPyqjyLzKTbU72BR1To+PLWEuLajWJxWFLeCrmpoqqx8FmIySLmRSAIJ+rY0v9+PyWQiNzeXxMRE9u/fzyeffMLll1/ONddcwyuvvMKqVavYv38/eXl5tLa24nA4ZFuaEEKcZzRFw6d66XH0UtNnILYlkc8rVrGuLpKY1kTKeqpwu92oijo2sVFxnwfnFuK7RsqNRBJIUMvN4OAgbreb/Px8Fi9ezGuvvcbzzz/Pvffey/e//30uueQSbrnlFh566CFeeOEFli5dSmpqKs3NzXi93mAeZVIj5UYIcTHwKh6GtSHqLU0caDvCspqNvFb8KVGN+2m3GrE77XgVD5qi4VaUCZN9biG+a6TcSCSBBL3cKIpCeXk5GzZsYM6cOcyaNYu3336bp59+mqeffprXXnuNd999l1mzZrFx40ZOnDhBR0eHlBshhDhPaIqKV/FgcVpptXSQ1JHOFzVhrK7bypbGvZw0FWNz2nC7R5cIqGMTGyk3QkwOKTcSSSBBLzeaplFXV8fevXtZv34969evJzw8nJ07d7Jjxw4iIiLYuHEjoaGh7Nu3j5KSErq7u/H5fME8yqRGyo0Q4kLmUXSG1UHarEbSjTmsqdvKS0UfE2bYSVVfHT2OvtFLOr+08lnKjRCTR8qNRBLIWSk31dXVREVFsXLlSlavXk1oaCibNm0iLCyMNWvWsGLFCr744gu2b99Ofn4+XV1dUm6EEGKSjU9sHC4H3fYe0jtPsrp2C6vrtrCuPpJjnTn0OHpxupzo6uhlnpN9ZiGElBuJ5MsJerlRVZWKigo2b97MkiVLWL58OSEhIYSEhLBs2TIWLlzI3LlzmTNnzlceS5NyI4QQk8uj6AypA5gdvZT2VLGpIZoXCz9kVd0WckxFdFg7GVD9eBXPpJ9VCBEg5UYiCeSslJv8/HzmzZvHM888w/Tp05k2bRrTpk3jiSee4Pe//z1//OMfmTt3Llu2bOHkyZNSboQQYhKMP0amKioeRcftdmNz2snrLmGzYTer67ayrGYjCe3HaLMZsTlteFQPukxshDivSLmRSAI5K+UmMzOTmTNnctNNN/Gv//qv/NM//RP/9E//xBVXXMETTzzBhx9+yMKFC4mKiiIvLw+j0SjlRgghzrHxcqMpGgOqD5vLTou1g13NcbxS9AlLazaQ0H6M+v4mBjQ/PlUmNkKcj6TcSCSBBLXcDA8P4/f7aWpqYt++fcyfP5/nn3+e+++/n2uuuYYbb7yRBx54gJkzZ/LFF18QFxdHfX09drudwcHBYB5lUiPlRghxPgu8+K+ijW87c7so761mT3M8ofVRLKhaR0xLIrV9jfQ4+vCqHnS5pFOI85KUG4kkkKCWm9OnT3P69Gm8Xi8Wi4XKykri4uJYuHAhjz76KHfeeSe33347Tz31FCEhIaSnp9PT04Pf72dkZCSYR5nUSLkRQpzPAo+jafgUL263m15nH4faU3indB4Lq0OJajpAqbkSn+LFq3jGLumc/LMLIf6clBuJJJCglpuhoSE8Hg8NDQ3ExsayYsUKPvnkE5599ll++ctf8l//9V9cddVV3HLLLUyfPp158+aRlZUl29KEEOIcU8emNh5Fp76/iaSOdDY1RPNZxUqimg5QbK7EaDONvWOjT/p5hRBfT8qNRBJIUMuN3+/HbreTmprKzJkzuffee7nrrru49dZbueGGG/jP//xPLrnkEr73ve/xz//8z/z3f/83YWFhlJaWoihKMI8yqZFyI4Q4n6mKgq5oY4+kKWR0nuTzylXMr1pLSM1msjrz0NwaHsWDpmoytRHiPCflRiIJJOjlxuFwcPz4cT7++GNmzpzJ7Nmz+eKLL1i9ejWrVq1i2bJlLFmyhEWLFrFt2zYKCwsxmUwyuRFCiHNEG9uO1mrt4HhXPpGNsXxeuYrNDXvI7MyjydKKrujoii7FRogLgJQbiSSQoJabgYEBXC4XBQUFLF26lBUrVpCWlkZDQwN2ux2Px4PP58Pn8+H1evH5fAwODjI8PMzp06eDeZRJjZQbIcT5anxq41U85HWXsqJ2M/Or1vJ55SoS29NxuJzoioau6GhSbIS4IEi5kUgCCWq58fl8WCwWEhMTeeaZZ3jxxReJioqiuLiYnp6eiR/AcbquMzAwIOVGCCHOAW2s1JjsZsp6qtjTEs9nlasIrY8iof0YVb31KO7xR9ZU1PPgzEKIv03KjUQSSFDLjcfjobu7m8jISG666SZuvfVWli5dSnp6Oh0dHTgcjq9QFAWfz8fQ0JCUGyGEOMs8iodB1U91Xz07mg6wtCaMd8sWsrv5MN12My6XC49bl0s6hbjASLmRSAIJarnxer309PSwa9cu7rjjDq699loef/xxPvjgA7744gvWrFnDmjVrWL16NStXriQ6OpqioiJ550YIIc4iTdHwqV76nBYM/U0cbktlUdV61tZFsqc5niLzKRwux8QGNXnPRogLi5QbiSSQoD+W1t/fT0xMDPfffz8//elPueKKK7j66qu5/vrrueGGG7jhhhu47rrruPrqq/nd735HRESEbEsTQoizyKPoDKkDNFla/z97dx5cdX3vf3zm1zuduZ3baevctvdaq1dr3VrFKloXVKqCFkQFi10UBRFBQERE1hC2EAghIRCSsCSBBAJhJwGykoQEQkL2jez7fvbv93vOycn+/P0ByZEuVuTEILxfM48Zgch580fUl5/v9/3haHUM6wsDmXbhCwIvhVPeXoXebMCu2OTERojvKCk3EokzLr/nRtM0CgoKCA4OxtPTkzVr1rBy5Urc3d1xd3dn5cqVrF27lvXr1xMWFsaFCxdoaGjA4XC4cpRhjZQbIcSNYODERm/SU62r5WRtIusK/PEqCiLgUhhn6s/RZmrHYlHkxEaI7zApNxKJMy4tN/39/fT19dHT00NXVxeqqtLc3ExlZSUlJSUUFxdTWlpKXV0dBoMBTdNwOBzyzo0QQgwBm2KlR+2iTt9AUsN5fIt3MSV9PpuKd3CxOY9GYzMdqh2bYhv2WYUQ35yUG4nEGZeXm97eXkwmE5cuXSIuLo6AgAA8PDxwd3dnxYoVrFy5kq1bt3Ls2DGys7PR6XQ4HA56e3tdOcqwRsqNEGI4aYqKXbVhMptoNbSSVH8O3+JdbCgMxKsoiOiaBOr1jRjNxsHLPId7ZiHENyflRiJxxqXlZuDUpq6ujqioKNzd3Xn11VcZMWIEDz30EA888AAPPvggY8eO5bPPPmPfvn1UVVVhtVrp6elx5SjDGik3Qohvk0WxYFEsgz+2KhpdqoNWYxsFLcXsLI1g6oXPWVuwhZi6ZMrbq3AoduxyYiPETUHKjUTizJC8c3P27Fnmz5/PxIkTeeutt/joo4/w8PBg3bp1LFy4kPfff59XX32VTz/9lISEBHnnRgghrsNAuVEVFZtqRbFYMJqNpDdls6N0H95F21lbsIWDVdGUtlfSZmrHJic2Qtw0pNxIJM64tNw4HA70ej1hYWE8+uij/PrXv2bKlCns2rWL6upq6urqSEpKYsmSJdx1110888wzbN++nfz8fDRNo7+//yrf1Ui5EUJ8mwbKjaaoONQOjGYjdfp69lUcY3rGIlbkbeJA5QnyW4vpUDvoUO3DPrMQwnWk3Egkzri83BgMBvbt28fIkSP55S9/yejRo/nkk08IDw9n7969rFu3jkmTJvHTn/6U3/72tyxYsICdO3dy/Phx0tPTqaqqwmg00tXV5crRvtVIuRFCfNs0RUVVFFSLQn5rMZGVJ/ArDmZ5nje7yw+R21JEo6EZqyKXdApxs5FyI5E449Jy09nZiclk4sCBAzz99NP87Gc/41e/+hV/+MMfmD17Nh9//DGvv/46jzzyCD/84Q+58847ef3115kxYwbz5s3Dx8eHuLg4KioqsNlsX/tz//7E51+51q//d7/Pv8o/KzcdHR1SboQQQ0JTNOxXHkfTm/RE1ySwIHsNbnne+F/aQ2pjJlbFKu/YCHGTknIjkTjj8nJjNpuJj49n1qxZvPbaa0yaNIn333+f+fPnM3/+fD788EPefvttxo4dy7hx43jnnXeYPn06H330EevWrePkyZOUlpZeU7np6emhs7MTm+3qf3Hb7XZ6e3v/oZT09vbS1dWF3W5HVVXsdjs9PT309fUNbnzr7u4e/HWbzUZ3d/fg7/XvcvHiRTZs2ICPj4+UGyHEkFIVFU3RsKoaZe2VnKo5Q+ClcJbmerG9dC+pjZlU6WrlxEaIm5iUG4nEGZeWm66uLhRFIScnh8DAQFatWsWqVatwc3Nj8eLFLFmyhOXLl7NixQrc3d1ZtGgRH3/8MdOnT2fq1KmsXLmS48ePU1JS8rXKzUBp6ezsRFEU2tvbaWxspKGhgcbGxsHH2wZKy4Curi40TUOv19PY2Iherx9cR93X10d3dzc2mw2DwUBjYyM6nQ673T54H8+/O9m5ePEiXl5eUm6EEENKVdQrq5xVFEUlqf48K3N9WZ7nzZoCP07VncFisWBTbLI8QIibmJQbicQZl5ab3t5eHA4H9fX1JCUlsW/fPrZs2YKXlxeenp7/wNfXl127dhEREcHRo0c5e/YsZWVl6PX6r/XOzUAJqaysJC4ujujoaBISEkhOTubs2bODJ0ADhcThcGA2mykrKyMxMZGoqCiOHTtGTEwMaWlplJSU0NbWRnl5OcnJyZw6dYoTJ05w6tQpzpw5Q3FxMWazGYvFgk6no6WlZbBMDRSqpqYmoqOjWbJkCevWrSMsLIysrCwpN0IIl7v8OJqNGn0dKY3pBJcdYGmOF1tKQjldm0RxWxmqRcWqWFEV+WePEDcrKTcSiTMuv8Szv78fTdOor6/n/PnzhIWFsW3bNrZt28bWrVvx8/PD19eXTZs2sW/fPrKzs2lubv5Gq6Dtdjs6nY4zZ86watUq3N3d8ff3Jzg4mD179pCWloaiKIPlRlEUamtrOX36NOvWrWPZsmWsWLECDw8PfHx8OHLkCIWFhcTGxrJx40ZWrlzJqlWrWL16NR4eHhw9epS6ujrq6+spKSkhJyeHCxcucP78edLT08nIyCAzM5Pg4GBmzpyJm5sb4eHh5OTkyEIBIYRLXT61sdKhdpDZnItv8S5W5G9iYfY6DlRG0WZqv/y4mqKhKiqWG2BmIcTQkHIjkTjj8nturFbr4GNZs2fP5r333uNvf/sbf/vb35g2bRpz585l5syZ/PnPf2bZsmUkJiZSX19PR0fHNX+ewWAgLy+P/fv3s2TJEtzd3dm+fTtHjx4lJSWFiooK7Hb7YOlqamoiJSWFiIgINm/eTGhoKHFxcURGRuLt7c3WrVuJiIggJCQE9plJZAAAIABJREFUHx8fQkNDSUhIICIiAg8PD0JDQ8nMzCQ9PZ2YmBgOHTrE7t27CQkJISQkhD179hAeHo67uzuTJk1iwYIFhIeHk5ubK+VGCOEyl09s7DQZWshtKSKi8jhLczfiXbSdyMposprzMVvMaFeKjaIoUm6EuIlJuZFInHFpueno6KC9vZ2wsDBGjhzJbbfdxp133smvfvUrfvWrX/HYY48xbtw4/vCHP3DPPfcwceJEDh8+THV1NXa7/Zo/r6GhgdOnT+Pv78+CBQtYuXIlISEhJCUlUV1djdlspru7e7DclJWVERYWRmBgIDt37iQ1NRVN08jJycHLy4ulS5eybNky1q5di5+fH0lJSVitVjIzMwd/Ljo6msOHD7Nr1y68vb1Zvnw5S5YsYenSpbi5ubFy5UqmT5/OCy+8wMcff0x4eDh5eXnyWJoQwmVsipUutZOi1jL2VhzHo8CfmZnL2VkaQbWuFpPFhE2xoikaFkUZNNxzCyGGhpQbicQZl5ebtrY2du/ezaOPPsq9997L22+/zcyZM5k2bRrvvfce7733Hi+//DK33347L7744lWXeF5rDAYD+fn5JCYmcujQIY4fP86ZM2eIjY0lMjKStLS0wfd3+vr6rio3wcHBpKWl/UO5WbJkCWvWrGHLli1XlZuBn4uJieHcuXNkZWVx4cIFkpOTSUpKIikpiZSUFM6ePUtQUBAzZszAzc2NsLAwsrOzpdwIIa7bwDs2OpOe8vZqjlfHsTrfjw2FgewqPcDZhgx0Jh2qMnDvjSrlRohbgJQbicQZl5eb1tZWQkNDeeSRR/j973+Pr68vBw8eJDQ0FG9vbxYsWMCrr77KT3/6U5588kk2bNhAWloaFovlmj/PbrcPbkirra2lurqayspKTpw4weLFiwkKCqKqqgqr1UpPTw+lpaWEhYURFBRESEgIqampqKpKVlbWYLlZvHjxYJE5c+YMqqpy4cIFVq9ejb+/P4mJiVRVVX3lwgPZliaEGAo2xUq31kmNvp64uhR8inYy7cJCfIt3kddSRKuxDbtiw6ZYh31WIcS3R8qNROKMy9+50TRtsAx4enqSmJhIXl4eubm5REVFsXbtWmbNmjX4zk1CQsI3fudGURSqqqrIysoiISGB+Ph4zpw5w4EDB1i/fj2RkZE0NDSg0+mora0lKyuL6OhoQkND8fHxISQkhISEBCIjI9mwYQO+vr6EhoYSFBSEl5cXISEhJCYmsm/fPtzd3QkODiY3N5fW1la6u7v/5VyZmZmsX79eLvEUQrjEwImNyWyiydhMYn0qm4p34FUYiF9xMKdrk2g0NGM2X37PRpPNaELcUqTcSCTODMm2NJPJRGFhIYWFhTQ3N6OqKl1dXZSUlLBt2zbWr19PUFAQiYmJ6PX6wQs0rzUDj6WdPn2aHTt2sH37dsLCwti9ezfbt28nPj6e9vZ26urqSEtLIykpibS0NA4cOMDKlStxc3Nj/fr1eHl5sWHDBvbu3cuFCxc4evQoa9asYdWqVXh5ebFu3TpWrFjBgQMHqK2tRdM0ent7/+VcmZmZeHp6XlVuZKGAEOLrsigWLIpl8MfWK+/YtBhbyG7JZ2fpPqZnfIFn4TaSG85Rra/FrtiwK7Zhm1kIMXyk3Egkzrj8npuuri6ampo4e/YsMTExg4UiPT2dU6dOERgYyObNmwkICCAqKory8nJMJtNXnoT8q9jtdtra2igpKSEpKYnY2Fji4uJISUkhMzOT6upqrFYrVVVVREVFER8fT3FxMRcvXiQ6OpojR45w+PBhoqOjSUxMJDc3l8bGRgoLC4mJieHYsWMcOXKEEydOcPr0afLz8zGbzXR2dn5lGZNyI4S4HgPlRlVUbKr18t1aJj3nmy6yvXQvm4p2sL4wgCPVp6nUVaM3669c5ikXdQpxK5JyI5E4MySroMvKyjh69Cg7duwgICBg8H6brVu3EhgYOPhzBw4cICMj4xs/ljaQgXt1SktLyc/Pp66uDofDcdWWtL179xITE0NzczMGg4Hm5mYqKyvJz8+nsrISk8lER0cHfX19g+/yVFVVkZ+fT0VFBQaDAbvd/rVOmKTcCCGux0C50RQVh9qB3qSnvL2KfRXHmJW5jFX5mzlSdZrCtkvYVRsdqn3YZxZCDB8pNxKJMy4tNw6HA4PBQFxcHLNnz2b8+PH88Y9/5JVXXmHs2LFMmjSJGTNm8Omnn7JgwYLBdcvfdBX0QDo7O1EUBYPBQHt7OxaLhZ6ensFyo9frycvLo7y8HFVVsdlsqKqKyWSira1tsNgMrI0eKGkDv240GrHb7YO//u8i5UYIcb00RUOxWDCbTeS0FBBefoTNxcGsyd/CvopjFLSU0GxsxXrlos7hnlcIMXyk3Egkzri03NjtdpqbmwkJCWHEiBH8x3/8B9/73vf43ve+x//7f/+Pn/3sZzz11FOMHz+et956i+XLl3Py5MnByzaHKr29vXR2dtLd3U1fX99g6RmqSLkRQlwPTdGwKzZMZiONhkaOVp/m06xVrMjzIaQsksymHDRFo0ORExshhJQbieTLcWm56erqQlVVsrOz2bp1K59++invvPMO48aN4/nnn+f5559n7NixTJgwgUmTJuHm5kZiYuJ1P5b279LX10dPTw+9vb2DxUbKjRDiRqRdeXdGtagUtV3icNVJtpaE4pa3iV2l+7nQlEOdvgFN0bDKymchhCLlRiL5clxabvr6+ujt7cXhcGA2mykuLubIkSP4+PiwaNEipk+fzltvvcUbb7zBxIkTcXd359y5c7S1td1U33xSboQQ38TlBQI2FIuKwWwgti6ZxbnrWZrrhXfRDuLrzmK2WLCrNlRZ9yyEuELKjUTizJBsS2trayMnJ4fDhw+zfv165s+fz/Tp05kyZQrvvPMO7733Hh988AHe3t5kZmbS3t5+U33zSbkRQlwrVVHRFA2baqNKV0tCfSo7yvaxJHcDW0t2k1CfRll7Jaqiyjs2QoirSLmRSJxx+bY0u91OWVkZkZGRrFmzhmnTpjFp0iTeeOMNJk+ezLRp05g9ezbz588nICCA7OxsdDrdTfXNJ+VGCHEtBoqN9coFnOlNWXgXbWdF/iaW53lzuPo07WY9VtWKVdFQb4CZhRA3Dik3EokzLt+WZjQaiYuLY+bMmbzwwguMGDGCBx98kIceeoiRI0cyZswYXn/9dSZNmsTSpUs5deoUlZWVQ7pQ4NuOlBshxLWwKhp21U6joYmMpmzCK47glueNT/FOjtXEkNdajNliwapq8jiaEOIfSLmRSJwZsm1pjz76KN///vf5/ve/z3/+53/ywx/+kF/84heMGDGCp556imeeeYYPPviAPXv2kJubi6ZprhxlWCPlRgjxdamKik2x0qF2kN9aTHDZftYUbGF+1mp2lx+k1lCPoliwKVY0KTZCiH9Cyo1E4ozLt6VZLBYyMjLYuHEjCxYsYMGCBXz++ecsXLiQZcuWsWbNGtatW4enpyehoaGcP39+yLelfduRciOE+Do0RcWu2mgxtpLfUsKhqmhW5vvgVRRIeMVR0puy0Jv1aIqKpqjyOJoQ4p+SciOROOPybWnd3d0oikJ9fT2VlZVUVFRQXl5OaWkpJSUlFBYWkp+fT35+PuXl5bS1taFpGj09Pa4cZVgj5UYI8XVYFQ2H2sGltgoiK6PwLPDno4wlbC0JpbitFJ1Zj12xYlOsKIpl2OcVQtyYpNxIJM64tNz09/cProJWFAWTyYTRaMRoNGIwGNDr9bS3tw8yGo1YrVY6Ozvp6+tz5SjDGik3QoivoikaHaodvUlPRXs1J6rjWJ2/GY+CrQReCiOxPpUWYysWiwXrlVMbKTdCiH9Fyo1E4oxLy43kcqTcCCG+ik2x0q11UqdvIKE+FZ+inbyX/hkeBf6cb7xIg6EJu2LDrtiu/D0WpNwIIf4VKTcSiTNSboYgUm6EEP/MwDs2ZouZZmMryQ3n2VwczPrCALyLtnO8OpYaXR1Gs+nKWuiB+2yk3Agh/jUpNxKJM0NSbvr7++nr66Onp4euri46OztxOBx0dXXR09NDT08P3d3d9PT00NfXR39/P/39/UMxyrBEyo0Q4p+xKhpdqoNWUzs5rUWElh/k48zleBRsJbY2mfL2SqyKFbtiH/ZZhRDfHVJuJBJnhqTcdHR00NbWRl5eHkeOHGHnzp34+fkRFhbGuXPnuHjxIikpKeTm5tLe3k5HRwe9vb1DMcqwRMqNEOLLVEXFqlqxWCzoTXoymnLYVbYf3+JdeBdt50j1KcraK2k36dCuOrERQoh/T8qNROKMyxcK9Pf3YzQaycvLY/fu3Xz44Ye89NJLPProo7zxxhv4+vqyY8cO1q1bx+7duyksLMRkMtHV1eXKUYY1Um6EEF+mKip21Y7erKeivYqDlVHMy1rJ6nw/jlafpqjtEjbFikPtGPZZhRDfPVJuJBJnXFpuuru7sVqtpKens2LFCqZOncqUKVMYO3Ys99xzD6NHj8bT05M1a9YwadIkZs2axYEDBygqKsJqtbpylGGNlBshhKJcObFRNFRFwWKxkNdSxN6Ko/gVB+NRsJW9FUcpaC2mxdiKVdGwKtZhn1kI8d0j5UYiccal5cbhcKDX6wkPD+fxxx/nvvvu4+233+aPf/wjP/3pT3n00Udxc3Nj9uzZ3HPPPfz+979n9erVJCQkYDKZXDnKsEbKjRBCUS6vfLYrNiwWMy2GFqJrEliQvZbluRsJLj3A+cYsVItCh2JHVeSfDUKIb0bKjUTijMvLjdFo5MCBA4waNYoHHniA8ePH8/zzz/OTn/yEu+++m7fffpsJEyZw5513Mnr0aDZv3kx6ejoWi8WVowxrpNwIIVRFRVM0rIpGWXsl0TUJBF4Kxz3Phx2lEaQ3ZVOrr79yuiMnNkKIb07KjUTijEvLTWdnJ2azmePHj/Paa6/xu9/9jjFjxvDkk0/yk5/8hJ///Oc8+eSTPPHEE9x9991MmDBh8L0bTdNcOcqwRsqNELe2wcJiUTCZTaQ0pLM2fwvueT5sKt5JbF0KBosRu2qTExshxHWTciOROOPSctPT04PD4aC0tJR9+/axdu1a5s2bx1/+8hdeeOEFRo8ezZtvvsnUqVP57LPP2L59Ozk5Oeh0OlkoIIS4KajK5ZXPdsVGrb6e5IbzhJRFsiJvE1tLQkmoT6W0vRKLYsEqW9GEEC4g5UYicWZItqV1dXWhaRq5ubkEBASwdOlS5s6dy6xZs5g9ezZeXl4kJCRQVVWFzWYbvOvmZomUGyFuTapy+aJOq6Jis2hkNeeztSSEVfm+uOV5E1kZRbOxBatqlXXPQgiXkXIjkTjj0nLT29tLV1cXOp2OoqIi4uPj2bNnD/7+/vj4+LBp0yZ8fHzYtWsXJ06cIDMzk8bGRlRVpaenx5WjDGuk3Ahxa9IUFbtqo8nYREZTDvsqjl1+FK1oB0erT5PbUojRbMSqWuVxNCGEy0i5kUiccfkqaJvNRkVFBVFRUYSHhxMREcGBAwc4cOAAkZGRREZGsn//fvbu3cvJkycpKCigpaUFh8PhylGGNVJuhLj1XD610bCpNgraSgguO8Cagi18lrWaXWX7qdLVYLGYscolnUIIF5NyI5E449Jy09XVhaIoXLhwAS8vL+bPn8/8+fNZsGABCxcuZPHixSxbtoylS5eyaNEiNm/eTEJCApWVldjtdleOMqyRciPErUVTVDpUG22mdgrbLnG4+hTueT54Fm5jT/lhzjVepN2kQ1NUNEWVUxshhEtJuZFInHH5tjSj0Uh8fDxz585l/PjxvPrqq4wbN4433niDiRMnMnnyZCZPnsxbb73FwoULOXTokFziKYT4TrMpGp1qBxW6ao5Wx+BVGMiszKX4luwit7WIdlM7NsWKTbGiKJZhn1cIcXORciOROOPybWkdHR3U1NQQHx/PwYMHiYyMHHwsLSQkBF9fX3x9fQkKCuLEiRMUFxfLtjQhxHfSwDs2RrORGn0dMXXJeBYGsK7An4BLYcTVp9BgbMZisQye2ki5EUK4mpQbicQZl5abv8/A9rSB+2/Ky8tJSEggPj6e7Oxs6urqsFqt9Pb2yrY0IcQNz6JYsHypnFgVjU7NQYOxmbONGQRcCmNm5jLWFW4jtTGTekMjVsWKXbFd+XssSLkRQrialBuJxJkhLTe9vb04HA6Ki4vZuXMnS5cuZebMmUyfPp1Zs2bh4+PD+fPnaWlpuam++aTcCHFzGig3qqJiU61YLBZajW2kNWay9dJuNhQF4lO8k2PVsVTpazGajWhXLRCQciOEcD0pNxKJM0Nabrq6ulBVlaioKF577TXuvfde7rnnHm6//XZ+/OMf89JLL7Fjxw7y8vLQNG0oR/lWI+VGiJvTl8uNQ+2g3aSjsPUSeyuOMufiClYVbCa6JoGStgo0RaNDtQ/7zEKIm5+UG4nEmSEvN4qicPDgQZ599ll+85vfMHnyZF599VXuuOMOnnvuOTZu3EhaWhoWi2UoR/lWI+VGiJuXpmgoFgWT2UROSyG7yw/hW7yL9YUB7K88TlFrKa3GdlRFxSorn4UQ3wIpNxKJMy4tN/39/fT19dHd3U1HRwdms5nm5maCg4N56KGHGDFiBCtWrOCTTz7hvvvu4/e//z0rVqwgNjYWo9HoylGGNVJuhLg5aYqKXbFhMhup09dzoiaOhTkeuOf5sLfyGFnN+SgWhQ5FTmyEEN8eKTcSiTMuv8TTarVSXFzM3r178fb2xsPDg7/+9a/8z//8D7fffjtjx47lueee47//+78ZOXIkK1euJCEhQcqNEOKGNXBBp6aoqBaFkrYyDledxL8klDUFfoSURZLVnEeDoQnVomJVrMM+sxDi1iHlRiJxxqXlxuFwoNfrOXnyJO+//z7PPPMMTzzxBPfddx+33XYbt912G3fddRd33HEHP/rRj3jmmWfw9PQkJSUFk8nkylGGNVJuhLi5aF9aINBmaiehPpUVed4sz92I/6U9JNWfw2g20qHYr6x7Hv6ZhRC3Dik3EokzLi03AwsE8vLyCAoKYvXq1bi7u7Ns2TIWLlzIwoULWbx4MYsWLeKzzz5j06ZNxMfHU1lZic1mc+UowxopN0LcPFRFRVM0bKqVKl0tsXXJ7Crbz+r8zQReCiel4QKVuhosFgtWxYp6A8wshLi1SLmRSJxx+SWeDoeDpqYmzp8/T3x8PHFxcZw5c4Zz585x7tw5kpOTSU5OJjU1lby8PBobG1EUhe7ubleOMqyRciPEzWGg2KiKisViJr0xG++i7azK34xXURBRtQm0mtqxqVY5sRFCDBspNxKJM0NycpOdnc2WLVtYtmwZS5cuZcWKFaxdu5Y1a9bg7u7OihUrWLFiBUFBQaSmplJXV0dHR4crRxnWSLkR4uagKRp21UaDoYlzjZmElR/GPd+HzcXBnK5NoritDJPFjFXV5MRGCDFspNxIJM64tNx0dnZiNBqJj49n9uzZjBs3jldffZVXXnmFV155hbFjxw7+9SuvvMLcuXOJjIyksLAQq9XqylGGNVJuhPjuGzi1sSpW8luK2V66j9UFfizJ3cCe8sPU6huu/LompzZCiGEl5UYiccbl29I0TaOwsJDQ0FA8PT1ZuXIlU6dO5bHHHuOJJ57g7bffZt68eaxatYrdu3dz4cIFGhoacDgcrhxlWCPlRojvNk1R6VBttJnayW8t5lBVNCvyNuFZ6E9E5QkymnLQmfSDxUZObYQQw0nKjUTijEvLTW9vL52dnbS2tpKdnU1CQgLHjx/niy++4P/+7//49a9/zfTp09m8eTPR0dHk5ORQX1+PxWKRd26EEDcMq6LRodopb6/iUNVJNhQGMOeiG5uLd1HQWoLefLnY2BQNRbEM+7xCiFublBuJxJkhKzdZWVnEx8dz7Nixq8rNBx98gK+vL1FRUWRnZ1NXV4fZbJZyI4QYdpqiYlftGM1GqnQ1nK49w7oCf9YWbCWodC/x9WdpNDajWCyoV05sLFJuhBDDTMqNROLMkG1LO3fuHCdOnODAgQMsWLCAe+65h/vvv5/3338fLy8vDh06xPnz56mqqsJoNNLV1eXKUYY1Um6E+K6w8OWTF6ui4dA6aDA0kdRwnoBLe/g4cznrCvxJbcig3tB4uQBduaTTolik3Aghhp2UG4nEmSHblrZ161YWL17MggULeOedd3j66ad59tlneeutt5gxYwaff/45/v7+JCcnU1NTI9vShBDD4HK5URUVu2rDbDHTZGzhbMMF/EpCWF8YgF9xMCdq4qjS1WI0G68sGrj8fSzlRghxI5ByI5E4M2Tb0j755BMmTJjA+PHjef311/nTn/7En/70J958800mTJjAuHHj+PTTT2VbmhBiGF0uN5qi4lA7aDW2kd1SwJ7yQ3yStYJV+Zs5XZdERXvl5SUDiv0GmFkIIa4m5UYicWZItqUVFBQQGhqKl5cXGzZsYNOmTfj7++Pv74+vry8bN25k/fr17N69m/T0dOrr6+XkRgjxrVMVBauqoSgKerOBzOZcdpZF4FUUyPqiAPZXnuBSWzk6kw5NUbEq2rDPLIQQf0/KjUTizJC8c9PQ0EBqaiqnT5/m1KlTxMbGkpSUxJkzZ4iLi+P06dOcPHmStLQ0KisrMRgM8s6NEOJbpyoqHaodg8VIha6Kw1Un+Sx7DUvzNrK38hjZzfkoFgWH0iHrnoUQNywpNxKJMy5/50ZRFDIyMti4cSPz589n7ty5zJgxg3fffZd3332X6dOnM2vWLObOnYu3tzcJCQlUVVVht9tdOcqwRsqNEDc+TdFQFRWLxUJRWyn7K0+wuTiYtQVbCSk/SFZzPo2GZlSLivXKAgEhhLgRSbmRSJxxablxOBwYDAZiYmKYMWMGL774IqNGjeKBBx7gBz/4Af/1X//FPffcw+9+9ztGjRrFzJkz2bdvHwUFBWia5spRhjVSboS4samKik21Di4QiKs7y/I8b5bnbWJ7aQQpjRkYzEY6FDuqIt+zQogbm5QbicQZlz+WZrfbqampITY2lv379xMeHs6nn37KnXfeyb333sv777+Ph4cHISEhxMXFcenSJXQ6nTyWJoT4VlzedqZhU61U6Wo5VXuG7aX7WJXvR2DpXtIaL1Ktr8NisciJjRDiO0HKjUTijEvLTX9/P319fXR1dWGz2bBYLBiNRsLDw/ntb3/LE088gbe3N6mpqTQ3N2Oz2ejs7KSnp4f+/n5XjjKskXIjxI1JVS7fZaMqCiaLifSmbDYWbcc9zxfvoh1E1ybSamrHrtoG1z0LIcSNTsqNROKMy7elWa1WSkpK2LdvH5s3b2bjxo289957/O///i933nknb775JvPnz2f9+vXs37+fixcv0tTUhMPhcOUowxopN0LceFRFQVNUbIqVOkMDyQ3p7C4/xOp8P/yKQ4itS6GkvRyTxTRYgIZ7ZiGE+Dqk3EgkzgzZOzczZ85kzJgxvPDCCzzyyCP87Gc/4+c//zn3338/I0eOZPTo0cyePZuIiAh550YIMeQ0Rb2yQEAhu6WAbSV7WJW/mZV5vkRUHKNW34Cmale+bvjnFUKIr0vKjUTijMu3pamqSk5ODv7+/qxYsQI3NzeWLFnCZ599xvz581mwYAFffPEFy5cvJygoaPCbT+65EUIMFU3R6FDttJrayW4p4EBVNKvz/dhYFMSRqtPktBSgMxvQVDmxEUJ890i5kUiccflCgY6ODurr60lOTubEiRMcO3aM6Oho4uLiiI2NJSoqiuPHj3Ps2DGSk5MpLy932T03/f399Pb20tfXR19fH/39/Ve9yzPwTlBPTw/d3d3/oLe3d/Brent7B7+uq6uLrq4uenp6/unv+/f5Z+Wmo6NDyo0Qw+TyAgE7ZboqDlRFs7F4O4tz1rOjdB+X2iowWcxoihVN0bDcAPMKIcS1kHIjkTjj0nIzUBzMZjPV1dWcPXuW3bt3D757s337dqKiooiNjSU6Oppz587R1NSE1Wqlp6fnuj+/s7MTs9l8ecuR1UpnZyd9fX2Dv97V1YWmabS2tlJZWUlZWRkVFRVUVlZSVVVFe3s73d3ddHR0YDQaaWpqoqKigrKyMsrKymhubsZut//bBQgXL15kw4YN+Pj4SLkRYhhpiopdtaE36yltr+R0bRLeRTvwLt7BvopjnGu8SIuxDVVRURUNRVGl3AghvnOk3EgkzgzJtjS73U57eztpaWn4+Pgwb9483n33XZYsWcLRo0eJjY3l0KFDJCUlXVUYrudze3t7MRqNlJaWUlFRQUtLC6qqXvX72mw22tvbKSkpISkpibi4OBISEgYVFxdjs9kwGAyUlZVx8eJFEhMTiYuLIz4+noKCAsxmMx0dHf/05GfAhQsXWL9+vZQbIYaZ1aJhV63U6OuIrUsm8FI4S3I24F+yh9zmItpNusunOldWPluuGO65hRDiWki5kUiccfm2NLvdTm5uLn5+fixYsIBZs2YxadIkHn/8cd588022bt3K5s2b+fDDD1m6dCnR0dGUl5djs9m+8ecOnNicPXuWdevW4e/vT0pKCrW1tVdtYbNarbS0tJCfn09MTAwHDx5kz549bN++HT8/P6KiomhsbCQ3N5eIiAjCw8OJjIzk6NGjnDx5kuzsbHQ6HTqdjoaGBqqrqykvL6e8vJyKiopBhw8f5vPPP2ft2rXs2bOHrKwsKTdCfIvUKyc2JrOJGn0dZxrS8CsJwbtoByFlkSTWn6NB34TFMnDvzeXvSyk3QojvIik3EokzLt+WZjKZOHz4MC+//DIPP/ww48aN45lnnuHHP/4xDz/8MEuWLGH27Nncf//9PP/882zYsIGzZ89iNpuv+fMGTmwsFgvV1dXs3LmTl156iXfeeYc9e/aQl5d3VWn6crmJjY0lLCyMTZs2sXLlSr744guCg4MpLi7m5MmTLF++nNWrVxMUFERERATHjh0jMzOT1tZWqqsaMtIpAAAgAElEQVSryczMJDk5mdjYWGJjYwdPd+Lj49myZQtTp05l6dKlhIWFkZOTIwsFhBhCFsWCRbEM/lhTNDo0O03GFs41ZRJSfoAvctbhVRhIamMG9frGK4+s2Yd9diGEuF5SbiQSZ4ZkFXRERARPP/00999/P6+//jqjR4/mtttu49577+X999/nrbfe4s477+S5557D29ubc+fOYbFYrvnzOjs7sVgslJeXk5iYiK+vL3/961/59NNP2bdvH7m5uVeVm66uLqxWKzqdjtraWpKSkggICGDXrl2cOHGC8+fPU1ZWRnR0NO7u7qxevZpt27YRERHBqVOnyM3Npa2tjcLCQo4fP86ePXsIDAwkMDCQoKAgtm/fzo4dO1i8eDETJkxg/vz5hIeHk5ubK+VGiCE0UG5URcWmXr5AuMXURnpTNkGle9lUvIPAS2FE1yZSpa/FZDahKSqaog377EIIcb2k3EgkzgxJuTlw4ADPP/88Dz/8MG+99RZjxozh5z//OXfddRd//OMfefHFF7n77rsZO3YsAQEBZGVloarqNX+epmnU1dWRmppKcHAwq1at4uOPP8bNzY2wsDAyMzPRNO0ftpv19vbS2dlJQUEBwcHBnDp1iubmZtra2qiqqiImJoYNGzawceNGduzYQWRkJKdPnyY7O5uWlhaysrIIDw/Hz88PDw8PPDw88PT0ZMOGDXh5eTF79mxefvll5syZQ3h4OHl5efJYmhBD6Mvlxq7aaTfpKGgt4WBlNIty1rO2YCsxdcmU66rRFBWHapeVz0KIm4aUG4nEmSFZBZ2fn4+/vz8LFizggw8+YPz48TzyyCM8+uijvPzyy/zpT39i2rRpeHt7c+HCBdra2r7RN19bWxvp6ens37+fdevWMXfuXP7yl78wffp03NzcOH78OEajcXB980D0ej15eXmcOnWKnTt3kpCQgMFguPx/e1taKCgoID4+nuTkZHJycjh9+jQBAQEcPnyYgoICLl26RGFhITk5OWRkZJCRkUFmZiaZmZlcvHiR0NBQZs+ejbu7O2FhYWRnZ0u5EWKIWdXLpzAGs4m8liLCyo+wuTgYn6KdRFZFU9JWjs6sR1NUrHJiI4S4iUi5kUiccfm2tP7+fhRFobKykuPHj7N48WL+9re/8dprrzFu3Dhee+015syZw65du7hw4QJms/kfysfXTUNDAzExMQQFBeHm5saMGTOYOHEikydP5sMPPyQ0NHRwvbPD4aCrq4ve3l4qKio4ePAgISEhhISEkJaWhqZpV62ArqqqorGxEaPRSFJSEu7u7gQEBJCWlkZdXd1X3stz8eJFvLy8ZFuaEEPk71/8VxUNu2rDaDFSravjVE0ibrnerMrzZX/FCbJbCjBbzDjUDjmxEULcdKTcSCTODMk9NyaTifLycs6ePcv+/fvZsWMHAQEBbNu2DX9/f/bs2UNsbCwFBQXodDocDge9vb3X/HmqqlJTU0Nubi5nz54lLCwMNzc33Nzc2LRpE3FxcZjNZtrb28nJyaGsrAxFUSgsLCQ0NJS9e/eSkJBAWVkZHR0dgyusCwoKOHXqFFFRUZw6dYqIiAi2bt3KsWPHKC0txWAwfOXq6szMTNavXy+XeAoxRL5cblRFu3JHjUKprpKj1TEEXArDqzCQ3eWHyG7Op8nYgmJR5MRGCHFTknIjkTjj8sfSHA4HLS0tZGdnk5qaSkpKCikpKaSlpZGamkpycjLJycmkpqaSm5tLXV0dZrOZ7u7ua/68gZOinp4eOjs7KS0tJTIykv3793Pq1CmKioqw2WxUVlZy6NAhEhMTaW1tJTc3l9DQUI4fP86lS5fQ6/V0d3cP3oNz4cIFgoOD2bp1K76+vuzcuZNDhw6RkZGBTqfDbrdfdTno3yczMxNPT8+ryo0sFBDCdZzlRsWqWjErFpqNrSQ3prOuwJ+V+ZvZWRpBckM6epMeh9oxuO5ZCCFuNlJuJBJnXFpuurq6UBSFjIwMvLy8+PTTT5k7dy4zZszgnXfe4d1332X69OnMmjWLuXPn4u3tTXx8PJWVldjt9mv+vIFy09fXN3iJZ1lZGaWlpdTU1AyWltraWqKiokhNTaWtrY2mpiaKioqorKzEaDRit9vp7e0dLDjNzc0UFhZy8eJF0tPTB099WltbsdvtdHd3f+VjdFJuhBh66pVtZ1bVSo2+nti6FHaVHcCjwJ/A0nBSGzKo0dVisZixKlZ5HE0IcdOSciORODMk29JOnTrF1KlTee6553jqqae47777+MEPfsAPf/hD7r77bkaMGMFTTz3F9OnTCQsLIy8vD03TXDnKVWlqaiIpKYmsrCx0Oh0dHR1fefIyUJo6OzuxWq3/9uv/PlJuhBhaqnL5ETNVUTCZjVxszsOvOIRVeX54F+3geHUsTYZm7IpVTmyEEDc9KTcSiTNDsi2tpqaG2NhYIiIiCAsLY968efzyl78cvOdm3bp1hISEEBcXR0lJCTqd7itf0L/eaJpGQ0MDbW1t2O12enp6vvLkZaDc9Pb20tXV9W+//u8j5UaIoaUpKnbFRpOhmXONF9lXcYx1Bf74FYcQU5dMcVsZBrNxsAAN97xCCDGUpNxIJM64fFtaX18fXV1daJqG0Wikvb2d3bt385vf/IaRI0fi5eVFSkoKjY2NaJqGw+Ggp6fnmk5GbvRIuRFi6KiKimZRUSwKha2XCCmLxLNwG2sLtrC38ijV+lo0VUNTNFQ5tRFC3AKk3Egkzri03Ay8s1JWVsbBgwfZtm0bvr6+TJs2jdtvv5277rqLiRMnsnDhQnx8fDh8+DC5ubm0tLTgcDhcOcqwRsqNEEND+9IlnXktxRypOo1HwVa8igI5XH2KrJZ82s06rKpVio0Q4pYh5UYiccal5aazsxOTyURSUhKff/45kyZN4rXXXuOpp57i9ttv54477mDEiBG88MILvP766yxatIijR49SUlKC1Wp15SjDGik3QgwNzaJiU6xU6Go4Un0an6KdLM5dj/+l3RS0FmOwGC8vGVCswz6rEEJ8W6TcSCTODMm2tKysLPz8/Fi6dClLlixh4cKFzJ07lzlz5vDJJ5+wYMECFi9ezLZt20hOTqampuYbbUu7USPlRgjXUhX18iWdZgMVuipi61LwLtrO+sIAdpcfIrkhnUZD0+DXqop61SWfQghxM5NyI5E4MySPpZWXl3P8+HF2795NSEgI4eHhHDp0iIMHDxIeHj748ydOnKCgoIC2trab6ptPyo0QrqVZLi8QaDA0klifyvbSvSzK8WRj0XbON2XRbGhBUy6f6ijK1Zd8CiHEzU7KjUTijEvLzcBdMSaTiaqqKlJTUwkLC8Pf33/wMsyoqChiY2M5efIk58+fp6mpCavVSk9PjytHGdZIuRHCNVRFxabaMJstNBqaSW3IYGtJKBsKAwkq3cvp2iRq9PVYLBY0RR1c+yzlRghxK5FyI5E4MyTb0hwOB2azmdzcXHbt2sXKlSuZN28enp6exMTEkJaWRkxMDBkZGeh0Ojo7O+nt7XXlKMMaKTdCuIZ25XG0VmM7Wc357C0/xhc5nqwp2EJcXQqVulo0RcWhdsgCASHELUvKjUTijMvvubHb7RQWFhIUFMTSpUuZM2cOkydP5umnn2by5MkEBATg7+/P7NmzcXd3JyYmhsrKSnnnRggxaODERlUUdCYdWc35BJdG4l24A7/iEA5XnaK0vQKD2YimqFgVbdhnFkKI4SLlRiJxxuXb0sxmMydOnGDChAk8/vjjjBkzhieeeIIf/ehHPPzwwyxatIjZs2fz0EMP8eKLL7Jp0ybOnTuHxWJx5SjDGik3Qlwbi2LBolgGf6xeWflsMBu41F7O0eoYluZsxD3XlyNVpylsLcFsMV85sRn++YUQYjhJuZFInHFpuXE4HOj1evbv388zzzzDgw8+yBtvvMGLL77If//3f/PAAw8wffp03n77be666y5GjRrFxo0bpdwIcYv7crkZuHzTbDFT1HaJfZXH8CneyfrCQHaXHyK3pZBWYxuKRZETGyGEUKTcSCRfjkvLTUdHB3q9noiICJ599lkefvhh/vKXvzB+/Hh+8Ytf8Otf/5o333yTV199lbvvvpsxY8awdetWMjMzURTFlaMMa6TcCHFtBsqNqijYFCsms4k6Qz2xdcm4529iSe4Gdpbv52xjBjqzDofaMbg8QAghbnVSbiQSZ4bknZucnBw2bdrEnDlzmDJlCmPGjOH+++/noYceYvTo0UycOJEpU6awYcMG0tPTaW1tvam++aTcCHHt1CvbzjRFpVJXw4maOLZd2sPagi0EXAojrSmTWkMDZosZq2KVx9GEEOIKKTcSiTMu35bW39+P0WikoKCAffv28cknn/DGG28wevRonn/+eV566SWmTp2Kj48PsbGx1NfXoygKmqbR0dFxU2xNk3IjxLVRFRWrYkWxWGg3tXO+MYuNRUG45W7CrySEU7VnaDK2YFftaPIomhBCXEXKjUTijEvLTV9fH729vVgsFqqrqzl//jyRkZHs2LEDPz8/fH192bx5Mz4+Pnh7e+Pn58euXbvYv38/0dHR5ObmommaK0calki5EeLru3xio2FTbDQYmjhTf46QskjWFPjhW7SL+LqzlLVXYjQbr5zYyPeQEEJ8mZQbicQZl1/i2dnZiV6vp7S0lOzsbC5cuEBaWhopKSkkJyeTmJhIeHg4bm5uzJo1i/fff5/Zs2ezevVqjh8/jl6vd+VIwxIpN0J8PapyeSmAqqiYzGZyW4oILAljZZ4vHgVbiag4TrWuDptiHfy64Z5ZCCFuNFJuJBJnXL4K2mKxkJGRwcaNG5k/fz5z585lzpw5zJkzh48//piPPvqIyZMn88wzz/Dss88yfvx4Zs2axaZNm0hISMBkMrlypGGJlBshvh5NUelQ7bQa28hoymV/5QnW5m9hQ2Egx6pjyWspQmfSY1OsskBACCH+BSk3EokzLt+WZjAYOHnyJFOnTuX5559n1KhRjBo1avCvn376ae677z5+8IMfcPvtt/Pyyy8zf/58QkNDuXjxIory3d+aJuVGiH9PVRQ0i4qqqJS2VbC34ijrCwJwy/Vm+6V9FLeVYbFYsCqarHwWQoivIOVGInHG5dvSOjo6qKmpIS4ujoMHD14lMjKSiIgI5s+fzy9/+UsefPBB5syZw+7du8nOzqatre2m+CaUciPEV7t8YmNDbzZQ2FbKiZo41hX441GwlX3lxzjfmEWzsRVN0dAUVR5HE0KIryDlRiJxxuXb0vr6+gb/I95sNl/FaDSi0+kIDQ3lwQcfZOTIkWzYsIG0tDTMZrMrRxnWSLkR4qtpiopNtVKjryOqJoHNJbv4Imcd3kXbyWzKpd2ku/I1tmGfVQghbnRSbiQSZ1x+cmOz2aioqOD48eOEhoYSEhIyaNeuXQQFBfHRRx9x++2387vf/Y7Vq1eTlJR0U7xrMxApN0L8c6qiYldtmMwmqnQ1JNSn4l20g7UFW9hZGkF8XQp1+gYURZETGyGE+Jqk3Egkzri03HR1dWGxWDh37hyrVq1ixowZTJ8+fdC0adOYMmUKL730EnfccQejRo3Cw8NDyo0QtwjNcrncNBlaSG5IZ2fpPhZme7A2348z9eeo0zegXlkyIJd0CiHE1yPlRiJxxuUnN3a7nYKCArZt28aKFStYvnz5oGXLlrFo0SLmzp3LlClTWLJkCYcPH6aoqOimuN9mIFJuhLiaeuUxNMViodnYyvnGbPxL9rC2YAt+JSEcrY6hvL0Kk9k0eO/NcM8shBDfFVJuJBJnhqTcXLp0ifDwcHx8fNi0aRPe3t5s2rQJHx8fNm/ejL+/Pzt37iQqKor8/HxaW1txOByuHGVYI+VGiKsNPI6mM+nIbSlkf+UJvsjxZFneRo7VxFLcVobZYsGhdsijaEIIcY2k3Egkzri03FitVhoaGkhNTSUwMJC1a9fi7u7OihUrWLlyJT4+Puzdu5e4uDhycnKoqalBr9djs9no6elx5SjDGik3QlymKipW1YqqqOjNBvJaCgkuO8C6wm1sKAwgrOIw+a3FtJl0KBZFVj4LIcQ3IOVGInHmuspNf38//f39dHd3Y7VaqampITk5mbCwMDw9PVmyZAmff/45CxYs4PPPP8fT05O9e/eSlpZGXV0dqqrS1dVFX18f/f39rvozDXuk3IhbleWKgR9rioZdtWM0myjTVRFVHc+SnA0szPFgd/lBLjRlozfr5cRGCCGug5QbicSZ6y43fX19tLS0kJKSwrZt25g1axbvvvsuM2fOZN68eXz22Wd89tlnzJs3j5kzZzJlyhQ++eQTvLy8iI6OprGxEYfDQW9vr6v+TMMeKTfiVvXlcmMdfHdGpUxXxaHqk/gW72JNvh8Bl8JIb8qi0dB05aJO67DPLoQQ31VSbiQSZ66r3PT29tLV1UV+fj4bN27kz3/+MyNGjOCpp55i2rRpLF68mFWrVrFq1SqWL1/OBx98wKhRo3jyySd58cUXWbp0KRkZGRiNRrq6ulz1Zxr2SLkRt6qBcqMqKjZFw2Ix02RsIaXxAp6F21iSu4GtJaHE1CXTbGzBoXbIo2hCCHGdpNxIJM5cV7lxOBwYjUaioqKYPHkyf/jDH3jvvffw8PDgxIkTnDt3joyMDDIzM0lPT+fkyZMEBQUxe/ZsHnvsMSZOnEhYWBhFRUVYrVZX/ZmGPVJuxK1qoNhoioZV0ajT1xNbl8z20r2sKdjC5uJgEuvTqNBVY7QYsSlWeRxNCCGuk5QbicSZ6yo3NpuNxsZGdu7cyW9/+1tGjBgxeCmn0Wj8h69XVZWqqir8/Py47777ePzxx/Hw8CAlJQWz2Xw9o9xQkXIjbmVWxYpiUdCZ9FxszmVLcTBuud54FQZyqPIkNfp6bIr1yiWdwz+vEEJ810m5kUicue5y09TUNFhuHn74YZYvX05cXBwGg+Efvt5sNlNSUoK3tze//vWvGTlyJJ6enpw9e1bKjRA3gYGVz83GVtIaM9lTfohVeb54FmwjqiaeotZSdCY9VjmxEUIIl5FyI5E4c13lpqOjg9bWVsLDw3n66ad57LHH+OSTTwgPD6e0tBSDwYDRaMRoNGIwGKioqCAxMRE3NzcefPBBXnjhBbZs2UJmZiaKorjqzzTskXIjbkWqoqJaVCwWC0VtpYSUR7I6fzNuud7sKN1HcVvZ4CNrckmnEEK4jpQbicSZ6yo33d3daJpGamoqn3/+ORMmTGDMmDH89a9/Zc2aNQQGBhIcHExwcDA7duzAw8OD6dOn8/rrr/PCCy8wZ84c4uPjBzem3SyRciNuNc5LOvXkthRyqOoUa/9/e3cWXNVh2H/8OdPpTCZ96LQznelDO5k0aaedTpdJ3aaNm4xjO4ljnBgvwcXghl1g2YDZJSEQEiBASAghCbQvIAGShYRAEgitaN/3fbmS7nbuol3i+3/AurKT1PnbRsgSv8/M9wEQ6Bi4+P507j2n9hy+NWdIbLtO6UAFg5ZhXIbz8QjSWRullHpiadyILPrKl4Kem5ujq6uL1NRUvL29ee655/jHf/xHXnzxRdauXcv69etZv349b7/9Ni+99BL/8A//wA9+8AM2bNhAREQEnZ2duhS0Uis4h2HgtDtxGg7aR7tI7fiYE/UX2Ft1guCGS1QM1mC2mXEaTty65LNSSj3xNG5EFj2R+9wYhkF7ezu5ubmEhoZy6NAhvLy82Lx5M5s3b2bTpk1s2rSJHTt2sHfvXs6dO8fHH39MQ0MDhmEwOzvL/Pz8k/pvWnYaN+pZaeGMjc1mo22kk+zuAgLqwjhcc5qolmTyeovoM/fj/OTlaDpjo5RSTz6NG5FFX2nc/Dan00l3dzcFBQWEh4dz7Ngxjhw5wuHDh/H19SU8PJycnByam5tX1aWff5vGjXpWchoO3IabAfMgd3ofcKEpjg8rj+Fbe5aC3mIGzEM4DQcTjnENG6WUWqI0bkQWPdFxMz09jWEYDAwM0NDQQEVFBWVlZZSVlVFeXk59fT29vb1YrVZmZmae5Kf+WtG4Uas9h+HA7XBjN+z0mQe431/G2cZofGrOEtJ4mRtdt2kb6cRut3vO2iz3MSul1GpN40Zk0RMdN/KYxo1a7S2MG5N1hNLBKmJar7Gn8jj7q4K42XWblpF2rHYbk44JnbFRSqklTuNGZJHGzRLQuFGrNYdh4HY8viiAyTrCw6EaLrYkcLQ2hFMNESS23aBuuIkx6xiG3cClMzZKKbXkadyILNK4WQIaN2q1ZDfs2A2759tOw8G4w8WYzUzdcBPXOrPYVxXI3srjJLZfp2qwDrPNrDM2Sin1FNO4EVmkcbMENG7UaunT48b1yc03bXYbTaZW4tvSOFF3geN1oUS1JFMxWMOwxfTJ+2x0xkYppZ5WGjciizRuloDGjVotLYwbh2HgNlzYbHa6xnq503sf39oz7Kk8zqXmRO71l2CyjDDlmNSwUUqpp5zGjcgijZsloHGjVlOPr3bmwGE36Brt4WbXbUKaLnO0NoSQxivc7y+lx9yHzWbDbbj0cjSllHrKadyILNK4WQIaN2q19PiqaC4Mu51B8xBF/Q851RDBvupAghuiuNl1hx5zPxOOcZ2xUUqpZUrjRmSRxs0S0LhRqyHHJ/encTtc9JsHuN1zj4vN8fjUniGwPpzsngJaRjow28w6Y6OUUsuYxo3IIo2bJaBxo1ZDTsOJw3AwZjNTNVTH+aYr7KsOxK/2HDFt12gd7cBtuD650ID+Xiul1HKlcSOySONmCWjcqJWe03Aw4Rhn1DpK6UAl8W3p+NScwafmDFc7s6gaqsdkHcFtuB6/H+drcMxKKfWspnEjskjjZglo3KiVnNNw4LQ/voBA60gHCW3X8a8N4UD1SUIaL1M93IDNbsNpOHSTTqWU+hqkcSOySONmCWjcqJWa45MzNlabhQZTMze7bhNQF4pPTTCxbWk86C+j3zLoecmaYRifucmnUkqpp5/GjcgijZsloHGjVmIO4/H7bJyGkx5zLxnduZxpjGJ/dSCB9eEUDTxkxDr6yRXU3BjGZ2/yqZRSannSuBFZpHGzBDRu1ErLYTgYd7ix2W20jXaS23uPkw0XOVITTGRLIrm99+ka6/F87KfP2mjcKKXU8qZxI7JI42YJaNyolZTDMHDYHbgMFwPmIe70PiC8OZ69VQH41ARzp/c+feYBDMPOhGNcl3xWSqmvWRo3Ios0bpaAxo1aKS2csXHYDQbMQxQPVBDSdIUjNcGENF7mRmc2rSPt2O02z8vWlvuYlVJKfTaNG5FFq2rczM7OMj4+zsTEBNPT08zOzvLo0aPf+biZmRnGx8dxOp04HA5PExMTzM3NMTMzw8TEBC6XC8MwcDqdTExMMDMz83t/vd/2+8bNxMSExo1a9uyftPDthffPjFpHqRisJan9Jvurg9hXFcT1zhxaTG1YbVYmHRO6l41SSn1N07gRWbSqxo3VaqWxsZHm5mYGBwcxDIPZ2dnf+Tiz2Ux9fT0lJSUUFBSQn5/PvXv3aG5uxuFwMDo6SnNzM2VlZdy9e5eSkhKampowmUzMzMz8weMoLy/nxIkTnDp1SuNGfa369LhxOVw4DAej1jFqhhu43JrC8dpQTjVcIqHtOrXDjYzZzBh2A5fh1L1slFLqa5rGjciiVTFu5ubmmJqaorm5mZSUFG7cuEF1dTVDQ0NMT0//zse1traSnp7OlStXuHTpEtHR0cTFxXHv3j0GBwdpamri1q1bJCYmcunSJeLj48nMzKSurg6Hw8Hk5CTj4+O43W6cTudncrlc3L9/n6NHjxIUFKRxo75WLYybx2dsXJhtFhpNLdzsus2RmmD2VgYQ33adiqFaRm1jTDp1xkYppb7uadyILFoV48bpdNLX18fVq1f53//9X/bt28fNmzdpaWlhYmLiMx83MDBATk4O/v7+nDhxgsuXL5Oens6dO3coKSmhpqaGnJwcwsLCiIiIIDU1lStXrhAcHEx6ejotLS10dHTQ1NREdXU1paWllJSUUFpaSmlpKWVlZURFRbF582YOHjxITEwMFRUVGjfqa9PC5Z5tdjstI+0ktl8noC4M/9oQwpvjKR2oYthqwm6343LojI1SSn3d07gRWbSix83CmZiBgQFKS0sJDAzkP/7jP1i7di2RkZFUVFTgcrl49OgRjx49wmKx0NjYSEJCAl5eXp7xcevWLUpLSykqKiI3N5crV67g4+NDeHg4+fn5xMfHs3fvXs6fP09hYaHn465fv058fDxxcXHEx8eTkJBAYmIiPj4+rFmzBm9vb2JjY6mqqtIFBdTXIofhwOVwYbfb6RnrI6+3iKO1Ibxf4cf5pivc7rnHgHmIKeckLl08QCmlVkQaNyKLVvS4cTqd9PT08ODBA+Lj4zly5Ahvvvkm27dv5+LFixQXF+N0Oj3jxmq10tLSQmZmJkFBQZw6dYro6GiuXr3KrVu3uHHjBvHx8YSHh3Py5EnS09Pp6uoiNzcXHx8fzp07x61bt8jOzub69evExcURFhZGaGgoYWFhXLhwgfDwcHbv3s3LL7+Ml5eXxo362uQwHI/P2jic9Jn7yerK43xjDEdrQzjdcIm7vQ/oHO3BYrPi/uT9OMt9zEoppf5wGjcii1b0uBkdHaWiooKrV68SGBjI7t272bRpE7t37yY4OJg7d+5gt9uZn59nfn4em81GR0cH9+/fJzExkdjYWJKSkkhKSiIhIYGoqChCQkI4e/YsZ8+eJTc3F5vNRklJCf7+/pw9e5abN2+SlZVFZmYmKSkpREZGcunSJaKiooiOjuby5cscOHCAV155hV27dnnGjV6WppYzh7F4UQCTdYSHQzWca7jM/qogTjdEktaZTedYD+OGW5d7VkqpFZbGjciiFT1uhoeHKSoqIiEhgRMnTuDl5cWvfvUr1q1bh7e3N8nJyZjNZs/lnW02G93d3dTU1HD//n2Ki4upreKW8EkAACAASURBVK0lJyeHkJAQTp48SXBwMCdPnuTEiROkpaXR1dVFTk4OBw8e5Ny5c+Tn51NbW0tnZycdHR00NzfT1NREc3Mzzc3NtLS0kJqaire3N76+vsTExPDw4UONG7WsOT+55LPJOsK9/lIut6biV3uO43WhfNx9l+aRdsZsZtyGztgopdRKS+NGZNGKHjcmk4mysjKuX79OREQEBw4c4K233mLdunV4eXmRkJDA2NgY4+PjjI2NMTAwQFdXF42NjVRWVtLQ0EBPTw8FBQUEBwdz+vRpIiIiOH/+PAEBAcTGxlJSUkJqaiqHDh0iMjKS6urqP3hJ6IcPHxIUFMTp06d1tTS17D0eKw4sdisNI61Et6bgU3sGv9pzRLUk02hqxe1w4zJcOmujlFIrMI0bkUUretyMj48zMjJCd3c3TU1N5ObmEh4eTnh4OImJiZSVlXmupHbnzh3PWZeSkhIyMzNJS0sjLS2N9PR0zxXTqqqqyM3N5dKlS0RERHDlyhUiIyO5cOECOTk5DA4O4na7mZub+z+Pq7y8nICAAN3nRi17npt02sxUDNWS2pHJsbrz+NSeIbn9Jg8HqxmymHA73J5LPtsN+7Ift1JKqf//NG5EFq3ocfPbFt6DU1FRQVNTE8PDw0xPT9PS0kJsbCxpaWlUV1dTUlJCeno6sbGxREZGcv36dSorK+nr68PlctHR0UFWVhZxcXFcuHCB2NhYsrKyaGhoYHx8nPn5eR49evR/HkdZWRnHjh3j5MmTnnGjCwqop53TcOCwO7DbbbSNdpLSkcmJujAOVZ/mTGMUZQPVmG1mnIYTt+HCMB4PG40bpZRaWWnciCxaVeNmYmKC0dFRRkdHsVqtnjMsAwMD5OXlUVZWxsDAAENDQ3R1ddHW1kZzczPd3d2MjY3hdDqZmZnBMAx6e3tpa2ujsbGRtrY2ent7sVqtzM7Oeq6+9n/RuFHLncMwGHe4sdqtNJiayejO5XhdKAeqT3K5NZX7/WX0jvXjtD++gprjU2dtNG6UUmplpXEjsmhVjZv/i81mo6Wlhb6+Ptxut2egLBWNG7WcOQwHDuPxmZs+Sz9Z3Xc50xjF3soAfGvPUtBXzLBlBIfdwbgxrgsIKKXUCk/jRmTRMzFupqamsNlsnjMzf+hlZV+Vxo1arhyGg3GHG8Mw6B7r5V5/CWcaLnGgOojzTVfI6LpD+0gnDrvDc9ZmuY9ZKaXUV0vjRmTRMzFunjaNG7VcOQ0HbsOFyTpC0UA5V9pS2V8VyP6qQG525dI20onVZmXCMe65gIBSSqmVncaNyCKNmyWgcaOWo8eXcnZgso5QOVTHxeYEjtQEE9xwieT2m9QPN2OxWTDsxifvs1n+Y1ZKKfXV07gRWaRxswQ0btTTzvHJGRuzzUytqYn0zlscqj7Nh5XHSGq/Sc1wA2NWM1OOCb0UTSmlVlkaNyKLNG6WgMaNepo5DSdOw4HVZqVlpJ2Etuscrw0loO4Cl5oTKR+sZsQ6imGz4/rUldGUUkqtjjRuRBZp3CwBjRv1tHIYDlyGC5vNRudoD3m9DwioC2N3xTEimpMo6CthwDzEpGMCl87YKKXUqkzjRmSRxs0S0LhRTyOH4fjkrI2TvrF+MrvuEtJ4mYC6MEIaL3Ovr5Q+8wBWmw2X4dIZG6WUWqVp3Igs0rhZAho36mnkMlwYdgdDFhPlg9WENF5hf1UgIY2XyezKpXusj0nH5OOP+xocr1JKqaVJ40ZkkcbNEtC4UUvV47M1DlyGE7fhYthiIr+vmMiWJPzrznOi7gLZ3fm0jXYyZjPjNtw6Y6OUUqs8jRuRRRo3S0DjRj3pHIaB3W7HMB7fy8ZhGIxax6gzNRHVmszhmtMcrw8jpu0aTaZW3Ibrk8s96++bUkqt9jRuRBZp3CwBjRv1JFo4S7MwZsw2C2O2MWx2G0PWYUoGKknquElAfRhHa89xrfMWNcONDFtMuPUeG6WUembSuBFZpHGzBDRu1FfPjmE3sNltjFhH6DP30zHaTctIO62jHZQPVhPdmoJf7Tl8a88S1hRL5WAd9k9u0Kkroyml1LOTxo3IIo2bJaBxo75KDsPAMOyM2cx0m3t5MFDOze7b3OjKIbUjk8iWJE7UhbGt/BBbyw8S3pzA/b4y+sYGcBluz0067YZ92f9blFJKLX0aNyKLNG6WgMaN+io5DQc2u5XusV7KB6tI7cjkQnMcl1qSON90hb1Vx1lf8gFrCjexoXQ3Se0ZtI10YrFZmXBM4DAc2A27xo1SSj0jadyILNK4WQIaN+qr5DKcjFhHKewvI7njJskdN0nt/JiPu/O41nkL/9oQtpcfwuvhEQ5Xnya+7TqlA5UMWoYZd7g1bpRS6hlL40ZkkcbNEtC4UV82h+Fg3OFmyGLiRlcOIU2XSeq4QU7vPUoGKsnrK+Z0wyU+rPTHr/Ys5xqjiWtL405vIT3mPtwOXUhAKaWetTRuRBZp3CwBjRv1ZVsYN4OWYdI6bnGmIYrkjpvk9xXTMNxC20gXpQNV3OrOJ7H9BlEtycS0XSOz+y4doz26SppSSj2DadyILNK4WQIaN+qr5DZcDFlMZHXd5WJzPEntN8jpKaB6qIGO0R7aRjqpGqonozuXuLY0kjpucrvnHl1jvbgM17Ifv1JKqaebxo3IIo2bJaBxo75KTsOJ2WahdriR7J584tvSiGpJIq3zFtk9+dzqyeN6Vw4xbVeJabvG3b4HNJpaMVlHPFdKU0op9eykcSOySONmCWjcqC+b3Xj80jS73c6QZZh6UxPXO7O51JxAbNs1kjpukNxxk8SOG8S3p5PelUOtqYkR6yg2u00vSVNKqWcwjRuRRRo3S0DjRn3Z7AvZ7VjtNoatJppH2ng4WE3xwEMKB0p5MFBOyWAl1cP1tIx2MGQ1YbM/vunnch+/Ukqpp5/GjcgijZsloHGjvmwL48YwHr88zWU4cRgGZpuZXnMfbaMddIx20Wvux2yz4DScnpb72JVSSi1PGjciizRuloDGjfqyfXrcGIaB45PsdhsWm4Ux2xhjNjMWmwW7XfexUUoppXEj8mkaN0tA40Y96RzG45t7ug0XbsPlOaOz3MellFJq+dO4EVmkcbMENG7UUvT4LI7jk5b/eJRSSn090rgRWaRxswQ0bpRSSin1tNK4EVmkcbMENG6UUkop9bTSuBFZpHGzBDRulFJKKfW00rgRWaRxswQ0bpRSSin1tNK4EVmkcbMENG6UUkop9bTSuBFZpHGzBDRulFJKKfW00rgRWaRxswQ0bpRSSin1tNK4EVmkcbMENG6UUkop9bTSuBFZpHGzBDRulFJKKfW00rgRWaRxswT+0LhRSimllHpSOZ1OXC4XxcXFGjfyzNO4WQKlpaUcPXqUwMBAoqOjKSsrY2JigsnJyWX/6o5auf32/8yW+3iUUl+thSelejyrr9rC36WioiL8/PwICQmhoKCArq4ujRt55mjcLIHi4mKOHDmCv78/Fy9e5MGDB56vqlgsFsxms1JfKIvFgt1ux+FwYLfbsdls+ruk1Apu4THtdDqx2+1YrVY9ptWXzmKxYLVaKSgo4ODBg5w+fZq8vDw6Ozs1buSZo3GzBMrKyvD398fPz49Tp06RkZFBe3s7HR0dNDU10djYqNSXrqGhwdNyH4tS6qul/yeoJ1FTUxPNzc2kp6ezZ88eTp06RUFBgV6WJs8kjZslUFdXR0REBMeOHWPv3r2cOHGCmJgYYmJiuHz5MtHR0Up9oSIiIjh9+jQBAQEEBQVx5swZwsPDl/24lFJfvKioKCIiIjh58iRHjx7l1KlThIaGEhERsezHplZuUVFRnDhxgh07dnDmzBnKy8sZGhpienp6uZ8WiTxVGjdLoLu7m5ycHKKjozl27BhBQUGEhoYSGhrK+fPnlfrCBQYGsm3bNt5++202bNjAzp07OXbs2LIfl1LqixUSEsK5c+cIDAzkN7/5Da+++iqbNm3i4MGDBAYGLvvxqZVZSEgIISEhnDx5En9/f5KSkmhtbcVqtTIzM7PcT4tEniqNmyXgdDoZHBykvb2duro66urqPKeOP/2SIqX+fysoKODo0aNs3LgRb29vTp48SU5OzrIfl1Lqi1VfX09tbS337t1j//79vPLKKxw8eJCkpCTu3bu37MenVnZ1dXXU1tbS1dWFYRhMTU0xPz+/3E+LRJ4qjZunYH5+ntnZWaW+dL29vYSEhLB582YOHjxIdHQ0LS0ty35cSqkv1szMDJOTk/T39xMQEMArr7zCyZMnKSwspL+/f9mPT63s5ubmePTo0XI/7RFZVho3T8GjR4+Yn59X6kvX399PWFgY27Zt48iRI8TExNDW1rbsx6WU+mLNzc0xPT3N0NAQQUFBrFmzhuDgYIqLixkcHFz241Mru0ePHmncyDNP40ZkBRgcHCQiIoJdu3Zx9OhREhIS6OjoWO7DEpEv6NGjR8zOzmIymQgODmbt2rWEhIRQVlbG8PDwch+eiMiKp3EjsgIMDw9z5coVPvroI4KCgkhNTaWrq2u5D0tEvqBPj5uwsDDeffddLl68SEVFBSMjI8t9eCIiK57GjcgKMDY2RmZmJufPnyc2NpY7d+4wODi43IclIl/Qwrgxm82kpqbi4+NDWloaTU1NWCyW5T48EZEVT+NGZAVwu920t7dTUVFBfX093d3dOByO5T4sEfmCFt6DOT4+TnNzM4WFhbS2tjI2NsbExMRyH56IyIqncSOyAszOzuJ2uzEMA6fTycTEhO5dILICLbzhe3Z2FpfLhc1mw+12Mz09zdzc3HIfnojIiqdxI7ICzM8/vpz49PQ0MzMzzM7OMj+vexeIrDQL42Z+fp6ZmRmmpqZ0CV8RkSdI40bkcyw8CZmenmZsbIz+/n4sFgvj4+PMzMwwNzeH2+3GYrFgMpkYHh7GMAwmJiaw2WyMjIxgMpkwmUyYzWbPTdVmZmaw2WwMDw8zNDTkaXh4mLGxMWw2G4Zh4Ha7P3OGZm5ujomJCRwOh+cszsLYcblcWK1WLBYLFosFm83m+fHp6WmsVqvnOKxWKzab7TPZ7XZsNhsWiwW73e550jU+Po7dbmdsbAyLxcLU1NQy/omILI2FsykTExOMjY3R29tLf38/Q0NDuFwuHj16xMzMjOexvfC4Hh0dxTAMJicnmZmZYWZmBqvVSn9/P/39/QwODmI2m3E6nUxPTzM/P8/k5CQOh4OxsTEGBwc9j3uXy8Xk5CR2ux2z2czExITnuCYnJzEMA7PZjMViwWq1YhgGDocDq9XqeVzb7XYcDofnbND09DQWi4Xh4WHPvwf6woiIrGYaNyKfY+Grq2azmezsbC5evEheXh6dnZ2eEdPa2kpeXh5Xr14lOTmZqqoqent7KSoq4saNG1y7do20tDRyc3OprKz0PBkqKioiKSmJxMREEhISiI+PJzk5mezsbIqKiqioqKCtrQ273e45nomJCXp6eqiurva8/8ZqteJyuTyv38/Pzyc/P5+ioiIaGho8g+X+/fue4ygsLOTBgwcUFRVRVFRESUkJZWVlFBcXk5eXR2lpKSMjIzgcDjo7OykrKyMrK4v8/Hxd0UlWpfn5eRwOB319fWRnZxMSEkJERASJiYk0NTUxOzuLzWbzPLbT0tJIS0sjIyODyspKhoaGsNvtGIbBvXv3iIiIICIigitXrnD79m3q6+sxm83MzMwwNDREdXU1WVlZxMXFkZqayq1bt2hqamJoaIjS0lLu3LlDX18fc3NzOBwOBgcHqays5M6dO+Tn51NYWEhlZSU1NTXcv3+f27dvc+/ePcrKyqitraW9vR2LxcLY2Bh5eXmkpKRQX1/v+QKLiMhqpXEj8jkWzpT09PRw9uxZNmzYQGhoKIWFhfT09DA6Osrdu3cJDQ3lwIED7Nu3jxs3blBVVUVKSgqnT5/mxIkTHD9+nODgYOLj42ltbWVkZITExEQOHjxIUFAQwcHB+Pr6cvjwYc6cOUN0dDTx8fFkZmbS0NDA6OgoZrOZ/v5+ysvLyczMJCkpievXr9PS0kJvby9ZWVlcvHiRCxcucPHiRWJiYsjKyqKjo4PW1lYiIiI4dOgQISEhREZGEhYWRmhoKFFRUZ5RlZWVRWRkJHFxcdTX19PV1UV+fj6xsbGcOHGCiIgIOjs7l/uPReSJm5ubw2QyUV1dzcWLF9m6dSteXl4cOHCA+/fvMzU1RWtrK7m5uURFReHv74+/vz+BgYFcu3aNyspK+vr6MJlMREdHs2HDBjZt2sT7779PSEgIt27doqurC7fbTWVlJSkpKVy6dImzZ89y9uxZLl68SHZ2NiUlJcTGxnL+/HlKS0sZHR2lvb2dsrIyUlNTOX/+PKGhoVy4cIGYmBjPF0gSExNJTk7m6tWrZGRkkJ+fT3NzM42NjYSEhPDRRx+Rk5ODyWTC7XYv92+3iMiS0bgR+Rxzc3O4XC5aWlo4cuQIL774Ivv27SMxMZGSkhLq6+u5fPkyH374IevXr2fjxo1ERUVRUFBAbGwsp0+fJjAwEB8fH7Zt28aHH35ISUkJQ0NDXLhwgV27dhEfH09OTg6nTp3C29ubAwcOcOTIEfbs2cPBgweJjIwkMzOT27dvk5ubS2ZmJnFxcZ4nV5mZmeTl5XHq1Cnef/999u/fj5+fHwEBAZ4zTbm5uezfv593332XgwcP4uPjw8aNG1m3bh179+4lIiKCsrIyysvLOXPmDP7+/mRkZHDnzh0uXbrE4cOH2bp1K/7+/jQ1NS33H4vIEzc7O+sZ8xcvXmTPnj3s2rWLDz/8kPz8fNxuN5mZmezfv5+9e/eye/dudu/ezb59+zh79iypqanU1tbS29tLUFAQL7zwAq+99hobN27k0KFDREVFUVtb67kE9JEjR0hNTaW4uJi0tDQuXbrEpUuXuHDhAr6+vhw4cID4+HgKCgpIT08nOjqawMBA9u3bh7e3N9u3b2fr1q3s3r2bhIQEz5nZ6OhoIiIiiI6OJisri4yMDLy9vVm3bh3Jycn09fXhdDqX+7dbRGTJaNyIfI7Z2VkMw6ChoYEDBw7w3//93+zcuZOwsDCSkpJIS0vj5MmT7Nixg7fffptf//rXBAcHk56eTnh4OCdOnCAwMJDDhw+zdu1a1q5dS2ZmJu3t7QQFBbFt2zaysrJobGwkNDSUbdu2sWvXLnbs2MH//M//8O677+Lr60toaChnz54lNDTU85Xao0ePcuDAAWJiYkhISOCDDz7g7bffZtu2bXzwwQd4eXlx6NAhrl69Snp6Ot7e3rz11lvs2rWLnTt38rOf/YwXXniBzZs3ExoaSnV1NdXV1fj5+bF9+3ZCQ0OJjY3lzJkz7Nu3j/Xr17N//37q6uqW+49F5IlZeIP/9PQ0NTU1JCcnc/78eXx8fPDy8mLLli1kZWVhsVi4fPky69atY8uWLXzwwQeecRMYGMjly5cpLy+no6MDHx8fnnvuOV555RU2btyIt7c3QUFBlJSUYDKZiIiIYMuWLVy7do3W1laysrIIDw/n1KlT+Pv74+vry9GjR7l48SLx8fGEhITg5+fH7t272bp1K+vXr+eNN97g9ddf57333iMhIYGHDx9y7do1zp07h4+PD4cPHyYuLo6UlBS2bNnCr371K2JiYjwvqRURWa00bkQ+x8Lr7BsaGggKCuLXv/41Pj4+hIWFceTIET788EPPS84+/PBDtm3bRkBAAOHh4Rw/fpzDhw8TEBCAr68vb775Jr/85S+JjY3lwYMH+Pr6smPHDu7evUtnZycXL15kx44d7Nq1Cy8vLzZt2oSXlxdnz54lIiKC3bt34+3tTWpqKqWlpdy4cYP4+HhSUlKIjIxk165d/PrXv8bLy4tdu3bxxhtv8N5775GSkkJ+fj6nT5/mgw8+8Ayf9evXs2HDBg4ePEhUVBQlJSXk5eWxZ88e1q1bx8GDB7lw4QJXr17lypUrvP/++xw5coSGhobl/mMReWIWxs3k5CR3794lMDCQwMBAjh07xubNm3nzzTdJSEigp6fH80WEgwcPel6SdubMGWJiYvj444+pq6ujra0Nf39/fvzjH/Puu++yd+9e9uzZg5+fH0VFRYyOjhITE8OuXbuIjIwkJyeH6OhoTp48yfnz54mOjiYjI4O8vDyuX79OTEwMwcHBHD58GG9vb7Zu3cqmTZs8L3nz9fUlISGB7Oxs4uLiCAoKYtOmTWzYsIHExEQKCwvx8/Njy5YtJCUl/c77+EREVhuNG5HPMTs7i91up62tjdjYWI4cOeJ5j8qhQ4fYsmUL4eHhZGRkEBYWxvHjxwkLCyMyMpKTJ09y9OhRzp49S3BwMDt37mTr1q3ExsZy584dTp8+jb+/P+Xl5QwNDZGSkoKfnx/+/v74+fl5Xp4WGRnJlStX+Oijj9i7dy+5ubn09fXR1NREeXk5BQUFpKamcvz4cXbv3s2xY8fw8/PjvffeY+fOndy6dYu6ujrS0tI4f/48J06cwM/PDx8fHwICAoiMjOTmzZuUlJSQm5uLn58fO3bs4Pjx48THx1NaWkphYSHBwcGcP3+etra25f5jEXliFq6I6Ha7uXr1Ktu3b8fHx4fg4GB27NjBG2+8QUhICIWFhaSlpXne1xYWFsalS5eIjY3l1q1bPHz4kM7OTrq6uggLC+Odd97ho48+4tSpUwQFBREaGkpVVRU2m42srCxOnjxJZGQkiYmJhIeHExISQlJSEvn5+bS2tjI0NMTDhw/JyMggLi6O8+fPExAQwOHDhzly5Aj+/v5cuHCBpKQkbt68yccff0xKSgphYWG8//77bN++nVu3btHa2kpMTAwnTpzg1q1bdHZ26gbAIrKqadyIfI65uTnGx8cZGRmhpKSEzMxMysvLqa+v5+bNm8TFxVFSUkJHRwcPHjwgKyuLoqIiysrKuHHjBjExMaSkpHDt2jUSEhJITEwkLy+PsrIybt++7bkikmEYVFRU8PHHH5OdnU1mZiYxMTGEh4cTFxdHcnIyycnJZGVl0dnZidvt9lwu1mQy0d7eTmFh4Wd+fkJCAmlpabS1tTE6OkpNTQ35+flkZ2d7Pi4/P5/Kykqamppoamri4cOH3Lx5k2vXrlFQUEB9fT2Dg4N0d3dz9+5d8vLydLU0WVUWLrVsGAYRERG89tprHDhwgKioKPz8/PDy8uLgwYMEBweTnZ1NY2Mjd+7cISEhgeTkZNLT03n48CH9/f2eS7Hn5OQQHBxMeHi458IeFRUVDA8PMzExQUdHB4WFhWRkZJCYmEhqaiqZmZnU1NRgMpkwDIPx8XHPRUTa2to8j9+MjAwyMzPJycnh4cOHNDc3U1NTQ1lZGUVFRdy9e5e0tDTS09NpbW3FbDZTWlpKdnY29fX1jI2NMTExsdy/7SIiS0bjRuRzLFwK2uVyMTAwQHt7O6Ojo56zObW1tZhMJsbHxxkcHKS9vZ3h4WFMJhO1tbXcv3+fkpISKioqqK2tpbGxkZaWFtra2ujs7KS/vx+Xy8XU1BTDw8O0t7fT1dVFa2srxcXF3L59m9u3b5Ofn09tbS19fX24XK7fOc6pqSnPvTk6Oztpa2ujqamJjo4OHA4HU1NTjI6O0tPTQ2dnJx0dHfT09DA4OOi5583g4CCdnZ2e4zOZTDgcDiYnJ3E6nfT09NDd3f17P7/ISvXpcRMTE8P69es5c+YMOTk5JCYmEhoayvHjx/H396ekpISpqSna2tooKCjg3r17FBcXex4XU1NTTE5O0tLSQl5enueyza2trdjtdiYnJz33xhoZGaGqqorbt29TVFTkuVT0/3V8brebwcFB2traaG9vp7u7G6vVitvtxmQy0dXVRVdXl+fx39XV5bns8+DgIB0dHYyMjPzOvbNERFYbjRuRz/HpO4m73W7Pk/3p6WnPzfMmJiY8N7t0OByMj49/5iaeY2NjmM1mz40yF26853Q6PU80Fs4QLXy/YRiMjo56bu5pMpk8T2R+3xOTubk5JicncblcOJ1OHA6H52Z+C7/+b/+4y+VifHycqakppqamGB8f93xuh8PBxMSE5+cuDDyXy6UnRrKqPHr0yPP4Ky8vJzExkdLSUs8gqK+vp6CgwHPWdOG+M5++iefC42Jubo65uTkMw2B4eNjzhQ7DMJienmZubu4zNwu1WCwMDQ0xOjqKzWZjcnLy9x7f/Pz8Z/6NWXj8Ltxod2JiAqfT6Wnh35GFz7nw8xb+rdJNPEVkNdO4ERGRZ9anv4BhMploa2vDYrF4Rsjk5KTnrKrNZlvuwxURkT9A40ZERJ5ZC1dLm5+fZ2JiwvMyzoXv+/SZj6mpqeU+XBER+QM0bkREREREZFXQuBERERERkVVB40ZERERERFYFjRsREREREVkVNG5ERERERGRV0LgREREREZFVQeNGRERERERWBY0bERERERFZFTRuRERERERkVdC4ERERERGRVUHjRkTkCZmfn2d2dpbp6WkmJyeZmJhgfHzc08TEBJOTk0xPTzM3N8f8/DyPHj3y/PzZ2VkmJyc9zczMfObHP/15ZmZmmJqa+tzPMzMz4/kcv+/XERERWW00bkREnpDp6WmcTicWi4Xh4WH6+/vp6enx1N/fz9DQEFarlcnJSWZnZz8zOtxuN8PDwwwNDWEymTAMg7m5ud/5PFNTUxiGwdjYGENDQ5/5PL29vQwMDDA8PIzdbvcMKY0bERF5FmjciIg8IRaLhYaGBu7fv8+NGze4du0a165d4+rVq1y9etXz7eLiYkwmE263m5mZGWw2G11dXZSVlZGRkcGNGzfIyMiguLiYjo4OLBaL5yzOo0ePGBkZobKykjt37pCenu759T/9edLS0qisrMRutzM1NcX8/Pxy//aIiIgsOY0bEZEnpKmpiYiICHbu3MnLL7/MCy+8wC9+8QteffVVfv7zn/OTn/yE//qv/2L//v1UVFQwPDyMYRiUlZVx9uxZvLy8WLNmDT//+c955ZVXBlRl3gAABF5JREFU8PLyIjQ0lMLCQhwOh+cMTHl5OQEBAbz33nu88MILvPjii7z66qv84he/4Kc//Sk/+clPeP755wkICKCjo8Pzc0VERFY7jRsRkSekpKSEPXv28Pzzz/Pnf/7nfPvb3+YnP/kJL7/8Mj/84Q/5zne+wze+8Q1effVV8vPzaW1tpb29ncuXL7NmzRqef/55fvSjH/H888/zgx/8gJdeeok33niD0NBQOjs7cTqdzM3NkZ2dzTvvvMO//Mu/8Gd/9mf83d/9HT/96U954YUXeO655/irv/orvvGNb7B+/XpqamqwWCwaNyIi8kzQuBEReUIKCwvZuXMnzz//PH/913/N2rVrSUpK4tq1a1y4cIG33nqLb33rW7z22ms8ePCAhw8fcvPmTd5//32+/e1v88orrxAREcGVK1c4d+4cGzdu5Hvf+x7vvfced+7cobe3l+npaTIzM3n99df5t3/7N/72b/+W3/zmN1y/fp34+HgCAgJ4+eWX+aM/+iPeeecdqqqqNG5EROSZoXEjIvKE3Lt3j61bt/LDH/6Q7373u3h7e9PZ2cnAwAClpaXs3buXP/3TP+W1116jpKSEBw8eEB0dzVtvvcU3v/lNXnvtNe7fv8/Dhw/Jyclh+/btfOtb3+Kll17i6tWrtLS0MD4+Tnp6Oj/72c/4/ve/z7/+678SEBCAyWSitbWVzMxMNmzYwB//8R+zbt06jRsREXmmaNyIiDwh9+7dY/Pmzfznf/4n3/nOd/D29qa3txeTyURFRQX79u3zjJuioiKKi4uJi4vjnXfe4Zvf/CY//elPuXHjBjk5OSQmJvLuu+9+5vtbWlowDIPExER+9KMf8c///M98//vfJygoCLPZTGdnJ9nZ2bz33nsaNyIi8kzSuBEReUIKCwvZvn07P/7xj/n7v/979u7dS39/P2NjY9TU1HD48GH+4i/+gtdff50HDx5QWVlJdnY2e/bs4bvf/S4vvfQSgYGBnD59Gl9fX958802+973vsXnzZgoLC2lra6O3t5fw8HCee+45/v3f/501a9YQGRmJYRj09PSQm5vLli1b+JM/+RPeffddqqurNW5EROSZoXEjIvKElJSUsHfvXtasWcMPfvADfH19GRwcxGw2U1dXx7Fjx/ibv/kb1q1bx/379+no6KC7u5uUlBQ2btzIL37xC15++WVefPFFXnjhBV5//XW2bdtGXFwcAwMDdHV1UVJSgp+fH//0T//EmjVrCAgIoKCggPHxcfr6+sjPz8fb25u//Mu/ZOvWrdTX12O1WjVuRETkmaBxIyLyhDQ2NhIREcHhw4fZuXMnsbGxmM1mDMOgs7OTuLg41q1bx9GjR6mqqmJkZITx8XHq6+u5cuUK+/fv54033uCXv/wla9euZf/+/SQnJ1NbW8vk5CRDQ0OUlpYSGhrKO++8g6+vL7m5uXR2djI9Pc3IyAjV1dWEhoby+uuvExwcTFdXFw6HQ/e5ERGRZ8L/A5Px4tzo7lspAAAAAElFTkSuQmCC
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
УДК 37.015.3
В. А. Григорьева-Голубева
Homo communicans: языковая личность как объект изучения
В статье анализируются современные представления о языковой личности
как о субъекте, рассматриваемом с точки зрения его способности совершать рече-
вые действия – порождения и понимания высказываний. Языковая личность пред-
ставлена как одна из граней личности индивида, показывающая его отношение к
языку и речи. Определяются три основные функции языковой личности. Выделя-
ются ее способности и свойства, отмечается взаимозависимость их развития и
совершенствования гуманистической ценностной диспозиции личности. Подчерки-
вается, что гармоничная реализация всех функций, развитие способностей и
свойств языковой личности являются показателями ее саморазвития.
In the article there are analysed the present-day concepts of a language personali-
ty as a person capable of performing vocal acts- generation and understanding of say-
ings. A language personality is represented as one of an individual’s properties demon-
strating his/her attitudes to speech and language. The three main functions of a lan-
guage personality are defined. The capabilities and properties of a language personality
are emphasized, the interdependence of their development and improvement of individ-
ual’s humanistic value orientation is noticed. It is underlined that a harmonic actualisa-
tion of all capabilities, functions and properties is an indicator of a language personality
self-development.
Ключевые слова: языковая личность, индивид, диспозиция, развитие способ-
ностей.
Key words: language personality, individual, disposition, development of abilities.
В современном научном знании на рубеже тысячелетий сложи-
лась новая научная парадигма, опирающаяся на идею антропоцен-
тричности языка. Наряду с традиционными сравнительно-
исторической и системно-структурной парадигмами выступает антро-
поцентрическая, при которой внимание исследователей переносится с
объектов познания на субъекта, т. е. анализируется человек в языке и
язык в человеке. Формирование антропоцентрической парадигмы при-
вело к переориентации науки на человека и его место в культуре, на
личность носителя языка.
Э. Бенвенист (1974) писал, что свойства языка настолько своеоб-
разны, что можно, по существу, говорить о наличии у языка не одной, а
нескольких структур. Характеризуя язык во всей его сложности,
116
Ю.С. Степанов (1985) представил язык как многомерную структуру,
имеющую различные составляющие, образы, ибо ни один из этих об-
разов не способен полностью отразить все стороны языка: 1) язык как
язык индивида; 2) язык как член семьи языков; 3) язык как структура; 4)
язык как система; 5) язык как тип и характер; 6) язык как компьютер; 7)
язык как результат сложной когнитивной деятельности человека; 8)
язык как продукт культуры [9]. Поэтому язык может как способствовать,
так и препятствовать самореализации человека. Человек может состо-
яться как личность только при условии, если он адекватно усвоит опыт
предшествующих поколений, который в основном передается с помо-
щью языка.
Процессом пользования языком, который обнаруживает себя
только через речь, процессом реализации языка является речь. Она
возникает в ответ на необходимость вступить в общение с кем-либо
или сообщить что-либо. Как предмет изучения речь в современной
науке рассматривается в самых различных аспектах: деятельностном,
процессуальном; формальном, структуральном; социальном, коммуни-
кативном, личностном; генетическом, в развитии; в связях с языком и
другими кодовыми системами.
Современная наука накопила значительный объем знаний в обла-
сти теории и практики речи, речевой деятельности, ее физиологиче-
ских и психологических механизмов, внутренней речи, восприятия речи
слушающими, читающими.
В 1962 г. Б.Н. Головиным была предложена «схема лингвистиче-
ского осмысления качеств хорошей речи» [5]. Позже эта схема была
представлена в виде противопоставления речи неречевым структурам.
Однако в 1967 г. Н.И. Жинкин писал, что трудности на этом пути «в
конце концов упираются в тот простой факт, что мы еще очень плохо
знаем, как говорит человек [4, с.79].
В связи с необходимостью изучения процессов речеобразования,
восприятия и формирования речи, их соотнесенности с системой язы-
ка, решения проблемы речевого воздействия возникают такие науки,
как культура речи, психолингвистика, прагматика, семиотика, со-
циолингвистика. В последние годы в зарубежной лингвистике бурно
развивается направление, связанное с изучением речевого поведения
человека с помощью анализа процесса реального речевого общения –
лингвоэтология (неолингвистика). Выделение коммуникативной функ-
ции речи, коммуникативного аспекта рассмотрения речи позволяет
сконцентрировать внимание на закономерностях употребления языка в
речи и на социально-психологических условиях осуществления языко-
вой деятельности.
Однако люди отличаются друг от друга, и в том числе в своих ре-
чевых поступках. В. фон Гумбольдт (1985) писал, что только в речи ин-
117
дивида язык достигает своей окончательной определенности. Речевое
поведение составляет существенную характеристику личности. Попыт-
ки выделить отличительные особенности речевого поведения и рече-
вой деятельности привели к возникновению в науке нового объекта
изучения – языковой личности. Ибо язык «существует только в инди-
видуальных мозгах, только в душах, только в психике индивидов или
особей, составляющих данное языковое общество» [2, с.2]. С позиций
антропоцентрической парадигмы человек познает мир через осозна-
ние себя, своей теоретической и предметной деятельности в нем,
определяя иерархию ценностей, которая проявляется в речи человека,
а центром внимания становится личность носителя языка – языковая
личность.
Определение человека по одному из основных признаков, отли-
чающих его от других живых существ тем, что он – существо, одарен-
ное словом, способностью говорить, общаться, принадлежит Аристо-
телю. Первое же обращение к языковой личности связано с именем
немецкого ученого Й.Л. Вейсгербера [1993]. В русской лингвистике по-
нятие языковой личности разрабатывал А.А. Леонтьев [1977].
Г.И. Богин [1984] предложил модель языковой личности, в которой че-
ловек рассматривается с точки зрения его готовности производить ре-
чевые поступки, создавать и принимать произведения речи.
В.В.Виноградов (1946) выработал два пути изучения языковой лично-
сти – личность автора и личность персонажа.
Сформулированное академиком В.В. Виноградовым понятие язы-
ковой личности, не востребованное долгие годы, обрело в наше время
новую жизнь. Возрождение понятия «языковая личность», наполнение
его новым смыслом связано с исследованиями Ю.Н. Караулова. Наме-
чая задачи и перспективы изучения русской языковой личности, уче-
ный пишет: «Под языковой личностью я понимаю совокупность спо-
собностей и характеристик человека, обуславливающих создание и
восприятие им речевых произведений (текстов), которые различаются:
а) степенью структурно-языковой сложности, б) глубиной и точностью
отражения действительности, в) определенной целевой направленно-
стью. В этом определении соединены способности человека с особен-
ностями порождаемых им текстов» [5, с. 3]. Ему же принадлежит идея
разработки модели языковой личности с опорой на художественный
текст. По мнению Ю.Н. Караулова, языковая личность имеет три струк-
турных уровня: вербально-семантический, когнитивный и прагматиче-
ский.
На сегодняшний день известны различные подходы к изучению
языковой личности: полилектная (многочеловеческая) и идиолектная
(частночеловеческая) языковая личность [Нерознак В.П., 1997]; этно-
семантическая языковая личность [Воркачев С.Г., 1998]; элитарная
118
языковая личность [Сиротинина О.Б., Кочеткова Т. В., 1999]; семиоло-
гическая языковая личность [Баранов А. Г., 1991]; русская языковая
личность [Караулов Ю. Н., 1987]; языковая и речевая личность [Прохо-
ров Ю. Е., Клобукова Л. П., 1996]; словарная языковая личность [Снит-
ко Т. Н., 1998]; словарная языковая личность [Карасик В. И.,1999]; эмо-
циональная языковая личность [Шаховский В. И., 1997]; языковая и
коммуникативная личность [Маслова В. А., 2001]. Существуют и другие
концепции языковой личности: И.Н. Горелов, К. Ф. Седов (1997) видят
в языковой личности человека с точки зрения его способности совер-
шать речевые действия – порождения и понимания высказываний. В.
В. Красных (1998) выделяет в языковой личности четыре компонента:
человек говорящий, языковая личность, речевая личность, коммуника-
тивная личность. С точки зрения антропоцентрической парадигмы язы-
ковая личность представлена несколькими составляющими: Я-
физическое, Я-социальное, Я-интеллектуальное, Я-эмоциональное, Я-
речемыслительное. Воздействуя на любую ипостась личности, можно
воздействовать на все остальные стороны личности адресата. Языко-
вая личность вступает в коммуникацию как многоаспектная, и это со-
относится со стратегиями и тактиками речевого общения, с социаль-
ными и психологическими ролями коммуникантов, культурным смыс-
лом информации, включенной в коммуникацию.
Мы будем оперировать термином «языковая личность», именуя
так субъекта, обладающего совокупностью способностей и свойств,
позволяющих ему осуществлять сугубо человеческую деятельность –
говорить, общаться, создавать устные и письменные речевые произ-
ведения, отвечающие цели и условиям коммуникации, извлекать ин-
формацию из текстов, воспринимать речь; человека говорящего, крас-
норечивого (Homo eloguens), общающегося (Homo communicans).
Говоря о языковой личности, мы затрагиваем одну из граней лич-
ности индивида, ту, что показывает его отношение к языку и речи.
Своеобразие же коммуникативных проявлений личности определяется
деятельностью ее сознания, которое, как писал Л.С. Выготский (1996),
есть частный случай социального опыта.
Можно сказать, что языковая личность обнаруживает свои комму-
никативные способности и свойства в «продуктах» своей коммуника-
тивной деятельности – текстах, широко понимаемых как любые устные
и письменные высказывания монологического и диалогического харак-
тера. В связи с этим определяющее значение для языковой личности
в устной речи имеют понятие речевой ситуации и способ ее разреше-
ния.
Основы описания речевой ситуации предложены еще Аристоте-
лем: «Речь слагается из трех элементов. Из самого оратора, из пред-
мета, о котором он говорит, и из лица, к которому он обращается» [1,
119
с.58]. Данные элементы стали основополагающими в описании струк-
туры коммуникативной речевой ситуации [Thomas W. J., 1966; Humes
D., 1972; Ball D. W., 1982]. Понятие речевой ситуации тесно связано с
речевым этикетом. Изменение одного из элементов речевой ситуации
влечет за собой выбор иной этикетной формулы.
Для описания ситуационного контекста предложена определен-
ная типология участников ситуации. Иначе говоря, способы передачи
речевого сообщения – текста – могут быть различными, а текст, созда-
ваемый человеком, отражает движение человеческой мысли, запечат-
левая в себе ее динамику и способы представления с помощью языка,
и может служить характеристикой языковой личности. Поэтому поня-
тие речевой ситуации является важнейшим для понимания особенно-
стей определения языковой личности. Тогда выделенное из речевой
ситуации речевое событие, понимаемое как протекающий в контексте
речевой ситуации дискурс, характеризуется в качестве основной еди-
ницы речевого общения [8].
Известно, что для становления личности существенны три группы
факторов: природные, социальные, личностные. Применительно к
языковой личности эти факторы могут быть детализированы, уточне-
ны: природные рассматриваются как дарование (способности): соци-
альные выступают в качестве свойств, приобретаемых в процессе со-
циального научения; личностные предстают как индивидуальные спо-
собы коммуникативных действий, сформированные коммуникативные
умения.
Понятие «языковая личность» выполняет три основные функции:
• системообразующую, обеспечивая системное видение проблем,
связанных с человеком говорящим, позволяя осмысливать и осваивать
знания о языке, его структуре и функционировании с позиций коммуни-
кативно-деятельностного подхода, выходить на комплексное освоение
средств, способов, форм общения с учетом цели, адресата, условий
коммуникации;
• целеобразующую, давая отчетливое видение образа, эталона,
ожидаемого результата речевой деятельности;
• культурообразующую, позволяя выявить совокупность требова-
ний к языковой личности, критериев для диагностики уровня ее разви-
тия.
Среди них выделяются такие, как:
а) использование средств общения в соответствии с целью и ад-
ресатом;
б) владение приемами организации текста, адекватно отражающе-
го действительность и соответствующего замыслу речи;
в) освоенность структурных элементов языка и возможностей их
коммуникативного воздействия.
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Концепция языковой личности коррелирует с тремя типами комму-
никативных потребностей – контактоустанавливающей, информацион-
ной и воздействующей, а также с тремя сторонами процесса общения
– коммуникативной, интерактивной и перцептивной.
Можно представить следующий перечень способностей и свойств
языковой личности:
Способности языковой личности:
- узнавать, понимать, воспринимать
языковые элементы;
- изобретать содержание речевых вы-
сказываний, располагать их;
- прогнозировать воздействие структур-
ных элементов языка в их совокупности;
- Способность соглашаться с другим
мнением, толерантность;
- запоминать, воспроизводить речевые
высказывания;
- писать и произносить языковые произ-
ведения.
Свойства языковой личности:
- общительность как черта характера,
направленная на самовыражение;
- воображение, память;
- восприятие, понимание другого чело-
века, эмпатия;
- интеллектуальные, эмоционально-
волевые усилия, направленные на уста-
новление, поддержание контакта;
- рефлексия.
Таким образом, можно видеть, что, развивая способности и свой-
ства языковой личности, возможно развивать не только коммуника-
тивный потенциал, коммуникативную компетентность, коммуникатив-
ную культуру личности, не только учить эффективному речевому об-
щению, но и развивать, совершенствовать гуманистическую ценност-
ную диспозицию личности.
Речевая деятельность представляет собой процесс создания и
восприятия высказывания, характеризующийся наличием четырех эта-
пов [6]: ориентировки в условиях деятельности; выработки плана в
соответствии с результатами ориентировки; осуществления (реализа-
ции) этого плана; контроля, т. е. проверки соответствия продукта за-
мыслу, достигнутого результата запланированному.
Если какое-либо из звеньев акта общения будет нарушено, то го-
ворящему не удастся добиться ожидаемых результатов общения – оно
будет неэффективным. Ясно, что формирование и совершенствование
названных умений должны привести к развитию и совершенствованию
языковой личности. Совершенствование речевой деятельности, раз-
витие языковой личности предполагает формирование всего комплек-
са названных умений.
Понятие «языковая личность» предполагает рассмотрение каждо-
го носителя языка в качестве уникального объекта изучения. Претен-
дуя на языковую исключительность, люди в сходных коммуникативных
ситуациях часто ведут себя одинаково. Это связывают с тем, что гово-
121
рящие в каждый момент своей речевой биографии демонстрируют
особенности группового речевого поведения. Носитель языка как бы
фокусирует в себе черты «коллективных языковых личностей». Он мо-
жет, например, одновременно выступать как языковая личность горо-
жанина, языковая личность учителя начальных классов, языковая лич-
ность сорокалетнего мужчины и т. п.
Любое общение – это взаимодействие как минимум двух действу-
ющих лиц: говорящего и слушающего. Своеобразие речевого поведе-
ния участников коммуникации отражает те отношения, которые воз-
никли между говорящими в рамках социального взаимодействия. Язы-
ковые формы меняются в зависимости от того, к кому обращено вы-
сказывание. В реальном общении люди постоянно исполняют разные
роли. Под социальной ролью понимают нормативно одобренный об-
ществом образ поведения, ожидаемый от каждого, занимающего дан-
ную позицию. Социальная позиция, или статус, – формально установ-
ленное или молчаливо признаваемое место индивида в иерархии со-
циальной группы [3].
Статусно-ролевое общение основано на ожиданиях того, что язы-
ковая личность будет соблюдать речевые нормы, свойственные ее по-
ложению в обществе и определяемые характером взаимоотношений с
собеседником. Представления о типичном исполнении той или иной
роли складываются в стереотипы ролевого поведения, которые фор-
мируются на основе опыта, частой повторяемостью ролевых призна-
ков, характеризующих поведение, манеру говорить, двигаться и т. д.
Так в сознании членов общества кристаллизуется представление о
том, каким должно быть исполнение той или иной роли.
Ролевые признаки речевого поведения проявляются только в
коммуникативном взаимодействии языковых личностей. Выделяют два
типа ситуаций ролевого общения – симметричные (характеризуются
равенством социального статуса собеседников) и асимметричные (ха-
рактеризуются неравенством социального статуса собеседников).
Речевое переключение в межличностном общении имеет боль-
шое значение, так как успех коммуникации в значительной степени за-
висит от владения говорящим и слушателем формами языка, соответ-
ствующими данной ситуации. Речь в межличностном общении – разго-
ворная. Для нее характерны: персональность адресации; спонтанность
и непринужденность; ситуативность; эмоциональность.
Коммуникативная роль говорящих и слушающих, манера их рече-
вого поведения зависят от того, что выходит на первый план в сооб-
щении – информация или контакт. Функционально выделяют два ос-
новных вида речевого поведения: фатическое речевое поведение
(общение) и информативное речевое поведение (сообщение).
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Задача фатического речевого поведения (ассоциативного способа
общения) – говорить, чтобы высказаться и встретить понимание. Это
обмен мнениями и чувствами, не логичный, но достаточно искренний.
Оба собеседника имеют равные права, они не стремятся прийти к еди-
ной точке зрения, решить какую-либо проблему.
Информативное речевое поведение может проявляться различ-
ными способами: совместное решение задачи; постановка вопросов;
уточнение понимания.
Для того чтобы выделить условия, в которых возможно возникно-
вение речевого конфликта, обратимся к трем типам взаимодействий
(трансакций) в реальном общении, описанным Э. Берном: параллель-
ные равноправные (процесс коммуникации протекает бесконфликтно);
параллельные неравноправные (возможно вызревание конфликта);
перекрещивающиеся (всегда есть элемент несогласия, который ведет
к вербальной агрессии, провоцирующей коммуникативный конфликт).
Изучая психолингвистическую природу коммуникативных конфлик-
тов, В.И. Жельвис (1997) обратил внимание на различия в проявлении
конфликтного поведения у представителей разных этносов. Анализи-
руя коммуникативные конфликты, М.Е. Литвак (1990) описал наиболее
эффективный способ их преодоления: умение немедленно соглашать-
ся с доводами нападающего, чтобы погасить его вербальную агрессию
[7].
Разнообразие языковых форм, употребляемых в состоянии кон-
фликта, с точки зрения психолингвистики сводятся к трем типам рече-
вых ситуаций: инвективная стратегия (демонстрирует пониженную зна-
ковость: коммуникативные проявления отражают эмоциональные ре-
акции; разрядка при помощи прямой вербальной агрессии); куртуазная
стратегия (отличается повышенной семиотичностью речевого поведе-
ния, обусловленного тяготением говорящего к этикетным формам со-
циального взаимодействия; демонстрация эмоции обиды); рациональ-
но-эвристическая стратегия ( опирается на рассудочность, здравомыс-
лие, негативные эмоции выражаются косвенным образом; разрядка
через смех, иронию).
Для погашения конфликта возможно использование и еще одной
стратегии – «поиска общего языка». Найти общий язык – значит для
говорящего быть способным актуализировать навыки, равные или
сходные с навыками слушающего в соответствии с ожиданиями по-
следнего.
Понятие неконфликтного речевого взаимодействия тесным обра-
зом связано с навыками слушания. При этом исходным является
утверждение, что слушание – активный процесс, требующий опреде-
ленных навыков, среди важнейших из которых следует выделить при-
123
емы нерефлексивного, рефлексивного (активного) и эмпатического
слушания.
По отношению участников диалога к такому принципу организации
речевого общения, как солидарность, или кооперация, требующему
организовать взаимодействие в соответствии с целью и направлением
разговора, речевые стратегии делят на кооперативные и некоопера-
тивные.
Функцию способов осуществления стратегии речи выполняют ре-
чевые тактики: они формируют части диалога, группируя и чередуя
модальные оттенки разговора.
Индивидуальные стили поведения языковой личности в зависимо-
сти от степени эмоционального и личностного самораскрытия позво-
ляет выявить предложенная Дж. Луфтом и Х. Ингхэмом модель меж-
личностной коммуникации («Окно Джохари»). Данная модель демон-
стрирует взаимозависимость информации об адресанте, которая до-
ступна только ему, и осознания им того, как окружающие воспринима-
ют его.
Речевая деятельность человека строится главным образом на ис-
пользовании готовых коммуникативных единиц. Формируя высказыва-
ние, говорящий прибегает к схемам, шаблонам, опираясь на этику ре-
чевого общения, которая начинается с соблюдения условий успешного
речевого общения: с доброжелательного отношения к адресату, де-
монстрации заинтересованности в разговоре, «понимающего понима-
ния» – настроенности на мир собеседника, искреннего выражения сво-
его мнения, сочувственного внимания. Главный этический принцип ре-
чевого общения – соблюдение паритетности.
Однако своеобразие живого разговорного общения состоит в том,
что языковой личности должна быть свойственна установка на творче-
ство. В живой коммуникации творчество проявляется прежде всего в
виде языковой игры. Очевидно, что разные жанры речи дают разный
простор языковой личности в проявлении своих речевых особенно-
стей. Некоторые речевые ситуации требуют жесткого следования язы-
ковым нормам, другие – предполагают установку на творчество.
Результаты проведенного нами исследования сделали возмож-
ным обобщение опыта изучения и характеристики языковой личности
учителя начальных классов и преподавателя педагогического колле-
джа в современной педагогической действительности. Рассматривая
профессиональную деятельность учителя через призму его коммуни-
кативной деятельности, коммуникативной компетентности, мы пред-
ставили модель языковой личности такового и взаимозависимость
развития гуманистических ценностей, а вместе с ними и личной куль-
туры педагога от уровня развития языковой личности учителя. Это
помогло нам составить обобщенную модель речевого взаимодействия
124
современного учителя начальных классов и преподавателя педагоги-
ческого колледжа со своими учениками. Представим ее, обозначая
суммарные экспертные оценки в обеих группах, полученные нами при
изучении каждого из компонентов, составляющих данное понятие
(табл.).
Рис. Результаты изучения языковой личности
учителя начальных классов и преподавателя педагогического колледжа
Как видно из таблицы, разница между экспертными оценками
группы А и группы Б значительна (12,692 балла). Это дает возмож-
ность считать, что языковая личность учителя начальных классов в
отличие от языковой личности преподавателя педагогического колле-
джа нуждается в гармонизации. Общий принцип противостояния
сформированной агрессивной поведенческой модели и социальной
позиции, принцип «профилактики» речевой агрессии состоит в изме-
нении коммуникативного, речевого поведения учителя по отношению к
учащимся, в создании «общего языка», единства в понимании цели,
задач, средств совместной деятельности, это позволит уравновесить,
гармонизировать эмоциональное состояние и картину мира ученика,
верно формировать его социальную позицию.
Таким образом, изучая речевое поведение человека, целесооб-
разно учитывать концепцию языковой личности как сквозную идею, ко-
торая «пронизывает все аспекты изучения языка и одновременно раз-
Языковая личность педагога
Общий средний балл
Группа А
19,969
Группа Б
32,661
Коммуникативная компетентность
Группа А
4,192
Группа Б
7,870
Коммуникативный потенциал личности
Группа А
2,964
Группа Б
5,977
Профессиональная
культура речи
учителя
Коммуникативная
культура
Коммуникативное
поведение
Группа А
6,374
Группа Б
8,119
Группа А
3,086
Группа Б
4,370
Группа А
3,353
Группа Б
6,325
125
[img[gri_gol.png]]
рушает границы между дисциплинами, изучающими человека, по-
скольку нельзя изучать человека вне языка» [5, с. 7]. Так, «Homo
communicans», «человек говорящий», языковая личность предстает в
виде многогранного, многопланового объекта исследования, неповто-
римость которого определяется уровнем его развития, уникальной
взаимообусловленностью гуманистической личностной диспозиции и
комбинации языковых проявлений.
Список литературы
1. Аристотель. Риторика. – М., 1987.
2. Бодуэн де Куртэне И. А. Избранные труды. – М., 1963.
3. Горелов И. Н., Седов К. Ф. Основы психолингвистики. – М., 1997.
4. Жинкин Н.И. Язык. Речь. Творчество // Избр. Труды. – М., 1967.
5. Караулов Ю. Н. Русский язык и языковая личность. – М., 1987.
6. Леонтьев А. А. Язык, речь, речевая деятельность. – М., 1977.
7. Литвак М. Е. Психологическое айкидо. – Ярославль, 1990.
8. Михальская А. К. Педагогическая риторика. – М., 1998.
9. Прохоров Ю. Е., Клобукова Л. П., Феномен языковой личности в свете
лингводидактики. – М., 1996.
10. Степанов Ю. С. В трехмерном пространстве языка. – М., 1985.
11. Трофимова Г. С. Педагогические основы обучения иностранным языкам.
– Ижевск, 1999.
12. Thomas W. J. Situational analysis. The behavior pattern and the situation. –
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
```
#Total No. of Collocate Types: 1570
#Total No. of Collocate Tokens: 6486
1 382 102 280 4416.77381 в
2 170 83 87 1984.27880 как
3 175 92 83 1974.18210 и
4 192 99 93 1429.35477 личности
5 100 75 25 1187.17894 развития
6 84 69 15 979.69198 формирования
7 78 54 24 912.34474 культуры
8 68 28 40 787.96418 к
9 63 41 22 739.10357 формирование
10 64 27 37 710.94788 на
11 56 41 15 663.31683 развитие
12 55 31 24 652.14058 особенности
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22 36 21 15 423.79949 о
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26 33 15 18 390.21981 влияние
27 29 9 20 335.42616 педагога
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30 24 12 12 299.89892 психологические
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34 25 12 13 290.45715 вопросу
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36 26 10 16 278.63051 с
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102 10 1 9 117.15866 преподавателя
103 10 9 1 117.15866 конкурентоспособной
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137 8 1 7 94.75955 психолога
138 8 7 1 92.29314 свойств
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153 7 4 3 81.04516 психологии
154 7 1 6 81.04516 подростка
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157 7 3 4 81.04516 молодежи
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165 6 4 2 75.93524 тревожности
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181 6 4 2 69.80533 их
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186 7 7 0 69.37122 сферы
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206 5 2 3 61.45615 органов
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209 5 2 3 61.45615 информационного
210 5 3 2 61.45615 информационная
211 5 3 2 61.45615 значимые
212 5 3 2 58.57933 школы
213 5 3 2 58.57933 уровня
214 5 1 4 58.57933 теоретизации
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739 2 1 1 25.31175 xixxx
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1570 2 0 2 0 поэта
```
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
# [[СОВРЕМЕННЫЕ ИССЛЕДОВАНИЯ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ ЧЕЛОВЕКА]]**[[SRL2009-1]]
# [[УНИВЕРСАЛЬНЫЕ И КУЛЬТУРНО-СПЕЦИФИЧНЫЕ МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ]]]**[[SRL2009-2]]
# [[ФОРМИРОВАНИЕ СУБЪЕКТНЫХ КАЧЕСТВ ЛИЧНОСТИ СТУДЕНТА КАК ОСНОВЫ САМОРЕГУЛЯЦИИ ЖИЗНЕДЕЯТЕЛЬНОСТИ]]]**[[SRL2009-3]]
[ext[Подборка на eL|https://elibrary.ru/itembox_items.asp?id=1070483]]
[[клон|SRL2009 1]]
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<a href="https://www.elibrary.ru/item.asp?id=13008038"><b>СОВРЕМЕННЫЕ
ИССЛЕДОВАНИЯ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ ЧЕЛОВЕКА</b></a><br/>
<font color="#00008f"><i>Соловьева
Е.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33386184">Гуманизация
образования</a>. 2009. <a href="https://www.elibrary.ru/contents.asp?id=33386184&selid=13008038">№ 6</a>.
С. 97-102. </font>
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=12807900"><b>УНИВЕРСАЛЬНЫЕ
И КУЛЬТУРНО-СПЕЦИФИЧНЫЕ МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Эрдынеева
К.Г., Батоцыренов В.Б.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33377422">Успехи
современного естествознания</a>. 2009. <a href="https://www.elibrary.ru/contents.asp?id=33377422&selid=12807900">№ 1</a>.
С. 57-58. </font>
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=17785714"><b>ФОРМИРОВАНИЕ
СУБЪЕКТНЫХ КАЧЕСТВ ЛИЧНОСТИ СТУДЕНТА КАК ОСНОВЫ САМОРЕГУЛЯЦИИ
ЖИЗНЕДЕЯТЕЛЬНОСТИ</b></a><br/>
<font color="#00008f"><i>Отт Н.Г.,
Елисеев В.К.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33737611">Культура
физическая и здоровье</a>. 2009. <a href="https://www.elibrary.ru/contents.asp?id=33737611&selid=17785714">№ 5</a>.
С. 33-35. </font>
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СОВРЕМЕННЫЕ ИССЛЕДОВАНИЯ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ ЧЕЛОВЕКА
Проблема личностной саморегуляции для психологической науки является относительно новой, и связана она непосредственно со становлением субъектности как особого качества формирующейся личности, поэтому этот вопрос ключевой в психологической науке, и он изучается в различных аспектах. Общая способность к саморегуляции выделяется в качестве специального аспекта изучения в многочисленных и разносторонних исследованиях регуляторных процессов, проводимых в лаборатории психологии саморегуляции Психологического института РАО. Под руководством Конопкина О.А. осуществлено многолетнее изучение функциональной структуры процессов саморегуляции (Кондратьева И.И., Круглова Н.Ф., Миславский Ю.А., Наживин Ю.С., Сипачев Н.О., Степанский В.И. и др.), результаты которого легли в основу дальнейшего развития проблемы саморегуляции. В ряде специальных направлений рассматривается индивидуальный стиль саморегуляции (В.И. Моросанова); структура и функции регуляторного опыта (А.К. Осницкий); структура саморегуляции в учебной деятельности школьников разного возраста (Н.Ф. Круглова); саморегуляция студентов (Белоус О.В., Прыгин Г.С., Лебедчук П.В., Сагиев Р.Р.); регуляторные процессы в различных видах профессиональной, учебно-профессиональной деятельности и профориентации (Конопкин О.А., Коверга В.К., Нерсесян Л.С., Осницкий А.К. и др.) [2]. Исследования саморегуляции основывались на представлении о человеке как действительном субъекте своей произвольной активности (Конопкин О.А., Моросанова В.И., Осницкий А.К.). Осознанная целенаправленная регуляция является одним из важнейших и принципиально необходимых психических механизмов реализации внутренне детерминированной активности субъекта. Понятие «субъект» мы употребляем в его исходном, наиболее распространенном в отечественной психологии значении, акцентирующем активное, преобразующее творческое начало, реализуемое человеком в его деятельности. В категории «субъект», разработанной С.Л. Рубинштейном, его последователями К.А. Абульхановой-Славской, Л.И. Анцыферовой, А.В. Брушлинским и др., выделяются такие существенные для рассматриваемой нами проблемы качества, как самостоятельность, внутренняя детерминация, регуляция деятельности, способность быть активным творцом своей жизни. По мнению Конопкина О.А., общая способность к саморегуляции проявляется, прежде всего, в успешном овладении новыми (более сложными) видами и формами деятельности, выражаясь внешне в успешном решении нестандартных задач и преодолении нетипичных ситуаций на всех ступенях овладения различными видами деятельности, в упорстве и настойчивости в достижении поставленной цели. Внутренне саморегуляция характеризуется, прежде всего, осознанностью, пониманием оснований осуществляемой деятельности в целом, ее цели, условий, способов действий, оценки результатов и др. При этом осознанно учитываются как объективные внешние условия деятельности, так и собственные субъективные возможности. Осознанная саморегуляция определяется О.А. Конопкиным как системноорганизованный процесс внутренней психической активности человека по инициации, поддержанию и управлению разными видами и формами произвольной активности, непосредственно реализующей достижение принимаемых человеком целей. Данное определение обозначает основные функции осознанной саморегуляции. Для анализа структуры регуляторных процессов О.А. Конопкин использует структурнофункциональный подход. При этом подходе процесс саморегуляции представлен как целостная, замкнутая (кольцевая) по структуре, информационно открытая система, реализуемая взаимодействием функциональных звеньев (блоков), основанием для выделения которых являются присущие им специфические (частные, компонентные) регуляторные функции. Системное сотрудничество функций реализует целостный процесс регуляции, обеспечивающий достижение принятой субъектом цели. Это дает возможность выделения единой для разных видов произвольной активности функциональной структуры процессов саморегуляции. Функциональная структура процессов саморегуляции включает в себя: принятую субъектом цель деятельности, субъективную модель значимых условий, программу исполнительских действий, систему субъективных критериев достижения целей (критериев успешности), контроль и оценку реальных результатов, решения о коррекции системы саморегулирования. Основным функциональным звеном в целостной структуре саморегуляции некоторые авторы (О.А. Конопкин, В.И. Моросанова) считают принятую субъектом цель деятельности. В.И. Моросановой проблема саморегуляции определяется и рассматривается при изучении самосознания, его регуляторной роли. В.И. Моросанова и Е.А. Аронова выделяют три основные функции самосознания. Первая из них связана со способностью личности к самоидентификации, самооценке себя и своего отношения к миру. Благодаря поддержанию внутренней целостности и самотождественности, человек может быть субъектом своего поведения и отношения к окружающему миру. Вторая функция связана со способностью человека быть субъектом осознанного и направленного изменения себя. Она проявляется в усовершенствовании себя за счет самопознания и изменения способов собственной жизнедеятельности. Третья функция – собственно направленная регуляция своего поведения и жизнедеятельности посредством самосознания, обеспечивающего их осмысленность, - является наименее исследованной. Говоря о регуляторной функции самосознания, Моросанова В.И и Аронова Е.А. имеют в виду особый процесс по обеспечению действенности содержания самосознания, что и проявляется в связи самосознания с поведением и деятельностью человека. Первые две функции самосознания были в значительной степени изучены многими авторами в эмпирическом плане. Так, механизмы поддержания внутренней целостности (реализации первой функции) были рассмотрены в исследованиях различных форм нарушений и искажений самосознания и их влияния на поведение человека (Зейгарник Б.В., Кон И.С., Фрейд А.). Б.В. Зейгарник считала смысловое связывание основным механизмом саморегуляции, который делает возможным поддержание целостности и самотождественности. Особая роль этого механизма проявляется также в преодолении критических жизненных ситуаций, когда эта функция самосознания становится наиболее важной. Другим способом сохранения целостности является адаптация к самому себе – самопринятие, самоприспособление, что способствует формированию самоуверенности личности. Вторая функция – усовершенствование себя за счет самопознания и самоизменения – реализуется посредством личностной саморегуляции (Гримак Л.П., Осницкий А.К., Шульга Т.И. и др.). Здесь основной регулятивной формой самосознания выступает рефлексия, направленная на свое Я, которая служит способом изменения самоидентичности. С помощью рефлексии субъект осуществляет специальный анализ способов своей деятельности и явлений сознания, включающего в том числе и образ Я. Рефлексия возникает только в определенных ситуациях, когда субъект сталкивается с необходимостью пересмотреть принятые формы деятельности, привычные представления о мире и собственном Я, свои установки и системы ценностей. Поэтому самосознание рассматривается рядом авторов также как «пересоздание» объекта рефлексии, в том числе и самого Я. Исследование проблемы регулирующей роли самосознания затрудняется различиями в понимании содержания саморегуляции. Зачастую об эффектах саморегуляции судят по самому факту происходящих изменений самосознания и поведения, обходя вопрос о психологических механизмах феномена саморегуляции. Не менее острым является вопрос о самом существовании специфических регуляторных процессов. Когда оно игнорируется, в качестве механизма саморегуляции рассматривается изменение координации психологических процессов и состояний, приводящее к изменению регулируемых переменных (состояния, поведения, деятельности и т.д.). На современном этапе проблема регулирующей функции самосознания в основном находится в русле исследования Я-концепции как структуры представлений человека о себе. В социально-психологическом подходе сформировалось понимание Я-концепции как совокупности установок, направленных на себя (Бернс Р., Кон И.С. и др.). Я-концепция как установочная система включает три компонента: когнитивный, эмоционально-ценностный и поведенческий. С позиций этого подхода регуляторный компонент Я-концепции является проявлением когнитивного и эмоциональноценностного компонентов в поведении. Таким образом, регуляторная функция самосознания выделяется многими исследователями: В.И. Моросановой, И.И Чесноковой, Е.А. Ароновой и др. То есть проблема саморегуляции рассматривается в рамках проблемы самосознания как его структурный компонент, обеспечивающий связь самосознания с поведением и деятельностью. Однако под ее проявлениями обычно понимают любые изменения в самосознании и поведении человека, вызванные как его собственной активностью, так и жизненными обстоятельствами, а собственно психологические механизмы регуляторного процесса, как правило, остаются за пределами внимания исследователей. В настоящее время активно развивается субъектный подход к исследованию психики (Абульханова-Славская К.А., Брушлинский А.В., Знаков В.В., Журавлев А.Л., Конопкин О.А. и др.). В его русле регулирующая роль самосознания признается важнейшим критерием развития личности как субъекта жизнедеятельности. К.А. Абульханова-Славская пишет о том, что в Я-концепции воплощается жизненная стратегия субъекта, входящая в структуру самосознания и отвечающая смыслу жизни человека. Особое значение в становлении субъектности человека придается процессам саморегуляции. К.А. Абульханова-Славская отмечает, что субъект осуществляет самоорганизацию своих психических и личностных возможностей и способностей в процессе деятельности, и подчеркивает, что механизмом этой самоорганизации является саморегуляция. Соглашаясь с точкой зрения В.И. Моросановой, мы считаем, что саморегуляция осуществляется субъектом активности на основе целостной системы процессов осознанного выдвижения целей и управления их достижением. Эта система имеет свою закономерную структуру, которая мобилизует различные ресурсы индивидуальности (в первую очередь психологические) в качестве средств ее реализации. С этих позиций исследование регулирующей роли самосознания заключается в выявлении взаимосвязей различных компонентов содержательно-смысловой сферы самосознания со структурой стилевых особенностей саморегуляции поведения и деятельности. Именно психология саморегуляции переводит исследования регулирующей роли самосознания из теоретического и методологического в конкретно-психологический план. Система саморегуляции реализуется базовыми процессами: планированием целей активности субъекта, моделированием значимых условий их достижения, программированием активности и оценкой ее результатов. Существуют индивидуальные особенности в проявлениях саморегуляции, которые характеризуются тем, как человек планирует и программирует достижение цели, учитывает значимые внешние и внутренние условия, оценивает результаты и корректирует свою активность для достижения субъективно приемлемых результатов, и как эти особенности обеспечены психическими средствами их реализации. С позиции концепции саморегуляции, проблема регуляторной роли самосознания является частной проблемой роли личности в регуляции поведения человека. Ранее учеными было показано, что динамические, личностно-темпераментальные диспозиции (например, экстраверсия и интроверсия) могут быть описаны специфическими профилями индивидуальных особенностей саморегуляции. В то же время степень и своеобразие субъектной активности, проявляющиеся в таких субъектных (или регуляторно-личностных) качествах, как ответственность, автономность, настойчивость и др., определяют способность преодолевать субъективные и объективные трудности достижения жизненных целей. Осознание присущих человеку (в силу темперамента и характера) стилевых особенностей регуляции способствует (через регуляторный опыт) развитию самооценочного компонента самосознания, формированию новых субъектных и личностных качеств, саморазвитию человека (Моросанова В.И., Плахотникова И.В., Маркевич А.О.). Личностная саморегуляция состоит в определении своего индивидуального места в культурно-исторической традиции и тех коррекциях, которые предпринимаются при определении собственных позиций (культурно-историческую традицию определяют общественно-исторический строй, национальная принадлежность (язык); религиозная принадлежность; клановая (профессиональная) принадлежность). В.П. Бояринцев определяет данный уровень саморегуляции как социально-психологический. Личностная саморегуляция проявляется в поступках и феноменологически совпадает с ними. А.К. Осницкий выводит понятие личностной саморегуляции на уровень самоактуализации. Таким образом, механизм действия личностной саморегуляции базируется на общей структуре саморегуляции. Теоретическую базу наших взглядов определяет структурно-функциональный подход (О.А. Конопкин), а также исследования К.А. Абульхановой-Славской, В.П. Бояринского, В.И. Моросановой, О.Ю. Осадько, А.К. Осницкого, С.Л. Рубинштейна, опираясь на которые возможно представить общий взгляд на осознанную саморегуляцию. Саморегуляция поведения – это сложный, преимущественно осознаваемый процесс. Он проявляется у личности как ее способность произвольно управлять собственными действиями и поступками в соответствии с моральными нормами и принципами, принятыми в обществе. Саморегулирование поведения является важным инструментом в установлении взаимоотношений личности в процессе ее общения с окружающими. Таким образом, рассмотрев и изучив проблему личностной саморегуляции с точки зрения различных научных школ и направлений, мы можем сделать вывод о том, что личностная саморегуляция – это, прежде всего, динамическая система взаимодействия личности и окружающего мира, функционирование которой направлено на достижение самостоятельности, инициативности и ответственности за свои поступки. Выделяется достаточно большое количество подходов к определению саморегуляции, при этом можно отметить, что в современной психологии не существует единого общего подхода к изучению феномена личностной саморегуляции.
УНИВЕРСАЛЬНЫЕ И КУЛЬТУРНО-СПЕЦИФИЧНЫЕ МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ
Познание закономерностей саморегуляции возможно через изучение механизмов, порождающих тип когнитивных стратегий в ситуации неопределенности, характер выбора индивидуально-личностных и социально-групповых программ поведения, особенности эмоциональной чувствительности, предпочтение типа реагирования и другие регулятивные характеристики. Исследуя индивидуальные особенности регуляции и саморегуляции, А.Либин определяет их как феномен мира психической реальности. Контролирующие и управляющие процессы регуляторной деятельности имеют сложную иерархическую структуру, поэтому изучение природы саморегуляции с целью выявления их механизмов требует привлечения различных параметров. Термин «механизмы» относится к процессам, детерминирующим действенность, эффективность. Механизм саморегуляции, не являясь источником активности и не будучи тождественным активности, как психологическому феномену, используется сознательно и целенаправленно. В условиях глобализации феномен саморегуляции соотносится с вполне определенными и едиными для всех социокультурными критериями. Однако процесс аккультурации связан со сложностями конкретного выбора личностных ориентиров регуляции своего поведения и своего самосознания, так как связан с разнонаправленными способами жизнедеятельности других людей. Понятие «культура» относится не только к образу жизни людей, но включает сеть социальных отношений, обычаев, верований, учений, традиций, аттитюды или правила, регулирующие отношения в социуме. Поскольку рассматриваемые факторы оказывают влияние на выбор жизненных целей, определяют способы самороегуляции, то возникает необходимость определения психологических механизмов как способов взаимодействия субъекта с кризисной ситуацией, адекватных личностным особенностям, ситуации, обусловленных культурными факторами. Культурные универсалии понимаются как черты культуры, свойственные всем народам, поэтому по логике, универсальные механизмы саморегуляции – механизмы саморегуляции, характерные для всех народов. Однако формы проявления рассматриваемых культурных универсалий могут сильно различаться. К. Леви-Строс объяснял специфичность элементов культуры желанием отличаться от своих соседей, развивая оригинальный стиль жизни (Леви-Строс, 1985). С позиции теории идентичности особенные черты обусловлены потребностью в идентификации с группой себе подобных и одновременно в дифференциации от членов других групп. Трудность кросс-культурных (сравнительно-культурных) исследований заключается в поиске адекватных показателей для сравнения, поскольку каждая культура представляет собой замкнутый и уникальный мир. Следует отметить, что кросс-культурная психология в целом тяготеет к «западной» модели человека с ее априорной дифференцированностью - суммой личностных черт, иерархией потребностей и мотивов и т.п. (Белинская, Тихомандрицкая, 2001), поэтому изучение личности ограничивается анализом взаимосвязей между изолированными личностными конструктами и культурными переменными. Восточно-азиатские учения позволяют по-новому взглянуть на психологическое функционирование, личностный и адаптационный потенциал индивида. Восточные системы актуализируют проблемы целесообразности жизни согласно определенным духовным нормам, уделяя особое внимание процветанию социума в целом. В рамках западной психологии понимание саморегуляции опирается на рациональный и объективный подход. В связи с чем, саморегуляция осмысливается в контексте адаптации либо рассматривается в экзистенциальной парадигме. При этом саморегуляция ассоциируется с бодрствующим сознанием субъекта (Дэниел Гольман). Запад стремится к поиску научного, безличного и объективного знания, отдавая предпочтение аналитическому и логическому мышлению, используя чувственноэмпирический и абстрактно-теоретический методы познания. Для восточной традиции свойственен сотериологический (soteriological) подход к саморегуляции, основанный на просветлении (нирвана), трансценденции проблем. Согласно восточному мировоззрению, для которого характерны динамизм и органическая целостность, обычное состояние сознания представляет иллюзорное искажение восприятия (mayа) как следствие дуалистического разграничения субъекта и объекта, Я и другого, организма и среды. Поэтому саморегуляция связана с состоянием освобождения от иллюзий (awakened state), с достижением просветления (нирваны). В соответствии с этим механизмами саморегуляции выступают осмысление опыта коллективного бессознательного, трансценденция эго-конфликтов, отстраненный взгляд на эго-запросы —- Восточная психология предпочитает личный, эмпирический путь к знанию. Созерцательно-медитативный способ познания мира и самого себя ценился как источник истинного знания. Одним из механизмов саморегуляции признана медитация как практика перехода от активного, линейного способа познания к рецептивному, процессуально-ориентированному способу. В процессе медитации осуществляется избавление от стереотипности, автоматизма и избирательности обыденного сознания. Однако в условиях глобализации изменяется качество взаимосвязей и взаимозависимостей стран и народов, их культур, усиливается тенденция к «единству многообразия». Являясь многомерным процессом, глобализация приводит к унификации многих ценностей, культурных норм, образцов поведения. В то же время каждая культура и каждый этнос, пытаясь сохранить собственную уникальность и этнокультурное своеобразие, разрабатывают свои механизмы вхождения в глобальные процессы, что не может не отразиться на регулятивных процессах представителей общества. Согласно основам социальной концепции Русской православной церкви, общества, прежде разделенные расстояниями и границами, а потому по большей части однородные, сегодня с легкостью соприкасаются и становятся поликультурными. В концепции универсальности Ф.Фукуямы мировая цивилизация представляет синтез национальных культур, объединяемых системой общечеловеческих ценностей. Однако цивилизационный синтез отнюдь не устраняет бинарного противопоставления западной и восточной культур. По этому поводу интерес представляют рассуждения Триандиса о том, что сторонники etic подхода не в состоянии освободиться от схем мышления своей культуры. В связи с чем, кросс-культурное исследование налагает особые обязательства, которые выражаются в необходимости выделения универсальных (etic) категорий, анализ их посредством еmic методов, специально созданных для данной культуры и на ее языке, то есть специфичных для каждой культуры, затем сравнения с использованием etic подхода. Например, механизмы саморегуляция личности связаны с локусом контроля. Согласно etiс подходу, при изучении локуса контроля следует использовать единицы анализа и сравнения, свободные от культурного влияния. В соответствии с emic подходом, локус контроля может быть универсальной категорией, но возникает проблема валидности глобального измерения, поскольку в каждой культурной общности можно обнаружить специфические особенности локализации контроля. Саморегуляция личности детерминирована культурой и опытом исторического развития. Структура ментального мира связана с областью коллективного бессознательного, но становится реальностью в мышлении, чувствах и поведении. Ментальность, будучи системой взаимосвязанных представлений, безусловно, оказывает влияние на саморегуляцию социальной группы в целом и ее представителей. Кросс-культурные влияния, признание целостной, неделимой, взаимосвязанной и динамичной модели мира, обусловили создание трансперсональной психологии (1969 г.), которую А. Маслоу называл четвертой силой психологии, выходящей за пределы человеческих качеств, самоопределения, самоактуализации, саморегуляции. В связи с чем, правомерно выделение универсальных и специфических механизмов саморегуляции личности. Думается, что механизмы саморегуляции связаны с этапами возрастного развития субъекта и его социокультурным контекстом. Кросскультурные, возрастные, гендерные особенности как компоненты различных аспектов его активности являются факторами выбора механизма саморегуляции. В исследовании приняли участие 286 студентов Читы, Владивостока, Агинска в возрасте от 17 до 20 лет. Выборка является разнородной по полу (173 девушки и 113 юношей). В исследовании приняли участие 117 представителей китайской и 145 – русской национальности. Для изучения осмысленности был использован тест смысложизненных ориентаций (СЖО) Д.А.Леонтева, с помощью которого выявлялся общий показатель осмысленности жизни и субшкальные значения теста. Опросник ACS – Adolescent Coping Scale применялся для выявления механизмов саморегуляции в ситуациях затруднения. Опросник имеет две формы, общую и специальную, состоящие из 80 вопросов. Последний вопрос остается открытым и позволяет респонденту самостоятельно описать механизмы саморегуляции в ситуации напряженной , тревожной ситуации неопределенности. Представленные стратегии отражают различные по эффективности механизмы саморегуляции. К продуктивным механизмам саморегуляции относятся следующие стратегии: Решение проблемы; Работа, достижения; Духовность. Не продуктивны для адаптации и личностного роста такие механизмы саморегуляции, как Игнорирование, Уход в себя, Надежда на чудо, Разрядка, Самообвинение, Беспокойство, Несовладание, Отвлечение, Активный отдых. Регулятивные механизмы с помощью других включают стратегии социальной поддержки, друзей, принадлежности, общественных действий, профессиональной помощи. Для проведения математико-статистического анализа применялись методы непараметрической и параметрической статистики. Обработка результатов осуществлялась с использованием стандартного пакета программ Statistica 10.0. —- Анализ субшкальных значений и значений общего показателя осмысленности жизни теста СЖО свидетельствует о том, что для 7% российских и 3% китайских студентов характерны неудовлетворенность жизнью в настоящем, неверие в собственные силы и возможность контролировать события своей жизни, фатализм и убежденность в том, что жизнь человека неподвляастна сознательному контролю. Высокие значения субшкальных показателей, характерных для большинства студентов, свидетельствуют об их целеустремленности, о восприятии ими процесса своей жизни как эмоционально насыщенного и наполненного смыслом, представление о себе как о сильной личности. Наличие у студентов развитой потребности в самоуважении, их удовлетворенность качеством жизни, наполненной смыслом, оптимистическая оценка жизненной ситуации, интернальный локус контроля свидетельствуют о реализации эффективных механизмов саморегуляции. Анализ стратегий, свидетельствует о том, что предпочтителен по количеству выборов следующий репертуар механизмов саморегуляции для студенческой молодежи: отвлечение; работа, достижение; решение проблемы; социальная поддержка; друзья; активный отдых; уход в себя; игнорирование; чудо; принадлежность; разрядка. Обращает на себя внимание тот факт, что у девушек в больше степени выражены следующие непродуктивные механизмы саморегуляции: самообвинение, несовладание. К негативным тенденциям относится использование юношами таких непродуктивных механизмов саморегуляции, как уход в себя; активный отдых; игнорирование проблемы. В целом у российской молодежи выражены в баллах и по рангу выше такие механизмы саморегуляции как вера в чудо, духовность. Данное обстоятельство, возможно, является отражением русского менталитета, а именно терпимости (связываемой отнюдь не с повышенным самоконтролем, а со склонностью накапливать отрицательные эффекты социальных или иных влияний до порога бессмысленного и беспощадного бунта), нравственных исканий справедливости (даже если при этом нужно преступить закон), духовности. В китайской выборке механизмы саморегуляции сочетаются более гармонично. Продуктивные механизмы саморегуляции представлены стратегиями Работа, достижения; Решение проблемы; Принадлежность. Использование рассмотренных механизмов саморегуляции свидетельствует о сущностных характеристиках китайского самосознания как результата «рисовой цивилизации», требовавшей от людей сплоченности, взаимопомощи, трудолюбия. Главной чертой китайского национального характера считают рационализм. Таким образом, гендерные, возрастные и межкультурные особенности, являясь разноуровневыми характеристиками субъекта, определяют выбор механизмов саморегуляции.
ФОРМИРОВАНИЕ СУБЪЕКТНЫХ КАЧЕСТВ ЛИЧНОСТИ СТУДЕНТА КАК ОСНОВЫ САМОРЕГУЛЯЦИИ ЖИЗНЕДЕЯТЕЛЬНОСТИ
Студент как субъект педагогической деятельности, вступая в новую для себя систему отношений, обретает системные качества, образующие действительную характеристику его личности, и через формирование в себе ответственного отношения к жизнедеятельности, самоопределяется как личность. Названные характеристики процесса очерчивают объектное поле «субъектной педагогики». Cубъектность как центральное образование человеческой субъективности имеет сложную интегративную природу, отражающую активно-избирательное, творческое, инициативно-ответственное отношение личности к самой себе, к деятельности, к людям и жизни в целом. Подходы к изучению субъектности основываются на развитии представлений об активной роли самого человека в процессе жизнедеятельности; развитии, учебе, работе. Поэтапный характер становления человека как субъекта отмечается отечественными авторами методологического анализа познавательной активности и жизнедеятельности К.А. Абульхановой-Славской , А.В. Брушлинским , В.А. Петровским и др. В соответствии с образовательной гуманистической парадигмой, личность выступает как самоорганизующийся субъект, наделенный рядом системных качеств, из которых основными, структурообразующими, на наш взгляд, являются следующие: «интегративная активность», предполагающая активную деятельную позицию личности во всех ее проявлениях, в том числе и в творчестве; направленность, как динамическая иерархия смыслообразующих ценностей и мотивов, составляющих мотивационно-ценностную сферу личности; способность к рефлексии (осознанию, осмыслению, прогнозированию процесса и результатов деятельности, как условие регуляции поведения); ответственность как организация, регуляция и регламентация поведения; способность к самореализации и самоопределению в мире. Общая концепция формирования педагогической субъектности основана на положениях В.А. Сластенина , в которых процесс становления и развития субъектной позиции студента и педагога трактуется как усиление субъектного потенциала личности и может быть представлен как определенная стратегия изменений в содержании, формах и методах профессиональной подготовки: фундаментализации высшего образования в сочетании с углубленной профессионализацией; диалогизации учебно-воспитательного процесса и его проблематизации; полисубъектности педагогического процесса, предполагающей активность, инициативу и ответственность всех его участников. Исследуя закономерности и механизмы формирования субъектности, мы обращаемся к внутреннему потенциалу субъекта, который трактуется как конкретный уровень развития интеллектуальных, эмоциональных, волевых, физических возможностей, практических умений и навыков, определяемых общественно-экономическими и культурно-историческими условиями, применительно к конкретной сфере деятельности данной личности. Под субъектным потенциалом личности понимается уровень развития ее субъектных качеств, т.е. субъектности. Мотивационный аспект субъектно-творческого потенциала личности определяет стремление человека к возможно более полному его развитию и реализации. Мы исходим из понимания самоактуализации как процесса рефлексивного переосмысления субъектом личных и профессиональных свойств и ценностей, личностной и профессиональной актуализации своего потенциала. Другой необходимой составляющей зрелого поступка личности, определяющей успешность ее самоактуализации, является ответственность, имеющая также рефлексивную природу. Недаром, А. Маслоу называл ответственность «величайшим поступком и подчеркивал, что, принимая на себя ответственность, человек самоактуализируется». Ценностно-смысловая сфера субъекта выступает в качестве одной из его важнейших характеристик, как показатель способности к произвольному управлению собственной деятельности, гармонии и зрелости личности. Ценностно-смысловой уровень саморегуляции есть процесс, опосредованный социальными нормами и ценностями, системой внутренних требований, особой «жизненной философией», превращающими человека в активного субъекта жизнедеятельности. По нашему мнению, рефлексия, выступает механизмом ценностно-смыслового уровня саморегуляции, благодаря которому раскрываются внутренние резервы человека, дающие ему свободу от обстоятельств, обеспечивающие в самых трудных условиях возможность самоактуализации. Проведенные нами теоретические и экспериментальные исследования становления и развития механизмов формирования субъектных качеств личности студента показали, что учащиеся с высоким субъектным потенциалом обладают высокой продуктивностью осмысления учебной и жизненной ситуации, богатством психологического времени; высокой насыщенностью значимых переживаний, наличием жизненной перспективы, интереса к будущему, высокой степенью потенциальности жизненных событий. Данные студенты характеризуются творческим, активно-избирательным отношением к своей человеческой и профессиональной судьбе. Они ориентированы на процесс самосовершенствования, осмысления и оценки собственных личностных и профессиональных качеств.
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[ext[Подборка на eL|https://elibrary.ru/itembox_items.asp?id=1070486]]
КРОСС-КУЛЬТУРНОЕ ИССЛЕДОВАНИЕ ВЛИЯНИЯ ВОЛЕВЫХ КАЧЕСТВ ЛИЧНОСТИ НА САМОРЕГУЛЯЦИЮ СТУДЕНТОВ
В условиях глобализации этнокультурный мир, стремясь сохранить свою уникальность, постепенно становится взаимозависимым. Культура, выступая как стимул – средство, знак, реконструирует и объективирует натуральные формы поведения человека. Взаимодействие и взаимопроникновение этнических, социокультурных, идеологических, экономических, экологических и политических факторов вызывает обострение проблем самоидентификации, личностной категоризации образа Я, саморегуляции. Обнаружено, что существуют различия в формировании цели в условиях различных культур. Представители современной западной культуры при решении новой задачи в качестве цели выбирают результат, превосходящий первоначальный. В этой ситуации приверженцы восточного мышления ощущают чуждость нормативов западного социума в отношении к собственному поведению, к саморегуляции и образу Я. Согласно культурно-исторической теории Л. С. Выготского, в качестве универсального орудия, изменяющего психические функции, выступает языковой знак. Думается, что саморегуляция обусловлена системой знаков, поскольку знак содержит в свернутом виде программу поведения. В рамках структурно-функционального подхода О. А. Конопкина и концепции индивидуального стиля В. И. Моросановой, осознанная саморегуляция понимается как система необходимых для регуляции любой деятельности структурно-функциональных и содержательных психологических характеристик. Ключевым понятием индивидуально-стилевого подхода является стиль саморегуляции, который характеризуется индивидуальными особенностями протекания регуляторных процессов планирования, программирования, моделирования, оценивания результатов своей деятельности. По мнению В. И. Моросановой, предметом психологии саморегуляции являются интегративные психические процессы и явления, которые обеспечивают самоорганизацию различных видов психической активности человека, целостность его индивидуальности и личности . Важным для дальнейшего анализа является уточнение сущности саморегуляции с позиции системно-деятельностной концепции психической саморегуляции психофизиологического состояния. Л. Г. Дикая рассматривает особенности становления психической саморегуляции как целостной системы взаимодействия профессиональной деятельности, экстремальных условий, личности. Психическая саморегуляция представлена и как психическая деятельность, и как психологическая система . Л. П. Басов, В. А. Иванников, Т. И. Шульга, А. В. Быков, Т. Куль, К. Г. Эрдынеева исследуют личностную саморегуляцию в контексте волевого овладения личностью своим поведением. Волевое поведение рассматривается как процесс производства новых мотивационных образований, способствующих развертыванию поведения в выбранном направлении . Используя субъектно-деятельностный и системный подходы, Е. А. Сергиенко исследует контроль поведения как единую систему, включающую три субсистемы регуляции (когнитивный контроль, эмоциональную регуляцию, волевой контроль, или контроль действий), которые основаны на ресурсах индивидуальности и интегрируются, создавая индивидуальный паттерн саморегуляции. Термин «саморегуляция» носит универсальный характер, поскольку применяется при обозначении явлений биологического и технического характера. В связи с чем, термин «контроль поведения» указывает, по Е. А. Сергиенко, на именно психологический уровень в организации регуляции. Вместе с тем, М. Махони и Д. Б. Арикофф определяют самоконтроль как социальный ярлык, дифференцированно применяемый к некоторым поведенческим паттернам, которые не стимулируется вознаграждением или наказанием, не требуют усилий со стороны субъекта. В осмыслении особенностей развития саморегуляции большое значение имеет онтогенетический подход (Л. И. Божович, В. И. Селиванов, Т. И. Шульга, А. В. Быкова, Е. О. Смирнова и др.). В зарубежной психологии широко представлены когнитивные модели, включающие представления о метаконтроле интеллектуальных стратегий и микрогенезе отдельных составляющих выбора. Феномен саморегуляции рассмотрен в рамках кибернетической метафоры управления (Powers, Miller, Galanter, Pribram), когнитивной психологии (Locke, Latham), исследования личностных и социально-психологических аспектов регуляции (Bandura, Mattheys et al.). Проблемы саморегуляции изучаются в контексте волевых процессов (Ю. Куль, В. Зиммерман, Л. Корно, Дж. Нюттен и др.). К. Поппер, У. Эшби определяют «саморегуляцию» как способность системы регулировать свои характеристики в заданных параметрах в процессе взаимодействия с окружающей средой. По мнению А. Бандуры, система «я» (self system) позволяет осуществлять самоуправление и саморегуляцию (selfregulation), так как обеспечивает когнитивные процессы, позволяющие наблюдать и выражать в символах поведение, оценивать его на основе воспоминаний о прошлых подкрепленных или неподкрепленных действиях, предполагаемых будущих результатов. Саморегуляция осмысливается как способность использовать свои знания о закономерностях человеческого поведения для того, чтобы достичь целей, которые принесут пользу или просто удовольствие. Мишел, как и Бандура, полагает, что человек воспринимает не все стимулы окружающей среды, а вместо этого выборочно конструирует или генерирует собственную версию реального мира. Саморегуляторные стратегии (self-regulatory strategies) – это способы, формы, осуществления действий в соответствии с целями, планами. Они обеспечивают индивиду управление собственным поведением через цели и через результаты своих действий (self-produced consequences). Система саморегуляции (self-regulatory system) обеспечивает планирование, формирование и реализацию определенного поведения даже при отсутствии внешней поддержки. Л. Пулккинен вводит понятие персональный стиль проявления собственной саморегуляции, под которым она понимает тип поведения, проявляющийся в течение жизни. Волевая регуляция выражается в ориентации или на действие, или на состояние во время деятельности при возникновении трудностей. Высокий когнитивный самоконтроль позволяет регулировать уровень активности эмоций и поддерживать деятельностное поведение. В научных изысканиях А. В. Круглански, И. Томпсона, И. Хиггинса и др. (Kruglanski, Thompson, Higgins, Atash, Pierro, Shah, Speigel) саморегулирование понимается как сравнение альтернатив желаемых итоговых состояний и выбор средств их достижения. Оптимальное саморегулирование достигается за счет высокого уровня динамического и оценочного способов саморегуляции, которые, по определению, относительно независимы друг от друга. Поскольку речь идет о саморегуляции китайских студентов, то согласно логике исследования следует обратиться к мировоззренческим системам и произведениям философов Китая. Значимость конфуцианства для китайцев бесспорна, поэтому особый интерес представляет «Конфуцианский канон». Основными ценностями в конфуцианской системе, регулирующими поведение, признаны жэнь (гуманность), и (долг-справедливость, пристойность или поддержание правильных отношений с окружающими) и ли (ритуал или обряды). Конфуций призывал постоянно контролировать себя в совершении четырех вещей: отношение (служение) к отцу, правителю, старшим братьям, друзьям. Понимание этих базовых идей помогает культивировать собственное «я». Совершенный человек, управляя собой, знает, как управлять другими. Обладающий мудростью, гуманностью и мужеством не только совершенствует свое «я», но помогает каждому человеку раскрыть свою истинную природу, дарованную ему Небом. В исследованиях Ян Биня саморегуляция рассматривается как базовый компонент темперамента. С концепцией А. В. Круглански, И. Томпсона, И. Хиггинса в некоторых пунктах, а именно, в анализе взаимосвязи динамического и оценочного способов саморегуляции, сближается концепция Р. Хонга, М. Тана, В. Чанга. Интерес представляет соотношение способов саморегуляции в контексте самоуважения, субъективного благополучия, воли и депрессии. Цель исследовании состоит в оценке влияния волевых качеств личности на саморегуляцию китайских и российских студентов. В диагностический блок оценки состояния саморегуляции студентов вошли методики: «Формализованная модификация методики самооценки (СО) Дембо-Рубинштейн» В. А. Иванникова, Е. В. Эйдмана, тест «Самооценка силы воли» Н. Н. Обозова, «Шкала контроля за действием» Ю. Куля (НАКЕМР-90) в адаптации С. А. Шапкина, «Вопросник для выявления выраженности самоконтроля в эмоциональной сфере, деятельности и поведении» Г. С. Никифорова, В. К. Васильева и С. В. Фирсова, метод экспертной оценки уровня выраженности волевых качеств. В исследовании принимало участие 246 студентов, из них 120 китайских и 126 российских студентов, возрастной диапазон от18 до 23,5 лет. Результаты исследования свидетельствуют о наличии значимых корреляций между российскими и китайскими студентами по ряду показателей саморегуляции. Саморегуляция имеет место при «ориентации на действие»: контроль над планированием, реализацией действия и ситуацией неуспеха осуществляется непроизвольно, автоматически. При «ориентации на состояние» человек с трудом инициирует действие, фиксируется на мыслях о незавершенных намерениях или переживаниях неудачи. В этом случае осуществляется самоконтроль, предполагающий волевое усилие, произвольный контроль над планированием, реализацией действия, неуспехом. В ходе исследования выявлены различия между сравниваемыми группами по следующим показателям: у китайских студентов преобладает саморегуляция (ориентация на действие – далее по тексту ОД), а у российских студентов – самоконтроль (ориентация на состояние далее по тексту ОС). Сравнение групп по показателям методики «Самооценка силы воли» позволило обнаружить, что наибольшие средние значения показателей по данному тесту наблюдаются у китайских студентов, а наименьшие наблюдаются у российских студентов. Обнаружены отличия между китайскими и российскими студентами в самооценке волевых качеств: решительный, волевой, целеустремленный, ответственный и настойчивый. Высокие оценки уровня развития таких качеств как решительный, волевой получены у российских студентов. Китайские студенты имеют наибольшие средние значения показателей по таким качествам, как целеустремлённый, ответственный и настойчивый. В структуре самооценки волевых качеств российских студентов первые позиции занимают волевые качества, связанные с волевым самоконтролем собственной деятельности в соответствии с определёнными нормами поведения – как внешними, так и внутренними. Менее значимыми оказались волевые качества, связанные с самодетерминацией, самостоятельностью личности, независимостью от внешних трудностей и обстоятельств. Для китайских студентов приоритетны такие качества, как настойчивость, дисциплинированность, целеустремленность. У российских студентов важны такие качества, как обязательность, принципиальность, инициативность. Думается, что обнаруженные различия обусловлены характером учебной деятельности, мотивацией, менталитетом студентов. Показатели внутренней и внешней положительной мотивации китайских студентов выше, чем российских. Уровень мотивации достижения значимо ниже у российских студентов. Результаты корреляционного анализа показали наличие положительной связи между силой учебной мотивации и уровнем волевой самооценки. Склонность к самоконтролю своего поведения субъекта учения в соответствии с внешними требованиями положительно связана со значимостью результатов его труда. Снижение силы внутренней и внешней положительной мотивации сопровождается уменьшением потребности в волевой регуляции деятельности и приводит к снижению уровня волевой активности обследуемых. Факторный анализ позволил оценить зависимость саморегуляции деятельности от волевых качеств и индивидуальных особенностей (темперамент, характер, мотивационносмысловые установки) личности. Факторная структура в группе китайских студентов включает в себя 10 значимых факторов, наиболее значимые из них: волевые качества, эмоциональная стабильность, социальная активность, потребность в достижении. Факторная структура в группе российских студентов объединяет 10 значимых факторов: морально-волевые качества, социальная активность, эмоциональная нестабильность, мотивационно-волевые качества, сила воли. У российских студентов ведущую роль в саморегуляции деятельности играют морально-волевые качества (ответственность, обязательность, дисциплинированность), менее значимы мотивационно-волевые качества (решительность, инициативность, воля). Успешность учебно-познавательной деятельности обусловлена эмоциональной стабильностью и общей активностью. Фактор «Сила воли» включает типы волевой регуляции (ОС и ОД). Итак, роль и соотношение волевых качеств и индивидуальных особенностей личности (темперамент, характер, мотивационно-смысловые установки) в саморегуляции деятельности зависят от этнокультурных особенностей. В группе китайских студентов – доминируют мотивационно-волевые качества, а в группе российских студентов на первый план выходят морально-волевые качества (ответственность, обязательность, дисциплинированность). В процессе адаптации и аккультурации у китайских студентов происходит ослабление связей между индивидуальными особенностями личности и волевой активностью, усиливается роль индивидуальных особенностей личности в саморегуляции деятельности. Таблица 1 Сравнение среднегрупповых значений показателей волевых качеств и саморегуляции российских и китайских студентов (непараметрический тест Крускалла- Уоллиса) Показатели ШКД (сырые баллы) Эмоциональный самоконтроль (баллы) Поведенческий самоконтроль (баллы) Социальный самоконтроль (баллы) Сила воли (баллы) Решительность Инициативность Воля Целеустремлённость Ответственность Дисциплинированность Обязательность Выдержка Принципиальность Настойчивость Внутренняя мотивация Внешняя положительная мотивация Внешняя отрицательная мотивация Мотивация достижения ТСЖО Привлекательность профессии Различия между сравниваемыми группами по показателям методики «Шкала контроля за действием», оцененные с помощью теста Крускалла-Уоллиса, оказываются значимыми лишь на уровне тенденции (х2(2)=4,705, р=0,1). Попарное сравнение групп с помощью теста Манна-Уитни показало наличие значимого различия между китайскими и российскими студентами (U=561,500, p=0,03). Следовательно, у китайских студентов преобладает саморегуляция (ориентация на действие – далее по тексту ОД), а у российских студентов – самоконтроль (ориентация на состояние – далее по тексту ОС). Таким образом, анализ результатов проведенного нами исследования позволил сделать следующие выводы. Понятие «саморегуляция» носит междисциплинарный характер и является одним из ключевых как в психологии, так и во многих других дисциплинах. Западная психологическая традиция включает в себя ведущие когнитивные, психоаналитические, бихевиоральные и гуманистические теории исследования саморегуляции. Восточная перспектива исследования саморегуляции тесно связана конфуцианством и даосизмом. Анализ исследований выявил неоднозначность и разнообразие теоретических разработок и эмпирических данных по проблеме саморегуляции как в отечественной, так и зарубежной литературе. Требует дальнейшего исследования противоречивый характер влияния волевых качеств и индивидуальных особенностей личности российских и китайских студентов на успешность их саморегуляции.
# [[СТРУКТУРНАЯ ОРГАНИЗАЦИЯ САМОРЕГУЛЯЦИИ В ЗАВИСИМОСТИ ОТ УРОВНЯ СУБЪЕКТИВНОГО БЛАГОПОЛУЧИЯ ЛИЧНОСТИ]]**[[SRL2011-1]]
# [[СИТУАЦИОННЫЙ ЦЕНТР КАК СРЕДСТВО САМОРЕГУЛЯЦИИ ЛИЧНОСТИ: КРОССКУЛЬТУРНЫЙ ПОДХОД]]**[[SRL2011-2]]
# [[ИНДИВИДУАЛЬНЫЙ СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ]]**[[SRL2011-3]]
# [[САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ НА РАЗЛИЧНЫХ ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ]]**[[SRL2011-4]]
# [[ЗНАЧЕНИЕ МОТИВОВ САМОАКТУАЛИЗАЦИИ ДЛЯ ОРГАНИЗАЦИИ СИСТЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ]]**[[SRL2011-5]]
[[Клон 1|SRL2011 1]]
[ext[Подборка на eL|https://elibrary.ru/itembox_items.asp?id=1070492]]
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<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=16344203"><b>СТРУКТУРНАЯ
ОРГАНИЗАЦИЯ САМОРЕГУЛЯЦИИ В ЗАВИСИМОСТИ ОТ УРОВНЯ СУБЪЕКТИВНОГО
БЛАГОПОЛУЧИЯ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Бочарова
Е.Е.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33661476">Известия
Саратовского университета. Новая серия. Серия: Философия. Психология.
Педагогика</a>. 2011. Т. 11. <a href="https://elibrary.ru/contents.asp?id=33661476&selid=16344203">№ 1</a>.
С. 64-69. </font>
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<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=18071067"><b>СИТУАЦИОННЫЙ
ЦЕНТР КАК СРЕДСТВО САМОРЕГУЛЯЦИИ ЛИЧНОСТИ: КРОССКУЛЬТУРНЫЙ
ПОДХОД</b></a><br/>
<font color="#00008f"><i>Батоцыренов В.Б.,
Эрдынеева К.Г.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33759717">Территория
новых возможностей. Вестник Владивостокского государственного
университета экономики и сервиса</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33759717&selid=18071067">№ 3 (12)</a>.
С. 134-140. </font>
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<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=16554926"><b>ИНДИВИДУАЛЬНЫЙ
СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ</b></a><br/>
<font color="#00008f"><i>Кузнецова
Е.В.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33666566">Казанская
наука</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33666566&selid=16554926">№ 2</a>.
С. 253-256. </font>
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<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=17086295"><b>САМОРЕГУЛЯЦИЯ
УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ НА РАЗЛИЧНЫХ ЭТАПАХ
ОБУЧЕНИЯ В ВУЗЕ</b></a><br/>
<font color="#00008f"><i>Отт Т.О.,
Морозова И.С.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33699969">Вектор
науки Тольяттинского государственного университета. Серия:
Педагогика, психология</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33699969&selid=17086295">№ 4 (7)</a>.
С. 216-219. </font>
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<p style="line-height: 100%"><a href="https://elibrary.ru/item.asp?id=17309297"><b>ЗНАЧЕНИЕ
МОТИВОВ САМОАКТУАЛИЗАЦИИ ДЛЯ ОРГАНИЗАЦИИ СИСТЕМЫ САМОРЕГУЛЯЦИИ
ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ</b></a><br/>
<font color="#00008f"><i>Берберян
А.С.</i></font><br/>
<font color="#00008f"><a href="https://elibrary.ru/contents.asp?id=33727716">Сборники
конференций НИЦ Социосфера</a>. 2011. <a href="https://elibrary.ru/contents.asp?id=33727716&selid=17309297">№ 19</a>.
С. 67-75. </font>
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СТРУКТУРНАЯ ОРГАНИЗАЦИЯ САМОРЕГУЛЯЦИИ В ЗАВИСИМОСТИ ОТ УРОВНЯ СУБЪЕКТИВНОГО БЛАГОПОЛУЧИЯ ЛИЧНОСТИ
В последние годы в развитии различных направлений и отраслей психологической науки, несмотря на специфику решаемых ими задач, все более отчетливо проявляется одна существенная тенденция, связанная с эмпирической разработкой и теоретическимразвитием проблемы субъективного благополучия личности. Определяя субъективное благополучие как интегральное социальнопсихологическое образование, основанием которого является система эмоциональнооценочных отношений человека к различным сторонам своей жизни, деятельности и самому себе, исследователи отмечают его регуляторную функцию в проявлении активности личности, обеспечивающей достижение принимаемых человеком целей, ее направленности. Так, в работах отечественных исследователей показано, что в зависимости от локуса субъективного благополучия активность может быть направлена либо вовне, либо на внутреннюю деятельность, либо вообще отсутствовать.Вместе с тем необходимо отметить, что внутренняя осознанная активность субъекта по формированию регуляции своей деятельности не является исключительно рациональным процессом, реализуемым когнитивными средствами. Будучи человеком, не только рационально отражающим действительность, в которую он включен благодаря множеству связей и отношений, но и эмоционально относящимся к отражаемому, субъект учитывает свое отношение ко всему отражаемому в сознании в связи с построением им модели деятельности. По мнению исследователей, такой эмоционально-отношенческий фактор формирования регуляции собственной деятельности существенно детерминирует ее мотивационные составляющие, характер связанных с ней переживаний, облегчая или затрудняя само ее осуществление, а в ряде случаев эмоционально-отношенческий фактор может влиять на построение отдельных звеньев регуляции (определение критериев успеха, выбор способов действий и др.).Обобщенные данные исследований саморегуляции осознанной активности субъекта в достижении поставленных целей в разных видах деятельности позволяют рассматривать саморегуляцию как функцию психического отражения, сущность которой заключается в согласовании активности индивида с внешними условиями и объективными связями объектов и явлений действительности, с одной стороны, и внутренними «необходимостями» субъекта, с другой3; как функциональное средство субъекта, позволяющее ему мобилизовать свои личностные и когнитивные возможности (выступающие как психические ресурсы) для реализации собственной активности, для достижения субъектно принятых целей.Вместе с тем осознанная саморегуляция концептуализируется как преимущественно целенаправленное планирование, построение и преобразование субъектом своих действий и поступков в соответствии с личностно значимыми целями, актуальными потребностями. В связи с этим представляется особенно важным выявление специфики межфункциональных связей в структуре саморегуляции личности в зависимости от уровня субъективного благополучия. С одной стороны, это позволяет расширить представления о внутренней организации субъектной активности, с другой ? определить регуляторное «сотрудничество» субъективного благополучия со структурными компонентами системы регуляторного процесса.Напомним, что функциональная развитость планирования (Пл) характеризует индивидуальные особенности целеполагания с точки зрения осознанности и автономности процесса выдвижения целей активности, их действенности, реалистичности, устойчивости, детализированности. Моделирование (М) позволяет определять развитость представлений о системе внешне и внутренне значимых для достижения цели условий, степень их осознанности, детализированности и адекватности. Функциональная роль процессов программирования (Пр) заключается в осознанном построении субъектом способов и последовательности своих действий для достижения субъектно принятых целей. Развитость программирования свидетельствует о сформировавшейся у человека потребности продумывать способы своих действий и поведения для достижения намеченных целей, о развернутости и устойчивости разрабатываемых программ. Развитость процессов оценивания результатов (Ор) ? это адекватность, автономность оценки испытуемым себя и результатов своей деятельно-сти и поведения, устойчивость субъективных критериев оценки успешности достижения результатов.Обратимся к результатам эмпирического исследования структурной организации саморегуляции в зависимости от уровня субъективного благополучия личности. В качестве диагностического инструментария нами использованы следующие методики: для измерения эмоционального компонента субъективного благополучия была использована шкала субъективного благополучия М.В. Соколовой (ШСБ), для исследования уровня сформированности отдельных функциональных компонентов саморегуляции применялся опросник В.И. Моросановой «Стиль саморегуляции поведения и деятельности» (ССПМ). Анализ результатов исследования осуществлялся на основе методов математической статистики (сравнительный анализ данных с использованием t-критерия Стьюдента, корреляционный анализ Пирсона). Статистическая обработка данных проводилась с помощью программного пакета SPSS и приложения Microsoft Excel for Microsoft Office XP.В целях изучения структуры саморегуляции, её межфункциональных связей в зависимости от уровня субъективного благополучия нами выделены две группы испытуемых с разным уровнем субъективного благополучия: низким и высоким (эмпирическое исследование проводилось на пропорционально подобранных выборках по 50 человек ? студентов 3-го курса Педагогического института СГУ, n = 100). Основанием для выделения групп послужили средние данные, полученные по шкале субъективного эмоционального благополучия. Сравнительный анализ по t-критерию Стьюдента подтвердил достоверность различий показателей субъективного благополучия в исследуемых выборках.Необходимо отметить, что представители исследуемых выборок в целом отличаются степенью выраженности переживания эмоционального комфорта, позитивной самооценки, проявления удовлетворенности собой, своими достижениями, доверия к окружающим, уверенности, оптимизма и склонности к тревоге. Для того чтобы иметь представление о структуре саморегуляции в исследуемых выборках, необходимо рассмотреть выраженность компонентов саморегуляции (таблица). Выраженность компонентов саморегуляции в зависимости от уровня субъективного благополучия (СБ)Компоненты саморегуляции Планирование Моделирование Программирование Оценивание результатов Гибкость Самостоятельность Примечание. * ? p < 0,05; ** ? p < 0,01. Сравнительный анализ (по t-критерию Стьюдента) средних значений компонентов саморегуляции в зависимости от уровня субъективного благополучия выявил существенные различия в исследуемых выборках. Так, наибольшая выраженность компонентов «планирование», «оценка результатов», «самостоятельность» наблюдается в выборке «благополучных» (р ? 0,05). Общий уровень саморегуляции отличается меньшей выраженностью, нежели в выборке «неблагополучных» (р ? 0,05). В выборке «неблагополучных» наиболее выраженную представленность имеют показатели «программирование» и «общий уровень саморегуляции», наименьшую – «планирование», «оценивание результатов», «самостоятельность» (р ? 0,05). Данный факт свидетельствует о том, что в зависимости от уровня субъективного благополучия наблюдаются существенные различия в выраженности структурных компонентов саморегуляции на достоверно значимом уровне.В целом необходимо отметить, что низкая представленность показателя самостоятельности в выборке «неблагополучных» свидетельствует, вероятно, об их зависимости от внешних обстоятельств: в процессе достижения своей цели им приходится часто «подстраиваться» под внешнее окружение,ожидая поддержки и одобрения. Вместе с тем достаточно высокий уровень выраженности процессов программирования (р ? 0,05) проявляется в последовательности, детализации и развернутости разрабатываемых программ способов своих действий для достижения намеченных целей, что, кстати, согласуется с результатами ранее выполненного нами исследования о соотношении выраженности установок на процесс-результат в зависимости от уровня субъективного благополучия. Показано, что, в отличие от «благополучных», лица с низким уровнем субъективного благополучия в большей степени ориентированы на процесс, нежели на результат, что приводит к чрезмерному вниманию к внешним характеристикам действий, задерживает реализацию намерения и снижает вероятность успешного выполнения задачи достижения. Кроме того, в отличие от «благополучных», у лиц с низким уровнем субъективного благополучия отмечается низкий уровень функционального развития процессов планирования и оценивания результатов, которые характеризуются неустойчивостью в выдвижении целей активности и субъективных критериев оценки успешности достижения результатов.В выборке «благополучных» наиболее высокая выраженность отмечается относительно показателей «планирование», «самостоятельность» и «оценивание результатов», что свидетельствует о том, что «благополучные» более тщательно продумывают способы своих действий для достижения намеченных целей, проявляя при этом автономность и независимость. Необходимо отметить, что контроль, оценивание и коррекция своей активности пронизывают практически весь процесс регуляции, так как на каждой стадии достижения цели происходят сравнение результатов действий с прогнозируемыми параметрами, оценка рассогласования и принятие решения о коррекции исполнительных действий.В то же время необходимо отметить, что в выборке с высоким уровнем субъективного благополучия наблюдается более высокий уровень сформированности практически всех функциональных компонентов саморегуляции. Важное значение имеет и то, что общий уровень саморегуляции отличается наибольшей выраженностью в выборке с низким уровнем благополучия. Вероятно, переживание неблагополучия, неудовлетворенность собой и результатами своей деятельности является существенным фактором произвольной активности «неблагополучных».Обратимся к рассмотрению результатов исследования особенностей межфункциональных связей в структуре саморегуляции личности в зависимости от уровня субъективного благополучия. Путем подсчета коэффициентов корреляции между шкалами, презентирующими регуляторные компоненты системы саморегуляции ? планирование (Пл), моделирование (М), программирование (Пр), оценивание результатов (ОЦР), ? регуляторно-личностными свойствами гибкости (Г), самостоятельности (С) ? и показателем общего уровня саморегуляции (ОУС) в каждой из исследуемых выборок были построены корреляционные плеяды (рис. 1, 2).Рис. 1. Межфункциональные связи компонентов саморегуляции в выборке «неблагополучных»: ПЛ – планирование, ПР – программирование, ОЦР – контроль и оценка результатов, М ? моделирование, Г – гибкость, С – самостоятельность, ОУС ? общий уровень саморегуляции; ? р < 0,01; ? р < 0,05Рис. 2. Межфункциональные связи компонентов саморегуляции в выборке «благополучных». Обозначения см. рис. 1В выборке с низким уровнем благополучия система саморегуляции представлена практически всеми функциональными звеньями (10 связей). Анализ корреляционной структуры системы саморегуляции «неблагополучных» показывает наличие достаточно тесных связей между такими регуляторными компонентами, как «планирование», «программирование», «моделирование» (rср = 0,366; p < 0,01). Думается, что для данной категории испытуемых являются важными тщательный отбор способов своих действий для достижения намеченных целей, детализация и развернутость разрабатываемых программ, учитываются при этом значимость внешних и внутренних условий активности. Обращает на себя внимание наличие взаимосвязи между «планированием» и «самостоятельностью» (связь отрицательная), свидетельствующее, на наш взгляд, о проявлении несамостоятельности, ожидании поддержки окружающих в выдвижении, принятии и удержании целей.Вместе с тем отмечается некоторая «отстраненность» такого компонента как «оценивание результатов», проявляющаяся в косвенной связи с компонентами «планирование», «программирование», «моделирование» (через общий уровень саморегуляции), что свидетельствует о недостаточной развитости межфункциональной связи и, следовательно, о наличии структурно-функционального дефекта процесса регуляции, существенно ограничивающего эффективность достижения поставленных целей. Именно регуляторный компонент «контроль и оценка реальных результатов» обеспечивает непрерывную информацию о согласовании между желаемым и достигнутым (конечным) результатом. В связи с этим становится очевидным, что «неблагополучные» достаточно гибко относятся к интерпретации полученных результатов деятельности и способны изменять субъективные критерии их оценки: они могут просто снижать строгость субъективных критериев успешности при оценивании результатов своей деятельности либо снижать уровень притязаний, либо повышать его в зависимости от полученного итога.В целом нельзя не отметить, что наибольшее количество взаимосвязей приходится на общий уровень саморегуляции (5 связей): практически все компоненты саморегуляции ? «планирование», «программирование», «моделирование», «оценивание результатов» ? коррелируют с общим уровнем саморегуляции, кроме того, обнаружена взаимосвязь с «гибкостью». Всё это дает основание говорить о том, что именно общая способность осознанно инициировать произвольную активность и управлять ею и является репрезентативной для всей системы саморегуляции активности «неблагополучных».В выборке с высоким уровнем субъективного благополучия система саморегуляции представлена всеми функциональными звеньями (см. рис. 2), взаимосвязанными в единое целое (14 связей). Данный факт свидетельствует о том, что система саморегуляции «благополучных» структурно более совершенна и согласованна, нежели у «неблагополучных». Наибольшее количество связей выпадает на такие компоненты саморегуляции, как «контроль и оценка результатов» (6 связей), «планирование» (5) и «программирование» (5 связей). Наиболее тесные связи обнаружены между такими функциональными звеньями, как «контроль и оценка результатов» и «планирование», «программирование», «моделирование» (rср = 0,372; p < 0,01). Необходимо подчеркнуть важность данной взаимосвязи в системе саморегуляции «благополучных».Известно, что сформированный регуляторный компонент «контроль и оценка реальных результатов» обеспечивает непрерывную информацию о степени соответствия между субъектно принятой целью, запрограммированным ходом деятельности, ее этапными и конечными результатами и реальным ходом их достижения. Вместе с тем оценочное действие замыкает процесс регулирования, превращает его в замкнутую систему и, тем самым, качественно меняет возможности произвольной активности человека8. Более того, именно оценка субъектом результатов деятельности делает его «деятельность не только целенаправленной, но и целедостигающей». Таким образом, у «благополучных» отмечаются самостоятельность и независимость в выдвижении целей активности, тщательное продумывание способов своих действий для достижения намеченных целей, детализация и развернутость разрабатываемых программ, оценка и коррекция достигнутых результатов, учитываются значимость внешних и внутренних условий активности. Кроме того, отмечается устойчивость субъективных критериев оценки успешности достижения результатов, о чем свидетельствует наличие отрицательной взаимосвязи между компонентами «контроль, оценка результатов» и «гибкость».Обобщенная интерпретация полученных результатов позволяет констатировать, что система саморегуляции в зависимости от уровня субъективного благополучия имеет определенные структурные особенности. По количеству межфункциональных связей компонентов саморегуляции можно отметить тенденцию их уменьшения от «неблагополучных» к «благополучным» испытуемым. В отличие от «неблагополучных» структура саморегуляции «благополучных» более согласованна и совершенна. В целом выявленные различия свидетельствуют о сложном, неоднозначном «сотрудничестве» субъективного благополучия со структурными компонентами системы регуляторного процесса, требующего детального изучения.
СИТУАЦИОННЫЙ ЦЕНТР КАК СРЕДСТВО САМОРЕГУЛЯЦИИ ЛИЧНОСТИ: КРОССКУЛЬТУРНЫЙ ПОДХОД
В условиях глобализации этнокультурный мир, стремясь сохранить свою уникальность, постепенно становится взаимозависимым. Успешная межкультурная коммуникация предполагает готовность к пониманию специфики иной культуры, особенностей самопознания, эмоционально-ценностного отношения к себе и другим, саморегулирования поведения. Расширение и углубление международных контактов в различных сферах экономической, общественно-политической, социальной и культурной жизни неизбежно приводят к обострению кросскультурных проблем. В связи с чем особую значимость и актуальность приобретают механизмы и условия решения кросскультурных проблем, к которым относятся феномены саморегуляции. Поскольку кросскультурные проблемы порождаются на пересечении различных культур и традиций, то их решение предполагает межкультурный диалог как механизм интеграции и взаимодействия культур. В настоящее время кросскультурность осмысливается как взаимопроникновение языковых миров и культур, совмещение общего и различного, универсального и уникального. Согласно П. Рикеру, кросскультурные тенденции отнюдь не означают абсолютизации какой-либо определенной культуры или системы понятий, в связи с чем особый интерес представляют технологии ситуационного центра, предполагающие новый способ диалога культур, религий и идеологий. Семантический анализ термина «саморегуляция» позволяет выделить в нем две части: «само» и «регуляция». Слово «само» указывает на то, что источник регуляции находится в самой системе и означает направленность на самого себя, совершение чего-либо без посторонней помощи. «Регуляция» (от латинского regulare ? приводить в порядок, налаживать или от латинского regularis ? имеющий силу правила; изменяемость; восстанавливаемость, приведение в норму) осмысливается как упорядочение, нормализация. Термин «саморегуляция» относится к числу метапонятий и используется в различных научных дисциплинах для описания живых и неживых систем, основанных на принципе обратной связи и имеющих свойство видоизменять, восстанавливать свою структуру, функции в соответствии с требованиями ситуаций. В отечественной психологии феномен саморегуляции представлен в рамках системного подхода, культурно-исторической теории Л.С. Выготского, структурно-функциональной модели А.О. Прохорова, концепции системно-функциональной организации черт личности А.И. Крупнова, субъектно-деятельностного подхода (К.А. АбульхановаСлавская, П.К. Анохин, Н.А. Бернштейн, О.А. Конопкин, Д.А. Ошанин), акмеологического подхода (А.А. Деркач), концепции поведения Е.А. Сергиенко, концепции функциональных состояний (Л.Г. Дикая). Под психической саморегуляцией понимается целенаправленное изменение как отдельных психофизиологических функций, так и в целом нервно-психического состояния, достигаемое путем специально организованной психической активности (O.A. Конопкин, В.И. Моросанова, Л.Г. Дикая, Т.А. Немчин, В.И. Степанский). Психическая саморегуляция рассматривается как «психическое самовоздействие для целенаправленной регуляции всесторонней деятельности организма, его процессов, реакций и состояний», как внутренняя регуляция поведенческой активности человека (И.И. Чеснокова, Л.П. Гримак, А.Н. Арлычев, Б.В. Зейгарник). Саморегуляция понимается как результат активности субъекта на основе целостной системы процессов осознанного управления достижением целей (В.И. Моросанова). В качестве средств система саморегуляции мобилизует различные ресурсы индивидуальности. Следует отметить, что в контексте иерархического подхода саморегуляция рассматривается как психофизиологический компонент воли. Если понятие воли ассоциируется с осознанным выбором и порождением действий, их реализацией, с детерминацией поведения, преодолением препятствий, то саморегуляция определяется как стратегия снятия неопределенности (А. Либин). Проблема психической саморегуляции произвольной активности является одной из наиболее значимых, поскольку выявление различий в структурах психологических черт и саморегуляции российских и китайских студентов позволит уточнить роль психологических факторов в становлении их как субъектов учебной деятельности и обеспечить психологическую помощь и поддержку в адаптации к новым условиям. Китайские студенты в процессе инкультурации ощущают чуждость нормативов нового социума в отношении к собственному поведению, к саморегуляции и образу Я. Эффективность обучения детерминирована не только психофизиологическими характеристиками, конкретными знаниями и умениями, но и сформированной системой саморегуляции деятельности и субъектным отношением к своим действиям и поступкам. Субъектное отношение определяется ценностно-смысловыми установками, направленностью, активностью, осознанностью. Цель исследования состоит в оценке состояния саморегуляции китайских и российских студентов первого курса, успешности процесса их адаптации в рамках ситуационного центра. В диагностический блок оценки саморегуляции студентов вошли методики: «Формализованная модификация методики самооценки (СО) Дембо-Рубинштейн» В.А. Иванникова, Е.В. Эйдмана, тест «Самооценка силы воли» Н.Н. Обозова, «Шкала контроля за действием» Ю. Куля (НАКЕМР-90) в адаптации С.А. Шапкина, «Вопросник для выявления выраженности самоконтроля в эмоциональной сфере, деятельности и поведении» Г.С. Никифорова, В.К. Васильева и С.В. Фирсова, метод экспертной оценки уровня выраженности волевых качеств. В качестве экспертов в нашем исследовании выступали: кураторы групп; заведующие кафедрой психологии, регионоведения, иностранных языков; деканы. Результаты исследования свидетельствуют о наличии значимых корреляций между российскими и китайскими студентами по ряду показателей состояния волевой регуляции. Шкала контроля над действием Ю. Куля предназначена для исследования различных форм контроля: над планированием действия; над реализацией действия; над неуспехом действия. Высокие показатели субшкал опросника свидетельствуют об «ориентации на действие», низкие означают «ориентацию на состояние». Cнижение непроизвольного контроля над неуспехом действия (р < 0.03) свидетельствует об ориентации на состояние в ситуации неуспеха. Ю. Куль считает, что при дефиците непроизвольного контроля происходит чрезмерная фиксация на актуальном моменте. Люди, ориентированные на состояние, в большей степени, чем те, кто ориентируются на действия, фиксируются и концентрируют внимание на своем самочувствии. У них нарушен самоконтроль: они долго думают о неудаче и переживают досаду, беспокойство, печаль; у них дезорганизуется поведение и мышление, снижается способность к переключению на другие дела, а также пропадает желание что-либо делать. При «ориентации на состояние» человек с трудом инициирует действие, фиксируется на мыслях о незавершенных намерениях или переживаниях неудачи. Саморегуляция имеет место при «ориентации на действие»: контроль над планированием, реализацией действия и ситуацией неуспеха осуществляется непроизвольно, автоматически. В этом случае осуществляется самоконтроль, предполагающий волевое усилие, произвольный контроль над планированием, реализацией действия, неуспехом. В ходе исследования выявлены различия между сравниваемыми группами по следующим показателям: у китайских студентов преобладает саморегуляция (ориентация на действие ? далее по тексту ОД), а у российских студентов ? самоконтроль (ориентация на состояние ? далее по тексту ОС). Сравнение групп по показателям методики «Самооценка силы воли» позволило обнаружить, что наибольшие средние значения показателей по данному тесту наблюдаются у китайских студентов, а наименьшие наблюдаются у российских студентов. Выявлены отличия между китайскими и российскими студентами в самооценке личностных качеств: решительный, волевой, целеустремлённый, ответственный и настойчивый. Высокие оценки уровня развития таких качеств, как решительный, волевой, получены у российских студентов. Китайские студенты имеют наибольшие средние значения показателей по таким качествам, как целеустремлённый, ответственный и настойчивый. В структуре самооценки личностных качеств российских студентов первые позиции занимают качества, связанные с волевым самоконтролем собственной деятельности в соответствии с определёнными нормами поведения, как внешними, так и внутренними. Менее значимыми оказались волевые качества, связанные с самодетерминацией, самостоятельностью личности, независимостью от внешних трудностей и обстоятельств. Для китайских студентов приоритетны следующие качества: настойчивость, дисциплинированность, целеустремленность, а у российских студентов важны такие качества, как обязательность, принципиальность, инициативность. Интерес представляет анализ связей между показателями состояния саморегуляции студентов и их мотивации. Анализ результатов выявил значимые различия между группами по выраженности внутренней и внешней положительной мотивации. Показатели внутренней и внешней положительной мотивации китайских студентов выше, чем российских. Уровень мотивации достижения значимо ниже у российских студентов. Результаты корреляционного анализа показали наличие положительной связи между силой учебной мотивации и уровнем самооценки. Склонность к самоконтролю своего поведения субъекта учения в соответствии с внешними требованиями положительно связана со значимостью результатов его труда. Снижение силы внутренней и внешней положительной мотивации сопровождается уменьшением потребности в волевой регуляции деятельности и приводит к снижению уровня волевой активности обследуемых. Факторный анализ позволил оценить зависимость саморегуляции деятельности от волевых качеств и индивидуальных особенностей (темперамент, характер, мотивационно-смысловые установки) личности. Факторная структура в группе китайских студентов включает в себя 10 значимых факторов, основные из них: волевые качества, эмоциональная стабильность, социальная активность, потребность в достижении. Ведущую роль в саморегуляции деятельности играют личностные качества (целеустремлённость, воля, настойчивость, ответственность). Эффективность учебной деятельности обусловлена эмоциональной стабильностью и общей активностью, однако состав этих факторов меняется. Усиление роли личностных качеств в саморегуляции студентов своего состояния и поведения связано с положительной корреляцией между эмоциональной стабильностью и эмоциональным самоконтролем. Внутренние процессуально-деятельностные мотивы определяют уровень активности. В системе мотивационных факторов доминирует мотивация достижения, положительно связанная с уровнем волевой самооценки. Ведущими волевыми качествами являются ответственность, дисциплинированность, настойчивость. Фактор «Социальный самоконтроль» включает типы волевой регуляции (ОС и ОД). Факторная структура в группе российских студентов объединяет 10 значимых факторов: морально-волевые качества, социальная активность, эмоциональная нестабильность, мотивационно-волевые качества, сила воли. У российских студентов ведущую роль в саморегуляции деятельности играют морально-волевые качества (ответственность, обязательность, дисциплинированность), менее значимы мотивационно-волевые качества (решительность, инициативность, воля). Успешность учебнопознавательной деятельности обусловлена эмоциональной стабильностью и общей активностью. Фактор «Сила воли» включает типы волевой регуляции (ОС и ОД). Следует отметить, что процесс саморегуляции студентов с ориентацией на действие (ОД) проходит успешнее, чем у студентов с ориентацией на состояние (ОС). Студенты с ориентацией на действие (ОД) по сравнению со студентами с ориентацией на состояние (ОС) обладают более высокой мотивацией достижения, характеризуются более высоким уровнем волевой активности. Роль и соотношение личностных качеств и индивидуальных особенностей личности (темперамент, характер, мотивационно-смысловые установки) в саморегуляции деятельности зависят от этнокультурных особенностей. В группе китайских студентов доминируют мотивационноволевые качества, а в группе российских студентов на первый план выходят морально-волевые качества (ответственность, обязательность, дисциплинированность). Различия между сравниваемыми группами по показателям методики «Шкала контроля за действием», оцененные с помощью теста Крускалла-Уоллиса, оказываются существенными лишь на уровне тенденции (??(2)=4,705, р=0,1). Попарное сравнение групп с помощью теста МаннаУитни показало наличие значимого различия между китайскими и российскими студентами (U=561,500, p=0,03). Следовательно, у китайских студентов преобладает саморегуляция (ориентация на действие ? далее по тексту ОД), а у российских студентов ? самоконтроль (ориентация на состояние ? далее по тексту ОС). Поскольку ситуационные центры понимаются как «пространство, предназначенное для динамического коллективного формирования образа ситуации, объекта, процесса, обеспеченное ключевыми, т. е. критическими относительно решаемой задачи, ресурсами», то интерес представляет анализ их возможностей для становления саморегуляции личности как глобальной способности глубинного преобразования внутренней картины мира субъекта посредством обогащения базовыми ресурсами мировой культуры. Ситуационный центр, предоставляя большой объём существенно разнородной информации для понимания сложной ситуации в целом и принятия решений с учетом прогноза последствий различных вариантов принятых решений, обеспечивает реализацию основных компонентов модели саморегуляции: постановку цели деятельности, составление программы исполнительских действий, оценивание результатов и их коррекцию. Решение кросскультурных проблем, в данном случае становление саморегуляции личности, предполагает использование приёмов рефлексивного управления и анализ китайских стратагем. Технологии ситуационного центра, благодаря активизации рефлексивных компонентов, обеспечивают более точное понимание проблемы саморегуляции личности в контексте культурной идентичности определенного человеческого сообщества. Создание атмосферы аргументированного взаимодействия участников межкультурного диалога на основе когнитивной визуализации различных ситуаций позволяет определить отношение к механизмам саморегуляции и корректно оценить личностный потенциал. Рефлексивный театр ситуационного центра обеспечивает параллельную реализацию образного воплощения и рефлексивного комментирования кросскультурных проблем саморегуляции на социальном, культурологическом, антропологическом, персонологическом, метафизическом уровнях. Социальный уровень предусматривает анализ условий существования и развития конкретной культуры: от ландшафта, экономических обстоятельств до политического менеджмента и права. Культурологический фактор в решении кросскультурных проблем предусматривает анализ базовых ценностей культуры, обусловливающих культурную идентичность и мобильность, формирование и развитие конкретного типа личности и социума; субъективные аспекты культуры, включая религиозные и идеологические. Антропологический фактор означает анализ условий существования человека как психсоматической целостности. Персонологический фактор связан со смыслообразованием и охватывает условия формирования, существования и развития субъектов различных идентичностей, их самореализации и творчества. Метафизический фактор предполагает выход за пределы культурной идентичности и постижение бесконечного мира. Взаимодействие и взаимообогащение субъектов образовательного процесса осуществляются вследствие динамики постоянных кросскультурных связей, то есть преодоления безоговорочного приоритета собственных традиций, что проявляется на всех уровнях взаимодействия студентов. В процессе внедрения технологий ситуационных центров наблюдается изменение направленности саморегуляции, усиливается роль индивидуальных особенностей личности в саморегуляции деятельности. В условиях взаимопроникновения культур народов, населяющих нашу планету, возникающие проблемы не могут пониматься однозначно, поскольку значимость их осознается с учетом уникальных национальных культур. Ситуационные центры, по определению, позволяют строить взаимодействие, руководствуясь кросскультурными плюралистическими предпосылками. Создается новый опыт мировидения, обеспечивающий бесполюсный кросскультурный полилог. Вместе с тем, технологии ситуационного центра сложны, многокомпонентны, не должны восприниматься однозначно и требуют специальной компетентности для реализации.
ИНДИВИДУАЛЬНЫЙ СТИЛЬ САМОРЕГУЛЯЦИИ ПОВЕДЕНИЯ ЛИЧНОСТИ
Индивидуальное своеобразие произвольной активности человека при его взаимодействии с окружающим миром изучается через понятие индивидуального стиля. Саморегуляция характеризуются тем, как человек планирует, программирует достижение цели, оценивает результаты и корректирует свою активность. Феномен индивидуального стиля обычно описывается через регуляторно-личностные свойства. Для каждого личностного типа существуют комплексы устойчивых особенностей саморегулирования. Ключевые слова :стиль поведения, саморегуляция произвольной активности, индивидуальный стиль саморегуляции поведения, регуляторно-личностные свойства. Проблема закономерностей регуляции человеком своей активности занимает одно из центральных мест в общем контексте субъективного подхода к изучению психики человека (П.К. Анохин, Н.А. Бернштейн, К.А. Абульханова-Славская, О.А. Конопкин). Методологические положения о человеке как субъекте собственной произвольной активности уже традиционны для отечественной психологии (С.Л. Рубинштейн, Б.Г. Ананьев, А.В. Брушлинский, Б.Ф. Ломов, А.Н. Леонтьев и др.). [4] Более тридцати лет проблема осознанной саморегуляции разрабатывается на базе Психологического института РАО, сначала под руководством О.А. Конопкина, а ныне В.И. Моросановой. Тенденция развития регуляторной проблематики в самом общем виде может быть обозначена следующим образом: от наследования структуры осознанной саморегуляции произвольной активности ее общих и возрастных закономерностей к исследованию индивидуальной саморегуляции, ее личностных и когнитивных аспектов; от представлений о функциональных механизмах осознанной саморегуляции деятельности к представлениям о целостной системе саморегуляции произвольной активности человека; от исследований осознанной саморегуляции сенсомоторики и функциональных состояний в контексте психологии труда к исследованию личностных и когнитивных аспектов произвольной саморегуляции в контексте дифференциальной психологии, психологии развития. Основным методологическим принципом субъектного подхода является признание активной роли человека в реализации своих крайне многообразных отношений с окружающим миром. Человек при достижении поставленных целей реализует присущую ему способность к психической саморегуляции, в том смысле, что сам исследует условия, программирует, контролирует и корректирует произвольную активность. Регуляторные процессы у конкретного человека имеют свою индивидуальную специфику. Индивидуальное своеобразие произвольной активности человека при его взаимодействии с окружающим миром обозначается и изучается в психологии через понятие индивидуального стиля самых разных форм психической активности и деятельности (А. Адлер, Г. Оллпорт, К.М. Гуревич, В.С. Мерлин, Е.А. Климов, Б.Ф. Теплов и др.). По мере развития стилевой проблематики понятие стиля постоянно дифференцировалось, в связи с его выделением в различных видах деятельности (профессиональной, учебной, спортивной, производственной, управленческой), а затем и с развитием представлений об индивидуальных стилях различных (эмоциональная, перцептивная, моторная) видов психической активности человека. В отношении конкретного человека не только различные виды произвольной активности, но и процессы, регулирующие эту активность, должны иметь свою специфику, которая определяется как его индивидуальными психическими особенностями, так и требованиями окружающей действительности. Изучение этой специфики позволит не только описывать индивидуальный стиль человека в конкретной деятельности, и ответить на вопросы -почему, в связи с какими субъектными особенностями он сложился и как будет складываться при овладении новыми видами деятельности. Все мы отличаемся в потребности, способности и умениях осознанно и неосознанно планировать жизнедеятельность, контролировать свои действия и их результаты, по существу, осознанно управлять своей активностью. Именно для обозначения и изучения этих существенных индивидуальных особенностей были предложены понятия «стилевые особенности» и «стиль саморегуляции». Под осознанной саморегуляцией понимается системно организованный процесс внутренней психической активности человека по инициации, построению, поддержанию и управлению разными видами и формами произвольной активности, непосредственно реализующей достижение принимаемых человеком целей. Произвольная активность (в широком смысле этого слова) направлена на достижение результата, а процессы саморегуляции -на обеспечение психическими средствами самого процесса его получения. С другой стороны, было замечено, что человек, не только реализуя самостоятельно выдвинутые цели, но выполняя внешне поставленные задачи, неизменно преломляет их через призму собственных смыслов, а также вносит индивидуальную специфику в способы осуществления деятельности, т.е. проявляет себя как личность. При взаимодействии с окружающим миром человек непрерывно сталкивается с ситуацией выбора различных способов реализации своей активности в зависимости от поставленных целей, индивидуальных особенностей и условий окружающей его действительности, особенностей взаимодействующих с ним людей. Но в ситуации выбора снятие неопределенности возможно лишь средствами регуляции, а в случае психической регуляции -средствами саморегуляции в том смысле, что человек сам исследует ситуацию, программирует свою активность и контролирует и корректирует результаты. Разные формы стиля представляют собой относительно самостоятельные, но всё же взаимосвязанные и взаимодополняющие друг друга способы жизнедеятельности личности. Это породило необходимость введения в анализ проблемы личностной саморегуляции понятия "индивидуальный стиль жизнедеятельности", которое способно интегрировать в себе все стороны взаимодействий и взаимоотношений личности в пределах ее жизненного мира, показать их динамику. [9] Индивидуальный стиль жизнедеятельности проявляется в сферах жизнедеятельности интегральной индивидуальности. Несмотря на наличие определенных постоянных психологических характеристик, он требует творческого подхода, предполагающего способность изменяться и соответствовать происходящим переменам. Понятие индивидуального стиля регуляции было введено для изучения взаимосвязанной системы особенностей саморегулирования, присущей индивиду и проявляющейся в разнообразных видах и формах его деятельности и поведения. Наибольшее внимание до настоящего времени было уделено типологической обусловленности индивидуального стиля, зависимости его компонентов от темперамента и свойств нервной системы. Так, получила признание концепция В.С. Мерлина, рассматривающая индивидуальный стиль как индивидуально своеобразную, типологически обусловленную систему взаимосвязанных действии, направленных на получение определенного результата. В.С. Мерлин подчеркивает связь индивидуального стиля с конкретной деятельностью, в которой он формируется. О наличии феномена общего стиля регуляции можно говорить лишь в том случае, когда индивидуальная структура и характерные для данного человека особенности регуляции имеют тенденцию устойчиво проявляться в различных жизненных ситуациях при произвольной организации человеком разнообразных видов своей деятельности и поведения и управлении ими. Именно поэтому данное понятие соотносимо с общими понятиями «целенаправленная активность», «произвольная активность». Естественно, что понятие «стиль регуляции произвольной активности» вовсе не исключает более частных понятий регуляторного стиля общения, стиля регуляции трудовой или учебной деятельности. Сказанное предполагает, что тем самым в понятие стиля произвольного регулирования следует включать наиболее общие, сущностные характеристики регуляторики,не связанные непосредственно с конкретикой и спецификой отдельных, частных видов предметной деятельности, общения, поведения. Следует специально повторить, что имеются в виду особенности лишь внутренней, собственно регуляторной психической активности, которая не находится в прямой связи с чисто внешней индивидуально-устойчивой, экспрессивно-динамической стороной самой деятельности, поведения, с их внешней манерой, «темпераментным рисунком» и т.п. Понятно, что стилевые особенности регуляторики, касаясь лишь ограниченного числа сущностных регуляторных характеристик, предполагают возможность определенной типологизации индивидуальных стилей произвольного регулирования. Таким образом, индивидуальный стиль целенаправленной регуляции описывается такими особенностями существенных характеристик регуляторных процессов, которые устойчиво присущи данному человеку и проявляются в разнообразных видах и формах его произвольной активности. За последние десятилетия в литературе накопились данные об основных принципиальных закономерностях психической целенаправленной саморегуляции деятельности. Однако данные об индивидуальных, а тем более — об индивидуально-типических, различиях регуляторных процессов крайне немногочисленны. Процесс саморегуляции личности часто рассматривают как один из психологических механизмов динамики, направленных на преобразование взаимоотношений человека с самим собой, с обществом и с миром в целом. Интегральная индивидуальность обосновывается как большая система, способная к саморегуляции и самоактуализации, причем все ее своеобразие складывается непосредственно из индивидуальных свойств и индивидуального характера связи между ними. В данном понимании проблемы каждое свойство является типичным по одним своим проявлениям и индивидуальным по другим. Свойства интегральной индивидуальности организованы в системы и подсистемы и структурированы по иерархическому принципу. В интегральной индивидуальности выделяют следующие системы [3]: 1. индивидуальных свойств организма (её подсистемами являются биохимическая, общесоматическая, нейродинамическая); 2. индивидуальных психических свойств (её подсистемы -темперамент, психические свойства личности);3. социально-психологических индивидуальных свойств (её подсистемы -социальные роли в группах и в социально-исторических общностях).Личностный уровень саморегуляции выступает механизмом реализации жизненной направленности как личностной, так и профессиональной. Кроме того, наличие в структуре саморегуляции аппарата самоконтроля позволяет личности не только направлять, но и контролировать свою жизнедеятельность, соизмерять желаемое с достигнутым исходя из определённой информации о реализации её замыслов. В процессе жизнедеятельности личность получает информацию о значимых для неё условиях жизненного мира. Эта информация поступает от внешних, внутренних и внутриличностных детерминант. Информация, полученная из этих источников, должна быть не только имеющаяся в наличии, но и субъективно принятой личностью. Это происходит только в том случае, если информация поступает достаточно полная по объёму, адекватная по содержанию и в психологической форме, доступной личности. Исходя из полученной информации и пропуская её через механизм саморегуляции, личность принимает решение: 1) о продолжении развития в данном направлении; 2) о прекращении целенаправленной деятельности в связи с достижением поставленной цели; 3) о необходимости коррекции выбранного направления развития в случае неадекватности одного из источников. Принятие подобного рода решения В. Франкл называет ответственностью. Эта ответственность сопряжена с бременем выбора человеком, какие таящиеся в мире и в нём самом возможности заслуживают реализации, а какие нет. Это ответственность человека за свою жизнь. Преломление объективных данных через субъективные характеристики личности не всегда позволяет сразу и в достаточно полной мере получить чёткую и адекватную модель значимых для неё условий. Отсюда необходимость постоянного уточнения исполнительских программ, контроля и коррекции в случае неадекватного восприятия "ситуации жизнедеятельности". Личностный уровень саморегуляции, посредством своего контролирующего аппарата (самоконтроля), влияет на изменение жизненной направленности личности, на изменение её жизненных целей и стратегий, и, как результат этих изменений, - меняется и способ реализации жизненной направленности, то есть индивидуальный стиль жизнедеятельности. Индивидуальный стиль жизнедеятельности представлен как интегральная совокупность разных форм стилей (деятельности, общения, поведения), представлявший собой способ взаимодействия и взаимоотношений интегральной индивидуальности с миром, способ реализации её жизненной направленности. Данный подход обосновывается тем, что понятие "индивидуальный стиль деятельности" охватывает лишь определённый срез реального взаимодействия индивидуальности и окружающего её мира, тогда как эти взаимодействия оказываются значительно шире и выходят за его пределы. Наряду со специфическими особенностями, характерными лишь для какой-то одной частной регуляторной функции, существуют и такие особенности, которые характеризуют функционирование любого из звеньев регуляции и тем самым процесс регуляции в целом. Среди них можно выделить: а) адекватность условиям деятельности субъективно принимаемой модели условий, программы, способов контроля, критериев успешности и других блоков регуляции; б) осознанность в детализации и иерархизации представлений об условиях и о программе действий, о контролируемых параметрах, о критериях успешности и т.д. в соответствии с их соотносительной значимостью для достижения цели; в) пластичность процесса регуляции, возможность внесения коррекций в функционирование различных регуляторных блоков, когда этого требуют условия деятельности; г) надежность, устойчивость функционирования регуляторных блоков и их структуры в условиях психической напряженности. По-видимому, эти особенности характеризуют оперативность целостного процесса регуляции. Под оперативностью следует понимать возможность регуляторной системы индивида формироваться в максимальном соответствии целям и условиям деятельности. Наиболее полно концепция оперативности разработана в работах Д.А. Ошанина, который изучал оперативные свойства образов-регуляторов действий. В.Д. Шадриков предложил рассматривать оперативность уже не только в связи с формированием информационных структур, используемых в регуляции, но и в связи с формированием операционных механизмов выполнения конкретных задач профессиональной деятельности. Индивидуальные особенности саморегуляции характеризуются тем, как человек планирует и программирует достижение цели, учитывает значимые внешние и внутренние условия, оценивает результаты и корректирует свою активность для достижения субъективно-приемлемых результатов. Личностные структуры различного уровня существенным образом влияют на то, какие цели и как ставит перед собой человек, а также модулируют специфическим образом индивидуальный профиль саморегуляции, т.е. особенности достижения этих целей. А степень и своеобразие субъектной активности, проявляющаяся в таких субъектных качествах, как автономность, настойчивость, ответственность и др., определяют способность преодолевать субъективные и объективные трудности достижения жизненных целей и в свою очередь способствуют через регуляторный опыт формированию личностных качеств, например, таких, как самостоятельность и ответственность. Индивидуальная система саморегуляции является интегратором когнитивных и личностных переменных разной степени осознанности и опосредствует их влияние на продуктивные аспекты произвольной активности, поведения и деятельности человека. В свою очередь личностные особенности различного уровня специфическим образом детерминируют индивидуальную структуру профиля саморегуляции. Субъектная активность человека, ее энергетическое начало и направленность на достижения определяют общий уровень индивидуальной саморегуляции, способность субъекта преодолевать до известной степени негативные черты характера. От опыта саморегуляции, структуры и качества организации регуляторных умений зависит успешность формирования эффективной саморегуляции в конкретных видах деятельности и возможности личностного и субъектного развития человека. Саморегуляция связана не только с реализацией различных видов внешней деятельности и внутренней психической активности, "сопровождая" процесс ее осуществления, а может начинаться (и, как правило, начинается) во времени раньше, чем сама активность (например, процессы антиципации, преднастройки, все что относится к процессам моделирования и планирования. [4]Оперативные свойства регуляторных процессов являются и регуляторно-личностными свойствами, т.е. характеризуют личность человека, его возможности осознанно регулировать свою активность в соответствии с целями и жизненными обстоятельствами. Конечно, личностно-регуляторные свойства не ограничиваются оперативными. Так, к ним можно отнести такие личностные свойства, как уверенность, инициативность, осторожность, критичность, самостоятельность, ответственность. В настоящее время есть серьезные основания предполагать, что многие из тех личностных свойств, которые Оллпорт назвал инструментальными свойствами личности, являются регуляторно-личностными. Важнейшей характеристикой регуляторно-личностных стилевых свойств является их системный характер по отношению к особенностям отдельных регуляторных процессов. Известны исследования свойства "продуктивной" самостоятельности с точки зрения его связи со структурнымии уровневыми характеристиками системы саморегуляции. При описании особенностей организации поведения различных личностных типов можно найти многочисленные факты, свидетельствующие о существовании устойчивых различий в проявлении регуляторно-личностных свойств. Подчеркнем, что регуляторно-личностные особенности не детерминируют непосредственно и жестко способы организации поведения. Существенную роль, играют не только жизненные обстоятельства как таковые, а то, способствуют они или препятствуют проявлению таких особенностей саморегуляции, которые определяются сложившейся акцентуацией характера и препятствуют достижению жизненного успеха. И в свою очередь способствуют ли жизненные обстоятельства формированию такой регуляции поведения, которая, сделавшись для личности привычной, становится стилем, новообразованиями которого являются такие регуляторно-личностные качества, которые смягчают, нивелируют личностную акцентуацию и способствуют достижению личностного и профессионального успеха. Профессиональная деятельность может способствовать или препятствовать формированию продуктивного стиля саморегуляции за счет соответствия стилевыхособенностей регуляторики человека, сложившихся в силу объективно присущей ему личностной акцентуации, требованиям, предъявляемым к регуляторике исполнителя данной профессиональной деятельностью. Индивидуальные формы активности человека осуществляются, с одной стороны, сообразно конкретным жизненным обстоятельствам, а с другой -в той форме, как они обусловливаются и детерминируются его индивидуальными свойствами. Индивидуальные профили саморегуляции описывают стилевые особенности, которые проявляются в том, как человек в различных жизненных ситуациях планирует и программирует свои действия, в какой мере он способен при этом учитывать значимые для достижения поставленных целей условия окружающей действительности, какова индивидуальная развитость у него процессов контроля, оценки и коррекции своих действий, а так же насколько он при этом самостоятелен, целеустремлён, способен учитывать изменения внешних обстоятельств и т.д. Оказалось, что при повышении уровня осознанной саморегуляции у испытуемых может происходить формирование профилей с высокой развитостью и взаимосвязанностью основных звеньев, т.е. гармоничного стиля саморегуляции, позволяющего нивелировать влияние личностных особенностей и черт, препятствующих успешному целедостижению. Так, например, чрезмерная субъективность интровертов, их некоторая отстраненность и оторванность от реальности, или свойственная экстравертам импульсивность, недостаточная продуманность действий и поступков могут быть скорректированы собственно субъектной активностью личности за счет развития отдельных функций индивидуальной саморегуляции. В первом случае -моделирования, а во втором -планирования. Но, вместе с тем, результаты исследования показали, что существует и ряд ограничений. Результаты проведенного исследования подтвердили, что основные личностные диспозиции могут быть описаны специфическими структурами индивидуальных особенностей саморегуляции. Повышение степени осознанной саморегуляции влияет на проявления личностных диспозиций, сглаживая, по существу компенсируя, экстремальность проявления стоящих за ними характерологических тенденций. За определенными чертами стоят не только наследственные диспозиции, но и приобретенные стили и стратегии поведения. Сам феномен индивидуального стиля обычно описывается через личностные свойства. Так, исследователи обозначают стили личностными свойствами, т.е. явно или неявно признают их стилеобразующие функции, достаточно вспомнить импульсивность и рефлексивность, автономность и гибкость –безусловно, личностные свойства. По существу за стилями стоят индивидуальные способы познания мира и организации поведения. В рамках концепции индивидуальных стилей саморегуляции был выделен особый класс личностных черт - регуляторно-личностные свойства. Они, с одной стороны, выступают как характеристики целостной системы регуляции, с другой –обнаруживают свою принадлежность к личности как субъекту деятельности и являются ее чертами. Регуляторно-личностные свойства -это черты личности, характеризующие ее в первую очередь как субъекта жизнедеятельности, позволяющие с точки зрения индивидуальных возможностей осознанно выдвигать цели активности и управлять их достижением. Выдвинутые положения были подтверждены в ходе экспериментальных исследований взаимосвязи характера профиля саморегуляции с личностными чертами и акцентуациями характера. Проведенные исследования позволили доказать регуляторную природу таких личностных свойств, как гибкость, самостоятельность, надежность. В.И. Моросанова и Р.Р. Сагиев выделили индивидуально-типические стили саморегуляции. При высокой уверенности формируется автономно-оперативный или оперативный стиль, при развитой рефлексивности формируется автономный и автономно-оперативный стиль. Данные стили связаны с высоким развитием гибкости (оперативный стиль) и самостоятельности (автономный стиль). Ответственный стиль отличается гармоничным профилем саморегуляции и существует в двух вариантах. Первый характеризуется высоким планированием, программированием и оценкой результатов, причем слабая сторона не выявляется, можно отметить лишь незначительное снижение значений по показателю моделирования. Второй вариант характеризуется высоким моделированием, программированием, оценкой результатов и тенденцией к снижению планирования. Напористый стиль не является столь гармоничным и характеризуется высоким моделированием, программированием и низким планированием, оцениванием результатов. [6]Индивидуальные особенности саморегуляции являются проводником, через который свое влияние на деятельность и поведение оказывает личность. Регуляторно-личностные свойства в силу их системного характера могут быть как предпосылками формирования того или иного стиля регуляции, так и новообразованиями в процессе его формирования. Стилевые особенности приобретают черты конкретного стиля саморегуляции деятельности в том случае, когда под влиянием требований конкретной деятельности и личностных, характерологических переменных формируется индивидуально-типический комплекс стилевых особенностей регуляторных процессов, т.е. реализуется интегративная функция стиля саморегулирования. Личностная переменная определяет индивидуально-типические особенности данного комплекса, его характерологическую "канву". Требования действительности позволяют определить особенности регуляторики, способствующие успеху деятельности, и недостаточно развитые для обеспечения успешности. Подчеркнем, что если составляющими индивидуального стиля деятельности являются различные индивидуальные формы реализации произвольной активности (особенности движений, способы действий, особенности операций и т.д.), то составляющие индивидуального стиля регуляции -индивидуально-типические особенности саморегуляции. Для проверки развитых представлений о связи индивидуально-стилевых особенностей регуляции с личностными чертами и успешностью конкретных видов произвольной активности было проведено специальное исследование. Результаты исследования позволили сделать вывод о том, что для каждого личностного типа существуют комплексы устойчивых особенностей саморегулирования, связанных с различной успешностью в деятельности. Отметим, что высокий уровень осознанного регулирования и гармоничная развитость отдельных звеньев регуляции не означают нивелирования индивидуальности, так как схожесть структуры регуляции, способов организации активности нив коем случае не означает единообразия конкретных форм реализации этой активности. Как убедительно доказывают результаты исследований, одинаковые по продуктивности особенности регулирования могут иметь в своей основе различную личностно-типологическую основу.По существу стиль регуляции аккумулирует типичные для данной личности способы организации своей активности, и в этом смысле он является предпосылкой формирования индивидуальных стилей деятельности при овладении новыми ее видами. Поэтому диагностика стиля регуляции, знание индивидуальных особенностей отдельных регуляторных звеньев позволят решать всевозможные задачи проектирования индивидуальных стилей конкретных видов профессиональной деятельности, решать задачи профессиональной адаптации.
САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ НА РАЗЛИЧНЫХ ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ
В современных психолого-педагогических исследованиях отмечается, что успешность учебно-профессиональной деятельности студентов во многом определяется уровнем развития осознанной саморегуляции, т.е. такими умениями, которые помогают им организовывать процесс выполнения деятельности и управлять. Именно система саморегуляции осуществляет интегрирующую функцию по отношению к действиям человека, его психическим процессам, состояниям, которые включаются в процесс реализации деятельности. Уровень сформированности системы саморегуляции учебнопрофессиональной деятельности динамичное образование, зависимое от опыта включения в учебную деятельность, от этапа обучения. В ходе обучения функции студента как субъекта постепенно уточняются, совершенствуются. Если отдельные звенья саморегуляции оказываются недостаточно сформированными, целостная система регуляции учебной деятельности будет нарушена, а эффективность действий – снижена. С современных позиций эффективность учебно-профессиональной деятельности студентов оценивается не только по их академической успеваемости, но и по достигнутым показателям профессионально-личностной зрелости студентов как субъектов жизнедеятельности . Таким образом, в ходе учебно-профессиональной деятельности студента вуза происходит не только его общее личностное развитие и становление субъектности, но и профессиональное, связанное с профессионализацией и профессиональным становлением. Когда мы говорим о студенте как субъекте учебной деятельности и о системе осознанной саморегуляции его деятельности, мы имеем в виду, что, с одной стороны, у него должна быть система отчетливых представлений о своих возможностях при решении разного рода задач саморегуляции, а с другой – сформированная система умений и навыков, связанных с этими представлениями. Только тогда студент сможет сам ставить цели, приводить их в соответствие с требованиями обстоятельств и удерживать в поле своего сознания в сфере саморегуляции до момента их достижения. Приобрести эти навыки и умения студент может не путем мысленного постижения, не путем проговаривания их в ходе деятельности, а только в реальном процессе ее осуществления . Э. Ф. Зеер выделяет три основных этапа профессионального обучения и воспитания: адаптации, интенсификации и идентификации. На этапе адаптации бывшие школьники (первокурсники) приспосабливаются к условиям и содержанию профессионально-образовательного процесса, осваивают новую социальную роль, налаживают взаимоотношения друг с другом и с педагогами. Ведущая деятельность — учебно-познавательная — существенно отличается от прежней. В ее рамках складываются познавательные и профессиональные интересы, формируются жизненные планы, ориентация на получение конкретной профессии. Профессиональная активность личности направлена на поиск своего места в мире профессий и отчетливо проявляется в решении вопроса о выборе профессии . Затем следует формирование профессиональных намерений, которое завершается осознанным, желанным, а иногда и вынужденным выбором профессии. Происходит переоценка учебной деятельности: в зависимости от профессиональных намерений изменяется и мотивация. Учеба уже в старших классах приобретает профессионально ориентированный характер, а в профессиональных учебных заведениях она имеет отчетливо выраженную учебнопрофессиональную направленность. Особенность социальной ситуации развития заключается в том, что юноши и девушки находятся на завершающем этапе детства — перед началом самостоятельной жизни. Появляется новая социальная роль личности (студент), новые взаимоотношения в коллективе, большая социальной независимостью, политическое и гражданское совершеннолетие. Поступающие в вуз первое время испытывают большие затруднения, связанные с изменением устоявшихся стереотипов деятельности. Студентам трудно бывает заставить себя работать ежедневно с книгой, тем более что у них отсутствуют умение внимательно слушать лекции по 6-8 часов и самоконтроль. У некоторых студентов это вызывает большое эмоциональное напряжение и беспокойство, появляется боязнь не пропустить что-либо, стремление зафиксировать речь преподавателей дословно. Это характерно и для «сильных» студентов, и для мало уверенных в себе . Необходимо учитывать не только готовность к учебнопознавательной деятельности, мотивы учения, ценностные ориентации, социально-психологических установки, но и сформированность системы саморегуляции учебнопрофессиональной деятельности, по средствам которой первокурсники преодолевают трудности самостоятельной жизни и установлении комфортных взаимоотношений с однокурсниками и педагогами . На стадии адаптации многие студенты переживают разочарование в получаемой профессии. Возникает недовольство отдельными учебными предметами, появляются сомнения в правильности профессионального выбора, падает интерес к учебе. Как правило, он отчетливо проявляется в первый и последний годы профессионального обучения. Увеличивающаяся год от года профессиональная направленность учебных дисциплин снижает неудовлетворенность. Психологическими критериями успешного прохождения этого этапа являются: адаптация к учебно-познавательной среде, личностное самоопределение и выработка нового стиля жизнедеятельности – собственной системы саморегуляции учебно-профессиональной деятельности. На этапе интенсификации происходит развитие общих и специальных способностей обучаемых, ответственности за свое становление, самостоятельности. Дисциплины становятся все более специализированными. Это влечет за собой смену ведущей деятельности с учебно-познавательной на научно-познавательную. Определение характеристик системы саморегуляции детерминирует психологический потенциал личности студента . У студентов на стадии интенсификации продолжается анализ и процесс принятия профессии. Начиная от соблюдения установленных правил, студенты в процессе обучения переходят к осознанию своей профессиональной деятельности, вырабатывают собственную осознанную саморегуляцию учебно-профессиональной деятельности и профессиональную позицию. Тенденция к нормативности сменяется высоким уровнем профессиональной направленности и осознанности учащимися своей деятельности . Раскрываются те возможности профессии, которые удовлетворяют потребности учащихся в конкретных формах. Например, познавательные потребности могут быть удовлетворены в различных формах рационализаторской и изобретательской деятельности. Такие психогенные потребности, как потребность в престиже, признании, общении и т. д. опосредуются уровнем профессиональной эрудированности и компетентности студентов . Человек, выбирая профессию, как бы «проецирует» свою мотивационную структуру на структуру факторов, связанных с профессиональной деятельностью, через которые возможно удовлетворение потребностей. Чем богаче потребности человека, тем более высокие требования он предъявляет к деятельности, но одновременно он может получить и большее удовлетворение от труда. Только студенты с широкими жизненными интересами, с «большими потребностями», со сформированной системой саморегуляции учебно-профессиональной деятельности способны на вдохновенный и творческий труд и высокую общественную активность . В результате этого процесса устанавливается личностный смысл деятельности (по А. Н. Леонтьеву) и отдельных ее аспектов. Контур саморегулирования деятельности усложняется, помимо параметров саморегулирования, задаваемых социальными нормативами, появляются внутренние, субъективно значимые критерии успешности и нормативности деятельности, порождаемые ценностно-смысловой сферой личности. Подобно тому, как «индивидуальность снимает характер», личностные смыслы учебной деятельности начинают функционально доминировать над типологическими характеристиками в системе индивидуальной регуляции. Регулятивные процессы все более опосредуются ценностно-смысловой сферой. Полная сформированность субъектной позиции в учении определяется развитием ее трех составляющих: когнитивной, регуляторной и личностно-смысловой . Анализируя такие формы поведения человека, при которых в качестве побудителя выступают принятые решения, JI. И. Божович приходит к выводу, что намерения всегда возникают на базе потребности, которая не может быть удовлетворена прямо и «требует выполнения промежуточных звеньев, не имеющих своей собственной побудительной силы» . По выражению JI. И. Божович, намерения питаются за счет побудительной силы потребностей, их вызвавших. Намерения являются результатом опосредования этих потребностей сознанием. Таким образом, потребности начинают действовать через сознательно поставленные цели, принятые решения и намерения . Таким образом, с одной стороны, совершенно справедливо, что в ряде случаев побуждения долженствования всегда выполняются ради какой-то потребности, но, как уже отмечалось ранее, эти потребности в ряде случаев превращаются в личностно-значимые и начинают сами выступать в роли потребностей личности. В первом случае побуждения долженствования выступают как стимулы, во втором — как мотивы. Индивидуальная система саморегуляции опосредует влияние сложившихся личностных структур. И более того, в процессе достижения новых для субъекта целей может происходить формирование таких особенностей саморегуляции, которые могут способствовать, быть выражением развития новообразований – личностных свойств. Это относится, в частности, к таким «послекогнитивным» формам преобразующей активности как творчество. Осознание личностного смысла деятельности обучающихся находит отражение в характере наполнения отдельных звеньев системы саморегуляции и уровнем сформированности саморегуляции в целом . Оценивая связанные с профессиональной деятельностью факторы, способные удовлетворить потребности, с учетом своих способностей, а также условий деятельности человек приходит к решению — принять или не принять профессию и если принять, то в какой поре и в каком аспекте. Принятие профессии порождает желание выполнить ее определенным образом, порождает определенную детерминирующую тенденцию и служит исходным моментом формирования саморегуляции учебно-профессиональной деятельности. Таким образом, если принятие деятельности порож дает стремление выполнить ее определенным образом, то установление личностного смысла ведет к дальней шему ее преобразованию. Это проявляется в установках на продуктивность обучения, в частности в академической успеваемости, в специфике выполнения деятельности, в ее динамике, напряженности, что, в конечном счете, проявляется в формировании определенной системы саморегуляции учебно-профессиональной деятельности . Психологическими критериями продуктивности этого этапа становления обучаемого являются: интенсивное личностное и интеллектуальное развитие, социальная идентичность, самообразование, обретение личностного смысла приобретаемой профессии, оптимистическая социальная позиция и развитая система саморегуляции учебно-профессиональной деятельности. На завершающем этапе профессионального об разования — этапе идентификации — важное значение приобретает формирование профессиональной идентичности, готовности к будущей практической деятельности по получаемой специальности. Появляются новые, становящиеся все более актуальными ценности, связанные с материальным и семейным положением, трудоустройством. В связи с образованием семейных пар, намечающимися перспективами будущей жизни уменьшается число межличностных контактов. Происходит постепенная дезинтеграция студенческих коллективов . Психологические критерии успешного прохождения этого этапа являются: отождествление себя с будущей про фессией, формирование готовности к ней, умение рационально организовать свою деятельность по средствам уже сложившейся системы саморегуляции, а так же развитая способность к профессиональной самопрезентации. Развитие системы саморегуляции учебно-профессиональной деятельности на этапе профессиональной подготовки происходит от учебно-познавательной к учебно-профессиональной и от нее — к реальной профессиональной деятельности. Переход от одной стадии становления к другой инициируется изменениями социальной ситуации, сменой и перестройкой ведущей деятельности, что приводит к профессиональному развитию личности, развитию системы саморегуляции, затем к кризису ее психологической организации, формированию новой целостности, сменяющейся дезорганизацией и последующим установлением качественно нового уровня функционирования саморегуляции, центром которого становятся профессионально и личностно обусловленные психологические новообразования в системе саморегуляции учебно-профессиональной деятельности . На сегодняшний день не существует методики, которая бы позволяла всесторонне, полно и достоверно оценивать уровень саморегуляции студентов. Само понятие «саморегуляция», как было отмечено ранее, представляет собой сложное явление, состоящее из ряда компонент. Для того чтобы всесторонне оценить уровень саморегуляции студента, необходимо представить этот показатель в виде интегрального показателя. Для получения его интегральной оценки, мы предлагаем использовать следующую методику . На первом этапе исследования целесообразно провести декомпозицию понятия на составляющие. На основании этой декомпозиции можно построить иерархическую многоуровневую модель, фокусом иерархии которой является само оцениваемое явление. При создании интегрального показателя, необходимо учитывать тот факт, что степень влияния различных компонент на фокус иерархии может быть различной. Для определения весовых коэффициент компонент, учитывающих степень их влияния на фокус иерархии, применяется метод анализа иерархий (МАИ). Второй аспект, который необходимо учесть при измерении составляющих саморегуляции, заключается в том, что все составляющие оцениваются с помощью различных методик и могут иметь различный диапазон изменения своих значений. В этом случае непосредственное суммирование результатов измерений для получения интегральной оценки недопустимо. Поэтому, при измерении значений составляющих иерархии целесообразно провести процедуру шкалирования переменных, позволяющую перейти к безразмерной числовой шкале для обеспечения сравнимости признаков различной физической природы. На первом этапе исследования, для изучения интегрального показателя саморегуляции учебно-профессиональной деятельности на стадии адаптации нами, был проведен констатирующий эксперимент. В нем приняли участие 326 студентов 1 курса различных факультетов Кемеровского государственного университета. В таблице 1 представлено разбиение значений интегрального показателя саморегуляции на уровни. Так как уровень интегрального показателя саморегуляции учебно-профессиональной деятельности измерялся в диапазоне от 0 до 1, то низкому уровню соответствует диапазон от 0 до 0,3, среднему уровню соответствует диапазон показателя от 0,3 до 0,7 и высокому уровню интегрального показателя саморегуляции учебно-профессиональной деятельности соответствует диапазон от 0,8 до 1,0 (табл. 1). Таким образом, анализируя полученные результаты, мы можем констатировать, что 42,8 % опрошенных имеют средний показатель сформированности саморегуляции учебно-профессиональной деятельности и 44 % имеют показатель выше среднего, что свидетельствует о преобладающем большинстве студентов со сформированной саморегуляцией собственной активности. Для реализации задач нашего исследования и изучения динамики системы саморегуляции учебно-профессиональной деятельности студентов на различных этапах обучения в вузе нами был проведен второй этап исследования – формирующий эксперимент. Обработка результатов осуществлялась посредством применения программы «STATISTIKA» – 6.0. использовались процедуры подсчета первых статистик, среднего статистического отклонения. C помощью критерия t-критерий Стьюдента для зависимых выборок проводился анализ динамики, произошедшей в компонентах саморегуляции и в самом показателе саморегуляция. Результаты применения критерия Стьюдента представлены в таблице 2. Таблица 2 Динамика интегрального показателя саморегуляции учебно-профессиональной деятельности Таким образом, анализ полученных данных позволяет утверждать, что интегральный показатель учебно-профессиональной деятельности имеет динамический характер. На стадии адаптации (1 курс) уровень сформированности саморегуляции учебно-профессиональной деятельности ниже по сравнению с показателями стадии интенсификации (3 курс). Естественно, что по мере перехода с курса на курс индивидуальный опыт студентов становится богаче. Они в большей мере учитывают прошлые достижения, приобретают больший арсенал внутренних эталонов, внутренних средств для сопоставления своих возможностей и достигаемых результатов. В условиях вузовского обучения студенты постепенно открывают для себя новые возможности быть субъектом деятельности. По мере роста осознанности деятельности и осознанного анализа моментов управления ею, сочетающегося с постоянным практическим испытанием своих возможностей в учебной работе, студент старается сделать свое участие в регуляции деятельности более эффективным . Таким образом, резюмируя вышесказанное, следует отметить, что саморегуляция учебно-профессиональной деятельности студентов вуза различается на различных этапах профессионального образования и связана со спецификой личностного развития и системогенеза профессионального становления, а так же с особенностями обучения в вузе. Для повышения эффективности учебно-профессиональной деятельности студентов, конкурентоспособности будущих специалистов на рынке труда, необходимо учитывать особенности саморегуляции учебно-профессиональной деятельности на различных этапах обучения в Таблица 1 Частотный анализ уровней интегрального показателя саморегуляции Уровень Интервал разбиения Число испытуемых Низкий Ниже среднего Средний Выше среднего Высокий Таблица 2 Динамика интегрального показателя саморегуляции учебно-профессиональной деятельности Средние значения в группе t Уровень значимости Интегральный показатель саморегуляции Таким образом, анализируя полученные результаты, мы можем констатировать, что 42,8 % опрошенных имеют средний показатель сформированности саморегуляции учебно-профессиональной деятельности и 44 % имеют показатель выше среднего, что свидетельствует о преобладающем большинстве студентов со сформированной саморегуляцией собственной активности. Для реализации задач нашего исследования и изучения динамики системы саморегуляции учебно-профессиональной деятельности студентов на различных этапах обучения в вузе нами был проведен второй этап исследования – формирующий эксперимент. Обработка результатов осуществлялась посредством применения программы «STATISTIKA» – 6.0. использовались процедуры подсчета первых статистик, среднего статистического отклонения. C помощью критерия t-критерий Стьюдента для зависимых выборок проводился анализ динамики, произошедшей в компонентах саморегуляции и в самом показателе саморегуляция. Результаты применения критерия Стьюдента представлены в таблице 2. Таблица 2 Динамика интегрального показателя саморегуляции учебно-профессиональной деятельности Таким образом, анализ полученных данных позволяет утверждать, что интегральный показатель учебно-профессиональной деятельности имеет динамический характер. На стадии адаптации (1 курс) уровень сформированности саморегуляции учебно-профессиональной деятельности ниже по сравнению с показателями стадии интенсификации (3 курс). Естественно, что по мере перехода с курса на курс индивидуальный опыт студентов становится богаче. Они в большей мере учитывают прошлые достижения, приобретают больший арсенал внутренних эталонов, внутренних средств для сопоставления своих возможностей и достигаемых результатов. В условиях вузовского обучения студенты постепенно открывают для себя новые возможности быть субъектом деятельности. По мере роста осознанности деятельности и осознанного анализа моментов управления ею, сочетающегося с постоянным практическим испытанием своих возможностей в учебной работе, студент старается сделать свое участие в регуляции деятельности более эффективным . Таким образом, резюмируя вышесказанное, следует отметить, что саморегуляция учебно-профессиональной деятельности студентов вуза различается на различных этапах профессионального образования и связана со спецификой личностного развития и системогенеза профессионального становления, а так же с особенностями обучения в вузе. Для повышения эффективности учебно-профессиональной деятельности студентов, конкурентоспособности будущих специалистов на рынке труда, необходимо учитывать особенности саморегуляции учебно-профессиональной деятельности на различных этапах обучения в вузе .
ЗНАЧЕНИЕ МОТИВОВ САМОАКТУАЛИЗАЦИИ ДЛЯ ОРГАНИЗАЦИИ СИСТЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ
С позиций современной психологии личность определяется, главным образом, социальными и социально-психологическими свойствами. Побудительным стимулом, мотивом психической активности являются потребности человека. Мотивация зависит от социальных, характерологичеких, культурных факторов, от прошлого опыта. Уровень мотивации определяется уровнем притязаний, успехом и неуспехом. Выделяются следующие виды мотиваций: биологические, познавательные, социальные, положительные и отрицательные. Неуспех в результате препятствий и различных неблагоприятных обстоятельств может порождать состояние конфликта и фрустрации, агрессии и регрессии, длительного психического напряжения, реакции замещения. Мотивация преступного поведения является причиной преступной деятельности. Мотивы как внутреннее побуждение к деятельности, субъективный стимул человеческих поступков, не только отражают социальные условия, в которых рос и формировался человек, но и являются выражением движущих сил личности, связанных с удовлетворением потребностей. О мотивах многих распространённых преступлений до сих пор сохраняются упрощённые, весьма неверные представления. Достаточно часто в качестве побуждений к совершению корыстных преступлений называются корыстные мотивы. Однако поведение человека полимотивировано: преступные действия обусловливают не только осознаваемые человеком, но и бессознательные, и частично осознаваемые мотивы. Исследование, проведенное Ю. М. Антоняном и В. В. Гульданом по изучению мотивов преступлений, показало, что их личностный смысл обычно ускользает от сознания человека, слабо или вообще не охватывается им, нося бессознательный характер. Это относится не только к насильственным действиям, но и к корыстным преступлениям. В связи с этим необходимо отметить, что у каждого человека есть ведущие мотивы, так называемая основная мотивационная тенденция, сущность его личности, как правило, определяющая поведение. Необходимый учёт этой тенденции позволяет связать воедино и объяснить преступные действия в прошлом, поведение в период отбывания наказания и последующие поступки, а тем самым прогнозировать поведение. Таким образом, всё большее число исследователей приходит к выводу о том, что мотивы многих преступлений носят бессознательный характер. Неосознанность мотивов не освобождает от уголовной ответственности за совершение преступных действий, поскольку субъект осознаёт их уголовно наказуемый характер. В настоящее время можно сказать, что мотивация поведения является ключевым понятием, на основе которого могут быть объединены усилия криминологов, психологов, судебных психиатров по изучению преступных и общественно опасных действий, а также по разработке мер по их предупреждению . Исследователь Б. В. Зейгарник выделила разные варианты нарушения структуры мотивов при личностной патологии, в основе формирования которых лежат два психологических механизма мотивообразования: 1. Нарушение опосредования потребностей; 2. Нарушение их опредмечивания . К мотивам, связанным с нарушением опредмечивания потребностей, относятся мотивы психопатической самоактуализации. Для них характерно формирование мотивов, отчуждаемых от актуальных потребностей субъекта и ведущих при их реализации к его социальной и даже биологической дезадаптации. В качестве основного побудительного фактора при формировании такого рода мотивов можно выделить стремление к ликвида ции личностного диссонанса, в частности рассогласования между идеальным «Я» и самооценкой в структуре “Образа Я”. По данным исследователей, мотивы психопатической самоактуализации наблюдались у 91 % паранойяльных психопатических личностей, истерических – у 54 %, возбудимых – у 47 %, тормозимых – у 40 % и неустойчивых – у 35 %. При возбудимой психопатии наиболее частым мотивом поведения во всех разнообразных ситуациях совершения различных противоправных действий являлось стремление к реализации неадекватно завышенного уровня притязаний, тенденция к доминированию и властвованию, упрямство, обидчивость, нетерпимость к противодействию, склонность к самовзвинчиванию и поискам повода для разрядки аффективного напряжения. Согласно статистическим данным, 88 % противоправных действий, совершённых лицами возбудимого круга по мотивам психопатической самоактуализации, были направлены против личности и общественных норм. Одним из основных мотивационных факторов, способствующих совершению противоправных действий для данного типа лиц, является тенденция к немедленной реализации актуальной потребности. Важнейшим мотивационным механизмом, определяющим у истерических психопатов совершение преступления, является стремление к манипулированию, контролю над окружающими. В основе этого механизма лежит эгоцентрическая установка личности, в соответствии с которой все внешние объекты, включая людей, рассматриваются как орудия, которые должны служить потребностям «Я». Чаще всего эти лица совершают мошенничество, кражи и спекуляции. У психопатических лиц тормозимого круга мотивационными чертами личности являются повышенная чувствительность и ранимость, замкнутость, пассивность, повышенная истощаемость, стремление к ограничению контактов. Психопатическая самоактуализация у тормозимых психопатов выражается в сохранении ими привычного стереотипа действий, в уходе от перенапряжений и стресса, нежелательных контактов, в сохранении личностной независимости. Эти лица при столкновении с окружающими, с непосильными задачами в силу ранимости, мягкости, низкой толерантности к стрессу не получают положительного подкрепления, чувствуют себя обиженными, преследуемыми. Эти лица чаще совершают бродяжничество, дезертирство. Основным мотивом поведения неустойчивых психопатических личностей является жажда новых впечатлений и развлечений, уход от стресса, однообразных монотонных ситуаций. Они, не колеблясь, меняют решения и установки, места работы и профессии, не доводят до конца ни одного дела. Среди противоправных действий неустойчивых психопатов, совершаемых ими по этим мотивам, преобладают бродяжничество, хищения, сексуальные преступления. При исследовании мотивов психопатической самоактуализации особое внимание привлекает категория самооценки, которая прямо связана с поведением. Изучение структурных элементов самооценки психопатических личностей было проведено Б. В. Зейгарником с помощью модифицированной методики Дембо-Рубинштейна , используемой для изучения самооценки по ряду параметров: здоровье, ум, характер, счастье. Для уточнения самооценки в процедуру исследования могут быть включены такие шкалы, как честность, доброта, способность к прогнозированию, сила воли. В методике Дембо-Рубинштейн обследуемому представляется возможность определить своё состояние по избранным для самооценки шкалам с учётом ряда нюансов, отражающих степень выраженности того или иного личного свойства. Методика представляет интерес в плане сопоставления различных составляющих “Образа Я”. Согласно инструкции респонденту предлагают лист бумаги, на котором изображены вертикальные линии. Респонденту поясняют относительно расположения личностных свойств на линиях: верхний полюс соответствует позитивному. Например, одна из линий представляет ум, следовательно, верхний полюс соответствует качествам ума высшего уровня, на нём расположены умные люди, внизу – глупые. Обследуемого просят обозначить точкой на этой линии свое место. Такие же вертикальные линии проводятся и для выражения самооценки субъекта по намеченным целям. Кроме того, испытуемые дают не только реальную оценку своего состояния, но и потенциально возможное и идеальное “Я”, указав место, которое они могут занять, и то, которое хотели бы занимать. Результаты исследования свидетельствуют о том, что у здоровых лиц все значения актуальной самооценки располагаются чуть выше средней отметки на шкалах. Наиболее высокое положение наблюдалось по шкалам «честность» и «доброта». Для здоровых лиц также характерен разрыв между актуальной самооценкой и идеальным «Я». По результатам теста “Самооценка” мы выявили психологические характеристики “Я” – идеального и “Я” – реального у психически здоровых лиц по 4 блокам: I – Межличностные отношения; общение; II – поведение; III – деятельность; IV – переживания, чувства . По I блоку: “Межличностные отношения, общение” наблюдается следующая картина: Максимально выраженные психологические характеристики “Я” идеального: вежливость (4,8), тактичность (4,8), заботливость (4,7), отзывчивость (4,7), приветливость (4,7), обаятельность (4,7), обязательность (4,8), ответственность (4,9), доминирующие характеристики “Я” – реального: общительность (4,3), справедливость (4, 2). Таблица 1 Психологические характеристики “Я” – идеального и “Я” – реального в сфере “Межличностные отношения, общение” Вежливость Заботливость Искренность Коллективизм Отзывчивость Радушие Сочувствие Тактичность Терпимость Чуткость Доброжелательность Приветливость Обаятельность Общительность Обязательность Ответственность Откровенность Справедливость Совместимость Требовательность Значительны различия между “Я” – идеальное и “Я” – реальное по параметрам, которые можно объединить в 2 группы: 1. Заботливость, вежливость, отзывчивость; 2. Обязательность, ответственность. В сфере поведения наблюдаются высокие оценки по характеристикам “Я” –идеальное: смелость (4,8), самостоятельность (4,9), целеустремленность (4,8), по характеристикам “Я” – реальное: порядочность (4,3), энтузиазм (4,3), настойчивость (4,4). Результаты значений отражены в Таблице 2. Таблица 2 Психологические характеристики “Я” – идеального и “Я” – реального в сфере “Поведение” Качества Активность Гордость Добродушие Порядочность Смелость Твердость Уверенность Честность Энергичность Энтузиазм Добросовестность Инициативность Интеллигентность Настойчивость Решительность Принципиальность Самокритичность Самостоятельность Уравновешенность Целеустремленность Существенные различия между Я-идеальное и Я-реальное наблюдаются по следующим качествам: активность; смелость; уверенность; самостоятельность; уравновешенность. Максимально выраженные качества в сфере “Деятельность” по характеристикам “Я” – идеальное и “Я” – реальное можно сгруппировать следующим образом: 1) трудолюбие (4,7), дисциплинированность (4,8), работоспособность (4,8), собранность (4,8). 2) мастерство (4,8), точность (4,8), скорость (4,8), вежливость (4,8), находчивость (4,8); по характеристикам “Я” – реальное: понятливость (4,2), увлечённость (4,1) , любознательность (4,1). Результаты представлены в Таблице 3. 72 Таблица 3 Психологические характеристики “Я”– идеального и “Я” – реального в сфере “Деятельность” Вдумчивость Деловитость Мастерство Понятливость Скорость Собранность Точность Трудолюбие Увлеченность Усидчивость Аккуратность Внимательность Дальновидность Дисциплинированность Исполнительность Любознательность Находчивость Последовательность Работоспособность Скрупулёзность Различия между желаемой и реальной самооценкой определяются следующими характеристиками: 1. Профессионально важные психологические качества: мастерство, деловитость; 2. Стремление приобрести умение трудиться, работоспособность, трудолюбие, усидчивость, дисциплинированность. В сфере “Переживания, чувства” анализ результатов показал доминирование характеристик “Я”– идеального: весёлости, бесстрашия, свободолюбия, жизнерадостности – по 4, 6; “Я” – реального: свободолюбие (4,3). Показатели отражены в таблице 4. Таблица 4 Психологические характеристики “Я”– идеального и “Я” – реального в сфере “Переживания и чувства” Бодрость Бесстрашие Веселость Душевность Милосердие Нежность Свободолюбие Сердечность Страстность Стыдливость Взволнованность Восторженность Жалостливость Жизнерадостность Любвеобильность Оптимистичность Сдержанность Удовлетворенность Хладнокровность Чувствительность Максимальные различия наблюдаются по параметрам: а) уверенности, стыдливости б) эмоциональной устойчивости, взволнованности, восторженности, хладнокровности, причём вышеперечисленные различия не возрастающие, а убывающие. Актуальная самооценка у субъектов истеро-возбудимых психопатов выше, чем у психически здоровых. Расхождения между идеальным «Я» и актуальной самооценкой незначительны (за исключением «способности к прогнозированию»). Они считают себя добрыми, честными, спокойными по характеру, слабовольными, принимающими всё близко к сердцу, страдающими из-за своей доброты. Если у здоровых лиц имеет место рассогласование между идеальным «Я» и областью реальных достижений (что имеет мотивационно-регулирующее значение), то у психопатических личностей эта дифференциация отсутствует. Вышеприведённые результаты свидетельствуют об игнорировании истеро-возбудимыми лицами своих затруднений и конфликтов, а также о неумении учитывать ими реальный жизненный опыт, т. е. о нарушении критичности по отношению к собственной личности. Самооценка при таких обстоятельствах не является фактором коррекции и регуляции поведения. У данных лиц расхождение между идеальным – «Я» и актуальной самооценкой столь велико, что заставляет их постоянно осознавать свою несостоятельность. Идеальное «Я» представляет для них источник чувства вины и собственной неполноценности. Разрыв так велик, что не побуждает, а блокирует развитие в желательном направлении. Таким образом, рассмотрение элементов самооценки у психопатических личностей позволяет утверждать, что актуальная самооценка, будучи завышенной у истеро-возбудимых (снижение необходимости самоконтроля за своими действиями) и заниженной у тормозимых (блокада потенциального развития), по сравнению с психически здоровыми людьми не приводит к самоконтролю, не выполняет функцию обратной связи в регуляции поведения, что оказывается способствующим фактором в совершении субъектом противоправных действий.
# [[ПСИХИЧЕСКАЯ САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ С УЧЁТОМ ИНДИВИДУАЛЬНО-ТИПОЛОГИЧЕСКИХ СВОЙСТВ ЛИЧНОСТИ СТУДЕНТА]]**[[SRL2012-1]]
# [[САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ В ПЕРИОД РАННЕЙ ВЗРОСЛОСТИ]]**[[SRL2012-2]]
ПСИХИЧЕСКАЯ САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ С УЧЁТОМ ИНДИВИДУАЛЬНО-ТИПОЛОГИЧЕСКИХ СВОЙСТВ ЛИЧНОСТИ СТУДЕНТА
Актуальность данного исследования связана с тем, что проблема , связанная с раскрытием закономерностей психической регуляции человеком своей активности, занимает одно из центральных мест в общем контексте изучения психики человека. Цель исследования: выявить участие индивидуально-типологических свойств студенческой молодёжи в процессе психической саморегуляции студентами поведения и учебно-профессиональной деятельности на этапах обучения в вузе. Для реализации цели исследования была применена методика по выявлению формально-динамических свойств индивидуальности В.М. Русалова , направленная на изучение особенностей темперамента испытуемого. Исследуемыми проявлениями индивидуально-типологических свойств личности выступали «эргичность», «пластичность», «скорость», «эмоциональность». Эти свойства – результат обобщения врожденных биологических программ, которые, включаясь в самые разнообразные виды деятельности, общения, постепенно начинают трансформироваться, перестраиваться, реорганизовываться, образуя, независимо от содержания самой деятельности, обобщенную, качественно новую, индивидуально-устойчивую систему инвариантных свойств, но уже не биологических, а полисистемных, психобиологических или формальных (несодержательных) свойств индивидуального поведения. Анализируемые свойства темперамента проявляются в моторной, интеллектуальной и коммуникативной сферах деятельности.Объект исследования: саморегуляция поведения и учебной деятельности студенческой молодежи. Предмет исследования: индивидуально-типологические свойства студенческой молодёжи, участвующие в процессе саморегуляции студентами поведения и деятельности на этапах обучения в вузе. В исследовании приняли участие студенты Владимирского государственного университета и студенты Владимирского государственного гуманитарного университета (n = 1041 чел.)На основании теоретического анализа литературы по саморегуляции деятельности, саморегуляци и поведения и деятельности студента, а также эмпирических исследований, связанных с изучением саморегуляционных характеристик студентов наобъективно-психологическом уровне анализа ,была составлена модель саморегуляции поведения и деятельности студента, осуществляемая на субъективно-психологическом уровне, включающая нижеследующие структурные компоненты:1) содержательно-мотивацонный компонент (мотивационные проявления, параметры самоактуализации личности, ценностные ориентации, творческая активность);2) содержательно-самооценочный компонент(особенности самооценки, рефлексивность);3) компонент качеств личности, характеризующий её с интеллектуальной, эмоциональной, волевой, коммуникативной сторон;4)индивидуально-типологический компонент(эргичность, пластичность, скорость, эмоциональность). Общая структура механизма психической саморегуляции студентами поведения и деятельности представлена следующим образом (см. рис.1):1) содержательно-мотивационный компонент(СМК);2) компонент личностных качеств (КЛК);3) содержательно-самооценочный компонент(ССК);4) индивидуально-типологический компонент(ИТК). Индивидуально-типологический компонент по своему содержанию не входит в структуру механизма саморегуляции студентами поведения и деятельности. Отметим, что этот компонент является структурным образованием интегральной индивидуальности (по В. С. Мерлину). Однако можно не только предполагать, но с определённой долей уверенности говорить о том, что саморегуляционный компонент человека формируется с опорой на ИТК и, вероятно, на его основе и ИТК оказывает определённое влияние на процесс саморегуляции, особенно в ситуациях, характеризующихся стрессогенностью, экстремальностью.Мы предположили, что по количеству и силе корреляционных связей показателей ИТК как между собой, так и с показателями других компонентов механизма саморегуляции студентами поведения и деятельности в процессе обучения в вузе, можно будет судить о включении свойств ИТК в процесс саморегуляции студентами поведения и деятельности, о взаимосвязи ИТК с другими компонентами механизма саморегуляции, о сформированности индивидуального стиля деятельности (ИСД), в котором в целостном виде представлен механизм саморегуляции поведения и деятельности.Исследование показало, что пики количества и силы взаимосвязей показателей диагностируемых свойств темперамента приходятся на второй и четвертый курсы обучения (см. рис. 2), причем на 4-м курсе обучения количество корреляционных связей возрастает до его максимума (n = 113).На основании этих данных, вероятно, следует говорить о том, что четвертый курс обучения в вузе является сензитивным периодом по формированию индивидуального стиля деятельности (ИСД) студентов, в котором базовые позиции занимают прижизненно сформированные показатели и компоненты эффективной саморегуляции студентами поведения и деятельности. Наблюдение за поведением и деятельностью студентов четвертого курса, экспертные оценки свидетельствуют о том, что студенты обучаются,опираясь на сформированные собственные индивидуально-специфические стратегии: обобщение, рефлексия, планирование, прогнозирование(А. В. Карпов), что, по мнению А. В. Карпова, составляет второй обобщенный уровень психических процессов .Наличие корреляционных связей показателей ИТК с показателями компонентов механизма саморегуляции студентами поведения и деятельности, выявленные на других курсах обучения студентов, указывает на то, что ИСД в процессе обучения студентов в вузе видоизменяется. Можно предположить, что на видоизменение ИСД существенное влияние оказывают показатели и компоненты механизма саморегуляции студентами поведения и деятельности. В данном случае ИСД представляет собой устойчивую систему на определённый промежуток времени (один год обучения в вузе) и зависит от формирующихся и изменяющихся в процессе обучения в вузе качеств и особенностей личности, а также от свойств темперамента, определяющих во многом приёмы,способы, наиболее типичные для конкретного человека в моторной, интеллектуальной и коммуникативной сферах деятельности. Подводя итоги данного исследования, вероятно, можно говорить о том, что механизм саморегуляции студентами учебно-профессиональной деятельности является личностным образованием,оказывающим существенное влияние на проявление индивидуально-типологических свойств личности студента, динамично изменяющийся на каждом этапе вузовского обучения. Процесс профессионального становления будущего специалиста будет эффективным, если обучение студента в вузе будет строиться с учётом ведущих компонентов саморегуляции, обеспечивающих им эффективность деятельности, а также с учётом индивидуально-типологических свойств личности каждого конкретного студента.Ниже будут рассмотрены результаты исследований, связанные с изучением участия формально-динамических свойств индивидуальности, участвующих в процессах саморегуляции учащейся молодёжью поведения и учебной деятельности. Для реализации этой цели исследования мы обратимся к анализу средних арифметических значений изучаемых свойств темперамента по В. М. Русалову . На основании полученных данных в соответствии с конструктом методики были вычислены индексы формально-динамических свойств темперамента (ИПА, ИИА, ИКА, ИОА,ИОЭ, ИОАД). Полученные результаты позволили судить о степени интеграции формально-динамических свойств индивидуальности студентов первых-пятых курсов. Динамика данных показателей представлена ниже в таблице (см. табл. 1).Изучение особенностей индивидуально-типологических свойств студентов гуманитарной направленности показало, что наибольшая степень психомоторной (двигательной) активности учащихся приходится на второй курс обучения в высшей школе (ИПА=100,2). Это свидетельствует о том, что в саморегуляции жизнедеятельности студентов-второкурсников, по всей вероятности, доминирует потребность в двигательной активности, стремление к разнообразным способам физической деятельности. Это в полной мере отражается на проявлениях в психомоторной сфере студентов – быстроте, силе, интенсивности внешнейподвижности, мышечных движениях и речи, окрашивающих их жизнедеятельность специфическими индивидуально-типологическими проявлениями. Вероятнее всего именно в этот период студенческой жизни эффективность учебно-профессиональной деятельности оценивается учащимися по степени соответствия затраченных ими энергетических сил и объективно полученному результату деятельности.Интеллектуальная активность студенческой молодёжи на учебных занятиях является важным показателем их включённости в учебный процесс. показателем, участвующим в саморегуляции учебной деятельности. Пик интеллектуальной активности приходится также на второй курс обучения студентов в вузе (ИИА = 93,8) (см. табл. 1), о чём свидетельствуют высокие показатели эргичности (постоянное стремление к деятельности, связанной с умственным напряжением, легкость умственного возбуждения), пластичности (гибкость мышления, легкость перехода с одних форм мышления на другие, постоянное стремление к разнообразию форм интеллектуальной деятельности) и скорости умственных процессов при выполнении интеллектуально-творческих заданий.Изменения показателя общей активности в жизни студенческой молодёжи достигают своего максимума на втором году обучения в вузе (ИОА = 290,6) (см. табл. 1). В саморегуляции поведения и деятельности учащихся отмечается стремление к инициативности и самостоятельности,проявлению себя в различных видах учебно-профессиональной деятельности. Они являются активными участниками семинарских и практических занятий, при подготовке к которым стараются выйти за границы заданного преподавателем материала. В итоге значительно изменяется содержание их обучения, преобразуемое студентамив пространство личностно-профессиональной самоактуализации. Динамические показатели «общая эмоциональность», проявляемые в психомоторной, интеллектуальной и коммуникативной сферах, указывают на приоритет второго курса в развитии данного параметра (ИОЭ = 90,2). Это характеризует студента-второкурсника как высокочувствительного субъекта к ситуации рассогласования между ожидаемым и итоговым результатом выполняемой учебно-профессиональной деятельности, что является важным показателем саморегуляции учебно-профессиональной деятельности студента. В целом, индекс общей адаптивности, являющейся интегративным показателем методики В. М. Русалова, в максимальной степени выражен в группе студентов-четверокурсников (ИОАД = 205,1).Это, на наш взгляд, свидетельствует о том, что формально-динамические особенности учащихсяк этому периоду составляют основу в структурной организации личности учащихся, над которой в соответствии со специфическими особенностями студентов различных курсов надстраиваются такие составляющие как личностные качества,особенности мотивации и самооценки, ценностные ориентации, принимающие активное участие в саморегуляции поведения и деятельности учащейся молодёжи. Эти данные ещё раз подтверждают тот факт, что в период обучения студентов на четвёртом курсе у них складывается индивидуальный стиль саморегуляции поведения и деятельности, основные особенности которого следовало бы сохранить на последующих этапах их жизнедеятельности. Степень достоверности различий среди показателей, полученных с помощью опросника формально-динамических свойств личности на выборке студенческой молодёжи первых-пятых курсов, была оценена с помощью t-критерия Стьюдента. По результатам проведённого исследования можно говорить о том, что на значимом уровне выявлены различия в динамике развития основных сфер личности учащихся первого и второго курса, а именно, интеллектуальной («скорость интеллектуальная» (t = –2.3; p < 0.05), коммуникативной («эргичность коммуникативная» (t = –2.5,p < 0.05), «скорость коммуникативная» (t = –3.0;p < 0,01), психомоторной («эргичность моторная»(t = –2.5; p < 0.05), «пластичность психомоторная»(t = –5.4; p < 0.01), «скорость психомоторная»(t = –5.9; p < 0,01) и эмоциональной («эмоциональность интеллектуальная» (t = –4.1; p < 0,01)в сторону увеличения средних значений по каждому из перечисленных параметров. Вероятно,это связано с тем, что хорошо отработанные в период школьного обучения стратегии поведения и деятельности, используемые в учебно-профессиональной деятельности студентами-первокурсниками, явно не соответствуют тем требованиям,которые предъявляются к выполнению учебных задач в вузе. Как следствие, возникает необходимость перестройки базовых личностных характеристик, определяющих наиболее адекватные поставленным условиям способы реализации действий. Необходимо отметить, что описанные выше закономерности согласуются с проведенными ранее исследованиями по изучению профессионального становления студентов , свидетельствующие о смене к периоду второго курса школьной идентичности на учебно-академическую. С учетом результатов применения t-критерия Стьюдента можно говорить о том, что на третьем курсе у студентов снижаются значения по показателю «эргичность интеллектуальная» (2 курс ЭИ = 32.8;3 курс ЭИ = 29.1; t = 3.0; p < 0.01). Этот факт указывает, по-видимому, на полную адаптацию студентов-третьекурсников к учебному процессу в вузе,что приводит к снижению их вовлеченности в учебно-познавательный процесс, к снижению умственного напряжения, сужению круга интеллектуальных интересов, познавательных потребностей. В тот же момент, это, вероятно свидетельствует о деформации механизма саморегуляции учебно-профессиональной деятельности,указывает на некоторый кризис в самодвижении,в саморазвитии личности, на кризисный период обучения.У студентов-четверокурсников по сравнению с учащимися третьего курса превалируют показатели по параметрам коммуникативной сферы («эргичность коммуникативная» (t = –2.4; p < 0.05), «эмоциональность коммуникативная» (t = 2.1; p < 0.05),что отражает значимость формирования и развития на этом этапе профессионализации коммуникативных умений и навыков, составляющих основу профессионально важных качеств студентов гуманитарно-педагогического профиля. Анализируя результаты сравнения средних значений по t-критерию Стьюдента студентов четвертого и пятого курсов, можно отметить, с одной стороны, снижение показателей по параметрам «эргичность коммуникативная» (4 курс ЭК = 37.8; 5 курсЭК = 31.3; t = 5.2, p < 0.01) и «скорость психомоторная» (4 курс СМ = 33.6; 5 курс СМ = 29.1; t = 3.8,p < 0.01), а, с другой стороны, рост средних значений по параметру «эмоциональность психомоторная» (4 курс ЭМ = 25.5; 5 курс ЭМ = 28.3; t = –2.9,p < 0.01). Эти данные свидетельствуют, вероятно.о следующих тенденция в развитии личности студентов. Снижаются коммуникативные потребности обучаемых, что наблюдается в демонстрируемой ими стратегии ухода от участия в различного рода учебных и общественных мероприятиях курса, факультета и вуза в целом. Отмечается двигательная пассивность, сопровождающаяся инертностью двигательных операций при выполнении реализуемой деятельности. В результате увеличивается степень эмоционального напряжения поповоду расхождения между ожидаемым и реальным результатом учебно-профессиональной деятельности, возникает ощущение неполноценности продуктов учебной работы. Данные факты также свидетельствуют о деформационных процессах в механизме саморегуляции студентами-пятикурсниками учебно-профессиональной деятельности.В заключении отметим, что использование полученных данных в организации обучения студенческой молодёжи, позволит оптимизировать учебно-воспитательный процесс с точки зрения учета формально-динамических особенностей личности обучаемых, принимающих участие в саморегуляции учебно-профессиональной деятельности студентов и определяющих поведенческие особенности и уровень достижений студентов в учебно-профессиональной деятельности.
САМОРЕГУЛЯЦИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ В ПЕРИОД РАННЕЙ ВЗРОСЛОСТИ
В связи с увеличением роли психологического фактора в современном производстве всё более повышаются требования к психологическим особенностям взрослого человека. В условиях непрерывного образования, которое осуществляется не только в школьный период, но и на протяжении всей дальнейшей жизни человека, контингент взрослых людей также является включённым в процесс обучения. Потребность современного, динамически развивающегося общества в специалистах, готовых к профессиональному саморазвитию, требует создания гибких, адаптивных систем образования, предусматривающих возможность достаточно быстрой профессиональной переориентации, повышения квалификации на любом отрезке жизненного пути человека. В процессе вузовского обучения важно не только сформировать у будущих специалистов систему необходимых знаний, умений, профессионально важных качеств, но и развить способность выстраивать индивидуальную стратегию образования с учётом личностных особенностей и мотивационно-ценностной сферы, рефлексивно оценивать свои профессиональные достижения. Профессиональное обучение в вузе – это большая сложная система, выражаемая бесконечным разнообразием состояний, отношений, связей составляющих её компонентов. Период студенчества обозначается ключевым в процессе развития личности в целом и профессионализации в частности. Она начинается с самоопределения и заканчивается прояснением специфики профессии, становлением образа Я профессионала. Однако учебно-профессиональная деятельность студентов направлена не на достижение предметного результата, а на внутреннее преобразование субъекта учения, структуризацию его психической деятельности, «программирующую» будущие предметные достижения. Обучение представляет собой регулирование познавательной и преобразующей деятельности субъекта. Личность студента развивается при наличии ведущей учебно-профессиональной деятельности. Если учебная деятельность студентов профессиональной школы необходима для формирования общего развития и обеспечения качественной профессиональной подготовки, то профессиональная деятельность предназначена для формирования и развития профессиональных способностей, индивидуально-психологических качеств, присущих специалисту-профессионалу социально-интегративного типа. Эти две деятельности учащихся слиты воедино, взаимозависимы и взаимообусловлены, организационно обеспечиваются учебно-воспитательным процессом образовательного учреждения. Учебно-профессиональная деятельность ориентирована на получение конкретной профессии, способствует трансформации знаний, умений, навыков в ценности и ориентировки в них. Эта деятельность создаёт адекватные условия для психического, личностного, социального развития молодых людей. Знания должны при- обрести личностный смысл для учащихся, внутренне мотивировать их поведение и деятельность. Для реализации программы учебно-профессиональной деятельности студентам необходимо иметь высокий уровень сформированности саморегуляции. Её назначение состоит в том, чтобы привести в соответствие возможности студентов с требованиями учебной деятельности таким образом, чтобы студент осознал свои задачи в качестве субъекта учебной деятельности. Саморегуляция относится к числу универсальных, имеющих место на всех уровнях организации учебно-профессиональной деятельности студентов, процессов. Под саморегуляцией человека O. A. Конопкин, понимает «системно организованный психический процесс по инициации, построению, поддержанию и управлению всеми видами и формами внешней и внутренней активности, которые направлены на достижение принимаемых субъектом целей». В период ранней взрослости личности, в условиях профессионального обучения, необходимо научиться способам интенсивного повышения успешности своей учебной деятельности на основе включения скрытых резервов психики. В этой связи весьма актуальной представляется проблема совершенствования учебно-профессиональной деятельности студентов высшей школы средствами оптимизации саморегуляции. Осуществление оценки учебно-профессиональной деятельности возможно на основе представлений о саморегуляции как универсальном механизме организации деятельности студентов. В качестве системы показателей, характеризующих продуктивность учебной деятельности студентов, можно выделить её результативные и процессуальные стороны в виде следующих параметров продуктивности: степень достижения учебной цели, выраженная в академической успеваемости; прочность усвоения, рассматриваемая как сохранение усвоенного материала для последующего применения в учении и профессиональной деятельности; умение учиться (трудность-лёгкость учения); эмоциональные процессы, характеризующие учение и проявляющиеся в удовлетворённости учебной деятельностью и отношении к учению. О. А. Конопкин рассматривает высоту организации живого с позиции целостности системы саморегуляции. По его мнению, о целостности системы саморегуляции свидетельствует сформированность, т. е. функциональная развитость всех её основных компонентов: отсутствие любого звена функциональной структуры нарушает целостность, замкнутость информационного контура регуляции, т. е. «принцип кольца» в построении процесса. При этом все структурные компоненты, системно взаимодействующие в целостных регуляторных процессах, должны иметь высокий уровень сформированности. Отсюда показателем саморегуляции учебно-профессиональной деятельности студентов могут выступать целостность и взаимосвязь структурных компонентов саморегуляции. Уровень сформированности саморегуляции учебно-профессиональной деятельности студентов – это количественно-качественная характеристика степени её развития. Постоянно приводя свои возможности в соответствие требованиям педагогов, студент независимо от себя формирует свою систему саморегуляции. Ранее используемые средства анализа условий дополняются новыми, вырабатываются более тонкие критерии и способы оценки получаемых результатов, оттачиваются навыки своевременной коррекции. Вместе с накоплением теоретического опыта расширяется и опыт практический, опыт автоматической регуляции внутренних состояний, обеспечивающий требуемую работоспособность. Растёт до осознаваемых моментов участия в процессе саморегуляции своей деятельности. Студент может обнаружить столь частые несовпадения и несоответствия между необходимыми управляющими воздействиями и результатами отдельных этапов деятельности. На основе сформированной саморегуляции учебно-профессиональной деятельности впоследствии может развиваться продуктивная саморегуляция и в других видах деятельности. Саморегуляция учебно-профессиональной деятельности становится основой для развития всех видов активности студента. Таким образом, продуктивность обучения определяется успешностью интериоризации регулятивных схем, «присвоением» их субъектами учения. Феноменология саморегуляции представлена в учебной деятельности двояким образом: в инструментальной основе учения «умении учиться» и в обобщённой модели содержания обучения.
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ПСИХОЛОГИЧЕСКИЕ МЕХАНИЗМЫ САМОРЕГУЛЯЦИИ УСПЕШНОЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ЛИЧНОСТИ
Задачей статьи является конструирование механизмов саморегуляции успешной профессиональной деятельности методом проектирования и синтеза систем, а также реконструкции деятельности субъекта по достижению профессионального успеха. Актуальность такого исследования обусловлена тем, что в современных условиях осуществления профессиональной деятельности, характеризующихся высоким уровнем неопределенности, опережающим развитием технологий, постоянно расширяющимися информационными потоками и коммуникативным пространством, эффективность и производительность профессионала, являющиеся критериями оценки успешности его профессиональной деятельности со стороны профессионального сообщества, напрямую детерминированы уровнем развития саморегуляции личности. Понимание закономерностей осуществления процессов саморегуляции успешными профессионалами представляет особый интерес как best practice, как ключ к практической реализации успешных стратегий профессиональной деятельности в условиях ограниченных ресурсов. Решение данной проблемы позволило бы вывести моделирование эффективной деятельности на новый уровень – уровень технологического знания, что не только предоставляет широкие возможности для улучшения показателей эффективности и производительности сотрудников, но и дает мощный инструмент для их саморазвития Однако, несмотря на высокую актуальность и практическую востребованность, проблема психологических механизмов саморегуляции успешной профессиональной деятельности слабо разработана в теоретическом и в прикладном аспектах. Нет эксплицированного определения успешной профессиональной деятельности, единой точки зрения на принципы и основания для выделения механизмов психологической саморегуляции в контексте успешной профессиональной деятельности, нет ответа на вопрос о том, как эти механизмы соотносятся между собой. Поэтому первым этапом исследования стал теоретический анализ и поиск методологических подходов к изучению предмета и объекта исследования, которыми являются психологические механизмы саморегуляции и успешная профессиональная деятельность. В результате анализа методологических подходов к предмету исследования были изучены теории саморегуляции как родового понятия. Изучение проблемы психологической саморегуляции ведется с 20-х гг. прошлого века. Результаты исследований отражены в трудах Н. А. Бернштейна, П. К. Анохина, Д. А. Ошанина, Б. Ф. Ломова, Б. Г. Ананьева, Л. М. Веккер, В. П. Зинченко, Г. М. Зараковского, А. В. Ярмоленко, В. А. Бодрова, Н. Д. Заваловой, В. А. Пономаренко, Е. Н. Суркова, В. Н. Носуленко, О. А. Конопкина, В. И. Моросановой, К. А. Абульхановой, Е. А. Сергиенко, В. А. Петровского, В. В. Знакова, Д. А. Леонтьева, Л. Г. Дикой, О. А. Прохорова, В. А. Иванникова, А. С. Шарова, А. В. Карпова, В. Е. Клочко, Н. Винера, Н. Бингелоу, Дж. Миллера, Е. Галантера, К. Прибрама, Ч. Карвера, М. Шайера, У. Пауэрса, Б. Циммермана, Ж Нюттена, Ю. Куля и многих других ученых. Несмотря на большое количество современных теорий саморегуляции, суть данного явления понимается различными авторами сходным образом: саморегуляция – это системно организованный процесс внутренней психической активности человека по инициации, построению, поддержанию и управлению разными видами и формами произвольной активности, непосредственно реализующей достижение принимаемых личностью целей. Данное определение принадлежит О. А. Конопкину . Его концептуальная модель саморегуляции деятельности была определена в качестве методологической базы исследования по критерию универсальности, который дает возможность ее применения в различных научных контекстах, в том числе в контексте успешной профессиональной деятельности. При рассмотрении проблемы саморегуляции в соответствии с определением О. А. Конопкина, то есть в рамках системного подхода, базовым понятием является понятие психологических механизмов, посредством которых осуществляется саморегуляция. Первые исследования психологических механизмов (на примере речи) связаны с именем Н. И. Жинкина. Развивая идеи ученого, А. А. Леонтьев сформулировал их основные признаки: в них отражается опосредствованный характер человеческой психики; они определяют идею психической деятельности; их модели одних и тех же явлений могут различаться; деятельность может обеспечиваться принципиально различными механизмами; они отражают сознательный и бессознательный выбор и имеют сложную иерархию – от элементарных до специфических. Дальнейшие исследования психологических механизмов в различных контекстах велись Л. М. Аболиным, В. С. Агеевым, Л. Н. Антилоговой, А. В. Карповым, О. А. Конопкиным, Ю. Н. Кулюткиным, О. М. Краснорядцевым, Г. С. Никифоровым, А. С. Шаровым, М. В. Зотовым и др. Большинством авторов психологические механизмы рассматриваются в контексте различных аспектов жизнедеятельности и определяются как постоянно действующая или ситуативно возникающая целостная психологическая система средств, обеспечивающих выполнение тех или иных регулятивных функций. Концептуальной основой их систематизации является структура регуляции . В исследовании механизмов саморегуляции в рамках концептуальной модели О. А. Конопкина данное определение психологических механизмов целесообразно конкретизировать в контексте структурно-функционального подхода, который понимает психологические механизмы как результат взаимодействия и взаимосодействия компонентов психологической системы. Таким образом, первой теоретической предпосылкой исследования механизмов саморегуляции успешной профессиональной деятельности стала концепция О. А. Конопкина, в которой саморегуляция представлена как целенаправленная функциональная система. Компонентами системы выступают: цель деятельности; субъективная модель значимых условий как источника информации, на основании которой человек осуществляет программирование в соответствии с учетом внутренних и внешних условий активности, а также информации об их динамике; программа исполнительских действий как определение характера, последовательности, способов и других характеристик действий, направленных на достижение цели; система субъективных критериев как конкретизация и уточнение исходной формы и содержания цели для определения информационной неопределенности и её минимизации; контроль и оценка реальных результатов относительно системы принятых субъектом критериев успеха с целью выявления степени соответствия или рассогласования между запрограммированным ходом деятельности, её этапными и конечными результатами; решение о коррекции системы саморегулирования. Данные компоненты отражают состав и характер регулятивных функций системы. В специфике межфункциональных связей (связей между компонентами) проявляются механизмы саморегуляции. Регуляторно-информационные процессы определяют уровни саморегуляции. Второй предпосылкой теоретического исследования была определена системогенетическая концепция профессиональной деятельности В. Д. Шадрикова. В данной концепции описана инвариантная структура профессиональной деятельности, компонентами которой являются: цель профессиональной деятельности, мотивы профессиональной деятельности, программа деятельности, информационная основа деятельности, принятие решения, подсистемы профессионально важных качеств . Важной характеристикой данной системы является ее интегративный потенциал, то есть возможность взаимодействовать с другими конструктами, в частности с системой саморегуляции деятельности. Третья предпосылка исследования проблемы – определение профессионального успеха как состояния оптимального баланса между профессиональной самоценностью и профессиональной надежностью, к которому стремится субъект, выбирая целесообразные условия и пути его достижения. Данное определение сформулировано на базе существующих имплицитных описаний С. А. Дружилова, А. Ю. Согомонова в рамках исследовательских работ, проведенных на кафедре практической психологии ВятГГУ в 2010– 2012 гг. под руководством Г. И. Корчагиной . В контексте успешной профессиональной деятельности достижение состояния профессионального успеха является целью профессиональной деятельности, что конкретизирует содержание компонентов структуры системы профессиональной деятельности В. Д. Шадрикова, наполняя ее новым содержанием. Для наглядности компоненты системы успешной профессиональной деятельности описаны в таблице. Следующий этап теоретического исследования заключался в проектировании системы саморегуляции успешной профессиональной деятельности методом синтеза двух описанных систем. Данный подход обусловлен предположением о том, что в основе процесса реализации успешной профессиональной деятельности лежит взаимосодействие целенаправленной системы успешной профессиональной деятельности и целенаправленной системы саморегуляции деятельности, причем система саморегуляции является детерминирующим (управляющим) механизмом и выполняет по отношению к системе успешной профессиональной деятельности роль адаптивного контура, то есть является надсистемой. Решение об активации системы саморегуляции принадлежит субъекту, поэтому система является самоорганизующейся. Итак, генетическая концепция двух взаимосодействующих систем одна – теория функциональных систем П. К. Анохина. Отсюда следует вывод о морфологической идентичности их структур: они изоморфны, тождественны. Их взаимодействие происходит на основе синтеза следующим образом: 1. Целевые блоки двух систем объединяются, образуя целевой блок системы саморегуляции успешной профессиональной деятельности. 2. Компонент «Информационная основа деятельности» системы успешной профессиональной деятельности включает в себя функции конкретизации и уточнения исходной формы и содержания цели в соответствии со своим субъективным пониманием принятой цели, а также контроля и оценки реальных результатов в соответствии с объективными и субъективными критериями достижения цели. В универсальной системе саморегуляции аналогичные функции выполняются компонентами «Субъективная модель значимых условий», «Система субъективных критериев достижения цели», «Контроль и оценка реальных результатов». Таким образом, эти три блока объединяются по их функциональному назначению, которое тождественно блоку «Информационная основа деятельности» системы успешной профессиональной деятельности. 3. Компонент «Программа деятельности» в структуре системы успешной профессиоанльной деятельности функционально тождественен блоку «Программа исполнительских действий» системы саморегуляции деятельности, а компонент «Принятие решений» – компоненту «Принятие решения о коррекции системы саморегулирования». 4. Блок «Мотивационная структура» входит в новую систему в качестве самостоятельного компонента. 5. Компонент, обозначенный нами в структуре системы успешной профессиональной деятельности как «Субъект», отражен в каждом компоненте системы саморегуляции. Например, способность субъекта к волевому мышлению отражается в блоке принятия решения; способность к рациональному мышлению – в блоке «Программа деятельности»; компонент «Информационная основа деятельности» отражает способность субъекта к практическому мышлению (которое объединяет в себе рациональное и волевое мышление), а эмоции субъекта – обязательная составляющая мотивационной структуры, так как потенциал эмоций определяется структурой потребностей, которые характеризуют широту и уровень личностного развития человека, систему его основных личностных ценностей. В свою очередь, мотивационная структура определяет цель субъекта, которая также должна быть принята эмоционально. Связанная с принятием цели эмоционально-волевая настройка во многом определяет успешность целенаправленной деятельности. Субъект является стержневой основой всей системы саморегуляции успешной профессиональной деятельности. Таким образом, компонентами системы саморегуляции успешной профессиональной деятельности являются: цель, мотивационная структура, субъект, программа деятельности, принятие решений, информационная основа деятельности. В процессе исследования было выдвинуто предположение, что при взаимодействии данных компонентов образуются механизмы: мотивационный, информационный, программный, рефлексивный с фокусом на профессиональной надежности и рефлексивный с фокусом на профессиональной самоценности. Данные механизмы соотносятся между собой иерархически. Для верификации теоретической модели была организована и проведена эмпирическая часть исследования. Методика Эмпирическое исследование проводилось с февраля по май 2013 года на базе выборки (N = 297) специалистов ряда организаций г. Кирова и Кировской области. В целевую выборку исследования вошли успешные профессионалы (N = 112) организаций, представляющих 5 различных направлений реализации профессиональной деятельности: маркетинг – 19 испытуемых, экстренная помощь в чрезвычайных ситуациях – Компоненты системы успешной профессиональной деятельности 18 , тушение пожаров – 26, торговля – 32, предоставление сервисных услуг – 17. В исследовании были использованы методика «Вектор» В. Г. Мельникова для определения показателей профессиональной надежности и профессиональной самоценности, методика «Стиль саморегуляции» В. И. Моросановой для выявления стилевых особенностей саморегуляции успешных профессионалов, методика «Профессиональная востребованность личности» Е. В. Харитоновой и Б. А. Ясько, диагностирующая уровень профессиональной востребованности личности, методика «Мониторинг трудовых мотивов» Ф. Герцберга, модифицированная и адаптированная В. Р. Келих и Ю. Л. Старенченко, предназначенная для исследования индивидуальной трудовой мотивации, «Многомерный профессионально-психологический личностный тест» А. В. Сидоренкова – для описания личностной структуры успешных профессионалов. Статистический анализ результатов эмпирического исследования проводился с помощью H-критерия Крускала – Уоллиса, коэффициента ранговой корреляции Спирмена, факторного анализа. Результаты На первом этапе исследования была определена целевая выборка – профессионалы с высоким уровнем и профессиональной надежности и профессиональной самоценности. Выборка составила 112 человек. На втором этапе было определено содержание структурных компонентов системы саморегуляции успешных профессионалов. На третьем этапе была проведена проверка выборки на однородность. По большинству показателей обнаружено сходство показателей. На четвертом этапе исследования были выявлены механизмы саморегуляции успешной профессиональной деятельности и установлен характер их соотношения между собой. Обратимся к результатам исследований. На основании корреляционного анализа с помощью подсчета связей между компонентами было выделено пять механизмов саморегуляции успешной профессиональной деятельности: мотивационный, информационный, программный, рефлексивный с фокусом на профессиональной надежности и рефлексивный с фокусом на профессиональной самоценности. Для статистического подтверждения предположения об их наличии и значимости был использован метод факторного анализа, который позволил выделить иерархию или уровневую структуру механизмов. Фактор 1 представлен следующими показателями: мотивация достижения (0,838), социальнопсихическая устойчивость (0,653), самоуверенность (0,629), стремление к саморазвитию (0,616), ориентация на перспективу (0,587), общий уровень саморегуляции (–0,691), программирование (–0,567). Ведущим показателем фактора 1 является «мотивация достижений», что обозначает склонность к переживанию удовольствия и гордости при достижении результата. Как показал корреляционный анализ, между мотивацией достижений и другими показателями первого фактора было выявлено наличие значительных прямых взаимосвязей. Так, мотивация достижений связана с социально-психической устойчивостью (r = 0,659, р # 0,01) и стремлением к саморазвитию (r = 0,505, р # 0,01). Кроме того, чем выше мотивация достижений, тем выше стремление к ответственности (r = 0,5, р # 0,01). Таким образом, субъект направлен на перспективу, его мышление характеризуется стратегичностью; можно сказать, что он «переживает» будущий успех и испытывает гордость за достигнутые в будущем результаты сейчас, в настоящем, причем чем больше он представляет будущий успех, тем выше способность к поддержанию максимальной работоспособность в различных, в том числе и напряженных, ситуациях, что позволяет сохранять на высоком уровне направленность на постоянную работу над собой. Этому способствует и уверенность в своих силах и способностях. Мотивация достижения настолько велика, что она выступает в роли компенсирующего фактора по отношению к общему уровню саморегуляции (–0,691). Отрицательная нагрузка по показателю программирования (–0,567) подтверждает невостребованность рассматриваемым механизмом конкретных регулятивных функций, описываемых частными шкалами. Поэтому у нас были все основания, чтобы определить механизм, описанный показателями первого фактора, по ведущему показателю как мотивационный. Функциональное назначение мотивационного механизма в системе успешной профессиональной деятельности заключается в обеспечении связи между компонентами «Субъект» и «Цель» в процессе целеобразования посредством подготовки целенаправленности профессиональной деятельности на основе мотивационной структуры. С помощью мотивационного механизма субъект определяет цель, которой является достижение баланса между профессиональной надежностью (объективный фактор в мотивационной структуре) и профессиональной самоценностью (субъективный фактор в мотивационной структуре). Фактор 2 включил в себя показатели: профессиональный авторитет (0,794), профессиональная компетентность (0,757), отношение других (0,675), самоотношение (0,671), оценка результатов профессиональной деятельности (0,649), принадлежность к профессиональному сообществу (0,630), переживание профессиональной востребованности (0,619). Результаты корреляционного анализа показали наличие прямых значительных взаимосвязей между принадлежностью к профессиональному сообществу и оценкой результатов профессиональной деятельности (r = 0,602, р # 0,05), отношением других (r = 0,537, р # 0,05), самоотношением (r = 0,652, р # 0,05), то есть чем полнее субъект ощущает свою принадлежность к профессиональному сообществу, тем качественнее он может производить оценку своей профессиональной деятельности, в соответствии с которой проводится своевременная корректировка профессиональных действий для уменьшения рассогласования между текущим и целевым состоянием, что детерминирует эффективность и успешность профессиональной деятельности. Профессиональная идентичность становится основанием для удовлетворенности отношением со стороны коллег и руководства, а также объективной оценкой результатов деятельности субъекта, что, в свою очередь, приводит к высоким показателям самоотношения. Данные показатели можно интерпретировать так: субъект расценивает свою систему профессиональных знаний как сформированную, он не только располагает этой системой, но и эффективно использует ее, благодаря чему осознает себя значимым для других членов профессиональной группы в качестве «источника информации» в рамках выполняемой профессии. Востребованность информации, предоставляемой субъектом, служит критерием его нужности, полезности. На основании обратной связи субъект узнает об идеях, ценностях, нормах профессиональной группы, определяет степень своей включенности в профессиональное сообщество, выделяя общие, типичные характеристики, которые и определяют профессиональную группу как единое целое. Эмоционально-оценочная система формирует устойчивую степень положительности отношения к самому себе, обеспечивая самопринятие. Высокая способность оценивать текущее состояние деятельности по отношению к цели обеспечивает динамику информационного обмена благодаря корректировке системы критериев, в соответствии с которыми производится оценка на всех перечисленных этапах. Таким образом, в фокусе внимания показателей второго фактора – информационный обмен. Поэтому механизм, соответствующий данному фактору, определен как информационный. В системе успешной профессиональной деятельности информационный механизм выполняет функцию контроля соответствия результатов функционирования системы поставленной цели на основе системы объективных и субъективных критериев успешной профессиональной деятельности, которые входят в содержание компонента «Информационная основа деятельности» в системе успешной профессиональной деятельности. Фактор 3 представлен показателями: практичность (0,696), гибкость (0,664), общий уровень саморегуляции (0, 633), ответственность (0,608), моделирование (0,611), мышление социальное (0,6), программирование (0, 5). Ведущие показатели фактора 3 – практичность, гибкость и общий уровень саморегуляции, что проявляется как доминирование интереса к практическим идеям и проблемам. Активность вплетена в реалии жизни, деятельность подчинена обеспечению материальных потребностей и достижению результата, причем в процессе деятельности продумываются и учитываются детали, что позволяет рационально приобретать и использовать ресурсы. Всё вышеперечисленное в сочетании с высокой мотивацией достижения обеспечивает высокую пользу от профессиональной деятельности субъекта. Эффект усиливается и благодаря развитому социальному мышлению, направленному на регулирование межличностных отношений в процессе осуществления профессиональной деятельности: реальность подвергается интерпретации, новая информация адаптируется к уже имеющейся. Это способствует выполнению своих обязанностей и обещаний независимо от обстоятельств. Субъект организован, собран, дисциплинирован, точен в выполнении работы, что служит фундаментом для высокой эффективности при осуществлении моделирования и программирования. Он способен выделять значимые условия достижения целей как в текущей ситуации, так и в перспективном будущем, что, в свою очередь, проявляется в соответствии программ деятельности, характеризующихся детальностью, развернутостью, продуманностью способов деятельности и поведения, планам деятельности. При этом в ситуации риска наблюдается способность быстро изменить изменение значимых условий, адекватно отреагировать и перестроить программу действий для успешного решения задачи, что характеризует общий уровень саморегуляции как высокий. Это подтверждается результатами корреляционного анализа, который показал наличие прямых значительных связей между моделированием, гибкостью (r = 0,32, р # 0,05) и общим уровнем саморегуляции (r = 0,591, р # 0,05); между гибкостью и программированием (r = 0,573, р # 0,05). Кроме того, сильные прямые связи существуют между гибкостью и общим уровнем саморегуляции (r = 0,756, р # 0,01), а также между программированием и общим уровнем саморегуляции (r = 0,801, р # 0,01), то есть чем лучше субъект определяет значимые условия, чем больше его способность к прогнозированию таких условий в перспективе, тем адекватней он может реагировать на изменения. Чем быстрее и адекватней его реакция на изменения, тем эффективней скорректированная программа действий. Показатели третьего фактора описывают механизм, функции которого можно обозначить как реализацию программы деятельности по достижению цели. Исходя из показания шкал, третий фактор определяет рассматриваемый механизм как программный. В системе успешной профессиональной деятельности программный механизм обеспечивает связь между компонентами «Программа деятельности» и «Информационная основа деятельности посредством принятия решения о корректировке содержания системы критериев последнего». Таким образом, обеспечивается адаптация всей системы к внутренним и внешним условиям на основе учета информации, мотивов, смыслов и целей. Фактор 4 включил в себя показатели доверчивости (0,703), мотивации просоциального одобрения (0,651), зависимости от группы (0,461), ориентации на формальное деловое общение (0,442). Данный фактор является биполярным, так как один из показателей, а именно самостоятельность, имеет отрицательную нагрузку (–0,520). Полученные показатели говорят о готовности признавать за другими способность к эффективному вкладу в общую работу, склонности к кооперации в противовес конкуренции; об открытости, готовности делиться информацией и принимать информацию даже без достаточно критического анализа. Субъект склонен к нормативности, лояльности к групповым стандартам, признанию и защите групповых ценностей, стремлению реализовать групповые цели. Он принимает свою взаимозависимость от коллег; действует в группе с учетом интересов других ее членов; предпочитает самостоятельной работе командную, сопоставляет свои способы и результаты деятельности со способами и результатами других. Идентификация индивида с группой свидетельствует о стремлении получить одобрение других людей, что в целом продуктивно для реализации профессиональной деятельности. Поддержание достигнутого состояния может осуществляться в рамках формального делового общения, когда предпочтение отдается нормативам и официальным требованиям к общению, использованию Уровневая структура психологических механизмов саморегуляции успешной профессиональной деятельности административных методов влияния. Особенно это касается деятельности с высоким уровнем ответственности. При этом внешней мотивацией формального делового общения являются стремление к достижению успеха и одобрение руководства. Направленность производимых действий на достижение профессиональной надежности (то есть одобрения и высокой оценки со стороны профессиональной группы) очевидна. Достичь ее можно благодаря постоянной оценке своих действий по отношению к действиям других членов профессиональной группы. Поэтому на основании проведенного анализа механизм был определен как рефлексивный с фокусом на профессиональной надежности. Благодаря данному механизму повышается надежность достижения цели системы успешной профессиональной деятельности. Последний фактор – Фактор 5 – имеет значимые факторные нагрузки по следующим переменным: стремление к карьере (0,639), стремление к зависимости от руководства (0,543), стремление к ответственности и самостоятельности (0,515). Это говорит о стремлении к повышению должностного статуса и властных полномочий, при которых предоставляется возможность не только реализовать имеющиеся навыки и компетенции, достигнуть определенного уровня благосостояния, но и перейти на другой уровень сложности решаемых задач. При этом субъект осознает, что реализация его профессиональной деятельности, сопровождающейся определенными достижениями, происходит в рамках организационной системы, функционирующей в соответствии с организационными нормами и правилами. Система в данном случае рассматривается как инструмент, как фундамент для развития, поэтому субъект осознанно принимает свою зависимость от взаимоотношений с руководителем как лицом, распределяющим ресурсы, необходимые для достижения цели, и определяющим перспективы и развития. Кроме того, руководитель выступает не только как источник объективной оценки достижений субъекта, но и как критерий субъективной оценки достижений. На эти оценки субъект ориентируется при самостоятельном выборе целей и способов решения задач, с каждым разом увеличивая уровень своей личной ответственности. Благодаря постоянной рефлексии своей самоценности субъект развивается и достигает уровня успешного профессионала. Таким образом, показателями пятого фактора описан механизм, который можно определить как рефлексивный с фокусом на профессиональной самоценности. В системе успешной профессиональной деятельности данный механизм, как и предыдущий, обеспечивает надежность достижения субъектом цели. Итак, профессиональная деятельность может быть успешной только при достаточном уровне развития всех механизмов саморегуляции: мотивационного, информационного, программного, рефлексивного с фокусом на профессиональной надежности и рефлексивного с фокусом на профессиональной самоценности. Кроме того, необходимым условием реализации успешной профессиональной деятельности является сформированность иерархической уровневой структуры механизмов, представленной на рисунке. Нужно сказать о том, что все уровни механизмов соединены восходящими и нисходящими связями. Первый вариант конструктивно рассматривать применительно к процессу формирования, выстраивания системы успешной профессиональной деятельности. Но если есть задача управления уже сформированной системой, то изменения должны происходить, начиная с рефлексивного уровня с фокусом на профессиональной самоценности и рефлексивного уровня с фокусом на профессиональной надежности. Эти различия учтены при разработке рекомендаций по практическому применению результатов исследования.
# [[ТЕОРЕТИЧЕСКИЙ АНАЛИЗ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ В ОТЕЧЕСТВЕННОЙ И ЗАРУБЕЖНОЙ ПСИХОЛОГИИ]]**[[SRL2014-1]]
# [[ГОТОВНОСТЬ ЛИЧНОСТИ К САМОРЕГУЛЯЦИИ ПСИХИЧЕСКИХ СОСТОЯНИЙ В ОСОБЫХ И ЭКСТРЕМАЛЬНЫХ УСЛОВИЯХ]]**[[SRL2014-2]]
# [[СУБЪЕКТНЫЕ КАЧЕСТВА ЛИЧНОСТИ СТУДЕНТА КАК ОСНОВЫ ФОРМИРОВАНИЯ САМОРЕГУЛЯЦИИ ЖИЗНЕДЕЯТЕЛЬНОСТИ]]**[[SRL2014-3]]
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=21819229"><span lang="ru-RU"><b>ТЕОРЕТИЧЕСКИЙ
АНАЛИЗ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ В ОТЕЧЕСТВЕННОЙ И ЗАРУБЕЖНОЙ
ПСИХОЛОГИИ</b></span></a><br/>
<font color="#00008f"><i>Пугачева
О.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=33975889">Ученые
записки Российского государственного социального университета</a>.
2014. <a href="https://www.elibrary.ru/contents.asp?id=33975889&selid=21819229">№ 2 (124)</a>.
С. 30-34. </font>
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23017716"><b>ГОТОВНОСТЬ
ЛИЧНОСТИ К САМОРЕГУЛЯЦИИ ПСИХИЧЕСКИХ СОСТОЯНИЙ В ОСОБЫХ И
ЭКСТРЕМАЛЬНЫХ УСЛОВИЯХ</b></a><br/>
<font color="#00008f"><i>Лаврик
А.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34054311">Вестник
Университета Российской академии образования</a>. 2014. <a href="https://www.elibrary.ru/contents.asp?id=34054311&selid=23017716">№ 2</a>.
С. 92-95. </font>
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<p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=22565383"><b>СУБЪЕКТНЫЕ
КАЧЕСТВА ЛИЧНОСТИ СТУДЕНТАКАК ОСНОВЫ ФОРМИРОВАНИЯ САМОРЕГУЛЯЦИИ
ЖИЗНЕДЕЯТЕЛЬНОСТИ</b></a><br/>
<font color="#00008f"><i>Лыткина
А.В.</i></font><br/>
<font color="#00008f"><a href="https://www.elibrary.ru/contents.asp?id=34037115">Экономические
и гуманитарные исследования регионов</a>. 2014. <a href="https://www.elibrary.ru/contents.asp?id=34037115&selid=22565383">№ 5</a>.
С. 18-19. </font>
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ТЕОРЕТИЧЕСКИЙ АНАЛИЗ ПРОБЛЕМЫ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ В ОТЕЧЕСТВЕННОЙ И ЗАРУБЕЖНОЙ ПСИХОЛОГИИ
Интерес к проблеме психической саморегуляции, понимаемой как возможность человека управлять собой, собственной произвольной активностью, своими состояниями повысился за последние годы, о чем свидетельствует тот факт, что проблема саморегуляции рассматривается в отечественной и зарубежной психологии в различных теоретических контекстах. Как отмечает В.И. Моросанова, представители разных психологических дисциплин обращаются в своих исследованиях к понятию саморегуляции: «Это традиционные исследования регуляции состояний, психология принятия решений и инженерная, и медицинская, и педагогическая, и другие ее отрасли» . По мнению О.А. Конопкина, «проблема психической саморегуляции является одной из наиболее глобальных и фундаментальных проблем общей психологии» в отечественной науке . Обратимся к анализу термина «саморегуляция». В психологии единое понятие саморегуляции выделить сложно. Приведем для примера несколько определений различных авторов. В.В. Николаева с соавторами определяет саморегуляцию как системный процесс, обеспечивающий адекватную условиям изменчивость, пластичность жизнедеятельности субъекта на любом из ее уровней . Как отмечает О. Микшик, саморегуляция представляет собой интегративный сплав врожденных и приобретенных стратегий реагирования и готовности к определенной форме или способу взаимоотношения со средой . По мнению В.И. Моросановой: «саморегуляция – целостная система выдвижения и управления достижением целей поведения и деятельности» . Б.В. Зейгарник в своих работах отдельно отмечала личностно-смысловую сторону описываемого понятия. Саморегуляция, в данном случае, понималась как принцип организации человеческой деятельности, основанный на сознательном управлении собственным поведением, включающий как операциональнотехнический уровень, так и мотивационные компоненты . Согласно К.А. Абульхановой-Славской, саморегуляция – это механизм, направленный на поддержание оптимальной для деятельности психической активности человека, на обеспечение внутренней психической активности психическими средствами. Кроме того, автор отмечает, что «саморегуляция, как гибкий, целостный, индивидуализированный механизм обеспечивает процессуальную регуляцию деятельности, т.е. по ходу ее купирует внутренние трудности, рассогласования психических составляющих (рост мотивации и усталость и т.д.), мобилизирует психологические и личностные резервы» . Проблема саморегуляции сегодня активно разрабатывается и в зарубежных исследованиях, «книги, статьи, конференции, имеющие отношение к данной области исследований существуют везде» (James J. Gross, Ross A. Thompson). Феномен саморегуляции рассматривается в связи с поведенческими проявлениями личности, когнитивными стилями, исследуются структура и механизмы саморегуляции, роль и участие психических процессов в формировании и развитии навыков саморегуляции, возрастные аспекты становления саморегуляции . Roy F. Baumeister рассматривает саморегуляцию как сложный механизм, обеспечивающий планирование и реализацию субъектом произвольной активности в соответствии с принятой целью . В теории B.J. Zimmerman, D.H. Schunk понятие саморегуляции рассматривается в связи с понятием мотивации. Автор определяет саморегуляцию как «мотивационную, когнитивную и поведенческую активность, обеспечивающую достижение цели субъектом» . Luke Behncke отмечает, что саморегуляция – это процесс, позволяющий личности регулировать собственную целенаправленную активность. Регуляция предполагает модуляцию мыслей, эмоций и действий, производимую при помощи специальных механизмов, целенаправленно или автоматизировано . Исходя из данных определений, можно заключить, что сфера, подвергающаяся регулированию, имеет очень большой разброс значений. В современной психологии предпринимаются попытки целостного осмысления личностных характеристик, ответственных за успешную адаптацию человека к окружающей его среде в целом, и совладание с жизненными трудностями. Объектом саморегуляции для человека могут являться поведение, собственные поступки, отдельные действия, психические явления (процессы, состояния, свойства). Как отмечает М.Я. Басов: «Какая деятельность человека нуждается в регуляции и подлежит ей?» На этот вопрос не может быть двух ответов: конечно, всякая. Какой бы формы процесс поведения мы не взяли, он должен быть рассмотрен с точки зрения механизмов его регуляции. Будет ли то внешняя, чисто двигательная реакция или процесс восприятия каких-либо, чисто внешних впечатлений, или воспроизведение явлений из глубины прошлого опыта, или, наконец, это будет сложный мыслительный процесс – всё равно, каждый из процессов этого рода в своем течении должен быть как-то регулируемым». Это также подтверждается справедливым замечанием Л.Г. Дикой, «в психологии до сих пор не сформированы четко основные понятия теории саморегуляции, уровни и компоненты ее психологической системы, не определена схема ее психологического анализа и конкретные пути его проведения» . В работах отечественных и зарубежных авторов описана проблема саморегуляции произвольной активности, разработана структурно-функциональная модель процесса саморегуляции. Наряду с концепциями саморегуляции психической деятельности и произвольной активности человека, активно ведутся исследования саморегуляции психических состояний. К ним относятся концепция саморегуляции функциональных состояний человека, а также концепция функциональных структур регуляции психических состояний . Г.С. Никифоров отмечает необходимость исследования саморегуляции личности в связи с различными типами деятельности. Исследование иерархической структуры механизмов саморегуляции человека в контексте различных видов его деятельности становится ключевым моментом в общей проблематике психологических изысканий. В ходе развития представлений о структуре и механизмах процесса саморегуляции, модель системы саморегулирования применена к исследованию личностного уровня саморегуляции (К.А. Абульханова-Славская, Ю.С. Жуйков, Ю.Л. Миславский, В.И. Моросанова, Н.Ф. Круглова, А.К. Осницкий, И.О. Сипачев, В.И. Степанский, Э.А. Фарапонова и др.). Согласно концепции К.А. Абульхановой-Славской, в структуре личностной саморегуляции выделяются несколько основных компонентов: мотивы, чувства, воля, которые рассматриваются как детерминанты регуляции поведения и деятельности человека . Саморегуляция, как системный процесс целенаправленной регуляции непроизвольных психофизиологических функций организма, обеспечивает не только адаптивные, но и сверхадаптивные возможности личности. Методы саморегуляции направлены на формирование у человека моделей адекватного поведения в условиях «психоэмоционального напряжения», а также на повышение эффективности деятельности в различных ситуациях. В связи с этим мы считаем необходимым отметить взаимосвязь понятий саморегуляция, эмоциональная устойчивость личности, а также психоэмоциональное напряжение. Известно, что эмоциональная устойчивость – это системное качество личности, приобретаемое индивидом и проявляющееся у него в единстве эмоциональных, интеллектуальных, волевых и других отношений, в которые он вовлекается в условиях напряженной деятельности». Под термином психоэмоциональное напряжение понимаются разнообразные неблагоприятные эмоциональные состояния, связанные с неудовлетворенностью основных жизненно важных потребностей: фрустрация, дискомфорт, стресс, тревога, депрессия и т. п. . Как показали исследования В.Л. Марищука и его сотрудников, в состояниях напряженности поведение человека характеризуется преобладанием стереотипных ответов, неадекватных ситуаций, когда «страдают» сложные формы целенаправленной деятельности, ее планирование и оценка, наблюдается общая тенденция к понижению устойчивости психических процессов, что в условиях аварийной ситуации может приводить к полной дезорганизации поведения человека. Для повышения эмоциональной устойчивости личности, и снижения психоэмоционального напряжения используются различные методы саморегуляции, а овладение навыками саморегуляции позволяет повысить эффективность деятельности человека в целом . По мнению ряда исследователей (О.А. Конопкин, В.И. Моросанова, Г.С. Прыгин, И.Н. Энгельс, В.И. Степанский) основной фундаментальной задачей в изучении проблемы саморегуляции является вопрос внутреннего строения этого процесса, принципиальных закономерностей его реализации. О.А. Конопкиным разработана структурно-функциональная модель процесса саморегуляции. Саморегуляция произвольной активности человека понимается им как «системно-организованный психический процесс по инициации, построению, поддержанию и управлению всеми видами и формами внешней и внутренней активности, которые направлены на достижение принимаемых субъектом целей» . Перечислим кратко функциональные звенья, реализующие процесс саморегуляции: 1. Принятая субъектом цель – звено выполняет общую системообразующую функцию, весь процесс саморегуляции формируется для достижения принятой цели в том ее виде, в каком она осознается субъектом. 2. Модель значимых условий – отражает комплекс внешних и внутренних условий, учет которых субъект считает необходимым для успешного достижения цели. 3. Программа – звено является информационным образованием, определяющим характер, последовательность, способы и другие (в том числе динамические) характеристики действий, направленных на достижение цели в “значимых” для субъекта условиях. 4. Субъективные критерии достижения цели (критерии успешности) – звено несет функцию конкретизации и уточнения исходной формы и содержания цели. Общая формулировка (образ) цели очень часто недостаточна для точного регулирования, и субъект преодолевает исходную информационную неопределенность цели, формулируя критерии оценки результата, соответствующего своему субъективному пониманию принятой цели. 5. Контроль и оценка реальных результатов – регуляторное звено обеспечивает информацию о степени соответствия (или рассогласования) между запрограммированным ходом деятельности, ее этапными и конечными результатами и реальным ходом их достижения. 6. Решения о коррекциях системы саморегулирования – конечным моментом коррекции является коррекция собственно исполнительских действий. Тогда первопричиной этого может быть изменение, внесенное субъектом по ходу деятельности в любое звено регуляторного процесса . Таким образом, О.А. Конопкин отмечает, что саморегуляция «...осуществляется благодаря диалектическому единству точного отражения объективных закономерностей действительности и их творческого осмысления относительно цели деятельности, максимально строго учета значимых для данной деятельности объективных условий и творческого выбора соответствующих этим условиям и своим возможностям путей и способов достижения цели» . Показано, что успешность и надежность в различных видах практической деятельности обеспечивается сформированностью целостной системы саморегуляции, а любой структурно-функциональный дефект (недостаточная реализация какого-либо функционального звена системы саморегуляции, неразвитость межфункциональных связей) процесса регуляции существенно ограничивает эффективность в самых различных видах деятельности . Рассмотрим модель регуляторного опыта человека А.К. Осницкого . Регуляторный опыт (РО) представляет собой динамическую систему , включающую информацию о внешнем и внутреннем мире, полученную непосредственно-чувственным и опосредствованным путем, наполненную личностным смыслом и определяющую стратегию и успешность деятельности. Регуляторный опыт имеет свою структуру, компоненты которой обеспечивают становление субъектности (ценностно-мотивационный, рефлексивный, привычная активизация, операциональный, коммуникативно-кооперативный или сотрудничество): Ценностный компонент РО – связан с формированием интересов, нравственных норм и предпочтений, идеалов, убеждений, которые ориентируют усилия человека. Рефлексивный компонент – накапливается путем соотнесения человеком знаний о своих возможностях и возможных преобразованиях в предметном мире и самом себе с требованиями выполняемой деятельности и решаемыми при этом задачами, увязывает ориентировку с остальными компонентами субъектного опыта. Привычная активизация – предполагает предварительную подготовленность, оперативную адаптацию к изменяющимся условиям работы, расчет на определенные усилия и определенный уровень достижения успеха; ориентирует в собственных возможностях и помогает лучше приспособить свои усилия к решению значимых задач. Операциональный компонент РО – включает общетрудовые, профессиональные знания и умения, а также умения саморегуляции и объединяет конкретные средства преобразования ситуации и своих возможностей. Коммуникативно-кооперативный компонент – предполагает сотрудничество при взаимодействии с другими участниками труда, способствует объединению усилий и совместному решению задач . Открытость – важная характеристика РО. Сформировавшись однажды, РО не остается статичным, он постоянно обогащается, пополняется за счет непосредственно чувственных и опосредованных компонентов опыта . В процессе совершенствования способностей к саморегуляции раскрываются внутренние психофизиологические и личностные ресурсы человека, обеспечивающие возможность к эффективной деятельности в целом. Саморегуляция как способность коррекции неблагоприятных психических и эмоциональных состояний; процесс формирования моделей адекватного поведения в условиях «психоэмоционального напряжения», наиболее часто рассматривается в контексте различных видов деятельности, в частности в исследованиях надежности человека-оператора, успешности учебной деятельности, экстремальных ситуациях. Существует большое количество исследований, в которых установлено, что в различных видах деятельности человеку необходимы сформированные умения и навыки саморегуляции . В исследованиях отечественных и зарубежных психологов неоднократно показано, что структура саморегуляции психических состояний и уровень ее сформированности влияют на успешность профессиональной, спортивной и учебной деятельности. Изучение личностных типологий в связи с феноменом саморегуляции, исследование реализации личностных характеристик в индивидуальных особенностях саморегуляции, анализ вопросов, связанных с тем, в какой степени и какими средствами конкретная личность будет добиваться достижения поставленной цели, подробно разработаны в трудах В.И. Моросановой в связи с понятием «стиль саморегуляции». В качестве существенных и одновременно типических особенностей саморегуляции произвольной активности выделяются процессы, которые связаны с реализацией частных функций целостного регуляторного процесса. К их числу автор относит: индивидуальные особенности, связанные с постановкой, принятием, удержанием целей; особенности создания модели значимых условий; специфика программирования предстоящих исполнительских действий, необходимых для достижения поставленной цели; контроль и оценка результатов своей деятельности и принятие решений о необходимых коррекциях . Наряду с особенностями, характерными для каждой частной регуляторной функции, выделяются регуляторно-личностные свойства. Они характеризуют функционирование каждого из звеньев регуляции, и в то же время обнаруживают свою принадлежность к личности, являются инструментальными, личностными свойствами. К ним относятся: • адекватность (условиям деятельности субъективно принимаемой модели, программы, способов контроля, критериев успешности); • осознанность (представлений об условиях и о программе действий, о контролируемых параметрах, о критериях успешности и т.д. в соответствии с их соотносительной значимостью для достижения цели); • пластичность (саморегуляции, возможность внесения коррекций в функционирование различных регуляторных звеньев, когда этого требуют условия деятельности); • надежность и устойчивость (функционирования регуляторных звеньев и их структуры в условиях психической напряженности); • автономность (самостоятельность программирования, моделирования, оценивания, коррекции своей активности), а также уверенность, инициативность, осторожность, критичность, ответственность. Как показал теоретический анализ проблемы саморегуляции в отечественной и зарубежной психологии, личность любого человека представляет собой комбинацию из различных особенностей, черт, в которой одни являются главными, доминирующими, другие проявляются только в определенных ситуациях. Способности к саморегуляции являются базисными при реализации различных стратегий поведения в трудных жизненных ситуациях, в конфликтных или неопределенных обстоятельствах, стрессовых условиях и т.п. От степени совершенства процессов саморегуляции зависит успешность, надежность, продуктивность совладеющего поведения в целом. В процессе саморегуляции раскрываются внутренние резервы человека, дающие ему относительную свободу от обстоятельств, обеспечивающие даже в самых трудных условиях возможность актуализации. Таким образом, проблема саморегуляции является одной из наиболее глобальных и фундаментальных проблем общей психологии. Исследование различных сторон и аспектов данной проблемы открывает большие возможности для понимания и объяснения общих закономерностей построения и реализации человеком стратегий поведения в различных ситуациях в целом, а также регуляторных составляющих процесса саморегуляции, лежащих в его основе.
ГОТОВНОСТЬ ЛИЧНОСТИ К САМОРЕГУЛЯЦИИ ПСИХИЧЕСКИХ СОСТОЯНИЙ В ОСОБЫХ И ЭКСТРЕМАЛЬНЫХ УСЛОВИЯХ
Важнейшим фактором успешности деятельности личности в особых и экстремальных условиях является высокий уровень готовности к саморегуляции психических состояний. При этом во многих случаях высокий уровень готовности к саморегуляции психических состояний компенсирует недостаток опыта саморегуляции в силу того обстоятельства, что опытность как интегральное ценностное качество личности обладает меньшими динамическими характеристиками, чем готовность к какойлибо деятельности. У «опытных» довольно часто проявляется специфическая деформация реализации саморегуляции в особых и экстремальных условиях, заключающаяся в абсолютизации своего опыта при отсутствии элементов готовности к данной деятельности. Такой человек, несмотря на действительно богатый опыт, порой не в состоянии успешно регулировать своё психофизиологическое состояния изза иной социальнопсихологической ситуации, к которой он оказывается не готовым. Таким образом, готовность к саморегуляции психических состояний как фактор успешности деятельности личности в особых и экстремальных условиях имеет отношение не только к молодым людям, но и к тем, чей опыт такой деятельности достаточно богат. В деятельности в особых и экстремальных условиях существенными факторами успешности являются волевые черты личности, выступающие как важный элемент в структуре готовности к саморегуляции. Например, быстрое решение задач требует решительных действий, а внутреннее состояние человека, подчиняясь воздействию отрицательных эмоций и негативных психических состояний, зачастую тормозит требуемую от него активность. В этом случае ему приходится усилием воли заставить себя подавить тормозящие моменты и начать соответствующую практической цели активную деятельность. Поэтому человек должен отчетливо осознать, что целеустремленной саморегуляцией можно вызвать у себя все положительные волевые качества, необходимые в процессе решения той или иной профессиональной задачи. Таким образом, для успешной деятельности в особых и экстремальных условиях важно наличие именно готовности к саморегуляции психических состояний. Учитывая специфику деятельности личности в особых и экстремальных условиях, необходимо отметить, что её готовность к саморегуляции психических состояний должна обеспечить:1) успешность выполнения качественных и количественных параметров профессиональной деятельности; 2) успешность действий, совершаемых в особых и экстремальных условиях деятельности; 3) высокий уровень ответственности и творческой направленности в решении поставленной задачи. Обусловленность готовности к какойлибо деятельности внешними или внутренними детерминантами признаётся различными направлениями современной психологии. Но для объяснения поведения личности в постоянно и быстро меняющемся мире существенное значение имеет и положение о первичной, опережающей активности человека по отношению к окружающей среде и инициирующей её изменения. Преодоление внутренних и внешних противоречий, фрустрационного напряжения может обеспечить переход в новые качественные состояния развитие психики. Другим важным утверждением, составляющим основу понимания готовности к саморегуляции психических состояний как фактора успешности деятельности личности в особых и экстремальных условиях, является положение теории отношений о том, что восприятие событий и явлений определяет сложным образом поведение и деятельность субъекта. Это означает, что отношение личности к разного рода изменениям активно влияет на восприятие нововведений и реальное участие в их осуществлении. Диспозиционная концепция, сформулированная В.А. Ядовым, характеризует социальное поведение личности в зависимости от состояний её готовности к определенному способу действий. Она связывает готовность личности к поведению в данной социальной ситуации с социальными условиями предшествующей деятельности, в которых формируется устойчивая предрасположенность к реализации определённых потребностей субъекта. Диспозиции личности в целом представляют собой иерархически организованную систему, вершину которой образуют общая направленность интересов и система ценностных ориентации как продукт воздействия общих социальных условий, средние уровни — система обобщенных социальных установок на многообразные социальные объекты и ситуации, а нижний — ситуативные социальные установки как готовность к оценке и действию в конкретных («микросоциальных») условиях деятельности. В соответствии с концепцией В.А. Ядова, высшие диспозиции (доминирующая направленность интересов личности в определённые сферы социальной деятельности, система ценностных ориентаций на цели жизнедеятельности и средства их достижения, основные жизненные принципы человека, его «концепция жизни») наиболее устойчивы, что соответствует относительно более высокой стабильности общих социальных условий деятельности личности (устойчивые особенности образа жизни больших социальных общностей), они активно воздействуют на диспозиции нижележащих уровней. Однако расположенные ниже ситуативные социальные установки (аттитюды) обладают сложной структурой, которая содержит эмоциональный (оценочный), когнитивный (рассудочный) и собственно поведенческий (поведенческая готовность) уровни, формируемые предметными потребностями человека и соответствующими социальными ситуациями. Они, в отличие от обобщённых, обладают относительной самостоятельностью, что обеспечивает адаптацию личности к меняющимся (нестабильным) условиям деятельности при сохранении устойчивой целостности её высших генеральных диспозиций. Последние регулируют общую направленность социального поведения личности, а диспозиции других уровней — поведение в той или иной сфере деятельности, направленность поступков в отношении определённых социальных объектов и ситуаций. Роль ведущей диспозиции принимает на себя та, которая наиболее полно соответствует данным условиям и цели деятельности в данном «масштабе».
Необходимо отметить, что структура отношений личности к условиям своего существования и деятельности, которая определяет её успешность, выходит за рамки диспозиций. Эту структуру образуют потребности личности, условия деятельности и собственно диспозиционные образования, которые формируются на стыке между потребностями и условиями их реализации. Все три компонента данной структуры иерархизированы. Иерархия потребностей образуется на основании последовательного расширения границ активности личности, на низшем уровне находится потребность первичного включения человека в ближайшее (семейное) окружение, далее — включение в различного рода контактные группы, наконец, в целостную социальную систему. Условия деятельности (ситуации), в которых могут быть реализованы те или иные потребности личности, иерархизированы по степени стабильности: низший уровень — наименее устойчивые, ежеминутно меняющиеся «предметные ситуации». Человек непрерывно «переходит» из одной предметной ситуации в другую. Средний уровень — условия группового общения. В течение значительного времени основные требования группы, в которой протекает активность человека (семья, коллектив), сохраняются неизменными. Максимально стабильными являются общие социальные условия — экономические, политические, культурные особенности образа жизни. На всех уровнях социально значимое поведение личности регулируется её диспозиционной системой, однако в каждой конкретной ситуации и в зависимости от цели ведущая роль принадлежит определённому уровню диспозиции или конкретному диспозиционному образованию. Механизм функционирования диспозиционной системы состоит в том, что непосредственно перед поведенческим актом вся диспозиционная структура приходит в состояние актуальной готовности, то есть образует актуальную диспозицию. Однако ведущую роль будут играть те уровни иерархии и те конкретные диспозиции, которые соответствуют определённым потребностям и условиям деятельности (ситуации), сложившимся на данный момент. Для актуализации диспозиций должны быть такие условия, как знания, накапливаемые человеком в течение всей его жизни — «когнитивные элементы» диспозиций, соотнесение знаний с потребностью и эмоциональное подкрепление их — образование мнений, оценочных суждений, убеждений, идеалов (в зависимости от уровня в диспозиционной иерархии). В нормальных условиях поведение является целесообразным, так как его алгоритм формируется во взаимодействии всех компонентов диспозиционной структуры. В ситуациях стресса, которые характерны для значительной части профессиональной деятельности работника службы безопасности, когда установочная регуляция разрушается, сила эмоций становится столь значительной, что поведение нередко теряет целесообразность.
На низшем уровне диспозиционной иерархии максимально чётко выражается поведенческая готовность определённым образом отреагировать на ситуацию. Это установки практического поведения. На уровне социальных установок и ценностных ориентаций формируются поведенческие планы и программы. Кроме диспозитивной теории, исследование влияния готовности к саморегуляции психических состояний в процессе деятельности личности в особых и экстремальных условиях возможно и с опорой на принципы, разработанные К.К. Платоновым: целенаправленности; единства; объективности; динамичности; структурированности. Готовность к деятельности, обеспечивающая её успешность наряду с другими важнейшими факторами, — сложное образование психических процессов, волевых компонентов и мотивов поведения, форма самой деятельности. Под состоянием готовности к деятельности необходимо понимать ценностное состояние личности, выраженное в настроенности его психики на преодоление трудностей деятельности, обеспечивающие результативность и качество её выполнения, адекватность её значимости и сложности. В наиболее общем виде развитие готовности включает в себя настрой на определённое поведение, преодоление трудности деятельности, поиск недостающей информации о протекающих и предстоящих событиях, создание условий для достижения цели, оценку адекватности своих действий. Состояние повышенной готовности приходит с возникновением новизны в деятельности, особым стимулированием, особым характером работы и т.д. Таким образом, состояние готовности к деятельности, обеспечивающее её успешность, выступает как сложная динамическая структура. Ощущение устойчивости собственной личности и личности другого — важное условие внутреннего благополучия человека и установления нормальных взаимоотношений с окружающими людьми. Устойчивость личности предполагает и характеризует целенаправленность последовательности её действий, предсказуемость её поведения, придает её поступкам закономерный характер. В критических ситуациях поведение личности, обладающей высокой устойчивостью, в целом осуществляется по следующей схеме: задача > актуализируемый ею мотив > осуществление действий, ведущих к реализации этого мотива > осознание трудностей > негативная эмоциональная реакция > поиск способов преодоления трудностей > снижение силы отрицательных эмоций > улучшение функционирования. Поведение неустойчивой личности отличается неспособностью преодолевать трудности, следовательно, неготовностью деятельности в особых и экстремальных условиях, неуспешностью. Для такой личности характерны переживания, связанные с переоцениванием возможной неудачи и недооцениванием возможности удовлетворения потребности. Таким образом, развитие и оптимизация готовности к деятельности выступает как сложный процесс, направленный на достижение целостного успешного типа личности и состоящий из психологической подготовки, совершенствования структуры личности, развития способностей к саморегуляции.
СУБЪЕКТНЫЕ КАЧЕСТВА ЛИЧНОСТИ СТУДЕНТА КАК ОСНОВЫ ФОРМИРОВАНИЯ САМОРЕГУЛЯЦИИ ЖИЗНЕДЕЯТЕЛЬНОСТИ
.Студент как субъект педагогической деятельности, вступая в новую для себя систему отношений, обретает системные качества, образующие действительную характеристику его личности, и через формирование в себе ответственного отношения к жизнедеятельности, самоопределяется как личность. Названные характеристики процесса очерчивают объектное поле «субъектной педагогики». Субъектность как центральное образование человеческой субъективности имеет сложную интегративную природу, отражающую активно-избирательное, творческое, инициативно-ответственное отношение личности к самой себе, к деятельности, к людями жизни в целом. Подходы к изучению субъектности основываются на развитии представлений об активной роли самого человека в процессе жизнедеятельности; развитии, учебе, работе. Поэтапный характер становления человека как субъекта отмечается отечественными авторами методологического анализа познавательной активности и жизнедеятельности К.А, Абульхановой-Славской, А.В. Брушлинским, В.А. Петровским и др. В соответствии с образовательной гуманистической парадигмой, личность выступает как самоорганизующийся субъект, наделенный рядом системных качеств, из которых основными, структурообразующими, на наш взгляд, являются следующие: «интегративная активность», предполагающая активную деятельную позицию личности во всех ее проявлениях, в том числе и в творчестве; направленность, как динамическая иерархия смыслообразующих ценностей и мотивов, составляющих мотивационно-ценностную сферу личности; способность к рефлексии (осознанию, осмыслению, прогнозированию процесса и результатов деятельности, как условие регуляции поведения);ответственность как организация, регуляция и регламентация поведения; способность к самореализации и самоопределению в мире. Общая концепция формирования педагогической субъектности основана на положениях В.А. Сластенина, в которых процесс становления и развития субъектной позиции студента и педагога трактуется как усиление субъектного потенциала личности и может быть представлен как определенная стратегия изменений в содержании, формах и методах профессиональной подготовки: фундаментализации высшего образования в сочетании с углубленной профессионализацией; диалогизации учебно-воспитательного процесса и его проблематизации; полисубъектности педагогического процесса, предполагающей активность, инициативу и ответственность всех его участников. Исследуя закономерности и механизмы формирования субъектности, мы обращаемся к внутреннему потенциалу субъекта, который трактуется как конкретный уровень развития интеллектуальных, эмоциональных, волевых, физических возможностей, практических умений и навыков, определяемых общественно-экономическими и культурно-историческими условиями, применительно к конкретной сфере деятельности данной личности. Под субъектным потенциалом личности понимается уровень развития ее субъектных качеств, т.е. субъектности. Мотивационный аспект субъектно-творческого потенциала личности определяет стремление человека к возможно более полном) его развитию и реализации. Мы исходим из понимания самоактуализации как процесса рефлексивного переосмысления субъектом личных и профессиональных свойств и ценностей, личностной и профессиональной актуализации своего потенциала. Другой необходимой составляющей зрелого поступка личности, определяющей успешность ее самоактуализации, является ответственность, имеющая также рефлексивную природу. Недаром, А. Маслоу называл ответственность «величайшим поступком и подчеркивал, что, принимая на себя ответственность, человек самоактуализируется». Ценностно-смысловая сфера субъекта выступает в качестве одной из его важнейших характеристик, как показатель способности к произвольному управлению собственной деятельности, гармонии и зрелости личности. Ценностно-смысловой уровень саморегуляции есть процесс, опосредованный социальными нормами и ценностями, системой внутренних требований, особой «жизненной философией», превращающими человека в активного субъекта жизнедеятельности. По нашему мнению, рефлексия, выступает механизмом ценностно-смыслового уровня саморегуляции, благодаря которому раскрываются внутренние резервы человека, дающие ему свободу от обстоятельств, обеспечивающие в самых трудных условиях возможность самоактуализации. Проведенные нами теоретические и экспериментальные исследования становления и развития механизмов формирования субъектных качеств личности студента показали, что учащиеся с высоким субъектным потенциалом обладают высокой продуктивностью осмысления учебной и жизненной ситуации, богатством психологического времени; высокой насыщенностью значимых переживании, наличием жизненной перспективы, интереса к будущему, высокой степенью потенциальности жизненных событий. Данные студенты характеризуются творческим, активно-избирательным отношением к своей человеческой и профессиональной судьбе. Они ориентированы на процесс самосовершенствования, осмысления и оценки собственных личностных и профессиональных качеств.
# [[ПСИХОЛОГИЧЕСКОЕ ВРЕМЯ И САМОРЕГУЛЯЦИЯ ПОВЕДЕНИЯ ЛИЧНОСТИ В РАЗНЫЕ ПЕРИОДЫ ВЗРОСЛОСТИ]]**[[SRL2015-1]]
# [[САМОРЕГУЛЯЦИЯ ЛИЧНОСТИ УЧАЩИХСЯ В ПЕРИОД ПОЛУЧЕНИЯ СРЕДНЕСПЕЦИАЛЬНОГО ОБРАЗОВАНИЯ]]**[[SRL2015-2]]
ПСИХОЛОГИЧЕСКОЕ ВРЕМЯ И САМОРЕГУЛЯЦИЯ ПОВЕДЕНИЯ ЛИЧНОСТИ В РАЗНЫЕ ПЕРИОДЫ ВЗРОСЛОСТИ СОВРЕМЕННОЕ СОСТОЯНИЕ ПРОБЛЕМЫ
Изучение психологического времени и саморегуляции поведения личности актуально для современного общества, так как многие люди хотят научиться как можно более эффективно использовать собственное время и развить навыки саморегуляции. Изучением темы времени занимались еще В. Вундт, У. Джеймс, К. Левин, и количество ее исследователей постоянно растет. Современные исследования на эту тему в зарубежной психологии связаны прежде всего с именем Ф. Зимбардо, в отечественной — с именами Е. И. Головахи, А. А. Кроника, Л. И. Вассермана. В нашем исследовании мы будем употреблять термин «психологическое время личности» в качестве обобщающего конструкта для понятий «временная перспектива личности», «психологический возраст» и «субъективное восприятие времени». Ф. Зимбардо и Дж. Бойд определяют временную перспективу личности как «зачастую неосознанное отношение личности ко времени, и это процесс, при помощи которого длительный поток существования объединяется во временные категории, что помогает упорядочить нашу жизнь, структурировать ее и придать ей смысл». На данном этапе авторы выделили шесть наиболее распространенных для западных людей временных перспектив: негативное прошлое, позитивное прошлое, фаталистическое настоящее, гедонистическое настоящее, будущее и трансцендентное будущее. Е. И. Головаха и А. А. Кроник рассматривают психологический возраст как «меру психологического прошлого личности, подобно тому, как хронологический возраст — мера ее хронологического прошлого» Также они уточняют, что психологический возраст индивидуален, обратим и многомерен, т. е. может отличаться в разных жизненных сферах. Для определения понятия «субъективное восприятие времени» мы предлагаем рассмотреть такие термины, как «субъективный» и «восприятие времени жизни». О первом из них Л. В. Куликов пишет, что оно «имеет значение зависимости от индивида, субъекта, значение обусловленности природой некоторого носителя активного начала». Второе из них Е. Е. Сапогова и М. В. Дмитриева определяют как «образно-когнитивное отражение таких характеристик существования человека, как его длительность, содержательная и качественная наполненность, скорость протекания, последовательность составляющих жизнь происшествий, случаев, событий» . Что касается саморегуляции поведения, то можно отметить, что в России этой темой глубоко занимается В. И. Моросанова, определяя ее как «целесообразную активность по организации и управлению поведением, деятельностью, психическими состояниями и процессами». В нашей работе мы сочетаем этот подход с концепцией локуса контроля Дж. Роттера. Сам автор определял это понятие как «субъективное отношение к влиянию собственной деятельности на последующие события» , а также выделял внутренний (интернальный) и внешний (экстернальный) локусы контроля. Ряд отечественных авторов ввели понятие уровня субъективного контроля, которое в дальнейшем использовали и в качестве обозначения собственного метода для измерения интернальности — экстернальности. Обзор современных исследований показал, что взаимосвязи временных перспектив и саморегуляции поведения личности уже изучались В. И. Моросановой и А. В. Ваниным, но это исследование проводилось на старшеклассниках, находящихся в ситуации выбора профессии. Новизна нашего исследования заключается в комплексном подходе к изучению психологического времени и в выявлении его взаимосвязей с саморегуляцией поведения личности, включая уровень субъективного контроля, на разных этапах взрослости. Цель исследования: выявить взаимосвязи между характеристиками психологического времени личности и особенностями саморегуляции поведения в разные периоды взрослости. Задачи исследования: 1) изучить характеристики психологического времени личности у взрослых людей; 2) оценить сформированость разных аспектов саморегуляции поведения и уровень субъективного контроля у респондентов; 3) выявить различия в характеристиках психологического времени и саморегуляции поведения личности у людей в разные периоды взрослости и в связи с факторами пола и наличия или отсутствия работы; 4) проанализировать сходства и различия в структуре взаимосвязей показателей психологического времени и саморегуляции поведения личности в трех периодах взрослости. Основная гипотеза исследования: характеристики психологического времени (временная перспектива, психологический возраст и субъективное восприятие времени) взаимосвязаны с саморегуляцией поведения личности. При этом структура этих взаимосвязей имеет свою специфику в разные периоды взрослости. Предмет исследования: различия в особенностях психологического времени и саморегуляции поведения личности в связи с периодом взрослости, полом, наличием или отсутствием работы; взаимосвязи Психологическое время и саморегуляция поведения личности в разные периоды взрослости между характеристиками психологического времени и саморегуляции поведения личности (с учетом периода взрослости). Объект исследования: психологическое время личности (временная перспектива личности, психологический возраст, субъективное восприятие времени) и саморегуляция поведения личности (регуляторные процессы, личностно-регуляторные свойства и уровень субъективного контроля). ВЫБОРКА УЧАСТНИКОВ ИССЛЕДОВАНИЯ В исследовании приняли участие 122 человека: 47 мужчин и 75 женщин в возрасте от 18 лет до 55 лет. Возрастную группу «ранняя взрослость» (от 18 до 24 лет) составили 63 человека: 21 мужчина и 42 женщины; возрастную группу «средняя взрослость» (от 25 до 39 лет) — 31 человек: 17 мужчин и 14 женщин; а возрастную группу «поздняя взрослость» (от 40 до 55 лет) — 28 участников: 9 мужчин и 19 женщин. Следует отметить, что 88 испытуемых работают (40 мужчин и 48 женщин), а 34 — нет (7 мужчин и 27 женщин). МЕТОДЫ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ В качестве методов исследования были выбраны следующие: 1) анкета для выявления социально-демографических характеристик выборки; 2) опросник временной перспективы Зимбардо и опросник временной перспективы трансцендентного будущего; 3) методика самооценки реализованности психологического времени личности через оценивание пятилетних интервалов Е. И. Головахи и А. А. Кроника; 4) методика «Семантический дифференциал времени» (СДВ) Л. И. Вассермана, Е. А. Трифоновой и К. Р. Червинской; 5) опросник «Стиль саморегуляции поведения» (ССП-М) В. И. Моросановой; 6) методика «Уровень субъективного контроля» (УСК) Е. Ф. Бажина, Е. А. Голынкиной и А. М. Эткинда. Математическая обработка данных осуществлялась с помощью программы IBM SPSS Statistics 20. Использовались: описательная статистика, множественный дисперсионный анализ по факторам пола и наличия или отсутствия работы, метод множественных сравнений с поправкой Шеффе для показателей трех возрастных групп и корреляционный анализ по Пирсону в трех возрастных группах (Наследов, 2007). РЕЗУЛЬТАТЫ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ Изучение психологического времени личности выявило, что в период ранней взрослости наиболее выражены ориентации на позитивное прошлое (M = 3,52), будущее (M = 3,49) и гедонистическое настоящее (M = 3,47). В период средней взрослости также более представлены ориентации на позитивное прошлое (M = 3,78) и будущее (M = 3,68), но на третье место выходит ориентация на трансцендентное будущее (M = 3,52). В период поздней взрослости наиболее выражена ориентация на будущее (M = 3,59), затем на трансцендентное будущее (M = 3,53) и на позитивное прошлое (M = 3,52). Средняя общая ожидаемая продолжительность жизни респондентов — около 80 лет; средняя реализованность психологического времени приблизительно равна 39%; психологический возраст наших респондентов — около 29 лет. Во все периоды взрослости для респондентов характерны значительная смысловая наполненность будущего времени, его оптимистичное видение, ощущение смысловой наполненности и удовлетворенность настоящим. В то же время участники исследования не характеризуются четкими представлениями о событиях прошлого. Выявлены следующие различия психологического времени личности в разные периоды взрослости: 1) временные перспективы «негативное прошлое» и «гедонистическое настоящее» более характерны для представителей ранней взрослости (от 18 до 24 лет), чем для респондентов в возрасте поздней взрослости (p < 0,01), а последняя из них менее выражена также у представителей средней взрослости (p < 0,05); 2) психологический возраст у большинства испытуемых совпадает с хронологическим, в связи с этим у более молодых респондентов он ниже, чем у старших (p < 0,01); 3) показатели субъективного восприятия настоящего времени в целом (p < 0,05) и таких его аспектов, как эмоциональная окраска (p < 0,01), структура (p < 0,001) и ощущаемость (p < 0,1), выше у более взрослых участников исследования. Что касается различий показателей психологического времени личности по полу, можно отметить следующее: 1) на уровне статистической тенденции (p < 0,1) у женщин чаще выражены такие временные перспективы, как «фаталистическое настоящее» и «трансцендентное будущее»; 2) субъективное восприятие прошедшего времени в целом (p < 0,05) такие его аспекты, как ощущаемость (p < 0,05) и структура (p < 0,1), более выражены у мужчин. Исследование регуляторных процессов, личностно-регуляторных свойств (М = 30,13) и уровня субъективного контроля (M = 5,50) выявило средний уровень их сформированности на общей выборке за исключением интернальности в сфере межличностных отношений (M = 6,39). Представители ранней взрослости по сравнению с представителями средней взрослости демонстрируют более высокие баллы по шкале гибкости поведения (p < 0,05). Аналогичная тенденция наблюдается по показателям интернальности в сфере межличностных отношений (p < 0,1). Можно отметить следующие различия в связи с полом: у мужчин выше показатели гибкости и интернальности в сфере семейных отношений (p < 0,05). Дисперсионный анализ не выявил значимых различий в связи с наличием или отсутствием работы у респондентов. Обобщая данные, полученные с помощью корреляционного анализа, можно отметить следующие тенденции. 1. Наблюдается 25 взаимосвязей между временными перспективами и показателями саморегуляции поведения личности. Можно отметить положительные корреляции временной перспективы «будущее», а также отрицательные взаимосвязи временных перспектив «негативное прошлое», «фаталистическое настоящее» и «гедонистическое настоящее» со всеми показателями саморегуляции поведения личности, кроме шкалы «самостоятельность». 2. Было выявлено 32 корреляции временных перспектив с показателями интернальности. Направленности на будущее и на позитивное прошлое коррелируют с ней положительно, а направленности на настоящее и на негативное прошлое время — отрицательно. 3. Ожидаемая общая продолжительность жизни и разность хронологического и психологического возрастов положительно взаимосвязаны с показателями саморегуляции поведения и интернальности личности, а показатель реализованности психологического времени и психологический возраст коррелируют с ними отрицательно (за исключением показателя «самостоятельность»). 4. Показатели субъективного восприятия времени в целом положительно коррелируют с показателями саморегуляции поведения и интернальностью личности. 5. Наиболее тесно показатели временных перспектив и саморегуляции взаимосвязаны в период ранней взрослости: системообразующими компонентами являются ориентации на фаталистическое настоящее и на будущее. В средней взрослости системообразующей остается лишь временная перспектива будущего. В поздней взрослости появляются взаимосвязи саморегуляции и гедонистического настоящего. 6. Показатели временных перспектив и интернальности личности наиболее тесно взаимосвязаны в период ранней взрослости: системообразующими компонентами являются ориентации на негативное прошлое, на фаталистическое настоящее и на будущее. В средней взрослости системообразующей остается лишь временная перспектива фаталистического настоящего. В поздней взрослости системообразующими вновь становятся направленности на негативное прошлое и фаталистическое настоящее. 7. В период ранней взрослости наблюдается очень мало корреляций между показателями психологического возраста и саморегуляции поведения личности. Наиболее тесно они взаимосвязаны в период средней взрослости, в этот период системообразующими компонентами являются общая ожидаемая продолжительность жизни и показатель реализованности психологического времени. В поздней взрослости таких корреляций выявлено не было. 8. Наиболее тесно показатели психологического возраста и интернальности личности взаимосвязаны в периоды ранней и средней взрослости: системообразующими компонентами являются общая ожидаемая продолжительность жизни и показатель реализованности психологического времени. 9. Наибольшее количество взаимосвязей между показателями субъективного восприятия времени и саморегуляции поведения личности наблюдается в период средней взрослости. Психологическое время и саморегуляция поведения личности в разные периоды взрослости ОБСУЖДЕНИЕ РЕЗУЛЬТАТОВ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ Полученные нами результаты говорят о том, что в период ранней взрослости молодые люди больше нацелены на получение сиюминутного удовольствия и выгод, и для них более характерна пессимистическая оценка своего прошлого. Также молодые люди чаще задумываются о своих планах на будущее и меньше обращают внимания на окружающие их актуальные события. В период средней взрослости у респондентов наиболее выражены ориентации на позитивное прошлое, на будущее и на трансцендентное будущее. Можно предположить, что это связано с протеканием в данном возрасте так называемого кризиса «середины жизни». В период поздней взрослости наиболее выражены временные ориентации на будущее, на трансцендентное будущее и на позитивное прошлое, а также характеристики субъективного восприятия будущего времени. Вероятно, это связано с тем, что в указанном возрасте люди переживают возрастной кризис, связанный с осознанием приближения конца жизни. Женщины больше мужчин уделяют внимание таким вопросам, как судьба и жизнь после смерти, в связи с чем у них чаще выражены такие временные перспективы, как «фаталистическое настоящее» и «трансцендентное будущее». Представители периода ранней взрослости обладают большей гибкостью, чем респонденты других возрастных групп: они способны приспособиться к изменяющимся условиям и скорректировать свои цели и планы. Эти данные согласуются с результатами исследований А. И. Канатова. Самые высокие показатели интернальности в этот период наблюдаются в сфере межличностных отношений, т. е. молодые люди склонны брать на себя ответственность за происходящие с ними события, связанные с общением с окружающими. Самые низкие показатели интернальности — в сфере производственных отношений. Возможно, это связано с тем, что основная профессиональная деятельность в данном возрасте — учеба или низкие должности, и молодые люди не ощущают свою способность повлиять на происходящее. У представителей средней взрослости гибкость выражена значительно ниже, чем у более молодых респондентов. Наиболее проявляется в указанный период интернальность в сфере семейных отношений: вероятно, это связано с тем, что именно в этом возрасте люди заводят семью, получают стабильную работу. В период поздней взрослости из всех показателей саморегуляции поведения наименее выраженным является «самостоятельность». Самый высокий средний показатель в данный период мы видим по шкале «оценка результатов». Показатели интернальности выше всего в сфере семейных отношений, а ниже всего — в сфере производственных отношений. Мы объясняем это тем, что в указанном возрасте люди меньше уделяют внимания профессиональной деятельности вплоть до ее прекращения, переключаются на семью, а также подводят итоги своей жизни. У мужчин наиболее выражена гибкость, а у женщин — показатель оценки результатов. У всех наименее выражен показатель «самостоятельность». Вероятно, взрослые люди стараются прислушиваться к мнению и советам окружающих. Мы полагаем, что различия в корреляционных структурах в трех возрастных группах связаны с разницей восприятия прошлого, настоящего и будущего времени в разных возрастах: например, у людей в возрасте от 18 до 24 лет прошлое не так велико в связи с тем, что большая его часть прошла в так называемом несознательном возрасте, а ожидаемое будущее намного более длительное; в то же время у людей в возрасте от 40 до 55 лет очень много воспоминаний и значительно меньше планов на будущее. Отметим, что наши результаты по взаимосвязям временных перспектив личности и саморегуляции поведения в определенной степени согласуются с данными В. И. Моросановой и А. В. Ванина (2010). ВЫВОДЫ 1. В период ранней взрослости по сравнению с другими группами выше ориентация на гедонистическое настоящее и по сравнению с поздней взрослостью — на негативное прошлое, а также отсутствует выраженная ориентация на трансцендентное будущее. 2. Временные перспективы «фаталистическое настоящее» и «трансцендентное будущее» более характерны для женщин, а субъективное восприятие прошедшего времени в целом и такие его аспекты, как ощущаемость и структура, более выражены у мужчин. 4. Дисперсионный анализ не выявил значимых различий в характеристиках психологического времени личности и саморегуляции поведения в связи с наличием или отсутствием работы у респондентов. 5. Люди с высокими показателями субъективного восприятия времени в основном демонстрируют высокие баллы по шкалам саморегуляции поведения и интернальности личности (кроме показателя «самостоятельность»). Однако стоит отметить, что люди, вовлеченные в события настоящего, скорее не способны ставить перед собой адекватные цели, а у тех, кто позитивно оценивает свое прошлое, не выражена интернальность в сфере производственных отношений. 6. Структура взаимосвязей характеристик психологического времени и саморегуляции поведения личности имеет свою специфику в разные периоды взрослости: в основном наибольшее количество корреляций наблюдается в период ранней взрослости, особенно это касается взаимосвязей характеристик будущего. В остальные периоды взрослости преобладают связи характеристик прошлого и настоящего времени. ЗАКЛЮЧЕНИЕ Подводя итоги, можно сказать, что проведенное исследование подтвердило нашу основную гипотезу: характеристики психологического времени взаимосвязаны с саморегуляцией поведения личности и структура этих взаимосвязей имеет свою специфику в разные периоды взрослости. Так, она наиболее интегрирована в период ранней взрослости, где системообразующими являются временные перспективы фаталистического настоящего и будущего. При этом более высокой саморегуляции соответствуют менее выраженная ориентация на настоящее и более выраженная — на будущее. В средней взрослости преобладают положительные взаимосвязи саморегуляции с ориентацией на будущее, а в поздней на первый план выходят отрицательные взаимосвязи саморегуляции с гедонистическим настоящим. Мы полагаем, что полученные результаты можно будет применять в психологическом консультировании с целью оптимизации временного ресурса личности, развития регуляторных процессов и личностно-регуляторных свойств.
САМОРЕГУЛЯЦИЯ ЛИЧНОСТИ УЧАЩИХСЯ В ПЕРИОД ПОЛУЧЕНИЯ СРЕДНЕСПЕЦИАЛЬНОГО ОБРАЗОВАНИЯ
. На современном этапе развития общества наблюдается рост нервной напряженности в учебной деятельности, что сопровождается повышенными требованиями к психической устойчивости и саморегуляции личности учащихся в период получения среднеспециального образования. Целью современного среднеспециального образования является не только передача учащимся определенных знаний, но и обучение их способам повышения успешности своей учебной деятельности благодаря использованию скрытых резервов психики. В этой связи весьма актуальной представляется проблема совершенствования учебной деятельности учащихся в период получения среднеспециального образования средствами саморегуляции личности. Современному обществу необходимы специалисты, способные к самообразованию и самосовершенствованию в профессиональной деятельности, адаптивные к постоянно меняющемуся миру. Сформированная система саморегуляции позволяет учащимся не только осознавать свое поведение и выполняемые учебные действия, но и управлять ими с целью повышения эффективности учебной, а в дальнейшем и профессиональной деятельности. В советской психологии (П.Я. Гальперин, В.В. Давыдов, А.Н. Леонтьев, Н.Ф. Талызина, С.Л. Рубинштейн, Д.Б. Эльконин и др.) учебная деятельность рассматривается как определяющее условие психического развития. В настоящее время проблема саморегуляции личности в учебной деятельности изучается на психофизиологическом, индивидуально-психологическом и педагогическом уровнях. «Подход к исследованию саморегуляции человека с позиций структурно-функционального анализа, –отмечает В.И. Моросанова, –дает перспективные возможности выхода в практику образования. От того, как развивается и формируется система саморегуляции, зависит ее личностное становление, успешность учебной деятельности и профессиональное самоопрелеление» . Результаты исследований в данном направлении показывают: для того чтобы деятельность учащихся была эффективной, уровень сформированности системы их саморегуляции должен быть достаточно высок (В.В. Антонов, Г.Ю. Вавер , С.И. Архангельский , Б.А. Бенедиктов, С.Б.Бенедиктова и др.). Овладение учащимися оптимальным стилем саморегуляции может определить дальнейшие перспективы их профессионального роста и личностного развития. У учащихся, поступающих в колледж, снижена регуляция собственной учебной деятельности. Это приводит к возникновению трудностей в процессе обучения, которые рассматривают в своих исследованиях А.Д. Алферов, Ю.А. Бабанский, А.А. Бодалев,А.М. Колесова , О.А. Конопкин , Н.Ф. Круглова , Ю.А. Миславский , свидетельствующиео том, что сложившаяся практика организации учебной деятельности в школе и колледже недооценивает связи стиля саморегуляции с эффективностью учебной деятельности. Учащиеся нередко бывают «зависимы» от преподавателей в постановке учебных целей, выборе средств их достижения, способах оценки результатов учебной деятельности. Они нуждаются в постоянной помощи и контроле со стороны преподавателей. При взаимодействии с окружающим миром человек непрерывно сталкивается с ситуацией выбора различных способов реализации своей активности в зависимости от поставленной цели, своих индивидуальных особенностей, условий действительности, а также особенностей взаимодействующих с ним людей. В подобной ситуации выбора снятие возникшей неопределенности возможно лишь при помощи саморегуляции, когда человек самостоятельно исследует ситуацию, программирует свою активность, контролирует ход протекающей деятельности и исправляет в случае необходимости полученные результаты. Важная роль саморегуляции в жизни человека достаточно очевидна, так как вся жизнь есть бесконечное множество форм деятельности, поступков, актов общения и других видов целенаправленной активности. От уровня сформированности саморегуляции зависят успешность, надежность, конечный исход любого акта произвольной активности. О.А. Конопкин отмечает: «Саморегуляция целенаправленной активности выступает как наиболее общая и существенная функция целостной психики человека, в процессах саморегуляции реализуется единство психики человека во всем его многообразии условно выделяемых ее отдельных уровней, сторон, возможностей, функций, процессов, способностей и т.д.». В целом понятие «саморегуляция» носит междисциплинарный характер. В справочной психологической литературе под термином «саморегуляция» (от лат. regulare–приводить в порядок, налаживать) понимается:1)целесообразное функционирование живых систем разных уровней организации и сложности; 2)поддержание устойчивости психики как целостной системы по отношению к деструктивным внешним воздействиям, а также подчинение содержания и структуры деятельности принятым личностью целям; 3)процесс управления собственным психологическим и физиологическим состоянием, а также поступками ; 4)воздействие на систему, осуществляемое с целью выдерживания требуемых показателей ее работы, но реализуемое посредством внутренних изменений, порождаемых самой системой в соответствии с законами ее организации. Существуют различные определения процесса саморегуляции. Некоторые исследователи отождествляют понятие «саморегуляция» с другими терминами: «саморегуляция = рефлекторная деятельность» (П.В.Симонов), «саморегуляция = адаптация» (А.А. Ершов), «саморегуляция = самоуправление» (Е.Г.Ксенофонтова). Отдельные исследователи под саморегуляцией понимают:1)механизм обеспечения постоянства благоприятных для функционирования организма, системы, характеристик (П.К.Анохин); 2)процесс поддержания в человеке такой продуктивной активности, которая требует от него определенной работы над собой, а тем самым в высших своих проявлениях захватывает момент развития его как личности (Ю.А.Миславский); 3)направленная на развитие целостности субъектная активность, осуществляемая посредством системы выборов (А.С.Шаров); 4) способность к организации собственной активности,ее мобилизации, регулированию, согласованиюс объективными требованиями и активностью других людей (К.А.Абульханова-Славская );
5)механизм обеспечения выполнения поставленной цели (А.К.Осницкий); 6)высший уровень регуляции поведенческой активности биологических систем, отражающих качественную специфику реализующих ее психических средств отражения и моделирования действительности и самого себя, своей активности и деятельности, поступков, их оснований (О.А.Конопкин). Исследование проблемы саморегуляции открывает большие возможности для раскрытия общих закономерностей построения и реализации человеком своей произвольной активности в деятельности, поведении, общении, а также для понимания феномена общего уровня субъективного развития человека, изучения индивидуально-типологических особенностей деятельности и поведения, продуктивного участия в решении широкого спектра разнообразных практических задач. Цель исследования –изучить особенности саморегуляции личности учащихся в учебной деятельности. Материал и методы. Базой исследования являлось учреждение образования «Витебский государственный индустриально-строительный колледж». Выборку составили 70 учащихся второго, третьего и четвертого курсов архитектурно-педагогического отделения специальности «Промышленное и гражданского строительство (производственно-педагогическая деятельность)»в возрасте 18–21 года. В исследовании использовались следующие методики: «Стиль саморегуляции поведения–98 В.И. Моросановой», «Выявление стилей саморегуляции деятельности Г.С. Прыгина», «Методика диагностики уровня субъективного контроля Дж. Роттера», «Методика определения волевой организации личности» (А.А. Хохлова), методика «Самооценка психических состояний» (Г.Ю. Айзенк). Статистическая обработка данных осуществлялась с использованием прикладной программы SPSS 10: описательная статистика, корреляционный анализ, сравнительный анализ по критерию Красскала-Уоллиса, Т-тест. Результаты и их обсуждение. Корреляционный анализ полученных данных позволил установить взаимосвязь между уровнем саморегуляции и показателями саморегуляции личности, уровнем сформированности факторов волевой организации личности (ВОЛ), локусом контроля, психическими состояниями личности учащихся, а также со стилем саморегуляции учебной деятельности (рисунок 1). Интернальностьв ПО Оценка результатов Общий уровень ВОЛ Решительность Настойчивость Программирование Оценивание результатов Гибкость Ценностно-смысловая ориентация Общий уровень саморегуляции Моделирование Планирование Стиль саморегуляции деятельности Рисунок 1 –Взаимосвязь общего уровня саморегуляции с изучаемыми показателями. Так, показатели общего уровня саморегуляции учащихся имеют положительную корреляционную связь с параметрами саморегуляции: планированием (rs=0,591; p?0,01), моделированием (rs=0,688; p?0,01), программированием (rs=0,625; p?0,01), оцениванием результатов (rs=0,636; p?0,01), гибкостью (rs=0,521; p?0,01); с волевой организацией личности (rs=0,561; p?0,01),с факторами ВОЛ: ценностно-смысловой ориентацией (rs=0,553;p?0,01), организацией деятельности (rs=0,373;p?0,01), решительностью (rs=0,452;p?0,01) и настойчивостью (rs=0,589;p?0,01). Также показатели общего уровня саморегуляции значимо коррелируют с интернальностью в производственных отношениях (rs=0,259;p?0,05), а также показатели уровня саморегуляции находятся в значимой отрицательной зависимости с таким психическим состоянием, как фрустрация (rs= –0,363;p?0,01). Кроме того, показатели уровня саморегуляции имеют положительную корреляционную связь со стилем саморегуляции учебной деятельности (rs=0,589; p?0,01).Проведенный корреляционный анализ по Спирмену также позволил выявить взаимосвязь стиля саморегуляции учебной деятельности и других изучаемых показателей (рисунок 2). Рисунок 2 –Взаимосвязь стиля саморегуляции учебной деятельности с изучаемыми показателями Стиль саморегуляции деятельности Оценка результатов Общий уровень ВОЛ Решительность Настойчивость Программирование Гибкость Ценностно-смысловая ориентация Оценивание результатов Моделирование Планирование Общий уровень саморегуляции Так, показатели стиля саморегуляции учебной деятельности имеют положительную корреляционную связь с общим уровнем саморегуляции личности (rs=0,589; p?0,01), с параметрами саморегуляции: планированием (rs=0,313; p?0,01), моделированием (rs=0,551; p?0,01), программированием (rs=0,413; p?0,01), оцениванием результатов (rs=0,370; p?0,01), гибкостью (rs=0,428; p?0,01),сволевой организацией личности (rs=0,531; p?0,01), с факторами ВОЛ: ценностно-смысловой ориентацией (rs=0,405;p?0,01), организацией деятельности (rs=0,315;p?0,01), решительностью (rs=0,587;p?0,01) и настойчивостью (rs=0,477;p?0,01). Также показатели стиля саморегуляции учебной деятельности находятся в значимой отрицательной зависимости с такими психическими состояниями, как тревожность (rs=0,331;p?0,01) и фрустрация (rs= –0,489;p?0,01). На основании результатов, полученных в ходе исследования, можно сделать вывод, что саморегуляция личности взаимосвязана с ее параметрами (планированием, моделированием, программированием, оцениванием результатов и гибкостью), а также с волевой организацией личности и ее факторами: ценностно-смысловой ориентацией, организацией деятельности, решительностью и настойчивостью. Влияние на саморегуляцию личности и деятельности оказывает уровень субъективного контроля –способность интерпретировать собственное поведение и деятельность в различных ситуациях как результат своей собственной деятельности или внешних обстоятельств. Интернальность в производственных отношениях также связана с показателями саморегуляции. Проявление у учащихся такого психического состояния, как фрустрация, не способствует эффективной саморегуляции личности и деятельности. Кроме того, саморегуляция личности взаимосвязана со стилем саморегуляции учебной деятельности. Стиль саморегуляции учебной деятельности коррелирует с саморегуляцией личности и ее параметрами (планированием, моделированием, программированием, оцениванием результатов, гибкостью), а также с волевой организацией личности и ее факторами: ценностно-смысловой ориентацией, организацией деятельности, решительностью и настойчивостью. Интернальность в области межличностных отношений –склонность считать свои межличностные отношения результатом активности партнеров–в большей степени выражена у учащихся 2 и 3 курсов. Склонность обвинять себя в разнообразных неприятностях и страданиях, а не окружающих людей (интернальность в области неудач), а также склонность адекватно оценивать себя и результаты своей деятельности и поведения (оценка результатов) наиболее развита у учащихся 4 курса, по сравнению с учащимися 3 курса. Способность самому ставить цели и их достигать (самостоятельность) в большей степени развита у учащихся 4 курса, а в меньшей –у учащихся 2 курса. Такие психические состояния, как фрустрация и ригидность, в большей степени выражены у учащихся 2 курса, а в меньшей –у учащихся 4 курса. Более детальный сравнительный анализ на основе Т-теста показал, что учащиеся 2 курса более самостоятельные в регуляции своей активности, они склонны считать свои межличностные отношения результатом активности партнеров, они менее самостоятельны в постановке целей и чаще проявляют в учебной деятельности фрустрацию, агрессивность и ригидность по сравнению с учащимися 3 курса. Учащиеся 2 курса по отношению к учащимся 4 курса менее самостоятельны в постановке целей и чаще проявляют фрустрацию и ригидность в учебной деятельности. В свою очередь учащиеся 3 курса склонны обвинять в разнообразных неприятностях и страданиях не себя, а окружающих людей, способны владеть собой, выдержаны и менее агрессивны по сравнению с учащимися 4 курса. Таким образом, исследование взаимосвязей саморегуляции личности с другими изучаемыми показателями позволяет сделать вывод о том, что общий уровень саморегуляции связан с необходимостью учащимися планировать свою деятельность, оценивать ее результат, проявлять настойчивость и решительность в зависимости от стиля саморегуляции, имея при этом низкий уровень фрустрации. Заключение. Практическая значимость исследования заключается в получении экспериментального материала по изучению регуляторных возможностей и способностей человека, требующих высокого уровня саморегуляции, для достижения эффективности в учебной и профессиональной деятельности. Полученные результаты могут быть использованы педагогами и педагогами-психологами среднеспециальных учебных заведений для выявления
стиля саморегуляции учащихся в целях повышения эффективности их учебной деятельности, а также при решении научно-практических и психолого-педагогических задач, направленных на повышение осознанной саморегуляции. Знание индивидуальных особенностей саморегуляции и стилей саморегуляции учебной деятельности будет способствовать созданию условий для более полного и гармоничного развития личностии, главным образом, выявлению возможных путей устранения негативных последствий воздействия стрессогенных ситуаций на жизнедеятельность человека, его психическое и физическое здоровье.
[[ВЛИЯНИЕ САМОРЕГУЛЯЦИИ ПРОИЗВОЛЬНОЙ АКТИВНОСТИ ЛИЧНОСТИ НА САМООПРЕДЕЛЕНИЕ В РАННЕЙ ЮНОСТИ]]**[[SRL2016-1]]
ВЛИЯНИЕ САМОРЕГУЛЯЦИИ ПРОИЗВОЛЬНОЙ АКТИВНОСТИ ЛИЧНОСТИ НА САМООПРЕДЕЛЕНИЕ В РАННЕЙ ЮНОСТИ
В статье рассматриваются подходы к проблеме саморегуляции произвольной активности личности в отечественной психологии. Автор показывает положительное влияние формирования компонентов осознанной саморегуляции у старшеклассников как условий для успешного профессионального и личностного самоопределения в ранней юности. Ключевые слова: самосознание, произвольная активность, самоконтроль, саморегуляция целенаправленной активности личности, самоорганизации, саморазвития, самоопределения в юношеском возрасте. Проблема саморегуляции издавна привлекала внимание исследователей, как в плане теоретического рассмотрения, так и в плане экспериментальных исследований. Единой точки зрения на определения термина осознанная саморегуляция пока не существует в научном сообществе. На сегодняшний момент среди психологических исследований регуляции в отечественной психологии можно выделить три основные направления с точки зрения предмета исследования: 1) изучение особенностей регуляции деятельности (О.А. Конопкин, А.К. Осницкий, К.А. Абульханова-Славская, A.M. Волков, А.Г. Асмолов, Г.Н. Солнцева и др.); 2) исследования личностной регуляции поведения (В.Г. Леонтьев, Д.А. Леонтьев, В.А. Иванников, Ю.М. Миславский, В.И. Моросанова, И.И. Чеснокова, А.С. Шаров, В.А. Ядов и др.); 3) исследования социальной, нормативной регуляции поведения (М.И. Бобнева, И.Ю. Истошин, Е.А. Родионова, Е.В. Шорохова, С.Г. Якобсон и др.). Анализ регуляции деятельности наиболее подробно представлен в исследованиях О.А. Конопкина. При построении модели саморегуляции автор концентрирует свое внимание на структурных особенностях, функциональных звеньях данного процесса. Предлагаемая О.А. Конопкиным модель функциональной структуры регуляции имеет несколько основных звеньев: 1) субъективная модель значимых для реализации цели условий, 2) принятая субъектом программа преобразований, 3) система критериев оценки успешности действий, 4) информация о ходе преобразований и их результатах, 5) представление о желаемых результатах преобразований. Автором была выделена модель, отражающая, в первую очередь, информационный аспект процесса регуляции: взаимодействие представленных в сознании субъекта образований, отвечающих за передачу, прием, изменение информации, касающейся особенностей протекания деятельности. Ведущим механизмом регуляции деятельности считается механизм контроля и оценки действий по ходу их осуществления. Осознанная саморегуляция понимается О.А. Конопкиным как «системно организованный процесс внутренней активности человека по инициации, построению, поддержанию и управлению разными видами и формами произвольной активности, непосредственно реализующей достижение принимаемых человеком целей». Проблема соотношения регуляции деятельности и личностной регуляции представлена в работах К.А. Абульхановой-Славской. Автор рассматривает два уровня, между которыми существует тесная связь, это уровень личностной регуляции деятельности и уровень психической регуляции (психических процессов, свойств и состояний). На личностном уровне регуляция деятельности предполагает постановку цели, побуждение к деятельности, а также сохранение и поддержание соответствующего уровня активности, реализацию определенных требований личности к себе. Интересной и проработанной является модель Ю.А. Миславского. Ю.А. Миславский взял за основу модель О.А. Конопкина и по аналогии сделал теоретическую модель системы регуляции личности. В целом, структурными компонентами саморегуляции личности, по Ю.А. Миславскому, являются ценности, цели, идеалы, образ «Я», притязания и самооценка. Эти функциональные составляющие формируются в процессах общения, отношений с другими людьми и детерминируют активность и развитие личности. Таким путем Ю.А. Миславский осуществил переход от деятельностной к личностной модели регуляции. Личностный подход при построении структуры регуляции мы наблюдаем у В.А. Ядова. Им разработана «диспозиционная концепция регуляции социального поведения». У автора поведение личности регулируется иерархически структурированной диспозиционной системой, а структурные компоненты личности отождествляются с уровнями диспозиции. Особый интерес в рамках личностного подхода вызывает концепция А.С. Шарова (1994, 2000). Он рассматривает регуляцию как центр, как ведущую систему психологической структуры личности. «Регуляция – это направленная на развитие целостности субъектная активность, осуществляемая посредством системы выборов». Регуляция как ведущая система структуры личности наполняется содержанием через структурные подсистемы: ценностно-смысловую сферу человека, активность и рефлексию, которые являются необходимыми и обязательными, без них регуляция невозможна. Другой подход к личностной регуляции представлен в теории И.И. Чесноковой. Проблема саморегуляции рассматривается ею в контексте самосознания человека. Именно через процесс саморегуляции, самоорганизации проявляются, объективируются знания человека о себе, как результат самопознания, и его эмоционально-ценностное отношение к себе. Саморегуляция, по мнению И.И. Чесноковой, проявляется в непосредственном осуществлении коррекции действий и готовности личности вносить изменения в собственное поведение. Из анализа предложенных подходов к исследованию личностной регуляции поведения (Ю.М. Миславского, И.И. Чесноковой, В.А. Ядова) можно сделать вывод о сложной структурной организации данного процесса, его целостности, разворачивании на разных уровнях функционирования личности. Личностная регуляция поведения связывается исследователями с такими образованиями, как ценностные ориентации, образ «Я», идеал, уровень притязаний, самооценка, самосознание. Процесс личностной регуляции поведения направлен на обеспечение в индивиде определенных личностных черт, которые проявляются в разных ситуациях, разных формах активности. Ситуация развития в ранней юности характеризуется в первую очередь тем, что молодежь стоит на пороге вступления в самостоятельную жизнь. Основная задача возраста, в плане личностного и профессионального самоопределения, стать более свободным от императивности как внешних воздействий, так и собственных непосредственных побуждений, и действовать в соответствии с сознательно поставленными целями и принятыми решениями. Из человека, подчиненного обстоятельствам, старшеклассники постепенно превращаются в руководителя этих обстоятельств, субъекта взаимодействия, который часто сам создает среду и активно ее преобразует. Таким образом, саморегуляция выступает в юношеском возрасте как основание субъектности т.е. помогает юноше реализовать целеполагания и целеосуществление, достичь высшего уровня самоорганизации, саморазвития, самоопределения. Помочь юношам и девушкам преодолеть сложившийся кризис личностного и профессионального самоопределения должна, на наш взгляд, ориентация, в учебно-воспитательном процессе в старших классах общеобразовательных школ на развитие и формирование системы осознанной личностной саморегуляции. Важно развивать у старшеклассников основные элементы саморегуляции: рефлексию, самостоятельность, инициативность, ответственность, планирование и контроль своей деятельности, а также временную перспективу личности. Итак, осознанная саморегуляция целенаправленной активности личности выступает как наиболее общая функция целостной психики старшеклассника, в процессе саморегуляции и реализуется единство психики во всем богатстве условно выделенных ее отдельных уровней, сторон и процессов. На наш взгляд, целенаправленная работа по формированию и развитию осознанной саморегуляция произвольной активности личности в ранней юности является не только условием успешности профессионального и личностного самоопределения, но и одним из факторов развитие самостоятельной и активной личности подрастающего поколения как субъекта личностных и общественный преобразований в современном мире.
[[СТАНОВЛЕНИЕ САМОРЕГУЛЯЦИИ И КОГНИТИВНО-СТИЛЕВОЙ ОРГАНИЗАЦИИ ЛИЧНОСТИ В УСЛОВИЯХ ПСИХОЛОГО-ОБРАЗОВАТЕЛЬНОГО СОПРОВОЖДЕНИЯ]]**[[SRL2017-1]]
СТАНОВЛЕНИЕ САМОРЕГУЛЯЦИИ И КОГНИТИВНО-СТИЛЕВОЙ ОРГАНИЗАЦИИ ЛИЧНОСТИ В УСЛОВИЯХ ПСИХОЛОГО-ОБРАЗОВАТЕЛЬНОГО СОПРОВОЖДЕНИЯ
Введение В ситуации изменения потребностей образовательной среды и требований, предъявляемых к уровню подготовки специалиста (профессиональной и личностной готовности к трудовой деятельности), значимую роль приобретает сопроводительная деятельность в условиях образовательной организации. Система сопроводительных действий может быть представлена различными вариантами, один из которых – психолого-образовательное сопровождение. Согласно определению О.М. Краснорядцевой, данная форма сопровождения представляет собой «создание специальных условий, при которых молодые люди обретают (или расширяют) опыт превращения своего личностного потенциала и возможностей социальной среды в ресурсы собственного образования». Психологообразовательное сопровождение больше, чем другие формы, позволяет минимизировать воздействие сопровождающей стороны (педагогов и психолога) и способствует самостоятельному приобретению и преломлению опыта обучающимися. Согласно концепции В.Е. Клочко и Э.В. Галажинского в психолого-образовательном сопровождении могут быть использованы четыре типа технологий: формирования субъекта профессиональной деятельности, управления профессиональным развитием и саморазвитием, компетентностные технологии и общегуманистические, ориентированные на образовательную среду в целом. Психолого-образовательное сопровождение в организациях среднего профессионального образования имеет ряд особенностей, обусловленных преобладанием практико-ориентированных форм обучения. Кроме того, существенное влияние оказывает профиль подготовки: гуманитарный, технический, творческий, медицинский и т.д. Практико-ориентированная форма организации образовательного процесса позволяет обучающимся осознать себя как представителя профессии, практически определить свой уровень знаний и умений, а также возможности развития в выбранной профессии. Студенты, сформировавшие выборку нашего исследования, обучаются профессиям творческого (сценического) профиля. Психолого-образовательное сопровождение позволяет работать как в целом, так и с отдельными характеристиками личности. В данном случае мы рассматриваем такие характеристики, как самоорганизация и когнитивностилевая организация. В отечественной литературе (О.А. Конопкин, В.И. Моросанова, А.К. Осницкий, Г.С. Прыгин и др.) под самоорганизацией понимается способность человека выдвигать цели, планировать и моделировать пути достижения желаемого результата с учетом внешнх условий и необходимости изменений в соответствии с ними. В зарубежной же литературе самоорганизация рассматривается как адаптивная характеристика, позволяющая человеку определять и корректировать свое поведение в соотвествии с личными потребностями и социальными стандартами (Roy F. Baumeister, Matthew Gailliot, C. Nathan DeWall,and Megan Oaten, P. Karoly). Когнитивно-стилевая организация, в свою очередь, отражает особенности оперирования информацией на уровне восприятия, переработки и передачи данных. Данная исследовательская проблема долгое время изучалась как в отечественной, так и в зарубежной литературе (Г. Уиткин, Д. Гуденаф, Р. Гарднер, Дж. Каган и Д. Клейн. Р. Гарднер, И.П. Шкуратова, Е.В. Беловол, М.А. Холодная и др.). Проведенные исследования позволяют говорить о наличии ряда полярных параметров когнитивных стилей, которые в той или иной мере преобладают у конкретного человека, определяя особенности его оперирования информацией. Материалы и методы исследования Образовательный процесс в данном случае направлен на формирование четырех групп общих и профессиональных компетенций (в художественно-творческой, педагогической и организационно-управленческой деятельности). Формирование данных групп компетенций осуществляется как в рамках учебных дисциплин, так и в условиях работы творческих коллективов. Эмпирическое исследование было проведено в два этапа, что позволило выявить динамику изменений в параметрах изучаемых характеристик, а также взаимосвязи, отражающиеся в этих изменениях. В качестве испытуемых в исследовании принимали участие студенты ГПОУ «Кемеровский областной колледж культуры и искусств» (n = 100). Нами рассматривались такие характеристики, как саморегуляция, креативность и параметры когнитивных стилей (дифференциальность – интегральность, полезависимость – поленезависимость). Обозначенные характеристики отражают особенности восприятия и переработки информации (когнитивный стиль) и умение всесторонне организовывать свою деятельность, планировать ее и действовать в соответствии с собственными целями (саморегуляция). Эти характеристики отражают личностные особенности и готовность решать профессиональные проблемы в целом. Креативность же в данном исследовании рассматривается как профессионально важное качество, от которого зависит самореализация студента в выбранной сфере деятельности. Результаты исследования Результаты, полученные в ходе эмпирического исследования, были обработаны с помощью методов математической статистики: t-критерия Стьюдента для зависимых выборок, многофакторного дисперсионного и множественного регрессионного анализов. Можно сказать, что произошли изменения в показателях компонентов креативности и саморегуляции. Они направлены как в сторону снижения, так и в сторону увеличения (таблица). Изменения в средних значениях компонентов креативности и саморегуляции Показатель Средние (первый замер) Средние (второй замер) р Творческое мышление Воображение Эмоциональность (эмпатия) Гибкость. Произошедшие изменения могут быть обусловлены наличием двух групп факторов – условий образовательной среды и воздействия в рамках программы психолого-образовательного сопровождения. Под условиями образовательной среды мы подразумеваем особенности организации учебного процесса (наличие семестрового задания, сроки его выполнения, содержание и ведение учебных дисциплин и пр.) и внеучебной деятельности (помощь выпускному курсу в подготовке номеров, участие в творческих коллективах). Программа психолого-образовательного сопровождения, в свою очередь, включает элементы психологического просвещения, ряд упражнений и техник на тренировку отдельных свойств, а также личностное консультирование. На наш взгляд, снижение показателей творческого мышления может быть обусловлено возросшей учебной нагрузкой и сокращением временного ресурса, выделяемого для выполнения семестрового задания. В использованной нами диагностической методике творческое мышление во многом определяется степенью осознанности данного процесса, на что сопроводительная деятельность ориентирована в меньшей степени. Произошло увеличение показателей по таким компонентам креативности, как воображение и эмоциональность. Одним из основных показателей воображения является степень детализации нового образа. В данном случае упомянутые выше условия образовательной деятельности привели к обратному эффекту, так как необходимо было создать новый (требующий минимум замечаний / поправок) продукт за короткое время. В рамках организованного психолого-образовательного сопровождения было использовано несколько техник, способствующих развитию детализации продуцируемого образа. Рост показателей уровня эмоциональности (эмпатии) может быть обусловлен включением в сопроводительную деятельность большого количества информации личностно значимого характера и ориентацией на выявление эмоциональных компонентов в ней. Увеличение показателей по данному компоненту связанно с возросшей потребностью испытуемых работать группой и, соответственно, более внимательно относиться к эмоциональному состоянию окружающих. Такой компонент саморегуляции, как гибкость, подразумевает способность испытуемых изменять не только поведение и способы организации деятельности, но и корректировать свою точку зрения при появлении новой информации. В психолого-образовательном сопровождении нами использовался ряд техник, предполагающих анализ проблемных ситуаций, в которых нет единственно верного решения. Кроме того, решение может измениться после внесения новой информации. На наш взгляд, именно это способствовало развитию гибкости. Статистически значимые изменения по остальным компонентам креативности и саморегуляции отсутствуют. Можно предположить, что по показателям креативности это обусловлено субъективно низкой ролью данных компонентов в деятельности испытуемых на период психологообразовательного сопровождения. Так, любознательность, интуиция, чувство юмора и творческое отношение к профессии играют важную роль в креативности в целом, но не оказывают существенного влияния на результат деятельности при подготовке к экзаменационному показу. Показатели оригинальности находятся в рамках средних значений. Таким образом, испытуемые способны продуцировать оригинальные идеи, но повышение их качества и количества на данном этапе не воспринимается как необходимое. Анализ результатов, полученных при обработке данных с помощью многофакторного дисперсионного анализа, показал наличие взаимосвязи между интенсивностью изменений по некоторым компонентам креативно- Становление саморегуляции и когнитивно-стилевой организации личности 153 сти и саморегуляции и параметрами когнитивно-стилевой организации: творческое мышление, эмоциональность, любознательность, воображение, гибкость. У испытуемых с преобладающими параметрами поленезависимости и дифференциальности произошли изменения в показателях гибкости поведения и деятельности (измерения производим с помощью опросника саморегуляции Моросановой). У испытуемых с интегральностью и полезависимостью изменения в данном показателе саморегуляции незначительные (рис. 1). Рис. 1. Изменения в показателях компонентов креативности и саморегуляции во взаимосвязи с параметрами поленезависимости и дифференциальности Снижение показателей творческого мышления также взаимосвязано с параметрами когнитивных стилей. Наиболее интенсивное снижение наблюдается у испытуемых с преобладающим параметром «дифференциальность». Мы предполагаем, что в условиях недостатка временного ресурса и необходимости подготовить материал в достаточно короткий срок испытуемые с данным параметром когнитивного стиля не имеют возможности в полной мере проанализировать имеющуюся информацию. Таким образом, они концентрируют свое внимание лишь на некоторых аспектах, что и отражается на снижении показателей творческого мышления. Снижение средних значений по компоненту саморегуляции «оценка результатов» в большей степени обусловлено снижением индивидуальных показателей у испытуемых с преобладающим параметром «дифференциальность». У респондентов с параметром «интегральность» не произошло статистически значимых изменений в значениях оценки результата. Одной из причин этого может быть отсутствие возможности всесторонне проанализировать информацию и сделать на ее основе объективные выводы, так как испытуемые с параметром «дифференциальность» имеют трудности при целостной, без детализации, оценке ситуации и результата деятельности. Респонденты с преобладающим параметром «интегральность» изначально (на этапе констатирующего эксперимента) имели высокие показа тели по шкале «эмоциональность». За время работы в рамках психологообразовательного сопровождения у них не произошло статистически значимых изменений по данному компоненту креативности. Значимые изменения имеются у испытуемых с параметром «дифференциальность». Мы предполагаем, что это обусловлено тем, что данная группа в рамках сопроводительной деятельности работала с личностно значимой информацией или же путем анализа превращала информацию в личностно значимую. Для выявления взаимосвязи между всеми рассматриваемыми нами компонентами и параметрами когнитивных стилей, а также определения возможности воздействия на отдельные компоненты для интеграции когнитивно-стилевой организации и саморегуляции полученные нами результаты были обработаны с помощью множественного регрессионного анализа. На момент констатирующего эксперимента уравнение регрессии имеет вид Y = 204,8+0,38•X1+0,98•X2–0,596•X3+0,68•X4–0,33•X5+1,51•X6–3,33• •X7+0,97•X8–101,69•X9–7,19•X10+9,64•X11, где Х1 – оригинальность; Х2 – воображение; Х3 – интуиция; Х4 – эмоциональность; Х5 – творческое отношение к профессии; Х6 – сила по возбуждению; Х7 – сила по торможению; Х8 – подвижность; Х9 – уравновешенность; Х10 – программирование; Х11 – параметр когнитивно-стилевой организации «полезависимость – поленезависимость». Изменения, произошедшие по итогам психолого-образовательного сопровождения, отражены во втором уравнении регрессии: Y=305,19+2,49•X1–3,87•X2–145,75•X3, где Х1 – сила по возбуждению; Х2 – сила по торможению; Х3 – уравновешенность. На основании полученных результатов мы можем предположить, что произошла интеграция параметров «полезависимость – поленезависимость», «дифференциальность – интегральность» и компонентов саморегуляции и креативности. Обсуждение результатов По итогам проведенного исследования можно сказать, что испытуемые с преобладанием параметров когнитивно-стилевой организации «дифференциальность» и «интегральность» имеют различные профили по саморегуляции и креативности. У испытуемых, для которых характерен параметр «интегральность», наблюдаются средние показатели творческого мышления и оценки результата и высокий уровень эмоциональности. При этом данная группа испытуемых характеризуется более устойчивыми значениями и меньшей восприимчивостью к сопровождающему воздействию и изменениям. Респонденты с преобладающим полюсом дифференциальности имеют схожие показатели по творческому мышлению, эмоциональ- ности и оценке результатов, но в большей мере восприимчивы к сопроводительному воздействию и склонны к изменениям. Существуют также различия в профилях саморегуляции и креативности у испытуемых с преобладающими параметрами «полезависимость» или «поленезависимость». Полезависимые исптытуемые характеризуются средними показателями по воображению, творческому мышлению и любознательности, избирательной гибкостью поведения и деятельности, высокой интуитивностью и эмоциональностью. Значения показателей в данной группе изменяются, если они предполагают ориентацию на внешние условия (повышение значений) или высокий уровень субъективной включенности (снижение показателей). Поленезависимые испытуемые имеют следующий профиль: средние значения по воображению, творческому мышлению, интуиции и эмоциональности, высокая гибкость поведения и деятельности, развитая любознательность. Тенденции изменений у данной категории испытуемых противоположны таковым полезависимых: повышение показателей наблюдается в ситуации субъективной включенности, а снижение – при необходимости ориентироваться на внешние условия. Выводы Мы можем утверждать, что по окончании реализации программы психолого-образовательного сопровождения у испытуемых произошли изменения в показателях части компонентов саморегуляции и креативности и их взаимосвязи с параметрами когнитивных стилей. Изменения произошли по следующим компонентам: творческое мышление (снижение показателей), воображение, эмоциональность, гибкость (повышение показателей). В силу большей гибкости в отношении ситуации и воздействий изменения у испытуемых с параметрами «дифференциальность» и «поленезависимость» происходили статистически значимо чаще, чем у испытуемых с параметрами «интегральность» и «полезависимость». Результаты регрессионного анализа, в свою очередь, показывают увеличение интеграции данных параметров и компонентов саморегуляции и креативности, что позволит испытуемым оперировать информацией и действовать на ее основе в соответствии с конкретными внешними условиями и учетом собственных потребностей и возможностей, снижая количество ошибок и повышая результативность деятельности.
# [[ИНДИВИДУАЛЬНО-ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЛИЧНОСТИ КАК ФАКТОРЫ САМОРЕГУЛЯЦИИ КУРСАНТОВ]]**[[SRL2018-1]]
# [[СМЫСЛОВАЯ САМОРЕГУЛЯЦИЯ В КОНТЕКСТЕ ПЕРЕЖИВАНИЯ ПЕДАГОГАМИ ПРОФЕССИОНАЛЬНОГО КРИЗИСА ЛИЧНОСТИ]]**[[SRL2018-2]]
# [[ОСОБЕННОСТИ ВРЕМЕННОЙ ПЕРСПЕКТИВЫ ЛИЧНОСТИ СТУДЕНТОВ С РАЗЛИЧНЫМ УРОВНЕМ ОСОЗНАННОЙ САМОРЕГУЛЯЦИИ НА ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ]]**[[SRL2018-3]]
# [[ЖИЗНЕННАЯ УСПЕШНОСТЬ КАК МЕТАРЕСУРС В СИСТЕМЕ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ СТУДЕНТОВ, ПОЛУЧАЮЩИХ СРЕДНЕЕ СПЕЦИАЛЬНОЕ И ВЫСШЕЕ ОБРАЗОВАНИЕ]]**[[SRL2018-4]]
ИНДИВИДУАЛЬНО-ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЛИЧНОСТИ КАК ФАКТОРЫ САМОРЕГУЛЯЦИИ КУРСАНТОВ
Важной задачей обучения курсантов в высших образовательных организациях является развитие саморегуляции. Развитая саморегуляция может стать основой адекватного и успешного поведения военнослужащего в экстремальных условиях. В то же время особенности деятельности военнослужащего таковы, что, с одной стороны, он должен быть постоянно готов к самостоятельным и ответственным действиям в чрезвычайных обстоятельствах (что предполагает развитую саморегуляцию), с другой – его жизнедеятельность жестко детерминирована Уставом, приказами, распоряжениями и другими нормативноправовыми актами, а это может негативно влиять на развитие саморегуляции. Саморегуляция в самом общем значении понимается, согласно психологическому словарю, как «активность, направленная на достижение поставленной субъектом произвольной цели и предполагающая создание модели, а также ее корректировку в ходе деятельности». Современные психологи, занимающиеся в настоящее время проблемами саморегуляции (О.А. Конопкин, А.К. Осницкий, В.И. Моросанова, Д. Майерс и др.) полагают, что саморегуляция проявляет себя в инициализации субъектом целей активности и контролировании процесса ее достижения Необходимо отметить, что в настоящее время среди психологов нет единообразия в понимании этого явления. Например, ряд исследователей выделяют саморегуляцию личности и саморегуляцию деятельности. А.К. Осницкий вводит следующее разграничение между этими видами саморегуляции: «Саморегуляция деятельности обнаруживает себя в феноменологии предметных преобразований и в преобразованиях прилагаемых усилий. Саморегуляция личностная связана преимущественно с определением и коррекцией своих позиций (в рамках культурно-исторической традиции, закрепленной в нормах социума)». Рассматриваются такие ее виды, как произвольная и непроизвольная. Выделяются также различные приемы и способы саморегуляции (самоприказ, самоубеждение, рефлексия, аутогенная тренировка, копинг-стратегии, самовнушение, медитация и пр.), стилевые особенности (планирование, моделирование, программирование, оценивание результатов, проявляющиеся в параметрах гибкости и самостоятельности). В исследованиях обнаружена взаимосвязь различных параметров саморегуляции c функциональным профилем межполушарной ассиметрии, выявлены ее связи с такими параметрами, как ответственность, агрессия и этнические характеристики, рефлексия и др. Эти данные свидетельствуют, что и собственно саморегуляция, и процесс ее освоения индивидуально своеобразны. Военнослужащие с разными типами темперамента, особенностями характера, потребностями, системой ценностей и др. проходят «свой» личный путь освоения способов владения собой, преодоления трудностей и препятствий, самодетерминации. В то же время важно отметить – обучение курсантов военных институтов организовано так, что оно чрезмерно формализовано и обезличено, что порождает ряд трудностей в его индивидуализации. 1. С одной стороны, специфика обучения курсантов проявляется в чрезмерной регламентированности приказами и другими нормативно-правовыми актами, даже в повседневной деятельности нельзя отклониться от прописанного Уставом алгоритма жизни. Это способствует формированию у военнослужащего дисциплинированности и ответственности, без которых не может существовать ни одна армия. Однако будущий офицер – это индивидуальная и неповторимая личность, поэтому подлинное обучение и развитие невозможно без учета индивидуальных особенностей. Это касается и развития саморегуляции. 2. Проблема индивидуализации процесса обучения курсантов обусловлена тем, что нельзя «ломать» уже сформированную систему обучения, однако необходимо найти адекватные способы не только сохранения, но и развития индивидуальности. Важно найти то «золотое сечение», которое сохранит гармонию Приказа и Личности. 3. Сложность обусловлена отсутствием знаний относительно специфики структуры саморегуляции у курсантов ВООВО, а также индивидуально-психологических факторов, которые могут оказывать влияние на ее развитие. Результаты. Согласно данным различных отечественных и зарубежных исследований, на саморегуляцию и ее формирование могут оказывать влияние такие факторы, как: – специально человеческие типы (художественный, мыслительный) личности (индивидуальности) и характер межполушарных отношений ; – уровень рефлексии (самопонимания) ; – система жизненных ; – уровень субъективного контроля, где интернальность трактуется как возможность человека быть «хозяином собственной судьбы». Для выявления индивидуально-психологических факторов, оказывающих влияние на саморегуляцию, нами были использованы следующие методики: – опросник «Стиль саморегуляции поведения» (В.И. Моросанова); – методика диагностики уровня субъективного контроля (Дж. Роттер); – методика «Иерархия жизненных ценностей» (Г.В. Резапкина); – методика диагностики рефлексивности (А.В. Карпов); – опросник волевых качеств личности (М.В. Чумакова); – тест жизнестойкости (Д.А. Леонтьев). Эмпирическая выборка состояла из 60 курсантов 3 курса Новосибирского военного института имени генерала армии И.К. Яковлева войск национальной гвардии Российской Федерации (далее – НВИ ВНГ РФ) в возрасте от 19 до 21 года. Основная цель работы – выявление индивидуально-психологических особенностей личности как факторов саморегуляции. Статистический анализ осуществлен посредством множественного регрессионного анализа, который позволяет оценить степень влияния двух и более независимых переменных (предикторов) на зависимую переменную (критерий). В качестве предикторов (факторов) выступали индивидуально-психологические особенности личности, в качестве критериев – основные характеристики саморегуляции. Применение множественного регрессионного анализа позволило получить следующие результаты. На общий уровень саморегуляции оказывает влияние совокупность трех факторов: «целеустремленность», «отдых», «материальная обеспеченность» (R = 0,579, R2 = 0,299 при р = 0,000) (рис. 1). Данные компоненты имеют высокую степень влияния на общий уровень сформированности индивидуальной системы осознанной саморегуляции произвольной активности человека и описывают 30 % изменчивости переменной «общий уровень саморегуляции». Причем «отдых» влияет на «общий уровень саморегуляции» отрицательно (? = -0,395 при р = 0,001), а остальные два фактора – положительно: «целеустремленность» (? = 0,367 при р = 0,002), «материальная обеспеченность» (? = 0,231 при р = 0,044) (рис. 1). Можно подумать, что ценность материального обеспечения дает мотивацию выполнения тяжелой, а порой опасной работы. Военнослужащие, для которых одной из ключевых ценностей является отдых, напротив, склонны демонстрировать низкий уровень саморегуляции, что, вероятно, связано с эмоциональной и социальной незрелостью курсантов либо хронической усталостью и недостаточным уровнем профессиональной мотивации. Таким образом, целеустремленность, ориентация на высокий уровень жизни, а также минимально выраженное стремление к отдыху и развлечениям способствуют высокому общему уровню саморегуляции. На параметр саморегуляции «самостоятельность» влияет совокупность двух факторов: «рефлексивность» и «материальная «обеспеченность» (R = 0,530, R2= 0,256 при р = 0,000). Выделенные компоненты оказывают среднюю степень влияния на уровень развитости регуляторной автономности и описывают 26% изменчивости переменной «самостоятельность». Причем, «материальная обеспеченность» влияет на «самостоятельность» положительно (? = 0,360 при р = 0,003), а «рефлексивность» – отрицательно (? = -0,329 при р = 0,006) (рис. 2). Это может означать, что такое качество, как «самостоятельность», лучше реализуется при меньшей выраженности рефлексивности и выраженной ценности материального благополучия. Возможно, это характерно именно для данной выборки, поскольку в условиях иерархических отношений чрезмерная рефлексия может мешать военнослужащему адекватно и правильно выполнять приказы и распоряжения вышестоящих командиров и начальников. В то время как более низкий уровень рефлексии может позитивно влиять на «разумную инициативу» (самостоятельность), как принято говорить у военнослужащих. Чрезмерная рефлексия (затяжной самоанализ и анализ поведения окружающих людей) может обусловить нерешительность при принятии решений в чрезвычайных ситуациях. По-видимому, разрабатывая программу развития саморегуляции у курсантов, необходимо предусмотреть задания, направленные на формирование оптимального уровня рефлексии. На «гибкость» саморегуляции со средней пенью выраженности влияет совокупность х факторов: «самостоятельность» и «се я» (R = 0,529, R2 = 0,255 при р = 0,000). Выде нные компоненты описывают 26 % изменчивости переменной «гибкость». Оба фактора оказывают положительное влияние на параметр «гибкость»: «самостоятельность» (? = 0,469 при р = 0,000), «семья» (? = 0,302 при р = 0,010) (рис. 3). Эти данные можно интерпретировать следующим образом: военнослужащие, обладающие таким волевым качеством личности, как самостоятельность, более способны использовать разные варианты саморегуляции при изменении внешних и внутренних условий. Возможно, ценность семьи усиливает ответственность за близких людей и активизует гибкость Параметр саморегуляции «оценивание результатов» на среднем уровне обусловлен двумя факторами: «ответственность» и «отдых» (R = 0,533, R2 = 0,259 при р = 0,000). Данные компоненты оказывают влияние на уровень развитости и адекватности оценки испытуемым себя и результатов своей деятельности и поведения и описывают 26 % изменчивости этой переменной. Причем «ответственность» влияет на «оценивание результатов» положительно (? = 0,387 при р = 0,002), а ценность «отдых» – отрицательно (? = -0,280 при р = 0,019) (рис. 4). Это значит, что уровень развитости и адекватности оценки испытуемым себя и результатов своей деятельности и поведения обусловлен ответственностью как волевым качеством личности, в то время как ценности «отдых» и «развлечения» негативно влияют на этот параметр саморегуляции На параметр саморегуляции «программирование» оказывают влияние на среднем уровне два фактора: «ответственность» и «отдых» (R = 0,532, R2 = 0,258 при р = 0,000). Они описывают 25 % изменчивости этой переменной. Так же, как и в предыдущем случае, «ответственность» влияет на «оценивание результатов» положительно (? = 0,152 при р = 0,000), а «отдых» – негативно (? = -0,170 при р = 0,002) (рис. 5). Таким образом, выраженность осознанного программирования человеком своих действий положительно детерминирована ответственностью как волевым качеством личности, тогда как высокая ценность отдыха (получение удовольствия от досуга, развлечений) влияет на этот параметр негативно. На «моделирование» как аспект саморегуляции в высокой степени (описывают 50 % изменчивости переменной «моделирование») оказывает влияние совокупность пяти факторов: «контроль», «отдых», «интернальность в семейных отношениях», «целеустремленность», «служение» (R = 0,733, R2 = 0,495 при р = 0,000). При этом необходимо отметить, что три фактора влияют на выраженность данной характеристики саморегуляции положительно: «контроль» (? = 0,217 при р = 0,050), «интернальность в семейных отношениях» (? = 0,216 при р = 0,031), «целеустремленность» (? = 0,246 при р = 0,029), а два – отрицательно: «отдых» (? = -0,417 при р = 0,000), «служение» (? = -0,214 при р = 0,032) (рис. 6). Таким образом, уровень индивидуальной развитости представлений о внешних и внутренних значимых условиях деятельности в высокой степени обусловлен целеустремленностью как волевым качеством личности, убежденностью в том, что за получение необходимого результата необходимо бороться, даже если это не гарантирует результат (методика «Жизнестойкость», Д.А. Леонтьев), а также осознанием и принятием собственной ответственности за события, происходящие в семейной жизни («Уровень субъективного контроля Дж. Роттер»). У таких людей также минимально выражены нацеленность на развлечения и отдых. Эти результаты ожидаемы. В то же время возникает необходимость понимания и интерпретации негативного влияния выраженности ценности «служение» на параметр «моделирование», поскольку служение является для военнослужащих профессионально значимой ценностью. Согласно интерпретации Г. Резапкиной, служение «является высшей жизненной ценностью, отличающей духовно зрелых людей» и «проявляется в способности жертвовать своими интересами ради интересов других людей», «проявлять милосердие и сострадание, не ожидая награды или благодарности». Возможно, низкая значимость этой ценности в выборке курсантов обусловлена спецификой содержания вопросов в методике Г.А. Резапкиной, где акцент делается на жалости и сострадании, и в меньшей мере выражена позиция самоотверженности. Однако полученные данные обусловливают необходимость специального формирования этого качества в процессе обучения. На «планирование» как показатель саморегуляции в высокой степени влияет совокупность пяти факторов: «ответственность», «семья», «творчество», «левополушарность», «инициативность» (R = 0,683, R2 = 0,417 при р = 0,000). Они описывают 42 % изменчивости этой переменной. Три фактора положительно влияют на выраженность осознанного планирования деятельности: «ответственность» (? = 0,347 при р = 0,003), ценность «семья» (? = 0,375 при р = 0,001), «левополушарность» (? = 0,338 при р = 0,003), а два – негативно: «творчество» (? = -0,333 при р = 0,002), «инициативность» (? = -0,275 при р = 0,020) (рис. 7). аким образом, ответственность как волевое качество личности, высокая ценность семьи и преобладание левого полушария над правым (вербальность, произвольность) позитивно сказываются на способности к осознанному планированию деятельности, в то время как инициативность (волевое качество личности) и ценность творчества оказывают негативное влияние на этот параметр саморегуляции. Возможно, что последние факторы отражают особенности выборки военнослужащих и обусловлены выраженной иерархичностью их отношений. Полученные данные можно преобразовать в общую модель, в которой отражены факторы, обусловливающие параметры саморегуляции на данной выборке курсантов (рис. 8). Заключение. Таким образом, нами выделены следующие факторы, позитивно влияющие на саморегуляцию у курсантов ВООВО: – волевые особенности личности: самостоятельность, ответственность и целеустремленность; – значимость для личности ценностей семьи и материальной обеспеченности; – иные факторы: контроль как показатель жизнестойкости, интернальность в семейных отношениях как отражение потребности быть в этой сфере хозяином собственной судьбы, левополушарность (левое полушарие, как известно, отвечает за аналитическое мышление и языковые способности, произвольность и осознанность поведения). Негативное влияние на саморегуляцию на данной выборке испытуемых оказывают такие индивидуально-психологические факторы: – инициативность как волевое качество личности; – рефлексивность; – значимость ценностей творчества, отдыха, служения. Очевидно, что полученные нами данные имеют противоречивый характер. Ценность служения, которая является профессионально значимым качеством личности военнослужащих, на данной выборке курсантов – будущих офицеров войск национальной гвардии Российской Федерации показала ее негативное влияние на различные параметры саморегуляции. Ценность творчества и инициативность как волевое качество личности также выступают как факторы, негативно влияющие на саморегуляцию. Рефлексивность как способность к самоанализу, самооценке, пониманию себя выступает в качестве фактора, негативно влияющего на саморегуляцию. Эти данные, по-видимому, отражают особенности выборки испытуемых, обусловленные спецификой обучения в военном вузе и спецификой военной профессии, для которых характерны иерархичность отношений и регламентированность деятельности уставными и нормативными требованиями, что не позволяет в полной мере учитывать индивидуальные особенности курсантов в процессе обучения и порождает выделенные в исследовании противоречия. Полученные нами данные могут быть использованы при разработке программы развития у курсантов военных вузов саморегуляции, предполагающей индивидуализацию процесса обучения, основанную на учете как профессиональной специфики деятельности военнослужащих, так и индивидуально-психологических особенностей курсантов, а также факторов, влияющих на процессы саморегуляции. Программа ориентирована на развитие ценности служения, оптимального уровня рефлексии, волевых качеств личности, способности курсантов адекватно и эффективно оценивать свои индивидуальные особенности и на этой основе формировать индивидуальный стиль саморегуляции, что позволит проявлять и творчество и инициативность в условиях служебной деятельности
СМЫСЛОВАЯ САМОРЕГУЛЯЦИЯ В КОНТЕКСТЕ ПЕРЕЖИВАНИЯ ПЕДАГОГАМИ ПРОФЕССИОНАЛЬНОГО КРИЗИСА ЛИЧНОСТИ
Рассматривается вопрос функционирования механизмов смысловой саморегуляции в ситуации профессионального кризиса личности педагога. В ходе теоретического анализа особое внимание уделяется проблематике регуляции поведения в кризисных ситуациях. Выполнен обзор исследований, посвященных роли ценностно-смысловых образований личности в сложных жизненных и профессиональных ситуациях. Эмпирическое исследование подтвердило гипотезу, что в ситуации переживания профессионального кризиса личности происходит запуск механизмов смысловой саморегуляции. Показано, что компоненты регуляции переживания педагогами профессионального кризиса личности взаимосвязаны с параметрами смысловой сферы, в частности, со смысложизненными ориентациями, образуя сложный, целостный механизм. Центральным звеном смысловой саморегуляции было определено моделирование, тесно связанное со смысложизненными ориентациями и стабиль ностью самооценки педагога. Выдвинуто предположение, что моделирование является универсальным механизмом, позволяющим справляться с кризисной ситуаций вне зависимости от особенностей профессиональной направленности педагога. Механизмы смысловой саморегуляции продемонстрировали сложный, неоднозначный характер взаимосвязи с особенностями переживания профессионального кризиса, что позволило предположить наличие разных типов смысловой саморегуляции и разных стратегий переживания педагогами кризиса. Это в свою очередь свидетельствует о новизне и эвристической ценности результатов исследования. Практическая значимость результатов определяется тем, что они составляют информационную основу для разработки индивидуализированных программ психологического сопровождения педагогов в ситуации профессионального кризиса личности. Ключевые слова: педагог; профессиональный кризис личности; переживание; смысловая саморегуляция. 1. Введение Процессы, происходящие в современном мире, приводят к трансформации существующих социальных институтов, что в свою очередь обусловливает изменения во всех сферах общественной жизни и приводит к серьезной переоценке системы общественных отношений. Перманентная реформа системы образования, смена образовательной парадигмы, актуализация федеральных государственных образовательных стандартов, изменение подходов к организации образовательного процесса, смена организационноправового статуса образовательной организации (со всеми последствиями) приводят к изменениям содержательных и технологических аспектов образования. И фактором успешного преобразования современной школы и достижения ею тех задач, которые ставит перед ней государство и общество, является свободно и активно мыслящий, прогнозирующий результаты своей деятельности, моделирующий образовательный процесс педагог. При этом особое значение в его деятельности и профессиональном развитии приобретает способность к постоянному самоопределению, построению себя как профессионала, проектированию новых траекторий профессионального развития и преодолению психологических барьеров этого процесса. Однако, как показывает исследовательская практика, значительная часть педагогов испытывает сложности адаптации в стремительно изменяющихся социально-экономических и профессиональных условиях. Неготовность к переосмыслению собственной роли в современном образовательном процессе и неспособность разрешать возникающие профессиональные трудности (среди которых внешние и внутренние конфликты, кризисные ситуации, стресс и пр.) могут стать причиной возникновения у педагога серьезных социально-психологических проблем: от усиления внутренней неудовлетворенности до нарастания социальной конфронтации и агрессии. Неудовлетворенность работой, внутренние конфликты, ощущение потери смысла труда, отсутствие профессиональной перспективы в ряде случаев становятся факторами, усиливающими барьерность профессионального развития педагога и инициирующими переживание педагогом профессионального кризиса личности. Под профессиональным кризисом личности мы понимаем неравновесное состояние, некую «переходную» точку, точку бифуркации, прохождение которой предопределяет дальнейшую траекторию развития личности в профессии и либо обеспечивает переход на следующую стадию профессионального становления, либо приводит к стагнации и профессиональной деградации. Можно предполагать, что профессиональный кризис личности представляет собой ситуацию «невозможности» реализации внутреннего профессионального замысла в актуальной ситуации профессионального развития, вследствие чего актуализируется процесс переживания. В свою очередь под профессиональным кризисом личности педагога понимается длительное неравновесное состояние субъекта труда, вызванное рассогласованием ценностно-смысловой сферы личности и актуализирующее процесс переживания. В этом состоянии происходит запуск смысловой регуляции поведения и деятельности педагога Регуляция поведения в кризисной ситуации определяется множеством факторов, в числе которых преобладают личностные. К системообразующим детерминантам личностной регуляции Д. А. Леонтьев относит наличие личностных смыслов ситуации, формирование которых возможно лишь у зрелой личности. В русле деятельностного подхода смысл выступает мощным регулятором поведения человека, его деятельности. Впервые в отечественной психологии к изучению смысловой регуляции деятельности обратился Л. С. Выготский, исследуя проблему соотношения аффекта и интеллекта. Анализируя структуру человеческой деятельности, А. Н. Леонтьев показал, что смысл создается в результате отражения субъектом отношений, существующих между ним и тем, на что его действия направлены как на свой непосредственный результат (цель). Именно отношение мотива к цели порождает личностный смысл, а смыслообразующая функция в этом отношении принадлежит мотиву. Исследуя закономерности смысловой регуляции в контексте решения мыслительных задач, О. К. Тихомиров в качестве основной единицы регуляции выделяет неоднократно преобразующийся смысл конечной цели, определяющий развитие смысла ситуации в целом . А. Г. Асмолов вводит понятие смысловой установки как 267 формы выражения личностного смысла в виде готовности к совершению определенным образом направленной деятельности. В работах Д. А. Леонтьева отражены самые общие положения проблемы смысла в деятельностном подходе: 1) смысл связывает субъекта с действительностью и порождается реальными отношениями; 2) источником смыслообразования выступают потребности и мотивы; 3) смысл действенен (имеется в виду регуляция деятельности); 4) смысловые образования появляются и существуют в системе; 5) смыслы порождаются и изменяются в деятельности, в которой реализуются реальные жизненные отношения субъекта. По мнению Д. А. Леонтьева, личностные ценности выступают высшим звеном в системе смысловой регуляции. Они являются стабильным источником смысло- и мотивообразования. В теории «жизненных миров» Ф. Е. Василюка делается вывод о том, что жизненный мир личности с разным уровнем самореализации характеризуется смысловыми образованиями, обладающими качественным своеобразием и образующими иерархические уровни смысловой сферы. О том, что ценностно-смысловая сфера включена в процесс регуляции поведения в ситуации кризиса, говорят данные, полученные С. С. Степановой в ходе исследования личностных факторов успешности трудоустройства безработных. Было выявлено, что трудоустроившимся безработным важно проследить события собственной жизни, расставить приоритеты и определить значение каждого события в жизненном пути. Н. М. Кадякина в своем исследовании показала, что смысловая саморегуляция обеспечивает индивидуальную активность субъекта профессиональной деятельности, направленность на установление оптимальных отношений в профессиональной сфере, формирование состояния, способствующего профессиональной успешности. Роль смысловой регуляции заключается в обеспечении устойчивости личности в периоды кризиса, формирования перспективы развития личности и образа будущего, смысловой регуляции деятельности в настоящем, опосредования личностного развития. Опираясь на исследования В. И. Моросановой, в рамках которых было установлено, что саморегуляции осуществляется как единый процесс, обеспечивая мобилизацию и интеграцию психологических особенностей человека для достижения целей деятельности и поведения, мы предполагаем, что процесс смысловой регуляции лежит в основе переживания педагогом профессионального кризиса личности. На основе смысловой регуляции развивается способность управлять собой со- образно реализации поставленной цели, направлять свое поведение в соответствии с требованиями ситуации профессионального развития. Проведенное нами ранее феноменологическое исследование содержания переживания педагогами профессионального кризиса личности позволило конкретизировать содержание данного феномена. Как было установлено, основным аспектом переживания педагогами профессионального кризиса личности становится изменение смыслового контекста работы, что происходит за счет действия ценностно-смыслового механизма, который разворачивается в направлении трансформации системы ценностей и трансформации смыслового поля сознания. Работа ценностно-смыслового механизма переживания профессионального кризиса личности приводит к тому, что постепенно с изменением иерархии ценностей и формированием иной смысловой реальности происходит переоценка прошлого и настоящего и построение личностью будущего посредством проектирования новой профессиональной перспективы. Можно выдвинуть гипотезу, что в ситуации переживания педагогами профессионального кризиса личности происходит запуск механизма смысловой регуляции поведения. Под механизмом смысловой регуляции переживания профессионального кризиса личности мы будем понимать открытую, целостную и динамическую систему средств внутренней регуляции поведения в ситуации профессионального кризиса личности. Данная система представлена особенностями 1) постановки, принятия и удержания цели по преодолению кризиса; 2) моделирования значимых условий, обеспечивающих разрешение кризиса; 3) программирования предстоящих действий, необходимых для достижения поставленной цели; 4) контроля и оценки процесса преодоления профессионального кризиса и принятия решения о необходимой коррекции преодолевающего поведения. Компоненты регуляции переживания педагогами профессионального кризиса личности взаимосвязаны с компонентами смысловой сферы, в частности, со смысложизненными ориентациями. Кроме того, мы предполагаем, что смысловая регуляция встроена в контекст переживания профессионального кризиса личности. Изучение особенностей функционирования механизмов смысловой регуляции в контексте профессионального кризиса личности педагога было определено основной ц е л ь ю поискового эмпирического исследования. 2. Организация и методики исследования Исследование особенностей смысловой регуляции переживания профессионального кризиса личности проводилось в общеобразовательных организациях Свердловской области. В качестве психодиагностического инструментария нами использовались следующие методики: 1. Тест смысложизненных ориентаций (CЖО) Д. А. Леонтьева (адаптированная версия теста «Цель в жизни» (Purpose-in-LifeTest, PIL, Дж. Крамбо и Л. Махолика). Методика позволяет выявить особенности смысложизненных ориентаций личности (цели в жизни, насыщенность жизни и удовлетворенность самореализацией), которые соотносятся соответственно с целью (будущим), процессом (настоящим) и результатом (прошлым). Кроме того, методика позволяет охарактеризовать локус контроля — Я, отражающий представление человека о себе как о сильной личности, обладающей достаточной свободой выбора, и локус контроля — жизнь, отражающий веру в собственную способность осуществлять такой контроль (образ Я), свободно принимать решения и воплощать их в жизнь. 2. Опросник «Стилевые особенности саморегуляции поведения — ССП-98», разработанный В. И. Моросановой и Е. М. Коноз. Опросник состоит из шести шкал, выделяемых в соответствии с основными регуляторными процессами (планирование, моделирование, программирование, оценка результатов) и регуляторно-личностными свойствами (гибкость и самостоятельность). Авторская феноменологическая анкета «Переживание профессионального кризиса личности», разработанная на основе феноменологической методологии. Вопросы анкеты охватывали несколько аспектов процесса переживания педагогами профессионального кризиса личности: «общее мироощущение и переживания до момента возникновения профессионального кризиса», «переживания, сопровождающие профессиональный кризис личности», «трансформация ценностно-смысловой сферы», «преодоление профессионального кризиса». В качестве основного метода математико-статистической обработки был определен корреляционный анализ по Спирмену. Всего в исследовании приняли участие 125 педагогов. На основании феноменологической анкеты была сформирована выборка педагогов, переживающих профессиональный кризис личности, в которую вошли 50 человек. 3. Результаты и их обсуждение Обратимся к анализу данных, полученных в результате корреляционного анализа параметров саморегуляции со смысложизненными ориентациями и контент-аналитическими категориями, характеризующими процесс переживания педагогами профессионального кризиса личности (табл. 1) 270 Взаимосвязь компонентов саморегуляции поведения, смысложизненных ориентаций и контент-аналитических категорий переживания профессионального кризиса личности Цель Результат Локус-контроля Я –Локус-контроля Жизнь Общий уровень осмысленности жизни А — общее мироощущение до профессионального кризиса личности А1 — образ профессии А2 — образ «Я» в профессии А3 — общий эмоциональный фон Б11 — низкая социальная значимость профессии Б21—– утрата контроля над деятельностью, профессиональными ситуациями Б23 — утрата профессиональной идентичности Б25 — падение самооценки В13 — тоска, опустошенность Г3 — хобби, увлечения Г4 — смена места работы Примечания: *ПЛ — планирование, М — моделирование, ПР —программирование, ОР — оценка результатов, Г — гибкость, С — самостоятельность; ** — уровень значимости p?0,05; *** — уровень значимости p?0,01 Планирование (ПЛ) как элемент системы саморегуляции — это индивидуальная способность к целеполаганию и удержанию целей, уровень развития у человека осознанного планирования деятельности. Процесс планирования и способность к целеполаганию отрицательно взаимосвязаны с такой контент-аналитической категорией, как утрата профессиональной идентичности (rs =-0,40 при p?0,05), и положительно — с категориями тоска, опустошенность (rs =0,49 при p?0,01), хобби и увлечения (rs =0,56 при p?0,01). Педагоги с высокой способностью к целеполаганию в кризисной ситуации сохраняют свою педагогическую направленность и приверженность профессии, а отрицательные переживания пытаются преодолеть во внепрофессиональной сфере, но «психологической ценой» такого варианта оказывается чувство опустошенности, эмоциональное выгорание. Моделирование (М) характеризует индивидуальную развитость представлений о внешних и внутренних значимых условиях, степень их осознанности, детализированности и адекватности, соответствия получаемых результатов принятым целям. Моделирование, в отличие от планирования, взаимосвязано с большинством компонентов смысложизненных ориентаций личности. Так, наблюдается взаимосвязь моделирования и параметров цель (rs =0,57 при p?0,01), процесс (rs =0,60 при p?0,01), результат (rs =0,44 при p?0,05), локус-контроля Я (rs =0,50 при p?0,01). Также наблюдается положительная корреляция с параметром общий уровень осмысленности жизни (rs =0,67 при p?0,01). Кроме того, мы наблюдаем отрицательную корреляцию с такой контент-аналитической категорией переживания кризиса, как падение самооценки (rs =-0,42 при p?0,05). Высокая плотность корреляционных связей, содержательная близость перечисленных конструктов, логическая соотнесенность выявленных эмпирических фактов с исходными теоретическими основаниями позволяют выдвинуть предположение, что именно моделирование является центральным звеном смысловой регуляции в ситуации профессионального кризиса личности, позволяя педагогу сохранять уверенность в себе и своих возможностях, выбирать средства достижения целей в контексте общих жизненных перспектив и смысложизненных ориентаций. Мы также предполагаем, что это наиболее универсальный механизм смысловой регуляции, функционирующий не только в профессиональных, но и в надпрофессиональных ситуациях, в том числе и в ситуациях смысложизненного кризиса. Гибкость (Г) как компонент саморегуляции характеризует способности перестраивать, вносить коррекции в систему саморегуляции при изменении внешних и внутренних условий. Корреляционный анализ показал 272 положительные взаимосвязи с параметрами смысложизненных ориентаций цель (rs =0,39 при p?0,05) и процесс (rs =0,52 при p?0,01). Также выявлены отрицательные взаимосвязи с контент-аналитическими категориями общее мироощущение до профессионального кризиса личности (rs =-0,51 при p?0,01), образ профессии (rs =-0,39 при p?0,01), образ Я в профессии (rs =-0,61 при p?0,01), утрата контроля над и профессиональными ситуациями (rs =-0,47 при p?0,01) и положительная взаимосвязь с категорией смена места работы (rs =0,38 при p?0,05). Педагоги с высокой регуляторной гибкостью не склонны к рефлексии ситуации профессионального кризиса и обстоятельств, предшествующих ему. Они в большей степени ориентированы на главные цели в жизни и эмоциональную полноту процесса их достижения. При необходимости они могут выйти из кризиса, сменив место работы, а возможно, и оставив саму педагогическую деятельность. Параметр самостоятельность (С) характеризует развитость регуляторной автономности. Была выявлена отрицательная взаимосвязь данного параметра с такой контент-аналитической категорией, как падение самооценки (rs =-0,38 при p?0,05). У педагогов с низкой самостоятельностью в ситуации профессионального кризиса личности происходят регуляторные сбои, они ориентируются на одобрение и поддержку коллег, администрации и родителей обучающихся и реагируют снижением самооценки и неуверенностью в себе, если не находят поддержки в случае неуспеха. Параметры саморегуляции программирование (ПР) и оценка результатов (ОР) не показали взаимосвязей ни с компонентами смысложизненных ориентаций, ни с контент-аналитическими категориями, характеризующими переживание профессионального кризиса личности. Высокие показатели по шкале программирования говорят о сформировавшейся потребности продумывать способы своих действий и поведения для достижения намеченных целей. Шкала «Оценивание результатов» характеризует индивидуальную развитость и адекватность оценки себя и результатов своей деятельности и поведения. Сложно предположить, что такие значимые параметры саморегуляции не включены в регулирование процесса переживания кризиса. На последующих этапах работы будет проверяться гипотеза о нелинейном характере связи вышеперечисленных параметров. Выявленные взаимосвязи параметров саморегуляции, смысложизненных ориентаций и переживания профессионального кризиса личности подтвердили заявленную гипотезу о запуске в кризисной ситуации механизмов смысловой регуляции. Кроме того, они позволяют выдвинуть предположение о различных типах саморегуляции в зависимости от осо- бенностей смысложизненных и профессиональных ориентаций педагогов, специфики переживания ситуации профессионального кризиса личности. 4. Выводы Проведенное исследование позволило определить механизм смысловой регуляции переживания профессионального кризиса личности как открытую, целостную и динамическую систему средств внутренней регуляции поведения, включающую в себя постановку цели по преодолению кризиса, моделирование условий, программирование действий, контроль и оценку результатов процесса преодоления профессионального кризиса личности. Эмпирическое исследование подтвердило, что компоненты регуляции переживания педагогами профессионального кризиса личности взаимосвязаны с параметрами смысловой сферы, в частности, со смысложизненными ориентациями, образуя сложный, целостный механизм. Механизмы смысловой саморегуляции продемонстрировали сложный, неоднозначный характер взаимосвязи с особенностями переживания профессионального кризиса. Так, планирование как компонент саморегуляции более выражен у педагогов, пытающихся преодолеть кризис на фоне сохранения своей профессиональной идентичности и не вполне удачных попыток преодолеть негативные переживания во внепрофессиональной сфере. Гибкость в ситуации профессионального кризиса личности демонстрируют педагоги, ориентированные скорее на смысложизненные, нежели на профессиональные цели, не склонные к рефлексии ситуации профессионального кризиса и готовые при необходимости отказаться от педагогической деятельности. Самостоятельность как параметр автономности регуляторики снижена у педагогов, ориентированных в ситуации кризиса на внешние оценки и склонных к самообвинению и снижению самооценки. Моделирование было выделено как центральное звено смысловой саморегуляции, поскольку оказалось тесно связано со смысложизненными ориентациями и стабильностью самооценки педагога и свободно от особенностей переживания им профессионального кризиса личности. Можно предположить, что внутренний анализ условий преодоления кризиса является универсальным механизмом, позволяющим справляться с кризисной ситуаций вне зависимости от особенностей профессиональной направленности педагога. Программирование и оценка как компоненты саморегуляции оказались независимы от параметров переживания кризиса и смысложизненных ориентаций, что позволило предположить нелинейный характер связи этих феноменов. Полученные результаты расширяют и уточняют представления о механизмах смысловой саморегуляции в ситуации профессионального кризиса личности педагога. Они позволяют выдвинуть гипотезу о наличии разных типов смысловой саморегуляции и разных стратегий переживания педагогами кризиса. Результаты составляют информационную основу для разработки индивидуализированных программ психологического сопровождения педагогов в ситуации профессионального кризиса личности.
ОСОБЕННОСТИ ВРЕМЕННОЙ ПЕРСПЕКТИВЫ ЛИЧНОСТИ СТУДЕНТОВ С РАЗЛИЧНЫМ УРОВНЕМ ОСОЗНАННОЙ САМОРЕГУЛЯЦИИ НА ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ
Постановка проблемы Современное образование направлено на развитие человеческого потенциала, реализация которого осуществляется на всех этапах жизненного пути личности и детерминируется осознанным характером саморегуляции. Временная регуляция охватывает как деятельность в целом, так и ее отдельные этапы. Индивидуальная способность к регуляции времени активно развивается в период юности. Изучение особенностей осознанной саморегуляции позволяет обеспечить достижение личностных целей и вписать временную перспективу в контекст взаимодействия субъекта с миром. Существенный вклад в изучение временной перспективы личности сделал K. Levin. Переживание человеком настоящего времени неразрывно связано с представлениями о будущем и прошлом. Включение будущего и прошлого времени в контекст настоящего и их существование в настоящем K. Levin назвал временной перспективой. T. J. Cottle заложил понимание временной перспективы как «способности личности действовать в настоящем в свете предвидения сравнительно отдаленных будущих событий» . J. Nutten определял временную перспективу как наличие во внутреннем плане разноудаленных во времени объектов-целей. Для определения направленности поведения человека на объекты прошлого, настоящего или будущего J. Nutten ввел понятие «временная ориентация». Временная установка показывает знак настроенности человека по отношению к модусам времени - позитивной или негативной, а временная перспектива выступает как функция составляющих ее мотиваци-онных объектов. M. R. Ginzburg описывал временную перспективу в контексте когнитивного плана будущей жизни личности. W. Lens, M. P. Paixao, D. Herrera, A. Grobler рассматривали временную перспективу будущего как предвосхищение в настоящем целей ближайшего или отдаленного будущего. Люди с «длинной» временной перспективой будущего воспринимают временные интервалы в будущем как более короткие по длительности; они в целом более мотивированы, потому что легче предвосхищают последствия поведения в настоящем. T. A. Dorien, M. Kooij, R. Kanfer, M. Betts, C. W. Rudolph описывают восприятие времени как тенденцию отношения к будущим событиям, имеющую определенную степень устойчивости и выраженную в принятии решений. Личность с сильной ориентацией на будущее склонна к четкому планированию своих решений и характеризуется отсрочкой их удовлетворения. D. I. Feldstein связывал временную перспективу личности с понятиями «объективного места», занимаемого человеком в системе общественных связей и «внутренней позицией» по отношению к разным сферам социальной действительности. I. M. Feigenberg большое внимание уделял будущему времени в рамках временной перспективы личности, предлагая линии предвосхищения будущего: вероятностные - отражающие ориентировку в условиях неопределенности предвосхищений как частных характеристик наступления событий; интенциональные - определяющие ориентировку субъекта на «потребное будущее». По мнению S. J. Sullivan-Singh, A. L. Stanton и C. A. Low, психологическое настоящее по отношению к психологическому прошлому реализует итог прошлого развития, может компенсировать неудачи в решении предшествующих задач; по отношению к психологическому будущему в зависимости от эффек- тивности-неэффективности саморазвития задает будущее как осмысленное или бессмысленное. В вопросе рассмотрения временной перспективы личности мы считаем важной точку зрения F. Zimbardo, который акцентирует значение временной перспективы и наряду с остальными факторами в принятии решений человеком определяет временной компонент. F. Zimbardo и J. Boyd используют термин «сбалансированная временная перспектива», выделяя пять категорий времени: негативное прошлое, позитивное прошлое, гедонистическое настоящее, фаталистическое настоящее, ориентация на будущее. D. John, F. R. Lang рассматривают проблему трансформации временной перспективы и констатируют, что субъективное ускорение временного опыта является более выраженным во время производственной деятельности и связано с позитивной оценкой повседневной деятельности. А. Kaplan и J. K. Garner связывают вопрос временной перспективы личности с развитием ролевой идентичности в рамках определения целей, что в очередной раз подчеркивает вопрос непрерывности и нелинейности развития. V. C. Wong, Jr. Wyer, S. Robert рассматривают вопрос зависимости восприятия событий от временной ориентации. Когда индивидуумы имеют либо индивидуалистическую социальную ориентацию, либо краткосрочную временную ориентацию, они истолковывают психологически дистальные события более глобально, чем проксимальные. Однако когда у них есть либо коллективистская социальная ориентация, либо долгосрочная временная ориентация, они подробно описывают последствия дистальных событий, истолковывают последствия проксимальных событий в более абстрактных терминах. E. Brueh-lman-Senecal, О. Ayduk и O. P. John, изучая вопрос временного дистанцирования от негативного опыта, доказали, что тенденция к временному удалению от негативного опыта предсказывает более позитивный профиль эмоционального опыта и эффективной реакции на стрессовые факторы, которые могут подрывать эмоциональное благополучие в долгосрочной перспективе. I. Yu. Suvorova обсуждает вопрос о связи места человека в социальной системе и его восприятии социальной реальности. Осведомленность о месте в системе социальных отношений подразумевает принятие его норм и ценностей, что обеспечивает систематическое восприятие социальной реальности и способность планировать будущее. L. J. Stephen, P. S. Priti рассматривали деятельность личности через призму доверия к миру. Смещение локуса доверия с окружающей среды на саму личность изменяется со временем. Чем больше личность ориентирована на себя, тем в большей степени она может регулировать свою деятельность и поведение. В рамках нашего исследования важен вопрос становления временной перспективы в юношеском возрасте, в связи с чем интересны точки зрения авторов с позиции описания временной перспективы в студенческом возрасте. A. Suleyman определено, что студенты с высоким уровнем временной перспективы будущего, устанавливающие отдаленные цели для себя, создают взаимосвязь между этими целями и своими действиями в настоящем, они способны сопротивляться внешним отвлечениям и раздражителям, более легко фокусируются на цели в настоящем. D. F. Kauffman, J. Husman утверждают, что временная перспектива будущего играет важную роль в учебной мотивации: долговременные учебные цели мотивируют студентов к ежедневным занятиям. K. Muenks, D. B. Miele отмечают, что процесс преодоления сложностей (саморегуляция поведения и деятельности) лежит в основе эффективности процесса обучения и дальнейшего развития личности. E. C. Burns, A. J. Martin, R. J. Collie уделяют важное значение таким конструкциям в образовательном процессе, как приспособляемость (для саморегуляции) и постановка целей. J. Guo, P. D. Parker, H. W. Marsh, and A. J. S. Morin подчеркивают значимость гендерных различий в мотиваци-онных убеждениях и академических достижениях обучающихся, лежащих в основе выбора образовательного пути. K. Cimen провел оценку ориентированности достижений и академической саморегуляции студентов. В результате было доказано, что ориентация достижений и саморегуляция напрямую связаны с гендерными особенностями и активностью преподавателей, стремящихся развивать профессиональные и личные качества обучающихся в профессиональном направлении. Таким образом, мы делаем вывод, что «временная перспектива» представляет собой способность личности реконструировать прошлое, актуализировать настоящее и конструировать будущее как временную целостность. В определении понятия «временная перспектива» важное значение имеет вопрос изучения временных конструктов и определении временной направленности личности в период жизнедеятельности. Рассмотрение понятия и уровней саморегуляции позволяет обеспечить достижение целей и вписать временную перспективу в контекст взаимодействия субъекта с миром. Уровни осознанной саморегуляции рассматриваются как осознанная готовность управлять своим психологическим состоянием, планируя, моделируя, регулируя и оценивая результаты с учетом специфики процесса самоосуществления в рамках жизненного пространства. M. Bieleke, E. Legrand, A. Mignon, P. Gollwitzer акцентируют внимание на роли планирования как стратегии саморегулирования, улучшающей достижение целей, облегчающей процесс принятия решений. T. J. Strauman рассматривает саморегуляцию как процесс, оказывающий влияние на мотивацию, познание, эмоции и поведение более дистальных факторов личности, таких как генетика, темперамент. В процессе описания уровневых особенностей осознанной саморегуляции мы считаем важным использовать точку зрения О. М. Краснорядцевой и В. Е. Клочко относительно проявления активности человека в плане построения своего жизненного пространства. Уровень саморегуляции человека детерминирует его представления о жизни и ее смысловых ориентирах. По сути, формирование у человека заинтересованной, осознанной позиции по отношению к жизненному пути способствует и более осознанному планированию собственной деятельности, развитию способностей моделировать и программировать ситуацию будущего, гибко реагировать на изменения перспективы временной перспективы. Проведенный теоретический анализ состояния проблемы временной перспективы личности во взаимосвязи с осознанной саморегуляцией позволяет систематизировать представления о процессе становления временной перспективы личности студентов как субъективного восприятия и оценки модусов прошлого, настоящего и будущего. Развитие у студентов потребности анализировать свою деятельность, в рамках процесса осознанной саморегуляции, ведет к обеспечению личностного роста и самореализации личности в процессе обучения. Цель статьи состоит в определении особенностей временной перспективы студентов, имеющих различные уровни осознанной саморегуляции на этапах обучения в вузе. Методология исследования В последние годы в рамках исследования временной перспективы личности рассматривается субъектный фактор развития, актуализирующий роль самого человека в данном процессе. В связи с этим определяющим является принцип активности по отношению ко времени, т. е. способность человека направлять время своей жизни, что обусловливает развитие представлений о прошлом, настоящем и будущем (К. А. Абульханова-Славская, В. И. Ковалев, Т. Н. Березина, Е. П. Белинская, А. Сырцова, Ф. Зимбардо, Дж. Бойд, Н. Н. Толстых, Е. М. Вечканова, Т. А. Нестик, И. А. Чувашова). Одним из механизмов, обеспечивающих данную способность, является осознанная саморегуляция актуального психологического состояния, выступающая основой процессов, обеспечивающих самоорганизацию психической активности человека, а также целостность его индивидуальности (В. И. Моросанова, А. К. Осницкий, О. А. Конопкин). Теоретико-методологический анализ проблемы осознанной саморегуляции как особого вида активности личности позволяет выделить несколько направлений, среди которых субъектно-деятельностный подход (К. А. Абульханова-Славская, Б. Г. Ананьев, Л. С. Выготский, О. М. Краснорядцева, В. Е. Клочко, О. А. Конопкин, А. Н. Леонтьев, А. К. Осницкий, С. Л. Рубинштейн); личностный подход, представляющий саморегуляцию с позиции личностных черт (А. Бандура, А. В. Ванин, А. А. Деркач, В. А. Иванников, Ч. Карвер (C. Carver), Е. А. Климов, В. И. Мо-росанова, Г. С. Прыгин, И. Ю. Цыганов); подход, в котором саморегуляция выступает как функциональное состояние, при этом раскрываются индивидуальные особенности личности с позиции эмоциональной сферы (П. К. Анохин, Н. А. Бернштейн, Л. Г. Дикая, Г. С. Никифоров, А. А. Обознов, А. О. Прохоров). Несмотря на то что изучение временной перспективы и осознанной саморегуляции в контексте проблемы профессионального самоопределения широко распространено в психологической науке, однако, отсутствуют исследования, изучающие их во взаимосвязи и взаимообусловленности, проявляющихся в процессе развития личности студентов на различных этапах обучения в вузе. Материалы и методы: Опросник временной перспективы Ф. Зимбардо, адаптированный А. Сырцовой и О. В. Митиной. Методика «Семантический дифференциал времени» (Л. И. Вассерман, Е. А. Трифонова, К. Р. Червинская) . Самоактуализационный тест Э. Шострома, адаптация Ю. Е. Алешиной, Л. Я. Гозман, М. В. Загика и М. В. Кроз Тест смысложизненных ориентаций Д. А. Леонтьева . Методика «Личностный дифференциал», адаптированная в НИИ им. В. М. Результаты исследования Значимые различия между респондентами на 1 и 2 курсах выявлены в рамках восприятия позитивного прошлого (t = 4,95) и будущего (t = 4,38). Можно сказать, что восприятие прошлого имеет определенную тенденцию, выраженную в большей теплоте по отношению к данному конструкту у респондентов на 1 курсе, и постепенно уменьшающуюся в течение следующего года (табл. 1). Значимые различия выявлены по шкале «поддержка» у респондентов на 1 и 2 курсе обучения (t = -2,34). Следует отметить рост данного показателя от 1 к 3 курсу (t = -3,39). Таблица 1 Средние значения параметров временной перспективы и осознанной саморегуляции студентов на различных этапах обучения в вузе Опросник временной перспективы Ф. Зимбардо Позитивное прошлое Негативное прошлое Фаталистическое настоящее Будущее Методика САТ Компетентность во времени (Tc) Поддержка (I) Гибкость поведения (Ex) Методика «Готовность к выбору профессии» (адаптация А. П. Чернявской) Планирование (ориентация во времени Эмоциональное отношение к ситуации выбора профессии Тест СЖО Д. А. Леонтьева Цели жизни Локус контроля - «Я» Опросник ССПМ В.И. Моросановой | Программирование Оценивание результатов Наличие отрицательной динамики на 4 курсе объясняется тем, что возрастает страх перед предстоящими событиями взрослой жизни и стремление получить опору и поддержку со стороны ближнего окружения (V = -3,20). Проведя анализ средних значений в восприятии временных параметров студентов на 2 и 3 курсе, выявлено значимое изменение показателя «позитивное прошлое» (V = -3,38). В средних значениях «восприятия будущего» происходят значимые изменения от 1 к 3 курсу (V = 5,14). Пройдя весь период обучения, студенты на 4 курсе более негативно воспринимают прошлые события, в основе чего лежит переживание сложностей в настоящем, что в большей степени сказывается на негативной реконструкции прошлого. Четверокурсники демонстрируют значимые изменения в показателе «гибкости поведения» (V = 2,34). Анализ изучаемых параметров позволяет определить особенности временной перспективы личности студентов с различным уровнем осознанной саморегуляции на этапах обучения в вузе. Личность студентов первокурсников характеризуется высокой степенью осознанности значимых условий для достижения поставленных целей, но эта возможность предоставляется благодаря позитивному восприятию событий прошлого. Временная перспектива определена устойчивой ориентацией на ближайшее будущее, поэтому в компонент настоящего времени вплетается аспект восприятия прошлых и будущих событий с низкой степенью определенности, носящим абстрактный характер. Саморегуляция носит диффузный характер. Личность студентов 2 курса характеризуется определенной степенью осмысленности жизненных ориентиров, детализированно-стью поставленных целей. В аспект насыщенности жизни вплетается эмоциональный компонент, который оказывает весомое влияние на построение временной перспективы личности. Благодаря развитию волевых качеств, автономности, детальному построению жизненных целей у студентов 3 курса развивается осознанная саморегуляция, способствующая становлению позитивной временной перспективы. Личность респондентов 4 курса характеризуется позитивным восприятием будущего, постановкой жизненных целей с долгосрочной компонентой и сформированностью осознанного планирования деятельности. Изучая особенности временной перспективы личности студентов на различных этапах обучения в вузе, при помощи методики «Стиль саморегуляции поведения» В. И. Моросановой, мы выделили 3 уровня осознанной саморегуляции и обозначили их как предметный, смысловой и ценностный (табл. 2). Таблица 2 Характеристика уровней осознанной саморегуляции студентов на различных курсах обучения, проценты | Уровень саморегуляции |Предметный |Смысловой |Ценностный Студенты с предметным уровнем осознанной саморегуляции позитивно воспринимают прошлое, которое задает вектор для построения настоящего. Однако настоящее воспринимается с большой долей риска, имеет несколько неопределенный характер и связано в большей степени с анализом прошлых событий. Будущее в сознании студентов выглядит неопределенно. Такая категория студентов характеризуется неуверенностью в обладании достаточной свободой выбора и в своих способностях управлять собственной жизнью. Студенты со смысловым уровнем осознанной саморегуляции адекватно воспринимают происходящие события, в полной мере прогнозируют текущие ситуации. Студенты помнят яркие события своего прошлого, ориентируются в настоящем и стремятся строить планы на будущее. Настоящее занимает большую часть их жизненного пути. Студенты с ценностным уровнем осознанной саморегуляции в большей мере ориентированы на прогнозирование, структурирование и контроль будущих событий, в основе которых лежит опора на настоящее и адекватная оценка себя и окружающих в текущий момент времени. Студенты придают большее значение целевым ориентирам, характеризуются высокой удовлетворенностью собственным настоящим, рефлексией текущих событий, основанной на позитивном принятии прошлого, проектировании будущего и реализации планов в настоящем. Заключение Полученные результаты позволяют констатировать наличие вариативности содержательных характеристик временной перспективы во взаимосвязи с уровневыми параметрами саморегуляции, обусловленной этапом обучения в вузе. В процессе обучения в вузе студенты осознают свои возможности в плане саморегуляции, достигая ценностного уровня на заключительном этапе обучения. Уровень осознанной саморегуляции детерминирует процесс становления позитивной временной перспективы личности, выраженной в четком понимании и осознании временной оси «прошлое, настоящее и будущее». Временная перспектива студентов 1 курса в большей степени определена устойчивой ориентацией на ближайшее будущее, поэтому в компонент настоящего времени вплетается аспект восприятия прошлых и будущих событий с низкой степенью определенности. Осознанная саморегуляция функционирует на предметном уровне и включает такие параметры, как самостоятельность в принятии решений, которая в большей степени базируется на рефлексии текущих событий и программирование действий и поступков. Ко 2 курсу появляется способность детализировать внешние и внутренние условия жизнедеятельности, определяющая более очерченный вид осмысленности временных отрезков. Возрастает количество студентов со смысловым уровнем осознанной саморегуляции. С переходом на 3 курс, благодаря развитию волевых качеств, автономности, детальному построению жизненных целей, происходит повышение уровня осознанной саморегуляции. Смысловой уровень саморегуляции респондентов 3 курса определяется позитивным восприятием будущего, постановкой жизненных целей с долгосрочной компонентой и сформированностью осознанного планирования деятельности. На 4 курсе уровень сформи-рованности индивидуальной системы осознанной саморегуляции характеризуется двойственной тенденцией. С одной стороны, студенты активно уверенно принимают решения, способны пойти на определенную долю риска в рамках достижения поставленных целей; с другой - студентами овладевает страх перед сложным выбором профессионального Повышение уровня осознанной саморегуляции личности способствует становлению его временной перспективы в направлении ее большей действенности в процессах построения личных и профессиональных планов, содействуя преодолению неопределенности будущего. Взаимосвязь уровней осознанной саморегуляции и индивидуальных особенностей пути, который порой они не могут преодолеть, что способствует снижению самостоятельности и уверенности в себе. Уровень осознанной саморегуляции детерминирует процесс становления позитивной временной перспективы личности. временной перспективы обнаруживает себя в том, в какой мере человек может планировать будущее, преодолевать фиксированность на прошлом и являться оперативным в настоящем. Процесс обучения в вузе обеспечивает движение от предметного уровня к ценностному уровню осознанной саморегуляции, что свидетельствует о становлении позитивной временной перспективы личности, выраженной в понимании и осознании временной оси «прошлое - настоящее - будущее» (компетенция во времени), и определяет процесс самоактуализации в рамках жизненного пространства.
ЖИЗНЕННАЯ УСПЕШНОСТЬ КАК МЕТАРЕСУРС В СИСТЕМЕ САМОРЕГУЛЯЦИИ ЛИЧНОСТИ СТУДЕНТОВ, ПОЛУЧАЮЩИХ СРЕДНЕЕ СПЕЦИАЛЬНОЕ И ВЫСШЕЕ ОБРАЗОВАНИЕ
В статье ставится актуальная проблема понимания жизненной успешности личности на примере студенчества. Описано понимание жизненной успешности личности с позиций регулятивного и ресурсного подходов как интегративного метаресурса в системе саморегуляции, осуществляющего функцию рефлексивного сопоставления социальных и индивидуальных представлений о жизненной успешности с целью построения собственной жизненной программы. Раскрыто понимание жизненной успешности как механизма, интегрального свойства и состояния. Обозначена прогностическая роль жизненной успешности в жизни личности и общества. Представлена методика исследования и приведены результаты анализа эмпирических данных. Для студенчества показаны общие тенденции и значимые различия в ценностных основаниях, механизмах, личностных детерминантах жизненной успешности в зависимости от уровня получаемого образования. Ключевые слова: жизненная успешность, метаресурс, саморегуляция, студенчество. Актуальность исследования Основные вызовы современности обусловлены противоречивыми контекстами постмодерна, которые в общих чертах можно охарактеризовать как ситуацию неопределенности, где сталкиваются открытые возможности с подчас иллюзорностью их многообразия. Личности как субъекту необходимо обращаться к поиску внутренних возможностей (психологических ресурсов) для осуществления взаимосвязи с миром, в процессе которой происходит не только адаптация в узком смысле, но собственное развитие и реализация потенциала. Это актуализирует проблемы, связанные с пониманием личности как самоорганизующейся системы, когда осуществляется саморегуляция наиболее высокого уровня субъектности и человек «выступает центром реорганизации бытия». Данный уровень саморегуляции нуждается в «метаресурсах», обеспечивающих эффективность системы «психического управления поведением и развитием личности», «который показывает, в какой мере личности удалось освоить управление своими внутренними и внешними ресурсами для целей максимальной самореализации». В связи с этим, особенно остро встает проблема системной организации и функционирования психологических ресурсных возможностей человека, определения метасистемных характеристик, которые задают векторы функционирования всей системы регуляции в целом. Содержание и организация таких метаресурсов определяется совершенно конкретными запросами к человеку со стороны государства и общества: «достигать», «добиваться лучших результатов», «совершать прорывы, победы», «идти в ногу со временем», «быть эффективным в неопределенности», «быть двигателем инноваций», «быть успешным». Такая ориентация на успех обусловливает возрастающий интерес гуманитарных наук (в том числе психологии) к проблемам понимания его феноменологии и содержательного наполнения в современных условиях. Ученые указывают, что проблема успеха «приобретает новую, более глубокую проблематизацию, связанную с операционализацией конкретных видов успешности и их критериев» [14]. В междисциплинарных исследованиях отмечается, что суть успеха и успешности имеет универсальный характер и состоит в достижении субъективно максимального результата наиболее конструктивным путем в процессе соотнесения своей деятельности с духовно-нравственными ценностями и получении при этом наиболее полного эмоционального удовлетворения. Жизненная успешность отражает основные ценностные тенденции и устремления человека и общества и определяет путь становления личности, являясь образцом и ориентиром для осуществления собственной жизни. Соответственно, жизненная успешность является регулятивом с огромнейшим ресурсным потенциалом. Причем, зная ее организацию, особенности развития и формирования, можно не только наиболее глубоко понимать ресурсный потенциал личности и складывающуюся общественную ситуа- цию, но и прогнозировать ход становления субъектов взаимодействия (личности, группы, возрастной субкультуры и т.п.). Особенно актуальна данная проблема для студенческого сообщества. Принято считать, что студенчество в сравнении с другими категориями граждан и молодежи – это наиболее пассионарная социальная группой. Для нее свойственны наибольшая чувствительность к изменениям в обществе и сензитивность по отношению к разного рода инновациям. Социально-психологические и личностные особенности современного студенчества заключаются в возможностях биографического планирования,в напряженном поиске смысла жизни, самоопределении, самореализации, саморазвитии, достижении успеха и формировании представлений о жизненной успешности. Совпадение возрастного этапа юности с периодом студенчества еще более актуализирует данные особенности и, соответственно, процессы и механизмы саморегуляции, связанные с ними. Можно сказать, что этот период – наиболее благоприятен для оформления оснований жизненной успешности личности. Регулятивный и ресурсный подходы как методологические основания изучения жизненной успешности На всем протяжении развития психологии исследователи обращались к отдельным проявлениям феномена жизненной успешности. В отечественной психологии проблема жизненной успешности затрагивалась в исследованиях, связанных с саморегуляцией, активностью, жизненным путем, жизнетворчеством, самореализацией, успешностью переживаний, ценностно-смысловой сферой и т.п. (см.: К.А. Абульханова-Славская, Л.И. Анциферова, Р.А. Ахмеров, Л.Ф. Бурлачук, Ф.Е. Василюк, В.Н. Дружинин, О.А. Конопкин, Д.А. Леонтьев, В.И. Моросанова, А.С. Шаров и др.). Для последнего десятилетия характерно появление работ, посвященных изучению отдельных аспектов жизненной успешности: определение сущностных характеристик, концепта и предметной области жизненной успешности (Н.В. Гафарова 2015, Н.В. Головчанова 2010, С.Ю. Ключников 2003); социальные и личные представления об успехе, успешности и успешной личности (Ю.В. Курицкая 2012, Н.В. Розенберг 2001); выявление и обоснование факторов (Т.Г. Логвинова 2016) и наиболее значимых детерминант успешности (Н.В. Головчанова 2010, С.Ю. Ключников 2003, Л.Н. Щербакова 2006). Таким образом, очерчивается проблема целостного и глубокого понимания жизненной успешности как интегративного образования, встроенного в систему саморегуляции, выполняющего определенные функции и обладающего ресурсными возможностями. Анализ исследований позволяет выделить достаточно четкие методологические основания в понимании жизненной успешности в виде интеграции ресурсного и регулятивного подходов, реализующих принципы системности и субъектности. В настоящее время определяется тенденция понимания психологических ресурсов как интегральной характеристики, которая представляет собой определенную систему: взаимосвязанную совокупность качеств личности, выполняющую регулятивную функцию и обеспечивающую наиболее эффективное взаимодействие человека с миром. При таком понимании возникает проблема структурно-функциональной организации психологических ресурсных возможностей человека: выделения элементов, уровней, функциональных связей, механизмов и процессов, а также определения метасистемных характеристик, которые бы задавали векторы функционирования всей системы ресурсов в целом. В свою очередь, при изучении проблематики, связанной с саморегуляцией, исследователи указывают на ресурсный потенциал ее компонентов, механизмов и процессов. К сущностным характеристикам системы саморегуляции относят следующие: осознанность, субъектность, целенаправленность, наличие системы выборов. Система саморегуляции приводит в определенное состояние психику человека в целом, «помогает» занять субъектную позицию, которая выражается в постановке и достижении разнообразных целей с учетом складывающейся ситуации во взаимосвязи человека и мира. Развитая система саморегуляции содержит в себе те интегративные метаресурсы, которые помогают раскрывать человеку собственный потенциал, актуализировать свои возможности, достигать поставленных целей и сохранять баланс целостности и открытости миру. Наряду с этим, успешность является неотъемлемым структурно-функциональным звеном процесса саморегуляции и содержательным показателем субъектности, обладая при этом огромнейшим ресурсным потенциалом. Данные методологические основания позволили нам осуществить анализ проблематики жизненной успешности в социально-философском, научно-психологическом и практико-прагматическом контекстах. Полученные результаты позволили сделать вывод о том, что жизненная успешность, как метасистемное образование, с одной стороны, отражает и презентует, а с другой – определяет основные ценностные ориентиры и стратегии жизни и общества, и человека, являясь точкой отсчета для субъективного выбора «жизненных координат» личности. Жизненная успешность встроена в систему саморегуляции и функционирует во взаимосвязи ее основных компонентов: ценностно-смысловой сферы, рефлексии и активности. Функционирование данных компонентов циклично и замкнуто, но одновременно отрыто миру и динамично изменяемо. Социальные и индивидуальные представления о жизненной успешности – это основание для поиска личностью некой «точки отсчета» в пространстве собственных ценностно-смысловых образований, исходя из которой выстраиваются координаты собственной жизненной успешности. Заданные координаты определяют качественное и количественное наполнение личной успешности, что выражается в определенных жизненных целях, стратегиях, программах, проектах и конкретных результатах. Оформление пространства координат успешности становится возможным (и в той или иной степени эффективным) для личности благодаря наличию рефлексивных способностей, когда происходит обращения к себе, к результатам своей жизнедеятельности, прогнозированию, анализу и соотнесению целей и результатов во взаимосвязи внешнего и внутреннего мира, очерчивания и выделения значимости ценностей и смыслов. Ценностносмысловая наполненность жизненной успешности, благодаря рефлексивному соотнесению, разворачивается во внешней и внутренней активности личности (конативной, аффективной, когнитивной). В свою очередь, активность и ее результаты сигнализируют об эффективности функционирования компонентов саморегуляции с позиции жизненной успешности и подвигают человека к дальнейшим поискам смысла, сопоставлению целей и результатов, выбору способов активности как вариантов достижения поставленных целей. В процессе функционирования данной системы специфика жизненной успешности проявляется на уровне механизмов, личностных качеств и состояний. Функционирование механизмов жизненной успешности представляет собой многоуровневую, иерархически простроенную организацию в ценностно-смысловом пространстве личности, охватывающую измерения целевой и ценностной иерархий и бытия, выражая их во взаимосвязи: «цельценность-бытие». Соответственно определяются три иерархически взаимосвязанных механизма: рефлексивно-технологический, рефлексивно-аксиологический и рефлексивно-онтологический. Рефлексивно-технологический механизм раскрывается в наиболее оптимальном достижении цели, выраженной в конкретном результате деятельности. Именно рефлексивно-технологический механизм обеспечивает разворачивание процессуальной стороны жизненной успешности, ее программ, стратегий, стилей, реализующихся в активности. Его эффективность соответствует основным требованиям технологичности любого процесса: сопоставимость цели и результата, гибкость, корректируемость, концептуальность. Отметим, что такое требование, как концептуальность, определенно указывает на взаимосвязь рефлексивно-технологического механизма с рефлексивно-аксиологическим и рефлексивно-онтологическим. Концептуальность, в данном случае, понимается как опора на какиелибо жизненные концепции, базовые ценности и принципы, обеспечивающие подлинность целей и полноту истинной самореализации личности. Отрываясь от своих оснований в процессе достижения и выстраивания жизненной успешности личность становится в большей степени манипулятивной и не получает полноты ощущений от результатов: не видит в них смысла. Суть рефлексивно-аксиологического механизма заключается в ценностно-значимом отношении к своей субъектной социально оцениваемой активности, на основании чего личность выстраивает взаимодействие с социокультурной реальностью. В основании данного механизма лежит рефлексия значимости всех элементов субъектной активности: от цели до результата. Подлинное понимание значимости цели деятельности и самой выполняемой деятельности невозможно без сформированного рефлексивно-аксиологического механизма. Рефлексивно-онтологический механизм заключается в рефлексивной переработке и переживании жизненного опыта с позиций наиболее универсальных жизненных принципов (правил, точек опоры), которые даны в человеческом бытии и которые личность усвоила. Онтологические принципы дают возможность понять смыслы субъектной активности, а рефлексивно-онтологический механизм – соотнести их с образцами жизненной успешности, данными в человеческом бытии, на основании чего осмыслить собственную жизненную успешность. Четкое определение и понимание основных принципов жизни определяют стратегию успешности, которая разворачивается в соотношении работы над собой (включая в первую очередь – над своим внутренним миром) и преодолении внешних трудностей. Опора на данные принципы, следование им обеспечивают успешное существование в социальном, профессиональном и личностном планах. Функционирование вышеперечисленных механизмов способствует формированию жизненной успешности как интегрального свойства личности, обеспечивающего наиболее эффективное функционирование самих механизмов. Как интегральное свойство личности, жизненная успешность детерминирована совокупностью определенных качеств (Н.В. Головчанова, Л.И. Дементий, Л.Н. Щербакова, С. Кови, Дж. Лусиани, Ф. МакГро, Б. Трейси и другие), которые структурированы в функциональные блоки: направленность, рефлексия, волевая регуляция, социально-психологическое взаимодействие. Наиболее согласованное и продуктивное функционирование механизмов жизненной успешности и ее личностных детерминант в целом активизирующе влияет на личность и способствует возникновению позитивных состояний в процессе достижения цели и при оценке полученных результатов. Подобные состояния можно характеризовать как удовлетворенность, получение удовольствия от процесса и результата, готовность к деятельности, желание достичь успеха, интерес, радость, восторг от осуществляемой деятельности, счастье и благополучие, приятное чувство усталости, наполненность смыслом. С позиций ресурсного и регулятивного подходов жизненная успешность понимается как интегративный метаресурс в системе саморегуляции, осуществляющий функцию рефлексивного сопоставления социальных и индивидуальных представлений о жизненной успешности с целью построения собственной жизненной программы и выступает (1) как совокупность особых рефлексивных механизмов, функционирующих в ценностно-смысловом пространстве личности в иерархической взаимосвязи «цель-ценность-бытие» и направленных на понимание соотношения цели и результата деятельности с учетом их социальной значимости и бытийной осмысленности; (2) как интегральное свойство личности, состоящее из структурно-функциональных блоков личностных качеств, обеспечивающих направленность, волевую регуляцию, рефлексию и социально-психологическую сторону функционирования механизмов жизненной успешности; (3) как состояние, возникающее в процессе достижения цели и оценивания результата, сопровождающегося позитивным тоном, оказывающим активизирующее влияние на личность. Такое понимание жизненной успешности явилось концептуальным основанием для создания методики ее исследования. Методика исследования Методика направлена на исследование сущности функционирования жизненной успешности как метаресурса в системе саморегуляции личности. Сложная структурно-функциональная организация исследуемого феномена обусловила выбор качественной стратегии исследования в целом и сочетание качественных и количественных исследовательских методов. Методика представляет собой опросник, состоящий из нескольких частей, которые прошли проверку на внутреннюю согласованность, содержательную и конструктную валидность. Содержательное наполнение опросника выделено методом тематического анализа научно-психологических текстов, посвященных проблематике жизненной успешности, а также текстов структурированного эссе на тему: «Жизненная успешность современного человека». Первая часть направлена на исследование ценностных ориентиров как оснований представлений о жизненной успешности и индивидуальных координат ее построения. Респондентам предлагалось проранжировать данные ценности по степени значимости в первом случае для себя, во втором – для современного успешного человека. Кроме того, респондентам предлагалось дополнить список ценностей по их желанию и также проранжировать их. Сопоставление ценностных иерархий, характерных для конкретного респондента, и абстрактного современного человека, дает возможность понять координаты жизненной успешности конкретной личности и степень их совпадения с представлениями о ней. Также в первой части методики предлагалось ответить на открытые вопросы: «Жизненная успешность для Вас – это прежде всего…»; «Современный успешный человек – это …». Ответы на данные вопросы в сопоставлении с иерархией ценностных ориентиров качественно дополняют данные о ценностных основаниях жизненной успешности респондентов. Вторая часть методики направлена на исследование сформированности и степени выраженности механизмов жизненной (рефлексивно-технологического, рефлексивно-аксиологического, рефлексивно-онтологического) успешности и представлена в виде письменного опросника, состоящего из 30 вопросов закрытого типа, по 10 вопросов относительно каждого механизма. Каждый вопрос предлагалось оценить по 8-балльной шкале отношений по степени истинности для респондента, где опреде- ленно ложно – 1; в основном ложно – 2; до определенной степени ложно – 3; немного ближе к тому, что это ложно – 4; немного ближе к тому, что это правда – 5; до определенной степени правда – 6; в основном правда – 7; определенно правда – 8. Я быстро приспосабливаюсь к ситуации Из затруднительной ситуации есть как минимум три выхода Личные успехи я оцениваю прежде всего с позиций общественных норм и требований Я стараюсь изменить ситуацию в соответствии с моими потребностями и приоритетами Я добиваюсь целей, которые ставлю, несмотря на трудности Личные успехи я оцениваю прежде всего с позиции своих личных жизненных принципов Нестандартные новые ситуации и события мотивируют меня к действиям При постановке целей я оцениваю свои реальные возможности Для меня важно быть успешным Взаимодействуя с человеком или группой людей по какому-либо важному вопросу, я старюсь предложить план действия и обосновать свою позицию У меня всегда есть несколько вариантов плана для достижения цели Мои жизненные цели являются очень важными для меня В случае принятия важных решений я замечаю, что окружающие часто принимают мою позицию и руководствуются ею Я могу изменить свои привычки ради достижения цели Высказывание: «цель оправдывает средства» – является неверным В процессе решения особо важных задач я замечаю, что окружающие часто принимают мою стратегию и руководствуются ею Я анализирую результаты полученной деятельности, отмечаю плюсы и минусы Жизненная успешность диктуется общественными нормами Значимая для меня деятельность (учебная, профессиональная, художественная, волонтерская и др.), которую я осуществляю в данный момент, является значимой и для общества В процессе деятельности я могу изменять и корректировать цели Каждый человек успешен по-своему Деятельность, которую я сейчас осуществляю (учебная, профессиональная, художественная, волонтерская и др.) вносит вклад в развитие общества в целом Планируя будущее, я учитываю полезный (положительный и отрицательный) прошлый опыт Достигая успеха в чем-либо, я испытываю очень сильные положительные переживания Деятельность, которую я сейчас осуществляю (учебная, профессиональная, художественная, волонтерская и т. п.) важна для моего близкого окружения Достигнутый результат я сравниваю с поставленной целью Ставя цель, я понимаю, зачем мне это надо Я способен изменять стереотипы людей Ставя цель, я очень подробно и образно (в красках и деталях) представляю будущий результат моей деятельности Ставя перед собой цель, я продумываю то, как ее достижение отразится на моей жизни и жизни других людей Ключ для обработки данных: рефлексивно-технологический механизм – 2,5,8,11,14,17,20,23,26,29; рефлексивно-аксиологический механизм –1,4,7,10,13,16,19,22,25,28; рефлексивно-онтологический механизм – 3,6,9,12,15,18,21,24,27,30. По каждому механизму подсчитывался средний балл, показывающий степень его выраженности. Третья часть методики направлена на изучение жизненной успешности как интегрального свойства личности и ее личностных детерминант. В результате анализа личностные качества были структурированы в блоки: блок направленности; блок рефлексии; блок волевой регуляции; блок со- циально-психологического взаимодействия. Респондентам предлагалось оценить степень выраженности каждого личностного качества в процентах (каждое – от ста процентов) в первом случае у себя, во втором – у современного успешного человека. Кроме того, респондентам предлагалось по их желанию дополнить список личностных качеств и также оценить их. Сопоставление степени выраженности личностных качеств, характерных для конкретного респондента и абстрактного современного человека, дает возможность понять значимость детерминант жизненной успешности конкретной личности и степень их совпадения с представлениями о характерных особенностях успешного человека в целом. Четвертая часть методики направлена на изучение состояний, сопровождающих эффективное функционирование жизненной успешности как метаресурса. Респондентам предлагалось вспомнить особо значимые для них ситуации, когда они были наиболее успешны, и оценить силу своих переживания по 10-балльной дискретной шкале отношений, где 0 – полное отсутствие переживания, а 10 – максимальная сила его проявления. Кроме того, респондентам предлагалось по их желанию дополнить список состояний и также оценить их. В заключение респондентам предлагалось оценить свою жизненную успешность на данный момент по 10-балльной дискретной шкале отношений. Результаты исследования В исследовании приняли участие студенты мужского и женского пола в возрасте 17–21 год в количестве 100 человек, получающие высшее и среднее специальное образование в образовательных организациях Краснодарского края. Выборка была поделена на две части, в зависимости от уровня получаемого образования. При обработке эмпирических данных использован пакет программ SPSS 19.0 и Excel, с помощью которых были применены методы описательной статистики, критерии Фридмана и Манна – Уитни; проведен корреляционный и факторный анализ. Результаты первой части методики позволили проанализировать особенности ценностных ориентиров как оснований представлений о жизненной успешности и индивидуальных координат ее построения (рис. 1). Рис. 1. Значимость ценностных ориентиров в студенческих выборках В целом для студенческой выборки характерна направленность на весьма традиционные ценности, связанные с собственным Эго: семья, как часть личного (своего) пространства человека; саморазвитие, как работа над собой; карьера как построение собственного пути в профессии. В дальнейшем наблюдается дифференциация в ценностной иерархии выборок. Так, для студентов университета высокую значимость имеют такие ценности, как здоровье физическое и духовное, любовь, смысл жизни. Для студентов колледжа – материальное благополучие, дружба, хорошие взаимоотношения. Для студентов университета в меньшей степени значимы такие ценности, как: владение особой информацией, получение удовлетворения от процесса, социальный статус, престиж. Для студентов колледжа – достижение результата, владение особой информацией, смысл жизни. При этом значимые различия по выборкам отмечаются в таких ценностях, как семья (U – 271,5), смысл жизни (U – 302,5), здоровье физическое и духовное (U – 273,0). Семья в большей степени важна для студентов колледжа. Смысл жизни, здоровье физическое и духовное, достижение результата в большей степени важны для студентов университета. Таким образом, представления о ценностной направленности успешного человека в выборке студентов университета можно охарактеризовать как традиционные, с характерной для юношеского возраста амбициозностью, направленностью на результат, заинтересованностью смыслом жизни и своим здоровьем; при этом – незацикленностью на статусных вещах. Представления о ценностной направленности успешного человека в выборке студентов колледжа также весьма традиционны для общества в целом. В отличие от студентов университета наибольшее значение придается материальной стороне и семейным ценностям, без пристрастного поиска смысла жизни и направленности на результат. Анализ данных, полученных при исследовании рефлексивных механизмов жизненной успешности, показал их неравномерную сформированность в обеих выборках (рис. 2). Значимость различий подтверждается критерием Фридмана (Хи-квадрат равен 7,280 при асимптотическом значении 0,026). диаграмма Рис. 2. Выраженность механизмов жизненной успешности в студенческой выборке Отметим также, что, при общей тенденции выраженности, в большей степени механизмы выражены в выборке студентов университета: показатели всех трех механизмов между выборками значимо различаются. Это может свидетельствовать о наиболее напряженной работе студентов университета в определении координат своей жизненной успешности. Так, наиболее сформированн рефлексивно-технологический механизм (U – 667,5). Рефлексивно-онтологический механизм занимает второе место (U – 697,5). Рефлексивно-аксиологический механизм, по сравнению с остальными, выражен в меньшей степени (U – 624,5). Соответственно, возникает первоначальное предположение, что в данной выборке у респондентов существуют трудности при реализации собственных ценностей в социокультурном пространстве. Это может проявляться в недостаточном осознании значимости своей деятельности для себя и для общества. Слабость данного механизма может сказываться на функционировании технологических и онтологических аспектов жизненной успешности, как бы разрывая их; цели могут ставиться с опорой на «ложные» онтологические принципы, которые преподносятся как таковые окружением и не являются в полной мере осмысленными и подлинными для субъекта. В данном случае рефлексивно-аксиологический механизм жизненной успешности как раз является тем ресурсным потенциалом, актуализируя и оформляя который, создавая себе точки опоры, человек может наиболее успешно ориентироваться и реализовываться. Исследование личностных качеств, имеющих наибольшее значение для жизненной успешности, показало, что они сформированы неравномерно относительно друг друга; значимость их разли- чий подтверждается критерием Фридмана (Хи-квадрат равен 118,103 при асимптотическом значении 0,001). Относительно двух выборок значимые различия получены по таким качествам, как дисциплинированность (U – 546,5), умение работать в команде (U – 636,5), социальный интерес (U – 652,5). Данные качества в наибольшей степени значимы для выборки студентов колледжа. В результате факторизации качеств в каждой выборке с использованием метода главных компонент было извлечено три фактора с собственными значениями больше единицы, которые содержательно выражают субъектные позиции по отношению к жизненной успешности (табл.). Эти факторы подверглись вращению по методу Варимакс и объясняют 57 % совокупной (общей) дисперсии для выборки студентов университета и 60 % совокупной (общей) дисперсии для выборки студентов колледжа. Результаты факторного анализа личностных качеств детерминирующих жизненную успешность "две таблицы" а) матрица повернутых компонент (студенты университета) мотивация достижения успеха целеустремленность умение ставить цели потребность в саморазвитии склонность к риску сила воли настойчивость социальный интерес инициативность умение работать в команде лидерские качества развитое воображение гибкость поведения гибкость мышления увлеченность деятельностью оптимистичность реалистичность дисциплинированность способность прогнозировать ход событий умение увидеть происходящее со стороны жизнестойкость принципиальность в) матрица повернутых компонент (студенты колледжа) социальный интерес увлеченность деятельностью лидерские качества умение работать в команде дисциплинированность жизнестойкость настойчивость сила воли целеустремленность гибкость мышления оптимистичность реалистичность мотивация достижения успеха умение увидеть происходящее со стороны принципиальность потребность в саморазвитии гибкость поведения склонность к риску способность прогнозировать ход событий развитое воображение инициативность умение ставить цели Описание факторов в выборке студентов университета. Фактор 1 (дисперсия 19,94 %) включает в себя такие переменные с наиболее высокими нагрузками, как мотивация достижения успеха, умение ставить цели, целеустремленность; также в данный фактор вошли такие переменные, как потребность в саморазвитии, умение видеть происходящее со стороны, способность прогнозировать ход событий, гибкость мышления, сила воли. Совокупность данных качеств выражается в целостной интегративной характеристике личности, которую можно охарактеризовать как «прагматическую нацеленность на результат», что будет приводить к изменению ситуации. Фактор 2 (дисперсия 17,78 %) включает в себя такие переменные с наиболее высокими нагрузками, как социальный интерес, инициативность, умение работать в команде, лидерские качества; также в данный фактор вошли такие переменные, как склонность к риску, увлеченность деятельностью, настойчивость, развитое воображение. Совокупность данных качеств выражается в целостной интегративной характеристике личности, кото- рую можно охарактеризовать как «направленность на процесс с учетом социального взаимодействия». Фактор 3 (дисперсия 17,32 %) включает в себя такие переменные с наиболее высокими нагрузками, как дисциплинированность, оптимистичность; также в данный фактор вошли такие переменные, как реалистичность, гибкость поведения, жизнестойкость, принципиальность. Совокупность данных качеств выражается в целостной интегративной характеристике личности: «адаптации к ситуации». Описание факторов в выборке студентов колледжа. Фактор 1 (дисперсия 26,67 %) включает в себя такие переменные с наиболее высокими нагрузками, как социальный интерес, увлеченность деятельностью, лидерские качества, умение работать в команде, дисциплинированность, жизнестойкость; также в данный фактор вошли такие переменные, как настойчивость, сила воли, целеустремленность, гибкость мышления. Совокупность данных качеств выражается в целостной интегративной характеристике личности, которую можно охарактеризовать как «продуктивность социального взаимодействия». Фактор 2 (дисперсия 17,24 %) включает в себя такие переменные с наиболее высокими нагрузками, как оптимистичность, реалистичность, мотивация достижения успеха; также в данный фактор вошли такие переменные, как умение увидеть происходящее со стороны, принципиальность, потребность в саморазвитии. Совокупность данных качеств выражается в целостной интегративной характеристике личности, которую можно охарактеризовать как «оптимистическую позицию». Фактор 3 (дисперсия 16,46 %) включает в себя такие переменные с наиболее высокими нагрузками, как гибкость поведения, склонность к риску, способность прогнозировать ход событий; также в данный фактор вошли такие переменные, как развитое воображение, инициативность, умение ставить цели. Совокупность данных качеств выражается в целостной интегративной характеристике личности, которую можно охарактеризовать как «рефлексивно-поведенческую». Из приведенных данных видны существенные различия в субъектных позициях по отношению к жизненной успешности между студентами двух выборок. Так, если в выборке студентов университета доминирует фактор «прагматической направленности на результат», то в выборке студентов колледжа – фактор «продуктивности социального взаимодействия». В целом же факторы (а, соответственно, и субъектные позиции и интегральные личностные характеристики успешности) выборки студентов колледжа можно характеризовать как наиболее гармоничные. Рис. 3. Выраженность эмоциональных состояний у респондентов в ситуациях жизненной успешности Анализ результатов исследования состояний, сопровождающих эффективное функционирование жизненной успешности как метаресурса, показал, что все характерные состояния ярко выражены у респондентов в моменты переживания ситуаций, связанных с жизненной успешностью (диапазон от 7,22 до 8,88 баллов по 10-балльной дискретной шкале отношений) (рис. 3). При этом значимых различий между выборками выявлено не было. Отметим, что наиболее выраженными являются такие состояния, как чувство внутреннего благополучия, интерес и ощущение осмысленности. В наименьшей степени выражены удовлетворенность процессом и ощущение наполненности жизни. В общей оценке личной жизненной успешности респондентов на момент исследования есть значимые различия (U – 436,0). По 10-балльной дискретной шкале отношений у студентов университета она ниже (приближается к средней линии шкалы), чем у студентов колледжа (рис. 4). Рис. 4. Оценка собственной жизненной успешности респондентами Заключение В исследуемых студенческих выборках существуют и сходство, и значимые различия в структуре и функционировании жизненной успешности. Сходство проявляется в традиционности ценностных ориентиров, низкой выраженности рефлексивно-аксиологического механизма, интеграции личностных качеств как выражения субъектных позиций по отношению к жизненной успешности, яркой положительной эмоциональной окраске переживаний, связанных с успехом. При этом студенты университета более степени прагматичны: они видят необходимость в поиске смысла жизни и достижении результата на фоне наиболее интенсивного функционирования механизмов жизненной успешности и при более критичном отношении к своей успешности в актуальной ситуации. Студенты колледжа в большей степени социально направлены: они видят особую значимость семьи и материального благополучия как ценностных ориентиров жизненной успешности. Результаты теоретического и эмпирического исследования структурно-функциональной организации жизненной успешности личности и ее ресурсного потенциала могут послужить основанием для лучшего понимания и представления системы психологических ресурсов и их функционирования.
# [[ОСОБЕННОСТИ ИНДИВИДУАЛЬНОСТИ ЛИЧНОСТИ КУРСАНТОВ С ВЫСОКИМ УРОВНЕМ САМОРЕГУЛЯЦИИ]]**[[SRL2019-1]]
# [[СВЯЗЬ САМОРЕГУЛЯЦИИ С ЖИЗНЕННЫМИ ЦЕННОСТЯМИ ЛИЧНОСТИ У КУРСАНТОВ ВОЕННЫХ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ ВНГ РФ]]**[[SRL2019-2]]
ОСОБЕННОСТИ ИНДИВИДУАЛЬНОСТИ ЛИЧНОСТИ КУРСАНТОВ С ВЫСОКИМ УРОВНЕМ САМОРЕГУЛЯЦИИ
Умение регулировать свои психические процессы, способность «управлять с собой», возможность находить то самое правильное, максимально быстрое решение в нестандартных ситуациях имеет большое значение для курсантов высших образовательных организаций военного образования (далее ВООВО). Согласно Федеральному закону «О войсках национальной гвардии», перед военнослужащими поставлены важные задачи государственного уровня, которые они призваны решать: участие в охране общественного порядка, обеспечении общественной безопасности; охрана важных государственных объектов, участие в борьбе с терроризмом и экстремизмом и т.д.. С целью выполнения всех служебно боевых задач офицер войск национальной гвардии должен обладать высокой собранностью в различной обстановке, правильно взаимодействовать с населением в пунктах временной дислокации, а также принимать целесообразные решения в любой сложившейся обстановке. Жизнедеятельность курсанта ВООВО в значительной мере отличается от гражданского образа жизни студента. Ежеминутный распорядок дня, дисциплинированность, требования и правила, определенные нормативно-правовыми актами, единоначалие, замкнутое пространство, а также гендерная однородность – все это и многое другое может обусловить ограничения в развитии саморегуляции, индивидуально специфичного образа жизни и стиля деятельности будущих офицеров ВНГ РФ. Рассмотрим специфику особенностей личности курсантов с разным уровнем саморегуляции. В нашем исследовании принимали участие 100 респондентов третьего курса Новосибирского военного института имени генерала армии И.К. Яковлева войск национальной гвардии Российской Федерации (далее – НВИ ВНГ РФ) в возрасте от 18 – 22 лет. Были применены следующие методики: "Иерархия жизненных ценностей" (Г.В. Резапкина), опросник «Стиль саморегуляции поведения» (В.И. Моросанова), опросник «Уровень субъективного контроля» (Дж. Роттер), опросник «Мотивация успеха и боязнь неудачи» (А.А. Реан), опросник определения уровня невротизации и психопатизации (УНП), опросник психологическое благополучие личности (К. Рифф), опросник «"Художники" и "мыслители"» (Э.Ф. Зеер), тест жизнестойкости (Д.А. Леонтьев, Е.И. Рассказова) и методика толерантность к неопределённости. Применялась иерархическая кластеризация для разделения генеральной выборки на группы по признаку «Стиль саморегуляции поведения» (метод внутригрупповой связи, интервальная мера – квадрат расстояния Евклида). В качестве переменных выступили шкалы опросника В.И. Моросановой «Стиль саморегуляции поведения». По результатам применения кластерного анализа удалось выделить 3 группы: с высокой саморегуляцией (25 чел.), средней саморегуляцией (45 чел.) и низкой саморегуляцией (30 чел.). Для исследования качественной структуры взаимосвязи выбранных параметров нами применялся метод корреляционного анализа (критерий ранговой корреляции rs-Спирмена), который позволил обнаружить значимые связи между исследуемыми параметрами в каждой группе. В настоящей работе остановимся на анализе результатов, полученных в группе с высоким уровнем саморегуляции. По результатам корреляционного анализа rs-Спирмена в группе с высокой саморегуляции было зафиксировано 81 взаимосвязей, в том числе 37 имеющих прямо пропорциональную зависимость и 44 – обратно пропорциональную зависимость, из них 15 корреляционных связей на 1%-м уровне значимости и 66 – на 5%-м уровне значимости (таблицы 1-6). Таблица 1 – Результаты применения критерия ранговоий корреляции rsСпирмена для группы с высокоий саморегуляциеий (часть 1) таблицы пропускаем Несмотря на наличие некоторых противоречивых взаимосвязей, которые требуют специального анализа, в целом следует отметить, что более всего связей в описываемой группе обнаружено по показателям «целеустремленность», «решительность», «самостоятельность» и «ответственность». Эти качества личности в той или иной мере коррелируют также между собой. По-видимому, эти параметры можно рассматривать как такие, которые показывают специфику военного образования: умение самостоятельно планировать жизнедеятельность, управлять своими состояниями, ставить перед собой цели и создавать возможности достигать их, осуществлять самоанализ своей деятельности, гибко принимать во внимание изменяющуюся ситуацию. В этом отношении представляют особый интерес положительные взаимосвязи этих качеств, а также показателей саморегуляции с различными параметрами толерантности к неопределенности, а также с комплексы взаимосвязей различных параметров с показателями образного и логического мышления у представителей описываемой группы. Поскольку приведенные результаты касаются курсантов с высоким уровнем саморегуляции, они могут свидетельствовать о тех качествах и особенностях личности, на развитие которых необходимо обращать внимание в работе с курсантами. Полученные данные свидетельствуют о необходимости качественной, многофункциональной и организованной работы с целью развития индивидуального стиля саморегуляции у будущих офицеров войск национальной гвардии Российской Федерации, которая должна включать в себя развитие не только собственно способностей саморегуляции, но и рефлексивности, как одного из основополагающих личностных качеств курсантов ВООВО, а также эффективного сочетания образного и логического мышления, толерантности к неопределенности, системы ценностей и профессионально значимой мотивации.
СВЯЗЬ САМОРЕГУЛЯЦИИ С ЖИЗНЕННЫМИ ЦЕННОСТЯМИ ЛИЧНОСТИ У КУРСАНТОВ ВОЕННЫХ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ ВНГ РФ
Постановка проблемы исследования Военная профессия существенно отличается от прочих основных профессий высоким уровнем риска, необходимостью сочетать соблюдение строгих дисциплинарных требований с самостоятельностью и ответственностью в служебно-боевой деятельности, требовательностью к себе, отсутствием, как говорил известный генерал, военный теоретик и педагог XIX века М. И. Драгомиров, «нравственной дряблости». Это обусловливает и соответствующие ожидания общества к личности офицера и необходимость особых подходов и методов к обучению курсантов, связанных с развитием саморегуляции и системы значимых ценностей. Особенности обучения в военном вузе отличаются не только методами и содержанием образования, но и тем, что курсант является, согласно Уставу, военнослужащим. На этапе обучения он выполняет ряд обязанностей, связанных со служебной деятельностью. Во время обучения курсанты находятся в относительной изоляции от близких, в исключительно мужском коллективе и достаточно жесткой нормативной регуляции жизнедеятельности. Таким образом, курсант при обучении в ВООВО сталкивается с рядом психологических трудностей. Для достижения поставленной цели – стать офицером войск национальной гвардии Российской Федерации – он вынужден проявить максимальную конформность, отказаться от проявления своей уникальной индивидуальности и сформировать очень жесткий личностно-социальный контроль своего поведения. Такие ограничения могут сказаться в дальнейшем на переживании социальной значимости военнослужащего, на качестве выполнения задач в служебно-боевой деятельности . Все это позволяет говорить об актуальности изучения условий и факторов социализации личности офицеров. Одним из этих факторов является саморегуляция личности, которая определяется как процесс управления человеком собственными психологическими и физиологическими состояниями и поступками. Другим весьма значимым фактором становления личности курсанта является формирование устойчивой системы жизненных ценностей. Согласно нашим предыдущим исследованиям , профессионально значимой ценностью офицера является «служение», однако ее связи с параметрами саморегуляции, так же как и с саморегуляцией других ценностей (семья, творчество, отдых, карьера, власть), противоречивы и неоднозначно проявляют себя в группах курсантов с высоким, низким и средним уровнями развития саморегуляции. Возникает необходимость в исследовании взаимосвязи саморегуляции личности и жизненных ценностей курсантов. Целью настоящего исследования является выявление характера взаимосвязи компонентов саморегуляции и жизненных ценностей личности. В исследовании принимали участие 100 респондентов: курсанты 3 курса обучения Новосибирского военного института имени генерала армии И. К. Яковлева войск национальной гвардии Российской Федерации в возрасте от 18 до 21 года. Использовались методики «Иерархия жизненных ценностей» и опросник «Стиль саморегуляции поведения». Результаты и их обсуждение Для исследования структуры взаимосвязи ценностей и параметров саморегуляции использовался метод корреляционного анализа (критерий ранговой корреляции rs -Спирмена), который позволил обнаружить значимые связи в области карьеры, честолюбия и креативности. Зафиксировано три прямо пропорциональных значимых взаимосвязи. Обнаружены следующие положительные взаимосвязи между показателями: «Самостоятельность» – «Творчество» (r=0,243 при р=0,015), «Карьера» (0,291 при р=0,004), «Слава» (r=0,295 при р=0,003). Схематически эти взаимосвязи представлены на рисунке. На основании этих данных мы делаем заключение, что чем более курсанты самостоятельны, (способны ставить перед собой задачи, планировать и организовывать работу по достижению цели, контролировать ход ее выполнения, анализировать и оценивать как промежуточные, так и конечные результаты деятельности), тем более значимыми для них являются ценности карьеры, славы, творчества. И наоборот. Рис. Корреляционная плеяда взаимосвязей показателей ценности и самостоятельности (показатель саморегуляции): * связь значима при р ? 0,05; ** связь значима при р ? 0,01 Отметим то, что среди всех показателей саморегуляции только «самостоятельность» обнаружила взаимосвязь со структурой ценностей. Кроме того, в корреляционной плеяде отсутствует такая значимая для военной профессии ценность, как служение, и в то же время значимые связи имеются с такими важными, но «внешними» для содержания военной деятельности ценностями, как «карьера» и «слава». Конечно, «плох тот солдат, который не мечтает стать генералом». М. И. Драгомиров писал: «Наше дело все построено на самоотвержении и самоотречении; кто этого не понимает, кто не может поступиться своею личностью во имя дела, тот никогда не будет порядочным военным» . Иначе говоря, описанный фрагмент исследования свидетельствует о том, что в данной выборке респондентов не представлены подлинные смыслы профессии. Саморегуляция («самостоятельность») не взаимосвязана с внутренними, смыслообразующими ценностями военно-профессиональной деятельности («служение»). Именно «служение» выступает ценностным «ядром» профессионального поведения офицера. Следовательно, на этапе обучения происходит некоторая деформация в формировании структуры мотивирующих личностных ценностей у курсантов. Определяющими становятся ценности «внешнего» плана, что затрудняет формирование личностного отношения к будущей профессии. Вместе с тем очень интересным является факт значимой связи показателя «самостоятельности» и «творчества». Жесткая регламентированность обучения и жизни курсантов ограничивает их креативность, не способствует развитию творчества. Но саморегуляция тем не менее имеет тесную связь с этим свойством через показатель самостоятельности. Это позволяет предположить наличие внутриличностной тенденции реализовать свою личность через скрытую форму индивидуализации. В этом случае «творчество» становится базовой регулятивной ценностью. Полученные нами результаты определяют практико-ориентированные задачи исследования, направленные на разработку программ развития у курсантов саморегуляции в контексте мотивов и ценностей военной деятельности. Полученные нами данные подтверждают актуальность проблемы и позволяют планировать дальнейшее исследование с целью выявления взаимосвязи саморегуляции, ценностей с другими индивидуальными особенностями личности и разработки адекватных способов развития уровня саморегуляции курсантов в период обучения в ВООВО .
в и как с к на с о у по для ее её типа их во об от xxi со я xx рф через из при его примере не ней личности личность особенности
процессе образования деятельности фактор факторы вуза проблемы проблема направленности россии безопасности работы подходы мвд роль
условиях профессиональной физической культуры профессионального системе образовательной будущего вопросу средство контесте культура
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1 74 развития
2 69 формирования
3 55 студентов
4 50 формирование
5 42 развитие
6 41 студента
7 31 языковой
8 25 влияние
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10 21 воспитания
11 21 социально
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15 17 духовно
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18 16 становления
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20 14 вузе
21 14 основы
22 14 профессионально
23 14 творческой
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25 13 потенциала
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27 12 будущих
28 12 непрерывного
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30 12 развитии
31 12 самореализации
32 12 современных
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43 11 социализации
44 11 структуре
45 10 аспекты
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312 3 специальностей
313 3 спорте
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1164 1 отдельным
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1172 1 отрасли
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1188 1 первичной
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1190 1 первокурсников
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1194 1 переводчика
1195 1 переводчиков
1196 1 переживающих
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1200 1 персонифицированного
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1203 1 победы
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1205 1 поведение
1206 1 поведением
1207 1 поведении
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1213 1 подверженность
1214 1 подготовку
1215 1 поддержка
1216 1 подразделений
1217 1 подростками
1218 1 подростковом
1219 1 подсознания
1220 1 позиция
1221 1 познавательных
1222 1 поил
1223 1 поисков
1224 1 показатель
1225 1 поколений
1226 1 поколения
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1228 1 полезной
1229 1 полилингвальном
1230 1 полилингвокультурном
1231 1 полимодальности
1232 1 политики
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1234 1 политическом
1235 1 половозрастные
1236 1 пользователя
1237 1 поля
1238 1 помощью
1239 1 портфолио
1240 1 пословиц
1241 1 посредника
1242 1 посредством
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1244 1 построении
1245 1 потерять
1246 1 потребность
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1248 1 поэтапной
1249 1 поэтических
1250 1 права
1251 1 правовых
1252 1 правоохранительных
1253 1 православной
1254 1 православном
1255 1 праздничной
1256 1 практик
1257 1 практика
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1261 1 практической
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1263 1 предпринимательских
1264 1 предрасположенность
1265 1 представлений
1266 1 преодолевать
1267 1 преодолении
1268 1 преодоления
1269 1 преподавание
1270 1 преподавателей
1271 1 преподавателейзалог
1272 1 преподавателям
1273 1 прецедентные
1274 1 привнесение
1275 1 приемного
1276 1 призму
1277 1 признак
1278 1 прикладная
1279 1 прикладного
1280 1 прикладные
1281 1 применение
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1284 1 принцип
1285 1 приоритетные
1286 1 приоритетных
1287 1 природной
1288 1 проблематизации
1289 1 проблематика
1290 1 проблему
1291 1 прогноза
1292 1 прогнозирование
1293 1 программа
1294 1 программах
1295 1 программе
1296 1 программное
1297 1 программы
1298 1 продолжать
1299 1 продуктивному
1300 1 продуктивных
1301 1 проектирования
1302 1 проектов
1303 1 прокрастинации
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1305 1 пророческого
1306 1 просвещение
1307 1 протвино
1308 1 профессионализации
1309 1 профессионализация
1310 1 профессиональному
1311 1 профессиональный
1312 1 профессиональным
1313 1 профиль
1314 1 процессу
1315 1 психиатров
1316 1 психика
1317 1 психо
1318 1 психодинамических
1319 1 психолог
1320 1 психологическом
1321 1 психология
1322 1 психопластики
1323 1 путем
1324 1 путь
1325 1 работах
1326 1 работающих
1327 1 развивающейся
1328 1 развитой
1329 1 различий
1330 1 различной
1331 1 различным
1332 1 разными
1333 1 разных
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1335 1 районного
1336 1 районном
1337 1 ранней
1338 1 ранхигс
1339 1 раскрытия
1340 1 расширения
1341 1 реактивные
1342 1 реализацию
1343 1 реальности
1344 1 регуляции
1345 1 резерва
1346 1 результат
1347 1 результатов
1348 1 рекламиста
1349 1 рекламному
1350 1 реконструкции
1351 1 республике
1352 1 республики
1353 1 ресурса
1354 1 ресурсы
1355 1 рефлексивно
1356 1 рефлексивного
1357 1 рефлексивные
1358 1 речи
1359 1 риска
1360 1 рисков
1361 1 ритуалы
1362 1 робототехника
1363 1 родителей
1364 1 родителя
1365 1 родного
1366 1 ролевого
1367 1 ролевое
1368 1 ролевой
1369 1 романеакройда
1370 1 российских
1371 1 руководителей
1372 1 руководитель
1373 1 русский
1374 1 русском
1375 1 рухани
1376 1 рынку
1377 1 рынок
1378 1 самоактуализация
1379 1 самоактуализирующейся
1380 1 самоанализа
1381 1 самовоспитанию
1382 1 самовосприятия
1383 1 самодеятельном
1384 1 самоконтроля
1385 1 самообразование
1386 1 самоопределению
1387 1 самоопределяющий
1388 1 самоорганизации
1389 1 самоорганизацию
1390 1 самоотношением
1391 1 самооценка
1392 1 самооценку
1393 1 самопрезентация
1394 1 саморазвивающейся
1395 1 саморазвитию
1396 1 самораскрытия
1397 1 самореализацию
1398 1 самосовершенствование
1399 1 самостоятельная
1400 1 самостоятельность
1401 1 самость
1402 1 самоуправления
1403 1 самоэффективность
1404 1 саха
1405 1 светском
1406 1 свобода
1407 1 свойство
1408 1 связей
1409 1 связь
1410 1 севера
1411 1 северном
1412 1 семантики
1413 1 семейного
1414 1 семейное
1415 1 семьи
1416 1 сервиса
1417 1 сетевой
1418 1 сетевом
1419 1 сибирского
1420 1 силы
1421 1 синдром
1422 1 синергетические
1423 1 систем
1424 1 системно
1425 1 системного
1426 1 систему
1427 1 ситуативной
1428 1 ситуаций
1429 1 ситуация
1430 1 ситуациям
1431 1 склонностью
1432 1 склонных
1433 1 скрывается
1434 1 следственных
1435 1 сложившаяся
1436 1 службы
1437 1 служебной
1438 1 слушатель
1439 1 смены
1440 1 сми
1441 1 смыслового
1442 1 смысловые
1443 1 смысложизненные
1444 1 совершенствование
1445 1 совершенствовании
1446 1 советской
1447 1 совладеющего
1448 1 содействие
1449 1 содержательная
1450 1 содержательного
1451 1 содержательный
1452 1 создание
1453 1 соотношение
1454 1 сопротивляемости
1455 1 состав
1456 1 составляющая
1457 1 составляющие
1458 1 сотрудничества
1459 1 сохранении
1460 1 социальное
1461 1 социальнокультурного
1462 1 социальнокультурной
1463 1 социальнопсихологические
1464 1 социальнопсихологических
1465 1 социальнотворческой
1466 1 социальные
1467 1 социальными
1468 1 социо
1469 1 социокультурного
1470 1 социокультурное
1471 1 социокультурной
1472 1 социокультурных
1473 1 социологического
1474 1 социономической
1475 1 социопатия
1476 1 социуме
1477 1 специальным
1478 1 спецификации
1479 1 сплоченности
1480 1 спорстменов
1481 1 спорт
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1484 1 спорту
1485 1 способ
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1488 1 средней
1489 1 средств
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1491 1 старших
1492 1 стили
1493 1 стимулировании
1494 1 стоматолога
1495 1 сторон
1496 1 страница
1497 1 стратегий
1498 1 стрессоустойчивости
1499 1 структурная
1500 1 структурной
1501 1 структурных
1502 1 студентами
1503 1 студенческий
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1505 1 студенческом
1506 1 студенчестве
1507 1 субстрата
1508 1 субъект
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1510 1 суворовцев
1511 1 существенный
1512 1 существующих
1513 1 сущности
1514 1 сущностные
1515 1 сфера
1516 1 сферой
1517 1 таджикских
1518 1 также
1519 1 тактика
1520 1 творческий
1521 1 творческих
1522 1 творческое
1523 1 творчество
1524 1 текстахокуджавы
1525 1 тексты
1526 1 телевизионного
1527 1 телевизионному
1528 1 тем
1529 1 темпоральные
1530 1 тенденции
1531 1 теоретическая
1532 1 теоретических
1533 1 теоретическом
1534 1 теориидодонова
1535 1 теориях
1536 1 терминологии
1537 1 территориальных
1538 1 технического
1539 1 технической
1540 1 техносферной
1541 1 типологический
1542 1 типологических
1543 1 типы
1544 1 товарных
1545 1 толерантное
1546 1 толерантными
1547 1 толкованию
1548 1 толстого
1549 1 традиций
1550 1 традиционном
1551 1 транспрофессиональных
1552 1 трансфессионала
1553 1 тревожность
1554 1 трезвого
1555 1 тренера
1556 1 тренинга
1557 1 трех
1558 1 трехъязычного
1559 1 триады
1560 1 труд
1561 1 труда
1562 1 трудах
1563 1 трудновоспитуемыми
1564 1 трудности
1565 1 трудным
1566 1 трудового
1567 1 уголовно
1568 1 угроз
1569 1 умение
1570 1 умственное
1571 1 универсальная
1572 1 универсальное
1573 1 универсальный
1574 1 университета
1575 1 уподобление
1576 1 управленияфилиала
1577 1 управленческого
1578 1 упражнение
1579 1 упражнений
1580 1 уровень
1581 1 уровне
1582 1 уровней
1583 1 уровни
1584 1 уровнями
1585 1 уроках
1586 1 усвоения
1587 1 усиления
1588 1 услуг
1589 1 успеваемость
1590 1 устной
1591 1 учащихся
1592 1 учебно
1593 1 учебного
1594 1 учение
1595 1 ученого
1596 1 ученый
1597 1 учету
1598 1 училища
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1600 1 учреждений
1601 1 учёт
1602 1 ушинского
1603 1 факультативного
1604 1 факультетов
1605 1 фасилитация
1606 1 феноменология
1607 1 физике
1608 1 физическом
1609 1 физическую
1610 1 физкультурно
1611 1 философии
1612 1 философия
1613 1 философская
1614 1 фильмы
1615 1 флуктуации
1616 1 форматов
1617 1 формированию
1618 1 формообразования
1619 1 форумов
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1624 1 функциональных
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1633 1 хомяков
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1636 1 хореографов
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1639 1 целеполагания
1640 1 цели
1641 1 целом
1642 1 целостного
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1644 1 цельности
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1647 1 ценностная
1648 1 ценностной
1649 1 ценностный
1650 1 ценностями
1651 1 ценностях
1652 1 центениалов
1653 1 центров
1654 1 цифровая
1655 1 цифровизации
1656 1 цифрового
1657 1 цифровом
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1659 1 чаттертон
1660 1 человеку
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1668 1 экзистенциальная
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1670 1 экзистенциальных
1671 1 экологическое
1672 1 экономическая
1673 1 экономических
1674 1 экономической
1675 1 экстремизма
1676 1 элективным
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1682 1 эмпатийных
1683 1 эпохи
1684 1 эргономического
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1686 1 этап
1687 1 этим
1688 1 этической
1689 1 этническая
1690 1 этнический
1691 1 этнической
1692 1 этнокультурная
1693 1 этнопедагогики
1694 1 этнопедагогический
1695 1 эффективного
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1697 1 юношеского
1698 1 юных
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1700 1 юристов
1701 1 явление
1702 1 ядова
1703 1 ядро
1704 1 языкав
1705 1 языков
1706 1 языковая
1707 1 языковом
1708 1 якутии
1709 1 японского
```
* 1.[["ЯЗЫКОВАЯ ЛИЧНОСТЬ" КАК СТЕРЖНЕВОЕ СИСТЕМООБРАЗУЮЩЕЕ ФИЛОЛОГИЧЕСКОЕ ПОНЯТИЕ]]
* 2. [[ЯЗЫКОВОЕ СОЗНАНИЕ КАК ОСНОВА СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
* 3. [[АКСИОЛОГИЧЕСКИЙ АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ]]
* 4. [[ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ЦЕЛЬ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ В УСЛОВИЯХ ГЛОБАЛИЗАЦИИ ОБЩЕСТВА]]
* 5. [[ТЕХНОЛОГИЯ СОПОСТАВИТЕЛЬНОГО КОНЦЕПТУАЛЬНОГО АНАЛИЗА В СИСТЕМЕ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
* 6. [[ЛИНГВОДИДАКТИЧЕСКОЕ ПРЕДСТАВЛЕНИЕ САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
* 7. [[ФОРМИРОВАНИЕ ЛИНГВОСОЦИОКУЛЬТУРНОЙ КОМПЕТЕНТНОСТИ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ С ПОМОЩЬЮ ТЕКСТОВ КУЛЬТУРЫ]]
* 8. [[ТЕХНОЛОГИИ, ФОРМИРУЮЩИЕ БАЗОВЫЕ КОМПЕТЕНЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
* 9. [[ФОРМИРОВАНИЕ СТРАТЕГИЧЕСКОЙ КОМПЕТЕНЦИИ И РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БИЛИНГВА]]
* 10. [[СТАНОВЛЕНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ]]
* 11. [[НОВАЯ НЕГРАМОТНОСТЬ: НЕКОТОРЫЕ ФЕНОМЕНЫ И ЯЗЫКОВАЯ ЛИЧНОСТЬ]]
* 12. [[ПИСЬМЕННАЯ РЕЧЬ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ СТУДЕНТОВ ГУМАНИТАРНЫХ СПЕЦИАЛЬНОСТЕЙ]]
# [[ФОРМИРОВАНИЕ ГРАММАТИКОНА ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
# [[ДИАЛОГОВЫЕ ТЕХНОЛОГИИ КАК СРЕДСТВО ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
# [[ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ДИАЛОГИЧЕСКОГО ТИПА]]
# [[ВОПРОСЫ ФОРМИРОВАНИЯ КУЛЬТУРНО-ЯЗЫКОВОЙ ЛИЧНОСТИ, ОБЛАДАЮЩЕЙ МЕЖКУЛЬТУРНОЙ КОМПОНЕНТОЙ ПЕРЕВОДЧЕСКОЙ КОМПЕТЕНЦИИ, ПРИ ОБУЧЕНИИ ХУДОЖЕСТВЕННОМУ ПЕРЕВОДУ]]
# [[ПРОБЛЕМА ВОСПИТАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ]]
# [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО СПЕЦИАЛИСТА-ЛИНГВИСТА В ВЫСШЕЙ ШКОЛЕ НА ОСНОВЕ КОНЦЕПТУАЛЬНОГО ПОДХОДА]]
# [[ПРИМЕНЕНИЕ ИКТ В ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ НЕЯЗЫКОВЫХ ФАКУЛЬТЕТОВ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
# [[ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В СФЕРЕ МЕДИЦИНЫ]]
# [[ФОРМИРОВАНИЕ КУЛЬТУРНО-ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ИНЖЕНЕРА КАК ДИДАКТИЧЕСКАЯ ЦЕЛЬ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ В ТЕХНИЧЕСКОМ ВУЗЕ]]
# [[ПРОБЛЕМА САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В ИНОЯЗЫЧНОЙ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ]]
# [[ЛИНГВОДИДАКТИКА О ТЕЗАУРУСЕ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
# [[ЯЗЫКОВАЯ КАРТИНА МИРА И ТВОРЧЕСКАЯ ЛИЧНОСТЬ В УСЛОВИЯХ ТРАНСГРАНИЧЬЯ]]
# [[К ВОПРОСУ "ЯЗЫКОВОЙ ЛИЧНОСТИ" В ПРОЦЕССЕ ИЗУЧЕНИЯ РКИ]]
# [[К ВОПРОСУ ОБ ОПРЕДЕЛЕНИИ ПОНЯТИЯ "ЯЗЫКОВАЯ ЛИЧНОСТЬ"]]
# [[ФОРМИРОВАНИЕ "ВТОРИЧНОЙ" ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА]]
1. [[ПРИЕМЫ ФОРМИРОВАНИЯ ПЕРЕВОДЧЕСКИХ НАВЫКОВ И КОМПЕТЕНЦИЙ В ПРОЦЕССЕ РАЗВИТИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
2. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ВЫПУСКНИКА ЛИНГВИСТИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ]]
3. [[САМООБРАЗОВАТЕЛЬНАЯ ДЕЯТЕЛЬНОСТЬ КАК ОСНОВА РАЗВИТИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
4. [[СТАНОВЛЕНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ПЕДАГОГА НА ОСНОВЕ СОВРЕМЕННЫХ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ]]
5. [[КРЕАТИВНЫЙ ПОДХОД К ФОРМИРОВАНИЮ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА]]
6. [[К ВОПРОСУ О ЛИНГВИСТИЧЕСКИХ СРЕДСТВАХ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-ФИЛОЛОГА]]
7. [[О "ВЗРОСЛЕНИИ" ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА: ПСИХОЛОГИЧЕСКИЙ, ПОНЯТИЙНЫЙ И ЛИНГВИСТИЧЕСКИЙ АСПЕКТЫ]]
8. [[К ВОПРОСУ О МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ: ЛИНГВОДИДАКТИЧЕСКИЙ АСПЕКТ]]
9. [[ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ПЕДАГОГИЧЕСКАЯ ПРОБЛЕМА]]
10. [[HOMO COMMUNICANS: ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ОБЪЕКТ ИЗУЧЕНИЯ]]
11. [[ИНФОЛИНГВИСТИЧЕСКИЙ ПУТЬ РАЗВИТИЯ ИНТЕЛЛЕКТУАЛЬНО-ТВОРЧЕСКИХ СПОСОБНОСТЕЙ "ВТОРИЧНОЙ ЯЗЫКОВОЙ IT-ЛИЧНОСТИ"]]
12. [[ПРОБЛЕМА ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
13. [[РАЗВИТИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В УЧЕБНО-ВОСПИТАТЕЛЬНОМ ПРОЦЕССЕ]]
14. [[ПОЛИЛИНГВАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В ПРОЦЕССЕ НЕПРЕРЫВНОГО ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ В ТЕХНИЧЕСКОМ ВУЗЕ]]
15. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ МНОГОЯЗЫЧИЯ]]
16. [[СУЩНОСТЬ ПОНЯТИЯ "МЕДИАКОМПЕТЕНТНОСТЬ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ" И ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ЕГО ФОРМИРОВАНИЯ]]
17. [[ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
18. [[ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ С ПОЗИЦИИ ГЛОБАЛЬНО-ОТКРЫТОГО ИНФОРМАЦИОННОГО ОБЩЕСТВА В КОНТЕКСТЕ МЕДИАОБРАЗОВАНИЯ]]
19. [[ВОСПИТАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ НА ОСНОВЕ КУЛЬТУРОЛОГИЧЕСКОЙ И ПРОФЕССИОНАЛЬНОЙ ЛЕКСИКИ]]
20. [[ТИПОЛОГИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СЛУШАТЕЛЕЙ И СТУДЕНТОВ НЕЯЗЫКОВОГО ВУЗА ТВОРЧЕСКОЙ НАПРАВЛЕННОСТИ В КОНТЕКСТЕ ВОСПРИЯТИЯ РОДНОГО И ИНОСТРАННОГО ЯЗЫКОВ]]
21. [[КОНЦЕПЦИЯ САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В РАМКАХ МОДЕЛИ С МЫСЛООБРАЗОВАНИЯ]]
22. [[ДОПОЛНИТЕЛЬНАЯ ПРОФЕССИОНАЛЬНАЯ ПОДГОТОВКА ПЕРЕВОДЧИКА В ТЕХНИЧЕСКОМ ВУЗЕ В АСПЕКТЕ САМОРЕАЛИЗАЦИИ ЕГО ЯЗЫКОВОЙ ЛИЧНОСТИ]]
1. [[ПЕДАГОГИЧЕСКИЕ ПРИНЦИПЫ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
2. [[КОНЦЕПТЫ РУССКОЙ ПРАВОСЛАВНОЙ ЯЗЫКОВОЙ КАРТИНЫ МИРА КАК ОСНОВА ФОРМИРОВАНИЯ КУЛЬТУРНОЙ КОМПЕТЕНЦИИ ЛИЧНОСТИ СТУДЕНТА]]
3. [[ФОРМИРОВАНИЕ ЭСТЕТИЧЕСКОГО СОЗНАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В ШКОЛЕ И ВУЗЕ]]
4. [[ТЕКСТОВАЯ ДЕЯТЕЛЬНОСТЬ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННОГО СТУДЕНТА КАК ОБЪЕКТ ИССЛЕДОВАНИЯ]]
5. [[РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ УЧИТЕЛЯ-ЛОГОПЕДА КАК УСЛОВИЕ ОПТИМИЗАЦИИ ЛОГОПЕДИЧЕСКОГО ВОЗДЕЙСТВИЯ]]
6. [[ЛИНГВОДИДАКТИЧЕСКИЕ АСПЕКТЫ МЕДИАМОДЕЛИ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ В НЕЯЗЫКОВОМ ВУЗЕ КАК СРЕДСТВА ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ] ]
7. [[ФОРМИРОВАНИЕ ТВОРЧЕСКОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ТЕХНИЧЕСКОГО ВУЗА В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ]]
8. [[АНТРОПОЛОГИЧЕСКИЙ ПОДХОД К ОБУЧЕНИЮ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОЯЗЫЧНОЙ ЛИНГВОКОГНИТИВНОЙ ДЕЯТЕЛЬНОСТИ]]
9. АНТРОПОЛОГИЧЕСКИЙ ПОДХОД К ОБУЧЕНИЮ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОЯЗЫЧНОЙ ЛИНГВОКОГНИТИВНОЙ ДЕЯТЕЛЬНОСТИ
10. [[О НЕКОТОРЫХ ПОДХОДАХ К ПОНИМАНИЮ СЕМАНТИКО-СМЫСЛОВОГО ПОЛЯ И РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ФОРМИРОВАНИЯ СОЦИАЛЬНО-КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ВУЗА]]
11. [[ИНДИВИДУАЛЬНЫЙ СТИЛЬ ИНОЯЗЫЧНОГО ОБЩЕНИЯ КАК СВОЙСТВО ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
12. [[ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ОБЪЕКТ ИЗУЧЕНИЯ ПСИХОЛИНГВИСТИКИ]]
13. [[К ПРОБЛЕМЕ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ В ВУЗЕ]]
14. [[К ПРОБЛЕМЕ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ЛИНГВИСТА-ПЕРЕВОДЧИКА]]
15. [["ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ" КАК ОБЪЕКТ ЛИНГВОДИДАКТИКИ]]
16. [[СТАНОВЛЕНИЕ БУДУЩЕГО ПРЕПОДАВАТЕЛЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО КАК ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ФОРМИРОВАНИЯ КРОССКУЛЬТУРНОЙ КОМПЕТЕНЦИИ]]
17. [[ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ, ОПРЕДЕЛЯЮЩИЕ ФОРМИРОВАНИЕ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
18. [[РЕГУЛЯЦИЯ ИНДИВИДУАЛЬНОГО СТИЛЯ ИНОЯЗЫЧНОГО ОБЩЕНИЯ КАК СОСТАВЛЯЮЩАЯ ДЕЯТЕЛЬНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
19. [[МОДЕЛЬ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
20. [[СТРУКТУРНО-ФУНКЦИОНАЛЬНОЕ МОДЕЛИРОВАНИЕ ПРОЦЕССА ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
21. МАССМЕДИА КАК СРЕДСТВО ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
22. ЛИНГВОРИТОРИКА ДИСКУРСИВНЫХ ПРОЦЕССОВ: ТИПОЛОГИЯ ИНТЕРТЕКСТУАЛЬНЫХ ВКЛЮЧЕНИЙ В НАУЧНО-ИНТЕРПРЕТАТИВНОМ ДИСКУРСЕ ФИЛОЛОГА КАК ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
23. ЛИНГВОРИТОРИЧЕСКАЯ МОДЕЛЬ "ФИЛОЛОГ КАК ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ" И ПОЛИКУЛЬТУРНЫЙ АСПЕКТ ПОДГОТОВКИ СПЕЦИАЛИСТА В ОБЛАСТИ РУССКОЙ ФИЛОЛОГИИ
24. ФОРМИРОВАНИЕ НОВЫХ МОТИВОВ В СТРУКТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ УЧИТЕЛЯ-СЛОВЕСНИКА
25. РЕАЛИЗАЦИЯ СТРУКТУРНОЙ МОДЕЛИ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ РКИ КУРСАНТОВ
26. [[САМОРЕАЛИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В ИНОЯЗЫЧНОЙ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ]]
27. [[ТЕЗАУРУС ЯЗЫКОВОЙ ЛИЧНОСТИ В МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ]]
28. [[САМОРАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ МНОГОЯЗЫЧИЯ]]
1. [[ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ КОНЦЕПТУАЛЬНЫЕ ОСНОВЫ ФОРМИРОВАНИЯ "ЯЗЫКОВОЙ ЛИЧНОСТИ" СТУДЕНТОВ ВУЗА]]
2. [[К ВОПРОСУ ОБ ИЗМЕНЕНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА: КОРПОРАТИВНАЯ КУЛЬТУРА ВУЗА И ЕЕ ТЕКСТЫ В СОЦИАЛЬНЫХ СЕТЯХ (НА ПРИМЕРЕ ВУЗОВСКИХ СЕТЕВЫХ ГРУПП)]]
3. [[ПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В НЕЯЗЫКОВОМ ВУЗЕ (НА МАТЕРИАЛЕ ФРАНЦУЗСКОГО ЯЗЫКА)]]
4. [[РОЛЬ ИНТЕРАКТИВНОГО ПОСОБИЯ ПО ПРАКТИКЕ РЕЧИ "ПРОГУЛКИ ПО МОСКВЕ: МОСКОВСКИЕ БУЛЬВАРЫ" И НАТУРНОГО УРОКА ПО НЕМУ В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-ИНОСТРАНЦА]]
5. [[К ВОПРОСУ О МЕТОДАХ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
6. [[ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЮРИСТА ПРИ ДИСТАНЦИОННОЙ ФОРМЕ ОБУЧЕНИЯ (НА ПРИМЕРЕ УЧЕБНОГО КУРСА "РИТОРИКА ДЛЯ ЮРИСТОВ")]]
7. [[О ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
8. [[АНГЛИЙСКИЙ ЯЗЫК ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
9. [[СОЦИАЛЬНО-ФИЛОСОФСКИЙ АНАЛИЗ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
10. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕ ФИЛОЛОГОВ НА ОСНОВЕ ПРИНЦИПОВ НЕЙРОЛИНГВИСТИЧЕСКОГО ПРОГРАММИРОВАНИЯ]]
11. [[ЛИНГВО-ИНФОРМАЦИОННЫЙ ПЕРИОД РАЗВИТИЯ ПРОБЛЕМЫ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В СИСТЕМЕ ПРОФЕССИОНАЛЬНОГО ЛИНГВИСТИЧЕСКОГО ОБРАЗОВАНИЯ]]
12. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В АСПЕКТЕ КОММУНИКАТИВНО-РЕЧЕВОГО ПОВЕДЕНИЯ] ]
13. [[ЛИНГВОМЕТОДИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ УЧИТЕЛЯ-СЛОВЕСНИКА КАК ЯЗЫКОВОЙ ЛИЧНОСТИ]]
14. [[УСЛОВИЯ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ]]
15. [[ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ МАГИСТРАНТА ТЕХНИЧЕСКОГО ПРОФИЛЯ]]
16. [[ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ФАКТОР СОВЕРШЕНСТВОВАНИЯ ИНОЯЗЫЧНОЙ ПОДГОТОВКИ В ЭКОНОМИЧЕСКИХ ВУЗАХ]]
17. [[ПОРТРЕТ ЯЗЫКОВОЙ ЛИЧНОСТИ В АСПЕКТЕ ФОРМИРОВАНИЯ СОЦИАЛЬНО-КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ВУЗА] ]
18. [[ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
19. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ СПЕЦИАЛЬНОСТИ "ТУРИЗМ" КАК КОМПОНЕНТ КЛАСТЕРНОГО ОБРАЗОВАНИЯ]]
20. [[СОЦИОКУЛЬТУРНЫЙ АСПЕКТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
21. [[ОСОБЕННОСТИ СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В НЕЯЗЫКОВОМ ВУЗЕ]]
22. [[ОБ УЧЕТЕ НАЦИОНАЛЬНОГО КОМПОНЕНТА ЯЗЫКОВОЙ ЛИЧНОСТИ В ОБУЧЕНИИ АНГЛОЯЗЫЧНОМУ ПИСЬМЕННОМУ НАУЧНОМУ ОБЩЕНИЮ]]
23. [[ЖУРНАЛИСТ КАК ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В ЛИНГВОРИТОРИКЕ СОВРЕМЕННОГО РОССИЙСКОГО ГЛЯНЦЕВОГО ДИСКУРСА]]
24. [[ВЛИЯНИЕ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ НА ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ПЕРЕВОДЧИКА]]
25. [[МОДЕЛИРОВАНИЕ ПОРТРЕТА ЯЗЫКОВОЙ ЛИЧНОСТИ СОВРЕМЕННОГО СТУДЕНЧЕСТВА В СВЕТЕ АНТРОПОЦЕНТРИЧЕСКОЙ ПАРАДИГМЫ]]
26. [[ВЛИЯНИЕ ЯЗЫКОВОГО ОБУЧЕНИЯ НА КОГНИТИВНОЕ РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
27. [[АНАЛИЗ ЛИНГВОМЕТОДИЧЕСКИХ МОДЕЛЕЙ СТРУКТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
28. [[О МУТАЦИОННОМ ХАРАКТЕРЕ СОВРЕМЕННОЙ ЕВРАЗИЙСКОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ РОССИЙСКО-КАЗАХСТАНСКОГО ПРИГРАНИЧЬЯ]]
1. [[ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ПРЕПОДАВАТЕЛЯ КАК ЦЕЛЬ И РЕЗУЛЬТАТ НЕПРЕРЫВНОЙ МЕТОДИЧЕСКОЙ ПОДГОТОВКИ В СИСТЕМЕ ВЫСШЕГО ПЕДАГОГИЧЕСКОГО ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ]]
2. [[РАЗВИТИЕ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ ИНОСТРАННОГО ЯЗЫКА ПОСРЕДСТВОМ ФОРМИРОВАНИЯ СУБЪЕКТНОГО МЕТОДИЧЕСКОГО ОПЫТА]]
3. [[РУСОФОНЫ БЛИЖНЕГО ЗАРУБЕЖЬЯ: ДИАГНОСТИКА ПЕРЕМЕН В ЛЕКСИКОНЕ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
4. [[ЯЗЫКОВАЯ ЛИЧНОСТЬ И "СВЕРХКОНЦЕПТОЛОГИЯ"]]
5. [[ЧТЕНИЕ ХУДОЖЕСТВЕННОЙ ЛИТЕРАТУРЫ КАК СРЕДСТВО ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
6. [[ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ В АСПЕКТЕ ЛИНГВОРИТОРИЧЕСКОЙ ПАРАДИГМЫ (РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ)]]
7. [[ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЛОГОПЕДА КАК АКТУАЛЬНАЯ ПРОБЛЕМА ВЫСШЕЙ ШКОЛЫ]]
8. [[К ПРОБЛЕМЕ РАЗВИТИЯ ЛИЧНОСТИ В МУЛЬТИКУЛЬТУРНОМ ОБЩЕСТВЕ (ЯЗЫКОВАЯ СОЦИАЛИЗАЦИЯ КАК СОЦИАЛЬНО-ПСИХОЛОГИЧЕСКИЙ ФЕНОМЕН)]]
9. [[СТАНОВЛЕНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ТЕХНИЧЕСКОГО УНИВЕРСИТЕТА: ПРОБЛЕМЫ И ПУТИ РЕШЕНИЯ]]
10. [[СОВРЕМЕННЫЕ ТЕХНОЛОГИИ ОБУЧЕНИЯ КАК СРЕДСТВО ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ВУЗА]]
11. [[ПРОБЛЕМА ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА]]
12. [[ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННОГО СТУДЕНТА НА ОСНОВЕ ПАРЕМИЙ В ПРОЦЕССЕ ПОДГОТОВКИ В ВУЗЕ] ]
13. [[СОВРЕМЕННАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ЦЕЛЬ И РЕЗУЛЬТАТ РАЗВИТИЯ НЕПРЕРЫВНОГО ЛИНГВИСТИЧЕСКОГО ОБРАЗОВАНИЯ ВЗРОСЛЫХ]]
14 [[РАЗВИТИЕ ИНОЯЗЫЧНОЙ ГРАММАТИЧЕСКОЙ КОМПЕТЕНЦИИ ПЕРЕВОДЧИКА КАК ХАРАКТЕРИСТИКИ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
15. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА - БИЛИНГВА В ХУДОЖЕСТВЕННОМ ВУЗЕ] ]
16. [[ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ КАК ЦЕЛЬ И РЕЗУЛЬТАТ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ] ]
17. [[РАЗВИТИЕ КУЛЬТУРНО-ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ТЕХНИЧЕСКИХ ВУЗОВ В УСЛОВИЯХ ИНОЯЗЫЧНОЙ СРЕДЫ ХУДОЖЕСТВЕННЫХ ТЕКСТОВ] ]
18. [[ОТ "ЯЗЫКОВОЙ ЛИЧНОСТИ" ПРЕПОДАВАТЕЛЯ К "ЯЗЫКОВОЙ ЛИЧНОСТИ" КУРСАНТА ВУЗА МВД РОССИИ]]
19. [[О МЕДИАГРАМОТНОСТИ СОВРЕМЕННОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
20. [[СПОСОБЫ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА]]
21. [[ТЕРМИНОЛОГИЧЕСКИЕ ЕДИНИЦЫ КАК ЗНАКОВЫЕ МОДЕЛИ ЛИНГВОКОГНИТИВНОЙ КОМПЕТЕНЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В СФЕРЕ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ]]
22. [[ПЕРЕВОДЧЕСКАЯ ДЕЯТЕЛЬНОСТЬ КАК СПОСОБ РАЗВИТИЯ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
23. [[ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КИТАЙСКИХ СТУДЕНТОВ)] ]
24. [[ВЛИЯНИЕ КУЛЬТУРОЛОГИЧЕСКИХ АСПЕКТОВ НА ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
25. [[РОДНОЙ ЯЗЫК КАК ОСНОВА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ПЕРЕВОДЧИКА]]
1. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНФОРМАЦИОННО-БИБЛИОТЕЧНОГО СПЕЦИАЛИСТА: ВОПРОСЫ ТЕОРИИ И МЕТОДИКИ]]
2. [[АКМЕОЛОГИЧЕСКАЯ СОСТАВЛЯЮЩАЯ В РАЗВИТИИ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРОФЕССИОНАЛА]]
3. [[РОЛЬ СОВРЕМЕННОГО ДВУЯЗЫЧНОГО УЧЕБНИКА В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ КЫРГЫЗСКОГО ЯЗЫКА)]]
4. [[ПСИХОЛОГИЧЕСКИЙ АНАЛИЗ ПОНЯТИЯ "ЯЗЫКОВАЯ ЛИЧНОСТЬ" С ПОЗИЦИЙ ДЕЯТЕЛЬНОСТНОГО ПОДХОДА]]
5. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ ПРЕПОДАВАНИЯ ВТОРОГО ИНОСТРАННОГО ЯЗЫКА]]
6. [[ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ ЛИНГВИСТОВ]]
7. [[РОЛЬ ПРЕЦЕДЕНТНЫХ ФЕНОМЕНОВ В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
8. [[ПРОБЛЕМЫ АГНОНИМИИ В КУЛЬТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
9. [[О ПРОГРЕССИВНОМ РАЗВИТИИ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЮРИСТА]]
10. [[ФОРМИРОВАНИЕ ЛИЧНОСТИ БУДУЩЕГО СОТРУДНИКА ОРГАНОВ ВНУТРЕННИХ ДЕЛ: ВЗГЛЯД НА ПРОБЛЕМУ СКВОЗЬ ПРИЗМУ КОНЦЕПТА "ЯЗЫКОВАЯ ЛИЧНОСТЬ"]]
11. [[ПРОБЛЕМА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ И ДУХОВНОЙ ЗРЕЛОСТИ СОВРЕМЕННЫХ РОССИЙСКИХ ПРЕДПРИНИМАТЕЛЕЙ]]
12. [[ТОЛЕРАНТНОСТЬ КАК КОМПЕТЕНТНОСТНАЯ СОСТАВЛЯЮЩАЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА]] О
13. [[ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННОГО СТУДЕНТ А В ПРОЦЕССЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ]]
14. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ПОЛИЦЕЙСКОГО В УСЛОВИЯХ ПРОФЕССИОНАЛЬНОГО ВЕДОМСТВЕННОГО ОБРАЗОВАНИЯ]]
15. [[ОСОБЕННОСТИ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕЯЗЫКОВЫХ ПРОФИЛЕЙ]]
16. [[ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В АСПЕКТЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ (НА ПРИМЕРЕ РУССКИХ ИДИОМ)]]
17. [[ВОЗМОЖНОСТИ РАЗВИТИЯ ТВОРЧЕСКОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СПЕЦИАЛИСТА В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ]]
18. [[ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА]]
20. [[СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНАЯ МОБИЛЬНОСТЬ И ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ЛИНГВИСТА]]
21. [[ЯЗЫКОВАЯ ПОЛИТИКА ИННОВАЦИОННОГО УНИВЕРСИТЕТА КАК УСЛОВИЕ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
22. [[ПУТИ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА]]
23. [[ВЛИЯНИЕ УСПЕШНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ ВЕДОМСТВЕННОГО ЮРИДИЧЕСКОГО ВУЗА НА БУДУЩИХ СОТРУДНИКОВ ОРГАНОВ ВНУТРЕННИХ ДЕЛ]]
24. [[ПЕДАГОГИЧЕСКИЙ ПОТЕНЦИАЛ ВУЗА ДЛЯ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ: МЕТОДИЧЕСКИЙ АСПЕКТ]]
25. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ КУРСАНТОВ ВЕДОМСТВЕННОГО УЧЕБНОГО ЗАВЕДЕНИЯ В ПРОЦЕССЕ ИЗУЧЕНИЯ ДИСЦИПЛИН ГУМАНИТАРНОГО ЦИКЛА: ВОПРОСЫ ТЕОРИИ И ПРАКТИКИ] ]
26. [[ЛАКУНАРНОСТЬ КАК ЯВЛЕНИЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ В КУЛЬТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
27. [[ИНТЕГРИРОВАННЫЙ ПОДХОД В ПРОЦЕССЕ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
28. [[ТЕОРЕТИЧЕСКОЕ ОБОСНОВАНИЕ ПЕДАГОГИЧЕСКИХ УСЛОВИЙ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
29. [[ВЛИЯНИЕ ИНТЕРНЕТ-СРЕДЫ НА ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ]]
30. [[РОЛЬ ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЙ СРЕДЫ В ФОРМИРОВАНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ В ВУЗЕ]]
31. [[МОДЕЛЬ ПРОФЕССИОНАЛЬНЫХ ПЕРЕВОДЧЕСКИХ КОМПЕТЕНЦИЙ СКВОЗЬ ПРИЗМУ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
32. [[ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ ОБУЧЕНИЯ СТУДЕНТОВ ИНОСТРАННОМУ ЯЗЫКУ)]]
33. [[РОЛЬ И ЗНАЧЕНИЕ ЭТНОКУЛЬТУРНОГО КОМПОНЕНТА В ФОРМИРОВАНИИ И РАЗВИТИИ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННЫХ СТУДЕНТОВ В ПРЕДВУЗОВСКОЙ ПОДГОТОВКЕ]]
34. [[ПОЛИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В СИСТЕМЕ ОЦЕНОЧНЫХ ЯВЛЕНИЙ]]
35. [[АНТРОПОЦЕНТРИЧЕСКАЯ ЛИНГВИСТИКА КАК ТЕОРЕТИЧЕСКАЯ БАЗА РАЗРАБОТКИ ПОНЯТИЯ "РЕГИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ"]]
36. [[ОБРАЗОВАТЕЛЬНЫЙ МЕНЕДЖЕР КАК ЯЗЫКОВАЯ ЛИЧНОСТЬ]]
37. [[О ПРОБЛЕМЕ ФОРМИРОВАНИЯ БУДУЩЕГО СПЕЦИАЛИСТА В ОБЛАСТИ КУЛЬТУРЫ КАК ЯЗЫКОВОЙ ЛИЧНОСТИ]]
38. [[КУЛЬТУРА РЕЧИ И ЯЗЫКОВАЯ ЛИЧНОСТЬ ПЕДАГОГА В КОНТЕКСТЕ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА]]
39. [[ИНОСТРАННЫЙ ЯЗЫК КАК УЧЕБНЫЙ ПРЕДМЕТ В СИСТЕМЕ ЯЗЫКОВОГО ОБРАЗОВАНИЯ И ЕГО РОЛЬ В ФОРМИРОВАНИИ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
40. [[КУЛЬТУРОЛОГИЧЕСКИЙ ПОДХОД К ИССЛЕДОВАНИЮ СОДЕРЖАНИЯ ПОНЯТИЯ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ]]
41. [[ОБУЧЕНИЕ АНГЛИЙСКОЙ ЛЕКСИКЕ СО ЗНАЧЕНИЕМ "ПРОФЕССИЯ" КАК ЭЛЕМЕНТ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
42. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ УЧАЩИХСЯ ПОД ВЛИЯНИЕМ БИЛИНГВИЗМА]]
43. [[ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЕ ЧТЕНИЕ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОГО ЯЗЫКУ В СТРУКТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ЮРИСТА] ]
44. [[ЯЗЫКОВАЯ ЛИЧНОСТЬ, ПРОБЛЕМЫ ЕЕ СТАНОВЛЕНИЯ]]
45. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ - КОНЕЧНАЯ ЦЕЛЬ ОБУЧЕНИЯ СТУДЕНТОВ ИНОСТРАННОМУ ЯЗЫКУ]]
46. [[АКТУАЛИЗАЦИЯ ДИАЛОГИЧЕСКОГО ОПЫТА ЯЗЫКОВОЙ ЛИЧНОСТИ БАКАЛАВРА КАК СПОСОБ РЕАЛИЗАЦИИ КОМПЕТЕНТНОСТНОЙ МОДЕЛИ ВЫСШЕГО МЕНЕДЖМЕНТ- ОБРАЗОВАНИЯ]]
47. [[МЕТОДЫ ДИАГНОСТИКИ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ] ]
48. [[УЧЕБНЫЙ ДИАЛОГ: ПСИХОЛОГИЧЕСКИЙ АСПЕКТ В ПРОЦЕССЕ ФОРМИРОВАНИЯ "ВТОРИЧНОЙ" ЯЗЫКОВОЙ ЛИЧНОСТИ]]
49. [[ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКАЯ И МЕТОДИЧЕСКАЯ ПОДГОТОВКА ПЕДАГОГОВ К ОРГАНИЗАЦИИ И СОПРОВОЖДЕНИЮ ЯЗЫКОВОГО РАЗВИТИЯ ЛИЧНОСТИ В ШКОЛЕ]]
50. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В СОВРЕМЕННОМ ПРОСТРАНСТВЕ КУЛЬТУРЫ]]
51. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ОСНОВА ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ]]
52. [[РУССКИЙ ЯЗЫК КАК СРЕДСТВО ФОРМИРОВАНИЯ ПАТРИОТИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
53. [[ТЕОРЕТИЧЕСКИЕ АСПЕКТЫ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБЩЕЕВРОПЕЙСКОГО ТИПА В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ]]
54. [[ФОРМИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-ФИЛОЛОГА В ПРОЦЕССЕ ВЫПОЛНЕНИЯ КУРСОВОЙ РАБОТЫ В РАМКАХ КУРСА "ЛЕКСИКОЛОГИЯ АНГЛИЙСКОГО ЯЗЫКА"]]
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<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24214779"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ ИНФОРМАЦИОННО-БИБЛИОТЕЧНОГО СПЕЦИАЛИСТА: ВОПРОСЫ
ТЕОРИИ И МЕТОДИКИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
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<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24086651"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>АКМЕОЛОГИЧЕСКАЯ
СОСТАВЛЯЮЩАЯ В РАЗВИТИИ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРОФЕССИОНАЛА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=39245135"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>РОЛЬ
СОВРЕМЕННОГО ДВУЯЗЫЧНОГО УЧЕБНИКА В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ
ЛИЧНОСТИ (НА МАТЕРИАЛЕ КЫРГЫЗСКОГО ЯЗЫКА)</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25907061"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПСИХОЛОГИЧЕСКИЙ
АНАЛИЗ ПОНЯТИЯ "ЯЗЫКОВАЯ ЛИЧНОСТЬ" С ПОЗИЦИЙ
ДЕЯТЕЛЬНОСТНОГО ПОДХОДА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23565382"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ ПРЕПОДАВАНИЯ ВТОРОГО ИНОСТРАННОГО
ЯЗЫКА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23681420"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПСИХОЛОГИЧЕСКИЕ
АСПЕКТЫ СТАНОВЛЕНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ
ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ ЛИНГВИСТОВ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25588602"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>РОЛЬ
ПРЕЦЕДЕНТНЫХ ФЕНОМЕНОВ В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23488551"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПРОБЛЕМЫ
АГНОНИМИИ В КУЛЬТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23653810"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>О
ПРОГРЕССИВНОМ РАЗВИТИИ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЮРИСТА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23221252"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЛИЧНОСТИ БУДУЩЕГО СОТРУДНИКА ОРГАНОВ ВНУТРЕННИХ ДЕЛ: ВЗГЛЯД НА
ПРОБЛЕМУ СКВОЗЬ ПРИЗМУ КОНЦЕПТА "ЯЗЫКОВАЯ ЛИЧНОСТЬ"</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
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<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23420833"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПРОБЛЕМА
ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ И ДУХОВНОЙ ЗРЕЛОСТИ СОВРЕМЕННЫХ
РОССИЙСКИХ ПРЕДПРИНИМАТЕЛЕЙ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23613433"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ТОЛЕРАНТНОСТЬ
КАК КОМПЕТЕНТНОСТНАЯ СОСТАВЛЯЮЩАЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23503482"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННОГО СТУДЕНТА В ПРОЦЕССЕ
ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23147745"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО ПОЛИЦЕЙСКОГО В УСЛОВИЯХ ПРОФЕССИОНАЛЬНОГО
ВЕДОМСТВЕННОГО ОБРАЗОВАНИЯ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23197388"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ОСОБЕННОСТИ
ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕЯЗЫКОВЫХ
ПРОФИЛЕЙ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25376484"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В АСПЕКТЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ (НА
ПРИМЕРЕ РУССКИХ ИДИОМ)</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24991808"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ВОЗМОЖНОСТИ
РАЗВИТИЯ ТВОРЧЕСКОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СПЕЦИАЛИСТА В ПРОЦЕССЕ
ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23386736"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ЯЗЫКОВАЯ
ЛИЧНОСТЬ СТУДЕНТА И МУЛЬТИКУЛЬТУРНАЯ САМООРГАНИЗАЦИЯ ПОСРЕДСТВОМ
ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24833376"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПСИХОЛОГИЧЕСКИЕ
АСПЕКТЫ ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25023657"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНАЯ
МОБИЛЬНОСТЬ И ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ ЛИНГВИСТА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24503244"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ЯЗЫКОВАЯ
ПОЛИТИКА ИННОВАЦИОННОГО УНИВЕРСИТЕТА КАК УСЛОВИЕ ФОРМИРОВАНИЯ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23048658"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПУТИ
РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23078279"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ВЛИЯНИЕ
УСПЕШНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРЕПОДАВАТЕЛЯ ВЕДОМСТВЕННОГО ЮРИДИЧЕСКОГО
ВУЗА НА БУДУЩИХ СОТРУДНИКОВ ОРГАНОВ ВНУТРЕННИХ ДЕЛ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25000402"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПЕДАГОГИЧЕСКИЙ
ПОТЕНЦИАЛ ВУЗА ДЛЯ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ: МЕТОДИЧЕСКИЙ АСПЕКТ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23935784"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ КУРСАНТОВ ВЕДОМСТВЕННОГО УЧЕБНОГО ЗАВЕДЕНИЯ В
ПРОЦЕССЕ ИЗУЧЕНИЯ ДИСЦИПЛИН ГУМАНИТАРНОГО ЦИКЛА: ВОПРОСЫ ТЕОРИИ И
ПРАКТИКИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23764763"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ЛАКУНАРНОСТЬ
КАК ЯВЛЕНИЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ В КУЛЬТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23650318"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ИНТЕГРИРОВАННЫЙ
ПОДХОД В ПРОЦЕССЕ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25296261"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ТЕОРЕТИЧЕСКОЕ
ОБОСНОВАНИЕ ПЕДАГОГИЧЕСКИХ УСЛОВИЙ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ
ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24312511"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ВЛИЯНИЕ
ИНТЕРНЕТ-СРЕДЫ НА ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25077626"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>РОЛЬ
ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЙ СРЕДЫ В ФОРМИРОВАНИИ ЯЗЫКОВОЙ
ЛИЧНОСТИ СТУДЕНТОВ В ВУЗЕ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25013726"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>МОДЕЛЬ
ПРОФЕССИОНАЛЬНЫХ ПЕРЕВОДЧЕСКИХ КОМПЕТЕНЦИЙ СКВОЗЬ ПРИЗМУ ВТОРИЧНОЙ
ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25332571"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ ОБУЧЕНИЯ СТУДЕНТОВ
ИНОСТРАННОМУ ЯЗЫКУ)</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23604052"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>РОЛЬ
И ЗНАЧЕНИЕ ЭТНОКУЛЬТУРНОГО КОМПОНЕНТА В ФОРМИРОВАНИИ И РАЗВИТИИ
ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННЫХ СТУДЕНТОВ В ПРЕДВУЗОВСКОЙ ПОДГОТОВКЕ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24156319"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПОЛИКУЛЬТУРНАЯ
САМООРГАНИЗАЦИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В СИСТЕМЕ ОЦЕНОЧНЫХ
ЯВЛЕНИЙ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23211811"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>АНТРОПОЦЕНТРИЧЕСКАЯ
ЛИНГВИСТИКА КАК ТЕОРЕТИЧЕСКАЯ БАЗА РАЗРАБОТКИ ПОНЯТИЯ "РЕГИОНАЛЬНАЯ
ЯЗЫКОВАЯ ЛИЧНОСТЬ"</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25004969"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ОБРАЗОВАТЕЛЬНЫЙ
МЕНЕДЖЕР КАК ЯЗЫКОВАЯ ЛИЧНОСТЬ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=27021045"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>О
ПРОБЛЕМЕ ФОРМИРОВАНИЯ БУДУЩЕГО СПЕЦИАЛИСТА В ОБЛАСТИ КУЛЬТУРЫ КАК
ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24075549"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>КУЛЬТУРА
РЕЧИ И ЯЗЫКОВАЯ ЛИЧНОСТЬ ПЕДАГОГА В КОНТЕКСТЕ ПОДГОТОВКИ БУДУЩИХ
УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23582263"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ИНОСТРАННЫЙ
ЯЗЫК КАК УЧЕБНЫЙ ПРЕДМЕТ В СИСТЕМЕ ЯЗЫКОВОГО ОБРАЗОВАНИЯ И ЕГО РОЛЬ
В ФОРМИРОВАНИИ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25053870"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>КУЛЬТУРОЛОГИЧЕСКИЙ
ПОДХОД К ИССЛЕДОВАНИЮ СОДЕРЖАНИЯ ПОНЯТИЯ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ
В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23404160"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ОБУЧЕНИЕ
АНГЛИЙСКОЙ ЛЕКСИКЕ СО ЗНАЧЕНИЕМ "ПРОФЕССИЯ" КАК ЭЛЕМЕНТ
ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23274270"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ УЧАЩИХСЯ ПОД ВЛИЯНИЕМ БИЛИНГВИЗМА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25145072"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЕ
ЧТЕНИЕ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОГО ЯЗЫКУ В СТРУКТУРЕ ЯЗЫКОВОЙ
ЛИЧНОСТИ БУДУЩЕГО ЮРИСТА</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25023568"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ЯЗЫКОВАЯ
ЛИЧНОСТЬ, ПРОБЛЕМЫ ЕЕ СТАНОВЛЕНИЯ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23733320"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ - КОНЕЧНАЯ ЦЕЛЬ ОБУЧЕНИЯ СТУДЕНТОВ ИНОСТРАННОМУ
ЯЗЫКУ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25295400"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>АКТУАЛИЗАЦИЯ
ДИАЛОГИЧЕСКОГО ОПЫТА ЯЗЫКОВОЙ ЛИЧНОСТИ БАКАЛАВРА КАК СПОСОБ
РЕАЛИЗАЦИИ КОМПЕТЕНТНОСТНОЙ МОДЕЛИ ВЫСШЕГО МЕНЕДЖМЕНТ- ОБРАЗОВАНИЯ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25099175"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>МЕТОДЫ
ДИАГНОСТИКИ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ
ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23617126"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>УЧЕБНЫЙ
ДИАЛОГ: ПСИХОЛОГИЧЕСКИЙ АСПЕКТ В ПРОЦЕССЕ ФОРМИРОВАНИЯ "ВТОРИЧНОЙ"
ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23567663"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ТЕОРЕТИКО-МЕТОДОЛОГИЧЕСКАЯ
И МЕТОДИЧЕСКАЯ ПОДГОТОВКА ПЕДАГОГОВ К ОРГАНИЗАЦИИ И СОПРОВОЖДЕНИЮ
ЯЗЫКОВОГО РАЗВИТИЯ ЛИЧНОСТИ В ШКОЛЕ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=23670042"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ В СОВРЕМЕННОМ ПРОСТРАНСТВЕ КУЛЬТУРЫ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24068407"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ЯЗЫКОВОЙ ЛИЧНОСТИ КАК ОСНОВА ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=24844603"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>РУССКИЙ
ЯЗЫК КАК СРЕДСТВО ФОРМИРОВАНИЯ ПАТРИОТИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=25464830"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ТЕОРЕТИЧЕСКИЕ
АСПЕКТЫ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБЩЕЕВРОПЕЙСКОГО ТИПА В
ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
</font></font><br/>
</p>
<li><p style="line-height: 100%"><a href="https://www.elibrary.ru/item.asp?id=29448123"><font color="#00008f"><span style="text-decoration: none"><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><b>ФОРМИРОВАНИЕ
ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-ФИЛОЛОГА В ПРОЦЕССЕ
ВЫПОЛНЕНИЯ КУРСОВОЙ РАБОТЫ В РАМКАХ КУРСА "ЛЕКСИКОЛОГИЯ
АНГЛИЙСКОГО ЯЗЫКА"</b></font></font></span></font></a><font face="Tahoma, Verdana, Arial Cyr, Arial, Helvetica, sans-serif"><font size="1" style="font-size: 8pt"><br/>
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1. [[К ВОПРОСУ О ФОРМИРОВАНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПОЛИЯЗЫЧНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ КАЗАХСТАНА]]
2. [[КУЛЬТУРА РЕЧИ ЯЗЫКОВОЙ ЛИЧНОСТИ НА УРОВНЕ АДЕКВАТНОГО ВЫБОРА]]
3. [[МОДЕЛИРОВАНИЕ ПОЛИКУЛЬТУРНОЙ САМООРГАНИЗАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В ПРОЦЕССЕ ПРОФИЛЬНО-ПРИКЛАДНОГО ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ]]
4. [[К ВОПРОСУ О ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ВЫПУСКНИКОВ ТЕХНИЧЕСКИХ ВУЗОВ]]
5. [[ВИРТУАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ И ОБУЧЕНИЕ ИНОСТРАННЫМ ЯЗЫКАМ В ВЫСШЕЙ ШКОЛЕ]]
6. [[ДИАЛОГ КУЛЬТУР КАК ОСНОВА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В КОНТЕКСТЕ КОГНИТИВНОЙ ПАРАДИГМЫ]]
7. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩЕГО УЧИТЕЛЯ]]
8.
9 [[ТЕХНОЛОГИЯ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБЩЕЕВРОПЕЙСКОГО ТИПА В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ]]
10. [[КОНЦЕПТУАЛЬНЫЕ ОСНОВЫ МЕТОДИЧЕСКОГО ПОСОБИЯ "ЛИНГВОРИТОРИКА: САМОПРОЕКТИРОВАНИЕ СИЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (СХЕМЫ, ТАБЛИЦЫ, АЛГОРИТМЫ, САМОНАСТРОИ)"]]
11. [[ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ. ЛИНГВОКУЛЬТУРОЛОГИЧЕСКИЙ АСПЕКТ (ИЗ ОПЫТА РАБОТЫ)]]
12. [[О ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
13. [[АСПЕКТЫ СОЦИОКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ, ДЕТЕРМИНИРУЮЩЕЙ РАЗВИТИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ, В УСЛОВИЯХ ИНФОРМАТИЗАЦИИ ОБРАЗОВАНИЯ]]
14. [[ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ЭКОНОМИЧЕСКОМ ВУЗЕ В МЕНЯЮЩЕМСЯ МИРЕ]]
15. [[К ВОПРОСУ О ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ]]
16. [[ТЕОРЕТИЧЕСКАЯ ПАРАДИГМА "ЯЗЫКОВОЙ ЛИЧНОСТИ" В ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОМ ОБУЧЕНИИ (РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ)]]
17. [[ПУТИ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕЯЗЫКОВОГО ПРОФИЛЯ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОМУ ЯЗЫКУ НАПРАВЛЕНИЕ "ЭКОЛОГИЯ И ПРИРОДОПОЛЬЗОВАНИЕ"]]
18. [[МЕТОДОЛОГИЯ ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ] ]
19. [[СТРУКТУРНЫЕ КОМПОНЕНТЫ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ] ]
20. [[ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ КОНТРОЛЬНО-ИЗМЕРИТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ]]
21. [[САМОВОСПИТАНИЕ КАК ФАКТОР РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ПЕДАГОГА В ПОЛИКУЛЬТУРНОЙ ОБЩЕОБРАЗОВАТЕЛЬНОЙ СРЕДЕ]]
22. ВЛИЯНИЕ ПРОЦЕССА ЯЗЫКОВОГО ОБУЧЕНИЯ НА КОГНИТИВНЫЙ УРОВЕНЬ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ
23. ПРОЕКТНАЯ ДЕЯТЕЛЬНОСТЬ КАК ОДИН ИЗ МЕТОДОВ РАЗВИТИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ И КОММУНИКАТИВНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ (НА ОСНОВЕ ПРЕПОДАВАНИЯ АНГЛИЙСКОГО ЯЗЫКА НА ФАКУЛЬТЕТЕ ЖУРНАЛИСТИКИ МГУ)
24. ЯЗЫКОВОЕ СОЗНАНИЕ В СТРУКТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ
25. ОБУЧЕНИЕ ВУЗОВСКОМУ КУРСУ "РУССКИЙ ЯЗЫК И КУЛЬТУРА РЕЧИ" В КОНТЕКСТЕ СОЗДАНИЯ ТОЛЕРАНТНОГО ПОЛЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
26. ОСНОВЫ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
27. ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СРЕДСТВАМИ ИНОСТРАННОГО ЯЗЫКА
28. ФОРМИРОВАНИЕ ЯЗЫКОВОЙ КОМПЕТЕНЦИИ ЛИЧНОСТИ В ПРОЦЕССЕ ПРЕПОДАВАНИЯ РЕЧЕВЕДЧЕСКИХ ДИСЦИПЛИН В ВУЗЕ
1. ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ В ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОЙ СРЕДЕ: ОПЫТ РАЗРАБОТКИ ПРОГРАММЫ МАГИСТРАТУРЫ В ТЮМЕНСКОМ ГОСУДАРСТВЕННОМ УНИВЕРСИТЕТЕ
2. ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ СПЕЦИАЛИСТОВ В СФЕРЕ УПРАВЛЕНИЯ ПЕРСОНАЛОМ И ОБУЧЕНИЕ ИНОСТРАННОМУ ЯЗЫКУ ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ
3. ОСОБЕННОСТИ ОТРАЖЕНИЯ В СЛОВАРЯХ ЕДИНИЦ РУССКОГО МОЛОДЕЖНОГО ЖАРГОНА В ЗЕРКАЛЕ ВОСПРИЯТИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
4. СТАНОВЛЕНИЕ ПОНЯТИЯ "ЯЗЫКОВАЯ ЛИЧНОСТЬ": ОТ "ЯЗЫКА В ЧЕЛОВЕКЕ" ДО "ЧЕЛОВЕКА В ЯЗЫКЕ"
5. ФЕНОМЕН ЯЗЫКОВОЙ ЛИЧНОСТИ В ОТЕЧЕСТВЕННОЙ ПЕДАГОГИЧЕСКОЙ ЛИТЕРАТУРЕ
6. АУДИТОРНЫЙ ДИСКУРС КАК ИННОВАЦИОННАЯ ПЛОЩАДКА ПО РАЗВИТИЮ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОФОНА
7. ПСИХОЛИНГВИСТИЧЕСКИЕ ОСНОВЫ КОММУНИКАТИВНОЙ ТОЛЕРАНТНОСТИ ЯЗЫКОВОЙ ЛИЧНОСТИ
8. ЛИНГВОДИДАКТИЧЕСКОЕ ИССЛЕДОВАНИЕ СОДЕРЖАНИЯ КОНЦЕПТОВ В КОГНИТИВНОМ ПРОСТРАНСТВЕ ТЕКСТОВ КОНКРЕТНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
9. ЯЗЫКОВАЯ ЛИЧНОСТЬ В ПОЛИЭТНИЧЕСКОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ НЕЯЗЫКОВОГО ВУЗА
10. ПРОБЛЕМЫ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ И НАУЧНОЙ КОНЦЕПТОСФЕРЫ ИНОСТРАННЫХ СТУДЕНТОВ-ФИЛОЛОГОВ
11. ПРЕИМУЩЕСТВА ИСПОЛЬЗОВАНИЯ Е-MAIL-ПРОЕКТОВ В ПРОЦЕССЕ РАЗВИТИЯ ЯЗЫКОВОЙ ОДАРЕННОСТИ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ В ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ СОВРЕМЕННОГО УЧЕБНОГО ЗАВЕДЕНИЯ
12. КРИТЕРИИ РАЗВИТИЯ КУЛЬТУРЫ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В ПОЛИКУЛЬТУРНОЙ СРЕДЕ ВУЗА
13. ФИЛОЛОГИЧЕСКИЙ МИНИМУМ КАК ИНСТРУМЕНТ ОБУЧЕНИЯ И КОНТРОЛЯ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-ФИЛОЛОГА
14. ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ КУРСА РКИ ГОСУДАРСТВЕННЫХ УНИВЕРСИТЕТОВ ТУРЦИИ
15. НАУЧНЫЙ ДИСКУРС КАК ОСНОВА ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ МАГИСТРАНТА-ФИЛОЛОГА
16. БИ(ПОЛИ)ЛИНГВАЛЬНАЯ "ЯЗЫКОВАЯ ЛИЧНОСТЬ РОССИЯНИНА" И КОНЦЕПЦИЯ ЛИНГВОРИТОРИЧЕСКОГО ОБРАЗОВАНИЯ В АСПЕКТЕ ЯЗЫКОВОЙ ПОЛИТИКИ
17. ВЫПУСКНИК ФИЛОЛОГИЧЕСКОЙ АСПИРАНТУРЫ КАК ПРОФЕССИОНАЛЬНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ (ПРЕПОДАВАТЕЛЬ-ИССЛЕДОВАТЕЛЬ): ЛИНГВОРИТОРИКА КОМПЕТЕНТНОСТНОГО ПОДХОДА
18. ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ИНОСТРАННОГО ФИЛОЛОГА-РУСИСТА: ГОВОРЯЩЕГО, ПИШУЩЕГО, ЧИТАЮЩЕГО, СЛУШАЮЩЕГО
19. НОВЫЕ КОМПЕТЕНЦИИ В СТРУКТУРЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СОВРЕМЕННОГО УЧИТЕЛЯ-СЛОВЕСНИКА КАК ОРИЕНТИР МОДЕРНИЗАЦИИ ФИЛОЛОГИЧЕСКОГО ОБРАЗОВАНИЯ
20. ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЛИЧНОСТИ СТУДЕНТОВ ЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ ВУЗОВ
21. РАЗВИТИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБУЧАЮЩЕГОСЯ СРЕДСТВАМИ КОМПЬЮТЕРНО-ОПОСРЕДОВАННОЙ КОММУНИКАЦИИ
22. НИРС КАК СРЕДСТВО ФОРМИРОВАНИЯ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА
23. ВТОРИЧНАЯ ЯЗЫКОВАЯ ЛИЧНОСТЬ МАГИСТРАНТА ТЕХНИЧЕСКОГО ПРОФИЛЯ
24. ИССЛЕДОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ И ПОЗНАВАТЕЛЬНЫХ СПОСОБНОСТЕЙ СТУДЕНТОВ В ПОЛИЭТНИЧЕСКОЙ НЕЯЗЫКОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ
25. ОБУЧЕНИЕ КИТАЙСКИХ СТУДЕНТОВ РУССКОМУ ЯЗЫКУ С УЧЕТОМ НАЦИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НАЧАЛЬНЫЙ ЭТАП ОБУЧЕНИЯ)
26. ОСОБЕННОСТИ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ
27. О ВЗАИМОСВЯЗИ ИНДИВИДУАЛЬНЫХ ОСОБЕННОСТЕЙ ЯЗЫКОВЫХ СПОСОБНОСТЕЙ И СПЕЦИФИКИ ЯЗЫКОВОЙ ЛИЧНОСТИ
1. МЕНТАЛЬНЫЕ КАРТЫ КАК МЕТОД ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ
2. ЯЗЫКОВАЯ ЛИЧНОСТЬ СТУДЕНТА В ПОЛИКУЛЬТУРНОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ
3. О РОЛИ ЯЗЫКОВОЙ ЛИЧНОСТИ В МЕЖКУЛЬТУРНОМ ОБЩЕНИИ
4. УЧЕБНЫЙ ТЕКСТ НА ОСНОВЕ ХУДОЖЕСТВЕННОГО: ПУТИ ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
5. УЧЕБНИК ИНОСТРАННОГО ЯЗЫКА ДЛЯ СПЕЦИАЛЬНЫХ ЦЕЛЕЙ КАК СРЕДСТВО РАЗВИТИЯ ИННОВАЦИОННОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ
6. ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ЭКОНОМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ
7. ПОТЕНЦИАЛ ВНУТРИВУЗОВСКИХ КОНКУРСОВ ПО КУЛЬТУРЕ РЕЧИ В АСПЕКТЕ РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ-ЮРИСТОВ
8. НАБЛЮДЕНИЕ НАД РЕЧЕВЫМ ПОВЕДЕНИЕМ ЛИТЕРАТУРНЫХ ПЕРСОНАЖЕЙ ПРОШЛОГО КАК СРЕДСТВО ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ОБУЧАЮЩИХСЯ В РАМКАХ КОМПЕТЕНТНОСТНОГО ПОДХОДА
9. КУЛЬТУРНЫЕ КОНЦЕПТЫ В МЕТОДИЧЕСКОЙ СИСТЕМЕ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
10. ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ
11. ПРЕЦЕДЕНТНЫЕ ФЕНОМЕНЫ КАК СРЕДСТВО ФОРМИРОВАНИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ (НА МАТЕРИАЛЕ ФРАНЦУЗСКОГО ЯЗЫКА)
12. ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ В ФОРМИРОВАНИИ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ПРЕПОДАВАНИЯ ИНОСТРАННОГО ЯЗЫКА В ВЫСШЕЙ ШКОЛЕ
13. ВОЗМОЖНОСТИ ИНТЕРНЕТ-ТЕХНОЛОГИЙ В ФОРМИРОВАНИИ МЕДИАКОМПЕТЕНТНОСТИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В КОЛЛЕДЖЕ
14. ЛИНГВОПСИХОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ БИЛИНГВА
15. КУЛЬТУРА РЕЧИ КАК КОМПОНЕНТ И СРЕДСТВО РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ВЫПУСКНИКА НЕЯЗЫКОВОГО ВУЗА
16. РОЛЬ ЯЗЫКОВОЙ СРЕДЫ В ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ
17. К ВОПРОСУ О ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В УСЛОВИЯХ НЕЯЗЫКОВОГО ВУЗА
1. ДИАЛОГ РУССКОГО И АНГЛИЙСКОГО ЯЗЫКОВ ПРИ ИНТЕГРАЦИИ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА ИЗ АРАБСКОГО МИРА В РОССИЙСКОЕ ОБРАЗОВАТЕЛЬНОЕ ПРОСТРАНСТВО
2. ТРАНСФОРМАЦИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПОЛИЛИНГВОКУЛЬТУРНОМ СОЦИУМЕ
3. МОДЕЛЬ ФОРМИРОВАНИЯ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ НЕЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ (НА МАТЕРИАЛЕ ИЗУЧЕНИЯ ЯПОНСКОГО ЯЗЫКА И КУЛЬТУРЫ)
4. ФОРМИРОВАНИЕ ИННОВАЦИОННОЙ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ЮРИДИЧЕСКОГО ФАКУЛЬТЕТА НА ОСНОВЕ СИНЕРГЕТИЧЕСКОГО ПОДХОДА
5. МЕТАПРЕДМЕТНЫЙ ПОДХОД В РАЗВИТИИ ИННОВАЦИОННОЙ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ЮРИДИЧЕСКОГО ВУЗА
6. СОВЕРШЕНСТВОВАНИЕ МЕЖКУЛЬТУРНОЙ КОМПЕТЕНЦИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ
7. РАЗВИТИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ВУЗА ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКАВ УСЛОВИЯХ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ СРЕДЫ
8. РАЗВИТИЕ ПРОФЕССИОНАЛЬНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ В ПРОЦЕССЕ ВУЗОВСКОГО ОБУЧЕНИЯ (ПО ИТОГАМ ПРОВЕДЕНИЯ МЕЖДУНАРОДНОЙ НАУЧНО-МЕТОДИЧЕСКОЙ КОНФЕРЕНЦИИ)
9. ПРОБЛЕМА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ
10. ФОРМИРОВАНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ЗАРУБЕЖНОГО СТУДЕНТА В ТЕХНИЧЕСКОМ ВУЗЕ НА ЗАНЯТИЯХ ПО РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ НА ОСНОВЕ ЯЗЫКА-ПОСРЕДНИКА
11. ФОРМИРОВАНИЕ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В ПРОЦЕССЕ ИЗУЧЕНИЯ РУССКОГО ЯЗЫКА КАК ИНОСТРАННОГО (НА ПРИМЕРЕ РАБОТЫ С БЕЗЭКВИВАЛЕНТНОЙ ЛЕКСИКОЙ)
12. СИСТЕМА УПРАЖНЕНИЙ ДЛЯ ФОРМИРОВАНИЯ ПОЛИКУЛЬТУРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ В СОВРЕМЕННОЙ КОМПЕТЕНТНОСТНОЙ ПАРАДИГМЕ ОБУЧЕНИЯ УСТНОЙ ИНОЯЗЫЧНОЙ РЕЧИ (РУССКИЙ ЯЗЫК КАК ИНОСТРАННЫЙ)
13. АКСИОЛОГИЧЕСКИЙ ПОТЕНЦИАЛ ДРЕВНЕРУССКОГО И СТАРОСЛАВЯНСКОГО ЯЗЫКОВ В СВЯЗИ С ПРОБЛЕМОЙ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ ФИЛОЛОГА
14. ИСПОЛЬЗОВАНИЕ АКТИВНЫХ МЕТОДОВ ОБУЧЕНИЯ В ПРОЦЕССЕ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ БУДУЩИХ СОТРУДНИКОВ ПРАВООХРАНИТЕЛЬНЫХ ОРГАНОВ
15. К ВОПРОСУ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ УЧЕНОГО-ИССЛЕДОВАТЕЛЯ В УСЛОВИЯХ ТРЕХЪЯЗЫЧНОГО ОБРАЗОВАНИЯ В РЕСПУБЛИКЕ КАЗАХСТАН
16. ФОРМИРОВАНИЕ ЭЛИТАРНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ ЛИНГВИСТА-ПЕРЕВОДЧИКА В ПРОЦЕССЕ ОБУЧЕНИЯ ПИСЬМЕННОМУ ПЕРЕВОДУ
17. ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА В РАМКАХ ИНОЯЗЫЧНОЙ ПОДГОТОВКИ В ТЕХНИЧЕСКОМ ВУЗЕ
18. ИЗМЕНЕНИЕ ЯЗЫКОВОЙ ЛИЧНОСТИ ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА
19. ПРЕПОДАВАНИЕ ГРАММАТИКИ В ПРОЦЕССЕ РАЗВИТИЯ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ЭКОНОМИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ
20. ПОДГОТОВКА ЯЗЫКОВОЙ ЛИЧНОСТИ К ПРОДУКТИВНОМУ ОБЩЕНИЮ В ПРОЦЕССЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ
21. О ФОРМИРОВАНИИ ЯЗЫКОВОЙ ЛИЧНОСТИ БАКАЛАВРОВ НАЧАЛЬНОГО ОБРАЗОВАНИЯ В ПРОЦЕССЕ ИЗУЧЕНИЯ ЛЕКСИКОЛОГИИ РУССКОГО ЯЗЫКА
22. РОЛЬ МОТИВАЦИИ ПРИ ФОРМИРОВАНИИ ВТОРИЧНОЙ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТОВ ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЙ
23. ПРЕЦЕДЕНТНЫЕ ТЕКСТЫ КАК СРЕДСТВО РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ СТУДЕНТА-РЕКЛАМИСТА
24. РЕЧЕВАЯ КОМПЕТЕНТНОСТЬ КАК ОСНОВА ФОРМИРОВАНИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ